ENGLISH 10

3RD
QUARTER MODULE

NAME: ______________________________________ Section: _________________

1. Pronouns (Definition, Kinds, Antecedent)

Lesson Focus:
Learn the definition of pronouns, their kinds, and how antecedents function in sentences.

Lecture Discussion:

• Definition: Pronouns are words that take the place of nouns to avoid repetition (e.g., he, she, it,
they).

• Kinds of Pronouns:

1. Personal Pronouns: Refer to people or things (e.g., I, we, him, her).

2. Possessive Pronouns: Show ownership (e.g., mine, yours, theirs).

3. Reflexive Pronouns: Refer back to the subject (e.g., myself, herself).

4. Demonstrative Pronouns: Point to specific things (e.g., this, that, these, those).

5. Interrogative Pronouns: Used in questions (e.g., who, what, which).

6. Relative Pronouns: Introduce clauses (e.g., who, which, that).

7. Indefinite Pronouns: Refer to unspecified items (e.g., someone, anything).

• Antecedent: The noun that the pronoun replaces.

o Example: The girl (antecedent) said she (pronoun) would help.

What is Pronoun Antecedent Agreement?

Pronoun antecedent agreement means ensuring that the pronoun in a sentence agrees with its
antecedent in number. This means that either both must be singular or both must be plural.

To understand pronoun antecedent agreement better, it is helpful to review what pronouns and
antecedents are.

A pronoun is a word that takes the place of a previously mentioned noun in a sentence. It is used to
avoid recurring mentions of the noun for brevity and clarity.

The noun being substituted by the pronoun is known as the antecedent. Ante means before, so the
antecedent usually occurs before the pronoun. The antecedent in a sentence can also be another
pronoun – in which case the pronoun following it is called the referent.

Here is an example to illustrate:

• Jacob said Jacob’s parents will be coming to town this weekend.

 The repeated use of the noun Jacob in the sentence above is leading to awkward sentence
construction. So, to avoid repetition, the second occurrence of the noun can be replaced with a
suitable pronoun as follows:

• Jacob said his parents will be coming to town this weekend.

Here, Jacob is the antecedent, while his is the pronoun substituting it, or the referent.

The above example also clearly illustrates pronoun antecedent agreement where the
antecedent Jacob (which is singular) agrees with the pronoun his (which is also singular).

However, there are several instances in the English language where ensuring pronoun antecedent
agreement is not as simple. Such anomalies are explained by the many rules for pronoun antecedent
agreement. These rules also find close links to the rules for subject verb agreement.

Here are some commonly used singular and plural pronoun forms that are useful to know before
getting into the pronoun and antecedent agreement rules.

Singular Plural

It, She, He They

It, Her, Him Them

Its, Her, Hers, Him Their, Theirs

Itself, Herself, Himself Themselves

Activities:

Activity 1: Identify the Pronoun and Its

Instructions:Underline the pronoun in each sentence and specify its kind (e.g., personal, possessive, reflexive,
demonstrative, etc.) by writing it on the space provided after each sentence.

1. She loves to read mystery novels during the weekend. __________________

2. This is the book I borrowed from the library. __________________

3. Everyone in the class enjoyed the activity. __________________

4. The dog wagged its tail happily. __________________

5. Whom should I call for assistance with this project? __________________

6. The boy injured himself while playing basketball. __________________

7. That is the most beautiful painting I have ever seen. __________________

8. Someone left their umbrella in the classroom. __________________

9. These are the shoes I bought for the party. __________________

10. You should take care of yourself during stressful times. __________________
Activity 2: Matching Pronouns with Antecedents
Instructions: Underline the pronoun in each sentence and encircle its antecedent by using green ballpen.

11. Michael said he would help clean the garage tomorrow.

12. The students submitted their assignments on time.

13. Lisa finished her project earlier than expected.

14. When the bird flew away, it left its nest empty.

15. The children played in the park until they got tired.

16. My sister baked cookies, and she shared them with the neighbors.

17. The athletes celebrated their victory after the game.

18. John and Mary packed their bags and left for the airport.

19. The book is on the table; it is my favorite.

20. The lion roared loudly, and it scared the other animals.

2. Kinds of Speeches (Differences and Characteristics)

Lesson Focus:
Understand the types of speeches and their unique characteristics.

Lecture Discussion:

• Kinds of Speeches:

1. Informative Speech: Provides knowledge or information.

▪ Example: A lecture on climate change.

2. Persuasive Speech: Influences beliefs or actions.

▪ Example: A campaign speech urging voters.

3. Demonstrative Speech: Teaches how to perform a task.

▪ Example: A cooking demonstration.

4. Entertaining Speech: Engages and amuses the audience.

▪ Example: A stand-up comedy routine.

Activities:

Activity 1: Identifying Speech Types

Instructions: Identify the type of speech based on the following example

____________________ 1. "Today, I will guide you step by step on how to bake the perfect chocolate cake.
First, we’ll gather the ingredients, then mix them properly, and finally bake them to perfection."
____________________ 2. "Climate change is a pressing issue that affects all of us. By reducing our carbon
footprint, we can help slow down its effects. Let’s make a change today!"

____________________ 3. "Ladies and gentlemen, as we gather here tonight, let me share a funny story
about my first day at work—it involved a cat, a ladder, and a very red face."

____________________ 4. "The human brain is a fascinating organ. It contains around 86 billion neurons
that communicate through electrical signals, enabling us to think, feel, and act."

____________________ 5. "Imagine a world where everyone could access free education. By supporting this
initiative, we can create opportunities for millions of children around the globe."

____________________ 6. "In this demonstration, I’ll show you how to create a paper origami crane in just
five minutes. All you need is a square sheet of paper."

____________________ 7. "The heart, a muscular organ, pumps blood throughout the body. It works
tirelessly, beating approximately 100,000 times per day."

____________________ 8. "You’ve all heard of the saying, 'Laughter is the best medicine.' Let me share a
few jokes that will make your sides hurt from laughing!"

____________________ 9. "By voting for cleaner energy policies, we can ensure a healthier planet for future
generations. Let your voice be heard—vote today!"

____________________ 10. "I’m here to tell you about the history of the Great Wall of China, a structure
that spans over 13,000 miles and dates back to ancient times.

3. Literary Devices

Lesson Focus:
Explore common literary devices used to enhance writing.

Lecture Discussion:

Definition:

• Literary devices are tools writers use to create meaning and engage readers.

• Literary devices are tools writers use to enhance their writing, engage the reader, and add depth to
their narratives. Below is a detailed discussion of the listed devices, complete with definitions and
examples.

a. Simile

Definition: A simile is a comparison between two different things using the words "like" or "as." It
highlights similarities in an imaginative way.
Examples:

1. Her voice was like a gentle breeze on a warm day.

2. He ran as fast as lightning to catch the bus.

3. The cake was as soft as a cloud and melted in my mouth.

b. Alliteration

Definition: Alliteration is the repetition of the same consonant sound at the beginning of closely placed
words. It creates rhythm or emphasis.
Examples:

1. Peter Piper picked a peck of pickled peppers.

2. The whispering winds whistled wistfully through the trees.

3. Bright blue butterflies fluttered in the garden.

c. Imagery

Definition: Imagery involves using descriptive language to create vivid pictures in the reader's mind,
appealing to the senses (sight, sound, touch, taste, smell).
Examples:

1. The crimson sunset painted the sky with streaks of gold and orange.

2. The aroma of freshly brewed coffee and buttery croissants filled the café.

3. The cold metal handle sent a sharp chill through her fingertips.

d. Metaphor

Definition: A metaphor directly compares two unrelated things by stating one is the other, without using
"like" or "as."
Examples:

1. The classroom was a jungle during the lunch break.

2. His mind is a steel trap, catching every detail.

3. The lake was a mirror, reflecting the clear blue sky above.

e. Allusion

Definition: An allusion is a brief reference to a person, event, place, or work of art, often from history,
mythology, or literature.
Examples:

1. "He has the strength of Hercules."

2. "This place is like a Garden of Eden."

3. "She met her own Romeo, but their story ended differently."

f. Juxtaposition

Definition: Juxtaposition places two contrasting ideas or things close together to highlight their
differences.
Examples:

1. The rich and poor mingled side by side at the charity gala.

2. Her laughter in the midst of such sorrow was startling.

 3. The bustling city streets were eerily quiet after the storm.

g. Hyperbole

Definition: Hyperbole is an intentional exaggeration for emphasis or dramatic effect.

Examples:

1. I’ve told you this a million times!

2. The bag weighs a ton; I can barely lift it.

3. His smile was so bright it lit up the whole room.

h. Anaphora

Definition: Anaphora is the deliberate repetition of the first part of a sentence or phrase to emphasize a
point or create rhythm.
Examples:

1. "I have a dream that one day every valley shall be exalted. I have a dream that every hill and
mountain shall be made low." – Martin Luther King Jr.

2. "We shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the
fields." – Winston Churchill

3. "Every day, every night, in every way, I am getting better and better."

i. Irony

Definition: Irony involves a contradiction between expectations and reality, often with a humorous or
poignant effect.
Examples:

1. A fire station burning down.

2. A professional swimmer drowning in a shallow pool.

3. Saying, "Great job!" to someone who just dropped a tray of food.

j. Onomatopoeia

Definition: Onomatopoeia refers to words that mimic the sound they describe.
Examples:

1. The bacon sizzled in the pan.

2. The bee buzzed as it hovered over the flower.

3. The car came to a screeching halt with a loud skreech.

Activities:

1. Activity 1: Identifying Literary Devices

Instructions: Identify the literary device used in each sentence.

Identify the literary device used in the given example. Write the correct answer on the black before each
number.
Simile Metaphor Hyperbole Onomatopoeia Juxtaposition
Alliteration Allusion Anaphora Imagery Irony

_________________ 1. "Her smile was as bright as the sun on a summer morning."

_________________ 2. "Peter Piper picked a peck of pickled peppers."

_________________ 3. "The aroma of freshly baked bread filled the room, mingling with the scent of rich
coffee."

_________________ 4. "The world is a stage, and we are merely players."

_________________ 5. "She opened Pandora's box when she asked about his past relationships."

_________________ 6. "The rich and poor stood side by side at the soup kitchen, united by hunger."

_________________ 7. "I’ve told you a million times to clean your room!"

_________________ 8. "It was the best of times, it was the worst of times, it was the age of wisdom, it was
the age of foolishness."

_________________ 9. "The fire hissed and crackled as it consumed the dry wood."

_________________ 10. "The student who failed the exam remarked, 'Well, this is just fantastic!'"

_________________ 11. "His voice was a deep, resonant echo, as if it came from the depths of a cave."

_________________ 12. "Like a thief in the night, love came silently and stole her heart."

_________________ 13. "The dark clouds loomed ominously over the vibrant green field."

_________________ 14. "I felt as though I had been hit by a ton of bricks when I heard the news."

_________________ 15. "Bang! The door slammed shut behind him."

_________________ 16. "He is a walking encyclopedia when it comes to sports trivia."

_________________ 17. "Let freedom ring from the snow-capped Rockies of Colorado. Let freedom ring from
the curvaceous slopes of California."

_________________ 18. "Her laugh was like music, a symphony of joy that filled the air."

_________________ 19. "He lifted the fragile porcelain cup with hands trembling like leaves in a storm."

_________________ 20. "The ironic thing about the thief was that he ended up being robbed himself."
4. “The Last Leaf” by O. Henry

Complete Text:
[Link to full text: Public domain resource, available online.]

Lecture Discussion:

• Summary: Two young women, Sue and Johnsy, live in an art district. When Johnsy becomes ill, she
believes she will die when the last leaf on a vine outside falls. An old artist, Behrman, paints a leaf on
the wall to give her hope. She recovers, but Behrman dies of pneumonia.

• Themes: Hope, sacrifice, and the power of art.

Activities:

1. Activity 1: Comprehension Questions

1. Why does Johnsy believe she will die?

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2. How does Behrman’s act of painting the leaf symbolize hope?

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3. What happens to Behrman after his sacrifice?

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4. How does Johnsy’s outlook change at the end?

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5. What is the moral of the story?

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 Activity 2: Sequencing of Events

Instructions: Arrange the following events in the correct sequence as they occur in O. Henry's short
story "The Last Leaf." Write the numbers 1–10 in the correct order, 1 for the first event and 10 to the
last.

______ Sue tries to cheer up Johnsy by asking her to pose for her painting.

______ Johnsy watches the ivy leaves falling outside her window, believing she will die when the last
one falls.

______ The doctor tells Sue that Johnsy has a slim chance of survival due to her lack of will to live.

______ Behrman, the old artist, hears about Johnsy's condition and vows to do something to help.

______ Johnsy becomes bedridden due to pneumonia and begins losing hope.

______ Johnsy wakes up to see that one ivy leaf has not fallen, despite the stormy weather.

______ Sue cares for Johnsy, trying to give her hope and encouragement.

______ Johnsy recovers her will to live after seeing the persistent ivy leaf.

______ Sue reveals to Johnsy that the last leaf was actually painted by Behrman.

______ Behrman dies from pneumonia after painting the leaf on the wall during the cold, wet night.

5. “The Story of Keesh” by Jack London

Complete Text:
[Link to full text: Public domain resource, available online.]

Lecture Discussion: (Note: Read the “The Story Keesh”)

• Summary: Keesh, a boy from a tribal village, earns respect by hunting with intelligence rather than
brute strength. He uses strategy and wit, proving his worth.

• Themes: Courage, intelligence, and fairness.

Activities:

1. Activity 1: Comprehension Questions

1. How does Keesh outsmart the other hunters?

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2. What challenges does he face from the tribe?

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 3. Why is Keesh’s story significant?

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4. How does he earn the respect of his community?

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5. What lessons can be learned from Keesh’s actions?

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2. Activity 2: Character Analysis

Instructions: Write a paragraph describing Keesh’s personality using evidence from the text.

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6. Plagiarism

Lesson Focus:
Learn about plagiarism, its types, and how to avoid it.

Lecture Discussion:

• Definition: Plagiarism is using someone else’s work or ideas without proper acknowledgment.
 • Types:

Activities:

1. Activity 1: Identifying
Plagiarism
Instructions: Read each statement
carefully. Determine if the example
demonstrates plagiarism or not. Write
"P” if Plagiarism if the statement
represents plagiarism and “NP” if Not
Plagiarism if it does not.

_____ 1. A student copies a

paragraph from a website word-for-
word into their essay without quotation
marks or a citation.

_____ 2. A student rewrites a

paragraph from a book in their own
words but does not include a citation.

_____ 3. A researcher uses a chart

from another study in their presentation
but credits the original source.

_____ 4. A student submits a paper

they wrote for one class to another class
without permission.

_____ 5. A student paraphrases a

passage and includes the source in their
bibliography.

_____ 6. A student pays someone

to write an essay and submits it as their
own work.

_____ 7. A student includes a

famous quote in their essay and
provides proper attribution to the
author.

_____ 8. A blogger copies a

paragraph from an article and provides
a citation but does not use quotation
marks for the exact wording.

_____ 9. A student submits a group

project as their own individual work
without acknowledging their group members.
 _____ 10. A writer uses several sentences from an open-source document without citing the source
because they believe it's free to use.

_____ 11. A student uses a sentence they found online, changes a few words, and does not provide a
citation.

_____ 12. A professor includes a long passage from another scholar’s article in their book with proper
citation and formatting.

_____ 13. A student writes a report based entirely on their own analysis of data they collected, without
using external sources.

_____ 14. A writer takes an image from a website and uses it in their article without checking the
copyright or crediting the creator.

_____ 15. A student uses a few commonly known facts in their assignment without citing a source.