Name:_______________________________________________________________ Score: __________

Set: ________ Date: __________________________

Quarter 1
Week 1
CONTENT STANDARD
The learner demonstrates understanding of how world literature and other text types serve
as ways of expressing and resolving personal conflicts, also how to use strategies in linking
textual information, repairing, enhancing communication public speaking, emphasis markers in
persuasive texts, different forms of modals, reflexive and intensive pronouns.

MOST ESSENTIAL LEARNING COMPETENCIES

 Explain how the elements specific to a selection build its theme

 Get information that can be used in everyday life from news reports, speeches, information
talks, panel discuss, etc. EN10LC-Ia-11.1

Activity 1: Pre-assessment

For questions numbers 1-2: Fill in the blanks with the correct letters. (1 pt. each)

A. Who are the two warriors in the story?

1. __C__ILL__S
2. H__ __TO__
B. Who were the gods and goddesses mentioned in the story?
3. __E__S
4. T_ __ET__S
5.__RI__
6. H__ R__
7. AT__EN__
8. __PH__O__I__E
9. M__NE__ __A
10. AP__L__O

1 |Property of High School Department, Southern Baptist College, M’lang, Cotabato

 Read “Activate Your Prior Knowledge”, “Mythological Background of the Iliad” and
“About the author” on pages 2 to 3 of your book for you to know the essential information of the story
“Iliad” by Homer.
After reading the background information, take time to read the “Excerpt from Iliad” Book XXII
The Death of Hector by Homer found in pages 5- 17. Or you may visit this url https://www.ancient-
literature.com/greece_homer_iliad.html for a supplemental material about the story Iliad.

ACTIVITY 2

A. Identify the elements of an Epic Poem being defined below. Write your answer in space
provided before the number. (1 pt. each)

____________________1. This is the main character in the epic poem. He/she satisfactorily
succeeds in all his/her legendary conquests despite all odds. He/she
may be a god/goddess or a demi-god/demi-goddess or protected by
the gods/goddesses.
____________________2. Each of the conquests of the hero is a demonstration of his/her.
extraordinary strength and courage. He she alone can accomplish
them successfully. No other human being can equal his vigor and
bravery.

____________________3.These are often long and dangerous missions or pursuits faced

and successfully overcome by the hero.

____________________4.The quests may coincide with mythological or historical events.

Most often, quests may happen in space or in the underworld.
____________________5.The hero is usually granted the extraordinary strength
and power or is aided by the gods, goddesses, angels, or demons
in his death-defying quests.

B.Complete the following table below by writing down in the line/s or verse/s in the excerpt of
the epic that corresponds to each element. (3 pts. each)

ELEMENT OF AN EPIC POEM VERSE

1. Hero

2 |Property of High School Department, Southern Baptist College, M’lang, Cotabato

2. Extraordinary strength and courage

3. Quest

4. Setting

5. Divine Intervention

3 |Property of High School Department, Southern Baptist College, M’lang, Cotabato

Activity 3: Evaluation

Write your answer in a complete sentence.

1. How is the story effective in conveying its message about the value of military glory over
family life and the impermanence of life? (5 pts.)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Cite one real-life situation that mirrors the theme of the story. (5 pts.)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. How do war, violence and death affect a particular community or group of people? (5 pts.)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

4. If you were the president of the Philippines, would war be an option to recover a right or
possession? Why do you say so? (5 pts.)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

4 |Property of High School Department, Southern Baptist College, M’lang, Cotabato

Name:_______________________________________________________________ Score: __________

Set: ________ Date: __________________________

Quarter 1
Week 2
CONTENT STANDARD
The learner demonstrates understanding of how world literature and other text types serve
as ways of expressing and resolving personal conflicts, also how to use strategies in linking
textual information, repairing, enhancing communication public speaking, emphasis markers in
persuasive texts, different forms of modals, reflexive and intensive pronouns.

MOST ESSENTIAL LEARNING COMPETENCIES

 Infer a character’s values and disposition

 Determine the effect of textual aids like advance organizers, titles, non-linear illustrations,
etc. on the understanding of a text EN10RC-IA-2.15.2

Activity 1: Pre- assessment

Determine the meaning of the given terms in column A by connecting it to its technical
definition in column B.

___ 1. Abases A. a trinket thought to be magical protection against evil

___2. Abhorrence B. a framework that supports climbing plants

___3. Ambrosia C. cause to feel shame

___4. Ample D. more than enough in size or scope or capacity

___5. Amulet E. the food and drink of the gods

___6. Arbor F. hate coupled with disgust

___7. Averse G. threatening or foreshadowing evil or tragic developments

___8. Avowal H. something causing misery or death

___9.baleful I. strongly opposed

___10. bane J. statement asserting the truth of something

5 |Property of High School Department, Southern Baptist College, M’lang, Cotabato

 Read “The Odyssey” by Homer on page 22-29 and answer the questions and activities that
follow.

Activity 2

A. Complete the character map below. (2 pts. each)

Event

Name of the Character Decision or Action

Values or disposition

B. Do the character’s thoughts, words, and actions or decisions reflect his/her disposition or
values? How? (3 pts.)

Activity 3: Evaluation

1. How do your personal values influence your decisions? (10 pts.)

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

6 |Property of High School Department, Southern Baptist College, M’lang, Cotabato

Name:_______________________________________________________________ Score: __________

Set: ________ Date: __________________________

Quarter 1
Week 3
CONTENT STANDARD
The learner demonstrates understanding of how world literature and other text types serve
as ways of expressing and resolving personal conflicts, also how to use strategies in linking
textual information, repairing, enhancing communication public speaking, emphasis markers in
persuasive texts, different forms of modals, reflexive and intensive pronouns.

MOST ESSENTIAL LEARNING COMPETENCIES

 Recognize and form words from mythological characters

 Use reflexive and intensive pronouns

Activity 1: Pre-Assessment

Correctly encircle all English and phrases with Greek mythological origin. (1 pt. each)

B I N G O
Atlas Chimera Iris Panic Cereal

Herculean Hygiene Lunatic Museum Narcissism

Nemesis Mercurial Midas touch Chronology Echo

Adonis Hermaphrodite Oedipus Phobia Volcano

Hypnosis Psychology Harping Mentor Plutocracy

7 |Property of High School Department, Southern Baptist College, M’lang, Cotabato

 Discover intensive and reflexive pronouns by reading your book on page 36 to 37.

Activity 2:

A. Fill in the blank with the correct intensive pronoun. Write the letter of your answer in the
space provided before. (1 pt. each)

___1. The gods_____ agreed to help the mortals.

A. himself
B. herself
C. themselves
D. yourselves
E. itself
___2. The gods helped the mortals ________.

A. himself
B. themselves
C. themselves
D. yourselves
E. itself
___3. Achilles _________ is a brave warrior.

A. himself
B. herself
C. themselves
D. yourselves
E. itself
___4. Andromache _________ fears the impending death of her husband Hector.

A. himself
B. herself
C. themselves
D. yourself
E. itself
___5. Hector __________ fought Achilles.

A. himself
B. herself
C. themselves
D. yourselves
E. itself

B. Fill in the blanks with the correct reflexive pronoun. (1 pt. each)

8 |Property of High School Department, Southern Baptist College, M’lang, Cotabato

1. The ship crew helped _____________________________ to the poisoned lotus flowers.

2. Odysseus found his ship crew and ________________________ in the middle of the
raging ocean.
3. Scylla and Charybdis did not allow ________________________ to be fooled by the
Greeks.
4. The sirens do not sing _________________________ to sleep.
5. The Cyclops awakened and considered _________________________ fooled.

Activity 3: Evaluation

A. Use the following intensive pronouns in a sentence. (2 pts. each)

1. myself
___________________________________________________________________________

2. yourself
___________________________________________________________________________

3. ourselves
___________________________________________________________________________

B. Use the following reflexive pronouns in a sentence. (2 pts. each)

1. themselves
___________________________________________________________________________

2. yourself
___________________________________________________________________________

3. yourselves
___________________________________________________________________________

9 |Property of High School Department, Southern Baptist College, M’lang, Cotabato

Name:_______________________________________________________________ Score: __________

Set: ________ Date: __________________________

Quarter 1
Week 4
CONTENT STANDARD
The learner demonstrates understanding of how world literature and other text types serve
as ways of expressing and resolving personal conflicts, also how to use strategies in linking
textual information, repairing, enhancing communication public speaking, emphasis markers in
persuasive texts, different forms of modals, reflexive and intensive pronouns.

MOST ESSENTIAL LEARNING COMPETENCIES

 Identify features of persuasive texts

 Identify the purpose, audience, structure, and language.

Read the features of Persuasive Texts and answer the following activities below.

Activity 1: Pre-Assessment

Identify the features of persuasive texts defined in the following paragraphs. (1 pt. each)

___________________1.This is usually the tense of the verbs used in persuasive speeches,

unless of course the speaker relates at some point an experience in the
past or a plan or dream for the future.

___________________2. To link one fact, idea, or opinion to another, you need to use words
like, because, while, on the other hand, or example, such as, whereas,
thus, or therefore, among others. The logic and organization of what

10 |Property of High School Department, Southern Baptist College, M’lang, Cotabato

 you are trying to convey will more or less become more evident with
the use of transition words.

___________________3. The use of powerful language and strong adjective helps the text
become persuasive. Examples of these would be "I firmly believe...",
"We must...", "the strong foundation of our rights. "Come, join me...."

___________________4. It is a question that needs no answer, but implies its own answer. It is
said for emphasis or effect.

___________________5. These are possible objections or doubts against your main argument.
These are points that you need to anticipate in order to successfully
answer the overthrow.

___________________6. These are pieces of information or evidence that are certain and
specific.

___________________7. These are views, beliefs, or judgments about something and may not
be based on facts or personal knowledge.

Read the speech entitled “Give Me Liberty or Give Me Death” by Patrick Henry on page 42- 44 of
your book. For additional background knowledge, read and comprehend the literary background and about
the author on page 41.

ACTIVITY 2

A. Review the feature of persuasive text. Reread the selection and complete the matrix. 3 points for each
answer.

Features of Persuasive Text Sample from the Text

1. Purpose

2. Audience

3. Structure
 Introduction

 Argument

11 |Property of High School Department, Southern Baptist College, M’lang, Cotabato

  Conclusion

Activity 3: Evaluation

True or False. Write T if the statement is correct and F if the statement is incorrect.

___ 1. Patrick Henry was the one who wrote and delivered the speech “Give me Liberty or Give
Death”.

___2. To inform is the general purpose of the speech.

___3. The speech emphasizes the need for life and freedom.

___4. The speech was given on 23rd of March, 1775 from the floor of the Second Virginia
Convention being held at St. John’s Church in Richmond, Virginia.

___5. Henry is instilling to the audience that the alternative for fighting is peace.

___6. If Henry will not be able to say what he have to, it would be considered as treason.

___7. "I shall speak forth my sentiments freely and without reserve." Is a quotation that expresses
urgency.

___8. "Give me liberty or give me death!" is the most famous line of the speech.

___9. Gathering armies and war ships around the colonies makes Henry think and say that the war
has begun.

___10. Henry is convincing his audience to submit to British rule.

12 |Property of High School Department, Southern Baptist College, M’lang, Cotabato