10

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English
Quarter 1 – Module 4:
DEALING WITH PERSONAL CHALLENGES
(Compare and contrast the contents of material viewed with outside sources of
information in terms of accessibility and effectiveness)
English – Grade 10
Alternative Delivery Mode
Quarter 1 – Module 4: Compare and Contrast the Contents of the
Material
Viewed with Outside Sources of Information in Terms of
Accessibility and Effectiveness
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall

subsist in any work of the Government of the Philippines. However, prior
approval of the government agency or office wherein the work is created
shall be necessary for exploitation of such work for profit. Such agency or
office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos,

brand names, trademarks, etc.) included in this module are owned by their
respective copyright holders. Every effort has been exerted to locate and
seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Marilou S. Zapanta
Editor: Esteria J. Macajelos
Reviewers: Renelda D. Espinas and Esteria J. Macajelos
Illustrator: None
Layout Artist/Typesetter: Josephine V. Austero
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, EdD., PhD. Maricel S. Rasid
Nilita L. Ragay, EdD Elmar L. Cabrera
Adolf P. Aguilar
Anna Lee A. Amores, EdD

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros
Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
 10
English
Quarter 1 – Module 4 :
Compare and Contrast the
Contents of the Material Viewed
with Outside Sources of
Information in Terms of
Accessibility and Effectiveness
Introductory Message
For the Facilitator:

Welcome to the ENGLISH 10 Alternative Delivery Mode (ADM) Module 4 on

Compare and Contrast the Contents of the Material Viewed in Terms of
Accessibility and Effectiveness!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the
teacher or facilitator in helping the learners meet the standards set by the K
to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Our ability to handle life’s challenges is a measure of

our strength of character.”- Les Brown

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the
module.

For the Learner:

Welcome to the English 10 Alternative Delivery Mode (ADM) Module on
Compare and Contrast the Contents of the Material Viewed with
Outside Sources of Information in Terms of Accessibility and
Effectiveness!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and

ii
time. You will be enabled to process the contents of the learning resource
while being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to
competencies you are expected to learn
Know
in the module.

This part includes an activity that aims

What I Know to check what you already know about
the lesson to take. If you get all the
answers correct (100%), you may decide
to skip this module.
This is a brief drill or review to help you
What’s In link the current lesson with the previous
one.
In this portion, the new lesson will be
What’s New introduced to you in various ways; a
story, a song, a poem, a problem opener,
an activity or a situation.
This section provides a brief discussion
What is It of the lesson. This aims to help you
discover and understand new concepts
and skills.
This comprises activities for independent
What’s More practice to solidify your understanding
and skills of the topic. You may check
the answers to the exercises using the
Answer Key at the end of the module.

What I Have This includes questions or blank

Learned sentence/paragraph to be filled in to
process what you learned from the
lesson.
This section provides an activity which
What I Can Do will help you transfer your new
knowledge or skill into real life situations
or concerns.

Assessment This is a task which aims to evaluate

iii
 your level of mastery in achieving the
learning competency.
In this portion, another activity will be
Additional Activities given to you to enrich your knowledge or
skill of the lesson learned.

Answer Key This contains answers to all activities in

the module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind
that you are not alone.

We hope that through this material, you will experience meaningful

learning and gain deep understanding of the relevant competencies. You
can do it.

iv
 TABLE OF CONTENTS

CONTENT PAGES

TITLE PAGE -------------------------------------------- i

INTRODUCTORY MESSAGE --------------------------------- ii

For the Facilitator --------------------------------- ii
For the learner ----------------------------------------- ii

WHAT I NEED TO KNOW ------------------------------- 1

Learning Competency --------------------------------- 1
Learning Objectives --------------------------------- 1

WHAT I KNOW ------------------------------------------------ 2

WHAT’S IN ------------------------------------------------ 3
Task 1 ------------------------------------------------ 3

WHAT’S NEW ------------------------------------------------ 4

Task 2 ------------------------------------------------ 4

WHAT IS IT ------------------------------------------------ 5

WHAT’S MORE ------------------------------------------------ 8

Task 3 ------------------------------------------------ 8
Task 4 ------------------------------------------------ 8

WHAT I HAVE LEARNED ----------------------------- 9

WHAT I CAN DO ---------------------------------------- 10

Task 5 ------------------------------------------------ 10
Task 6 ------------------------------------------------ 11

ASSESSMENT ------------------------------------------------ 11
Task 7 ------------------------------------------------ 11
Your Discovery Task-------------------------------------- 12
Final Task ------------------------------------------------- 12

GLOSSARY ------------------------------------------------ 14

ANSWER KEYS ------------------------------------------------ 15

REFERENCE LIST -------------------------------------------- 17

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 WHAT I NEED TO KNOW

To compare and to contrast are two important skills that every learner
should develop for them to be able to see the similarities and differences
between two or more persons or things.

To compare means to say that someone or something is similar or

different to another and to contrast is to compare two persons or things to
show how they are different. So, to gain these skills learners must have good
focus on what is viewed /read. Full attention and concentration should be
given in order to see the similarities/ differences between two different
individuals or things and most importantly is to relate to one’s own life
whatever is gotten from the material viewed or read.

This module intends to make you ready to face personal challenges

and make life meaningful. Yes, each one has challenges to face, but we must
start with our own. Treating our personal challenges will help us gain a
wider view about life and help us cope with the rest of the trials that will
come our way. Using your positive traits and discovering what are in you
and using it to your advantage will help you live a happy and contented life.

Learning Competency:

Compare and contrast the contents of the material viewed with outside
sources of information in terms of accessibility and effectiveness (EN10VC-
IVa-15)

Learning Objectives:

At the end of this module, you should be able to:

1. Compare and contrast two different people/things and compare new

insights with previous learning

2. Give meanings of words through using dictionary and / or context

clues

3. Use special words/expressions that emphasize point

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 WHAT I KNOW

A. Answer the following questions in a complete sentence and

write it in your notebook.

1. What do you mean by challenge?

2. When do you feel that you are challenged?
3. What do you usually do when challenge comes your way?
4. What personal challenges do you have?
5. Do personal challenges need to be treated? Why?
6. What do you need for you to be able to deal with personal
challenges?

B. Confer with a family member and ask how he/she deals with
personal problem. Compare his/her ways with yours. In which way do you
differ? Do you also have similarities? Discuss further.

Whether we like it or not, personal problems are always there. All we

need to do is to stay calm so that we can think of good solutions. The very
best thing to do is to know and apply the different ways to win over
challenges and here they are:

- Admit mistakes
- Make personal adjustments
- Face the conflict
- Emphasize your positive traits
- Use temporary solutions
- Use struggles as opportunities

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 WHAT’S IN

TASK 1 Compare and Contrast

Copy the diagram to easily show their differences and similarities. Use
your notebook for your answers.

James and Peter are Grade 10 students. James is bright while

Peter is just an average student. They are all doing good in school.
They have perfect attendance and they all come to school on time.
Though James is smart, but he always gets worried if he gets few
errors in the test especially if he is not getting the highest score. Peter
on the other hand is always contented of what he gets for he has in
mind that success is not measured by the figures that appear in the
card. He just makes sure that he learns from the discussion and
believes that he can apply what he learns.

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 WHAT’S NEW

Task 2: READ THE TEXT

The text that you are going to read is a myth. A myth is a

traditional story that is rooted in a culture; basically, religious and
explains a belief, a mysterious natural phenomenon or a ritual. When
you think of myth, you cannot help but remember that 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.

Enjoy reading the story and come to think of your own personal
challenges. Try asking yourself these questions:
➢ What personal challenges do I have?

➢ Am I like Arachne, the maiden in the story?

➢ How do I differ from her?

With these valuable ideas in mind, read “Arachne,” a myth from

ancient Greece. As retold by Olivia Coolidge. Find out how human
desires, intuitions and motives lead to dealing with personal
challenges

4
 WHAT IS IT

ARACHNE
Retold 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 very famous for the clear, bright
scarlet which was 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 overwork.
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 follow their flickering movements. So soft and
even, so fine her was 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

5
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 a 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 turned around 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 around 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
6
indignantly. “Who gave you a right to speak in this way to me? It is
easy to say 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.”

All 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 roller, and between which the
shuttle moved 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.

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 growing 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 with 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 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

7
 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 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 her 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 Arachne and thought that it was not right for even the
best of men to claim equally with the gods.

Almonte, L. R., et.al. (2015) Celebrating Diversity Through World

Literature. Pasig City: Department of Education.

WHAT’S MORE

Task 3: VOCABULARY BUILDING

Find at least 8 difficult or unfamiliar words in the selection and look

for the meaning of each using a dictionary or context clues. List down
these words on your notebook.

Task 4: FACTS AND DETAILS

Answer the following questions. Write your answers on a one whole sheet of
paper.

1. What caused Arachne’s fear and failure?

8
 2. How did Arachne try to fight her fear and carry out the conditions of
the challenge?
3. How did she feel about her weaving skill?
4. What prevailing mood is conveyed in “Arachne”?
5. What tone is used in the selection?
6. Describe how the tone and the mood contribute to the total effect of
the story?
7. What is the nature of the conflict in the story?
8. What did Arachne do that made it difficult for her to solve her
problem?
9. What are some details in the story that will prove that Arachne’s pride
is the reason for her downfall?
10. Is the use of poetic justice (a happy ending where a virtue is
rewarded, and the wrongdoing is punished) as a literary device
effective in “Arachne”?
11. Had Arachne changed her attitude; do you think the old woman
would have punished her? Explain.
12. Does the story help you understand the value of dealing with
challenges?
13. What statement about human experience does the story make?
14. Use the Venn diagram to show the differences and similarities
between Athene and Arachne.

Arachne Athene

Note: Mood is the feeling created in the reader by a literary work

Tone is the attitude of the writer towards his/her subject.

WHAT I HAVE LEARNED

Hello, dear learners! You have done every task in this lesson with all your
patience and effort. This is the right time for you to reflect/think back and
focus on the essential points of the lesson that you enjoyed, found hopeful,

9
and would like to work on further. Keep a record of all these. Now complete
the statements below to express what you have absorbed. Use your
notebook.

My journey______________________________________________________________
_________________________________________________________.

It made me realize that________________________________________________

__________________________________________________________.

I, therefore, commit to__________________________________________________

__________________________________________________________.

WHAT I CAN DO

Task 5: LANGUAGE WATCH

Classify the words inside the box, and tell which of them is a conjunction,
parenthetical expression or conjunctive adverb. Use ½ crosswise sheet of
paper.

even though otherwise however

in fact, on the other hand in like manner
therefore that’s why
nevertheless, so that next
I believe in order that but
I think moreover provided that
actually then
in as much as for this reason

Note:

Conjunction is a part is a part of speech that joins or links words, phrase

and clause.

10
Parenthetical expression is a word or group of words that breaks the flow of
thought but emphasizes a point, can be set off from the rest of the words
in the sentence by commas

Adverb is a part of speech that describes/modifies a verb an adjective and

another adverb.

Conjunctive adverb is a conjunction that introduces an adverbial phrase or

clause

Task 6. Giving Emphasis

Read the following sentences from “Arachne” and think about the
underlined words/phrases to answer the questions that follow. Use your
notebook for your answers.

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.

• What do the underlined words/phrase have in common?

• Do they help in giving emphasis to some other words? Prove

your point.
• List other examples of these special expressions that signal
emphasis. Give at least five words.

11
 ASSESSMENT

Task 7. Blissful
Answer the following questions. Write all answers on a one whole sheet of
paper.
• Are you confident about your ability to deal with trials and obstacles
to your personal goals?
• How do you overcome your fear when dealing with a difficult
challenge?
• Have you discovered or realized something or felt blissful after you
dealt with the challenge? Prove your point by citing examples. Use
special expressions to emphasize your point and to clarify your stand.
• 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? Give
your reasons why you say so. You can give example 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 you deal positively with personal challenges and this
can be realized by getting involved in real-life tasks.

Your Discovery Task

Do what is required. Use your notebook for your answers.

➢ Recall example of funny movie or video you have watched or
viewed.
➢ Relate “Arachne to that movie.
➢ Discuss how this movie/selection influence your views on life’s
challenging events or circumstances.
➢ Pose as guidance counsellor and think of the advice you would
give to students on how to manage the problem.

FINAL TASKS

A. You have already learned the different ways to win over challenges.
Now, do the following:
• 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. Make use of the following questions
as your guide:

12
 ✓ What part of the lesson do you find difficult/most
challenging?
✓ Include at least three possible ways/steps you can adopt
to overcome this difficulty.
✓ Which skills do you hope to strengthen in the next
lesson/s?
• Use factual recounts of incidents to support your ideas.
• Be guided by the rubrics below:
clarity of ideas (10)
organization of words and ideas (15)
impact of ideas (10)
neatness (5 )
(Use your journal.)

13
 GLOSSARY

Adverb - a part of speech that describes/modifies a verb, an adjective and

another adverb

Challenge - a provocative, inciting summons or call for injury or damage

Conjunction - a part of speech that joins or links words, phrase and clause

Conjunctive adverb - a conjunction that introduces an adverbial phrase or

clause

Mood - the feeling created in the reader by a literary work

Myth - a traditional story that is rooted in a particular culture; basically,

religious and serves to explain a belief, a mysterious natural phenomenon

Parenthetical expression - a word or group of words that breaks the flow of

thought but emphasizes a point, can be set off from the rest of the words in
the sentence by comma

Tone - the attitude of the writer towards his subject

14
 REFERENCES

Almonte, L. R. et al. (2015) Celebrating Diversity Through World

Literature. Pasig City: Department of Education.

http://www.merriam-webster.com/dictionary/descendants

http://www.merriam-webster.com/dictionary/distaff

http://www.merriam-webster.com/dictionary/ embroidery

http://www.merriam-webster.com/dictionary/ indignantly

http://www.merriam-webster.com/dictionary/ marvelous

http://www.merriam-webster.com/dictionary/obscure

http://www.merriam-webster.com/dictionary/shuttle

http://www.merriam-webster.com/dictionary/spectators

https://www.google.com/search?q=fight+between+athena+and+arachne&sx
srf=ALeKk033C1d3fjMKLpmfioMJzVTkRHxuag:1594905250203&source=ln
ms&tbm=isch&sa=X&ved=2ahUKEwiJ042H7dHqAhXCBogKHYB3DjAQ_AUo
AXoECAwQAw&biw=1366&bih=625#imgrc=o_2fRBz8eJNZ1M

https://www.google.com/search?q=fight+between+athena+and+arachne&sx
srf=ALeKk033C1d3fjMKLpmfioMJzVTkRHxuag:1594905250203&source=ln
ms&tbm=isch&sa=X&ved=2ahUKEwiJ042H7dHqAhXCBogKHYB3DjAQ_AUo
AXoECAwQAw&biw=1366&bih=625#imgrc=q4V4-QVqPe7q-M

15
For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net