Department of Education

Region VIII, Eastern Visayas

Division of Southern Leyte
District of Bontoc 1
BONTOC NATIONAL HIGH SCHOOL
San Ramon, Bontoc, Southern Leyte
School ID: 313403

LEARNING ACTIVITY SHEET

Englis 10
h

Week
QUARTER
1
6
Prepared
GENEVE T.
by:
GARZON
BONTOC NATIONAL HIGH SCHOOL ENGLISH 10
Lesson 1:
Exploring a Range of Texts

Name: _________________________________________________ Grade Level: _______________

Section: ________________________________________________ Date: _____________________

LEARNING ACTIVITY SHEET

Activity 1: Writing An Autobiography

Learning Competency with Code (MELC)

Evaluate and make judgements about a range of texts using a set of criteria e.g.
comparing arguments on the same topic, critiquing a short story

Background Information for Learners

It is important that we review a certain concept related to the lesson we are
about to unlock. Texts may differ in types but they all fall under literature.

What is Literature?
It is derived from the Latin word meaning “writing formed with letters.” It refers
to works of the creative imagination, including poetry, drama, fiction and non-fiction.

Why is literature important?

It represents the culture and tradition of a language or a people. It can also
serve as an introduction to a new world of experience.

NARRATIVE TEXTS
 Short Story-It includes one or more characters, one plot and one single impression.
 Fairytale-It is a story about fairies and other magical creatures.
 Myth-It is often pertaining to the actions of the gods.
 Legend-It is a fictitious narrative about origins of things.
 Science Fiction- It is a story based on the impact of actual, imagined, or potential
science.
 Epic- It narrates the deeds and adventures of a hero.
 Novel-It is a story which contains complex plot involving many characters.
 Biography- It is a narrative text of a person’s life usually written by others.
 Fable-It is a story which deals with animals and inanimate things who speak and
act like human.
 Autobiography- It is a narrative text of a person’s life wherein the author is also the
main subject.
NON-FICTION TEXTS

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

 Discussion text-It presents a reasoned and balanced overview of an issue.
 Explanatory text-It explains how or why a certain thing is done, like when
explaining a process.
 Instructional text-It includes rules for games, recipes, instructions for making
something and directions.
 Persuasive text- It convinces the readers to believe in the author’s opinion.
 Recount-It provides an account of events.
 Report-It presents information in an objective way.

POETRY
 Poems
o Free-verse- It is not restricted by conventions of forms or patterns and does not
have to rhyme.
o Structured- It follows a consistent framework based on features such as line length,
syllable count, rhyme pattern, rhythm and meter.
o Visual-The words are presented to create an image or to convey a visual image.

Splendid! You’ve just explored the range of texts. You are now up to the next
challenge.

Exercises / Activities

Activity 1.1
Given the lines below, identify what specific type of text is presented.
If by Rudyard Kipling Lines taken from A Strong Heart by
If you keep your head when all about Jesse M. Robredo
you Fifteen years ago, at age 29, when I
Are losing theirs and blaming it on you; first became Mayor of Naga, what I
If you can trust yourself when all men got into was a city in shamble. I had
doubt you, a weak mandate, made even weaker
But make allowance for their doubting by a system of political patronage.
too; But I did not have an equally weak
If you can wait and not be tired by
heart…
waiting,
Or, being lied about, don’t deal in lies…

Answer: Answer:

Activity 1.2
Write an autobiography based on the rubric given below.

Category 4 3 2 1
Introduction The The The Writing an
introduction is introduction is introduction introduction
inviting. not does not was
particularly adequately attempted.
inviting. preview the
events.
Organization Creates an Presents clear Presents a Presents
interesting, sequence of mostly clear events without
clear events. sequence of logical order.
narrative. events.
Use of Contains no Contains few Contains some Contains
Language errors in errors in errors in many errors
grammar, grammar, grammar, in grammar,

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

punctuation, punctuation, punctuation, punctuation,
or spelling. and spelling. and spelling and spelling.

Lesson 2:
Critiquing a Short Story

Name: _________________________________________________ Grade Level: _______________

Section: ________________________________________________ Date: _____________________

LEARNING ACTIVITY SHEET

Activity 2: Complete Me!

Learning Competency with Code (MELC)

Evaluate and make judgements about a range of texts using a set of criteria e.g.
comparing arguments on the same topic, critiquing a short story

Background Information for Learners

Narrative text specifically short stories usually contain all parts such as
character, setting, plot, theme, conflict and point of view.
Now, study the guide questions on how you are going to critique a short story based
on its elements.
To critic a story is not to summarize. Rather, it is to comment on and evaluate the
work of the author based on specific criteria.
1. Plot- It is the sequence of events that make up a story.
 Are the sentences /dialogues relevant and support the messages in the plot?
 Are there more of external/internal conflicts?
 Are there twists in the story?

2. Character- It refers to persons or animals that perform the actions in the story.
 What does the character do, say, think and look which reveal his/her
characteristics?

3. Setting- It is a place or time the action took place.

 Are there words which clearly suggest the time and place of the action?
 Is there enough detail to help you imagine the world in the story?

4. Theme- It is the message that the author is trying to convey.

 Is the message clearly conveyed?

5. Point of view-It is the perspective from which the story is told.

 Is the story told in a first-person point of view, third-person point of view or
omniscient point of view?
 Is the narrator effective in telling the story?

Exercises / Activities
Activity 2.1
Brace yourself! This activity will solidify your understanding of the lesson. Critique the
short story, “The Plague” by Albert Camus. Be guided with the questions given.
THE PLAGUE
By: Albert Camus
In the town of Oran, thousands of rats, initially unnoticed by the populace,
begin to die in the streets. A hysteria develops soon afterward, causing the local
newspaper to report incident. Authorities responding to public pressure order the
collection and cremation of the rats, unaware that the collection itself was the
catalyst for the spread of the bubonic plague.
The main character, Dr. Bernard Rieux, lives comfortably in an apartment
building when strangely the building’s concierge, M. Michael, a confidante, dies from
a fever. Dr. Rieux
BONTOC consults
NATIONAL HIGHhis colleague, Castel, about
SCHOOL the illness
ENGLISH 10 until they come to
the conclusion that a plague is sweeping the town. They both approach fellow
doctors and town authorities about their theory, but are eventually dismissed on the
basis of one death. However, as more and more deaths quickly ensue, it becomes
apparent that there is an epidemic. Authorities, including the Prefect, are slow to
By late January, the plague is in full retreat, and the townspeople begin to
celebrate the imminent opening of the town gates. Othon, however, does not escape
death from the disease. Cottard is distressed by the ending of the epidemic, from
which he has profited by shady dealings. Two government employees approach him,
and he flees. Despite the epidemic’s ending, Tarrou contracts the plague and dies
after a heroic struggle. Rieux’s wife also dies.
BONTOC NATIONAL HIGH SCHOOL ENGLISH 10
In February, the town gates open and people are reunited with their loved
ones from other cities. Rambert is reunited with his wife. Rieux reveals that he is the
narrator of the chronicle and that he tried to present an objective view of the events.
Cottard goes mad and shoots at people from his home. He is arrested. Grand begins
To guide you in the evaluation, use the questions below.
1. How vivid and believable are the portrayal of the characters, settings, dialogues,
actions, and feelings? Support your answer by citing lines from the text.
_______________________________________________________________________________
2. What lesson is implied in the story?
_______________________________________________________________________________
3. How well is the story written? Are all elements of a short story evident? Support
your answer.

Activity 2.2
Fill out the chart below to start composing your own short story.
Titles:
Characters:
Plot: Introduction:
Rising Action:
Climax:
Falling Action
Ending/Denouement:
Setting:
Theme:
Point of View:

Congratulations! You’re done with the second lesson. Be ready for another adventure
of learning tomorrow.

Lesson 3:
Comparing and Contrasting Argumentative Texts
Name: _________________________________________________ Grade Level: _______________
Section: ________________________________________________ Date: _____________________

LEARNING ACTIVITY SHEET

Activity 3: Critique Me!

Learning Competency with Code (MELC)

Evaluate and make judgements about a range of texts using a set of criteria e.g.
comparing arguments on the same topic, critiquing a short story

Background Information for Learners

Hello you are now in the third day of this week’s lessons and you are about to
begin a new learning adventure. Are you ready? Here we go!
In the previous discussion you were able to critique a short story based on its
elements. This time we will look into the properties of a well-written texts: structures,
organizations, coherence and cohesion, language use and mechanics in the
argumentative texts presented in this lesson. Comparing and contrasting the same
arguments will help you become a critical reader.

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

As we go through, you will learn how to compare and contrast arguments on the same
topic.

HOW TO COMPARE AND CONTRAST ARGUMENTS

Step 1: Understand the Text

Recognizing the way in which a text has been organized will help you
understand it better. The writer may, for example, be explaining two opposing points
of view, or describing why something happened. An effective paragraph shows the
unity when a composition contains one focused idea. A paragraph is made up of the
topic sentence which contains the main idea, the supporting details and the
conclusion or the clinching sentence at the end.

Step 2: Identify Similarities and Differences in the Content

Once you have understood the text, take note of the similarities and differences
in terms of content. Begin the process by highlighting or underlining the appropriate
information in the text. It is often helpful to use graphic organizers to visually display
the information extracted. Venn diagrams are particularly suitable for displaying
comparisons as they can usefully display areas of difference, as well as any
overlapping similarities. Venn diagrams can easily accommodate a comparison of
multiple ideas through the addition of more circles in the diagram.

Step 3: Identify Similarities and Differences in the Structure

Once you have examined and identified the similarities and differences in terms
of content, begin to look at how the texts compare and contrast in regards to
structure. This time, you are asked to compare texts that are in the same genre which
is an argumentative text. You may look at a variety of elements of structure, including
how the text is presented in terms of:
● The length of sentences and paragraphs
● The progression of ideas and arguments
● The point of view expressed (Informative? Emotional?)
● The use of stylistic elements, such as irony, humor, emotional appeals etc.
● The use of facts and statistics in nonfiction.

An effective paragraph shows the unity when a composition contains one

focused idea. A paragraph is made up of the topic sentence which contains the main
idea, the supporting details and the conclusion or the clinching sentence at the end.

A well-written paragraph has also continuity. The transition of one word to

another, and a sentence to another must make sense for the reader to follow your
thoughts. The ideas must stick together. It shows both coherence and cohesion.
*Cohesion- sense of sentence-by-sentence flow by which the reader moves through a
passage, with each sentence connecting to the previous one and the one that follows.
*Coherence- refers to the overall sense of unity in a passage, including both the main
point of sentences and the main point of each paragraph.
An effective language is specific, concise, familiar, correct and appropriate. It enables
writers to effectively communicate ideas without confusing the reader.

Step 4: Evaluate
Now that you have analyzed closely the text, identify the similarities and
differences in content and structure across the texts, it is time to evaluate the texts
and offer opinion on overall merit or effectiveness. The following questions are
suggestions of areas to focus on to evaluate the texts:
● Which text is the most convincing?
● Which text contains a strong propositions/claims?
In the evaluation you can choose to focus on the most interesting, relevant, and
informative material they have identified to illustrate the wider thesis of their opinion.

How did you find the lesson? Interesting right? Now, you can proceed to the next
phase of this lesson.

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

Exercises / Activities
Activity 3.1
Compare and contrast the two given arguments which deal on the same topic using a
Venn Diagram.
TEXT 1: TEXT 2:
School uniform could alter students’ School uniforms have no place in
attitudes toward their education. If education, especially since we are trying
students wear the same clothing each to instill the principles of individuality
day, they will not have to think about and diversity in our children. School
what to wear on a daily basis. In uniforms destroy students’ abilities to be
addition, having a uniform could boost themselves. I have seen schools where
students’ confidence and reduce envy or uniforms are required; the students’
embarrassment. Conforming to one faces tell the whole story. By enforcing
uniform might also help students fit in uniforms in school, we are clearly not
more easily. giving students a choice in what they
wear. But when we take away choice,
more than just a choice is lost.

Text 1: Text 2:
Differences Differences
Text 1 &2
Similarities

Activity 3.2
Evaluate the text, “Soaring towards a COVID-Free Society” by Hanz
Lester C. Labordo based on its organization, coherence and cohesion, language
used, and mechanics. Use the Writing Score Card below .
Soaring towards a COVID-Free Society
Hanz Lester C. Labordo
Amidst the fears and worries in facing this COVID-19 crisis, the
pandemic unfurled before us has unleashed our core – character, discipline,
and leadership.
There is no gainsaying the fact that we must live by the new normal.
“Always wear face mask and observe social distancing” – this has been our way
of life, a simple preventive measure, properly followed and observed by all,
regardless of age, social status, tribe and religion. We stayed at home, enjoyed
the company of our family members and kept our shelter away from the
potential threats of the virus. It was hard to change ways, but discipline kept us
on track.
On the other hand, preventive measures, essential and supplemental needs, as
well as contingency plans have been properly laid down and provided by the
Local Government Unit with the goal of assuring the general public that the
government is on top of the crisis. Release of Social Amelioration Program (SAP)
funds and distribution of relief goods have been arranged. Public information
and awareness drives are implemented through radio programs, barangay visits
we’ve witnessed health officials educate people on the adverse effects of COVID 19 and
how to prevent it. All government agencies have been utilized properly, effectively and
efficiently. This is true leadership.
Attested by the changes that we have to make and pronouncements from the
National Government have to be followed. We have been very hopeful that despite the
ups and down and the roller-coaster ride of unpredicted events, we are resilient and
optimistic – and these define our character.
The way
BONTOC we handle
NATIONAL the situation may be
HIGH SCHOOL simple,
ENGLISH 10 but the cooperation,
commitment and hard work from the constituents made our weapons very strong that
the virus could not penetrate in our land. Facing crisis is always a matter of discipline,
leadership and character.
Writing Score Card: Place a check mark under A if the answer to the question is very
satisfactory; B if it is satisfactory; C if some points need clarification; and D if it is
unsatisfactory. (Please see attached Worksheet 3.2 at the last part of LAS use it as your
answer sheet)
Part I.
Writing Score Card A B C D
1. Content
Are the purpose and main idea clear?
Are the ideas properly arranged?
2. Form
A. Paragraph
Do all sentences relate to the main idea?
Are they logical in order?
Are transitional words used appropriately?
B. Mechanics
Is correct spelling observed?
Is proper capitalization done?
C. Structure
Is correct grammatical usage observed?

Part II. Direction: Answer the question below.

What is your general impression about the text? You can specify its good points or
areas that need improvement or revision. (Maximum of 5 sentences only)

Lesson 4:
Evaluating Text Content
Name: _________________________________________________ Grade Level: _______________
Section: ________________________________________________ Date: _____________________

LEARNING ACTIVITY SHEET

Activity 4: On your Own

Learning Competency with Code (MELC)

Evaluate and make judgements about a range of texts using a set of criteria e.g.
comparing arguments on the same topic, critiquing a short story

Background Information for Learners

What are the properties of a well-written text?
The properties of a well-written text are organization, coherence and cohesion,
language use, and mechanics.
Remember that part of evaluating a text is checking on how well a text is
written based on its properties.

Since you’re done with the review, it is time to take the next activity. Read the
following text and share your ideas based from the questions given.
First Paragraph:
“I will not allow the opening of classes where students will be near each other.
Unless I am sure that they are really safe, it’s useless to be talking about opening of
classes,” President Rodrigo Duterte said.
From Philippine Daily Inquirer (May 27, 2020
1. How do you feel about the text?

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

2nd Paragraph:
“Being in the hospital and that whole COVID experience has made me realized what
really matters in life. Relationships are number one: relationship with God,
relationship with people around you…it’s such a humbling experience of really
recognizing how people really need people, how we need each other in this times of
darkness…”
From Metro. Style (April 18, 2020)
2. What are the words from the text that caught your attention the most? Why?

In the activity above, you were able to analyze the meaning of the lines and the
intention of the person who is speaking. Take note that when you evaluate a text,
there can be various things to remember in order to identify the writer’s intention and
how in the text the author successfully achieves his/her intention. To discover more
about this lesson, study the steps presented below.

If you lose understanding of the extract, stop and re-read

from the last sentence or paragraph that you clearly
understood.
As you read,
Mark or underline any parts of the extract relevant to the
remember
The three the
key questions in the skills boosts
question you arewill help
going you prepare your response.
to answer.
following:
In every written text, the writer has an intention. Some evaluation tasks clearly state
the intention which you must evaluate. Otherhow
Think about tasks
theask youmight
story to evaluate
develop how thethe
after writer
end of
attempts to engage and interestthe the extract.
reader. In order
Are to suggestions
there answer both intypes
the of task that the
extract
successfully, you need to identify the writer’s
narrator intention
may encounter and where
danger later ininthe
the text the
story?
writer has attempted to achieve it.

1. How do I identify where the writer has tried to achieve his or her intention?

What to do:
Think about the impact or intention the writer might want to have on the reader
and look at some of the elements the writer has included in the story as evidence. Let
us use the text, The Plague from the previous activity.

Example:
Writer’s Intention Evidence from the text
create a sense of danger “As the death toll begins to rise more
desperate measures are taken.”

2. How do I analyze the writer’s intention?

Look closely at this quotation from the The Phantom Coach by Amelia Edwards and try
to answer the questions that follow.
What impact does the writer intend these sentences to have on the reader?

Death! I shuddered. How hard to die just now, when life lay all so
bright before me!

Answers:
excitement
anxiety impatience sympathy annoyance
admiration

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

How do the writer’s choices in the quotation above contribute to that impact?

*The exclamation: Death!

* The choice of the verb: shuddered!

*The contrast of Death! and Life which lay all so bright before me!

3. How do I evaluate the writer’s success in achieving their intention?

Below are some quotations taken from the story, The Phantom Coach. Choose one
of the quotations below which you feel:
o contributes to the writer’s intention of creating a sense of danger
o has a significant impact on the reader
o will allow you to comment on the writer’s choice of language and/ or sentence
structure.
My prospects darkened All this time, the snow Not the faintest smoke-
with the darkening fell and the night wreath, not the tiniest
sky, and my heart thickened. cultivated patch or
grew heavy. fence, or sheep-track,
met my eyes in any
direction.

Use these key questions and phrases to help you write about the quotation you
choose above.
What does the writer do? How successfully? What impact does this have on
the reader?
The writer suggests effectively
feels. . .
The author implies clearly
The reader experiences. .
The text creates strongly .
believes

Sample answer
The writer powerfully conveys a sense of the narrator’s isolation: ‘not the faintest
smoke-wreath, not the tiniest cultivated patch or fence, or sheep-track, met my eyes
in any direction.’ The writer has structured this sentence as a list to emphasize the
emptiness and desolation of this landscape, creating a sense of danger and
encouraging the reader to feel concern and empathy.

Exercises / Activities
Activity 4. 1:
Evaluate the text below by completing the table and answering the questions given.

Excerpt taken from “The Story of My Life” by Helen Keller

As the cool stream gushed over one hand, she (my teacher) spelled into the other hand the
word water, first slowly, then rapidly. I stood still, my attention fixed upon the motions of
her fingers. Suddenly, I felt a misty consciousness as of something forgotten a thrill of
returning thought: and somehow the mystery of language was revealed to me. I knew then
that was flowing over my hand. That living word awakened my soul and gave it light,
hope, joy-set it free!

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

Determine the writer’s intention and take a line from the text to support to your
answer.

Writer’s Intentions Evidence from the text

1. What impact does the writer intend the text to have on the reader?
_____________________________________________________________________
2. Evaluate how the writer successfully achieved her intention.
_____________________________________________________________________

References for Learners

Labordo, H., 2020. Soaring Towards A COVID-Free Society. SURALLAH.
Literacy Ideas. “Teaching Students to Compare and Contrast when reading” accessed
June 21, 2020, https://www.literacyideas.com/compare-and-contrast
National Literacy Trust. “A Guide to Text Types: Narrative, Non-fiction and poetry”
accessed June 20, 2020,
https://www.thomastallisschool.com/uploads/2/2/8/7/2287089/guide_to_tex
t_types_final-1.pdf
Pearsonschoolsandfecolleges. Evaluating a text. Accessed May 24, 2020,
https://www.pearsonschoolsandfecolleges.co.uk/AssetsLibrary/SECTORS/
Secondary/Intervention/Target_Sample_Pages/English%20Edexcel/
06_Edexcel_Reading_Pages_041-048-1.pdf
Study.com. “How to Analyze Two Texts Related by Theme or Topic” accessed June 22,
2020, https://study.com/academy/practice/quiz-worksheet-comparing-two-
texts-related-by-theme-or-topic.html
Quizlet.com. “Comparing Arguments from Diverse Perspectives” accessed June 20,
2020, https://quizlet.com/343813541/comparing-arguments-from-diverse-
perspectives-flash-cards/
Writersofthefuture.com. “A Guide to Critiquing a Story: Seven Vital Elements Every
Story must Have” accessed June 19, 2020,
https://www.writersofthefuture.com/seven-vital-elements-every-story-must-
have

ASSESSMENT

Name: _________________________________________________ Grade Level: _______________

Section: ________________________________________________ Date: _____________________

LEARNING ACTIVITY SHEET

Activity 5: Let’s Wrap it up!

Learning Competency with Code (MELC)

Evaluate and make judgements about a range of texts using a set of criteria e.g.
comparing arguments on the same topic, critiquing a short story

I hope you had a good time going over this module. For you to determine how
much you’ve learned, please answer the questions given.
Multiple Choice: Choose the letter of the best answer. Do this on your separate answer
sheet.
People respond to new normal in many different ways. There are those who make
innovations just to earn money at home like online tutorial, blogging, online selling, etc.
Some especially government officials followed the work from home scheme. Also, children
who are not allowed to go out from their houses, busied themselves in various things like
Tiktok, Facebook and other social media. Nonetheless, many are still struggling to adjust
but everybody is filled with hope that these difficult times will end very soon.

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

1. Which of the following is the topic sentence of the paragraph above?
a. Everybody is filled with hope that this difficult situation will end very soon.
b. Many are still struggling to adjust to new normal.
c. People respond to new normal in many different ways.
d. Some innovate means to survive.
2. To analyze a text means
a. to combine information in a logical way to form a clear and comprehensive picture
of the topic.
b. to compare the text to another text with the same theme or topic.
c.to look closely at the text and draw out as much information as possible.
d. to look for similarities and differences between the text and another text.
3. Why is it important to understand the organization of the text?
a. The reader will be able to make a better understanding on what side he/she will
take,
b. The reader will be able to make his/her points better to win an argument.
c. The reader will be able to bring his/her own point of view better.
d. The reader will understand better what the writer is trying to do or say.
4. The following are the uses of Venn Diagrams in the text, except
a. Accommodate a comparison of multiple ideas through the addition of more circles in
the diagram
b. Highlight or underline the appropriate information in the text.
c. Display visually the extracted information
d. Show a comparison as they can usefully display areas of difference, as well as any
overlapping similarities.
5. Which of the following texts shows coherence?
a. (1) It’s quite hot, isn’t it? (2) Yes, I’ll turn on the ceiling fan.
b. (1) Are you hungry? (2) My mother is now coming.
c. (1) Did you pass the test? (2) That’s great. I’ll treat you.
d. (1) Can I invade your privacy? (2) Let’s throw some party.
Questions 6-10 are based from the story, “The Plague”.
6. Which of the following details support the title of the story?
a. “As the death toll begins to rise, more desperate measures are taken. Homes are
quarantined, corpses and burials are strictly supervised.”
b. “Cottard goes mad and shoots at people from his home. He is arrested.”
c. “Dr. Rieux lives comfortably in an apartment building when strangely the building’s
concierge, M. Michael, a confidante, dies in a fever.”
d. “Rambert finally has a chance to escape, but he decided to stay, saying that he
would feel ashamed of himself if he left.”
7. What evidence in the story made Dr. Bernard Rieux able to transcend his own
suffering and help others?
a. “Dr. Rieux and his colleague, Castel, approached fellow doctors and town
authorities about their theory.”
b. “Dr. Rieux and castel concluded that a plague was sweeping the town.”
c. “Dr. Rieux heard from the sanatorium that his wife’s condition was worsening. He
also hardened his heart regarding the plague victims so that he could continue to do
his work.”
d. “Dr. Reiux, together with Jean Tarrou and Joseph Grand, exhaustively treated the
patients.”

8. How did Raymond Rambert make clear of his intention to escape from Oran?
a. “The deaths from the plague started to decline.”
b. “He befriended some underground criminals so that they might smuggle him out of
the city.”
c. “The outbreak of plague was officially declared.”
d. “Rambert helped fight the epidemic.”
9. What made Rambert change his mind and became sympathetic?

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

a. “Tarrou told him that others in the city, including Dr. Rieux, also had loved ones
outside the city whom they were not allowed to see.”
b. “The town is sealed off. The town gates are shut, rail travel is prohibited, and all
mail service is suspended.”
c. “He learned that there was a new anti-plague serum already.
d. “The people tried to escape the town, but some were shot by armed sentries.
10. What scenario in the story could tell that the plague is in full retreat?
a. “As the death toll begins to rise, more desperate measures are taken.”
b. “In mid-August, the situation continues to worsen.”
c. “Funerals are conducted with more and more speed, no ceremony, and little concern
for the feeling of the families of the deceased.”
d. “The townspeople begin to celebrate the imminent opening of the town gates.”
11. Which of the following does not belong to the group?
a. Structure b. Organization
c. Mood d. Coherence
12. What property of a well-written text is not observed in the selection below?

That school is famous. It is one of the most well-known schools in the region. The
national essay writing competition was held at that school. The school spent a lot of
money to advertise the event. Because the school wanted to gain a good reputation.
a. Cohesion b. Organization
c. Language Use d. Mechanics
13. What graphic organizer best illustrates the similarities and differences of a text?
a. Fishbone Diagram b. Spider Web
c. Venn Diagram d. Organizational Chart
14. In evaluating the same texts, the following must be taken considerations except
a. point of View b. arguments
c. structure d. elements
15. What type of poem is the example below?
I am standing just inside
Watching mommy talk
To the television screen.
a. free verse b. visual
c. structured d. auditory

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contact:
GENEVE T. GARZON
Contact Number: 09464438370
Messenger: Geneve Tesado Garzon
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Worksheet 2.2
Fill out the chart below to start composing your own short story.
Titles:
Characters:
Plot: Introduction:
Rising Action:

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

Climax:
Falling Action
Ending/Denouement:
Setting:
Theme:
Point of View:

Worksheet 3.2

Part I.
Writing Score Card A B C D
1. Content
Are the purpose and main idea clear?
Are the ideas properly arranged?
2. Form
A. Paragraph
Do all sentences relate to the main idea?
Are they logical in order?
Are transitional words used appropriately?
B. Mechanics
Is correct spelling observed?
Is proper capitalization done?
C. Structure
Is correct grammatical usage observed?

Part II. Direction: Answer the question below.

What is your general impression about the text? You can specify its good points or
areas that need improvement or revision. (Maximum of 5 sentences only)

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10