The document provides information about a book titled "Celebrating Diversity through World Literature" which was collaboratively developed by educators from various schools and universities. It encourages teachers and other stakeholders to provide feedback and recommendations to the Department of Education. The summary acknowledges the development team and production staff involved in creating the book.

1. i
10
English
Learner’s Material
Department of Education
Republic of the Philippines
Celebrating Diversity through
World Literature
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 action@deped.gov.ph.
We value your feedback and recommendations.

2. ii
Celebrating Diversity through World Literature – Grade 10
English - Learner’s Material
First Edition 2015
ISBN:
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)
Office Address: 5th Floor Mabini Bldg., DepEd Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax: (02) 634-1054 or 634-1072
E-mail Address: imcsetd@yahoo.com
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Authors and publishers may email or contact FILCOLS at filcols@gmail.com or
(02) 439-2204, respectively.

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

4. iv
YOUR FINAL TASK
MY TREASURE
Lesson 2 : Building Up Defenses
YOUR JOURNEY
YOUR OBJECTIVES
YOUR INITIAL TASKS
Task 1: What Am I? 32
Task 2: Discrimination Check 32
Task 3: Mirror, Mirror 33
Task 4: Reflection 33
Task 5: Enduring and Essential 34
Task 6: Learning Expectations 35
YOUR TEXT
The Gorgon’s Head by Anne Terry White
Task 7: Guide for Reading 35
Task 8: Mystery Word 36
Task 9: Dissecting the Text 42
Task 10: Visualizing the Text 42
Task 11: Act and Counter Act 43
Task 12: My Coat of Arms 43
Task 13: Makes Sense to Me 44
Task 14: Triple Treat 45
Task 15: A Hero in Me 46
YOUR DISCOVERY TASKS
Task 16: Award in the Ward 47
Task 17: Different and Singled Out 47
Task 18: Caps Locked 48
Task 19: Creating a Personal Goal 49
YOUR FINAL TASK
Task 20: Your Brochure 50
MY TREASURE
Lesson 3: Capitalizing on Strengths and Recognizing our
Weaknesses
YOUR JOURNEY
YOUR OBJECTIVES
YOUR INITIAL TASKS
Task 1: Boy-Girl Power! 53
Task 2: Let It Go! 53
Task 3: What Are You Made Of? 54
YOUR TEXT
Orpheus by Alice Low
Task 4: Mystery Words 54

5. v
Task 5: From Page to Page 55
Task 6: Element-Array 58
Task 7: Alice Low 58
YOUR DISCOVERY TASKS
Task 8: Piece of Pi 59
Task 8.1 Thin Line 59
Task 8.2 A Quote On Quote 60
Task 9: Modal Modes 61
Task 9.1 Units of Measurement 62
Task 9.2 Classifying Things 62
Task 9.3 Market! Market! 63
Task 10: The Confrontation 63
Task 11: A Gift of Change 64
Task 12: A Letter Later 64
Task 13: Best Magic Ever 64
YOUR FINAL TASK
Task 14: Ad Typecast 65
Task 15: Ask a Professional 65
Task 16: Past Forward 65
Task 17: Thanks for the Ad! 66
MY TREASURE
Lesson 4: Dealing with Personal Challenges
YOUR JOURNEY
YOUR OBJECTIVES
YOUR INITIAL TASKS
Task 1: Picture Perfect 68
Task 2: A Puzzling Trial 68
Task 3: Three (3) Controls 68
Task 4: Setting Expectations 69
YOUR TEXT
Arachne by Olivia Coolidge
Task 5: SGDA for the Golden Do 71
Group 1 Word Finder 71
Group 2 Image Makers 72
Group 3 Justifiers 72
Group 4 Theme Builders 72
Task 6: Language Watch 73
A. Which Is Which 73
B. Giving Emphasis 73
C. Scary But Blissful 73
D. Comfort Zone 74
YOUR DISCOVERY TASKS
Task 7: SGDA for Beyond Text - Real Life Extension 74

6. vi
YOUR FINAL TASKS
Task 8: For a VIP (Very Impressive Photo) Essay 75
A. Connect and Decide 75
B. Scout for Remarkable/Influential Figures 76
C. Unlimited 76
MY TREASURE
Lesson 5: Winning Over Individual Challenges
YOUR JOURNEY
YOUR OBJECTIVES
YOUR INITIAL TASKS
Task 1: Connect to the Past 80
Task 2: Outlook Turn On 81
Task 3: Tune In 81
Task 4: Looking Forward 81
YOUR TEXT
How Odin Lost His Eye Retold by Catherine F. Sellew
Task 5: SGDA for Understanding the Text 82
Task 6: Language Line 86
A. Sense of Value 86
B. Saving Grace 86
C. Rewarding 87
YOUR DISCOVERY TASKS
Task 7: 87
YOUR FINAL TASK
Task 8: Life Skills Connection 89
The Koran translated by N.J. Dawood
Task 9: Giving Your Best 90
MY TREASURE
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

7. vii
Task 6: Language Patrol
The Thief Who Became a Disciple
translated by Paul Reps 100
A. Like a Disciple 100
B. Looking Ahead 101
C. Using Modals 101
D. Alter Ego 101
YOUR DISCOVERY TASKS
Task 7: SGDA Leading to Completion 102
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 103
B. Call Up for Order Box Game 104
C. Steps in Writing Persuasive Essay 105
D. Drafting 105
E. Sharing through the EQS (Encourage,
Question and Suggest) 106
F. Revising and Polishing 107
G. Publishing 107
MY TREASURE

8. xviii
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 self-
actualizing, 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.

9. xix
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 final 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.

10. 1
Overcoming Challenges

11. 2
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.
2. 3.
B. Special Terms
Directions: Match each term in column B with the most appropriate description
in column A.
A B
___4. argument A. what needs to be proven by facts
___5. controlling idea B. central idea of a work of literature
___6. mood C. the feeling created in a reader by a literary
work
___7. opinion D. a core idea or focus of a written work
___8. tone E. contains the body of evidence used to
___9. theme 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 B. obligation C. probability D. willingness
10. It’s true that sorrows in life may bring despair.
11. We must find courage even in the small things that we do.
12. We will endure even the greatest sufferings that will come our way.
13. Ordinary trials can be turned into extraordinary moments.
1.
2.3.

12. 3
D. Intensive and Reflexive Pronouns
Directions: Determine whether each underlined word is used as an intensive
or reflexive pronoun. Write In for intensive pronoun and Re for reflexive 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.
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. refined
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
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 first 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!

13. 4
For nos. 22 to 26
22. The word “fought” is a/an _______ of the word “defied” 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
27. The expression to “throw back your shoulders” means________.
A. exercise your shoulders C. be confident 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
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-field star
Jackie Joyner-Kersee. 3.) I respect them for their courage and strength in overcoming
obstacles. 4.) Both are persons with disabilities who defied obstacles in order to be
successful in their fields. 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
“ When the world looks hopeless,
And life is not fair,
Throw back your shoulders
And do not despair.”
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.

14. 5
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
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 figure of speech used in the poem is ______________.
A. alliteration C. personification
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.
If you have endured a great despair,
Then you did it alone.
Getting a transfusion from a fire,
Picking the scabs off your heart,
Then wringing it out like a sock.
- from: “Courage” by Anne Sexton

15. 6
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 final 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 OBJECTIVES
In charting the course of your journey in this lesson, you are expected to:
• use textual aids in understanding better the text
• get information from various text types that can be used in everyday life
• determine how connected events contribute to the totality of a material viewed
• differentiate formal from informal definitions of words
• explain how the elements specific to a selection build their theme
• identify features of persuasive texts
• identify the elements of public speaking needed to effectively engage in
meaningful communication
• use reflexive pronouns to create meaningful discourse
Your target output at the end of this lesson is a
concise oral report about cyberbullying and the criteria for
assessment will be verbal skills, nonverbal skills, and content of
the presentation.

16. 7
YOUR INITIAL TASKS
Task 1 BLOCKS THAT BLOCK
Each block represents a saying or well-known phrase. Identify the phrase or idiom
graphically presented in each square. Write your answers on the space provided
below.
Answers:
1. _________________________________________________
2. _________________________________________________
3. _________________________________________________
4. _________________________________________________
5. _________________________________________________
6. _________________________________________________
Processing Questions:
1. What is your overall impression about the phrases above?
2. How do they reflect realities in life?
n

17. 8
Task 2 YOU’VE GOT A FRIEND
Remember the time when you were weak and low. Fill out the speech balloons with
your experiences in life that have to do with your responses in Task 1.
Share your work with your classmates.
Processing Questions:
1. What can you say about the activity?
2. How did you feel when you recalled all those experiences?
3. What did you feel while sharing your experiences with the class? Why?
belittled:
late:
lost:
troubled:
‘here we go again’ :
forgotten:

18. 9
Task 3 WATCH AND LEARN!
Watch the video carefully and answer the questions to be asked by your teacher.
Source: https://www.youtube.com/watch?v=b_N_dYRb4_4
Task 4 “I THINK”
Use the chart to jot down your answers to the three questions.
I THINK.....
Inspiration to Life - Motivational video of a young boy, an inspiration to millions

19. 10
YOUR TEXT
Task 5 GUIDE FOR READING
Task 5.1 A SCHEME FOR SCHEMA
Answer the question in each box below.
Oral report writing is .....
It is used in ......
It can be organized by .....
What are usually made of wax?
To what is wax
susceptible?
What are the benefits of wax?
In what way can wax be harmful?

20. 11
Hint: Take note of your answer and be able to relate all of them to the selection you
are about to read. Enjoy reading!
Task 5.2 THE GUIDING PATH
Read carefully the succeeding text. Let the chart below be your guide in reading the
text.
Oral Tradition A myth is an ancient story created to
explain natural events. Gods, goddesses, and
heroes are among the characters in myths. In
addition to explaining events in nature, some
myths also present a lesson on how to live, or
serve as a warning to follow the rules of the
society.
The Text “The story of Daedalus and Icarus” is a
myth. It discusses adventures and mistakes of
heroes or characters.
Look For How does Icarus get himself into a
difficult situation? As you read this myth, look
for what Icarus did to escape from the Crete.
Processing Questions:
1. What are some myths that you have read?
2. What makes these stories a myth?
Task 5.3 ANTICIPATION-REACTION GUIDE
Accomplish the Story Anticipation-Reaction Guide below:
1. Before reading – read the statements in the table on the next page and
check the column that corresponds to your response.
2. After reading – review your answers and write in the last column whether
you were right or wrong.

21. 12
Disagree Agree Statement Were you right?
Daedalus is a famous
architect and inventor.
Daedalus created a maze for
King Minos so complex that nobody
could escape from it.
To keep Daedalus from
revealing the secrets of the maze, Minos
imprisoned him and his son, Icarus.
Icarus flew too close to the sun.
Icarus drowned in the sea.
Task 6 VOCABULARY SPINNER
Your teacher will give you instructions on how to play the vocabulary spinner.
Task 7 OF FLIGHT AND LIGHT
How do personal challenges make you a better person?
. .
. .

22. 13
DAEDALUS AND ICARUS
Nick Pontikis
Daedalus-his name means “skilled worker”-
was a famous architect, inventor, and master
craftsman known for having created many
objects that figure prominently in various
myths. He had a beloved son named Icarus.
Among the many inventions and creations
crafted by Daedalus were the wooden cow he
constructed for Queen Pasiphae, the Labyrinth
oftheMinotauratKnossosontheislandofCrete,
artificial wings for himself and his son Icarus,
and he was even said to have invented images.
The infamous Labyrinth was so
cunningly crafted that Daedalus himself could
barely find his way out after constructing it.
With countless winding passages and turns
that opened into one another, the Labyrinth
appeared to have neither beginning nor
end. Daedalus built the maze to imprison
the Minotaur, half man - half bull beast.
His homeland was Athens but his parentage is uncertain. Alcippe, Merope, and
Iphinoe are all mentioned at different times as being his mother. His father’s identity
was never precisely established, but many claim that it was Metion, son of Erectheus.
For a short time, his apprentice was his sister’s son Perdix. But Daedalus
was so proud of his achievements that he could not bear the idea of a rival. His
sister had placed her son Perdix under his charge to be taught the mechanical arts.
Perdix was an apt scholar and showed striking evidence of ingenuity. Walking
on the seashore, he picked up the spine of a fish. According to Ovid, imitating it,
he took a piece of iron and notched it on the edge, and thus invented the saw.
Perdix also put two pieces of iron together, connecting them at one
end with a rivet, and sharpening the other ends, and made a pair of compasses.
Daedalus was so envious of his nephew’s accomplishments that he seized
an opportunity to toss him from the hill of the Acropolis. As he was plunging to his
death, however, the goddess Athena turned Perdix into a partridge to save him.
Other sources claim instead that his apprentice was his nephew Talos.
They say that it was Talos, at the age of twelve, who displayed a skill that
nearly rivaled his mentor’s. Daedalus, fearing that the boy would surpass
him in talent, murdered the boy by tossing him from the Acropolis of Athens.

23. 14
He was then tried at the Areiopagus,
which was the ancient Greek court, and banished
from his home city of Athens. He fled to the
island of Crete, where he began to work at the
court of King Minos and Queen Pasiphae, in the
magnificent palace of Knossos.
It is said that Daedalus was the first to
conceive masts and sails for ships for the navy of
Minos, helping Crete become a naval power. The
statues he carved were so exquisite, they looked
as if they were alive. It is said that they would have
escaped were it not for the chain that bound them
to the palace wall.
Daedelus also constructed a wooden
cow for the queen to hide in to satisfy her amorous
longings for a white bull sent by Poseidon.
When the dreadful Minotaur was born,
Daedalus built the Labyrinth to contain the
monstrous half-man, half-bull. For years, Minos
demanded a tribute of youths from Athens to feed the creature as punishment for the
accidental killing of his son while he was visiting Athens.
Eventually, the Athenian hero Theseus came to Crete to attempt to slay the
Minotaur. Princess Ariadne, daughter of King Minos and Queen Pasiphae, fell in
love with Theseus and asked Daedalus to help him.
Daedalus gave her a flaxen thread for Theseus to tie to the door of the Labyrinth
as he entered, and by which he could find his way out after killing the monster. Theseus
succeeded, and escaped Crete with Ariadne.
Minos, enraged at the loss of his daughter, not to mention the killing of his pet
Minotaur, shut Daedalus and his son Icarus into the Labyrinth, knowing that Theseus
could not have accomplished the deed without inside help.
Daedalus managed to get out of the Labyrinth - after all, he had built it and
knew his way around. Daedalus decided that he and his son Icarus had to leave Crete
and get away from Minos, before he brought them harm.
However, Minos controlled the sea around Crete. The King kept strict watch
on all vessels, permitting none to sail without being carefully searched by his
soldiers.
Since Minos controlled the land and sea routes, and there was no route
of escape there; Daedalus realized that the only way out was by air. But only the
gods could fly!
To escape, Daedalus built wings for himself and Icarus, fashioned with
feathers held together with wax. Daedalus tried the wings on himself first and was
satisfied that his plan would work.

24. 15
Before taking off from the island, Daedalus warned his son to follow closely
behind him. He sternly cautioned Icarus not to fly too close to the sun, as it would melt
his wings, and not too close to the sea, as it would dampen them and make it hard to
fly.
They successfully flew from Crete, but Icarus grew exhilarated by the thrill of
flying and began getting careless. The father and son passed the islands of Samos,
Delos and Lebynthos, and the further away from Crete they flew, the more cocky
became Icarus.
Forgetting his father’s stern advice, Icarus flew too close to the sun god Helios,
who was pulling the sun behind his chariot high in the sky.
The wax holding together his wings softened and melted from the heat and, try
as he might, Icarus could not prevent the feathers from falling off his body. Furiously
he flapped his arms, but soon no feathers at all were left and he fell to his death,
drowning in the sea, as his helpless father watched his son perish with anguish.
His father cried, bitterly lamenting his own arts, and called the land near the
place where Icarus fell into the ocean Icaria in memory of his child. The Icarian Sea,
where he fell, was forever named after him and it is said that the great hero Heracles
(Hercules), who was passing by, gave him proper burial.
Daedalus grieved for his dead son and then continued to Sicily, where he
came to stay at the court of Cocalus in a place called Camicus. On the island’s south
coast, Daedalus built a temple for Apollo, and hung up his wings, as an offering to
the Olympian god.
But vengeful King Minos wasn’t quite done — he then went in pursuit of
Daedalus, hoping to locate and trick the great inventor into revealing himself.
At each city he visited, Minos offered a reward to whoever could thread a spiral
seashell, a seemingly impossible task. Eventually, Minos came to Camicus in Sicily
and presented the contest at Cocalus’ court.
Cocalus knew of Daedalus’ talents, and gave the shell to him. The clever
Daedalus tied the string to an ant, placed the ant at one end of the shell, and allowed
the ant to walk through the spiral chambers until it came out the other end.
When Minos saw that someone had solved the puzzle, he demanded that
Cocalus surrender Daedalus, for he insisted that only he would have been inventive
enough to solve the task. King Cocalus promised to do so, but he persuaded Minos to
first take a bath and stay for some entertainment.
Minos agreed, and was consequently murdered by Cocalus’ daughters, who
had been totally impressed by the toys and gifts which Daedalus had bestowed
upon them.
Daedalus eventually left Camicus, much to the dismay of King Cocalus and his
daughters, and ended up in Sardinia with a group led by Iolaus, who was a nephew
of Heracles.
Source: http://thanasis.com/icarus02.html

25. 16
Task 8 FACTS AND DETAILS
1. Who hires Daedalus?
2. What does Daedalus design to hold the Minotaur?
3. What does Daedalus invent to help him and Icarus escape from the
Labyrinth?
4. What does he warn Icarus not to do?
5. What happens to Icarus?
Task 9 WHAT’S GOING ON?
1. Why did Minos imprison Daedalus in the Labyrinth?
2. Why did Minos think that, if Daedalus can’t find his way out, “so much the
better”?
3. Minos tells Icarus that the plan is dangerous. Why does he want them to
take this risk?
4. Why did Daedalus leave his wings on the altar of Apollo? Why wouldn’t he
want to fly some more?
Task 10 DIGGING DEEPER
1. In a short paragraph, describe how Daedalus planned to escape from the
island prison of Crete.
2. Do you think Daedalus’s plan is a good one? Explain your answer.
3. Which events in the myth could have happened in real life?
4. If you had access to building resources and materials, how would you
design a flying machine to help you escape from the island prison of Crete?
Task 11 FACT OR NOT
Tell whether the statement is a fact or not. Draw WINGS before each number
if the statement is a fact and SUN if otherwise.
_______ Daedalus was an inventor.
_______ King Minos wanted to kill the Minotaur.
_______ It would be easy to find your way out of the Labyrinth.
_______ Icarus design his own wings.
_______ The wings were made of chicken feathers.
Task 12 AGREE OR DISAGREE
State whether you agree or disagree with the given statements and find
evidence from the text to support your claim.
1. King Minos is cruel.
Evidence:
_______________________________________________________
_______________________________________________________

26. 17
2. Daedalus is talented.
Evidence:
_______________________________________________________
_______________________________________________________
3. Icarus is foolish.
Evidence:
_______________________________________________________
_______________________________________________________
4. Daedalus and Icarus should have stayed in the island after escaping from
the Labyrinth.
Evidence:
_______________________________________________________
_______________________________________________________
5. Daedalus is responsible for his son’s death.
Evidence:
_______________________________________________________
_______________________________________________________
Task 13 IMAGE IN MY MIND
Your teacher will group you into five. Illustrate the images in your mind as you
encountered the following in the story.
Group 1: The Labyrinth
Group 2: Icarian Sea
Group 3: Minos’s shell
Group 4: Minotaur
Group 5: Icarus’s wings
Task 14 TIMELINE
Read the text once again. Create a graphic organizer of what happened in
each of the following places:
1. The palace of Minos
2. In prison
3. Icarus in the sea
4. Sicily

27. 18
Task 15 CHARACTER PORTRAIT
Extract actions, dialogues, and thoughts of Daedalus from the text you have
read, then write a description about the character.
Task 16 GRAMMARIAN FOR A DAY
A. Scan the paragraphs below. Underline all the pronouns used by the author.
He was then tried at the Areiopagus, which was the ancient Greek court, and
banished from his home city of Athens. He fled to the island of Crete, where he began
to work at the court of King Minos and Queen Pasiphae, in the magnificent
palace of Knossos.
It is said that Daedalus was the first to conceive masts and sails for ships
for the navy of Minos, helping Crete become a naval power. The statues he
carved were so exquisite, they looked as if they were alive. It is said that they
would have escaped were it not for the chain that bound them to the palace wall.
Daedelus also constructed a wooden cow for the queen to hide in to satisfy
her amorous longings for a white bull sent by Poseidon.
When the dreadful Minotaur was born, Daedalus built the Labyrinth to contain
the monstrous half-man, half-bull. For years, Minos demanded a tribute of youths from

28. 19
Athens to feed the creature as punishment for the accidental killing of his son while he
was visiting Athens.
Eventually, the Athenian hero Theseus came to Crete to attempt to slay the
Minotaur. Princess Ariadne, daughter of King Minos and Queen Pasiphae, fell in love
with Theseus and asked Daedalus to help him.
Daedalus gave her a flaxen thread for Theseus to tie to the door of the Labyrinth
as he entered, and by which he could find his way out after killing the monster. Theseus
succeeded, and escaped Crete with Ariadne.
B. Pick at least five (5) sentences with pronouns. Rewrite the statements and make
the pronouns reflexive. Make sure these pronouns reflect back to the subject of the
sentence.
1. ______________________________________________________________
______________________________________________________________
2. ______________________________________________________________
______________________________________________________________
3. ______________________________________________________________
______________________________________________________________
4. ______________________________________________________________
______________________________________________________________
5. ______________________________________________________________
______________________________________________________________
C. Construct your own sentences by using the following pronouns as reflexive
pronouns.
1. (him) _________________________________________________________
______________________________________________________________
2. (her) __________________________________________________________
______________________________________________________________
3. (them) ________________________________________________________
______________________________________________________________
4. (it) ___________________________________________________________
______________________________________________________________

29. 20
YOUR DISCOVERY TASKS
Task 17 MEN UNDER THE LENS
A. Make a list of all the personal challenges Icarus and Daedalus needed to overcome
to escape from the cruel living.
Icarus’ Personal Challenges Daedalus’ Personal Challenges
B. Pick out similar personal challenges you have experienced, as the two characters.
My Personal Challenges
Icarus
Daedalus
Processing Questions:
1. What do the similarities of your personal challenges in life and those of
Daedalus and Icarus tell? What new discoveries did you find?
2. What do these discoveries reveal about myths and realities of life?

30. 21
Task 18 IN YOUR OWN WORDS
Daedalus tries to make Icarus pay attention to his instructions, but Icarus got excited
and doesn’t obey the rules.
• Write an essay about a safety rule that you think is important but people often
ignore because it seems like following it will ruin the fun.
• Convince your readers why they should obey this safety rule.
Task 19 IMPRINT IN PRINT
Look in today’s paper for a story about an engineering solution to a problem. This
could be anything from coordinating traffic lights, avoiding local flooding problems to
developing a new type of rocket ship.
Create a chart showing the problem, the solution, and the basic tools (inclined
plane, lever, screw, wheel) and forces (gravity, inertia, etc.) involved.
Task 20 DESIGN
Daedalus is an engineer and designs different inventions in this story.
Research on careers in the field of engineering on the following aspects from the
library or the internet:
1. Types of engineering careers
2. What these types of engineering careers contribute to society?
3. What qualifications each type require?
Share your answer with the class.
Task 21 DEALING WITH PERSONAL CHALLENGE
Below are some personal challenges encountered by Icarus and Daedalus. How would
you deal with these challenges if you encounter them?
1. abuse of power
2. self destruction
3. foolishness
4. lack of contentment
5. aggressiveness
6. hard headedness
7. impetuousness
8. hostility
9. pride
10. boastfulness
11. egocentricity
12. procrastination
13. compulsiveness
14. envy

31. 22
Task 22 THE WORRY SHEET
Things that worry us could be great challenges. What worries you at this moment?
What can you do about it? Accomplish the chart below:
I worry about What I should do about it
1.
2.
3.
1.
2.
3.
Task 23 STRESS TABS
Stress is a personal challenge. It affects your studies and slows you down in
accomplishing a lot of things. Use the chart below to identify what causes you stress
and how does it affect you.
What causes your stress? How does it affect you?
Task 24 PEER PRESSURE
Peer pressure is another personal challenge to overcome. How would you respond to
a friend who pressures you to do the things described below?
I._______________________________________________________
________________________________________________________
________________________________________________________
Let’s go and see this much talked about
movie on the internet. Let’s cut classes! It’s
my treat! Don’t worry!

32. 23
I : ______________________________________________________
________________________________________________________
________________________________________________________
I : ______________________________________________________
________________________________________________________
________________________________________________________
I: _______________________________________________________
________________________________________________________
________________________________________________________
My brothers are asking me to join their
fraternity. Tonight’s going to be the initiation
rites. Would you like to join us?
Cecil is keeping a cheat sheet of the
examination in her bag. She wants us to
see it.
Khris broke into his dad’s room and took
adult materials with him. Let’s check
them out.

33. 24
Task 25 REACT TO THE MAX
Your instant reactions tell something about yourself. How would you react in each of
the following situations? Write your answer in the thought balloon.
Task 26 MATTER OF JUDGMENT
Weighing two or more things to solve a problem could be a real challenge. If you were
a judge and is to set free one of the following prisoners, who would it be and why?
Check the box of your choice and justify your answer on the space provided below.
______ 1. Murderer who has eight (8) children
_______________________________________________________
_______________________________________________________
______ 2. Thief who stole your mother’s wedding ring
_______________________________________________________
_______________________________________________________
1. You are not invited to your
friend’s party.
2. Your parents broke thier
promise to send you on a trip.
3.You failed the test. 4.Your best friend spilled out your
secret.

34. 25
______ 3. Convicted rapist who claims he’s innocent
_______________________________________________________
_______________________________________________________
4. Innocent man convicted of a crime but became a drug pusher
while in prison
_______________________________________________________
_______________________________________________________
Task 27 THE GREAT EIGHT
A. Across Thy Mind (ATM) [Logical-Mathematical]
• Make a survey within the group on how disciplined the members are
using the following scale: Well-Disciplined, Moderately Disciplined, Not
Disciplined.
• Make a tally of your data according to categories.
• Construct a graph of the data.
• Interpret your graph and make a conclusion.
B. Youth Power [Verbal-Linguistic]
• Imagine you are a Sangguniang Kabataan officer and your task is to
write a barangay ordinance that will require the youth to participate in
the community service activities.
C. A Tree for a Day [Naturalistic]
• Picture yourself as a tree and express how you feel to the residents of
your community who do not care about the environment. Write a letter
that will appear on your tree trunk or leaves.
D. Goal Setting [Intrapersonal]
• Make a list of your strengths and weaknesses.
• Set a plan of action on how you would transform your weaknesses into
strengths and how you would further improve your strengths.
E. Water Proof!
• Draw an interpretation of the line “The Filipino Spirit Is Water Proof!”
This should show how Filipinos face calamities.
F. Strong U [Bodily-Kinesthetic]
• Make a dance interpretation of the song “Stronger” by Kelly Clarkson.

35. 26
G. Sing [Musical]
• Sing a song that is in line with any of the following themes:
• Nature
• Discipline
• Patriotism
H. Ma’am May I? [Interpersonal]
• Interview your teacher about the challenges he/she has to deal with
in his/her job and how personal discipline helps him/her make his/her
work better.
Task 28 MY PURPOSE
Create a Personal Mission Statement and discover your purpose. To write your
mission statement, begin by answering these questions:
1. What do I value most in life? (List those things.)
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
2. What is my life’s purpose?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
3. What legacy do I want to leave my school?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Now, considering the answers to those questions, draft a personal mission statement.

36. 27
“Bullying” refers to any severe, or repeated use by one or more students of a written,
verbal, or electronic expression, or a physical act or gesture, or any combination
thereof, directed at another student that has the effect of actually causing or placing
the latter in reasonable fear of physical or emotional harm or damage to his property;
creating a hostile environment at school for the other student; infringing on the rights
of another student at school; or materially and substantially disrupting the education
process or the orderly operation of a school; such as, but not limited to, the following:
1. Any unwanted physical contact between the bully and the victim like punching,
pushing, shoving, kicking, slapping, tickling, headlocks, inflicting school pranks,
teasing, fighting, and the use of available objects as weapons;
2. Any act that causes damage to a victim’s psyche and/or emotional well-being;
3. Any slanderous statement or accusation that causes the victim undue emotional
distress like directing foul language or profanity at the target, name-calling,
tormenting, and commenting negatively on the victim’s looks, clothes, and body;
4. “Cyberbullying” or any bullying done through the use of technology or any electronic
means.The term shall also include any conduct resulting to harassment, intimidation,
or humiliation, through the use of other forms of technology, such as, but not limited
to texting, email, instant messaging, chatting, internet, social media, online games,
or other platforms or formats as defined in DepEd Order No. 40, s. 2012; and
5. Any other form of bullying as may be provided in the school’s child protection or anti-
bullying policy, consistent with the Act and this IRR.
b. 1. The term “bullying” shall also include:
Republic Act No. 10627 or the Anti-Bullying Act of 2013
My Mission Statement
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________

37. 28
What the law says...
What is in my mind...
What is in my heart...
What does the text tell...
1. Social bullying – refers to any deliberate, repetitive, and aggressive social behavior
intended to hurt others or to belittle another individual or group.
2. Gender-based bullying – refers to any act that humiliates or excludes a person
on the basis of perceived or actual sexual orientation and gender identity (SOGI).
c. Bully – refers to any student who commits acts of bullying as defined by the Act
or this IRR.
d. Bullied or Victim – refers to any student who experiences the acts of bullying or
retaliation as defined by the Act or this IRR.
Source: The Official Gazette of the Republic of the Philippines
Task 29 BULL AND BULLY
The text above is lifted from Republic Act No. 10627 or the Anti-Bullying Act of 2013.
Study the text carefully and to accomplish the chart below.

38. 29
Task 30 A DAY IN A LIFE
What would you do to stop or at least minimize the cases of bullying if you would be
any of the following for a day?
Group 1: A Senator
Group 2: A School Janitor
Group 3: A Teacher
Group 4: A Parent
Group 5: A Priest/Nun
YOUR FINAL TASK
You have been informed that the final task for this quarter is to write a short but
persuasive text. A concise oral presentation on the causes / effects of cyberbullying,
would help you prepare for such a performance at the end of the quarter.
In preparing for your oral report, the following rubric would guide you:
TRAIT 4 3 2 1
NONVERBAL SKILLS
EYE CONTACT Holds attention of entire
audience with the use
of direct eye contact,
seldom looking at notes
Consistent use of
direct eye contact
with audience, but still
returns to notes
Displayed minimal eye
contact with audience,
while reading mostly
from notes
No eye contact with
audience, as entire
report is read from notes
BODY LANGUAGE Movements seem vivid
and help the audience
visualize
Made movements or
gestures that enhances
articulation
Very little movement or
descriptive gestures
No movement or
descriptive gestures
POISE Student displays
relaxed, self-
confidence, secure
about self, with no
mistakes.
Makes minor mistakes,
but quickly recovers
from them; displays little
or no tension
Displays mild tension;
has trouble recovering
from mistakes.
Tension and
nervousness is obvious;
has trouble recovering
from mistakes
Oral Presentation Rubric
COMMENTS:
VERBAL SKILLS 4 3 2 1
ENTHUSIASM Demonstrates a strong
positive feeling about
topic during entire
presentation
Occasionally shows
positive feelings about
topic
Shows some negativity
toward topic presented
Shows absolutely
no interest in topic
presented
ELOCUTION Student uses a clear
voice and correct
precise pronunciation
of terms so that all
audience members can
hear presentation.
Student’s voice is clear.
Student pronounces
most words correctly.
Most audience
members can hear
presentation.
Student’s voice is low.
Student incorrectly
pronounces terms.
Audience members
have difficulty hearing
presentation.
Student mumbles,
incorrectly pronounces
terms, and speaks too
softly for a majority of
students to hear
COMMENTS:

39. 30
MY TREASURE
“Personal challenges help one become a better person.
Recognizing these challenges would help one become better
prepared for life.”
My journey through this lesson enabled me to learn ________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
It made me realize that _______________________________________________
__________________________________________________________________
___________________________________________________________________
___________________________________________________________________
I, therefore, commit to
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
CONTENT 4 3 2 1
S U B J E C T
KNOWLEDGE
Student demonstrates
full knowledge by
answering all class
questions with
explanations and
elaboration.
Student is at ease with
expected answers to
all questions without
elaboration.
Student is
uncomfortable with
information and is
able to answer only
rudimentary questions.
Student does not have
grasp of information;
student cannot answer
questions about subject.
ORGANIZATION Student presents
information in logical,
interesting sequence
which audience can
follow.
Student presents
information in logical
sequence which
audience can follow.
Audience has difficulty
following presentation
because student jumps
around.
Audience cannot
understand presentation
because there is no
sequence of information.
MECHANICS Presentation has
no misspellings or
grammatical errors.
Presentation has
no more than two
misspellings and/or
grammatical errors.
Presentation has three
misspellings and/or
grammatical errors.
Student’s presentation
has four or more spelling
and/or grammatical
errors.
COMMENTS:

40. 31
Module 1
LESSON 2
___________________________________________________________________
Building Up Defenses
YOUR JOURNEY
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. Specifically, 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:
• determine the effect of textual aids on the understanding of a text
• get information from various text types that can be used in everyday life
• determine how connected events contribute to the totality of a material
viewed
• explain how the elements specific to a genre contribute to a theme of a
particular literary selection
• express appreciation for sensory images used
• 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.

41. 32
YOUR INITIAL TASKS
Task 1 WHAT AM I?
Read each statement closely, and identify what is suggested by each statement.
1. I am a vitamin you need if you have colds. What am I?
2. I am what you use when it’s raining. What am I?
3. I am what you wear when the sun is at its peak. What am I?
4. I once protected China from invaders, now I am a wonder for visitors. What
am I?
Answers:
1. _______________________________________
2. _______________________________________
3. _______________________________________
4. _______________________________________
Make sense of all your answers together to come up with the answer to this riddle.
What “D” is built for protection?
The first one to give the correct answer wins.
Task 2 DISCRIMINATION CHECK
You probably have experienced, observed, or learned about a lot of discrimination at
home, in school, or among your peers?
List down the different forms of discrimination in the table below.
DISCRIMINATION
Family School Peers
• Share and compare your list with a partner.
• Add items from people’s list to yours.

42. 33
Task 3 MIRROR, MIRROR
You must have known people who have successfully overcome discrimination.
Pair up, and reflect on the question below:
Think of a person who gave you inspiration in dealing with discrimination.
How does he/she inspire you? Write your answers in the balloon.
• Share your answer with your classmates.
Task 4 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
Processing Questions:
1. What is the song all about?
2. What type of discrimination was underscored in the song?
3. Does this kind of discrimination on women still exist these days? How or in
what way?
4. Pick out your favorite lines from the song and explain why you picked those
lines.
Share your answers with a partner. Your teacher will ask the class to sing the song
aloud.

43. 34
Task 5 ENDURING AND ESSENTIAL
As you embark on this journey, the tasks / activities you’re engaged will help you
answer this enduring and essential question:
How do I build the best defenses against challenges to acquire
the best quality of life?
Remember this question as you work on the different parts of this lesson.
• List your initial answers to the enduring question. Write your responses in the
box below.
.

44. 35
Task 6 SETTING EXPECTATIONS
What do you expect to learn from this lesson? Write your targets in the box
As you explore this lesson, you can add targets to the list you made and consider how
the tasks will help you become better prepared for life.
YOUR TEXT
Task 7 GUIDE FOR READING
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 tales is the
“Gorgon’s Head.”
.
Oral Tradition An oral tradition is the manner in which information
is passed from one generation to the next in the absence
of writing or a recording medium. In the days before near-
universal literacy, bards would sing or chant their people’s
stories.
They employed various techniques to aid in 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.
Read the following text carefully. Note the following
background information as you read the text.

45. 36
Accomplish the Story Anticipation Guide below:
1. Before reading, mark the checklist with a (/) if you agree or (x) if you
disagree with the statement.
2. After reading, fill in the column with the page number of the text where you
found the correct answer for each statement.
3. Reflection: Are you correct? If not, what did you learn?
Agree/Disagree Page No. Reflection
A Gorgon is a
monster.
Perseus is a hero.
Perseus could be
successful in killing
Medusa without the
help of the gods.
None may look
upon the Gorgon
and live. The sight
of them turns men
to stone.
Andromeda is killed
by a monster.
Task 8 MYSTERY WORD
Study the definitions and word forms. Then, rearrange the letters in bold to form the
correct word for each item below. 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 –
How do I build the best defenses against challenges to acquire the best
quality of life possible for me?
Look For As you read the myth, look for the heroic qualities of
Perseus and the personal challenges he has to overcome to
acquire “the Gorgon’s head”.

46. 37
THE GORGON’S HEAD
From Ancient Greece
Anne Terry White
Acrisius, King of Argos, came home from Delphi with a heavy heart, for he had
received a dreadful oracle.
“No sons shall be born to you,” the priestess had told him. “But you shall have
a grandson, and by his hand you shall die.”
Now the King had an only daughter, who was yet a maiden. So in his distress
he thought: “I will evade my fate. I will shut Danae up away from the sight of men in a
house of bronze all sunk underground.” And he carried out his cruel plan.
But Acrisius forgot to take the gods into account. Part of the roof of the house
was open to the sky. And one day, as lovely Danae sat sadly looking up at the passing
clouds, Zeus beheld the maiden. Changing himself into a shower of gold, he stormed
into her chamber.
When afterwards a son was born to
Danae, she hid him from her father’s sight.
Nevertheless, the King discovered the baby and
was more than ever filled with fear. He dared not
kill little Perseus directly lest the gods avenge the
murder. Instead, he had a great chest built, placed
Danae and her boy in it, and set them adrift upon
the sea.
All day and all night the chest tossed
upon the waves. Danae lulled her child with song,
and he slept. But when dawn came, a great wave
picked up the chest and carried it close to the tiny
island of Seraphos.
It happened that a fisherman, Dictys by
name, saw the chest bobbing on the waves close to
the shore. He dragged the box to land and opened it.
When he beheld the pitiful mother with the helpless
little child, his heart was moved. He took them both
to his wife, for Dictys was childless, and there in the
kindly fisherfolk’s humble home Perseus grew up.
Now Danae had been a beautiful maiden. And when Perseus has grown into a
fine tall youth, she was still beautiful. So it was not strange that King Polydectes, who
was Dictys’ Brother, fell in love with her and made her his wife. But the King hated the
youth-just because Danae doted on him-and sought some way to get rid of him.
At last Polydectes said to his stepson, “The time has come, Perseus, for you to
win glory for yourself in some bold adventure.”
Young Perseus thought so, too. But what should the adventure be?

47. 38
“I think,” the wily Polydectes said, “It would be a good idea for you to cut off the
Medusa’s head. That would bring you to the greatest fame.”
All unsuspecting, Perseus set off to find Medusa, not knowing in the least how
perilous an adventure he had undertaken. For Medusa was one of the three Gorgons,
terrible winged monsters who lived alone on an island. They had teeth like the tusks of
a boar, hands of brass, and snakes instead of hair. Perseus did not know where to look
for the Gorgons. Nor did he know which of them was Medusa. And this was important,
for Medusa was the only one of the three that could be slain.
From place to place the prince went on in his quest, getting more and more
discouraged. Then one day he beheld a young man of great beauty, wearing winged
sandals and a winged cap, and carrying in his hand a wand around which two golden
serpents twined. Perseus knew at once that this was Hermes and was overjoyed when
the god said:
“Perseus, I approved the high adventure you have in mind. But you must be
properly equipped for it. Without the winged sandals, the magic wallet, and the helmet
of invisibility, but I will take you to the Gray women. You can find out from them.”
“And will they indeed tell me?” Perseus asked.
“Not willingly,” Hermes replied. “But you can make them do it. They have but
one eye shared among the three. Snatch it from them as they pass it from one to
another and none can see. And do not give it back till they tell you what you want to
know.”
With that, Hermes gave Perseus a magnificent curved sword.
“You will need it,” he said, “for Medusa’s scales are hard as metal.”
Perseus had just taken the sword when there was a sudden brightness in the
sky, and he beheld the goddess Athene descending toward them.
“Of what use will be your sword, my brother,” she said to Hermes, “when none
may look the Gorgons and live? The sight of them as you well know, turns men into
stone. Take my bright shield, Perseus. Look into it instead of at the monster as you
approach to do battle, and you will see the Medusa reflected as in a mirror.”
So saying, the goddess disappeared, and the brightness with her.
On and on with god-companion, Perseus journeyed, farther than man had ever
been. At last they came to the end of the earth. There the weird Gray Women sat,
passing their eye from one to another just as Hermes had said. Danae’s son knew
what to do. He left the god and crept quietly towards them, waited till one had taken
the eye from her forehead, and snatched it away as she passed it to her sister.
The Gray Women raised a fearful clamor when they realized that a stranger had
their eye. They howled and they threatened. But without the eye they were helpless,
and in the end they grudgingly told Perseus the way to the Nymphs of the North.
So again Perseus went on, this time to find the happy beings who possessed
the three priceless things he needed. And when the Nymphs heard the reason he

48. 39
wanted them, they were willing to give him the winged shoes, the helmet that would
make him invisible, and the magic wallet that would become the right size for whatever
he wish to carry.
Fully equipped now, Perseus lightly sped through the air over land and over
sea to the fearful island of the Gorgons. As he approached, he could see, scattered
in the fields and along the roads, statues of men and beasts whom the sight of the
Gorgons had turned stone. And, at last, from high above, he beheld the monsters
themselves reflected in his shield. Their scale-covered bodies glistened in the sun,
their great wings were folded, the snakes that were their hair lay hideously coiled and
intertwined. The Gorgons were asleep.
But which of the three was Medusa? Perseus could see no difference among
them.
Suddenly he heard Athena’s voice:
“Descend, Perseus, and strike! The Gorgon nearest the shore is Medusa.”
Perseus swept down, and still gazing into the shield, boldly swung his blade.
With one stroke he cut off the gristy head. Then, springing into the air, he thrust his
prize, all writhing and hissing, into the magic wallet.
Up leaped the Gorgon sisters, for they
heard the rattle of Medusa’s scales as the severed
body thrashed about. They turned their snaky heads
and when they saw Perseus, they roared with fury.
Flapping their great wings, they set off in pursuit. But
they could not outstrip the winged sandals.
Over lands and peoples the hero flew, on
and on. He had lost his way now, for Hermes had
left him. Below, the Lybian desert stretched endlessly.
Perseus did not know what those sands were, nor did
he guess that the ruby drops falling from Medusa’s
head were turning into venomous snakes that would
inhabit the desert forever. But now he saw a sight that
made his heart beat fast with excitement and wonder.
Fastened by chains to a cliff by the sea was a beautiful maiden. Had it not been
that a slight breeze stirred her hair and that tears flowed from her eyes, he would have
thought her a statue. Perseus almost forgot to keep his winged sandals moving, so
struck was he by her rare beauty.
“Lovely maiden, you should not wear such chains as these,” he stammered
out, “but rather those which bind the hearts of lovers. I pray, you, tell me your name
and why you are bound like this.”
Do you think Perseus can slay the Gorgon by his own
hands?

49. 40
At first the girl made no reply, so abashed was she before the youth. But when
he urged her again and again to speak, she told him all her story.
“I am Andromeda,” she said, “Daughter of Cepheus, King of the Ethiopians.
The beautiful Cassiopeia is my mother. It is her beauty that has chained me here for
the gods are jealous, and in nothing may we mortal surpass them. Woe, woe the day
my mother vaunted herself fairer than the daughters of Nereus! The sea god has sent
a serpent to prey upon our people, and my death alone can appease his anger. So,
says the oracle.”
She had scarcely finished speaking when the loud roaring of the waves
announced that the monster was on his way. Andromeda shrieked. At her cry, her
frantic father and mother came running. They clung to their daughter and lamented.
“Enough of tears!” Perseus said to them sternly. “I am Perseus, son of Zeus
and Danae. Now I will make this contract with you-that Andromeda shall be mine if I
save her from the serpent.”
“Indeed, indeed, valorous youth, she shall be yours! Only save her from
the monster, and you shall have our Kingdom as well as our daughter.”
The monster was coming on, his breast parting the waves like a swift ship.
Suddenly Perseus sprang into the air and shot high up in the clouds. Seeing the youth’s
shadow upon the sea, the monster attacked it in fury. Then Perseus swooped like an
eagle from the sky and buried his sword up to the hilt in the beast’s right shoulder.
The creature reared upright, then plunged beneath the water, and turned around and
around like some fierce wild boar in the midst of baying hounds.
Nimbly avoiding the snapping jaws, Perseus dealt blow after blow wherever he
had the chance to strike. Red blood poured from the monster’s mouth. The air was so
filled with spray that the hero’s winged sandals grew heavy. He dared not trust himself
to them longer. Spying a rock over which the waves were breaking , he braced himself
against it with his left hand, and four times he drove his sword into the monster’s side.
As the creature sank to its death, Perseus heard shouts of joy from the shore.
And when he looked, Andromeda already stood free beside her parents.
“I will take fair maiden without dowry,” Perseus said.
And that very day the wedding was celebrated. Torches were tossed in the air,
incense was thrown on the flames. Garlands were hung from the palace’s roof. And
everywhere the sound of lyres and pipes and singing was heard.
Now while the marriage feast was at its height, the door of the banquet hall
was suddenly flung open, and in burst a mob of shouting, riotous men. Foremost stood
Andromeda’s uncle, Phineas, javelin in hand.
“Behold, I am here!” he cried. “I have come to avenge the theft of my promised
bride.”
How do you think would Andromeda react to this offer if this happens
in our time?

50. 41
“What are you doing, Brother?” the father cried. “Do you, who stood by and
watched while Andromeda was put in chains and did nothing to help her, dare to be
indignant because another has snatched the prize? Let the man who rescued her
have the reward he was promised! He has not been chosen in preference to you, but
in preference to certain death.”
Phineas said not a word. He looked from the King to Perseus, undecided at
which to aim his weapon, then hurdled it at the hero. The spear stuck in Perseus’
couch.
Perseus leaped up from the cushions, wrenched out the spear, and hurdled it
back at his foe. Had Phineas not taken refuge behind the altar, he would have perished.
As it was, one of his followers received the weapon full in his forehead.
Then the rioters went wild. Weapons were hurdled, and the feast turned into
a battle. Thick as hail, javelins sped by Perseus’ ears. He set his shoulders against a
great stone column and struck down one man after another. But at last he realized that
valor could not withstand the numbers against him.
“If I have any friends here, let them hide their faces!” he shouted.
With this he drew Medusa’s head out of the wallet. One of the attackers was
just preparing to cast his javelin, but before he could cast, he was turned to stone.
Another, who was about to thrust his sword through Perseus, stood frozen with it in
his hand. A third was turned to stone even as he uttered a taunt. Two hundred men
became stony statues before Phineas yielded, crying:
“Put away your horrible weapon. Hide it! Grant me only my life and may the
rest be yours!”
“What I can give you, most cowardly Phineas, I will!” Perseus replied. “You
shall be a lasting monument here in the palace of my father-in-law.”
The unhappy Phineas tried to turn away his eyes, but even as he did so, his
flesh turned to stone.
When at the year’s end, Perseus sailed home with Andromeda, Polydectes’
hatred had in no way lessened. The King was furious that his stepson had returned,
and refused to believe that he had actually slain Medusa. With scornful truants he
upbraided the young man for having come home empty-handed.
It was more than Perseus could bear.
“I shall prove to you that what I say is true!” he cried, “hide your eyes, all you
who are my friends!” and he showed the Gorgon’s head to cruel Polydectes.
That was the last time Perseus ever used the horrible head. He gave it most
willingly to Athene, who kept it ever after.
Do you think that Perseus’ extraordinary ability is a gift? Why or why
not?

51. 42
Now that Polydectes was dead, Danae yearned to go home again and be
reconciled with her father. So Perseus made the fisherman Dictys King of island and
sailed with his mother and Andromeda to Greece.
But it happened that when they came to Argos, King Acrisius was away from
home. Games were being held in Larissa, and Perseus, hearing of them, decided to
go there and take part. And there at the game it was that the oracle which Acrisius had
received at Delphi was strangely fulfilled. For when it came to Perseus’ turn to throw
the discus, he threw it so that it swerved to one side. 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.
Task 9 DISSECTING THE TEXT
1. What is the “dreadful oracle” that was delivered to King Acrisius?
2. What adventure does 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 is fulfilled.
5. What is Polydectes’ true motive in sending Perseus to kill Medusa?
6. Medusa was beheaded by Perseus, yet her head continued to have power.
Explain how the evil Gorgon’s head is beneficial to Perseus.
7. What heroic characteristics does Perseus have?
8. What help does he get on his quest?
9. How does Perseus’ quest enable him to prove himself a hero?
Task 10 VISUALIZING THE TEXT
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. Why are these significant events?
Group 2: Create a Venn diagram that compares the characteristics of Perseus and
Medusa. Provide evidence.
Group 3: Create a diagram that shows the challenges of Perseus in his quest to
acquire the Gorgon’s head. How did you choose them?
Group 4: Using the Gorgon’s head as a diagram, point out at least five utterances of
Perseus that strike your group the most. Explain why?
Group 5: Create a diagram that shows the relationship of all the characters in the
myth. Cite the reasons for these relationships.
Processing Questions:
1. How did you feel about the activity?
2. What diagram was assigned to you?
3. Did you find diagramming difficult? Why or why not?
4. How do these textual aids help you in understanding the text?

52. 43
Task 11 ACT AND COUNTERACT
Examine all the group outputs from the previous task. Note down your
observations about the outputs of the other groups. Don’t write anything about your
own group’s output.
Group Observations
1
2
3
4
Processing Questions:
1. What specific characteristics does each diagram have?
2. Are there notable similarities or differences among the diagrams?
3. How would these diagrams help you in understanding the text as a whole?
Task 12 MY COAT OF ARMS
To be able to kill the Gorgon, Perseus built a line of defenses. Identify what
these defenses are through the coat of arms diagram on the next page. Explain the
value of each of those defenses as Perseus faced his challenges.

53. 44
Task 13 MAKES SENSE TO ME
Pick out at least ten sentences from the myth “The Gorgon’s Head” that shows
sensory images. Identify the senses to which these statements appeal.
1. ________________________________________________________
________________________________________________________
2. ________________________________________________________
________________________________________________________
3. ________________________________________________________
________________________________________________________
4. ________________________________________________________
________________________________________________________
5. ________________________________________________________
________________________________________________________
6. ________________________________________________________
________________________________________________________

54. 45
7. ________________________________________________________
________________________________________________________
8. ________________________________________________________
________________________________________________________
9. ________________________________________________________
________________________________________________________
10. ________________________________________________________
________________________________________________________
Task 14 TRIPLE TREAT
Below are paragraphs lifted from “The Gorgon’s Head.”
Task A. Circle all the pronouns from the paragraph.
That was the last time Perseus ever used the horrible head. (1-2) He gave it
most willingly to Athene, who kept it ever after.
(3) Now that Polydectes was dead, Danae yearned to go home again and be
reconciled to her father. (4) So Perseus made the fisherman Dictys King of island and
sailed with his mother and Andromeda to Greece.
(5-6) But it happened that when they came to Argos, King Acrisius was away
from home. (7) Games were being held in Larissa, and Perseus, hearing of them,
decided to go there and take part. (8) And there at the game it was that the oracle
which Acrisius had received at Delphi was strangely fulfilled. (9) For when it came to
Perseus’ turn to throw the discus, (10-11) he threw it so that it swerved to one side.
(12) 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.
Task B. Paraphrase at least five 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. _______________________________________________________
____ 4. _______________________________________________________
____ 5. _______________________________________________________
Task C. Using the previous examples of reflexive and intensive pronouns, compare
and contrast the two kinds of pronouns.

55. 46
Reflexive Intensive
Task 15 A HERO IN ME
A hero saves the day. Saving people and saving lives could be in any form possible.
Complete the chart below by answering the questions that follow:
List down all the acts of heroism done by
Perseus...
List down all the little acts of heroism that
you did lately…
What personal challenges does Perseus
have to overcome to fulfill acts of
heroism?
What personal challenges have you
overcome to fulfill acts of heroism?

56. 47
What realizations about heroism have you made from this comparison?
____________________________________________________________
____________________________________________________________
____________________________________________________________
YOUR DISCOVERY TASKS
Task 16 AWARD IN THE WARD
Examine the editorial cartoon below and answer the questions that follow.
Source: www.nordis.net
Processing Questions:
1. What is the cartoon all about?
2. What kind of discrimination is shown in the cartoon?
3. What would you do if you were in the shoes of the one discriminated
against?
Task 17 DIFFERENT AND SINGLED OUT
In this activity, your teacher will ask you to work in groups. As a group, you will
identify specific scenarios where discrimination is present or evident. Accomplish the
chart on the next page.
Discrimination is the unequal treatment provided to one
or more parties on the basis of a mutual accord or some other
logical or illogical reason.

57. 48
Discrimination Examples How do we build a
defense?
Age
Gender
Marital Status
Physical Appearance
Religious Affiliation
Nationality
Task 18 CAPS LOCKED
Many situations would require you to make use of your strengths. Each cap below
represents a characteristic you need to use in deciding how to go about the situation
described in the task context. Examine the situation and complete the colored caps
chart that follow.
White cap – is the optimistic cap that sees all the positive and bright side of
the situation.
Black cap – is the pessimist cap and sees nothing but the disadvantages of
the situation.
Yellow Cap – is the creative cap and sees the creative and out-of-this-world
side of the situation.
Red Cap – is the emotional cap and expresses feelings about an issue.
Blue Cap – is the rational cap and judges situations based on facts and obvious
evidence.
The local tourism office of your community finally
launched your barangay as a tourism spot exclusively
inviting foreign clients. However, the office has issued
a memorandum that only those who are at least 5’7” in
height for girls and 5’9” for boys could seek employment
in the tourism office. It also required applicants with
competitive English communication skills.

58. 49
CAPS YOUR RESPONSES
White
Green
Red
Black
Yellow
Blue
Task 19 CREATING A PERSONAL GOAL
Building up defenses is like creating a strategies to help you reach your
personal goal. Each defense is critical in achieving success.
Using the organizer below, create a personal goal for the next five years.
What strategies will you develop to reach your personal goals? Explain why
you chose them.
Processing:
Go back to our motive question before reading “The Gorgon’s Head.” Now is
the time to answer the question: How do I build the best defenses against challenges
to achieve the best quality of life possible for me? __________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

59. 50
YOUR FINAL TASK
Task 20 YOUR BROCHURE
You were informed at the beginning of the lesson that you are to create a
quality brochure that will feature your own defenses against discrimination.
You can now start planning for your brochure. You can make use of internet
sources for important information to make your work substantial.
Your brochure will be graded using the following rubric:
Source: www.rubrics4teachers.com
s

60. 51
MY TREASURE
“When you build defenses, you are minimizing the risk of encountering
future problems. Through these strategies, you learn how to cope with
the changing times and how to turn each challenge into something
beneficial.”
My journey through this lesson enabled me to learn __________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
It made me realize that ________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
I, therefore, commit to__________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Reference:
Imagine. http://www.youtube.com/watch?v=t_YXSHkAahE retrieved October 24, 2013

61. 52
Module 1
LESSON 3
_____________________________________________________________
Capitalizing on Strengths and Recognizing our Weaknesses
YOUR JOURNEY
None of us is created perfect. All of us are endowed with strengths. At the
same time, we also have weaknesses. Being positive allows us to be better persons
as we capitalize on our strengths and as we address our weaknesses to improve
ourselves.
This lesson allows you to discover how to make the most of your strengths and
improve your weaknesses. How far would you go in knowing the real you? What risks
are you willing to take to successfully overcome the hurdles of life?
YOUR OBJECTIVES
In this lesson you should be able to accomplish the following:
• determine how textual aids like advance organizers help in understanding of
a text
• determine the implicit and explicit signals, verbal, and non-verbal, used by the
speaker to highlight significant points
• express insights based on ideas presented in the material viewed
• differentiate formal from informal definitions of words
• explain how the elements specific to a genre contribute to the theme of a
particular literary selection
• formulate a statement of opinion or assertion
• describe helpful techniques in effective public speaking
• use words and expressions that emphasize a point.
Be reminded that your expected output in this lesson is a quality
Information Ad (TV, radio, or print) that would campaign on
capitalizing strengths and weaknesses.The criteria for assessment
are: concept, design, and visuals and copy quality.

62. 53
YOUR INITIAL TASKS
Task 1 BOY-GIRL POWER!
Joaquin and Cristina are trapped in a magic box. They want to be free! Using
the chart below, list down the individual strengths that Joaquin and Cristina could use
to free themselves from the box.
Processing Questions:
1. What qualities of Joaquin have you identified? How about Cristina?
2. In what way could these qualities help them escape from the box?
3. Does the chart help you sort boys’ and girls’ characteristics? Could you
think of other organizers that would best fit the purpose?
4. Do you think we could interchange the qualities of Joaquin and Cristina?
What would interchanging their qualities imply?
Task 2 LET IT GO!
Listen to the song entitled “Let It Go” from the movie Frozen. Determine implicit
and explicit signals from the lyrics that are used by the composer to highlight significant
points.
Source: Let It Go. Disney’s FROZEN as interpreted by Idina Menzel. http://www.youtube.com/
watch?v=iEKLFS-aKcw. Published December 13, 2011. Retrieved March 7, 2014.

63. 54
Processing Questions:
1. What is the song all about?
2. What explicit and implicit signals were used by the singer to highlight
significant points?
3. How do these signals add value to the lyrics and overall meaning of the
song?
Task 3 WHAT ARE YOU MADE OF?
Below are materials that symbolize certain levels of your expectations at the
moment. Considering the objectives of the lesson, share everything that you know
about capitalizing on strengths or weaknesses on the stone tablet; all that you are not
sure of in the quill; and all that you still want to know in the pencil.
__________________________________________________
_________________________________________________
_________________________________________________
__________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
YOUR TEXT
Task 4 MYSTERY WORDS
Knowing the following words will help you as you read Orpheus. Remember
how these words are defined.

64. 55
1. Inspiration A. something that brings on creative activity
B. motivation
2. Lyre A. a small stringed musical instrument
B. similar to a harp
3. Entranced A. to put somebody into trance
B. charmed
4. Condemned A. to express an unfavorable or adverse judgment
B. doomed
5. Summoned A. sent for
B. called forth
Processing Questions:
1. What did you notice in the way these words are defined?
2. How do you differentiate definition A from B?
3. Which is a better way to define a word?
Task 5 FROM PAGE TO PAGE
To what extent would you use your strengths to save the person you love?
ORPHEUS
Alice Low
There were nine goddesses called Muses. Born out of Zeus and a Titan named
Mnemosyne, each muse presided over a different art or science.
Calliope, one of these sisters, was the inspiration of poets and musicians. She
was the mother of Orpheus (a mortal because his father was one) and gave to her son
a remarkable talent for music.
Orpheus played his lyre so sweetly that he charmed all things on earth. Men
and women forgot their cares when gathered around him to listen. Wild beasts lay
down as they gathered around him as if they were tame, entranced by his soothing
notes. Even rocks and trees followed him, and the rivers changed their direction to
hear him play.
Myths are stories about gods, goddesses, and heroes
passed from one generation to another. Many Greek myths have a
great deal of influence on our culture. For ages, writers, artists, and
musicians have used mythological characters as their inspiration.
“Orpheus,” whose story shall be discussed today, is one of the
mythological characters around the world.

65. 56
Orpheus loved a young woman named Eurydice, and when they were married,
they looked forward to many years of happiness together. But soon after, Eurydice
stepped on a poisonous snake and died.
Orpheus roamed the earth, singing sad
melodies to try to overcome his grief. But
it was no use. He longed for Eurydice so
deeply that he decided to follow her to the
underworld. He said to himself, “No mortal
has ever been there before, but I must try to
bring back my beloved Eurydice. I will charm
Persephone and Hades with my music and
win Eurydice’s release.”
He climbed into a cave and through a
dark passage that led to the underworld.
When he reached the river Styx, he plucked
his lyre again, and Cerberus, the fierce three-
headed dog who guarded the gates, heard
the sweet music and lay still to let him pass.
Orpheus continued to play his lyre tenderly as he made his way through the
gloomy underworld. The ghosts cried when they heard his sad music. Sisyphus, who
had been condemned to roll uphill forever, stopped his fruitless work to listen. Tantalus,
who had been sentenced to stand in a pool of receding water, stopped trying to quench
his thirst. And even the wheel to which Ixion was tied as punishment stopped turning
for one moment.
At last Orpheus came to the palace of Hades and Persephone, King and Queen
of the underworld. Before they could order him to leave, he began his gentle song,
pleading for Eurydice.
When stern Hades heard Orpheus’ song, he began to weep. Cold Persephone
was so moved that, for the first time in all her months in the underworld, her heart
melted.
“Oh, please, my husband,” she said to Hades, “let Eurydice be reunited with
Orpheus.”
And Hades replied, “I, too, feel the sadness of Orpheus. I cannot refuse him.”
They summoned Eurydice, and the two lovers clasped each other and turned
to leave.
What words can be used to describe Orpheus’ gift?

66. 57
“Wait!” said Hades to Orpheus. “Eurydice is yours to take back to earth on one
condition.”
“What is that?” asked Orpheus
“She must follow you, and you must not look back at her until you are on earth
again.”
“I understand,” said Orpheus, “and I am forever grateful.”
Orpheus and Eurydice left the underworld and made their way through the
dark passage that led to the upper world. At last they reached the cave through which
Orpheus had descended.
“I can see daylight ahead” called Orpheus to Eurydice. “We are almost ther.”
But Eurydice had not heard him, and so she did not answer.
Orpheus turned to make sure that she was still following him. He caught one
last glimpse of her arms stretched out to him. And then she disappeared, swallowed
by darkness.
“Farewell,” he heard her cry as she was carried back to the underworld.
Orpheus tried to follow her, but this time the gods would not allow it. And so he
wandered the earth alone. He sang his sad songs to the trees and longed for the time
when he, too, would die and be reunited with his beloved Eurydice in the underworld.
Processing Questions:
1. What was the greatest strength of Orpheus? What was his weakness?
2. What effect did Orpheus’ music have on people and gods? Cite two
examples of this.
3. Why did Orpheus decide to rescue his wife from the underworld?
4. Why did Orpheus look back to see if Eurydice was following him?
5. What reasons might the gods have for allowing Orpheus and Eurydice to
be reunited?
6. Explain why the gods gave a condition to Orpheus and to his bride to return
to earth.
7. What main characteristic of this text makes it a myth?
8. To whom does Orpheus owe his talent? Why was he able to win the
sympathy of the gods?
9. In what situations were the gods willing to help humans?
10. Does the story reveal certain realities about Greeks? What are these?
11. What does the story reveal about the concept of gods in Greek Mythodology?
If you were Orpheus, would you have looked back to see if
Eurydice was following? Why or why not?

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Task 6 ELEMENT-ARRAY
Study the bulb puzzle below. Supply each part of the puzzle given the plot of
story Orpheus
Processing Questions:
1. How do the elements help you understand the flow of the story?
2. What is the theme of the story?
3. In what way do the elements contribute to your understanding of the
selection’s over-all theme?
Task 7 ALICE LOW
Read the story Orpheus once again. Determine the tone, mood, technique,
and purpose of the author in writing the text.
Photo Source:
Summer Sunset Series. http://www.writerscenter.org/fritzlow.html. Retrieved March 7, 2014
Alice Low
Tone of my story... Mood of my story...
Technique of my
story... My purpose in writing
is...

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YOUR DISCOVERY TASKS
Task 8 PIECE OF PI
You will be watching the 2012 film adaptation of “Life of Pi” by Yann Martel.
While watching, take note of the important details in the movie. Be ready to answer the
succeeding questions.
Task 8.1 THIN LINE
Create a timeline of events for the movie “Life of Pi.”
How did the connected events contribute to the totality of the movie?
Processing Questions:
1. In his introductory note Yann Martel says, “This book was born as I was
hungry.” What sort of emotional nourishment might “Life of Pi” have given
to its author?
2. Pondicherry is described as an anomaly, the former capital of what was
once French India. In terms of storytelling, what makes this town an
appropriate choice for Pi’s upbringing?
3. Yann Martel recalls that many Pondicherry residents provided him with
stories, but he was most intrigued by this tale because Mr. Adirubasamy
said it would make him believe in God. Did Pi’s tale alter your beliefs about
God? In what way?
4. Early in the novel, we discover that the narrator majored in religious studies
and zoology, with particular interests in a sixteenth-century Kabbalist and
the admirable three-toed sloth. In subsequent chapters, he explains the
ways in which religions and zoos are both steeped in illusion. Discuss
Movie Adaptations — This is the transfer of written work,
in whole or in part, to a feature film. It is a type of derivative work.
The movie “Life of Pi” by Yann Martel, is an example of a film
adapted from a novel.

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some of the other ways in which these two fields find unlikely compatibility.
5. Pi’s full name, Piscine Molitor Patel, was inspired by a Parisian swimming
pool that “the gods would have delighted to swim in.” The shortened form
refers to the ratio of a circle’s circumference divided by its diameter. What
is the significance of Pi’s unusual name?
6. How would the novel’s flavor be different if Pi’s sole surviving animal was
the zebra or orange juice? (We assume that if the hyena had been the only
surviving animal, Pi would not have lived to tell us his story.)
7. Pi sparks a lively debate when all three of his spiritual advisors try to claim
him. At the heart of this confrontation is Pi’s insistence that he cannot
accept an exclusively Hindu, Christian, or Muslim faith; he can only be
content with all three. What is Pi seeking that can solely be attained by this
apparent contradiction?
8. What do you make of Pi’s assertion that we are all “in limbo, without religion,
until some figure introduces us to God”? Do you believe that Pi’s piousness
was a response to his father’s atheism?
9. Among Yann Martel’s gifts is a rich descriptive palette. Regarding religion,
he observes the green elements that represent Islam and the orange
tones of Hinduism. What color would Christianity be, according to Pi’s
perspective?
10. How do the human beings in your world reflect the animal behavior
observed by Pi? What do Pi’s strategies in dealing with Richard Parker
teach us about confronting the fearsome creatures in our lives?
11. Besides the loss of his family and possessions, what else did Pi lose when
the Tsimtsum sank? What did he gain?
12. Nearly everyone experiences a turning point that represents the transition
from youth to adulthood, albeit seldom as traumatic as Pi’s. What event
marks your coming of age?
13. How does Mr. Patel’s zoo-keeping abilities compare to his parenting skills?
Discuss the scene in which he tries to teach his children a lesson in survival
by arranging them to watch a tiger devour a goat. Did this in any way
prepare Pi for the most dangerous experience of his life?
14. Pi imagines that his brother would have teasingly called him Noah. How
does Pi’s voyage compare to the biblical story of Noah, who was spared
from the flood while God washed away the sinners?
Task 8.2 A QUOTE ON QUOTE

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Below are notable quotations from the movie. Get a partner and make a
dialogue using the quotations. Employ the techniques in effective speaking taught by
your teacher.
• “I suppose in the end, the whole world of life becomes an act of letting go, but
what always hurts the most is not taking a moment to say goodbye.”
• “Faith is a house with many rooms.”
• “Doubt is useful; it keeps faith a living thing. After all, you cannot know the
strength of your faith until it is tested.”
• “No one has seen that island since, and you’d never read about those trees in
any book. And yet, if I hadn’t found those shores I would have died, if I hadn’t
discovered that tooth I would have been lost alone forever.”
• “Even when God seemed to have abandoned me, He was watching. Even
when he seemed indifferent to my suffering, He was watching and when I was
beyond all hope saving, He gave me rest and gave me a sign to continue my
journey.”
• “It happened, it happened. Why should it have to mean anything?”
• “For castaways, who must share their lifeboats with large, dangerous carnivores,
it is advisable to establish a territory as your own.”
Processing Questions:
1. Describe the effective speaking techniques used by your partner for each
of the quotations above.
2. How can these techniques help you in persuading your partner?
Task 9 MODAL MODES
Task 9 below are selected scenes from the movie. Create a sentence using
modals that express probability.
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________

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________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
Task 9.1 UNITS OF MEASUREMENT
Survival after a shipwreck is a challenge. To survive hunger and thirst, you
have to be accurate with all your actions or movements. Imagine you are Pi Patel and
you need to measure things to survive famine and thirst in the Pacific.
How would you measure your survival must-haves? Give the units of
measurement for each of the products below. Use appropriate modals that express
“ability” in writing your answers.
1. water ______________________________________________
2. vegetables__________________________________________
3. powdered milk _______________________________________
4. rice________________________________________________
5. fish________________________________________________
Task 9.2 CLASSIFYING THINGS
You will be working in pairs. Remember the animals found in Patel’s zoo. In
how many different ways can you classify them? Use modals expressing possibility in
classifying them.
1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________
4. __________________________________________________________
5. __________________________________________________________

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Task 9.3 MARKET! MARKET!
The Patels are basically business people. In exploring the possibility of selling
the zoo, the following marketing concepts will help them sell such a property with ease.
Establish the relationship of each of the paired marketing concepts below. Use
modals expressing probability in your answers.
1. Packaging and purchasing
____________________________________________________
2. Packaging and pricing
____________________________________________________
3. Pricing and shopping behavior
____________________________________________________
4. Advertising and pricing
____________________________________________________
5. Advertising and patronizing products
____________________________________________________
Task 10 THE CONFRONTATION
Imagine Orpheus, Pi Patel, and Queen Elsa sitting together in a
conference discussing how they capitalized on their strengths and recognized
their weaknesses to overcome their individual challenges. What would
be their response? Which of these strategies would you adopt and why?

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Task 11 A GIFT OF CHANGE
Remember the gifts of Orpheus, Pi, and Queen Elsa. If you possessed all the gifts they
have, how would use them in improving/resolving each of the following social issues?
Issue Gift to Use Ways to Improve
1.Risk Reduction and
Disaster Management
2.Corruption
3.Bullying
4.Reproductive Health
Issues
5.Violence against Women
and Children
Task 12 A LETTER LATER
Write a letter to yourself which you will only open 20 years from now. Highlight
in your letter how you were able to capitalize on your strengths and recognize your
weaknesses to become a better person. Use statements expressing opinions or strong
assertions in your letter.
Your teacher will provide you with further instructions.
Task 13 BEST MAGIC EVER
Overcoming individual challenges is a difficult task. But it is
not that difficult to require magic and dissolve them at a snap of our
fingers. The best way to address them is to have the willingness
to change. The best magic ever is the recognition of our strengths
and weaknesses. This magic will play an important role in making
one a better person.
How would you overcome the following personal conflicts? (Choose
whatever is applicable.)
1. Depression
2. Anger
3. Discrimination
4. Intimidation
5. Health issues
6. Jealousy

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YOUR FINAL TASK
Remember that at the end of the quarter, you are to compose a short persuasive
text using a variety of persuasive techniques and devices. In this particular module, you
will create an Information Ad Campaign. The succeeding tasks will walk you through
the process of making the Info Ad Campaign.
Task 14 AD TYPECAST
Recall as many TV commercials as you can. Then, analyze the commercials
using the following questions:
1. Who plays with action toys?
2. Who stars in the kitchen, the laundry, or the market?
3. Who seems to be given more active, dynamic role?
Processing Questions:
1. Which ad is the most sexist? Least sexist?
2. What implication does it make on capitalizing one’s strengths and
weaknesses?
3. How would the analysis of advertisement help you in crafting your own
information ad campaign?
Task 15 ASK A PROFESSIONAL
Speak to the school nurse/doctor/dentist about some advertising claims.
Sample questions could be: Is generic medicine better than the branded one? Are
there toothpaste brands that make teeth whiter?
Processing Questions:
1. What do these claims reveal about advertising?
2. How would this information help you in crafting your own information ad
campaign?
Task 16 PAST FORWARD
Make a research about a person or group of people whose advocacies are to
make people self-reliant. Be sure to include responses to the following questions:
• What was this person’s or group’s advocacy?
• What were some of the efforts they used to achieve social justice?
• Were these efforts successful? Why or why not?
• How was this success measured?
• Are they still pursuing these ideals? If not, has someone else or another
organization taken over to pursue their work?

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Task 17 THANKS FOR THE AD!
Draw inspiration from Task 14. Make your own Information Ad (TV, radio, or print) that
would campaign on capitalizing on strengths and recognizing your weaknesses. The
rubric shall be used for evaluating your work.
Acceptable/Unacceptabble
Concept Concept surprises and delights the audience.
Concept is aligned with the creative brief (i.e.,
fits the target market, product, positioning)
Yes/No Concept is predictable or obvious.
Information in the creative brief (target
market, product, etc.) does not appear
to have been taken into consideration in
developing the concept. Audience may
not understand the concept, or concept
seems unrelated to the product.
Design &
Visuals
Design and choice of visual components
(including type) all support and convey the
concept. Principles of design (balance,
contrast, dominance, etc.) are all used to
convey a clear message to the audience. All
three ads in the series are clearly different,
yet visually unified.
Yes/No Brand logo may be missing, obscured, or
altered. Viewer may be confused about
the message due to unclear hierarchy,
or inappropriate choices of visuals, color,
type, or other elements.
Copy Words are imaginative, well-crafted and
tailored to the product. Each word is
necessary. Headline, subhead, and body
copy all work together to convey a message
that complements the visuals.
Yes/No Tone may be inappropriate to audience.
Copy may sound like it is trying to sell
something or trying to explain the visuals.
Copy may be too verbose, or too cryptic
to convey the message. Copy may
try to convey too many ideas at once.
Proofreading errors, awkward wording,
incorrect uses of idiomatic, language
interfere with the impact of the ods.
Risk-taking &
response to
feedback
Author clearly and judiciously incorporates
feedback into drafts. Substantial
development of project from week to
week shows evidence of risk-taking, while
maintaining an awareness of the assignment
parameters.
Yes/No Minimal evidence that writer considered
feedback in revisions, or minimal risk-
taking. Adjstments and revisions may
be mechanical (“I did exactly what the
teacher told me to do.”)
MY TREASURE
My journey through this lesson enabled me to learn __________________________
___________________________________________________________________
___________________________________________________________________
It made me realize that ________________________________________________
___________________________________________________________________
___________________________________________________________________
I, therefore, commit to
_______________________________________________________________
_____________________________________________________________
_____________________________________________________________
In order to capitalize on your strength, you first have to know
them and your purpose for using them. Recognizing your weaknesses
will give more meaning to your strengths. If you can transform your
weaknesses into strengths and opportunities, you can never go wrong.

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Module 1
LESSON 4
______________________________________________________________
Dealing with Personal Challenges
YOUR JOURNEY
How do you deal with personal challenges? Most likely at this point, you have
already acquired the positive attitude of facing challenges no matter how difficult they
may seem. Problems, trials, disappointments, frustrations, or threats as challenges
are normal in our day-to-day experiences.
Dealing with these personal challenges matters and your intention should be
focused on achieving your goal through using positive ways. This is exactly the core
of this lesson as you’ll demonstrate your understanding of how to deal with personal
challenges along side the essential literary concepts and language communication
skills. Doubtlessly, that will add a lot to make a better YOU!
YOUR OBJECTIVES
For this lesson, you are expected to:
• draw generalizations and conclusions based on the material viewed
compare new insights with previous learnings
• make generalizations
• give meanings of words through using dictionary and / or context clues
• explain how tone and mood contribute to the theme of the myth
• use special words / expressions that emphasize points
• use factual and opinion-based statements as supports in persuasive writing
• employ examples as supports in public speaking
• select, organize, and produce visuals and graphics to complement and extend
the meaning of a photo essay
• compose a short persuasive text expressing one’s stand on an issue
Be reminded that your expected output is to present an
impressive photo essay emphasizing how you can deal with
personal challenges. The photo essay will be rated based on
the following criteria: visuals / graphics, text representations /
captions, organization, and impact.

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YOUR INITIAL TASKS
Task 1 PICTURE PERFECT
“ It’s our ability to deal with the challenges and not their absence
that gives us true glory, comfort, and happiness in life.”
- Anonymous
• As you look closely at the drawing, try answering these questions.
Whose face flashed at the back of your mind?
How do you feel as you look at it?
What are its aspects / details that relate to, or show the importance of
dealing with personal challenges in life?
• Now, read the quotation and relate it to the message in the pictures.
• Form groups of five, and talk about what the picture and the quote have in
common.
Task 2 A PUZZLING TRIAL
• Think about a puzzling problem, a trial, or a challenge you have experienced.
• Find a partner, and take turns in explaining what happened.
• Tell what you like / dislike about it.
• Use these guide questions:
How did you feel about it?
How did you deal with it?
What are the things about it that you’d like to change / improve?
What’s your next move?
• Share your experiences with others.
Task 3 THREE CONTROLS
• Form triads, and list at least three questions about personal challenges that
you hope to answer in this lesson.
• Take turns in sharing these questions, and find out what they have in common.
• Check them against this essential question: How do I deal with personal
challenges?

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Task 4 SETTING EXPECTATIONS
• Using the essential question as a focal point, reflect. Try to answer this question:
What do I expect or hope to learn?
• Write your targets on what you expect or hope to learn in this lesson.
You are now ready for the next phase of the lesson.
YOUR TEXT
When you think of myths, you can’t help but remember they highlight significant
truths about human experiences you can rely on for you to understand yourself better.
Remember that they start from the examples of human desires, intuitions, and motives
that make them as reliable, self-tested guides for people who are following their destiny
and searching for meaning in life.
With these valuable ideas in mind, read “Arachne,” a myth from Ancient Greece,
translated by Olivia Coolidge. Find out how human desires, intuitions, and motives
lead to dealing with personal challenges.
ARACHNE
Translated by Olivia Coolidge
Arachne was a maiden who became famous throughout Greece, though
she was neither well-born nor beautiful and came from no great city. She lived in an
obscure little village, and her father was a humble dyer of wool. In this he was very
skillful, producing many varied shades, while above all he was famous for the clear,
bright scarlet which is made from shellfish, and which was the most glorious of all the
colors used in ancient Greece. Even more skillful than her father was Arachne. It was
her task to spin the fleecy wool into a fine, soft thread and to weave it into cloth on
the high, standing loom within the cottage. Arachne was small and pale from much
working. Her eyes were light and her hair was a dusty brown, yet she was quick and
graceful, and her fingers, roughened as they were, went so fast that it was hard to
What I expect or hope to learn
___________________________________________________
___________________________________________________
___________________________________________________
__________________________________________________
___________________________________________________
__________________________________________________
_____________________________

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follow their flickering movements. So soft and even was her thread, so fine her cloth,
so gorgeous her embroidery, that soon her products were known all over Greece. No
one had ever seen the like of them before.
At last Arachne’s fame became so great that people used to come from far and
wide to watch her working. Even the graceful nymphs would steal in from stream or
forest and peep shyly through the dark doorway, watching in wonder the white arms
of Arachne as she stood at the loom and threw the shuttle from hand to hand between
the hanging threads, or drew out the long wool, fine as a hair, from the distaff as she
sat spinning. “Surely Athene herself must have taught her,” people would murmur to
one another. “Who else could know the secret of such marvelous skill?”
Arachne was used to being wondered at, and she was immensely proud of
the skill that had brought so many to look on her. Praise was all she lived for, and it
displeased her greatly that people should think anyone, even a goddess, could teach
her anything. Therefore when she heard them murmur, she would stop her work and
turn round indignantly to say, “With my own ten fingers I gained this skill, and by hard
practice from early morning till night. I never had time to stand looking as you people
do while another maiden worked. Nor if I had, would I give Athene credit because the
girl was more skillful than I. As for Athene’s weaving, how could there be finer cloth
or more beautiful embroidery than mine? If Athene herself were to come down and
compete with me, she could do no better than I.”
One day when Arachne turned round with such words, an old woman answered
her, a gray old woman, bent and very poor, who stood leaning on a staff and peering at
Arachne amid the crowd of onlookers. “Reckless girl,” she said, “how dare you claim to
be equal to the immortal gods themselves? I am an old woman and have seen much.
Take my advice and ask pardon of Athene for your words. Rest content with your fame
of being the best spinner and weaver that mortal eyes have ever beheld.”
“Stupid old woman,” said Arachne indignantly. “Who gave you a right to speak
in this way to me? It is easy to see that you were never good for anything in your day,
or you would not come here in poverty and rags to gaze at my skill. If Athene resents
my words, let her answer them herself. I have challenged her to a contest, but she, of
course, would not come. It is easy for the gods to avoid matching their skill with that of
men.”
At these words the old woman threw down her staff and stood erect. The
wondering onlookers saw her grow tall and fair and stand clad in long robes of dazzling
white. They were terribly afraid as they realized that they stood in the presence of
Athene. Arachne herself flushed red for a moment, for she had never really believed
that the goddess would hear her. Before the group that was gathered there she would
not give in; so pressing her pale lips together in obstinacy and pride, she led the
goddess to one of the great looms and set herself before the other. Without a word
both began to thread the long woolen strands that hang from the rollers, and between
which the shuttle moves back and forth. Many skeins lay heaped beside them to
use, bleached white, and gold, and scarlet, and other shades, varied as the rainbow.
Arachne had never thought of giving credit for her success to her father’s skill in dyeing
though in actual truth the colors were as remarkable as the cloth itself.

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Soon there was no sound in the room but the breathing of the onlookers, the
whirring of the shuttles, and the creaking of the wooden frames as each pressed the
thread up into place or tightened the pegs by which the whole was held straight. The
excited crowd in the doorway began to see that the skill of both in truth was very nearly
equal, but that, however the cloth might turn out, the goddess was the quicker of the
two. A pattern of many pictures was growing on her loom. There was border of twined
branches of the olive, Athene’s favorite tree, while in the middle, figures began to
appear. As they looked at the glowing colors, the spectators realized that Athene was
weaving into her pattern a last warning to Arachne. The central figure was the goddess
herself competing with Poseidon for possession of the city of Athens; but in the four
corners were mortals who had tried to strive with gods and pictures of awful fate that
had overtaken them. The goddess ended a little before Arachne and stood back from
her marvelous work to see what the maiden was doing.
Never before had Arachne been matched against anyone whose skill was
equal, or even nearly equal to her own. As she stole glances from time to time at
Athene and saw the goddess working swiftly, calmly, and always a little faster than
herself she became angry instead of frightened, and an evil thought came into her
head. Thus, as Athene stepped back a pace to watch Arachne finishing her work, she
saw that the maiden had taken for her design a pattern of scenes which showed evil or
unworthy actions of the gods, how they had deceived far maidens, resorted to trickery,
and appeared on earth from time to time in the form of poor and humble people. When
the goddess saw this insult glowing in bright colors on Arachne’s loom, she did not wait
while the cloth was judged, but stepped forward, her gray eyes blazing with anger, and
tore Arachne’s work across. Then she struck Arachne across the face. Arachne stood
there a moment, struggling with anger, fear, and pride. “I will not live under this insult,”
she cried, and seizing a rope from the wall, she made a noose and would have hanged
herself.
The goddess touched the rope and touched the maiden. “Live on, wicked girl,”
she said. “Live on a spin, both of you and your descendants. When men look at you,
they may remember that it is not wise to strive with Athene.” At that the body of Arachne
shriveled up, and her legs grew tiny, spindly, and distorted. There, before the eyes of
the spectators hung a little dusty brown spider on a slender thread.
All spiders descend from Arachne, and as the Greeks watched them spinning
their thread wonderfully fine, they remembered the contest with Athene and thought
that it was not right for even the best of men to claim equality with the gods.
Task 5 SMALL GROUP DIFFERENTIATED ACTIVITIES (SGDA) - THE GOLDEN
DOOR
• Form four groups, and work on your assigned task.
• Remember to share your ideas, thoughts, and experiences with the class.
Group 1 Word Finder
Find difficult/unfamiliar words in the selection, and look up the meaning of each through
the use of a dictionary or context clues.

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Group 2 Image Makers
Discuss the answers to these questions:
1. What caused Arachne’s fears and failures?
2. How did Arachne try to fight her fear and carry out the conditions of the
challenge?
3. How does she feel about her weaving skill?
4. What prevailing mood is conveyed in “Arachne”? Find words/phrases in the
selection that convey that mood clearly.
5. What tone is used in the selection? Cite paragraph/s that support your
contention?
6. Describe how the mood and the tone contribute to the total effect of the
story.
Group 3 Justifiers
Discuss the answers to these questions:
1. What is the nature of the conflict in Arachne?
2. What does Arachne do that makes it difficult for her to solve her problem?
3. What happens to her as she lives through her experience?
4. What character trait is clearly shown by Arachne?
5. What are some details in the story that will prove that Arachne’s pride is the
reason for her downfall?
6. What is your opinion on the characteristics of the following based on their
words and actions, especially in dealing with challenges?
a. Arachne
b. the old woman (Athene)
Group 4 Theme Builders
Discuss your answers to these questions:
1. Is the use of poetic justice (a happy ending where a virtue is rewarded
and the vice/wrong doing is punished) as a literary device effective in
“Arachne”? Explain.
2. Had Arachne changed her attitude, do you think the old woman would have
punished her? Explain.
3. Does the story help you understand the value of dealing with challenges?
Explain.
4. What generalization or statement about human experience (theme) does
the story make?
5. Ponder on the title “Arachne.” In what way does it relate to the theme
(general truth or observation about human experience/message) of the
selection?
6. Is it used as a symbol to clarify the theme? Explain.

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Task 6 LANGUAGE WATCH
A. Which Is Which
Classify the words inside the box, and tell which of them is a conjunction,
parenthetical expression, adverb/conjunctive adverb.
B. Giving Emphasis
Read the following sentences from “Arachne,” and think about the italicized
words / phrases:
1. “I have challenged her to a contest, but she, of course, will not come.”
2. They were terribly afraid as they realized that they stood in the presence
of Athene.
3. “Surely, Athene herself must have taught her.”
4. “Therefore, when she heard them murmur, she would stop her work and
turn around indignantly.”
5. Arachne was immensely proud of her skill.
• Work in small groups of five (5), and answer the following questions.
1. What do the italicized words / phrases have in common?
2. Do they help in giving emphasis to the action? Prove your point.
• List other examples of these special expressions that signal emphasis.
• Revisit the box entries in Task 6A.
• Check the words / expressions in your list against these special words and
expressions (that emphasize points) inside the box.
C. Blissful
• Pair up and take turns in answering these questions:
1. Are you confident about your ability to deal with trials and obstacles to
your personal goals?
2. How do you overcome your fear when dealing with a difficult challenge?
3. Have you discovered or realized something or felt blissful after you
dealt with the challenge?
exactly apparently however
still to illustrate most importantly
on the contrary in most cases in like manner
in my opinion to reiterate supposing
provided that on the condition that differently
as long as as such
provided that such that

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• Prove your point by citing examples.
• Use special expressions to emphasize your point and to clarify your stand.
D. Comfort Zone
• Think about this question: Do you believe that sticking to your comfort zone
instead of taking risks when you face a challenge is a better decision all
the time?
• For five minutes, think and jot down the reasons why you say so. Include
examples to prove your point.
• Use special expressions to emphasize your point and to clarify your stand.
At this stage, you should have several ideas on why you need to deal with
challenges positively. Eventually, you are ready to prove your understanding of how to
deal positively with personal challenges and this can be realized by getting involved in
real-life tasks.
YOUR DISCOVERY TASKS
Task 7 SMALL GROUP DIFFERENTIATED ACTIVITIES (SGDA) BEYOND TEXT-
REAL-LIFE EXTENSION
• Form four groups and draw lots for a task to work on.
• Share your ideas, thoughts, and experiences with the class.
Group 1 Thematic Funny Home Videos
• Recall examples of funny movies or videos you have watched or viewed.
• Relate “Arachne” to the movies or videos.
• Discuss how these movies and selection influence your views on life’s
challenging events and circumstances.
• Report back to class and share your thoughts with other groups.
Group 2 The Best Advice
• Retain your groupings and list problems that young people like you encounter
in dealing with challenges.
• Pose as guidance counsellors, and think of the advice you would give students
on how to manage the problems.
• Write a short script to illustrate your conversation with your advisees.
• Use a dialog format and include stage direction.
• Enact the script.Choose one member to play the role of a guidance counsellor
and the rest as troubled young people.

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Group 3 Power Play
• Identify a controversial issue (subject in the news or in personal life) that is
related to a personal challenge that you and your groupmates feel strongly
about.
• Discuss how this can be dealt with.
• Talk about how people might argue against your ideas or how you would defend
your point of view.
• Share and consolidate your ideas.
Group 4 Fact + Opinion = The Best Way to Deal with Challenges
• Imagine you are living in a world where there are lots of challenges that you’re
constantly learning to cope with.
• Write a reflective journal about the challenges you are facing now and clarify
the effects.
• Present them with factual recounts of incidents to support your ideas.
• Explain what challenges you will expect to find and will try to resolve successfully.
• Share and consolidate your ideas.
You have finished the enabling activities/tasks at this point. Think about how you can
apply or demonstrate your understanding of these ideas and concepts, literary, and
language communication skills. What will you do next? Here’s your challenge!
YOUR FINAL TASK
Obviously, you are now ready for the major task for this lesson. With your
classmates, you will create an impressive photo essay. Remember, you have
everything you need to come up with a very impressive photo essay where you’ll use
graphics or visuals and text representation / captions. This is another concept that
uses comic book format to present information in new ways to make learning fun. For
you to make it as the best, you must follow some steps.
Here are some ideas for the production of your photo essay. Study the tips
before you plunge into it. Keep these points in mind as you go through the process of
creating your photo essay.
Task 8 FOR A VIP (VERY IMPRESSIVE PHOTO) ESSAY
Form small groups of five (5) and do the following tasks.
A. Connect and Decide
• Think about the five top strategies you would do when dealing with personal
challenges.
• Make a ranked list of these ideas, and the reasons for your ranking.
• Discuss the choices and decide on the top three.

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• Choose one literary selection (from those you have explored in class) that
interests the majority of the group members.
Which is most liked?
Which do you feel a close connection with?
Which do you want to read more and enjoy reading in public?
• Decide which selection is the best for the core or main idea of your photo
essay.
• Make a stand on which of the ways of dealing with these challenges you
will use as your photo essay’s main or controlling idea.
• Choose a surprising incident, interesting question, or character from your
chosen literary selections.
• Use this for your introduction.
B. Scout for Remarkable/Influential Figures
• From the literary selections you have explored in class, choose at least
three characters (e.g., in mythology, classics, or oral tradition) who have
made a great impression on you about resolving personal conflicts or who
have influenced your outlook in life.
• Rank them according to your preference.
• Do a character inventory of the qualities, attitude, or traits of your chosen
characters.
• Highlight three (3) outstanding or dominant traits of these characters that
helped them resolve personal conflict.
• Consider what they have in common and how they differ.
• Use these to support your ideas.
C. Unlimited
• Take a closer look at these samples of photo essay (to be provided by your
teacher) and find out how each establishes the tone, mood, and theme of
the essay through visuals and text.
• Since visuals are keys to the meaning of your work, collect photos, pictures
(from magazines, newspapers, print ads, commercial ads, journals, etc.),
drawings, video segment (if possible), or illustrations that show and relate
to the theme or the message of your chosen literary selections.
• Display these pictures, drawings, illustrations, or video segments. Use
the visuals / graphics to highlight the incidents and examples which are
used as support and evidences for impact. Remember to explain the
significance of each illustration or drawing. The text should be serious
and straightforward. Your opinion (personal feelings or beliefs) about the
characters and the incidents must support the drawing or illustration.
• Organize these visuals and text according to your preference, and establish
the connection between and among your visuals, texts, and main idea.
Do not forget to show how the visuals and text convey your main idea,
then use them to prove your stand about how one can deal with personal
challenges.
• Summarize the ideas you have presented, restate your position or stand,

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and invite your audience to deal with personal challenges positively. Provide
a catchy and meaningful title of your photo essay.
• Edit, refine, and polish your work.
• Use the following rubric as your guide.
Criteria 5 4 3 2 1 TOTAL
Creativity (presents original or unique style to make
it interesting)
Visual Graphics (uses sound, color, content of photos
and graphics that represent the argument and convey
persuasive messages)
Text Representation Captions (uses words and
phrases that call up strong feeling; uses logical and
emotional appeal; examples, statistics to prove one’s
stand; has convincing tone)
Organization (has logically organized arguments,
facts, and reasons around a particular point)
Impact (convinces the audience to accept the ideas
and moves them to action)
Total
Legend:
Rating – Description
5 - Excellent
4 - Very Impressive
3 - Impressive
2 - Needs Revision
1 - Inadequate
• Be open to comments and suggestions.

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MY TREASURE
This is just the right time for you to think back, reflect, and focus on the essential
points of the lesson that you enjoyed, found helpful, and would like to work on further.
Keep a record of all of these.
Then, add your answers to the following questions:
1. What part of the lesson did you find most difficult/most challenging?
2. Write at least three possible ways/steps you can adopt to overcome this
difficulty.
3. Which skills do you hope to strengthen in the next lesson/s?
• Write your responses in your journal.
My Journal

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Module 1
LESSON 5
______________________________________________________________
Winning over Individual Challenges
YOUR JOURNEY
Just like the heroes in classic myths and tales, you want to achieve your goal.
In doing so, you can’t avoid meeting challenges or tests which you must surpass or
hurdle. Have you ever found yourself facing a problem which seemed to have no
solution? That’s a challenge, of course! One thing is certain; you were able to learn
from it. Did you learn the lesson the hard way?
Sometimes you feel that the stakes you have to pay are too high, but what matters
most is, win or lose, you’ve got to face these challenges head on. You can change
the course of your life for the best. At this point, you know that these challenges affect
your decisions in life, therefore you need to have control over the decision you make.
How important is winning over your challenges? In what ways can winning over these
challenges prepare you for a more fulfilling life?
YOUR OBJECTIVES
For this lesson, you are expected to:
• compare new insights to previous learning
• show appreciation for songs highlighting how to win over challenges
• draw conclusions based on the material viewed
• use formal and informal definition to clarify the meaning of words
• compose a persuasive text expressing one’s stand on an issue
• use modals indicating obligation and necessity
• analyze how characterization contribute to the effective development of the
theme
• stress the importance of winning over challenges
• employ speaking techniques in panel discussion
Be reminded that your expected output is to participate in
a short but meaningful panel discussion on winning over personal
challenges. It will be based on the following criteria: focus, clarity of
ideas, persuasive techniques used, response to questions asked,
and language convention.

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YOUR INITIAL TASKS
Task 1 CONNECT TO THE CAP
Form groups of five.
• For three minutes, think back and list down the personal challenges you’ve
experienced or encountered in your readings.
• Check them against the entries in the box.
Challenges Affecting Me
• Having internal conflict (grappling/struggling against my opposing feelings,
beliefs, needs and desires, envy, anxiety, fears, oversensitivity to criticism;
idealized image or what I prefer to be or feel ought to be)
• Comparing self to someone more powerful
• Deciding where true integrity and loyalty lies
• Accepting adult responsibilities
• Overcoming great odds
• Being caught off guard
• Being treated unfairly
• Becoming a victim of prejudice
• Feeling inadequate/insecure/incapacitated (physical, mental, and emotional
attributes)
• Being overwhelmed by a difficult task
• Choose a specific example that interests your group, and talk about it. Answer
the following questions:
Why is it bad for you?
How does it affect your life?
What are its advantages and disadvantages?
Which challenge would you like to happen or not to happen again?
• Consider the positive attitudes listed in the following figure.
• Decide which of these positive attitudes are important for young people like
you to win over a difficult challenge.
• Share your thoughts with the rest of the class.

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Task 2 OUTLOOK TURN UP
• Form a triad, and study the drawing.
• Use picture clues and see how it relates to your idea about winning over
challenges.
• Discuss your answers to the following questions:
Does the drawing portray a man of action? Explain.
What can you tell about the person’s personality from the drawing?
Which details in the drawing show how to overcome over individual
challenges?
• List down questions about winning over personal challenges that you still have
to ask and answer.
• Check them against this essential question: Considering today’s context,
what can we possibly do to win over challenges?
• Give tentative answers to the essential question.
Task 3 TUNE IN
• Listen to “Roar” by Katy Perry, and find out what it says about challenges.
• List down words and expressions that relate to ways we deal with challenges.
• Discuss with your partner what the message of the song is all about.
Task 4 LOOKING FORWARD
• Using the essential question as a focal point, list down what you believe is
necessary to learn about how to win over individual challenges. Use the space
below for your entries.
You are now ready for the next phase of the lesson.
My Targets

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YOUR TEXT
Task 5 SMALL GROUP DIFFERENTIATED ACTIVITIES (SGDA)
UNDERSTANDING THE TEXT
Read “How Odin Lost His Eye” as retold by Catherine F. Sellew.
HOW ODIN LOST HIS EYE
Retold by Catherine F. Sellew
Once the world was still very young. Odin sat on his throne in the most beautiful
palace in Asgard. His throne was so high that he could see over all three parts of the
world from where he sat. On his head he wore a helmet shaped like an eagle. On
his shoulder perched two black ravens called Memory and Thought. And at his feet
crouched two snarling wolves.
The great king gazed thoughtfully down on the earth below him. He had made
the green land that stretched out before his eyes. With the help of the other gods he
had made men and women who lived on that earth. And he felt truly like the All- father
he was called.
The fair elves had promised they would help his children of the earth. The elves
were tiny people who lived between heaven and earth. They were so small that they
flit about doing their work unseen. Odin knew that they were the artists who painted
the flowers and made the beds for the streams. They took care of all the bees and
butterflies. And it was the elves that brought the gentle rain and sun shine to the earth.
Even the ugly dwarfs, who lived in the heart of the mountains, agreed to help.
They forged iron and metals, made tools and weapons. They dug gold and silver, and
beautiful jewels out of the earth. Sometimes they even cut the grain and ground the
flour for the farmers on the earth.
All seem to be going well. Odin found it hard to think of evil times. But he knew
that the frost giants were only waiting for the chance to bring trouble to his children.
They were the ones who brought cold and ice to the world and shook the earth in
anger. They hated Odin and all the works of the gods.
And from high on his throne Odin looked down beyond the earth deep into the
gloomy land of his enemies. He saw dark figures of huge men moving about. They
looked like evil shadows. He, the king of gods, needs to have more wisdom. It was not
enough just to see his enemies. He ought to know more about them.
So, Odin wrapped his tall figure in a blue cloak. Down from his throne, he
climbed. Down the broad rainbow bridge, he strode and across the green earth till he
came to one of the roots of the great evergreen tree. There, close by the tree, was a
well full of clear water. Its surface was so still it was like a mirror. In it one could see
pictures of things that had happened and things that were going to happen.

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But beside the well sat an old man. His face was lined with the troubles of the
world. His name was Mimir, which means “memory.” No one, not even the great Odin,
could see the pictures in the well unless he first drank some of its water. Only Mimir
could give the magic drink.
“Aged Mimir,” Odin said to the old man, “You who hold the knowledge of the past
and the future in your magic waters, let me have but one sip. Then, I can know enough
to protect the men and women of the earth from the hate of the giants.”
Mimir looked kindly at Odin, but he did not smile. Athough he spoke softly, his
voice was so deep it reminded Odin of the distant roar of the ocean.
“The price of one drink from this well is not cheap,” Mimir said. “And once you
have drunk and gazed into the mirror of life, you may wish you had not. For sorrow
and death as well as joy are pictured there so you should think again before you ask
to drink.”
But once the king of the gods had made up his mind, nothing could change it.
He was not afraid to look upon sorrow and death.
“What is your price aged Mimir?” Odin asked.
“You are great and good, Odin,” answered Mimir. “You have worked hard to
make the world. Only those who know hard work may drink from my well. However,
that is not enough. What have you given up that is very dear to you? What have you
sacrificed? The price of a drink must be a great sacrifice. Are you still willing to pay
the price?”
What could the king of the gods sacrifice? What was most dear to him? Odin
thought of his handsome son, Balder, whom he loved most in the world. To give up
his son would be like giving up life and all that was wonderful around him. Odin stood
silent before Mimir. Indeed that would be a high price!
Then, Mimir spoke again. He had read Odin’s thoughts.
“No, I am not asking for your dear son. The fates say his life must be short, but
he has time yet to live and bring happiness to the gods and the world. I ask for one of
your eyes.”
Odin put his hands up to his bright blue eyes. Those two eyes had gazed across
the world from his high throne in the shining city of the gods. His eyes had taught him
what was good and beautiful. What was evil and ugly? But those eyes had also seen
his children, the men and women of the earth, struggling against the hate of the giants.
One eye was a small sacrifice to win knowledge of how to help them. And without
another thought, Odin plucked out one of his blue eyes and handed it to Mimir.
Then, Mimir smiled and gave Odin a horn full of the waters of his well.

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“Drink deeply, brave king, so you may see all that you wish in the mirror of life.”
Odin lifted the horn to his lips and drank. Then, he knelt by the edge of the well
and watched the pictures passing across its still and silent surface. When he stood
up again, he sighed, for it was as Mimir had said. He had seen sorrow and death as
well as joy. It was only the glorious promise at the end that gave him courage to go on.
So Odin, the great king of the gods, became one-eyed. If you can find Mimir’s
well, you will see Odin’s blue eye resting at the bottom. It is there to remind men and
women of the great sacrifice he made for them.
• Form small groups of six, and work on your assigned task.
• Remember to share your ideas, thoughts, and experiences with the class.
Group 1 Vocabulary Hunt
• Look for difficult words found in the selection “How Odin Lost His Eyes.”
• Use a dictionary to find their denotative meaning, and then share how you
understand each word (connotative meaning).
• Describe each word to other groups by using words and gestures.
• Ask members of other groups to identify the word you’re describing.
• Repeat the process until the last difficult word is clear to all.
Group 2 The Power of C2
(Conflict and Character)
• Discuss the answer to the following questions.
1. What internal conflict has Odin experienced as he faced Mimir?
Look for phrases and sentences that express his duty to his family
particularly to his son) and duty to his people.
Write this conflict in the chart below.
Conflict in “How Odin Lost His Eye”
Duty to his family (son) Duty to his people
• Focus on character change and use the dialogue or the character’s experiences
with the supporting character/s to support your answers.
1. Do you consider Odin as a hero? Why or why not?
2. Does he only think of himself or other people? Why does he think that way?
3. Consider Odin’s desire. Does it serve as an opportunity to prove he can
face the challenges?
4. How did the character succeed over his challenges? What did he learn
from the experience?
5. Was there a change in his actions, thoughts, feelings, and attitude, or did
he remain the same till the end?

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Group 3 Lasting Virtue
1. What do Odin’s actions and traits reveal about human nature?
2. What behavior (admired or condemned by gods) has been illustrated or
featured in “How Odin Lost His Eye”?
3. Are the virtues highlighted still observed these days? Prove your point.
4. Which of the characters do you like best? Did he promote an enduring
virtue that can be applicable even today? In what way?
5. Do you think Odin’s attitude would be helpful to win over our personal
challenges? Explain.
6. From which of the characters do you think you learn the most valuable
lesson? Why?
7. Which of the characters consistently portrayed a positive attitude of winning
over challenges?
8. How did the last part surprise you? Explain.
Group 4 Thinking It Through
1. What details from the story made a powerful or lasting impression on you
about winning over challenges? Explain how they can make you a better
person.
2. What lessons did you learn about overcoming challenges?
3. How does “How Odin Lost His Eyes” help you understand your world?
Will your life change from what you learned? How?
4. Explain how your perception has changed and what you plan to do from
now on.
5. Which of the following ways will you adopt to win over your challenges?
Why?
Having strong Determination Doing Hard work
Defending your beliefs Jumping over limitations
Making personal adjustments Using struggles as opportunities
Standing up your ground for your beliefs
Using temporary solution
Being strong bear up the colds
Group 5 Theme Connection
• Point out which of the ways above are easy, difficult, or not very important
choices to make in order to win over a difficult challenge.
• Explain why it is important to read and discuss myths, tales, legends, or
other stories.
• How will you convince or persuade others to agree with you that it is important
to read and discuss traditional literatures? Explain why it is important to
practice and to uphold these ways.

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Group 6 Winning Appeal
• Recall how the myths, legends, tales, and other stories you have encountered
in class appeal to you.
• Analyze which of the following persuasive techniques in myth is employed in
“How Odin Lost His Eyes,” and in your chosen myth.
1. Her appeal – the character is the only one who can do the job.
2. Basic humanity appeal – the character is really a good person who is
not afraid to do something or he is the only one who has a good solution
to the problem.
3. Promise appeal – the character is offered some kind of reward for
doing something.
• Explain which techniques are still used in today’s persuasive writing and
speaking.
Task 6 LANGUAGE LINE
A. Sense of Value
• Read the following sentences from “How Odin Lost His Eye.”
1. “Odin, the king of the gods, need to have more wisdom.”
2. “He ought to know more about his enemies.”
3. “The price of a drink must be a great sacrifice.”
4. “You should think again before you ask to drink.”
• Form a triad, and answer the following questions.
1. What do the italicized words have in common?
2. How are they positioned in the sentences?
3. Which of them indicates a sense of obligation?
a. a necessity?
b. a prohibition, disapproval of something that was done in the past?
4. How do we call these expressions?
5. How do they help in communicating messages?
B. Saving Grace
Pair up and take turns in answering these questions.
1. Why do you need to sacrifice something to help the people you love?
2. Why must you struggle against the forces of evil or why is it necessary to
win over challenges?
3. Whom must you turn to or consult in order to win over your challenges?
4. How does he/she help you win over challenges?
5. What must be taken into consideration for you to turn challenges to
opportunities?
6. How must you proceed in winning over challenges?

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C. Rewarding
• Write at least five desirable traits or habits you need to develop, and five
undesirable traits or habits you ought to weed out.
• Write a short paragraph persuading others on the importance of developing
these desirable attitudes and weeding out the undesirable habits to win
over challenges. Use this title: Habits and Traits to Develop or to Weed
Out in Order to Win over Challenges. Clarify your stand and use words that
appeal to reason or emotion. Remember to use the appropriate modals.
Remember the following points.
Modals are auxiliary verbs performing specific functions like:
• Must – expresses obligation
• Need to – indicates necessity
• Should and ought to – express sense of obligation to do or to become
something
• Shouldn’t or should not have or ought not – indicate prohibition, or
disapproval of something that was done in the past
At this stage, you should have several ideas on the value of dealing with
challenges positively. Eventually, you are ready to prove your understanding of winning
over personal challenges and this can be realized through getting involved in real-life
tasks.
YOUR DISCOVERY TASKS
Task 7
• Form six groups, and work on your assigned task.
• Remember to share your ideas, thoughts, and experiences with the class.
Group 1 Striking Lines
• Re read “How Odin Lost His Eye,” and choose memorable lines.
• Explain how these lines can help you win over your challenges in life.
• Be open to comments and suggestions.
Group 2 Follow Up
• Think of another story, television program, movie, or real-life experience
which portrayed a lesson about winning over challenges.
• Explain how it is similar to “How Odin Lost His Eye.”
• Be open to comments and suggestions.

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Group 3 The Gift
• Imagine that your best friend or your loved one will celebrate his/her birthday.
• Think of a gift you can give him/her in the form of an advice on how to win over
a challenge.
• Revisit the box entries in Ways to Win over Challenges, (Task 5 Group 4) and
choose one or two which you believe would be appropriate for your friend’s or
relative’s need.
• Design a gift box following the illustration and the instructions.
• Be open to comments and suggestions.
Group 4 The Power of a Song
• Think of a simple tune (rap song) or a folk song ( sung to highlight the important
experience of common people. It is a part of folk traditions of most countries).
• Share any folk song you know that highlights the value of winning over
challenges.
• Does it persuade you to win over challenges?
• How does it give inspiration to people? Sing it before the class.
• Be open to comments and suggestions.
Group 5 What Always Worked
• Find ads/commercials that use fair or unfair persuasive techniques.
• Present them to the class.
• Point out parts/elements of the ads/commercial that use fair or unfair persuasive
techniques.
• Explain the effect of these persuasive techniques.
• Be open to comments and suggestions.
Group 6 Thoughts for Today
• Write whatever is in your wildest imagination about the following:
kind of challenge you don’t want to meet or do when you leave this room
the challenge you (more than anything else in the world) prefer to meet,
when you walk out of this room

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• Give reasons to support your responses.
• Remember to use modals in sharing ideas, thoughts, and experiences about
winning over individual challenges.
• Be open to comments and suggestions.
You’ve finished the enabling activities/tasks at this point. Think about how you
can apply or demonstrate your understanding of these ideas, concepts, literary and
language communication skills. What will you do next? Here’s your challenge!
YOUR FINAL TASK
Task 8 LIFE SKILLS CONNECTION
• Read the following excerpt from “The Koran” as translated by N.J. Dawood.
• Find out what it says about challenges in life as well as our attitudes toward
them.
COMFORT
from The Koran
translated by N.J. Dawood
In the name of Allah
the Compassionate, the Merciful
Have we not lifted up your heart and relieved you
of the burden which weighed down your back?
Have we not given you high renown?
Every hardship is followed by ease.
Every hardship is followed by ease.
When your task is ended, resume your toll, and seek your
Lord with all your fervor. --- Sura 94
• Think back of literary characters who serve as models of moral values that are
shared, preserved, and survived.
• Answer the following questions:
1. What does the verse say to those experiencing challenges?
2. How does one face hardship?
3. What is the verse trying to persuade you to think or do in response to the
challenges in life?
4. What kind of appeal (emotion or reason) does the writer seem to favor?
5. Does the author convince you to accept his position? Why?
6. Which part is specially convincing? Explain.
• Give examples of catchy hook (words that strongly appeal to emotion) used
in the excerpt, and talk about how they persuade you to win over challenges.

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Task 9 Giving Your Best
This time you will participate actively in a panel discussion. Remember to use the
skills you’ve learned for you to give your best.
Here are some ideas for your panel discussion. Do the following:
• Form a panel of 5 to 6 members (1 chairman and 5 panelists or discussants)
The chairman serves as the facilitator who sees to it that the discussion
proceeds smoothly; as an initiator who starts the discussion through a
question or asks one in the group to start the discussion; or a clarifier
who makes clear any vague responses during the exchange.
The summarizer is the one who gives the summary during the discussion
or at the end of the discussion.
• Prepare for a panel discussion by choosing the best way to win over challenges.
What is the best way to adopt in order to win over challenges?
Do you think this will help you in persuading others?
• Develop set of questions to be asked during the discussion.
Decide which question your group will tackle, how you’ll assign the
questions among the group members, and how long should each panel
discuss and talk.
Conduct research (if possible), and take notes of the possible answers
to the questions.
Focus on its impact, effects, and solutions.
• Elect a leader and assign roles to the chairman and the panelists or the
discussants, the moderator then establish rules for the panel.
• Plan on the points to be covered during the discussion by preparing an outline.
• Revisit the features of and the required format for a panel discussion:
Have opening remarks by a chairperson to set the purpose.
Introduce the issue in the form of a question, a statement, or a situation
and supply some background.
Introduce the speakers or panel members (pose as experts on the
subject being discussed).
Present the panel members’ different points of view on the aspects of
the issue.
Have informal exchange of comments, additional details, and rebuttals
to reinforce meaning of the issue.
Allow the audience to ask questions and to give comments.
• Remember to apply the following conventions and strategies in group speaking.
Sharing points or information from observations and interview.
(if possible)
Adding extra details to what others shared (use graphs or charts)
Asking questions and clarifications of a designated discussant or
speaker
Challenging a statement
Giving an opinion
Supporting personal opinion with evidence
Respecting all opinions and consider them justified.
• End the discussion by summarizing the panels’ views and have an evaluation
of the participants’ performance.

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• Use the following rubric as your guide.
•
Criteria 5 4 3 2 1 TOTAL
Focus (concentrates on a specific topic that is clear,
significant, and supportable)
Teamwork (manifests coordination and collaboration
among the panelists to clarify the topic at hand)
Persuasive Techniques (uses logical and emotional
appeals; avoids fallacies)
Clarity of ideas (clearly presents reasons, facts, and
opinion as supports)
Response to questions asked (thinks before speaking;
presents relevant ideas; clearly uses evidences; gives
reasons)
Language Convention (uses simple, direct, concise, and
clear expressions free from errors; articulate responses
clearly)
Total
Legend: Rating – Description
5 - Excellent
4 - Very Impressive
3 - Impressive
2 - Convincing
1 - Beginning
Formula = F + T + P T + C + R + L = Total / 6 =
6
MY TREASURE
The Magic Five
• Reflect on how you performed in this lesson, and make a plan on how to improve
your language communication skills. Use the following sentence starters:
1. The new concepts / skills I learned from this lesson are _______________
__________________________________________________________
2. The skill/s I must improve is/are _________________________________
__________________________________________________________
3. The following are the steps I can take to improve ___________________
__________________________________________________________
4. ______________________________ help me achieve my target for this
lesson.
5. I expect to be a _____________________________________________
__________________________________________________________.
• On your journal, quickly write these essential points or post them on the
facebook wall or twitter.
• Encourage others to make comments on the posted material for words of
encouragement.

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Module 1
Lesson 6
______________________________________________________________
Turning Challenges to Opportunities
YOUR JOURNEY
Have you ever been asked by someone to choose between a perfect world
filled with joys and devoid of troubles or conflicts or a world full of pains but with lots
of choices as cures? You know that you can’t escape troubles, conflicts, and pains
as challenges you have to face. How do you face these struggles or challenges of
different kinds? Perhaps, you have tried a lot of ways to win over them like when
you face situations too difficult or too painful to handle, you have to adjust to protect
yourself from a perceived threat. That’s great!
How do challenges affect you? It’s true that challenges can be frightening, but
they can be turned into opportunities for you to discover more about yourself, others,
and the world. Apparently, this is the right time for you to start with it since in this
lesson, you are to demonstrate how to turn challenges to opportunities.
YOUR OBJECTIVES
For this lesson, you are expected to:
• compare new insights with previous learning
• draw generalizations and conclusions from the materials viewed
• use denotation and connotation to clarify meanings of words
• appraise literature as a way of expressing and resolving one’s personal conflicts
• state the effect of a literary piece in one’s value system
• use appropriate modals to express simple futurity and willingness
• determine the effectiveness of argument, how to use support, and clarify the
stand of the speaker
• employ the techniques in public speaking to convey ideas
• write a short persuasive text using persuasive techniques
Be reminded that your expected output is to present a short
but powerful persuasive essay on turning challenges to opportunities.
The rating of the persuasive essay should be based on the following
criteria: focus/content, persuasive techniques used, development/
organization, clarity of ideas, emphasis, language mechanics, and
convention.

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YOUR INITIAL TASKS
Task 1 I Always Connect Game
• Form three groups.
• Think about ways to win over challenges.
• In ten minutes, list all the possible ways that you know in order to win over
challenges.
• Draw lots to know which group will respond first.
• Allot ten seconds for each step. Other groups may steal if the first try isn’t
correct.
• Give 5 points for each correct answer.
• Repeat the process until the last entry is given.
• Declare the group with the most number of points as the winner.
• Check the responses against the list of ways to win over challenges (inside the
box).
Ways to Win Over Challenges
Admit mistakes
Face the conflict
Emphasize one’s positive traits
Use struggles as opportunities
Use temporary solutions
Make personal adjustments
• Rank the ways to win over challenges in their order of importance before
answering these questions.
1. Which of the enumerated ways of winning over challenges have you
practiced already?
2. Were you successful in doing so? Prove your point.
• Share your responses with your classmates.
Task 2 VIEW AND MAKE GENERALIZATION
• View the drawing, or the video clip of “One-Armed Young Lady and a One-
Legged Young Man” (a very unique and unequalled ballet performance) and
see how it relates to challenges and opportunities.
• Use the details of the drawing and the video clip’s clues to get an idea on how
one can turn challenges to opportunities.

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• Look closely at the drawing and reflect on what it implies by answering these
questions:
Does it remind you of something or someone you’ve heard or met in real
life?
What does this drawing suggest about challenges and opportunities?
Which details in the drawing show the importance of turning challenges
to opportunities?
What questions about turning challenges to opportunities do you still
have in mind?
Task 3 THREE IN CONTROL
• Form triads, and list down at least three questions about challenges and
opportunities that you hope to be answered in this lesson.
• Take turns in sharing these questions, and find out what these questions have
in common.
• Check them against this essential question: How do I turn challenges to
opportunities?
Task 4 MAPPING THE TARGETS
• Using the essential question as a focal point, make a map by listing what you
expect and hope to learn in this lesson.
You are now ready for the next phase of the lesson.
YOUR TEXT
Perhaps you have experienced facing a problem which seemed to have no
solution at all. How did you resolve the problem? Did someone give you helpful
advice?
Read, “From The Analects” by Confucius, as translated by Arthur Waley for you
to find out how these questions are to be answered.
MAP OF MY TARGETS
What I ______________________________ to learn.
Expect Hope

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From the Analects
by Confucius
translated by Arthur Waley
The Master said, “To learn and at due times to repeat what one has learnt, is
that not after all a pleasure? Those friends should come to one from afar, is this not
after all delightful? To remain unsoured even though one’s merits are unrecognized by
others is that not after all what is expected of a gentleman?”
The Master said, “A young man’s duty is to behave well to his parents at home
and to his elders abroad, to be cautious in giving promises and punctual in giving
them, to have kindly feelings towards everyone, but seek the intimacy of good. If, when
all that is done, he has any energy to spare, and then let him study the polite arts.”
The Master said, “The good man does not grieve that other people do not
recognize his merits. His only anxiety is lest he should fail to recognize theirs.”
The Master said, “He who rules by moral force is like the Pole star, which
remains in its place where all the lesser stars do homage to it.”
The Master said, “If out of three hundred songs I had to take one phrase to
cover all my teaching, I would say, Let there be no evil in your thoughts.”
The Master said, “Govern the people by regulations, keep order among them
by chastisements, and they will flee from you, and lose all self-respect. Govern them
by moral force, keep order among them by ritual, they will keep their self-respect and
come to you of their own accord.”
Meng Wu Po asked about the treatment of parents. The Master said, “Behave in
such a way that your father and mother have no anxiety about you, except concerning
your health.”
The Master said, “A gentleman can see a question from all sides without bias.
The small man is biased and can see a question only from one side.”
The Master said, “You, shall I teach you what knowledge is? When you know
a thing, to recognize that you know it, and when you do not know a thing, to recognize
that you do not know it. That is knowledge.”
The Master said, “High office filled by men of narrow views, ritual performed
without reverence, the forms of mourning observed without grief—these are things I
cannot bear to see!”
The Master said, “In the presence of a good man, think all the time how you
may learn to equal him. In the presence of a bad man, turn your gaze within!”
The Master said, “In old days, a man kept hold on his words, fearing the
disgrace that would ensue should he himself fail to keep pace with them.”
The Master said, “A gentleman covets the reputation of being slow in word but
prompt in deed.”

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Task 5 SMALL GROUP DIFFERENTIATED ACTIVITIES FOR THE STAKES
• Form small groups of eight (8), and work on your assigned task.
• Remember to share your ideas, thoughts, and experiences with the class.
Group 1 Meaningful Search
Analects are literary extracts or selected passages from literary or philosophical
works especially from a published collection. They share a lot of qualities with other
meaningful pieces of writing, so expect to find words which are rich in meaning.
• Look for difficult words from the selection.
• List all of them, and give their denotative (specific, dictionary) meaning.
• Give also the connotative (suggested idea and feelings or overtone) meaning
for each word.
• Remember that connotative meaning is very important in persuasive writing.
Connotation or shades of meaning can be positive or negative. Choose at least
five words in the selection which have strong connotation.
• On your paper, copy the table as shown below and fill it out with appropriate
entries.
Difficult Words Denotative
Meaning
Connonative
Meaning
Words with
Strong
Connotation
e.g. 1. disgrace
2.
3.
4.
etc.
dishonor loss of self-respect
Group 2 Theme Connection
1. Try this: Are there key phrases/sentences from “The Analects” of Confucius
that say something about people’s challenges and opportunities?
The Master said, “In old days, men studied for the sake of self-improvement;
nowadays men study to impress other people.”
The Master said, “A gentleman is ashamed to let his words outrun his deeds.”
The Master said, “He who will not worry about what is far off will soon find
something worse than worry close at hand.”
The Master said, “To demand much from oneself and little from others is the
way (for a ruler) to banish discontent.”

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• On your paper, copy the figures as shown below and list these words/ groups
of words that suggest challenges and opportunities.
• Point out which of these challenges and opportunities you have already
encountered, then share their effects in your life. Copy the figure as shown and
fill it out with entries called for.
• Assign one member of the group to pose as a speaker persuading others to
agree with your ideas.
• Be open to comments and suggestions on how to enhance a persuasive
speech.
Group 3 Taking a Stand - For or Against
• Consider the argument presented in the selection “From the Analects” by
Confucius.
• Use the following questions as your guide:
1. What is the selection trying to persuade you to think or do?
2. What evidence does Confucius use to support his position?
3. Which passages argue for or against the use of challenges as opportunities?
Write these passages in the following table:
For Against
Encountered
Challenges and
Opportunities
Effects of Challenges
and Opportunities
Encountered
Challenges and
Opportunities
Effects of Challenges
and Opportunities
CHALLENGES
OPPORTUNITIES

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4. Can they be used effectively as supports or examples in a persuasive
speech? Remember that a persuasive speech presents evidences or
examples as supports in order to move people to action or to make them
agree/disagree with your stand or belief.
• Play the role of a speaker persuading others to agree with you.
• Be open to comments and suggestions on how to enhance a persuasive
speech.
Group 4 Thinking It Through
• Use the following questions as your guide:
1. What kind of conflict / challenge is reflected in the statement below?
“In the presence of a good man, think all the time how you may learn to
equal him. In the presence of a bad man, turn your gaze within!”
2. Does a good man only think of himself or other people?
3. What other values are highlighted in the selection?
4. Why is it important to learn how to practice them?
5. Consider the stand of the Master regarding practicing moral values. Do
they serve as opportunities for us to prove we can really face and overcome
our challenges?
6. Do you think humility would help in solving today’s problems? Explain how
it can be an effective solution to each problem.
• Assign one member of the group to pose as a speaker persuading others to
agree with your ideas.
• Be open to comments and suggestions on how to enhance a persuasive
speech.
Group 5 Taking Challenges as Opportunities
• Look for interesting words or group of words that express the possibility of
turning challenges to opportunities.
• Use the following questions as your guide.
1. Whichpassagesrevealsomethingaboutturningchallengestoopportunities?
2. Which of the passages provide the most valuable insight?
3. How do you feel about these passages?
4. Considering today’s context, what can we possibly do to turn these
challenges to opportunities?
• Cite a true-to-life situation that exemplifies the possibility of turning a challenge
to an opportunity.
• Plot your responses in the table.
• Assign one member of the group to pose as a speaker persuading others to
agree with your ideas.
• Be open to comments and suggestions on how to enhance a persuasive
speech.

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Passages from “The Analects” that reveal
Turning
Challenges to
Opportunities
Feelings
Evoked
The Most
Valuable
Insight
Feelings
Evoked
Turning a
Challenge to
an Opportunity
Group 6 Enduring Experiences
Discuss your answer to these questions.
1. What have you learned from Confucius’ “The Analects” that made you see
yourself in another light?
2. How would you react to the situation described by the Master if you were
one of these persons (gentleman, young man, good man, worrier, ruler)?
3. Assign one member of the group to play the role of a speaker persuading
others to agree with your ideas.
4. Be open to comments and suggestions on how to enhance a persuasive
speech.
Group 7 Making Personal Adjustments
Focus on the entries in the box, and discuss the answer to the questions after
it.
1. Which of the suggested ways to turn challenges to opportunities in the box
are found in the selection?
2. Do all of these ways stay the same over a period of time?
• Talk about how these can help solve today’s problems.
• Assign one member of the group to play the role of a speaker
persuading others.
• Give comments and suggestions on how to enhance a persuasive
speech.
maintain flexibility
take stock of oneself periodically
discuss yourself with a friend
confide to an older person
view yourself objectively
make an inventory of yourself (positive, negative
emotional traits and habits)
understand your basic skills
capitalize on your strengths or good points.

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Task 6 LANGUAGE PATROL
A. Like a Disciple
Read this short parable and answer the questions after it.
1. Who faced the challenge?
2. What was the challenge?
3. How did the character win over his challenge?
4. How is poetic justice (good triumphs over evil ) used in the selection?
5. What did the thief learn from the experience?
6. What do you find surprising in these two responses of Shichiri to the thief?
a. “Do not disturb me. You may find the money in that drawer.”
b. “Don’t take it all. I will need some to pay the taxes with tomorrow.”
7. Do they exemplify the importance of taking challenges as opportunities?
Explain.
B. Looking Ahead
Reread the following statements lifted from “The Analects” and “Zen Parables:
The Thief Who Became a Disciple,” then consider how the underlined words
are used.
1. “Don’t take it all. I will need some to pay the taxes with tomorrow.”
2. “His only anxiety is lest he should fail to recognize theirs.”
3. I would say, “Let there be no evil in your thoughts.”
4. “They will keep their self-respect and come to you of their own accord.”
5. “You, shall I teach you what knowledge is?”
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 Shichiri 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.”
After he had finished his prison term, the man went to Shichiri and
became his disciple.

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Form a triad, and answer the following questions.
1. What do the italicized words have in common?
2. Where are they positioned in the sentences?
a. Which of them indicates simple futurity and obligation?
b. Which of them expresses:
simple futurity and willingness?
invitation or past possibility?
future possibilities mixed with doubt and uncertainty and used
in reported speech for past time?
3. What do we call these expressions?
4. How do they help in communicating messages or lesson in life?
C. Using Modals
Pair up and take turns in answering these questions. Remember to use modals.
1. Which passages from “The Analects” and from “Zen Parables: The Thief
Who Became a Disciple” respond to the needs of our time?
2. Which passages show that they hold peoples’ heritage or bedrock of
enduring virtues like the propaganda (promotion, advertising)?
3. Which details from the passages make a powerful impression on you?
4. What connections can you make between the selections and your world?
D. Alter ego
• Pretend that you are a very successful person. Who are you pretending to be?
You were invited to speak on your views on the possibility of turning challenges
to opportunities. Inspire your audience by citing true-to-life experiences.
Remember to use logical and emotional appeal as your persuasive strategies.
Use modals whenever necessary.
• Be open to comments and suggestions.
Getting involved in real-life tasks will surely give you hands-on, and minds-on
activities to enrich your understanding of how to win over challenges.
Remember that modals are used as auxiliary or helping
verbs with special functions.
• Shall indicates simple futurity and obligation.
• Should expresses past obligation.
• Will expresses simple futurity and willingness.
• Would expresses invitation or past possibility.
• Might is used in reported speech for past time.
• May expresses future possibilities mixed with doubt and
uncertainty.

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YOUR DISCOVERY TASKS
Focusing on your target to become a healthy and developed young adult, you
must capitalize on your strengths and capabilities to direct challenges to opportunities
at all costs. With these in mind, you have to form four big groups and complete the
following tasks.
Task 7 SMALL GROUP DIFFERENTIATED ACTIVITIES LEADING TO
COMPLETION
Group 1 In Another Dimension
• Imagine Confucius was with you and he advised you to make changes in your
life. From what you have learned, how would you heed his advice?
• Explain how your perceptions have changed and what you plan to do.
Remember to use logical and emotional appeal as your persuasive strategies.
Use modals whenever necessary.
• Assign one member of the group to play the role of a speaker persuading
others to agree with your ideas.
• Give comments and suggestions on how to enhance a persuasive speech.
Group 2 Spotlight to Follow Up
• Think of someone who really inspired you to turn challenges to opportunities.
• Explain how he/she influenced your way of thinking, your decision, and your
philosophy in life.
• Relate him/her to an object/plant/animal. What could symbolize him/her?
Explain.
• Assign one member of the group to play the role of a speaker persuading
others.
• Give comments and suggestions on how to enhance a persuasive speech.
Group 3 Connecting to Today
• Recall a selection that highlights the importance of turning challenges to
opportunities in order to preserve honor, humility, and other positive attitudes.
• Think of how the literary character (lead or support) would respond to
the pressing news about the regression in practicing positive values like
self-respect, respect for others, and humility that results in crimes and evil
happenings.
• Choose one news about an issue that stands out.
• Role play how the character might respond to the news.
• Give comments and suggestions on how to enhance a persuasive speech.

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Group 4 Inner Speech
• Think of a problem you have and consider turning this challenge to opportunity.
• Use it as your argument.
• State your opinion clearly.
• Talk about the reasons why it is important to consider this problem as an
opportunity.
• Give examples to support your argument.
• Use logical or emotional appeal for your audience to believe you.
• End your speech by a strong position statement that restates your stand and
calls your audience to action.
• Assign one member of the group to play the role of a speaker persuading
others.
• Give comments and suggestions on how to enhance a persuasive speech.
You’ve finished the enabling activities/tasks at this point. Think how you can
apply or demonstrate your understanding of these ideas and concepts, literary and
language communication skills. Do you find them valuable? What will you do next?
Here’s your challenge!
YOUR FINAL TASK
Now, you are ready on your major task for this lesson. With your classmates,
you will create a short but powerful persuasive essay. First, let’s have this one.
Task 8 LIFE SKILLS CONNECTION
A. Preparation for My Target
Read the following essay, and answer the questions after it.
Practice and Uphold Positive Attitude
by Lee Em
I strongly believe that we must come together to practice and uphold positive
attitudes toward work, life, and challenges. This should be done from initial impulse
to completion like what we observe in a myth. From the presentation of the target,
problem, test, and stakes up to conclusion, the character in a myth displays and
exemplifies these positive attitudes. Remember the saying, “The best measure of a
man is not what he says he can do but what he does.” This is absolutely true.
Let us recall what happened between the Master and the thief in “Zen
Parables.” The thief who was then a man who followed a crooked path in life turned
otherwise because he learned from the Master what it takes to be a man. He was
treated with respect and trust by the Master so he opted to follow the Master’s path.
Again this exemplifies the maxim, “Respect begets respect.”

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Questions:
1. What three basic parts are clearly presented in the essay?
2. How are these parts organized?
3. What does each part contain?
4. Does the essay try to influence you to accept an idea, or adopt a point of
view or perform an action?
5. What is the writer trying to persuade you to think or do?
6. Does the writer use strong and relevant evidences to support claim? Prove
your point.
7. Is the purpose stated clearly? Prove your point.
8. Is persuasive language used? Cite parts to support your contention.
9. Which kind of appeal (emotion, reason, morale) does the writer use? Prove
your point.
10. Is her argument logical? Explain.
11. Does she convince you to accept her position?
12. What evidence does the writer use to support her opinion?
13. What kind of essay is this?
Remember, you have everything you need to come up with a persuasive essay. For
you to make it as the best, follow some steps.
Here’s how you can write a short but powerful persuasive essay.
Now try this.
B. A Call Up for Order Box Game
• Form three big groups, and assign at least three representatives from each
group before you read the nine entries in the box.
• Determine their correct order in a persuasive text.
• Draw lots to know which group will respond first.
• Allot ten seconds for each step. Another group may steal if the first try isn’t
correct.
• Give 5 points for each correct answer.
• Repeat the process until the last entry is given.
• Declare the group with the most number of points as the winner.
He decided to be Shichiri’s disciple. He was inspired by Shichiri who lived
a life of truth and a life full of positivism. He had practiced it in dealing with other
people without discrimination. The Master was able to model what it takes to respect,
trust, and show love to other people. This is a positive attitude that we must put into
action whoever we are, wherever we are, and whenever necessary.
Doubtlessly, this will make our lives better. There is a strong possibility that
this can make this world a better place to live in after all. This is an opportune time
for us to practice it. Don’t think otherwise, come on! So what are we waiting for?
Let’s give it a try!

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• Check your responses against the following steps.
C. Steps in Writing Persuasive Essay
1. Choosing a subject
• Recall the myths, legends, or tales you have read.
• Decide which of these myths, legends, or tales has the most
interesting way of presenting how to deal with personal challenges.
• Choose from the myths, legends, or tales, a god or a character
who has the most interesting role/way in facing personal challenge.
Recall and quote lines/passages from the stories, essays, or
poems that influenced your understanding about life’s meaning.
• Use the character as your subject.
• Write a single sentence that states your opinion about your subject.
2. Addressing the audience you are trying to persuade
3. Clarifying your purpose
D. Drafting
1. Watch out for special expressions or opinion signals.
• Remember to use these words to emphasize points and reveal
personal judgment or viewpoint terms that signal opinion.
think believe should for
against reason feel must
for example furthermore always in addition
most likely undoubtedly definitely remember
exactly fortunately best worst
all none none everybody
2. Addaninterestingquestion,quotation,orananecdotefortheintroduction.
3. Use reasons, examples as supports
• Jot down all reasons (at least six) why you think the character has
the most interesting role.
• Write how the elements of the myth, tale, or legend or the qualities of
the character/god show the lasting appeal and use them as
___Addressing the Audience
___Adding Supports (reasons, examples)
___Choosing a Subject
___Clarifying Your Purpose
___Drafting
___Revising and Polishing
___Sharing through the EQS
___Using interesting question, quotation, and anecdote for introduction

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evidence or support. Think about a time when they faced a challenge.
What happened?
How did you feel about it?
• Give reasons to help readers remember your stand.
• Use factual and opinion statements.
• Summarize your main reasons.
• Use the last sentence to further persuade your reader or to agree with
you, or invite your readers to action.
E. Sharing through the EQS (Encourage, Question, and Suggest)
• Pair up and exchange drafts for peer checking.
• Emphasize the good points.
• Be specific.
• Ask for more information when something is not clear.
• Use these questions as your guide:
What is the writer trying to persuade you to think or do?
Is the main point and the writer’s purpose clearly stated?
Are there evidences to support the position?
Do the evidences convince you to accept the position?
Did he/she appeal to your emotion or reason?
Are there introduction, body (reasons), and concluding paragraphs?
Are there important details/reasons that are missing or points to be
deleted?
• Use the following rubric as your guide for assessment.
Criteria 5 4 3 2 1 Total
Focus/Content (states clear position at the
beginning until the end of the work; topic
captures the reader’s attention)
Persuasive Techniques Used (uses strong
and effective persuasive techniques and details
support the thesis and the stand of the writer)
Development/Organization (has strong
organizational plan; has logically arranged
statements from the most important to the least
important or vice versa; develops the topic
thoroughly with examples and supports)
Clarity of Ideas (presents clear and sound
arguments and evidences are authentic)
Emphasis (has interesting and attention-
grabbing introduction; has strong conclusion
that includes a call to action)

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Language Mechanics and Convention
(displays minor error in spelling, punctuation,
grammar and they varied in structure)
Total
Legend: Rating – Description
5 - Excellent
4 - Very Impressive
3 - Impressive
2 - Convincing
1 - Beginning
Formula = F + T + PT + C + R + L = Total / 6 =
6
• Suggest ways on how to make the persuasive essay powerful.
F. Revising and Polishing
• Add needed information.
• Delete unnecessary information.
• Clarify the details.
• Organize your essay.
• Write the final copy of your persuasive essay.
G. Publishing
Publish your work in any school prompt or send it through email or blog.
MY TREASURE
Now is the right time for you to reflect and focus on the essential points of the lesson
that you:
• enjoyed
• found helpful
• would like to work further on.
Keep a record of all of these.
• Add your answers to the following questions:
1. What is the most difficult and the most challenging part in this lesson?
2. Write at least 3 possible ways/steps you can adopt for you to deal with.
3. What skill do you hope to strengthen in the next lesson/s?

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• Complete the chart as shown with entries called for.
Essential points in the lesson that I
enjoyed found helpful would like to
work more on
found most
difficult
hope to
strengthen
intend to
adopt