English Grade 10 Part 1

10ENGLISH Part I

10 Celebrating Diversity through World Literature English Learner’s Material This book was collaboratively developed and reviewed byeducators from public and private schools, colleges, and/or universities.We encourage teachers and other education stakeholders to emailtheir feedback, comments, and recommendations to the Department ofEducation at [email protected]. We value your feedback and recommendations. Department of Education Republic of the Philippines i

Celebrating Diversity through World Literature – Grade 10English - Learner’s MaterialFirst Edition 2015ISBN: 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, trade-marks, etc.) included in this book are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them. Only institutions and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy from this Learner’s Material. Those who have not entered in an agreement with FILCOLS must, if they wish to copy, contact the publishers and authors directly. Authors and publishers may email or contact FILCOLS at [email protected] or (02) 439-2204, respectively.Published by the Department of EducationSecretary: Br. Armin A. Luistro FSCUndersecretary: Dina S. Ocampo, PhD Development Team of the Learner’s MaterialConsultants: Dr. Edizon A. Fermin and Prof. Marla C. PapangoAuthors: Liza R. Almonte, Lerma L. Flandez, Angelina Lourdes A. Hermosa, Nedia Lagustan, Liberty A. Mangaluz, Elenita R. Miranda, Paul Anthony B. Mendoza, Lito A. Palomar, Grace B. Annette Barradas-Soriano, and Karen B. VillanuevaReviewers: Ruth Alido, Mara Angelie Banares, Jonalyn T. De la Cruz, Benjamin Hanson S. Juan, Jennifer E. Lopez, Carlo Erba Manalo – Pacinos, Dr. Sterling Plata, Jeanette M. Romblon, Leilani T. Señires, and Dr. Roderick TadeoLanguage Editor: Dr. Ma. Antoinette MontealegreProduction Team: Dir. Jocelyn DR. Andaya, Dr. Melinda P. Rivera, Mr. Ricardo G. Ador Dionisio, and Ms. Anna Marie B. San DiegoIllustrators: Angielyn G. Bariñan, Eric S. De Guia, and Jayson M. GaduenaLayout Artists: Matthew Leysa, Camille Francesca Mondejar, and Jerby MarianoPrinted in the Philippines by REX Book Store, Inc.Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)Office Address: 5th Floor Mabini Bldg., DepEd Complex Meralco Avenue, Pasig City Philippines 1600Telefax: (02) 634-1054 or 634-1072E-mail Address: [email protected] ii

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

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

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

YOUR FINAL TASKS 75 Task 8: For a VIP (Very Impressive Photo) Essay 75 A. Connect and Decide 76 B. Scout for Remarkable/Influential Figures 76 C. UnlimitedMY TREASURELesson 5: Winning Over Individual Challenges 80 YOUR JOURNEY 81 YOUR OBJECTIVES 81 YOUR INITIAL TASKS 81 Task 1: Connect to the Past Task 2: Outlook Turn On 82 Task 3: Tune In 86 Task 4: Looking Forward 86 YOUR TEXT 86 How Odin Lost His Eye Retold by Catherine F. Sellew 87 Task 5: SGDA for Understanding the Text Task 6: Language Line 87 A. Sense of Value B. Saving Grace C. Rewarding YOUR DISCOVERY TASKS Task 7:YOUR FINAL TASK 89 Task 8: Life Skills Connection 90 The Koran translated by N.J. Dawood Task 9: Giving Your BestMY TREASURELesson 6: Turning Challenges to OpportunitiesYOUR OBJECTIVESYOUR JOURNEYYOUR INITIAL TASKSTask 1: I Always Connect Game 93Task 2: View and Make Judgment/Generalization 93Task 3: Three (3) in Control 94Task 4: Mapping the Targets 94YOUR TEXTFrom the Analects by Confucius translated by Arthur WaleyTask 5: SGDA for the Stakes 96 vi

Task 6: Language Patrol 100 The Thief Who Became a Disciple 100 translated by Paul Reps 101 A. Like a Disciple 101 B. Looking Ahead 101 C. Using Modals D. Alter Ego 102 YOUR DISCOVERY TASKS 103 Task 7: SGDA Leading to Completion 104 105 YOUR FINAL TASKS 105 Persuasive Essay: Practice and Uphold Positive Attitude by Lee Emm 106 Task 8: Life Skills Connection 107 A. Preparation for My Target - Following 107 the Rules of Thumb B. Call Up for Order Box Game C. Steps in Writing Persuasive Essay D. Drafting E. Sharing through the EQS (Encourage, Question and Suggest) F. Revising and Polishing G. PublishingMY TREASUREvii

INTRODUCTIONThis learner’s material is specially designed to provide you with the roads tocooperative, collaborative, and independent learning of the target themes, concepts,and competencies that will develop your 21st century real life-based skills. This moduleprovides you with meaningful tasks to develop your skills for academic success andthe world of work. It is anchored on the general principles, goals, and objectives of theK to 12 Basic Education program for Grade 10 that will enable you to become self-actualizing, productive and effective participant of the society and the world at large.This learner’s material provides a variety of texts particularly world literary piecesthat are both relevant and meaningful to your life. It offers opportunities for you to beengaged in varied, interesting, motivating, challenging, meaningful, and worthwhiletasks to further develop and improve your listening, speaking, viewing, vocabulary,literary, grammar, and reading skills. These tasks are generated as communicativeand real life-based activities anchored on the integration of literature and languageskills. Positively, this material will help deepen your understanding on how you canenrich, enhance, and lead a meaningful life.There are four modules in this learning material. Each module builds around a particulartext for you to explore meaningfully through a variety of integrated, challenging, andinteresting tasks. Module 1 Overcoming Challenges Module 2 Establishing Solidarity Module 3 Reconciling with Nature Module 4 Rebuilding Our SocietiesEach module consists of six lessons wherein each lesson is developed through thefollowing phases: 1. Your Journey – provides an overview of what you should understand in the lesson. This includes clear directions and purpose of the lesson. 2. Your Objectives – states the expectations in line with what you should know, understand, and be able to do, produce, or perform to show there is transfer of learning. 3. Your Initial Tasks – activates your prior knowledge and prepares you for higher level tasks. xviii

4. Your Text – presents the main reading or literary text and the activities/ tasks that lead you to acquire knowledge, make sense of, and construct meaning out of the information and experiences contained therein. 5. Your Discovery Tasks – includes activities that will expand, enrich, enhance, and broaden your understanding of the target concepts and skills. 6. Your Final Task – presents the real life-based product or performance task as final output for the lesson that serves as evidence of understanding of the target concepts and skills. This is an enabling task for the main real life-based product or performance task covering the entire module. 7. My Treasure – enables you to express your insights, learning, and realization on the lesson. This part contains prompts and other organizers that will help you sum up and synthesize what you have learned.This learner’s material includes formal pre and post assessments in both writtenresponse and multiple-choice formats.We hope that through this material, you will be provided with meaningful learningexperiences and relevant competencies necessary for you to successfully meet thedemands of the 21st century. xix

Overcoming Challenges 1

PRE-TEST MODULE 1General Directions: Read each item carefully and follow directions. Write the letter ofthe most appropriate answer on your answer sheet.Part 1. Knowledge A. Basic Points to Consider in the Writing Process (Nos. 1-3) Directions: Complete the diagram by writing the three (3) basic points to consider during the preliminary stage of writing the process (1-3) 1. 32.. 23..B. Special Terms Directions: Match each term in column B with the most appropriate description in column A.AB___4. argument A. what needs to be proven by facts___5. controlling idea B. central idea of a work of literature___6. mood C. the feeling created in a reader by a literary___7. opinion work___8. tone D. a core idea or focus of a written work___9. theme E. contains the body of evidence used to support a point of view F. refers to the attitude of the writer towards his subjectC. Grammar Modals. Directions: Choose from the pool of answers the writer’s/speaker’s intention as hinted by each underlined expression.A. ability B. obligation C. probability D. willingness10. It’s true that sorrows in life may bring despair.11. We must find courage even in the small things that we do.12. We will endure even the greatest sufferings that will come our way.13. Ordinary trials can be turned into extraordinary moments. 2

D. Intensive and Reflexive Pronouns Directions: Determine whether each underlined word is used as an intensive or reflexive pronoun. Write In for intensive pronoun and Re for reflexive pronoun. 14. You can see yourself more clearly. 15. Judge how much you know about yourself. 16. Life itself offers you many opportunities.Part II. Understanding Reading and Literature Directions: Read each of the following short passages carefully and copy the letter of the word or phrase that best completes each numbered item. Exploring the Sea of Goodness Lee Emm 1.) Do you believe that a sea of goodness is possible in this world? 2.) I always believe it is possible. 3.) Doing something good, no matter what the consequences will always make me contented and secure. 4.) There are a lot of ways I can do such, especially in doing something “good” for others. 5.) The steps are easy but zealousness, humility and consistency are the subtle ways. Here are the simple ones: 6.) The first one is I imagine that I am in the place of the other person I’ll do good to. 7.) Next, I’ll imagine how she’ll feel and react. 8.) That way, I’ll think doing good to others will make me at least a better person. 9.) That will make me be grateful that I have done something good. 10.) With these simple but notable ways I can prove to myself, to others and to God that I can explore the sea of goodness in this ever changing world. 11.) How about you, can you explore it also? 12.) I bet you can!17. The main point of the article is best expressed in sentence no. __.A. 3 C. 10B. 4 D. 1218. Exploring the sea of goodness, means you are practicing ______.A. conscientiousness C. kindnessB. humility D. sympathy19. The word subtle in Sentence 5 means _________.A. clear C. refinedB. practical D. strained20. The kind of evidence used by the writer to support her stand is through____.A. anecdotes C. statisticsB. examples D. video21.The generalization or statement about the passage on life or humanexperience is to __________.A. bring out the best in you C. struggle against the oddsB. stand up for one’s belief D. take strength to bear up the odds 3

For nos. 22 to 26 1.) The best way to overcome a disability is to face it head-on and not to let itprevent you from achieving great things. 2.) This is the lesson I draw from the lives oftwo people whom I admire - the musician Stevie Wonder and the track-and-field starJackie Joyner-Kersee. 3.) I respect them for their courage and strength in overcomingobstacles. 4.) Both are persons with disabilities who defied obstacles in order to besuccessful in their fields. 5.) They taught me never to give up no matter how intimidatingthe obstacles I face in life. from: “Overcome an Obstacle to Succeed” by Eddie Harris22. The word “fought” is a/an _______ of the word “defied” in sentence no. 4.A. connotation C. oppositeB. denotation D. symbol23. This passage would most probably interest a/an __________.A. adolescent C. childB. adult D. old man24. The passage is most probably a part of a/an __________.A. anecdote C. letterB. autobiography D. persuasive essay25. To support his claim, the writer uses ____.A. facts C. reasonsB. opinion D. statistics26. An effective persuasive technique used by the author to emphasize his point isthrough appealing to ________.A. emotion C. reasonB. moral D. both A and CFor nos. 27 to 29 “ When the world looks hopeless, And life is not fair, Throw back your shoulders And do not despair.”27. The expression to “throw back your shoulders” means________.A. exercise your shoulders C. be confident and braveB. forget your responsibilities D. show your feelings28. The passage appeals more to the sense of ________ .A. feeling C. soundB. sight D. taste29. Most probably, the writer’s purpose in this passage is to ____.A. express a feeling C. reveal the truthB. give an advice D. win other’s approvalFor nos. 30 to 32 An excerpt from: Rabbi Ben Ezra by Robert Browning Then, welcome each rebuff That turns earth’s smoothness rough, Each sting that bids nor sit nor stand but go! Be our joys three-parts pain! Strive, and hold cheap the strain’; Learn, nor account the pang; dare, never grudge the throe. 4

30. The word in the poem which is the opposite of “acceptance” is _____.A. bids C. pangsB. joys D. rebuff31. Line nos. 5 and 6 appeal more to the sense of _______.A. feeling B. sight C. taste D. touch32. The tone of the poem is more of _______.A. admiration C. inspirationalB. criticism D. prideFor nos. 33 to 36 If you have endured a great despair, Then you did it alone. Getting a transfusion from a fire, Picking the scabs off your heart, Then wringing it out like a sock. - from: “Courage” by Anne Sexton33.The feeling that the writer intends us to have toward life is ________.A. contentment C. fearB. courage D. hopelessness34. The word in the poem that gives hint to the mood it evokes is _____.A. aspired C. sinkB. sail D. succeed35. The figure of speech used in the poem is ______________.A. alliteration C. personificationB. metaphor D. simile36. The last two lines of the poem express _____________.A. arrogance C. optimismB. courage D. warningPart III. ProcessLogical Organization. (nos. 37 to 40)Directions: Arrange the following sentences logically to form a coherent paragraph.__37. A. Let’s ask help from other students to repair the existing damage.__38. B. Finally, encourage all to maintain cleanliness and beauty of our surrounding.__39. C. We can restore the beauty of this wall.__40. D. First, let’s raise funds for the repair.Composition Writing (Nos. 41 to 50)Directions: Imagine you are a sales representative persuading the consumers to buy thelatest gadget or product you’re promoting/selling. Write a paragraph convincingthe public about the advantages of buying the gadget. Convince them using thepersuasive techniques you know. You will be given ten (10) points for this task. 5

Module 1LESSON 1______________________________________________________________ Discovering Personal ChallengesYOUR JOURNEY Echkart Tolle once said, “When you lose touch with inner stillness, you losetouch with yourself. When you lose touch with yourself, you lose yourself in the world.Your innermost sense of self, of who you are, is inseparable from stillness. I am that isdeeper than your name and form.” In your previous journeys, you have been provided with a lot of opportunitiesto explore and improve yourself. Now that you are in the final stage of your juniorhigh school years, what this lesson promises is to teach you how to increase youreffectiveness in responding to problems which challenge your innermost sense of self,your “I am that is deeper than your name and form.” In this lesson, you’ll answer one enduring question about life, that is, “Howdoes discovering personal challenge create a deeper understanding of yourinnermost sense of self?”YOUR OBJECTIVESIn charting the course of your journey in this lesson, you are expected to: • use textual aids in understanding better the text • get information from various text types that can be used in everyday life • determine how connected events contribute to the totality of a material viewed • differentiate formal from informal definitions of words • explain how the elements specific to a selection build their theme • identify features of persuasive texts • identify the elements of public speaking needed to effectively engage in meaningful communication • use reflexive pronouns to create meaningful discourse Your target output at the end of this lesson is a concise oral report about cyberbullying and the criteria for assessment will be verbal skills, nonverbal skills, and content of the presentation. 6

YOUR INITIAL TASKSTask 1 BLOCKS THAT BLOCKEach block represents a saying or well-known phrase. Identify the phrase or idiomgraphically presented in each square. Write your answers on the space providedbelow. nAnswers: 1. _________________________________________________ 2. _________________________________________________ 3. _________________________________________________ 4. _________________________________________________ 5. _________________________________________________ 6. _________________________________________________Processing Questions: 1. What is your overall impression about the phrases above? 2. How do they reflect realities in life? 7

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

Task 3 WATCH AND LEARN!Watch the video carefully and answer the questions to be asked by your teacher. Inspiration to Life - Motivational video of a young boy, an inspiration to millionsSource: https://www.youtube.com/watch?v=b_N_dYRb4_4Task 4 “I THINK” Use the chart to jot down your answers to the three questions. I THINK..... 9

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

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

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

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

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

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

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

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

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

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

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

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

Task 22 THE WORRY SHEETThings that worry us could be great challenges. What worries you at this moment?What can you do about it? Accomplish the chart below: I worry about What I should do about it1. 1.2. 2.3. 3.Task 23 STRESS TABSStress is a personal challenge. It affects your studies and slows you down inaccomplishing a lot of things. Use the chart below to identify what causes you stressand how does it affect you.What causes your stress? How does it affect you?Task 24 PEER PRESSUREPeer pressure is another personal challenge to overcome. How would you respond toa friend who pressures you to do the things described below? Let’s go and see this much talked about movie on the internet. Let’s cut classes! It’s my treat! Don’t worry! I._______________________________________________________ ________________________________________________________ ________________________________________________________ 22

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

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

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

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

My Mission Statement ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ Republic Act No. 10627 or the Anti-Bullying Act of 2013“Bullying” refers to any severe, or repeated use by one or more students of a written,verbal, or electronic expression, or a physical act or gesture, or any combinationthereof, directed at another student that has the effect of actually causing or placingthe latter in reasonable fear of physical or emotional harm or damage to his property;creating a hostile environment at school for the other student; infringing on the rightsof another student at school; or materially and substantially disrupting the educationprocess or the orderly operation of a school; such as, but not limited to, the following:1. Any unwanted physical contact between the bully and the victim like punching, pushing, shoving, kicking, slapping, tickling, headlocks, inflicting school pranks, teasing, fighting, and the use of available objects as weapons;2. Any act that causes damage to a victim’s psyche and/or emotional well-being;3. Any slanderous statement or accusation that causes the victim undue emotional distress like directing foul language or profanity at the target, name-calling, tormenting, and commenting negatively on the victim’s looks, clothes, and body;4. “Cyberbullying” or any bullying done through the use of technology or any electronic means. The term shall also include any conduct resulting to harassment, intimidation, or humiliation, through the use of other forms of technology, such as, but not limited to texting, email, instant messaging, chatting, internet, social media, online games, or other platforms or formats as defined in DepEd Order No. 40, s. 2012; and5. Any other form of bullying as may be provided in the school’s child protection or anti- bullying policy, consistent with the Act and this IRR. b. 1. The term “bullying” shall also include: 27

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

Task 30 A DAY IN A LIFEWhat would you do to stop or at least minimize the cases of bullying if you would beany of the following for a day? Group 1: A Senator Group 2: A School Janitor Group 3: A Teacher Group 4: A Parent Group 5: A Priest/NunYOUR FINAL TASKYou have been informed that the final task for this quarter is to write a short butpersuasive text. A concise oral presentation on the causes / effects of cyberbullying,would help you prepare for such a performance at the end of the quarter. In preparing for your oral report, the following rubric would guide you:TRAIT Oral Presentation Rubric 1 432NONVERBAL SKILLS Holds attention of entire Consistent use of Displayed minimal eye No eye contact withEYE CONTACT audience with the use direct eye contact contact with audience, audience, as entire of direct eye contact, with audience, but still while reading mostly report is read from notesBODY LANGUAGE seldom looking at notes returns to notes from notesPOISE Movements seem vivid Made movements or Very little movement or No movement or and help the audience gestures that enhances descriptive gestures descriptive gestures visualize articulation Student displays Makes minor mistakes, Displays mild tension; Tension and relaxed, self- but quickly recovers has trouble recovering confidence, from them; displays little from mistakes. nervousness is obvious; about self, secure or no tension mistakes. with no has trouble recovering from mistakesCOMMENTS:VERBAL SKILLS 4 3 2 1ENTHUSIASM Demonstrates a strong Occasionally shows Shows some negativity Shows absolutelyELOCUTION positive feeling about positive feelings about toward topic presented no interest in topic topic during entire topic presented presentation Student’s voice is clear. Student’s voice is low. Student mumbles, Student uses a clear Student pronounces Student incorrectly incorrectly pronounces voice and correct most words correctly. pronounces terms. terms, and speaks too precise pronunciation Most audience Audience members softly for a majority of of terms so that all members can hear have difficulty hearing students to hear audience members can presentation. presentation. hear presentation.COMMENTS: 29

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

Module 1LESSON 2___________________________________________________________________ Building Up DefensesYOUR JOURNEY The most important component of defense is awareness. In the previouslesson, you have been made aware of your personal challenges and that is your initialstep into building a defense against life’s inevitable challenges. In this lesson, you will perform a lot of activities that will help you strengthenyourself amid discrimination. Specifically, you will be asked to answer the importantquestion, How do I build the best defenses against challenges to achieve thebest quality of life?YOUR OBJECTIVESIn charting the course of your journey in this lesson, you are expected to: • determine the effect of textual aids on the understanding of a text • get information from various text types that can be used in everyday life • determine how connected events contribute to the totality of a material viewed • explain how the elements specific to a genre contribute to a theme of a particular literary selection • express appreciation for sensory images used • use intensive pronouns in meaningful discourse Be reminded that your expected output in this lesson is a quality brochure on building defenses against discrimination and the criteria for assessment are: organization, graphics, relevance of content, and conventions. 31

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

Task 3 MIRROR, MIRROR You must have known people who have successfully overcome discrimination.Pair up, and reflect on the question below: Think of a person who gave you inspiration in dealing with discrimination. How does he/she inspire you? Write your answers in the balloon. • Share your answer with your classmates.Task 4 REFLECTIONWatch/listen to the song “Reflection” from the movie Mulan and answer the questions that follow.Source: http://www.youtube.com/watch?v=GWooGBya_nkProcessing Questions: 1. What is the song all about? 2. What type of discrimination was underscored in the song? 3. Does this kind of discrimination on women still exist these days? How or in what way? 4. Pick out your favorite lines from the song and explain why you picked those lines.Share your answers with a partner. Your teacher will ask the class to sing the songaloud. 33

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

Task 6 SETTING EXPECTATIONS What do you expect to learn from this lesson? Write your targets in the boxAs you explore this lesson, you can add targets to the list you made and consider howthe tasks will help you become better prepared for life.YOUR TEXTTask 7 GUIDE FOR READING Read the following text carefully. Note the following background information as you read the text. The Author Anne Terry White (1896), who was born in Russia, has worked as a teacher, a social worker, and a translator. of Russian literature. Amongst her most-loved tales is the Oral Tradition “Gorgon’s Head.” An oral tradition is the manner in which information is passed from one generation to the next in the absence of writing or a recording medium. In the days before near- universal literacy, bards would sing or chant their people’s stories. They employed various techniques to aid in their own memory and to help their listeners keep track of the story. This oral tradition was a way to keep the history or culture of the people alive, and since it was a form of story-telling, it was a popular entertainment. 35

Look For As you read the myth, look for the heroic qualities of Perseus and the personal challenges he has to overcome to acquire “the Gorgon’s head”.Accomplish the Story Anticipation Guide below:1. Before reading, mark the checklist with a (/) if you agree or (x) if you disagree with the statement.2. After reading, fill in the column with the page number of the text where you found the correct answer for each statement.3. Reflection: Are you correct? If not, what did you learn? Agree/Disagree Page No. ReflectionA Gorgon is amonster.Perseus is a hero.Perseus could besuccessful in killingMedusa without thehelp of the gods.None may lookupon the Gorgonand live. The sightof them turns mento stone.Andromeda is killedby a monster.Task 8 MYSTERY WORDStudy the definitions and word forms. Then, rearrange the letters in bold to form thecorrect word for each item below. Write the word in the box.1. to escape or avoid (verb) eveda -2. dangerous (adjective) . erpisulo -3. poisonous (adjective)4. ashamed (verb) vsmuoneo -5. satisfy, gratify (verb) aeadhbs - peeapsa – vorlsaou –6. brave (adjective) How do I build the best defenses against challenges to acquire the best quality of life possible for me? 36

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

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

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

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