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10
English
World Literature: Turning Challenges into Opportunities
Quarter 1- Module 6
ELISA E. VIDAL ANGELICA A. PAMPILO
(SUPPORT MATERIAL FOR INDEPENDENT LEARNING ENGAGEMENT)
A Joint Project of
SCHOOLS DIVISION OF DIPOLOG CITY
and the
DIPOLOG CITY GOVERNMENT
English – Grade 10 Support Material for Independent Learning Engagement Quarter 1 – Module 6: World Literature: Turning Challenges into Opportunities First Edition, 2020
Development Team of the Module
Authors: Elisa E. Vidal, Angelica A. Pampilo
Editors: Elisa E. Vidal, Elma S. Quimpo
Reviewer: Josephine M. Cuenca
Management Team
Dr. Virgilio P. Batan, Jr. - Schools Division Superintendent
Lourma I. Poculan - Asst. Schools Division Superintendent
Amelinda D. Montero, DM - CID Chief
Nur N. Hussien - Chief, SGOD
Ronillo S. Yarag, Ed. D - EPSpvsr - LRMS
Leo Martinno O. Alejo - PDO II - LRMS
10
English
Quarter 1 – Module 6
World Literature: Turning
Challenges into Opportunities
This instructional material 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 [email protected].
We value your feedback and recommendations.
What I Know Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
1. It is the main idea of a literary work, usually expressed as a
generalization. It is implied (not stated in the story).
a. setting c. short story
b. resolution d. theme
2. A story which attempts to teach a lesson. The main purpose is to
reveal how to behave in order to bring about righteousness.
a. short story c. movie adaptation
b. parable d. novel
3. A work of fictional narrative prose with few character, limited setting
and a single major event. It is meant to be read in a single setting.
a. short story c. parable
b. novel d. movie
4. In a short story, a ____________ is one who undergoes a change or
learns something during the course of the story.
a. Antagonist c. protagonist
b. main character d. supporting character
5. It is considered as the most interesting part of the story.
a. exposition c. resolution
b. falling action d. climax
Lesson
1 Turning Challenges into Opportunities
Have you ever experienced challenges/problems that seemed to have
no solution at all? How did you overcome/ resolve those problems?
How can challenges affect you? Challenges bring problems in life, and
it could be either make you or break you as a person. You need to identify
your challenges in life, and take the next step which is to provide solutions
to your problem. By turning challenges into opportunities, you will find
success and move towards a better place or life.
What’s In
In the previous lesson, you have understood analytical listening and
how relevant it is in our daily lives.
Let us try how well you’ve learned by answering the following
questions below:
What is analytical listening?
Is analyzing relevant in reading a selection?
How do you resolve conflict using analytical listening?
Notes to the Teacher
Allow the student/s to revisit all information that has
needed to be reviewed before all other information will be
presented.
What’s New
A. Vocabulary Development
Unlocking of difficulties using context clue – synonyms/ antonyms.
1. The students show reverence to the priest while the workers didn’t show
respect.
a. dishonor c. hate
b. admire d. disregard
2. The intruder broke the house and that causes the owner to jump over his
bed.
a. authorized person c. Invited person
b. unauthorized person d. visitor
3. A disciple always follows the doctrines of the teacher while a master
doesn’t.
a. follower c. champion
b. prophet d. scholars
4. Everyone should be cautious during this pandemic or else the
transmission of the covid-19 will be worsen.
a. nonobservant c. careless
b. watchful d. unconcern
5. Unbelievers are chastised while followers are praised.
a. condemned c. released
b. approved d. pardoned
B. Biography
Who Was Confucius?
https://www.biography.com/scholar/confucius
Confucius was an influential Chinese philosopher, teacher and
political figure known for his popular aphorisms and for his models of social interaction.
Confucius, also known as Kong Qui or K’ung Fu-tzu, was a Chinese philosopher, teacher and political figure. His teachings, preserved in the
Analects, focused on creating ethical models of family and public interaction and setting educational standards. After his death, Confucius became the official imperial philosophy of China, which was extremely influential during
the Han, Tang and Song dynasties.
What is It
What is a short story? A short story is a work of fictional narrative prose with few characters,
limited setting and a single major event. It is meant to be read in a single setting. It has different parts that includes the following key elements.
What is a Parable? Parable means a short story that teaches a moral or spiritual lesson
especially and one of the stories told by Jesus Christ and recorded in the
Bible.
What are the Elements of a Short Story?
Plot a. Exposition – beginning of the story where characters and setting are
introduced. b. Rising Action – where the main character faces a series of conflicts
c. Climax – the most exciting part of the story; when we learn the outcome
d. Falling Action – events leading to the end of the story
e. Resolution – end of the story
Characters a. Protagonist – one who undergoes a change or learns something during
the course of the story – leading part. b. Antagonist – who contends the protagonist.
Setting
Setting is the time and place of the story. Theme
Theme is the main idea of a literary work, usually expressed as a
generalization. It is implied (not stated in the story).
Text A:
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 unsored 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 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. Th 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.”
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 deed.”
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.”
(Source: Fermin, E. A, et. al (2015). Celebrating Diversity through World
Literature. Pasig City, Philippines: REX Bookstore, Inc)
Activity 1
1. How should a child behave towards his parents, according to Confucius? Do you agree? Explain your answer.
2. What is the selection trying to tell you to think or do?
3. Which passages argue for or against the use of challenges as opportunities?
Write these passages in the following table:
Text B
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 a disciple.
(Source: Fermin, E. A, et. al (2015). Celebrating Diversity through World
Literature. Pasig City, Philippines: REX Bookstore, Inc)
For Against
Activity 2: Plot Diagram from Zen Parables
Copy the figure as shown and fill it out with entries called for.
The Thief Who Became a Disciple
Retrieved from: https://images.app.goo.gl/doUHYqTcnNhJY4W47
Activity 3
Have you ever encountered problems/ conflicts at home, at school or in your
community? What are those?
What’s More
Activity 4
In your paper, point out which challenges and opportunities you have
already encountered, then share their effects on your life.
Encountered Challenges and
Opportunities
Effects
Activity 5
Think about ways to win over challenges. Rank the ways to win over
challenges inside the box. (e.g., A-F)
_______1. Admit mistakes
_______2. Face the conflict
_______3. Emphasize one’s positive traits
_______4. Use struggles as opportunities
_______5. Use temporary solutions
_______6. Make personal adjustments
1. Which of the enumerated ways of winning over challenges have you
practiced already? Were you successful in doing so? Why?
________________________________________________________________________
______________________________________________________________________.
What I Have Learned
Activity 6 From the given selections, complete the phrases below.
The qualities of a
noble man…
The lesson that is
evident in the
Analects….
The lesson/realization
of the thief…
(Source: Fermin, E. A, et. al (2015). Celebrating Diversity through World
Literature. Pasig City, Philippines: REX Bookstore, Inc)
What I Can Do
Activity 7
In the light of your own personal experience, interpret the following
common sayings by listing specific instances/experiences which serve to
support or disprove the validity of each.
Saying Specific Instances/Experiences
Blood is thicker than water.
Actions speak louder than voice.
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
1. From the Zen Parables, “The Thief who became a disciple”, who faced the challenge?
a. Judge c. The Witness
b. Shichiri Kojun d. Thief 2. What lesson/realization does the thief had?
a. Good people always win the race b. Good people can be harmful
c. Good people are blessed with wisdom d. Good people never triumph among the rest
3. What lesson evident from the text “The Analects”?
a. Karma is real when one does bad thing b. A tooth for a tooth, an eye for an eye
c. Don’t do unto others what you don’t want others do unto you d. Doing good is optional
4. Is the gesture of the thief at the beginning of the parable worth imitating?
a. Yes c. Maybe
b. No d. Not certain 5. What elements of the short story was usually expressed as a
generalization and was implied? a. Plot c. Theme
b. Setting d. Point of View
Additional Activities
In a short bond paper, write a short essay stating your challenges in life and how you were able to overcome it.
Rubrics for Short Essay
Standards Expert
(5)
Capable
(4)
Beginner
(3)
Content
(Presence of
ideas in-line with
turning
challenges into
opportunities)
Substantial,
specific and/or
illustrative
content and
sophisticated.
Adequate
elaboration/
explanation
Limited content
and elaboration/
explanation of
ideas
Organization
(The order
developed using
transitional
devices and
including
introduction and
conclusion)
Sophisticated
arrangement of
ideas with
evident
transitions.
Confused or
inconsistent
arrangement of
content
Minimal control
of content
arrangement and
without attempts
at transition
Conventions
(Grammar,
mechanics,
spelling, usage
and sentence
formation)
Evident control
of grammar,
mechanics,
spelling, usage
and sentence
formation
Sufficient control
of grammar,
mechanics,
spelling, usage
and sentence
formation
Limited control of
grammar,
mechanics,
spelling, usage
and sentence
formation
Rubrics adapted from https://www.slideshare.net/jennytuazon01630/rubrics-in-essay
Answer Key
What I Know
1. D 2. B
3. A
4. C
5. D
What’s More
Activity 4 (Answers vary)
Activity 5 1. A
2. B 3. C
4. D
5. A
1. (Answers vary)
What I can do
Activity 7
(Answers vary)
Assessment
1. D
2. D
3. A
4. B
5. C
References
Book
Fermin, E. A, et. al (2015). Celebrating Diversity through World
Literature. Pasig City, Philippines: REX Bookstore, Inc
Websites
Parables. Retrieved from
http://www.english-for-students.com/parables.html
A&E Television Networks (2017) Confucius Biography. Retrieved from
https://www.biography.com/scholar/confucius#:~:text=Confucius%2C%20als
o%20known%20as%20Kong,interaction%20and%20setting%20educatio
nal%20standards.
https://www.biography.com/scholar/confucius
Das, T. (2015) Zen Story: The Thief Who Became a Disciple. Retrieved from
https://tomdas.com/2015/06/28/the-thief-who-became-a-
disciple/#:~:text=One%20evening%20as%20Shichiri%20Kojun,%3A%20'
Do%20not%20disturb%20me.
Plot Diagram. Retrieved from
https://images.app.goo.gl/doUHYqTcnNhJY4W47