1

FOR ZAMBOANGA CITY DIVISION USE ONLY

NOT FOR SALE

10
ENGLISH
QUARTER 3
WEEK 6

Capsulized Self-Learning Empowerment Toolkit

Schools Division Office of Zamboanga City

Region IX, Zamboanga Peninsula
Zamboanga City

“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!”

Written by: SHERYLL J. SANTIAGO (MT-I) Don Pablo Lorenzo MHS (Lesson 1)
Written by: CRISTINA G. COLUMBRES (HT-III) Don Pablo Lorenzo MHS (Lesson 2)
 1

CapSLET
Capsulized Self-Learning Empowerment Toolkit

SUBJECT &
English 10 QUARTER 3 WEEK 6 DAY ___________________________________
GRADE/LEVEL dd/mm/yyyy

COMPOSE AN INDEPENDENT CRITIQUE OF A CHOSEN

TOPIC
SELECTION
Compose an independent critique of a chosen selection.
Objectives:
LEARNING Code:
• Explore ways in critiquing a text.
COMPETENCY EN10WC-IIIg-14
• Write a short critique, following the conventions
of good writing.

UNDERSTAND
Title: CRITIQUING A TEXT

When a reader captures the main points of a material he read, he summarizes. When he puts
ideas or information together or dissects it, to check how it works, he analyses. And, when he
evaluates the material, he critiques.

Criticism may sound negative, but in the academic sense, critiquing is not being negative or
mean. Rather, it’s a constructive way to understand the material we are working with.

When we critique, we identify, evaluate, and respond to the author’s ideas, positively and
negatively. Readers are expected to engage with the material rather than just summarizing it. And
when we do critiquing, we interrogate. Our opinions and ideas become part of the textual analysis.
We even question the text, we argue with it, and we dig into it for deeper meanings.

So, how to critique a material? There are various ways to evaluate a reading material. The
internet provides access to some tools we can use to critique, but what is commonly applied is by
answering series of questions. Questions may vary, for it depends on the type of material we are
evaluating.

These are some ideas to consider when critiquing:

Stories and Novels:

1. How did you respond to the piece? Did you like it?
2. Does the story have sense of originality?
3. How well was the setting developed?
4. How well-drawn are the characters in the story?
5. How interesting are the conflicts? How inventive are they? How exciting? How engrossing?
6. How well did this story speak to the reader? Does it raise interesting questions about life and
provide profound insights?
Books and Articles:
1. What is the article’s background and purpose?
2. What is the main idea (the main argument) that the article is communicating?
3. Did the author use appropriate methods to gather evidences?
4. Was the evidence used by the author accurate?
5. How useful or applicable is the article?
6. What issue does it raise?
7. What issue does it avoid?
Written by: SHERYLL J. SANTIAGO (MT-I) Don Pablo Lorenzo MHS (Lesson 1)
Written by: CRISTINA G. COLUMBRES (HT-III) Don Pablo Lorenzo MHS (Lesson 2)
 2

Guidelines in Writing a Critique Paper

Similar to writing an essay, a critique paper comprises with paragraphs: introductory,

development and closing paragraphs.

It is not primarily a summary; rather comments and evaluations of the work in the light of
specific issues and theoretic concerns.

1. INTRODUCTORY. This paragraph gives the background of the material, your opinion on the
work as a whole. The background includes all of the relevant information like, who wrote the
material, when and where he wrote it, and of course what was his purpose, why he wrote it.

2. DEVELOPMENT. These paragraphs can vary in length and in number. The paragraphs may
focus on the different parts or elements of the story or how you assess the plot of the story.
Contents in these paragraphs may be positive or negative for it depends on your assessment as
a reader.

3. CONCLUDING. Here you give your general impression of the story. Did you enjoy it? In
general are the descriptions clear, over emphasized or not clear enough. You should also
briefly summarize all the issues under discussions. Any additional opinions on the subject
would be appropriate at this time as well as any final conclusions.

Source: Burnell, Carol, Jaime Wood, Monique Babin, Susan Pesznecker, and
Nicole Rosevear. “Critiquing a Text.” The Word on College Reading and
Writing. Open Oregon Educational Resources. Accessed August 9, 2020.
https://openoregon.pressbooks.pub/wrd/chapter/critiquing-a-text/.

Source: “Guidelines to Writing a Short Story Critique,” n.d.

https://www.montgomery.k12.ky.us/userfiles/1501/Classes/686/shortStorycritique.pdf.

Write your answers on the separate sheets provided.

SAQ-1: What do we critique in a material or text?
SAQ-2: Is Critiquing the same with summarizing? Explain your answer.

Let’s Practice! (Write your answers on the separate sheets provided.)

Directions: Determine if the given statement in each item is TRUE or FALSE.

_____ 1. It’s okay to make a critique paper without reading the whole story.
_____ 2. Author’s purpose is not important.
_____ 3. When we do critiquing, it should always be constructive.
_____ 4. The developmental paragraphs in a critique paper may vary in lengths and numbers.
_____ 5. It is important to fully understand what the argument is all about before writing a paper.

REMEMBER
Key Points

When critiquing a text, read the entire material. Do not rate a text or book unless you did not
read it entirely. It’s not fair to the author, and your judgement will be biased because you have not
given the material 100% chance.

Write pros and cons in your critique paper. An assessment with only compliments is
suspicious and a lame way of critiquing. Nevertheless, do not dwell much on the cons. The key point
is to do a fair or balance review.

Written by: SHERYLL J. SANTIAGO (MT-I) Don Pablo Lorenzo MHS (Lesson 1)
Written by: CRISTINA G. COLUMBRES (HT-III) Don Pablo Lorenzo MHS (Lesson 2)
 3

TRY
Let us see how much you have learned today!
Directions: Read and understand the given selection and write a short critique following the
given criteria.
Content (substantial information) 20 pts.
Organization (well-organized and ideas are clearly supported) 20 pts
Grammar Usage & Mechanics (Mastery of the convention) 10 pts.
(Write your answers on the separate sheets provided.)

Pandora’s Box
By Hesoid

The story begins with the great god of Olympus, Zeus, Prometheus, and Epimetheus.
Prometheus and his brother Epimetheus were Titans but pledged their loyalty to Zeus and the
Olympians, since Prometheus was born with the special power of prophecy and knew that Zeus
would defeat the Titans. Zeus rewarded Prometheus and Epimetheus for their loyalty and gave them
the job of creating the first creatures to live on Earth. Epimetheus formed the animals and gave each a
special skill and form of protection. Prometheus took his time molding man, and was left with no
forms of protection since Epimetheus had already given them all away. Prometheus knew man
needed some form of protection and asked Zeus if he could let man have fire. Zeus refused. Fire was
only for the gods. Prometheus ignored Zeus and gave man fire anyway. For this, Prometheus was
punished. Zeus tied him with chains to a rock far away in the Caucasus Mountains where nobody
would find him. Every day Zeus sent an eagle to feast upon Prometheus’ liver, which grew back
every day so that Prometheus would have to endure this torture daily until Heracles found
Prometheus and killed the eagle and let Prometheus go.

This torture wasn’t enough of a punishment for Zeus who also believed that humans should be
punished for accepting the gift of fire from Prometheus. To punish man, Zeus created a woman
named Pandora. She was molded to look like the beautiful goddess Aphrodite. She received the gifts
of wisdom, beauty, kindness, peace, generosity, and health from the gods.

Zeus brought her to Earth to be Epimetheus’ wife. Even though Epimetheus’ brother,
Prometheus, had warned him of Zeus’ trickery and told him not to accept gifts from the gods,
Epimetheus was too taken with her beauty and wanted to marry her anyway.

As a wedding present, Zeus gave Pandora a box (in ancient Greece this was called a jar) but
warned her never to open it. Pandora, who was created to be curious, couldn’t stay away from the box
and the urge to open the box overcame her. Horrible things flew out of the box including greed, envy,
hatred, pain, disease, hunger, poverty, war, and death. All of life’s miseries had been let out into the
world. Pandora slammed the lid of the box back down quickly, ashamed of what she had done. She
sought Epimetheus’ forgiveness.

Soon, Pandora heard the voice coming from the box again, but she didn’t want to be tricked a
second time. Deciding the situation could not get any worse, she opened the box a second time. A
white flame flew out, which is hope. It was the last thing remaining inside of the box.

Ever since, humans have been able to hold onto this hope in order to survive the wickedness
that Pandora had let out.

“Pandora’s box” now means anything that is best left untouched, for fear of what might come
out of it.

Written by GreekBoston.com in Greek Mythology. “The Story of Pandora's Box.” iCal, February 26, 2018.
https://www.greekboston.com/culture/mythology/pandoras-box/.

Written by: SHERYLL J. SANTIAGO (MT-I) Don Pablo Lorenzo MHS (Lesson 1)
Written by: CRISTINA G. COLUMBRES (HT-III) Don Pablo Lorenzo MHS (Lesson 2)
 4

For further readings and exercises, you may access the following links:

Burnell, Carol, Jaime Wood, Monique Babin, Susan Pesznecker, and Nicole
Rosevear. “Critiquing a Text.” The Word on College Reading and
Writing. Open Oregon Educational Resources. Accessed August 9,
2020. https://openoregon.pressbooks.pub/wrd/chapter/critiquing-a-text/.

Calalang, Arian Deise. “Article Critique.” LinkedIn SlideShare, March 19,

2017. https://www.slideshare.net/ariandeisecalalang/article-critique-
73299809?qid=30361826-8fb1-42d1-a8dc-58572a5f12de.

“Guidelines to Writing a Short Story Critique,” n.d.

https://www.montgomery.k12.ky.us/userfiles/1501/Classes/686/shortSto
rycritique.pdf.

Joni. “A Guide to Critiquing a Story: Seven Vital Elements Every Story Must
REFERENCE/S Have.” Writers & Illustrators of the Future. Joni
https://www.writersofthefuture.com/wp-
content/uploads/2019/02/Writers-of-the-Future-logo.jpg, July 2, 2020.
https://www.writersofthefuture.com/seven-vital-elements-every-story-
must-have/.

Knowledge1995 Follow. “Critique Writing Article.” LinkedIn SlideShare,

January 17, 2016. https://www.slideshare.net/knowledge1995/critique-
writing-article?qid=729b0b08-836c-45fd-857c-6ed8e9179dbc.

Pat Berdos Follow. “How to Write a Critique.” LinkedIn SlideShare, January

22, 2014. https://www.slideshare.net/potchiby/how-to-write-a-critique-
30296010.

Written by GreekBoston.com in Greek Mythology. “The Story of Pandora's

Box.” iCal, February 26, 2018.
https://www.greekboston.com/culture/mythology/pandoras-box/.

Written by: SHERYLL J. SANTIAGO (MT-I) Don Pablo Lorenzo MHS (Lesson 1)
Written by: CRISTINA G. COLUMBRES (HT-III) Don Pablo Lorenzo MHS (Lesson 2)
 5

CapSLET
Capsulized Self-Learning Empowerment Toolkit

SUBJECT &
English 10 QUARTER 3 WEEK 6 DAY ___________________________________
GRADE/LEVEL dd/mm/yyyy

TOPIC USE PRONOUNS EFFECTIVELY

Use pronouns effectively.
Objectives:
LEARNING Code: • Define antecedent of pronouns.
COMPETENCY EN10G-IIIb-31 • Identify rules for pronoun-antecedent agreement.
• Apply the rules of pronoun-antecedent agreement in
sentences.

UNDERSTAND
Title: Use Pronouns Effectively: Pronoun-antecedent agreement

In our previous lesson, the focus was to use the types of pronouns, and learn its cases. This time,
our main goal is to learn the antecedent of pronouns and to identify the rules for pronoun-antecedent
agreement. Generally, a Pronoun is referred to something prior in the text, commonly known as its
antecedent, and essentially it agrees in number- singular or plural, with the thing in which it is being
referred to (Pronouns and Pronoun-Antecedent Agreement. Accessed August 10, 2020). “In grammar,
an antecedent is a word that another word refers back to. That word is technically called a proform,
and while English allows for types of antecedents based on many parts of speech, such as pro-verbs
and pro-adverbs, it is far more common for a pronoun to refer to an antecedent (Salter, Matt. “What Is
an Antecedent?” English Grammar Rules & Usage. Accessed August 17, 2020).”
Let’s identify some rules for pronoun-antecedent agreement by using some examples.

Sentence Pronoun Antecedent Explanation

1. President Duterte his President President Duterte is the antecedent, because
has just delivered (singular Duterte it comes before the pronoun that refers to it
his State of the masculine) (singular later.
Nation Address. masculine)
2. Omar and Jane their Omar and When two or more singular noun antecedents
would like to (plural Jane are joined by and, they make a PLURAL
celebrate their masculine antecedent. Plural pronoun their replaces both
Online Learning and masculine and feminine nouns. If both noun
success in October. feminine antecedents joined by and are plural, then the
nouns) referent pronoun will also be PLURAL (“Self
Teaching Unit:” Pronoun - Antecedent
Agreements. Accessed September 1, 2020).
3. A. Either Noralyn her Noralyn / When two or more noun antecedents are
or Edna will bring Edna joined by or or nor, choose a pronoun referent
her laptop tomorrow. (two singular to agree with the antecedent CLOSEST TO
antecedents) THE VERB.
B. Neither the their friends /
friends nor the relatives
relatives will join (two plural
their special gathering antecedents)
tonight.

Written by: SHERYLL J. SANTIAGO (MT-I) Don Pablo Lorenzo MHS (Lesson 1)
Written by: CRISTINA G. COLUMBRES (HT-III) Don Pablo Lorenzo MHS (Lesson 2)
 6

Sentence Pronoun Antecedent Explanation

C. Neither Tricia their Tricia / C and D examples are the most difficult
or her friends will friends because the antecedents have both a singular
bring their PLDT (one singular and a plural noun. So, remember these two
Home Wifi gadget. antecedent guidelines:
followed by a
plural
antecedent) 1. For antecedents joined by and – always
choose a plural referent pronoun.
D. Neither the his friends /
friends nor the celebrator 2. For antecedents joined by or or nor –
celebrator will attend (one plural choose a referent pronoun to agree with the
his party. antecedent antecedent closest to the verb (“Self
followed by a
singular Teaching Unit:” Pronoun - Antecedent
antecedent) Agreements. Accessed September 1, 2020).

Note: Only the explanations are taken from

“Self Teaching Unit:” Pronoun - Antecedent
Agreements.

On the other hand, some nouns can be labeled as a group or as a single entity: club, company,
government, family, jury, team, army, group. “Because they can describe either the group as a
SINGLE ENTITY (only one – singular) or the INDIVIDUALS in the group (more than one – plural),
these nouns pose special problems as antecedents” (“Self Teaching Unit:” Pronoun - Antecedent
Agreements. Accessed September 1, 2020).

Guidelines that can help in deciding which referent pronoun agrees with such noun antecedents
1. When referring to a group as a whole, or as a single unit, consider the noun as singular and this
will also have singular referent pronoun.
Example: The company is working according to its scheduled plan.
Company = a single unit antecedent / its = singular referent pronoun
2. When referring to the individuals with the group, make the noun plural, and it must have plural
referent pronoun.
Example: The company must submit reports according to their specialized areas.
The company = more than one individual plural antecedent / their = plural referent
pronoun
3. If used in the plural form, a group noun means more than one group. It certainly takes
a plural referent pronoun.
Example: The clubs are holding their series of webinars.
Clubs = more than one club plural antecedent / their = plural referent

Let’s continue to explore more rules on pronoun-antecedent agreement.

Sentence Pronoun Antecedent Explanation

He loves his country, his He A personal pronoun may be an antecedent. In
the Philippines. (masculine (masculine this sentence, he is the antecedent for the
and and Singular) referent pronoun his.
Singular)
She gave her friend a her She Her is both feminine and singular to agree
piece of an advice. (feminine (feminine and with the feminine, singular antecedent she.
and Singular)
Singular)
Take note that a referent pronoun agrees with
its personal pronoun antecedent.

It is a common knowledge, that a special problem is also met, when trying to use Indefinite
pronouns as antecedents. Consider the following examples that are explicitly stated in the concept
table.

Written by: SHERYLL J. SANTIAGO (MT-I) Don Pablo Lorenzo MHS (Lesson 1)
Written by: CRISTINA G. COLUMBRES (HT-III) Don Pablo Lorenzo MHS (Lesson 2)
 7

Indefinite pronouns as antecedents that pose a Examples

special problem
Guidelines A. Nobody wants his or her salary to be wasted.
1. As antecedents, the indefinite pronouns that Nobody = singular indefinite pronoun antecedent
follow always take a singular pronoun his or her = singular referent
referent: either, neither, other, anybody, B. Each of the learners has answered his or her
anyone, anything, somebody, someone, English CapSLET.
something, everybody, everyone, everything, Each = singular indefinite pronoun antecedent
nobody, no one, nothing, each and one. his or her = singular referent
C. Neither of the construction workers looked as if
he wanted to join the daytrip.
Neither = singular indefinite pronoun antecedent
he = singular referent
D. One of the ladies invited her friends to watch a
movie.
One = singular indefinite pronoun antecedent
her = singular referent
2. The following indefinite pronouns A. The few who have received their Social
ALWAYS take plural pronoun referents: Amelioration Program (SAP) praised the
both, few, many, several and others. government officials.
few = plural indefinite antecedent
their = plural referent
B. The principal asked both of the teachers if they
submitted the Brigada Eskwela reports
completely in the office.
both = plural indefinite antecedent
they = plural referent
3. Take note that the following indefinite A. All of the voters cast their votes freely.
pronoun antecedents may also be All = plural indefinite antecedent
either singular or plural: all, most, some, any voters = plural (can be counted)
and none. In general, if one of these indefinite their = plural referent
pronouns can be counted, then the pronoun B. All of the salt is already consumed from its
is plural. However, if one of these indefinite container.
pronouns cannot be counted, then the All = singular indefinite antecedent
pronoun is singular. salt = singular (cannot be counted)
its = singular referent

To further understand the lesson, answer SAQ-1 to 2 on the ANSWER SHEET.

SAQ-1: What is an antecedent?
SAQ-2: What is the basic principle of Pronoun-antecedent agreement?

Let’s Practice! (Write your answers on the separate sheets provided.)

General Instructions: Identify whether each item supports any of the rules of Pronoun-antecedent
agreement. Write only the letter of the correct answer.
A. Write A, when the item supports any of the 5. When referring to a group as a single unit, the
rules of Pronoun-antecedent agreement, and noun is singular and this will also have plural
B, when it does not support at all. referent pronoun.
1. Indefinite pronouns: both, few, many, 6. All, most, some, any and none can either be
several and others are plural in meaning and singular or plural in meaning and form.
form. 7. For antecedents joined by or or nor, it is
recommended to choose a referent pronoun that
2. When two or more singular noun agrees with the antecedent closest to the verb.
antecedents are joined by and, they make a 8. A referent pronoun agrees with its personal
singular antecedent. pronoun antecedent.
3. A personal pronoun may also function as an 9. If in plural form, a group noun means more than
antecedent. one group, so it takes a plural referent pronoun.
4. The pronoun and its antecedent should 10. In terms of usage, Pronoun-antecedent agreement
agree with each other. can post a special problem.
Written by: SHERYLL J. SANTIAGO (MT-I) Don Pablo Lorenzo MHS (Lesson 1)
Written by: CRISTINA G. COLUMBRES (HT-III) Don Pablo Lorenzo MHS (Lesson 2)
 8

B. Consider the video transcription about David and Beth’s conversation on Khan Academy Youtube
Channel to answer the items that follow:
David: “Hello Grammarians. Hello, visiting cousin, Beth.”
Beth: “Hello, Cousin David.”
David: “So today we're gonna be talking about pronoun-antecedent agreement…” So we've got a
sentence, like Jillian rode her bike to the grocery store. Fine. Straight up sentence, pretty
ordinary. Uh, if we want to refer to Jillian again, we want to use a pronoun. Well, we'd refer to
Jillian as ‘she.’ That's a woman's name. So, ‘she’ bought some garlic and a spoon like you
normally would when you go to the grocery store. So, when we talk about this pronoun, ‘she’
in relation to this word, this proper noun, Jillian, Jillian is the antecedent as the thing that goes
before the pronoun ‘she’.” (Pronoun-antecedent agreement/Syntax/Khan Academy. August 24, 2016.
Video, 4.06).
1. What are David and Beth talking about?
A. nouns-pronouns agreement C. pronoun-antecedent agreement
B. subject-pronouns agreement D. subject-verb agreement
2. What social media platform is used in showcasing David and Beth’s conversations?
A. Facebook B. Youtube C. Zoom D. Instagram
3. Which of David’s sentences supports the grammatical aspect of this week’s lesson?
A. That’s a woman’s name. C. Hello, visiting cousin, Beth.
B. Hello Grammarians. D. Jillian rode her bike to the grocery store.
4. Study the sentence: So, ‘she’ bought some garlic and a spoon like you normally would when you
go to the grocery store. What is the implied antecedent of this sentence?
A. Jillian B. Garlic C. Beth D. Spoon
5. What is the basic pronoun-antecedent agreement rule mentioned in this conversation?
A. When referring to a group as a whole, or as a single unit, consider the noun as singular and
this will also have singular referent pronoun.
B. Indefinite pronoun antecedents may also be either singular or plural.
C. The antecedent comes before the pronoun that refers to it.
D. A referent pronoun agrees with its personal pronoun antecedent.

REMEMBER
Key Points Try to imagine yourself, living in this
world without pronouns and antecedents. Communication will surely be chaotic without knowing
the basic principle of Pronoun-antecedent agreement. To logically remember Pronoun-
antecedent agreement learning concept, remember the following:
▪ It is far more common for a pronoun to refer to an antecedent.
▪ The antecedent plays an important role in identifying the correct pronoun in a sentence.
▪ Knowing the rules of pronoun-antecedent agreement can improve one’s English
language facility and communication process.

TRY
Let us see how much you have learned today!
Directions: Apply the rules of pronoun-antecedent agreement in each sentence that follows.
(Write your answers on the separate sheets provided.)
A. Study each item. Identify its correct pronoun and B. Write CORRECT if the item supports any of
antecedent. the pronoun-antecedent agreement rules, and
INCORRECT if it does not.
1. Nathan submits his requirements on time. 1. Monette prefers to donate their used clothes.
2. He saw his teacher at a Supermarket. 2. The students review their lessons diligently.
3. Carol enjoys her dinner with Sherill. 3. Neither of the men looked as if he needed help.
4. Jonah donated her painting to Centro Pastoral. 4. All of the sugar are already stored in its jar.
5. Each of the students submits his proposal. 5. One of the speakers delivers his speech well.

Written by: SHERYLL J. SANTIAGO (MT-I) Don Pablo Lorenzo MHS (Lesson 1)
Written by: CRISTINA G. COLUMBRES (HT-III) Don Pablo Lorenzo MHS (Lesson 2)
 9

C. Complete each sentence by matching it with the correct pronoun and antecedent. Use the pool of
pronouns and antecedents for the expected answers.

Sentences Pool of pronouns and antecedents

1. After two years, ___ saw ___ former teacher.

2. ___ brought ___ laptop in school.

women his (2x) their my
3. ___ of the milk is consumed from its bottle. her I Joe all

4. ___ of the participants has prepared ___ speech. its each mine me

5. One of the ___ sold ___ precious gems in

the market.

For further readings and exercises, you may access the following links:

Mometrix Academy. August 6, 2018. Video, 10:27.

https://www.youtube.com/watch?v=7NXfI62tRdE.

Pronoun-antecedent agreement/Syntax/Khan Academy. August 24, 2016.

Video, 4.06. https://www.youtube.com/watch?v=j9kIACViG60

REFERENCE/S Pronouns and Pronoun-Antecedent Agreement. Accessed August 10, 2020.

http://guidetogrammar.org/grammar/pronouns.htm.

Salter, Matt. “What Is an Antecedent?” English Grammar Rules & Usage.

Accessed August 17, 2020. https://grammar.yourdictionary.com/parts-
of-speech/pronouns/pronoun-antecedent.html.

“Self Teaching Unit:” Pronoun - Antecedent Agreements. Accessed

September 1, 2020. https://webapps.towson.edu/ows/modulepaa.htm.

This learning resource contains copyrighted materials. The use of which has
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resources available for the learners about the learning continuity plan of this
division at this time of the pandemic.
DISCLAIMER
Credits and respect to the original creator/owner of the materials found in this
learning resource. This material is not intended for uploading nor for
commercial use, but purely for educational purposes and for the utilization of
Zamboanga City Division only. No malicious infringement is meant by the
writer.

Written by: SHERYLL J. SANTIAGO (MT-I) Don Pablo Lorenzo MHS (Lesson 1)
Written by: CRISTINA G. COLUMBRES (HT-III) Don Pablo Lorenzo MHS (Lesson 2)