English-Lm-G7 (4-4-16) Final

7
English
Learner’s Material
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Department of Education
Republic of the Philippines
English – Grade 7
First Edition, 2015
ISBN: ___________
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Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, Ph.D.
Assistant Secretary: Elvin Ivan Y. Uy
Development Team of the Learner’s Material
Consultants: Dr. Edizon A. Fermin and Prof. Marla C. Papango

Authors:
Reviewers:
Language Editor:
Production Team: Dir. Jocelyn DR. Andaya, Dr. Melinda P. Rivera, Mr.
Ricardo G. Ador and Ms. Anna Marie B. San Diego
Illustrators:
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TABLE OF CONTENTS
INTRODUCTION 1
MODULE 1 : APPRECIATING MYSELF

Concept And Performance Matrix 4
Learning Standards 4
Matrix Of Essentials 4
Pre Test 6
LESSON 1: Searching For My Beginnings

Your Journey 13
Your Objectives 13
Your Initial Tasks
Task 1: Philippine During The Pre-Colonial Period 14
Task 2: A Way Of Life 17
Task 3: Gauge Me 18
Task 4: Puzzle Me No More 18
Your Text
Task 5: Sounds Of Language 20
Task 6: Revelation Of Truth 22
Task 7: The Origin Of Proverbs 26
Task 8: Can You Hear It 27
Task 8.1: Stress It Out 27
Task 8.2: Sentence Stress And Intonation 29
Task 9: Hear Ye! Hear Ye! 30
Task 10: Your Words Sound Familiar 31
Task 11: Nuggets Of Wisdom 33
Task 12: Picture Words 34
Task 13: Language Connections 35
Task 13.1 Do You See What I See 35
Task 13.2: More Of Verbs 36
Task 13.3: Paragraph 37
Task 14: Writing For A Purpose 37
Task 15: Proverbs On Parade 39
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Your Discobery Tasks
Task 16: Advice From The Ancient 41
Task 17: Fb(Forefather’s Blessings) Status 41
Your Final Task
Task 18: The Elder’s Cane 43
My Treasure 46
LESSON 2: Recalling My Ancestor’s Beliefs

Your Journey 47
Your Objectives 47
Your Initial Tasks 48
Task 1: Four-In-One 48
Task 2: Image Of My Ancestors 49
Task 3: Believe It Or Not 50
Your Text
Task 4: Word World 51
Task 5: In The Beginning 53
Task 6: Myth As Folk Narrative 55
Task 7: Solidarity In Diversity 56
Task 8: Language Lingo 56
Task 9: Voice Projection Game 57
Task 10: Survey-Question-Read 58
Task 11: Sleeping Beauty 59
Task 12: Narrative Type 61
Task 13: Setting The Scene 61
Task 14: Friend Or Foe 62
Task 15: Conflict, Anyone 64
Task 16: The Main Thing 65
Task 17: Plot Me 66
Task 18.1 Word Game 67
Task 18.2 Do You See What I See 67
Task 18.3: Complete Me Now 69
Task 18.4: Make Me Whole 69
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Your Discoevry Tasks
Task 19: Ancestral Recall 70
Your Final Task
Task 20: DOTA: Dawn Of The Ancient 73
My Treasure 76
LESSON 3: Connecting To My Past

Your Journey 77
Your Objectives 77
Your Initial Tasks
Task 1: Let’s Connect 78
Task 2 : Connected On The Road 79
Task 3 : Actor’s Connection 79
Task 4: Connected To The Target 79
Task 5: Hero’s Connection 80
Your Text
Task 6: Establishing Connections 81
Task 7: Idiomatic Connection 85
Task 8: Real-Life Connections 86
Task 9: Graphical Connection 86
Task 10: Linear Connection 89
Task 13: Like A Road 90
Task 14: Connected To The Rules 92
Task 15: Paragraph Connection 93
Task 16: Applied Connection 94
Your Discovery Tasks
Task 17: Connected To Symbols 95
Task 18: Characted Connection 95
Task 19: Local Connection 95
Your Final Task
Task 20: Connecting Artists And Storytellers 96
My Treasure 98
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LESSON 4: Learning From My Beginnings
Your Journey 99
Your Objectives 99
Your Initial Tasks
Task 1: Beginning Backwards 100
Task 2: A Humble Beginning 101
Task 3: A Worthwhile Beginning 102
Task 4: Viewing Prelude 102
Task 5: Let’s Get Familiar 103
Your Text
Task 6: Differing Views 104
Task 7: Stress It Out! 105
Task 8: Read To Find 106
Task 9: Stressed! 107
Task 10: Read To Stress 108
Task 12: My Twist 110
Task 13: From The Top 110
Task 14: Hitting Two Birds 111
Task 15: Like A Pro 112
Your Final Task
Task 16: Tracing Backwards 112
My Treasure 114
LESSON 5: Valuing My Elders’ Wisdom

Your Journey 115
Your Objectives 115
Your Initial Tasks
Task 1: Follow Me 116
Task 2: Best Practices 117
Task 3: Wisdom That Lingers 118
Task 4: What’s On My Mind? 118
Your Text
Task 5: Moon Vs Tide 119
Task 6: Read Between The Lines 119
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Task 7: Story Star 121
Task 8: Face The Phases 121
Task 9: High Tide, Low Tide 123
Task 9.1: High Time 124
Task 9.2: Highlight 124
Task 9.3: High Wanes 125
Task 9.3.1: High Chat 125
Task 10: Once In A Blue Moon 126
Task 10.1: Idiom Immersion 126
Task 11.1: Spin-A-Moon 126
Task 11.2: Brighten Up 128
Task 12: Paragraph In Focus 129
Task 12.1: Follow The Leader 130
Task 12.2: True Follower 130
Task 13: Lunar Day 131
Your Final Task
Task 14: Putting A Premium On 132
My Treasure 136
LESSON 6: Celebrating My Heroes’ Beliefs

Your Journey 137
Your Objectives 137
Your Initial Tasks
Task 1: Proud To Be A Hero! 138
Task 2: The People’s Hero 140
Task 3: The Hero In Me 141
Task 4: The Pen Is Mightier Than The Sword 142
Your Text
Task 5: The Quest Begins 143
Task 6: A Hero’s Guidance 144
Task 7: A Journey To An Unending Battle 144
Task 8: Onward To Victory! 149
Task 9: A Hero In The Mood 150
Task 10: Idiomatic Conversations 152
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Task 11: The Heroes’ Survey 154
Task 12: Speaking Of The Hero 154
Task 14: Heroic Tasks 160
Your Final Tasks
Task 15: Celebrated Story 162
My Treasure 165
MODULE 2: BUILDING RELATIONSHOPS

Pre Test 169
LESSON 1: Valuing One’s Family 174

Your Journey 174
Your Objectives 174
Your Initial Tasks
Task 1: Pa (Period Of Apprenticeship) 175
Task 2: Gi (General Information) Pinoy 176
Task 3: Windows Of My Soul 176
Task 4: I-C, I-Expect 177
Your Text
Task 5: Word Centipede 178
Task 6: Think And Search Like A Centipede 178
Task 7: Centipede Statement 184
Task 8: Centipede Query 184
Task 9: Centipede War 185
Task 10: Centipede View 186
Task 11: Lit (Literal) Vs Fig (Figurative) 186
Task 12: Figure The LIT 188
Task 13: Language Connection 189
Task 14: Phrase To Phrase 190
Task 15: In A Nutshell 191
Task 16: Long Live The Library! 193
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Task 17: Phrase It 194
Task 18: Fc (Family Conflict /Commercial) 195
Task 19: Conflicting Ideas 195
Your Final Task
Task 20: Adlib (Adventure To The Library) 196
Task 21: The Search 197
Task 22: Your Challenge: A Brochure Of Successful Family Stories 197
My Treasure
LESSON 2: Recognizing Beauty In Others

Your Journey 201
Your Objectives 201
Task 1: Picking On The Picture 202
Task 2: You And Me In 3-D 202
Task 3: Looming Expectations 204
Your Text
Task 4: Gift Grids 204
Task 5: Multiple Gifts 206
Task 6: Poetic Words And Lyrics 208
Task 7: Poetic License 208
Task 8: Pm (Poetic Meaning) 210
Task 9: Poem Precis 211
Task 10: Being Nice 212
Task 12: Phrasing It Nicely 214
Task 13: PO (Preposition And Its Object) 214
Task 14: Lib Opac 215
Task 15: Figures Of Chains 216
Task 16: Paying It Forward 217
Your Final Task
Task 17: A.OTH (On-Line Treasure Hunt) 217
My Treasure 220
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LESSON 3: Befriending Others
Your Journey 221
Your Objectives 221
Task 1: What Makes A F-R-I-E-N-D? 222
Task 2: A Test Of Friendship 222
Task 3: A Strange Feeling 223
Your Text 223
Task 4: Strange Melodic Connection 223
Task 5: Relate And Connect 224
Task 6: Story’s Chronological Sequence 229
Task 7: Conflict Arises, Theme Prevails 230
Task 8: Literal Vs Figurative 231
Tasks 8.1 Classifying Literal Or Figurative 231
Task 8.2: Figuratively Speaking 232
Task 10: The Bookish Explores! 238
Task 11: There’s A Connection In Reading 240
Task 12: From Text To Tasks 240
Your Final Task
Task 13: Creative Book Jacket 242
My Treasure 245
LESSON 4: Adapting To Peers

Your Journey 246
Your Objectives 246
Task 1: Cheer For Peers 247
Task 2: Peers’ Pros And Cons 247
Task 3: Break That Wall 248
Task 4: Expect, Learn, And Understand 248
Your Text
Task 5: Sensing Our Senses 249
Task 6: A. Words Unloaded 249
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Task 6: B. Poetically Yours 250
Task 7: Extract The Poetic Essence Through Diffrentiated Activites 251
Task 8: Sensing Out The T & M (Tone & Mood) 253
Task 9: Sense-O-Image 254
Task 10: Isn’t Ironic? 255
Task 12: Reference Search 259
Task 13: Let’s Think And Work Beyond Walls 261
Task 14: The Magic Is In You! 262
Your Final Tasks
Task 15: Tell Me Your Thoughts 263
My Treasure 266
LESSON 5: Loving Others

Your Journey 267
Your Objectives 267
Your Initial Tasks
Task 1: Love Hearts 268
Task 2: Heart Art 269
Task 3: Playlist: Play And Listen! 269
Task 3.1: 1Heart-Felt Playlist 270
Your Text
Task 4: Expressing It In Various Ways 271
Task 5: Coffee Break 272
Task 5.1: Spin-The-Bottle Small Group Chat 280
Task 6: Fresh From The Oven 281
Task 7: Don’t Get Me Wrong 281
Task 8: Problem Solving Advices 284
Task 10: Featuring Feature Articles 287
Task 11: Community Encounters 288
Task 12: Writing ‘Thank You’ Cards 289
Task 13: A.. Plot Summary 289
Task 13: B. Sum It Up! 291
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Task 13: C. Plot Summary 294
My Treasure 296
LESSON 6: Sharing Positive And Healthy Relationships

Your Journey 297
Your Objectives 297
Your Initial Tasks
Task 1: Character Train 298
Task 2: Blindfold Basketball 298
Task 3: Building Blocks 299
Your Text
Task 4: Like Or Unlike 299
Task 5: Check The Elements 300
Task 5.1: Double Roulette 304
Task 6: Clash Of Clans 304
Task 7: All For The Best 306
Task 8: Common Sense Or Non-Sense? 307
Task 10: Pros And Cons Poster 312
Task 11: Infomercial 313
Task 12: What Do You Mean? 313
Task 13: You Can Make A Difference! 314
Task 14: Together We Can Make A Difference 315
Your Final Task
Task 15: The Power To Impress 318
Task 15.1: Essay Hurrah! 319
Task 15.2: Points To Power 320
My Treasure 322
MODULE 3: BLENDING WELL IN A DIVERSE SOCIETY

Pretest 326
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LESSON 1: Acknowledgeing Diversity
Your Journey 333
Your Objectives 333
Your Initial Tasks
Task 1: A Diffrently Beatiful World 334
Task 2: An Emerging Change 335
Task 3: Kaeidos Thoughts 336
Task 4: I Think 338
Your Text
Task 5: Reading Adventure Time 339
Task 5.1: Thinking Out Loud 339
Task 5.2: Anticipation-Reaction Guide 340
Task 5.3: Vocabox 340
Task 5.4: Title-Pair-Talk 341
Task 6: Locate, Reflect, Evaluate! 344
Task 7: What Kind Of Persons Are Filipinos? 345
Task 8: My Lucky Number (Process Question) 345
Task 9: Extension Activity 346
Task 10: Tune In! 346
Task 11.1: Grammar Exercises 349
Task 12: Atm (Across Teacher’s Mind) 351
Task 13: Unity In Diversity 352
Task 14: Points Of View 352
Task 15: Diversity Issues 352
Your Final Task
Task 16: A Celebrity With A Helping Heart 353
My Treasure 355
LESSON 2: Setting Aside Differences

Your Journey 356
Your Objectives 356
Your Initial Tasks
Task 1: Deliciously Different 357
Task 2: A Sauce For A Cause 357
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Task 3: Bottled-Up And Ready To Go 358
Your Text
Task 4: A Condiment For All Seasons 359
Task 5: You’re Not Eating Your Words 359
Task 6: Different But Delecious 360
Task 7: Listen Up! I Have A Story To Tell! 364
Task 9: Tastefully Different 369
Your Final Task
Task 10: A Unique Taste With The Same Flavor 370
My Treasure 373
LESSON 3: Embracing Diversity

Your Journey 374
Your Objectives 374
Your Initial Tasks
Task 1: Picture Me A Word 375
Task 2: Mayhem Of Events 376
Task 3: See-Saw Brainstorming 376
Task 4: Target Chart 377
Your Text
Task 5: A Picture’s Worth A Thousand Words 377
Task 6: To Where I Belong 378
Task 7: A Story From The Heart 379
Task 8: Are You Happiest Person In The World? 385
Your Discovery Taks
Task 10: Differently The Same 389
Your Final Task
Task 11: Embracing Each Other’s Differences 391
My Treasure 394
LESSON 4: Responding To The Needs Of Others

Your Journey 395
Your Objectives 395
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Your Initial Tasks
Task 1: A Picture Of You In My Mind 396
Task 2: Orderly Guessing 397
Task 3: Hungry For Knowledge 397
Your Text
Task 4: Imagine The Possibilities 398
Task 5: Wordy Bubble Vocabulary 398
Task 6: Fortune Telling Story 399
Task 8: Rescue Hotline: A Heart For Helping 411
Your Final Task
Task 9: The Blood Of A Hero 413
My Treasure 416
LESSON 5: Aiming To Be Socially Responsible

Your Journey 417
Your Objectives 417
Your Initial Tasks
Task 1: Think-Link-Share 418
Task 2: Listen And Tell 419
Your Text
Task 3: Treat Me 419
Task 4: Vocabulary Exercise 420
Task 5: Literary Journey 420
Task 6: Society Feud In The Class 424
Task 8: Pinoy Youth (Making Choices, Building Voices) 429
Task 9: Traver Tracer 431
Task 10: Mini-Talk Show 432
Your Final Task
Task 11: Panel Discussion 433
Task 11: A. Photo Essay 433
Task 11: B. How To Proceed On The Panel Discussion 435
My Treasure 436
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LESSON 6: Asserting One’s Identity In A Diverse Society
Your Journey 438
Your Objectives 438
Your Initial Tasks
Task 1: Facts Or Bluffs 439
Task 2: My Hero, Just Asking 440
Task 3: Predicting Outcomes 441
Task 4: My Word Map 441
Task 5: Line Match 442
Your Text
Task 6: Reading Time! 443
Task 7: Field Reporting 445
Task 8: Phrases Alive 446
Task 10: Class Symposium (Juan Voice) 451
Task 11: Six Thinking Hat Tools 452
Your Final Task
Task 12: A Bit Of Beat (Simple Debate) 453
My Treasure 456
MODULE 4: CONNECTING TO THE WORLD

Pretest 461
LESSON 1: Relating Past To The Present

Your Journey 467
Your Objectives 467
Your Initial Tasks
Task 1: From Gen X, Y To Z 468
Task 2: Reconnection 469
Task 3: Then And Now 470
Task 4: Setting Expectations 471
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Your Text
Task 5: Anticipation-Reaction Guide 471
Task 6: Poetry Elements 472
Task 7: Vocabulary Check 473
Task 8: Literary Exploration 474
Task 9: Poetry Whiz 475
Task 10: Pick Up A Question 476
Task 11: Film Viewing 477
Task 13: Small Group Diffrentiated Activities 481
Your Final Task
Task 14: Philippines On The Go 483
My Treasure 485
LESSON 2: Keeping Abreast With Changes

Your Journey 486
Your Objectives 486
Your Initial Tasks
Task 1: Sing It 487
Task 2: Make A Change 487
Your Text
Task 4: Expanding Vocabularies 489
Task 6: Events On A Shawl 493
Task 7: Character Development Chart 493
Task 8: Story Illustration 494
Task 9: Our Turn 494
Task 10: Text Types Blast 495
Task 11: Text Check 496
Task 12: Text Type Application 498
Your Discovery Taks
Task 14: Small Group Differentiated Activities 502
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Your Final Task
Task 15: Story Round 504
My Treasure 507
LESSON 3: Upholding Understanding Of Broadening Horizons

Your Journey 508
Your Objectives 508
Your Initial Tasks
Task 1: Changes Attack 509
Task 2: Photo Bomb 510
Your Text
Task 4: Matching Vocabs 511
Task 6: Small Group Differentiated Activities (Sgda) 514
Task 7: Homonymous Expressions Blast 517
Task 9: Small Group Differentiated Activities (Sgda) 521
Your Final Task
Task 10: Outside The Box 524
My Treasure 526
LESSON 4: Celebrating Cultural Ties

Your Journey 527
Your Objectives 527
Your Initial Tasks
Task 1: Unlock The Topic 528
Task 2: Genuine Appreciation 528
Task 3: Quote And Unquote 529
Your Text
Task 5: 4 Pics 1 Word 530
Task 6: Words Enrichment 531
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Your Discovery Task
Task 9: Small Group Differentiated Activities 537
Task 10: Promoting Cultural Ties 539
Task 11: Golden Rule 540
Your Final Task
Task 12: A. YEY Or NAY (Yes Or No) 541
Task 12: B. Small Group Differentiated Activities (Gallery Walk) 542
Task 12: C. Reaching To The World 544
My Treasure 547
GLOSSARY 548
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INTRODUCTION
This learner’s material is specifically designed to meet the needs of the K

to 12 Basic Education Program for junior high school which aims to develop the
learners to become fully functional and literate individuals. The skills, concepts,
and themes in this material are all based on the K to 12 Curriculum Guide in
English for Grade 7. The activities provided in this material will equip you with
skills needed in real-life situations.
This learner’s material provides you with interesting literary selections

and passages from the Philippines which are written in English. These were
chosen based on the sub-themes of the lessons. Through these, you will also
discover how Philippine literature in English developed. The materials will also
develop your skills in reading, listening, viewing, speaking, writing, language,
and literary. It will also give you a chance to discover yourself and have a
deeper understanding of your community and the world.
There are four (4) modules in this learner’s material which provide you
with experience on discovering yourself, others, the community, and the world:
Module 1: Appreciating Myself

Module 2: Building Relationships
Module 3: Blending Well in a Diverse Society
Module 4: Connecting to the World
Each module has a number of lessons with the following parts:
1. Your Journey – It provides you with a clear direction of the lesson

together with the sub-theme of the lesson. It also gives you an overview
of the final task that you need to perform at the end of the lesson.
2. Your Objectives – It provides you with a list of your target skills for the
lesson. You may check this list while you are going through the track of
your lesson to see if you were able to achieve them.
3. Your Initial Tasks – It lets you find out how much you know about the
lessons which you will study.
4. Your Text – It presents the main reading text as well as the other target
skills for the lesson. It also includes Language Connections where you
will have a chance to improve your language skills set in varied contexts.
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5. Your Discovery Tasks – It presents real-life activities that prepare you
for the final task. It will also require your deeper understanding of the
concepts studied in each lesson.
6. Your Final Task – It serves as the final output of each lesson. It will
assess your skills developed in the lesson. The tasks given to you here
are all based in real-life situations.
7. My Treasure – It helps you summarize and express important learnings

that you gained in each lesson. Organizers are provided in this phase to
help you put together your ideas easily.
Have fun in learning!
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Module 1
“Appreciating Myself”
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LEARNER’S MATERIAL
ENGLISH GRADE 7
CONCEPT AND PERFORMANCE MATRIX
The learner demonstrates communicative competence

PROGRAM through his/her understanding of literature and other text
STANDARD types for a deeper appreciation of Philippine culture and
other countries’ cultures.

GRADE LEVEL through his/her understanding of Philippine Literature
STANDARD and other text types for a deeper appreciation of
Philippine Culture.
LEARNING STANDARDS
MODULE 1/ QUARTER 1
Quarter and Performance

Content Standard
Theme Standard
The learner demonstrates understanding The learner
of how pre-colonial Philippine literature creatively
and other text types lead him/her to tells a story
1 connect to his/her past, embrace Filipino using modern
culture and identity through various technology.
Appreciating reading styles, creative writing
Myself compositions, oral language fluency
activities, viewing and listening texts and
observing correct subject-verb agreement
in order to appreciate oneself.
MATRIX OF ESSENTIALS
Theme and Language/

Enabling Culminating
Period Sub-theme Grammar
Activity Activities
Covered Focus
Illustration
Appreciating Lesson 1:
and Oral
Myself Searching for SV-
Interpretation Story Telling
My Agreement
of Filipino
Beginnings
Proverb
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Pre-Colonial Compilation
Philippine Lesson 2: of Myths
Literature Recalling My SV- and Legends
Ancestors’ Agreement with
Beliefs Reflective
Journal
Flipbook of
Lesson 3:
SV- Epic Heroes
Connecting
Agreement and Other
to My Past
Characters
Lesson 4:
Learning SV- Graphic
from My Agreement Organizer
Beginnings
Lesson 5:
Valuing My SV-
Comic Strip
Elders’ Agreement
Wisdom
Lesson 6:
Celebrating SV-
Story Telling
My Heroes’ Agreement
Beliefs
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PRE-TEST IN ENGLISH GRADE 7
MODULE 1
I. Listening
Listen carefully to the selection to be read by the teacher. Then, answer

the questions that follow.
1. Who was the head of Katipunan?

A. Dr. Jose Rizal C. Marcelo Del Pilar
B. Andres Bonifacio D. Gen. Emilio Aguinaldo
2. What did the Katipuneros tear to show their protest against the cruelty of
the Spaniards?
A. bamboo C. bolo
B. cedula D. salvo
3. What does the selection show? Filipinos are _______.

A. humble C. brave
B. honest D. infidel
4. Which is true according to the selection? The Filipinos ________.

A. were free under the Spaniards.
B. were comfortable with the Spaniards.
C. were happy under the Spanish government.
D. could no longer bear the cruelty of the Spaniards.
5. The Filipinos revolted against the Spaniards because they___________.

A. liked to shout angrily.
B. were forced by Bonifacio.
C. were not free to do anything.
D. They knew how to use guns and bolos.
II. Reading and Literature
Read the story below, and then answer the questions that follow.
Once upon a time in the Philippines there was an old woman with
strange magical qualities. The local villagers had noticed her house seemed
brighter at night even though there was no electricity. According to rumors
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some had even seen dwarfs helping a mysterious and beautiful girl at night.
No one ever discovered the source of the mysterious night time glow.
She lived in the forest on the outskirts of a fishing village and was famous
for her beautiful flowers. The fisherman would barter their treasured catch for
her flowers.
A young couple came to visit the village. They were haughty and were
not from around there. A proud pair that hated anything they thought was
ugly. They would make fun of anything they thought was ugly.
They were out exploring the village one day and came upon the old
woman in the forest. Since they found her ugly, they mocked her. After
making fun of her, the old woman asked them to leave but they refused.
To punish them, she said “Since you only like beautiful things I will turn
you into the most beautiful insect.” She tapped them with her cane and they
became the first two butterflies.
6. Who is the main character in the story?

A. old woman C. many villagers
B. young couple D. colorful butterflies
7. The young couple played as the _____in the story.

A. protagonists C. friends
B. antagonists D. heroes
8. The young couple made fun of the old woman. This part of the plot is the
____ of the story.
A. resolution C. climax
B. introduction D. falling action
9. What is the resolution of the story?

A. The old woman became a butterfly.
B. The young couple went home happily.
C. The old woman punished the young couple.
D. The young couple befriended the old woman
10. What kind of story is this?

A. novel C. epic
B. legend D. myth
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III. Speaking
A. Stress
Put the stress mark above the accented syllable. Use the symbol (').
11. tornado
12. talented
13. guitarist
B. Intonation Pattern
Tell whether the following sentences follow (A) rising-falling intonation or

(B) rising intonation Pattern. Write the letter of your answer.
14. Did you visit your grandmother?

15. I’m a student. How about you?
16. I forgot my notebook yesterday.
IV. Grammar
A. Subject-Verb Agreement
Choose the correct form of the verb that agrees with the subject.
17. Two kilometers (is, are) the distance between our houses.
18. The flock of birds (is, are) flying south.
19. Either his mother or his grandparents (gives, give) him an advice.
20. News (come, comes) very early today.
21. Many (believe, believes) that Maria Makiling is a forest nymph.
22. Her measles (heal, heals) very fast.
23. A number of Filipino values (is, are) still observed today.
24. The mother and the daughter (help, helps) one another in doing house
chores.
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B. Vocabulary Development
Affixes: Choose the letter of the correct prefix to form the word that completes
the sentence.
25. No one ever ______ -covered the source of the mysterious night time glow.
Which of the following prefixes best completes the highlighted word? Read
the sentence for other clues.
A. dis- C. im-
B. re- D. in-
26. The young couple receive ______ from the old woman they mocked.
(punish) Using the highlighted word inside the parenthesis, which suffix
appropriately forms a new word to fill in the blank?
A. -ance C. -ment
B. -ity D. -val
Proverbs and Idioms

For numbers 27-28, identify the proverbs and idioms.
27. Which of the following is not a proverb?

A. A bird in the hand is worth two in the bush.
B. A watched pot never boils.
C. Let the cat out of the bag.
D. A sincere invitation is augmented a pull.
28. Which of the following is an example of idiomatic expressions?

A. cry over spilt milk
B. take your medicine
C. as high as the mountain
D. make a long story longer
For items 29-31, identify the meanings of the proverbs and idioms.
29. He visits our place once in a blue moon. The underlined idiom means it
happens ______.
A. always
B. very rarely
C. during the day
D. during the night
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30. Writing a news article for her is just a piece of cake. What does the idiom a
piece of cake mean?
A. The task is simple.
B. The work is like a cake.
C. The job is complicated.
D. The activity is very hard.
31. What does “A bird in the hand is worth two in the bush” mean?
A. It’s better to hold something than to let it go.
B. It’s better to catch a bird in the cage than in the field.
C. It’s better to have one bird in the cage than to have two on the grass.
D. It's better to have a lesser, but certain than having more but unsure.
Sensory Images
For numbers 32-33, identify the sense to which the following lines appeal.
32. Maria has long, black abundant hair which she usually decorates with
pomelo flowers.
A. sight C. smell
B. hearing D. touch
33. “Then back to his maiden fair he ran; unmindful of the rain; but his feet
slipped and he fell down.”
A. hearing C. smell
B. sight D. touch
Tone
Identify the tone of the speaker in the following lines.
34. “Alas. My brother Sulayman is dead!”

A. angry C. sad
B. happy D. surprised
35. "If only that old woman hadn't seen him! If only our Chief had not sentenced
him to die!"
A. surprised C. sorrowful
B. angry D. regretful
10
Moods
Match the non-verbal communication in Column A with its interpretation in
column B. Write the letter of your answer.
Column A Column B
36. He who bites his nail A. angry

37. The one who smiles alone B. bored
38. A man who clenches his fist C. restless
39. A person who yawns loudly D. insane
40. She who rests her jaw on her hand E. worried and sad
F. remembers something/
someone Special
V. Identifying parts of a paragraph
Rewrite the following sentences using the given organizer. (41-45)
A. A hawker is a person who moves from one place to another and sell
their goods, by shouting on the streets.
B. They work hard throughout the day.
C. They move on the street on their bicycle and sometimes on foot and
sell their products.
D. We can see hawkers everywhere.
E. They move everywhere selling their goods without caring about the
weather.
41
.
42 43 44
. .
45
11
Write a short simple paragraph about a topic on how you can be a hero
on your own way. Please refer to the rubrics for grading the simple paragraph.
(46-50)
Simple Paragraph Rubrics

Criteria 5 4 3 2 1
Only 5 Only 4 Only 3
All sentences sentences sentences sentences All
in the in the in the in the sentences
Content paragraph paragraph paragraph paragraph are not
are related to are related are related are related related to
the topic. to the to the to the the topic.
topic. topic. topic.
The
The The The
paragraph
The paragraph paragraph paragraph
has more
paragraph shows 1-2 shows 3-4 shows 5
than 5
Organization shows a sentences sentences sentences
sentences
of Ideas logical which are which are which are
which are
arrangement not not not
not
of ideas. properly properly properly
properly
organized. organized. organized.
organized
All rules on
Any 1-2 Any 3-4 Any 5 More than
capitalization,
Mechanics rules are rules are rules are 5 rules are
spelling,
not not not not
of Writing grammar, etc properly properly properly properly
are perfectly
observed. observed. observed. observed.
observed.
12
MODULE 1
Lesson 1
______________________________________________________________
SEARCHING FOR MY BEGINNINGS
YOUR JOURNEY
Part of the challenges that await you is the ability to connect to your past
and to embrace Filipino culture and identity. These challenges will help you
appreciate how unique Filipinos are.
Searching for your beginnings widens up the understanding you have for
yourself. It gives you a good background to develop your identity as an
individual. It also guides you to answer the question: “What is the essence of
knowing my beginnings?”
As you go through this lesson, you will learn the importance of knowing
your own beginnings through your ancestors’ proverbs. These proverbs reflect
folk wisdom on how to act and live well; hence, they show cultural values and
the physical environment of the region where they originated. While
appreciating your beginnings, you will develop your listening, speaking,
reading, writing, viewing, language, and literary skills. These skills will be
applied at the end of the lesson through an illustration and an oral interpretation
of your chosen Filipino proverb.
YOUR OBJECTIVES
As you go through this lesson, you are expected to:
 discover literature as a means of connecting to a significant past

 recognize stress and intonation that serve as carriers of meaning
 observe the correct production of vowel and consonant sounds,
diphthongs, blends and glides
 listen for important points signaled by stress and intonation
 note the changes in stress and intonation that affect meaning
 observe the correct production of vowel and consonant sounds,
diphthongs, blends and glides
 distinguish features of colloquial language and slang
 identify the distinguishing features of proverbs
 describe a literary genre during the pre-colonial period
 distinguish between oral and written language use
 observe correct subject-verb agreement
 express appreciation for sensory images used
13
 identify the common purposes of writing
 illustrate one’s chosen Filipino proverb and interpret it orally using
appropriate features of speech
Remember that your expected output at the end of

the lesson is an illustration and an oral interpretation of
your chosen Filipino proverbs. You need to apply your
skills in creating illustrations and presenting an oral
interpretation. The activity will be assessed based on the
following criteria: content, originality, oral delivery, impact,
and appearance.
YOUR INITIAL TASKS
TASK 1: Philippines during the Pre-Colonial Period
 View each painting closely.

 With a partner, describe the kind of life the Filipinos had during the
Pre-Colonial Period.
http://www.filipiknow.net/wp-content/uploads/2014/11/Ancient-
Philippine-Civilization.jpg
14
http://www.filipiknow.net/wp-content/uploads/2014/11/Professions-in-Pre-
Colonial-Philippines.jpg
http://www.filipiknow.net/wp-content/uploads/2014/11/Politics-and-
Government-in-Pre-Colonial-Philippines.jpg
15
http://www.filipiknow.net/wp-content/uploads/2014/11/Foreign-Relations-in-
Pre-Colonial-Philippines.png
http://www.filipiknow.net/wp-content/uploads/2014/11/Judicial-and-Legislative-
System-in-Pre-Colonial-Philippines.jpg
16
http://www.filipiknow.net/wp-content/uploads/2014/11/Baybayin.jpg
TASK 2: A Way of Life
 Work with a partner and state your agreement or disagreement with the
statements below. Be ready to justify your stand.
1. The early Filipinos have high literacy rate.

2. They had no foreign relations.
3. They were not self-sufficient.
4. Several professions already existed.
5. They already had an advanced civilization.
6. Early Filipinos enjoyed a high standard of government.
7. Our forefathers already possessed a working judicial and legislative
system.
17
TASK 3: Gauge Me
 Read each item and accomplish the table below by checking the
corresponding column.
I know I know I want to

Topic
a little a lot know more
1. Filipino Proverbs
2. Reading Style for One’s Purpose
3. Prosodic Feature
(Stress and Intonation)
4. Colloquial and Slang
5. Common Purposes of Writing
6. Sensory Images
7. Oral and Written Language Use
 Among the seven topics, how many check marks did you get in each
column?
TASK 4: Puzzle Me No More
 Look at the boxes below. If you start at the top right hand square, then
spiral clockwise round the perimeter and finish at the central square,
you spell out the word CLOCKWISE.
I S C
W E L
K C O
 Now try the following items. Each word can start at any corner. Read for
the clues. The word to fill in the blank is the same word you spell out in
the boxes.
1. Pre-colonial inhabitants of the Philippines have a rich oral __________

of literature.
T O I
R N T
A D I
18
2. One popular form of pre-colonial literature is the __________ –
basahanon in Bukidnon, daraida and daragilon in Panay, salawikain in
Luzon or sarsarita in Ilocos.
E R B 
V O R P
3. Filipino proverbs echo the ideals of the Philippines. Though they have
been retold and passed down from one generation to another, the
__________ and lessons they impart to us still hold true to this day.
V A L
S E U
4. Dr. Damiana Eugenio, a renowned Filipina folklorist, says there is still

no universally accepted definition of the word __________.
O L K L
R E F O
5. Any bit of knowledge handed down from generation to generation, which

depicts the beliefs and lifestyle of our ancestors of a chosen ethnic group
is rendered __________ to that group, and is respected as folklore.
Q U
I E
N U
19
You are now ready for the next phase of the lesson.
YOUR TEXT
TASK 5: Sounds of Language
 Read and enhance your pronunciation of a few critical vowel and

consonant sounds, diphthongs, blends and glides based on the article
entitled Words of Wisdom.
Words:
native (ā) wisdom (ə) ancestors (s)

brief (ē) country (ŭ) literature (ch)
indigenous (ĭ) folklore (ō) Spanish (sh)
it (ĭ) proverbs (ŏ) expressions (sh)
live (ĭ) rhyme (ī) treasure (zh)
Phrases:
 brief instructive expression  of Philippine folklore

 to learn our indigenous  ancestors’ wisdom
languages  in our country
 of the native spirit  other oral expressions
 the wit of one  Spanish missionaries
 our elders’ wisdom  struck by proverbs
 lived by simple rules  rhyming words
 of folk literature  cultural treasures
Clauses:
 which are brief instructions  that are witty expressions

 how proverbs formed part  that reveal our ancestors’
of the native spirit wisdom
 which are referred to by  when she gathered proverbs
some scholars as the from various areas in our
wisdom of many country
20
 because they have the  which are not only witty
power to teach people the expressions
more essential  as their fellow religious
 truths about life and the people learned our
complexity of living indigenous languages
 when she spent a lifetime  when Spanish missionaries
collecting pieces of folk translated our proverbs
literature  because they have rhyme
 as Eugenio compiled and  which are also our cultural
edited Philippine Folklore treasures
Sentences:
 Proverbs are brief instructive expressions that suggest a specific

action, behavior, or judgment.
 Spanish missionaries were found to have translated such
proverbs and other oral expressions in Spanish in order for their
fellow religious people to learn our indigenous languages.
 She asserted that even the Spaniards who colonized our country
noticed how proverbs formed part of the native spirit.
 Our proverbs are not only witty expressions. They are also our
cultural treasures.
 She spent a lifetime collecting pieces of folk literature that reveal
our ancestors’ wisdom.
 Proverbs are brief instructive expressions that suggest a specific
action, behavior, or judgment.
 They are also our cultural treasures.
Paragraphs:
Damiana L. Eugenio, a distinguished scholar of Philippine Folklore

compiled and edited what may very well be considered as the most
comprehensive collection of proverbs in our country. There is a limited
number of works like this in existence. She spent a lifetime collecting pieces
of folk literature that reveal our ancestors’ wisdom.
Our proverbs are not only witty expressions. They are also our
cultural treasures. As we continue to use them in various spoken or written
21
forms and as we explore ways of representing them in graphic, musical, or
dramatic modes, we facilitate their preservation. And through these, we
strengthen our identity as a people.
This is good to know!
Phonetics is the study of the sounds of language. These sounds are

called phonemes.
Diphthongs or double vowels: bite, cow, and boy. Diphthongs

involve off-glides: You can hear the y in bite and boy, and the w in cow.
Semivowels are sounds that are, as the name implies, very nearly
vowels. In English, we have w and y, which you can see are a lot like vowels
such as oo and ee, but with the lips almost closed for w and the tongue
almost touching the palate for y. They are also called glides since they
normally “glide” into or out of vowel positions (as in woo, yeah, ow, and oy).
Consonant Blend: a sequence of two or three consonants, each of

which is heard. Examples: “sh” and “ch”
Source: Retrieved from

http://www.public.asu.edu/~diann/Resources/Phonics/phonics%20glossary.pdf on July 22,
2015
Retrieved from http://webspace.ship.edu/cgboer/phonetics.html on July 22, 2015
TASK 6: Revelation of Truth
 Read the selection and find out how witty our ancestors were, and what
they created to reveal their inner thoughts and wisdom towards better
living.
Words of Wisdom
Damiana L. Eugenio, a distinguished scholar of Philippine Folklore

compiled and edited what may very well be considered as the most
comprehensive collection of proverbs in our country. There is a limited
number of works like this in existence. She spent a lifetime collecting pieces
of folk literature that reveal our ancestors’ wisdom. When she gathered
proverbs from various areas in our country, she declared that our elders lived
by simple, yet very meaningful rules of righteous living.
22
In fact, she asserted that even the Spaniards who colonized our country
noticed how proverbs formed part of the native spirit. Spanish missionaries
were found to have translated such proverbs and other oral expressions in
Spanish in order for their fellow religious people to learn our indigenous
languages. By doing so, they were able to interact with the early Filipinos
there and eventually introduce the Catholic faith.
Proverbs are brief instructive expressions that suggest a specific action,

behavior, or judgment. Referred to by some scholars as “the wisdom of many
and the wit of one”, they are commonly written in the form of short assertions
or poetic two-liners which have rhyme. It is interesting to note that people are
easily struck by proverbs when they are woven in conversations or writings.
This is perhaps because they have the power to teach people the more
essential truths about life and the complexity of living. Compared to lengthy
narrations, descriptions, or argumentations, proverbs are able to effect
quickly a change in view or disposition.
In Filipino, proverbs are called salawikain or sawikain. They prescribe

norms, impart a lesson, or emphasize traditions and beliefs in a community.
In the anthology of Damiana L. Eugenio, she classified proverbs into six
categories.
(1) proverbs expressing a general attitude towards life and the laws
that govern life
Ang kapalaran ko di ko man hanapin, dudulog lalapit kung talagang

akin. (Tagalog)
The good fortune which is intended for me will come even without
my seeking it.
Walang ligaya sa lupa na di dinilig ng luha. (Tagalog)
There is no earthly joy that is not watered with tears.
(2) ethical proverbs recommending certain virtues and

condemning certain vices
Dai mo pagpaagahan an magigibo mo ngonyan. (Bikol)

Do not put off for tomorrow what you can do for today.
Walang utang na di pinagbayaran. (Tagalog)

No debt remains unpaid.
23
(3) proverbs expressing a system of values
Ti nasadot a baro cas carne a nadangro. (Ilokano)

A lazy young man is like foul-smelling meat.
Isa ka tuig nga tiponon, isa ka takna wagwagon. (Hiligaynon)
It takes only a moment to squander what took a year to save.
(4) proverbs expressing general truths and observations about life

and human nature
Huli man at magaling, ay naihahabol din. (Tagalog)

A good thing is never too late.
Ing mayap a babai, maiguit ya karing rubi. (Pampango)
A good woman is worth more than rubies.
(5) humorous proverbs
Kay tagal nanindahan, kabili-bili‟y balindang. (Tagalog)

After shopping for a long time, he ended up with a poor purchase.
Ako kanhi cabalyero nga wala‟y kabilinggan; pagdawat sa
matrimonio, sa hinanali ng lawas mingniwang. (Cebuano)
I was formerly a gentleman without care at all, but when I got
married, my body shrank and became small.
(6) miscellaneous proverbs
Ing matudtud a pemangca e na balu lebasa ng sapa. (Pampango)

The sleeping boatman does not know the streams he has passed.
Mapipia nu sumavat ka a maysaosaod su sagap as canu caviden
mu du calawangan q manalamad su among. (Ivatan)
It is better to go home and weave a net than to stay on the shore and
watch the fish.
Our proverbs are not only witty expressions. They are also our cultural
treasures. As we continue to use them in various spoken or written forms and
as we explore ways of representing them in graphic, musical, or dramatic
modes, we facilitate their preservation. And through these, we strengthen our
identity as a people.
Source: Grade 7 English Learning Package
24
 TRUE OR FALSE:
In your notebook, write T if the statement is true and F if it is not.
1. Most of the early proverbs in the Philippines are written in English.

2. Proverbs and other forms of folk literature were translated by the
Spaniards into English.
3. Some proverbs are poetic and figurative in nature.
4. Early Filipinos’ proverbs served as guideposts for upright living.
5. Proverbs may have geographical origins.
6. People can’t react to the meaning of proverbs quite quickly.
7. Proverbs can instruct and prescribe at the same time.
8. Proverbs are less superior to other literary forms in expressing
messages.
9. Proverbs reflect many things about our culture and identity.
10. Proverbs cannot be preserved.
25
TASK 7: The Origin of Proverbs
 With a partner, copy/draw the Philippine map on a short bond paper and
write at least five original proverbs from Task 6 beside the place where
these proverbs originated.
26
TASK 8: Can You Hear It
Task 8.1 Stress It Out
 Listen, repeat and remember the right stress to distinguish the

heteronyms or words with the same spelling but with different
pronunciations which carry the primary stress on the first syllable for
nouns, and on the second syllable for verbs. Apply the right stress on
the highlighted syllables.
NOUN VERB NOUN VERB

combat combat desert desert
conduct conduct object object
conflict conflict present present
construct construct protest protest
contact contact purchase purchase
content content record record
defect defect survey survey
 Listen, repeat and remember the location of the accent. Apply the right
stress on the highlighted syllables.
accuracy ceremony family memorable

adolescent comfortable folklorist nationality
ancestor committee holiday preliminary
antecedent composite honorable preferable
attainment confidential innovative reasonable
baptism cooperative interested sovereignty
category establishment intestine talented
 Listen, repeat and remember the elision (omission). In long words,

unstressed vowels even disappear.
accident(a)lly document(a)ry mis(e)rable

asp(i)rin element(a)ry pleas(u)rable
awf(u)lly delib(e)rate reas(o)nable
bev(e)rage fav(o)rable rest(au)rant
comf(o)rtable fav(o)rite sep(a)rate
choc(o)late int(e)resting temp(e)rapture
diff(e)rent laborat(o)ry veg(e)table
27
Stress is the relative emphasis that may be given to certain syllables in

a word, or to certain words in a phrase or sentence. In English, stressed
syllables are louder than non-stressed syllables. Also, they are longer and
have a higher pitch.
When one speaks with an accent, he/she needs to be comfortable with

it and this could only be achieved when the speaker knows that he could be
understood by the people he is talking to.
A second language speaker who decides to improve his/her ability to

speak should try to do the following: expose himself/herself to good materials
– watch English films and television shows, mimic good first language
speakers, and do a lot of practice.
Here are some important pointers on how to achieve an acceptable

accent: Do not speak word for word. Connect words to form sound groups.
Examples: Good morning. (Magandang umaga po.) How are you? (Kamusta
ka na.) Filipinos tend to differentiate stressed syllables from the unstressed
ones. All vowels remain full vowels.
American accent does not require excessive lip, tongue and jaw
movement. Keep your tongue lying relaxed at the bottom of your mouth.
Release all tension in your jaw, and lightly part your lips as a small and light
object is between them.
Retrieved from http://www.learning-english-online.net/pronunciation/stress-and-

intonation/ on July27, 2015
Malicsi, J. (2005). The ELP Series. Quezon City: The Classics Foundation for the English
Linguistics Project
28
Task 8.2 Sentence Stress and Intonation
 Use the right intonation to achieve the purpose or feeling indicated.

Emphasize the appropriate stress in the highlighted words.
Sentence Purpose/Feeling
1. He is my friend.  The speaker is stating a fact.
(not the other fellow)
2. He is my friend.  The speaker is sure.
(no doubt on the friendship)
3. He is my friend.  The speaker expresses ownership.
(not anybody’s friend)
4. He is my friend.  The speaker emphasizes
friendship.
(not an enemy, but a friend)
5. He is my friend?  The speaker doubts if he is a
friend.
6. He is my friend.  The speaker is excited.
 Read the following sentences using rising intonation. What is the

speaker’s purpose/feeling when it is spoken with rising intonation? How
about if spoken with falling intonation?
1. This is yours.
2. Liza is your friend.
3. Thank you.
4. I need bananas, mangoes …
5. He is handsome.
Sentence-stress refers to certain words in a sentence that are given

importance. There is no complete set of rules for sentence-stress. The
meaning intended determines the words to be stressed and the degree to
which they are emphasized. If you shift the primary stress, you get different
meanings.
29
Intonation refers to the total pattern of pitch change within an utterance.
It is usually associated with the intent behind the sentence. It is important for
us to use the appropriate intonation patterns when we speak. Otherwise, we
may be sending messages using intonations that contradict what we want
our words to say.
References: Perez. L. (1992). Advanced Speech Manual. Quezon City: Publishers’ Printing
Press
Malicsi, J. (2005). The ELP Series. Quezon City: The Classics Foundation for the English
Linguistics Project
Prosodic features are variations in pitch (intonation), stress patterns

(syllable prominence), and duration (length of time) that contribute to
expressive reading of a text. Reading Fluency is more than just the ability to
read fast; it includes an understanding of the message being conveyed by
the text. Prosody is a sign or an index that the reader is actively constructing
the meaning of the passage as the words are being identified and
pronounced.
Source: http://red6747.pbworks.com/w/page/8522964/Prosody.
Reference: Perez. (1992). Advanced Speech Manual. Quezon City, Philippines: Publishers’
Printing Press
 Research for some original dialogues on a topic of your choice and

prepare to read those dialogues in front of the class the next meeting.
Remember to internalize your roles and to observe the features of
speech. (Pair Work)
TASK 9: Hear Ye! Hear Ye!
 Form a group of three (3). As you listen to the three (3) short passages,
check the appropriate speaker column in the chart below. Be ready to
support your answers. (One chart for every group)
Descriptions
of the Speaker’s
Recording Scholar Student Newscaster
Speaker’s Message
Voice
1
30
2
3
 How do you know their identity whether scholar, student and newscaster?
 Read the three short passages orally.
 What is the common idea which the three speakers talk about? Write your
answers on the Speaker’s Message column.
 What is the message of the speech of each speaker?
 What affected your understanding of what you listened to and read?
Why? Write your answers on the last column.
TASK 10: Your Words Sound Familiar
 Read the real-life dialogue between John and Jerry. Take turns reading
the dialogue.
John: Hey man, what’s up?

Jerry: Not much. I’m just seeing what you’re up to tonight.
John: I was kind of planning on just staying in and chilling at my place.
You can swing by if you want.
Jerry: I was thinking of going somewhere for a drink. I’ve been
cooped up in the office all week and I need to let loose a bit.
Would you be up for that?
John: I don’t know man, I’m pretty beat. I’ll let you know later if I get a
second wind.
Jerry: Ok, cool. Later!
 Process Questions:
1. What did the two boys talk about?

2. How are they related to one another? How do you know?
3. What can you say about the underlined words in the dialogues? How
do we call them?
4. What are the two spoken forms of language used by people in
everyday speech?
5. What is the difference between these two forms of expressions?
31
 Give the slang equivalent of the following colloquial expressions. Pick out
appropriate expressions from the dialogues. Give more pairs to complete
the chart. You may use a dictionary for this task if necessary.
Colloquial Slang
Example:
 How are you doing?  What’s up!
 doing 
 relaxing 
 go there 
 have fun 
 really tired 
 tired before but all of a 
sudden got energy to do
something
Colloquial language is used in everyday speech. This presents a

neutral tone, not so much informal or formal. This is the level used in
ordinary conversations, like in speaking with classmates, teachers, visitors,
etc.
Familiar language reflects the close relationship of the people

speaking. The intimacy is observed in the use of details and personal
references in speech.
Slang is a sub-category of colloquial expressions. It refers to words,

phrases and uses of language that are considered to be very informal and
the usage is often restricted to special contexts or is only used by a
particular class, profession, social group, etc. Some forms of slang includes
abusive, offensive or vulgar language and 'taboo' words. Most slang
expressions are spoken, not written and would be considered inappropriate
in formal types of communication.
Sources: Retrieved from https://thewritecorner.wordpress.com/2010/01/31/difference-

between-colloquialism-and-slang/ on July 24, 2015
Retrieved from http://www.scribd.com/doc/210264285/colloquial-familiar-slang#scribd on
July 29, 2015
32
TASK 11: Nuggets of Wisdom
 Guessing game.
 Form two (2) groups with one representative. As a strip of proverb is
flashed, read it silently and try to be familiar with it or even memorize it.
 Afterwards, as your teacher shows a picture, recite the proverb (in original
language) that is related to the picture shown and then interpret it.
 After the game, reread the proverbs by heart.
 PROCESS QUESTIONS:
1. How many lines are there in each proverb?

2. What are the other features of a proverb?
3. What makes a proverb poetic in nature?
4. Basically, how would you relate a proverb to everyday living?
33
Rhyme
It is the repetition of stressed vowel sounds and all sounds following them
in words that are close together in a poem like mean and screen.
TASK 12: PICTURE WORDS
 Examine carefully how individual words used in the proverbs in Task 11

convey exact meaning, feeling, sound, and then figure out how each word
adds impact to the proverb.
 Think about the reasons why the poet chose those words.
 Complete the chart and write the words that appeal to the senses.
34
TASK 13: Language Connections
Task 13.1 Do You See What I See
 Read and study the following sentences.
1. What do you notice about the underlined words?

2. How do you call the underlined words?
3. What do you notice about the encircled words?
4. Which of these words are singular? Which are plural?
5. What do you need to remember about subjects and verbs in
sentences?
6. Which rule is applicable in each of the sentences above?
Rules on Subject-Verb Agreement
 Subjects and verbs must agree in number.

Example: Laziness is the sibling of starvation.
 Who, that, and which are considered singular or plural according to

the noun directly in front of them. Do not get confused by the words
that come between the subject and the verb; they do not affect
agreement.
Example: One who spends too much time choosing ends up with
cracked wares.
Those who act tough are really coward.
35
 Prepositional phrases between the subject and the verb do not affect
agreement.
Example: Faith in God brings us success in life.
A friend in need is a friend indeed.
Reference: Grade 7 English Learning

Package
Task 13.2 More of Verbs
 With a partner, read the following proverbs and choose the correct form
of the verb inside the parentheses.
1. A stitch in time (saves, save) nine.

2. Noisy is the can that (contains, contain) nothing.
3. He who speaks too much (works, work) too little.
4. A desperate person (holds, hold) on to a knife edge.
5. Whatever you (does, do), think about it seven times.
6. A monkey, which is dressed up, (is, are) still a monkey.
7. When the blanket (is, are) short, learn to curl up under it.
8. A person who is outwardly calm (has, have) anger raging inside his
stomach.
9. He who does not love his native language (is, are) worse than a
beast or a rotten fish.
10. A heavy burden is lightened if everyone (participates, participate) in
carrying it.
36
Task 13.3 Paragraph
 Read the paragraph below and fill in the blanks with the correct form
of the verb given inside the parentheses. Copy and complete the
paragraph in your notebook. Do this activity on your own.
Barking dogs seldom bite.
We know that dogs _______ (bark) when they _______ (see)

strange people. But dogs that _______ (growl) rarely _______ (bite)
strangers. So those who _______ (be) talkative _______ (need) not
be always practical. They _______ (be) simply boasting. Containers
which _______ (be) full of water _______ (make) less noise.
Educated people _______ (not brag) themselves very much. Great
men _______ (act) and their actions _______ (speak) for
themselves. His worth _______ (be) readily recognized by others. So
_______ (talk) less, and _______ (do) more must be our motto.
TASK 14: Writing for a Purpose
 With your seatmate, read another form of folk literature and answer the
questions that follow.
At one time, there was just the sky, the sea, and the crow flying between
them. The crow got tired of flying, but could find no place to sit, and stirred
up the sea. When the waters of the sea reached the sky, it threw rocks, to
keep it down. These rocks then became the islands of the Philippines.
The crow flew down and lived peacefully on one of the islands; when
one day a bamboo struck its feet. Hurt and angry, the crow started pecking
the bamboo until it split in two – thus Malakas, meaning strong, and
Maganda, meaning beautiful, were born. Malakas and Maganda married
and had numerous children.
One day, fed up with the constant racket of the children, they started
beating them up. Terrified, the children fled all over the place, and became
the different people living on the Islands.
Source: Retrieved from http://www.buzzle.com/articles/philippines-legends-

andmyths.htmlon July 9, 2015
37
1. What is the selection all about?

2. Does it tell its readers about facts? Why?
3. Does it amuse its readers? How?
4. What is the author’s purpose of writing this literary work?
 Did you know that everything you read has a purpose?

 When an author writes something (book, magazine, textbook,
newspaper article), he/she chooses his/her words for a purpose.
 The author’s purpose is the main reason that he/she has for writing
the selection.
 When an author writes to entertain, persuade, or inform, he/she has
his/her point of view on the subject.
 Point of view is an author’s opinion about the subject.
 The author’s purpose and point of view go together.
 The author wants you to see the topic from his/her point of view.
 For some issues, you will be able to tell whether the author is FOR or
AGAINST something.
 When you are able to recognize the author’s purpose, you will have a
better understanding of the selection.
 Some selections will have two purposes. For example, if the article is
about eating healthy, it will try to persuade you to eat your vegetables
as well as, inform you about the different types of food groups.
 If the author’s purpose is to inform, you will learn something from the
selection.
 Information pieces sometime use one or more of the following: facts,
details/ instructions, places, events, people.
 If the author’s purpose is to persuade, that means they want you to
believe their position
 Persuasive pieces are usually non-fiction. Although there are facts, it
contains the author’s opinions. With persuasive pieces, it is clear on
the author’s point of view (whether he/she is FOR or AGAINST it).
38
 If the author’s purpose is to entertain, one goal may be to tell a story
or to describe characters, places or events (real or imaginary).
Source: Retrieved from https://www.google.com.ph/webhp?sourceid=chrome-

instant&rlz=1C1RNKC_enPH481PH481&ion=1&espv=2&ie=UTF-
8#q=purposes+of+writing+powerpoint on July 7, 2015
 With a partner, identify the author’s purpose of each selection if it is to

inform, to persuade or to entertain.
1. It is suggested that teachers read to the pupils every day. When they
read with their pupils, they are starting them off in life as life-long
readers and learners. It is never too late to pick up a book and read;
people in the old age have learned how to read and discovered the
pleasure of reading. Turn off the television and read a book!
2. Is it still important to know where we came from? People nowadays
tend to forget their elders and engage themselves in the world of
technology. It is important to remember that they played an important
part in our existence. It is good to be aware of the modern world, but
we should not forget where we came from.
3. A lot of people visit some of the tribes in the mountain. They offer a
variety of assistance for them from the basic things such as food,
clothing, and shelter. Some organizations even offer free education
for them. If they give assistance to them, how about you? As a
student, what can you offer?
4. Why make our life so dull when we can actively participate in culture
and arts? Why deprive ourselves the chance to reveal our very own
self and let culture do its part? We need to be reminded that culture
is formed based on what we have been through in life. It is an avenue
of one’s life struggle that eventually shaped the human aspect in us.
TASK 15: Proverbs on Parade
 Choose your favorite proverb and write it in big, bold letters in one-eight
illustration board. Consider having appropriate and colorful design on it.
 In a group of ten (10), go around the classroom while showing your
proverb to everyone.
 On your seats, explain the meaning of your proverb in five (5) to ten (10)
sentences in your notebook.
 One by one, explain the meaning of your proverb orally without reading
what you wrote in your notebook.
39
 How can language be used in relating to people?

 What are other examples of written materials? How about oral forms?
 Which form do you prefer? Why?
Oral and Written Forms
Every day we are exposed to language in all aspects of our lives; we

use the language in two forms. These language forms are either delivered
in oral or written form and it is important for you to recognize these forms
and be able to use them as you progress in your language development.
Differences
If you are having problems thinking about oral and written forms, keep
in mind that these are not only forms that you use, they are forms that you
see and hear. Anything you write or read can be considered a written form;
anything you hear or say can be considered an oral form.
Think about all of the different print materials that are common to you
every day. All of these can be considered written forms, from the newspaper,
to the grocery coupons, to book covers. When thinking of oral forms, think of
all the conversations you have or listen to throughout the day. These can
consist of a tour guide, to describing the weather, to a poetry reading and
others.
Source: Retrieved from

http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/forms.html
on July 21, 2015
40
YOUR DISCOVERY TASKS
TASK 16: Advice from the Ancient
 Read and analyze the proverb that follows.
With a partner, answer the following questions:
1. What is the message of the proverb?

2. What lesson does the proverb teach its readers?
3. What kind of people do you think created this proverb? Why?
TASK 17: FB (Forefather’s Blessings) Status
 Work in triads and read the proverb of your choice below.
41
 Give your comments on the lesson being highlighted in each proverb.
 Be reminded that each member of the group should give a comment.
 Organize your comments using the following chart.
 Present your accomplished chart to the class.
As you move on to the next phase of this lesson, bear in mind that the
next activity will demonstrate your understanding of the concepts, ideas, and
language skills to help you search for your beginnings. Are you now ready for
the next challenge?
42
YOUR FINAL TASK
You are expected to come up with illustration and oral

interpretation of chosen proverbs. Your output will be
assessed according to content, originality, oral delivery,
impact, and appearance.
TASK 18: The Elder’s Cane
 Form five (5) groups, and do the following task.
“The Elder’s Cane” Guide
Your goal is to come up with three illustrations of your three

Goal chosen original Filipino proverbs for a children’s book. It will be
accompanied by an oral interpretation of the proverbs.
You are illustrators and writers of a children’s book. You are

Role tasked to illustrate three proverbs and include them in the book
entitled “The Elder’s Cane”.
Your target audience are parents of children ranging from 6 to

Audience
10 years old who will purchase the books for their children.
Your publisher wants to publish a book which will teach young

children the different lessons from our elders through
Situation
illustrations. Your illustrations should convey the message of
the proverbs.
You are expected to come up with three illustrations of your

Product
three chosen proverbs with oral interpretation.
Your product will be evaluated based on the following criteria:

Standards
content, originality, oral delivery, impact, and appearance.
43
 Use the following guidelines as you do your illustration and oral
presentation:
A. Creating the illustration
 Search for three (3) original proverbs from the Philippines

(old proverbs) that appeal to you.
 Find out the important key words and ideas from each
proverb.
 Be reminded that the key words that you will pick can be
illustrated.
 Start drawing your proverbs bearing in mind the different
criteria mentioned in the guide.
 Be sure that the illustration that you will create will present
creative elements without affecting the meaning of the
proverbs.
 Go over these questions after drawing:
 Does your illustration convey the message of the
proverbs?
 Are all the elements in the illustration relevant? If not,
what should you remove?
B. Preparing for the Oral Interpretation
 Discuss the meaning of the proverbs that you chose.

 Make a brief oral presentation of the meanings of the
proverbs based on what the group has agreed upon.
 List down the possible effects the proverbs had on our
ancestors.
 List down also the effects that they may have in our modern
time.
 Organize your answers to a meaningful order.
C. Presenting Your Output
 Show your illustrations on three (3) pieces of oslo paper and

assign three students to explain the interpretations of your
proverbs.
44
 Use the following rubrics as your guide.
Rubrics for Illustration and Oral Interpretation
Criteria 4 3 2 1
All elements Most Some Only a few
of the elements of elements of elements of
illustration the the the
Content contributed illustration illustration illustration
to the overall contributed contributed contributed
message. to the overall to the overall to the overall
message. message. message.
All parts of Most parts of Some parts A few parts
the the of the of the
Originality illustration illustration illustration illustration
are original. are original. are original. are original.
The students The students The students The students

accurately moderately less poorly
delivered delivered moderately delivered
Oral
information information delivered information
Delivery
related to the related to the information related to the
task. task. related to the task.
task.
The The The The
presentation presentation presentation presentation
Impact conveyed a conveyed a conveyed an did not
strong message. unclear convey any
message. message. message.
The overall The overall The overall The overall
appearance appearance appearance appearance
is is attractive is acceptably is distracting
exceptionally in terms of attractive in in terms of
Appearance
attractive in design and terms of design and
terms of neatness. design and neatness.
design and neatness.
neatness
45
MY TREASURE
And the Search Continues
Imagine that you are going to have an adventure. Before you can
proceed, you need to fill out first “The Elders’ Boxes of Wisdom”. You will use
this as you go with your adventure. It will help you a lot as you face the
challenges that await you.
As you journey on the proceeding lessons, always bear in mind what you
have learned because they will serve as your guide in your quest for
knowledge.
46
MODULE 1
Lesson 2
______________________________________________________________
RECALLING MY ANCESTORS’ BELIEFS
YOUR JOURNEY
The first phase of your journey in junior high has been a great travel to
the past. This has given you the chance to search for your beginnings and
made you encounter the teachings and the beliefs of your elders. Without
doubt, these experiences enliven your spirit to live up to the expectations of
your ancestors. Recalling your ancestors’ beliefs will strengthen the wisdom
that you inherited from your great grandparents. This also leads you to answer
the question: “What is the relevance of my ancestors’ beliefs to my identity?”
This lesson will help you build up the teachings of your ancestors through
their myths and legends that explain the beginning of the world and other
natural phenomena. You will discover how these stories from varied regions of
the country reveal their beliefs, customs, and ideals that contribute to the
foundation of your identity. The application of these skills will be demonstrated
through a compilation of Philippine myths and legends with your reflection
based on their themes.
YOUR OBJECTIVES
 skim for major ideas using headings as guide

 give the meaning of the material viewed
 read intensively to find answers to specific questions
 recognize voice projection and volume that serve as carriers of meaning
 listen for important points signaled by voice projection and volume
 note the changes in voice projection and volume that affect the meaning
 explain how the elements specific to myth and legend contribute to their
theme
 use structural analysis to determine the meaning of unfamiliar words
 use the correct form of the verb in varied contexts
 observe correct subject-verb agreement in writing one’s reflection on the
theme of one’s chosen Philippine myths and legends
47
The expected output at the end of the lesson is a
compilation of Philippine myths and legends with your
reflection on the theme of each narrative. You need to
apply your skills in creating this compilation which will be
evaluated based on the following criteria: Content,
Organization, Accuracy, Sources used, and Creativity.
YOUR INITIAL TASKS
TASK 1: Four-in-One
 View the following drawings.

 Then complete the two words given below using the four-in-one pictures
and consonants clues.
c r t n s y
1. Which picture is a symbol of Maranaw art and is believed to be a

symbol of good fortune?
48
2. Which one shows a mischievous little creature that is believed by
Maranaw people to have magical powers?
3. Which one is believed as the great Being?
4. How about you? Do you believe in a Supreme Being? Why?
TASK 2: Image of my Ancestors
 View the painting of Fernando Amorsolo closely.
 Fill out the chart based on the guide questions inside the parentheses.
Message Feeling
Subject Striking Details
(What is the (What did you
(What is the (Which details
painter’s purpose feel after
painting deserve a second
in taking on the evaluating the
about?) look?)
subject?) painting?)
49
TASK 3: Believe It or Not
 With a partner, discuss our ancestors’ beliefs listed in the first column of
the chart.
 Check the appropriate Yes or No column.
 Write your reasons on their designated columns for your belief or
disbelief.
 Choose the beliefs that you and your partner have in common.
 Discuss these beliefs with the class, and state your reasons why you
believe in them.
My Classmate’s
My Beliefs
Ancestors’ Beliefs Beliefs
Yes No Reasons Yes No Reasons
 Existence of a number of
gods who had powers
through enchantment and
whom our ancestors
worshiped and gave
offerings
 Many gods of varied ranks
with many names from
different places of origin in
the country
 Made offerings or appealed
to them for favor
 Priestesses like the
babaylan (as the people in
Visayas called them) acting
as medium to communicate
with these spirits
 Respect for animals and
plants since some trees
were not also cut because
they were thought to be
divine
Retrieved from
http://aboutphilippines.ph/filer/PHI
LIPPINEHISTORY-Pre-Colonial-
Period.pdf on July 7, 2015
50
YOUR TEXT
TASK 4: Word World
 You must be ready to read a story now, but you will understand it better
if you know the meaning of some unfamiliar words.
Task 4.1 Word Structure
A. Which word in the picture is referred to by each item below?
1. a base word to which other word parts are added;

has a specific meaning
2. word part attached at the beginning of a base word;

has meaning that adds to the meaning of the base word
3. is added at the end of a base word;

usually has no specific meaning
 If the carabao represents a word, think of the head as the prefix, the
main part of the body as the root word, and the tail as the suffix.
Affixes are word parts that are “fixed to” either the beginning of words
or the ending of words.
51
 Now that you know that words can be formed from various combinations
of word parts, look at these words created from the root word
script/scribe, which means “to write.”
root word only: script, scribe

prefix + root word: pre + scribe = prescribe
prefix + root word + suffix: pre + scrip + tion = prescription
root word + suffix: script + ed = scripted
B. Copy the chart as shown below and write the newly formed words
numbered 1 to 16 on your notebook. Make some necessary changes
in the spelling of words.
New Word
Meaning Prefixes Base Word Suffix
Formed
unhappy unhappy
safe 1.
not
dis- stress 2.
in- able -ity 3.
out or away example 4.
back re- trieve 5
inhabit 6.
in, into
imprint 7.
pertaining to magic -al 8.
full of beauty -ful 9.
mature -ity 10.
state of, hair -y 11.
condition of, or useful -ness 12.
quality of (what
the base word rely -ance 13.
indicates) depend -ence 14.
develop -ment 15.
able to be or do abound -ant 16.
(whatever the
root says)
Retrieved from file:///C:/Users/user/Downloads/1_Word.pdf on July 8, 2015
52
C. Read each sentence and fill in the blank with an appropriate word from
your answers in the last column of the chart. Write the word on your
notebook.
1. Most of the goddesses in Philippine folklore have _______ black

hair.
2. The rescuers tried to _______ the dead bodies after the
typhoon.
3. Many people still believe that dwarfs _______ the forests and
hills.
D. Read the sentences below and ask yourself if each of the

underlined words below is formed with a prefix/suffix? Explain?
1. In Greek and Roman literature, they believe in the existence of

beautiful nymphs who are the counterparts of our diwata.
2. My brother is short and plump while my sisters are tall and slender.
TASK 5: In the Beginning
A. This selection describes the Maranaws’ belief on how the world was
created and divided into different parts. Read and note down the Maranaws’
beliefs about creation. Find out if they are similar to or different from your
beliefs.
The Origin of the World (Maranaw)

Retold by Abdullah T. Madale
According to Maranaw folklore, this world was

created by a great Being. It is not known, however,
who exactly is this great Being. Or how many days
it took him to create this world.
The world is divided into seven layers. The
earth has also seven layers. Each layer is inhabited
by a different kind of being. The uppermost layer,
for example, is the place we inhabit.
The second layer is inhabited by dwarfs. These dwarfs are short, plump,
and long-haired. They are locally known as Karibanga. The Karibanga are
said to possess magical powers. They are usually invisible to the human eye.
The third layer of the earth which is found under the sea or lake is inhabited
by nymphs. These nymphs also possess certain magical powers. It is stated
in the story of Rajah Indarapatra that he met and fell in love with the princess
nymph with whom he had a child.
53
The sky also consists of seven layers. Each layer has a door which is
guarded day and night by huge mythical bird called garoda. The seventh
layer of the sky is the seat of heaven which is also divided into seven layers.
Every layer in the sky is inhabited by angels. Maranaws believe that angels
do not need food. They all possess wings with which they fly.
Heaven which is found on the seventh layer of the sky is where good
people‘s spirits go after death. Saints are assigned to the seventh layer while
persons who ― barely made it are confined to the lowermost layer which is
found at the bottom of heaven.
It is in heaven where we find the tree-of-life. On each leaf of the tree-of-
life is written the name of every person living on earth. As soon as a leaf
ripens or dries and falls, the person whose name it carries also dies.
The soul of every person is found in tightly covered jars kept in one
section of heaven. This particular section of heaven is closely guarded by a
monster with a thousand eyes, named Walo. Walo, in addition to his
thousand eyes, has also eight hairy heads. The epic Darangan speaks of
Madale, Bantugan‘s brother and, Mabaning, husband of Lawanen, entering
this section and retrieving the soul of Bantugan.
Retrieved from
http://digilearn.com.ph/epub/books/hs1_english01/Text/010_a4.html on July 8,
2015
B. PROCESS QUESTIONS:
1. Who created the world according to Maranaw folklore?

2. How many layers comprised the world he created?
3. Describe the world he created. Describe its layers. Who inhabited each
layer?
4. How many layers comprised the sky? What was common to all layers?
5. Where was heaven found in the world of the early Maranaws? Who
were its inhabitants?
6. What was the function of the tree-of-life?
7. How is the soul of every person secured in one section of heaven?
54
TASK 6: Myth as Folk Narrative
 With a partner, answer the following questions:
1. Is a myth a traditional story of events?

2. Is it an attempt to explain or elaborate the origin or beginning of a
people or a practice, belief, or natural phenomenon?
3. Are its primary characters gods or supernatural beings often shown
as having human-like qualities?
4. Does it narrate typical events from gods or supernatural beings’
experiences, deeds and living conditions, which are also basic to
human life?
5. Is a myth set in completely different from historical time?
6. Is a myth set at the beginning of creation or at an early stage of
prehistory?
Pre-Colonial Philippine Literature
Long before the Spaniards came to the Philippines, early Filipinos had
civilization of their own. It partly came from the Malay settlers and partly from
their response to the new environment.
The variety and abundance of their customs and traditions have become
evident even in the Philippine Pre-Colonial literature. Folk stories, epics,
poems and chants existed in most ethno linguistic groups that were passed
on from generation to generation through word of mouth. This happened as
people moved from one environment to another.
Myth
In the book of E. Arsenio Manuel entitled Filipino Myths and Folktales:

Treasury of Stories, he said that these stories could be traced back starting
from the Mythological Age, wherein your ancestors came up with tales
about the creation of the world and man; the whys and wherefores of natural
phenomena; the creation and ordering of human life; the origin of
topographical features; deities and spirits; and good and evil.
In general, myth is a narrative that describes and portrays the origin of

the basic elements and assumptions of a culture in symbolic language.
Mythic narratives relate, for example, how the world began, how humans and
animals were created, and how certain customs, gestures, or forms of human
activities originated.
55
In other words, myths are traditional stories occurring in a timeless past.
They involve supernatural elements and are beyond logic. Long ago, when
your ancestors heard the sound of thunder and saw lightning, they were
frightened because they could not understand why these things occurred. In
order to understand these and other natural events, they created stories to
explain why they happened.
Retrieved from http://aboutphilippines.ph/filer/PHILIPPINEHISTORY-Pre-Colonial-

Period.pdf on July 7, 2015
Retrieved from https://philippineliterature.wordpress.com/2012/11/14/51/ on July 7, 2015
Retrieved from http://arjaytheteacher.blogspot.com/2009/01/philippine-pre-colonial-
literature.html on July 7, 2015
TASK 7: Solidarity in Diversity
 Answer the following questions with a partner.

 What is the focus of the myth discussed? Are the Maranaw version of
creation and the creation story or stories that you know similar or
different? In what way?
 What is common to both stories? What elements do you find in the
creation stories that you know are present or absent in the selection?
 Copy and use this chart to organize your answers.
Similarities Differences
Beliefs of
Maranaws’ Other Group’s Other Group’s
Maranaws and
Beliefs Beliefs Beliefs
Other Group/s
TASK 8: Language Lingo
 Fill in each blank with an appropriate prefix/suffix to form a new word that
fits the context of the sentence. You may go back to review the This is
good to know box on affixes (Task 4).
 Write the new word for each sentence on your notebook. Make some
necessary changes in spelling if necessary.
Example: The fairy strolls around the woods to straighten broken trunks,
and ___place nests on the branches of trees.
56
1-2.The people ___ plored her to continue her generous ___.
3. She felt ___ tressed when her parents could not accept her situation.
4. Her kind ___ spread all throughout the village.
5. The deities’ humble home is abound___ with vegetation.
6. She lost her power of enchant ___ which enabled a deity to look and
act like an ordinary mortal.
Task 9: Voice Projection Game
 The Fruit Bags
1. Imagine that the three (3) fruit bags in front of you represent
someone, one about 5 feet away from you, the second about 15 feet
away, the third about 40-50 feet away.
2. Look directly at the first bean bag. Ask his/her name and the name of
his/her favorite pet.
3. Say the exact same things to the second fruit bag.
4. Do it again but this time to the third fruit bag.
1. When you addressed the second fruit bag, did you speak with the
same volume just like when you addressed the first fruit bag? Why?
2. When asked to address the third fruit bag, what did you do to make
him/her understand your question?
3. How is voice projection important to language users?
Voice projection is the strength of speaking or singing whereby the

voice is used loudly and clearly. It is a technique employed to command
respect and attention, as when a teacher talks to a class, or simply to be
heard clearly, as used by an actor in a theatre.
Volume (loudness) is a perception of energy used in voice production.
• Speaker must at ALL times be audible to audience.

• Variety will help retain attention.
• May be used to convey nuance and emotion (shout vs. stage whisper)
Sources: Retrieved from http://red6747.pbworks.com/w/page/8522964/Prosody
on July 26, 2015
Retrieved from
http://www.opsu.edu/Academics/LiberalArts/Speech/files/COMM1113/SPEECHDELIVERY
.pdf on July 28, 2015
57
TASK 10: Survey-Question-Read
 Survey the drawing. What comes into your mind the first time you see it?
 Read the title of the selection and if you have questions, keep them in
your mind.
The Legend of Maria Makiling
 Read the first paragraph and then the last paragraph of the selection
silently.
 Do you now have an overview of the selection?
58
TASK 11: Sleeping Beauty
 Read the story of Maria Makiling silently and find out if all the questions
you had earlier could be answered by the story.
The Legend of Maria Makiling
According to legend, there was a time when the gods could live like
ordinary mortals do. Although these gods were enchanted, they could speak,
love, and even go to the market like what people do in our time. This story
tells what happened to the daughter of two such deities. This is the story of
Maria Makiling.
Two deities, Dayang Makiling and Gat Panahon, had an only daughter
named Maria. Because of her beauty and charm, she was the delight of her
parents. The source of their joy and strength, Maria was, to them, a jewel, a
treasure that made life full of light and laughter.
At that time people could talk with the deities face to face, and even sit
with them side by side underneath a tree. People could also ask for help
when they were in need, provided that they asked in a solemn manner.
It was the custom of Maria to go to a small market, called talipapa, on
weekdays. Just like other women, she would on such occasions wear clothes
made of silk and embroidered with flowers and wide stripes for this was the
fashion at that time. Maria had long, black abundant hair which she usually
decorated with pomelo flowers. When she went to the market, her flowing
hair would touch her ankles. As she passed along, gallant men would bow
their heads to signify their respect.
When Maria went to the market, she was always accompanied by two
Aetas, who served as her servants. These two servants stayed close behind
Maria, and they both carried a basket each that was full of golden ginger.
These golden ginger Maria would barter for such items needed for the home.
There was no money at that time, and instead of buying, people bartered and
exchanged their goods for the things that they needed.
On a market day, the residents of the area were not the only ones who
would go to the talipapa. Merchants and people from neighboring towns
would also go to the market. One day, Gat Dula, the ruler of the kingdom of
Bay, came to the talipapa to while away the hours. A piece of animal skin
with fine hair caught Gat Dula's eye and he reached out to touch the fur. At
the same moment, Maria was also reaching towards the same piece of
animal skin and their shoulders accidentally touched. Their eyes met and Gat
Dula bowed his head as a sign of respect and apology. And Maria responded
with a shy smile as they parted from each other's company.
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Since that first encounter, Gat Dula often visited the talipapa but he was
not able to see Maria during these visits. One day, he saw Maria at the very
place where they first met. He approached Maria and greeted her and Maria
responded with a very sweet smile.
That was the beginning of their friendship which blossomed into love
as time passed. The love affair between Gat Dula and Maria came to be
known to Gat Panahon, Maria's father. Gat Panahon was angry. Even
Dayang Makiling, Maria's mother, was distressed that her only daughter was
in love with a mortal. Maria was then forbidden to go down to earth. Her
parents even took away from Maria the power of enchantment which enabled
a deity to look and act like an ordinary mortal. But even though Maria and
Gat Dula could no longer meet physically, their love endured. Maria
continued to watch over Gat Dula. During a battle with the army of Lakan
Bunto, the ruler of a neighboring kingdom who invaded the kingdom of Bay,
Gat Dula did not suffer a single wound due to the support of Maria's
enchantment.
Unfortunately, Gat Dula's inability to see Maria caused him to fall ill and
die. Maria implored the gods to give her the soul of Gat Dula and her request
was granted.
Retrieved from http://winners.virtualclassroom.org/0914/asia/phi02.html on July 8, 2015
1. Who are the main and supporting characters in the story?

2. Why were Maria’s parents disagreeable with their daughter’s love
affair with Gat Dula?
3. In their disagreement, what did her parents do to her as punishment?
4. What happened to Gat Dula when Maria could not meet him
physically?
5. How could Maria and Gat Dula’s love endure without seeing each
other physically? What could she do for him?
6. What do you think happened to both of them?
7. Why did Maria ask for Gat Dula’s soul from the gods?
8. How would you end the story? Why?
9. If you were Maria, would you do the same? Why?
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TASK 12: Narrative Type
 Answer the following questions with a partner:
1. Does the story of Maria Makiling have a magical character?

2. Does the story have events that could have taken place in the past?
What makes it a fiction?
3. Why is the narrative called a legend?
4. What lesson in life does the legend teach you?
 Make a simple diagram to differentiate a myth from a legend.
A legend is a story or a narrative from the past or is believed to have

been historical. Legends concern people, places, and events. Usually, the
subject is a king, a hero, or a famous person. It is always associated with a
particular place and a particular time in history.
Legends are not true, but they are based on facts, such as a real
person, a place or an event. The hero myths are like legends, but legendary
heroes such as Gat Dula or Aliguyon usually have historical roots, while
mythical heroes don't.
Its focus is also on the adventure plot rather than the message.
Folktales tend to be about ordinary people and animals, and folktales are
set in a particular time period. Nature myths can be a bit like folktales, but
the purpose of folktales is usually for entertainment.
Legends are believed to be about more recent events and, like myths
they may also deal with stories which explain the origin of things, places and
their names, plants, animals and others. They are also used to teach lessons
in life.
Retrieved from http://aboutphilippines.ph/filer/toledo-cebu/Myths-Folktales-and-

Legends.pdf on july 7, 2015
TASK 13: Setting the Scene
 Work with a partner in doing the following instructions.

 Recall the important points of the legend, Maria Makiling.
 Complete the worksheet by describing in details the given elements.
 Be guided by the This is good to know! box.
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Setting
Weather Social
Place Time Mood
Condition Condition
Setting is the time and place in which a story takes place. Several aspects
of narrative’s setting need to be considered in examining how they contribute
to a story.
Place - (Geographical location)

Where is the action of the story taking place?
Time - (Historical period, time of the day, year, etc.)
When is it taking place?
Weather Condition - Is it cloudy, sunny, etc.
Social Condition - (Focusing on the speech, dress, mannerisms, customs,
etc. of a particular place)
Does the story contain local color or cultural expressions typical in a
setting? What is the daily life of the characters like?
Mood or Atmosphere - What feeling is conveyed at the start of the story? Is
it happy and cheerful or sad and frightening?
Reference: Anderson, R. et.al. (1989). Elements of Literature, Second Course. United

States of America: Holt, Rinehart and Winston, Inc.
TASK 14: Friend or Foe
 With your partner, pick out at least three (3) characters in the story.
 List their names in the first column of the table below and indicate if one
of them is the protagonist or the antagonist.
 Write their actions/deeds in the second column that correspond to their
names.
 Recognize their character traits based on their deeds. Finally write them
on the last column.
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 How are the characters of the legend characterized? Be guided by the
discussion in the box.
1. Character is the person taking part in a narrative.

A protagonist is clearly central to the story with all major events
having some importance to this character. The one against the
protagonist is the antagonist or the bad guy.
2. The characteristics of a person

To make a story become seemingly real to the reader, the
characters must appear real. Characterization is the information the
author provides you about the characters themselves.
3. The author may reveal the character in many ways:

 What he/she does or does not do
Direct characterization - The writer tells you directly what a character

is like.
Indirect characterization - The writer tells you information about a
character but doesn’t tell you about the character’s personality directly.
This way, you have to make your own judgments about the character
 His/her physical appearance
 What he/she says, thinks, feels and hopes
 What others say about him/her and how they react to him/her
Reference: Anderson, R. et.al. (1989). Elements of Literature, Second Course.

United States of America: Holt, Rinehart and Winston, Inc.
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TASK 15: Conflict, Anyone
 Look at these drawings closely.
B C
 Answer the following questions with your partner.
1. Which characters seem to have some trouble?

2. What could have caused their trouble?
3. In life, when does conflict arise?
 Answer the following questions based on the legend of Maria Makiling.

Be guided by the This is good to know box.
1. Who caused the main character’s unhappiness?

2. What was the conflict in the legend?
3. Which part of the legend reveals the conflict?
4. Did Maria face an outside enemy? Why?
5. How can the interaction between characters be a source of conflict?
 Conflict is the energy of a story.

It is conflict or struggle that gives any story its energy. There are many
conflicts–the possibilities are endless.
 External Conflict - one character in conflict with another character/s;

one character in conflict with a group or a whole society; one character
in conflict with something in nature.
 Internal Conflict - may involve a character’s struggle to make a

decision or to overcome some feelings such as fear, suspicion,
hostility, or sadness.

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TASK 16: The Main Thing
 With your partner, match the subject in column A with its theme in column
B by writing the letter of your answer in your notebook. Be guided by the
This is good to know box.
A B
1. The struggle between good a. People and dogs can make

and evil good company but no one
can replace the joy and
2. The degree to which people
excitement about life people
can control their own lives
can share with their
3. The difference between fellowmen.
what appears to be real or
b. The good always prevail
true and what actually is real
over evil.
or true
c. No matter how hard people
4. Similarities between humans
try to control their lives,
and animals
there is always someone up
there allowing or not
allowing them to do
everything they want.
d. What actually is real or true
always comes out even if
people try to hide it.
 Theme - life lesson of a story or the author’s message; the idea the
writer wishes to convey about an important subject; expressed in a
sentence ; not usually stated directly; can have two or more themes
but one often stands out as the principal theme
 Subject - usually expressed in a word or two: love, childhood, or death

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 Reread the legend of Maria Makiling. As you read, ask yourself “Why is
the writer telling me this? What has the writer learned from this
experience or situation?”
 Read carefully the first and last paragraphs. Sometimes the writer makes
a comment that strongly suggests the main idea or the theme.
 Fill out the subject vs. theme worksheet with possible subjects and their
corresponding themes about the legend of Maria Makiling.
SUBJECT
THEME
TASK 17: Plot Me
 Form a group with three (3) members.

 Recall the important parts of the legend and fill out the plot diagram. Be
guided by the This is good to know box.
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 Plot is the series of related events that makes up a story
 Most plots are built with these parts.
An introduction, or exposition, tells you who the characters are

and, usually what their conflict is. Complication arises as the
characters take steps to resolve the conflict. Event in the story, when
the outcome is decided one way or another. The final part of a story is
the resolution. This is when the story’s problems are solved and the
story is closed.
 Not all stories have a traditional plot structure. Modern writers often
experiment with plot, eliminating at times some or nearly all of the parts
of a traditional plot in order to focus on another element like character.

Task 18.1 Word Game
 Let’s play a game. Get ready and be counted in to join the game. Listen
to your teacher for the instructions.
Task 18.2 Do you See What I See
 Read and study the following sentences.
There is a lady living in the mountain.
Do boys believe in fairies?
The boys and the girls are happy
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1. What do you notice about the words inside the highlighted boxes?
2. What tense of the verb is used in the word inside each box?
3. Which of the words are singular? Plural?
4. What do we need to remember in the agreement between subject
and the verb in a sentence?
5. How does the agreement with the subject and verb affect the
meaning of the message of the sentence?
Subject-Verb Agreement Rules
 In sentences beginning with here or there, the true subject follows the
verb.
Example: There is a fairy living in the mountain.

Here are the people who went to the mountain.
 In interrogative sentences, subjects don’t always come before verbs.

Make sure you accurately identify the subject before deciding on the
proper verb form to use.
Example: Does a fairy live in the mountain?

Do fairies scare people away?
 As a general rule, use a plural verb with two or more subjects when
they are connected by and.
Example: The mountain and the trees are all useful to people.
Maria and the people live happily together.
Reference: Grade 7 Learning Package
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Task 18.3 Complete Me Now
 With your partner, read and analyze the given sentences, and write the
correct form of the verb in your notebook. Use the words inside the
parentheses as your guide.
1. There (be) _______ animals in the mountain.

2. (Do) _______animals protect Maria Makiling?
3. The trees and the flowers (protect) _______ the animals in the
mountain.
4. Here (be) _______ a dangerous beast taken from the mountain.
5. The people and the animals (be) _______ all scared of her.
6. There (be) _______ an overwhelming power hidden within her.
7. There (be) _______ people who are lost in the mountain for a long
time.
8. (Do) _______ Maria Makiling punish people?
9. Maria and the animals (work) _______ hard to protect nature.
10. (Do) _______ you believe in the story about Maria Makiling?
Task 18.4 Make Me Whole
 Complete the paragraph below using the correct form of the verb. Use
the verbs inside the parenthesis as your guide. Use the rules given in
the previous task as your guide. Write your answer in your notebooks
individually.
(Do) _______you believe in the beliefs of our ancestors? (Do)

_______ it affect you as a person? (Do) _______you think it is still
significant? There (be) _______ people who strongly believe in the
beliefs of our ancestors. They reflect their way of life in the modern
world. Men and women (think) _______ that these beliefs should be
taught to younger children. Definitely, they will learn a lot from them.
Young boys and girls (need) _______ to learn from the humble
beginnings of our ancestors. It will give them a clear direction of their
goals in life. Is there (be) _______ a chance for them to become
successful in life someday if they follow our ancestors’ beliefs? Now
that you have understood that our ancestors’ beliefs are important,
(do) _______you want to share them to others?
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At this stage, you should have been able to recall the beliefs of your
ancestors, and find out its importance to your identity. You are now equipped
to demonstrate your understanding about your ancestors’ beliefs as it will be
shown through performing real-life tasks.
TASK 19: Ancestral Recall
 Form five groups. Brainstorm and perform the task assigned to your
group.
 Be ready to present your outputs in front of the class.
Group 1 Slo-Tations (Slogan & Quotations)
1. Choose a particular legend or myth reflecting the beliefs of your

ancestors. Consider a narrative that is not yet discussed in the class.
Create a slogan based on its theme. Be creative in playing with words.
2. Prepare a short reflection about your slogan and the importance of your
chosen narrative.
3. Complete the Slo-Tation chart to organize your responses.
Group 2 Challenge for the Future
1. Pretend that you were on time-travel adventure to the future. You are
tasked to leave a message to the people in the future.
2. Be reminded that the message that you give them is about your beliefs
that will greatly affect them in the future.
3. Answer the following guide questions:
 What message do you want to give them?
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 Why do we choose this message?
 How will it affect them in the future?
4. Organize your responses using the Time Capsule chart in a white
cartolina.
Group 3 Believe Me! Please!
1. Brainstorm on some legends or myths that you learned when you were
still in elementary.
2. Be reminded that this should reflect the beliefs of our ancestors.
3. Pick the most interesting story and share it in front of the class.
4. Explain why you chose the story. State its importance to your daily life,
and emphasize how it can affect you as a person.
Group 4 Time Travel to the Past
1. Pretend that the following people time traveled into the past: engineer,
teacher, high school student, mother, child, and street vendor. Upon
arrival, they saw the practices of their ancestors based on their beliefs.
What do you think would be the reactions of these travelers? Why?
2. Copy this chart in a cartolina to organize your responses on it.
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Group 5 Ancient Billboard
1. Create a billboard about one of the beliefs of our ancestors. Your billboard
should include drawings depicting what our ancestors believed in. Create
your billboard using a whole piece of white cartolina.
2. Use words in your billboard sparingly.
3. Prepare a short explanation about your billboard.
 Be guided accordingly by the given rubrics.
Rubrics
Task Consideration
Accomplishment of Others
Presentation Time
(Active role; (Sensitivity to of Output Management
No reminders feelings and TOTAL
(Delivery and (Finished within
needed to learning confidence) expected time)
complete group needs of
goals) others)
5 5 5 5 20 points
As you move on to the next phase of this lesson, bear in mind that the
next activity will demonstrate your understanding of the concepts, ideas, and
language skills to help you recall the beliefs of your ancestors. Are you ready
for the next challenge?
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YOUR FINAL TASK
You must be ready to come up with a compilation of

Philippine myths and legends with your reflection based on
their themes. You will be assessed according to content,
organization, accuracy, sources used, and creativity.
TASK 20: DOTA: Dawn of the Ancient
 Form five groups, and do the final task.
Dawn of the Ancient Guide
Your goal is to create a compilation of Philippine myths

and legends with reflection based on their themes.
Goal
You need their titles, the stories, and the regions
where they originated.
You are book writers working for “The Legendary Book
Role Company” (LBC), a publishing company for myths and
legends.
Your target audience is the students in Grade 7 who
Audience want to learn more about Philippine myths and
legends.
The LBC demands you to produce a compilation of
Philippine myths and legends with reflection based on
Situation
their themes. It contains the narrative titles, the stories,
and the regions where they originated.
You need to produce a compilation of Philippine myths
Product and legends with reflection based on their themes for
the book company that you are working for.
You will be evaluated based on the following criteria:
Standards content, organization, accuracy, sources used, and
creativity.
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 Use these guidelines while you work on it.
Guidelines
1. Preparing for the Challenge
1. Search for at least ten (10) Philippine myths or legends. You

can visit the library or ask your grandparents if they know any
of them.
2. Check if the required information is available in your sources.
2. Doing the Challenge
1. Organize the stories based on narrative type, and region of

origin. Titles should be based on alphabetical order.
2. Read all stories that you have compiled, and write your
reflection about each of them focusing on its theme.
3. Write all the sources that you used in collecting myths and
legends.
4. Consider your group’s consolidated reflection about the
beliefs presented in the story.
3. Focusing on the Finishing Touches
 Now that you have the content, use art materials to have
creative designs in your compilation. You may use
technology/computer to beautify your work.
 Finalize your compilation with front and back cover with your
project label, original illustration and names of all your
groupmates on the front cover.
Rubrics for the Compilation of

Philippine Myths and Legends with Your Reflection
Criteria 4 3 2 1
All Filipino 7 and above 4-6 Filipino 1-3 Filipino
myths and Filipino myths and myths and
legends myth/s and legends legends
Content
used have legend/s used have used have
reflection. used have reflection. reflection.
reflection.
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The The The The
compilation compilation compilation compilation
is clearly is organized is organized is not
Organization
organized. with some with many organized.
misplaced misplaced
stories. stories.
All sources 1-3 sources At least 4-6 7 sources
for each were not sources and above
Sources
story were mentioned in were not were not
Used
written in the the output. mentioned in mentioned in
output. the output. the output.
The The The The
information information information information
in the in the in the in the
Accuracy
is 100% is 90-99% is 80-89% is 70-79%
accurate. accurate. accurate. accurate.
The The The The
used used used is not
exceptionally attractive formatting attractive
Creativity
attractive formatting and designs and is
formatting and designs. with some confusing.
and designs. confusing
elements.
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MY TREASURE
An Invocation
Now you have a clear picture of the beliefs of your ancestors after this
lesson. You have the challenge of choosing which beliefs to embrace and use
in your daily life.
In this activity, you will accomplish a chart that asks you the following
questions: (1) what do I believe in, (2) how is this relevant to my everyday life,
and (3) how can I share my beliefs to others.
Copy the chart below on your notebook and use it to organize your
answers.
As you go through the next lesson, bear in mind the beliefs that you hold
on to. Use them as your guide to succeed in your future endeavors.
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MODULE 1
Lesson 3
______________________________________________________________
CONNECTING TO MY PAST
YOUR JOURNEY
In the previous lessons, you were ushered to the rich culture of the Pre-
Colonial Philippines through the literary pieces that you discussed. As you
proceed to your journey, you will discover another literary type which will allow
you to connect with the past, the epic.
In this lesson however, you will also be made to appreciate, embrace and
use other skills which are necessary for language learners. You will also
answer the question, “How can I connect to my past?” At the end of the lesson,
you will apply such skills as you create and orally present a flipbook of the
heroes and characters of the literary pieces discussed in class. This will allow
you to display your creativity and use your written and oral communications
skills.
YOUR OBJECTIVES
 give the meaning of signs and symbols ( road, prohibited signs)

 use appropriate idiomatic expressions in a variety of communication
situations
 discover literature as a means of connecting to significant past
 skim for major ideas using headings as guides
 recognize speech rate that serves as a carrier of meaning
 listen for important points signalled by rate of speech
 note the changes in rate of speech that affects meaning
 use appropriate rate of speech when reading passages
 identify basic features and kinds of paragraph
 transcode orally and in writing the information presented in diagrams,
charts, table, graphs, etc
 observe correct subject-verb agreement
 read intensively to find answers to specific questions
 observe correct subject - verb agreement in the presentation of a flipbook
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At the end of this lesson, you are expected to
create and present a flipbook on the heroes and
characters of the Pre-Colonial Philippines. Your final
output will be rated based on Creativity, Presentation
and Grammar Use.
YOUR INITIAL TASKS
TASK 1: Let’s Connect
 Form a group with five (5) members.

 You will be given five minutes to do a small group discussion.
 Discuss within the group the meaning of each symbol presented below.
 In what ways can these symbols be of help to you as a student?
 In what ways can these symbols be harmful to you as a student?
 What symbols did our ancestors use in writing during the pre-colonial
period?
 Work as a team as your teacher presents a simple picture game.

 Each team who gives the correct name and meaning of the picture /
symbol presented by your teacher earns one point.
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TASK 2: Connected on the Road
 Check if you can identify the meaning of these road signs.

 What is the essence of understanding and following these signs?
 What are other signs that you know and what do they mean?
 Did these symbols exist during the pre-colonial period? Why?
TASK 3: Actor’s Connection
 Go back to your original group with five (5) members.

 As a group, you will take turns in picking and acting out signs or symbols.
 The other groups will guess what you have acted.
 Every correct answer is considered one point. (These are only samples.
Your teacher has more.)
TASK 4: Connected to the Target
 Get your notebooks and draw your own traffic light.

 You may use a favorite shape, a star, a square, or a heart.
79
 Color the shapes like that of a traffic light, the topmost red, the next
yellow, and the last green.
 Beside each color, write one or two lines about these:
red - Stop and think about the things that you already know about the
lesson.
yellow - Pause and think about the things that you will be able to
share about the lesson.
green - Go ahead and list the things that you want to learn from this
lesson.
TASK 5: Hero’s Connection
 Identify to which tribe do the following Philippine literary heroes belong.

Share what you know about them.
Bikol Manobo Maranaw

Ifugao Ilokano
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YOUR TEXT
TASK 6: Establishing Connections
One kind of a narrative that is often told and retold is the hero tale, the
epic. This is a story about a legendary hero who exhibits qualities admired in a
person, in addition to great fighting ability and mental alertness.
The epic is a long narrative poem based on oral tradition. It presents the
heroic deeds of the main character embodying the beliefs, customs, ideals, or
life values of the people. Philippine epics represent ethnic groups, and deal
with regional heroes.
Find a partner and take turns in reading the summary of a Maranaw epic.
You may want to ask questions before you proceed reading.
The Good Prince Bantugan
An old king ruled over the kingdom of Bumbaran. His kingdom was
prosperous, his people were good, and he should have been very happy. But
the king was not contented. His heart was full of envy toward his younger
81
brother, Prince Bantugan. Everytime someone praised Prince Bantugan, the
king frowned and looked angry.
“ Prince Bantugan is so handsome,” he often heard the women say, and
he would look in the mirror and see with sorrow that he was not good looking.
“Prince Bantugan is so good,” other people said, and the king grew more
angry because he knew he was not good as his brother either.
“Prince Bantugan is so brave,” everybody said. The king grew tired
of people saying so many good things about his brother while they said
nothing nice about himself.
The young ladies smiled at Prince Bantugan. They allowed him to hold
their hands, and they gave him their love. But they did not like the older
brother, the king.
One day, enemies attacked the kingdom of Bumbaran and Prince
Bantugan led his men to defend the country. While he was gone, the evil
king plotted against the good prince. He issued a proclamation that no one
should speak to Prince Bantugan. He added that whoever dared to speak to
Bantugan would be killed.
Soon Prince Bantugan returned victorious from battle. To his
astonishment, no one met him, no one praised him, and no one even wanted
to speak to him. This saddened the good prince. He knew that his brother
hated him, so he decided to leave Bumbaran. He preferred to live in other
countries and to travel to far lands and forget about his unkind brother.
In his travels, he heard about the beautiful land of the Kingdom-
Between-Two-Seas. It was ruled by the good king and his sister, the beautiful
and kind Princess Datimbang. Prince Bantugan decided to go there. He
travelled through forests and across rivers and mountains and at last reached
the Kingdom-Between-Two-Seas.
Prince Bantugan was very weary in his travels. As he stood outside the
gates of the great palace, he suddenly felt very weak. His legs could not carry
his body, and the prince fell to the ground and died.
When the king of the Kingdom-Between-Two-Seas heard of the stranger
who had died at his palace gates, he and his sister Princess Datimbang went
to see the body. Even in death, Prince Bantugan was very handsome.
The heart of Princess Datimbang went out to him in love and sorrow.
“What a handsome young man,” she said weeping softly. “I wish I could have
spoken to him before he died. I am sure he was as good as he was
handsome.”
“How unfortunate that he should die here,” the king said. “Does anyone
know who this young man is and where he came from? By his clothes and
appearance, he must be a king or a prince.”
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No one knew who the strange young man was. The king ordered his
body to be brought into the palace. The king was afraid that the relatives or
subjects of the dead man might have wage war upon his kingdom. He
therefore treated the body of the young man as he would a royal person. He
had it dressed in magnificent clothes and placed it in a large hall in the palace.
Princess Datimbang placed flowers upon the bed on which the body lay. She
also decorated it with colored jewelry. Around the bed was an abundance of
fragrant flowers in jars and vases.
The king then ordered the great grass gong to be sounded. He made a
proclamation that all his people and the people of the neighboring kingdom
must come to look at the prince or king so that he would know who he was
and where he came from.
People from afar and near came to see the body, but no one knew who
the man was. The beautiful Princess Datimbang watched nearby. She had
fallen deeply in love with the handsome stranger.
In another part of the kingdom, some parrots were talking about the
young man and how he had died in the Kingdom-Between-Two-Seas.
Suddenly, they noticed that the parrot from the kingdom of Bumbaran was
silent and sad.
“Why are you sad, my brother?” one of the parrots asked.
“I lost my master, Prince Bantugan,” the parrot from Bumbaran
answered. “He left Bumbaran, never to return. I have looked for him
everywhere but have not found him.”
“Ah, your master is lost, indeed,” another parrot said. “He is dead. But
you can see his body in the palace where he is lying in royal state.”
Without another word Prince Bantugan’s parrot flew to the palace. He
saw his master’s body and shrieked in grief.
Princess Datimbang heard him and asked what the matter was.
“My master is dead!” the parrot cried in grief. “My master, Prince
Bantugan of Bumbaran is dead - he who was so good to his people. He
defended them in war, he gave them wise advice when they were in trouble,
and cured the people when they were sick.”
When the king heard what the parrot had said, he determined to put the
body on a vinta and take it himself, with all honors, to the kingdom of
Bumbaran. Princess Datimbang went with him. Before the royal party left the
Kingdom-Between-Two-Seas, the Princess asked the parrot to go ahead of
them and notify the king of Bumbaran of their coming.
The parrot flew ahead to the kingdom of Bumbaran. When he told the
king about the death of Prince Bantugan, the ladies shrieked and tore their
hair and fainted. Everyone grieved for the good prince Bantugan. Even the
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king, his brother was stricken with remorse and pain. He was full of
repentance. He blamed himself for the death of his brother. He did not know
what to do.
Prince Madali was a brother of Prince Bantugan, and he loved him
dearly. He volunteered to go to the region of the dead and bring Bantugan’s
soul back to his body. The king decided to go with him. It was a very
dangerous journey but the two were not afraid. They rode on their magic
shields and rose up to the sky.
For five days they flew. They reached the place of lightning, thunder,
and endless rain. Five more days they traveled. They reached the land of
burning heat. Their magic shields almost melted under them. So great was
the distance that they went on for five days. At last, they reached the highest
portals of the sky.
The keeper of the gate asked them, “Why are you here? What do you
want?”
“We have come to ask the angel of death when we shall die and when
the end of the world will come,” the young men answered.
“Go to the next door,” the gatekeeper told them. “You will find the angel
who guards the soul of the dead there.”
So the two flew to the second gate and were stopped by the guard there.
“Why are you here?” asked the guard. “You have no business here. You
are not dead.”
“We have come to ask the Angel of Death when we shall die,” Prince
Madali answered.
“Come in, but only for a minute,” the guardian said opening the door.
“Then you must return to earth right away.”
The two entered and found themselves in a beautiful garden full of
fragrant flowers and delicious fruits. On a large table were bottles of different
colors which contained the souls of the dead.
The two tricked the Angel of Death to go out for a minute. As soon as
the angel was out of the room, Prince Madali whispered softly, “Bantugan,
my brother, where are you?”
From a large blue bottle near them, the voice of Prince Bantugan
answered, “I am here.”
Prince Madali seized the bottle and away the young men flew back to
the earth. When they reached the palace, the king and the princess of the
Kingdom-Between-Two Seas were just landing with the body of Prince
Bantugan.
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Prince Madali transferred the soul of Prince Bantugan from the bottle to
his body. The body stirred. Then Prince Bantugan sat up and stretched out
as if just awakening from a deep sleep.
The people shouted with joy. For many days they celebrated the return
of their beloved prince.
Later Prince Bantugan married the beautiful Princess Datimbang.
Source: Communication Arts and Skills Through Filipino Literature, Third Edition
1. Why was the old king of Bumbaran unhappy?

2. Why did the people like Prince Bantugan?
3. What characteristic of Prince Bantugan makes him a hero? How was this
justified in the story?
4. While Prince Bantugan was away, what did the king plot against him?
5. How was Prince Bantugan brought back to life?
6. What characteristic or belief of our ancestors can be generalized from the
story? Explain.
TASK 7: Idiomatic Connection
The following sentences are derived from the epic which you have read.
Go through the sentences and study the underlined words.
1. Despite Prince Bantugan’s bravery and power, he remained a backseat

driver, because he was not involved in running the kingdom.
2. Whenever Prince Bantugan would suggest something, his brother, the
king would say, “My way or the highway?”
3. Even with this treatment, the prince never missed the boat and tried to
defend the kingdom when opportunity comes.
4. When he needs to act, he never delays and says “Let’s hit the road”.
Process Questions:
 What have you noticed about the underlined words?

 Give the meaning of each underlined word?
 How did you arrive at the meanings?
 What do we call them?
 What are idioms?
 Give other examples of idiomatic expressions and share these to the
class.
 Give the meaning of each idiomatic expression.
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 Use the template below in your presentation.
Idiomatic Expression Meaning Sentence
http://www.learn-english-today.com/idioms/idiom-categories/travel/travel1.html
TASK 8: Real-life Connections
 Let us see if you can use idioms in real-life conversation. Retain your
group of ten (10) members and imagine that you are in the places
assigned to you. Create a conversation with your group mates using
different idioms. Your conversation will be presented in the class. (You
can also use the examples in the previous activities.)
Group 1 - at home
Group 2 - inside the classroom
Group 3 - at the canteen
Group 4 - inside the movie house
Group 5 - inside the school bus / jeepney
TASK 9: Graphical Connection
 Information can be transmitted not only through linear presentation,

meaning sentences and paragraphs, but also through the use of graphs,
tables and charts. Some people best understand ideas if presented
through graphs or pictures while others best understand written texts.
Graphs and charts can take many forms.
 Below is a chart containing the result of a survey taken from two sections
of Grade 7 classes. Study the data presented and answer the questions
or do the required tasks.
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Survey Says
Number of Students who Like It

Title of Myths / Legends /
Section Jewel Section Jasper
Epics
Male Female Male Female
1. The Creation Story 20 20 20 20
2. Maria Makiling 15 25 13 27
3.The Good Prince Bantugan 30 10 32 8
Process Questions:
 How many students are there in Section Jewel? How about in Section
Jasper?
 Based on the sections surveyed, what conclusions can you make about
the preferred story of male and female students?
 Write at least five (5) sentences about the data and conclusions inferred
from the graph. You may also add your own opinion based on what you
have read from the stories presented.
 Compare your work with a classmate.
A line graph is used to record and present changes in data over a period
of time.
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A bar graph works similarly to a line graph. It only differs in the use of
bars of different heights to show different values.
What kind of pet do you own?
A circle graph is used to present proportions out of the whole.
Source: http://www.basic-mathematics.com/circle-graphs.html
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TASK 10: Linear Connection
 Read the paragraph that follows. Carefully examine the data presented
in the paragraph and interpret it using an appropriate graphical
presentation. Use colors to highlight parts / data in your presentation.
Present your output to the class.
On Saving
As a young teen, Riz does not enjoy as much as other teenagers would.
Her weekends are spent on looking for work so she can earn her allowance.
She spends two hundred pesos a week. One hundred pesos for her lunch,
eighty pesos for her fare and twenty pesos for classroom dues.
She earns more than what she needs for the week. On Saturdays, her
routine would be to go to a distant relative and wash clothes for a small
earning of one hundred pesos. In the afternoon, she volunteers weeding at a
neighbor’s garden for an hour and gratefully receive fifty pesos for the work
extended.
On Sunday after church, she would iron out her teacher’s uniform for a
fee of one hundred pesos. Despite her weekend routine, she maintains to be
one of the smartest in class.
 Read the sentences that follow and check if the subject agrees with the
verb. Justify your answer.
1. Either the princess or the followers love Prince Bantugan.

2. Not only Prince Madali but also his men were proud of Prince
Bantugan.
3. Bumbaran’s prince and hero is back to life.
4. Half of the rice cake are eaten.
5. Half of the tribesmen leaves early.
6. No epic or legend are to be forgotten.
7. Each of the princes was given a reward.
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Additional Rules To Remember in Observing S-V agreement:
 The verb is singular if the two subjects are joined by and but they refer
to the same person, place or thing.
Example: My friend and hero is loyal to me.
 If one of these words each, every, or no comes before the subject, the
verb is singular.
Example: No smoking or drinking is allowed.
 If two subjects are joined by: or, nor, neither - nor, either - or, not only
- but also, the verb agrees to the nearest subject.
Example: Prince Bantugan’s older brothers or the King of the
Kingdom -of -the-Two Seas is responsible for his honor.
TASK 13: Like a Road
 Situation:
Imagine your speech as a road. You are taking your listeners on a

journey. Your speech (the subject or content) is the vehicle carrying them
along and your mouth (how you deliver it) is the driver.
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First driver:
You are the driver. As the driver, you make choices. You can whirl them
through so fast the scenery blurs. While you are busy negotiating a series
of complicated bends at full control, they are gazing out the back window
trying to work out what they have missed and where they are. One by one
your listeners get dizzy. Then they close off their ears and sit quietly
waiting for the ride to stop.
Second Driver:
You can proceed so cautiously your passengers want to get out and walk.
If you were a responsive driver you would be continually adjusting your
speed to meet the road conditions (speech content) and the needs of your
passengers (audience).
1. To whom is the first driver compared? How about the second one?
2. Which one are you? Why?
3. Why do speakers need to vary their rate of speech?
Your rate of speech is how fast or slow you say your words. Everyone
has a different rate of speech depending on his/her location, age, culture,
and how he/she feels. In order to communicate effectively you must speak at
a rate of speech that your listeners can understand.
A FASTER speaking speed signals urgency, excitement, passion or raw

emotion. In contrast a SLOWER speaking rate signals importance,
seriousness or significant ideas. Slow says: 'LISTEN UP! YOU NEED TO
KNOW THIS.' A new concept or complex information may need to be
delivered slowly to give the audience time to grasp it before moving on.
'Slow' is also useful for summarizing material. The combination of slow, fast,
and medium speed makes your speech easier to listen to.
Reference: Kjesbo, R. (2012). Using an Appropriate Rate of Speech

Retrieved from
http://www.superduperinc.com/handouts/pdf/351%20Rate%20of%20Speech.pdf
on July 28, 2015
Retrieved from http://www.write-out-loud.com/quick-and-easy-effective-tips-for-
speaking-rate.html on July 28, 2015
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TASK 14: Connected to the Rules
 Using the rules that you have just learned, write a paragraph about your
own experience on how to save or how to earn for your allowance. Make
sure your paragraph has a good opening sentence, a middle, and an end.
The Paragraph
A paragraph contains a group of sentences arranged in a certain order.
A sentence states an idea. A paragraph develops an idea. Paragraphs grow
out of sentences.
A paragraph has three basic parts, the introduction which introduces
the topic, the body which presents ideas that support the topic and the
conclusion which ties up all the ideas presented.
A paragraph has the following basic features:
1. Unity
Unity in the paragraph means oneness of idea. A good paragraph
possesses unity when all the sentences develop the main idea. Unity in
the paragraph is achieved by the use of (1) a topic sentence that develops
the idea, (2) supporting details, and a (3) clinching sentence.
2. Completeness
Completeness is achieved in a paragraph if it says all that is intended to
say. It includes enough and only enough examples.
3. Coherence
The word “coherence” is derived from “cohere” literally means “to hold
together”. If the sentences in the paragraph should relate to the topic
sentence to effect a unified whole, these sentences should further be
arranged in an orderly sequence and linked to one another to ensure a
smooth progression of ideas from one sentence to another. It means
sentences move clearly from one idea to the next without gaps.
4. Emphasis / Order
Emphasis is achieved when sentences reveal an order that the reader can
see and follow, such as, from general to specific, from whole to part, from
cause to effect, from abstract to concrete, and so on.
http://web.grinnell.edu/Dean/Tutorial/WritEs/4KF.pdf
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TASK 15: Paragraph Connection
 Now that you have learned the basic features of a paragraph, go over
your work in Task 14 and identify the type of paragraph you have written.
Use the following points as your guide.
Kinds of Paragraph
Expository
An expository paragraph explains information. It may compare, contrast,

list, summarize or discuss different types of information. For instance, you
can write a paragraph explaining friendship or contrasting a book and a
movie. Your topic sentence should clearly state the main point of the
paragraph. In the next sentences, support or expound upon the topic
sentence. If you're writing about friendship, for example, you might include
sentences showing how friends are encouraging, uplifting and
understanding. Also called an informative paragraph.
Descriptive
When writing descriptively, engage as many of the five senses as

possible. Using vivid and vibrant vocabulary, a descriptive paragraph should
paint a mental picture of the person, object or situation, including the
emotions involved. Identify the focus of the paragraph in the topic sentence.
For instance, if you are describing the girl next door, your topic sentence
should say so. Supporting sentences should give your reader a mental
picture of what kind of person the girl next door is, what she looks like or her
state of mind.
Narrative
A narrative paragraph helps tell a story. It should express the chronology

of a specific event and gives enough information that the reader can
understand not only the order of the event but the entire event itself. Using a
narrative paragraph, you can fill in the gap between describing the girl next
door and explaining the value of her friendship. You might use a narrative
paragraph to tell about yesterday in the park when you fell off your bike as
you tried to do a trick and the girl encouraged you to try again.
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Persuasive
Persuasive paragraphs are intended to gain the reader's support

concerning a specific topic. They support your argument and draw the reader
to your conclusion. If you are running for president of the homeowners
association, for example, you might write a paragraph telling the reader why
you are the best candidate. Your supporting sentences include evidence of
your attention to yard care, your ability to handle money and a counter to the
idea that you are disorganized. Your concluding sentence tells the reader
what action she should take.
http://www.ehow.com/info_8635512_kinds-paragraphs.html
TASK 16: Applied Connection
 Read and identify the kinds of the following paragraphs.
1. Our school library is a very attractive place. The books are stacked in
neat rows on bookshelves arranged in parallel rows. The spaces
between bookcases are large enough to allow students to pass easily
and go from one case to case. The room is large, well ventilated and
well lighted. We can easily read the titles of the books. The library is
a popular place for students.
2. We know that wood floats and iron sinks. This is not always true,
however. Our banca developed a leak and it sank. But generally a
piece of wood will float while a piece of iron will sink. Some wood float
better than others. Any kind of wood will, however, prove the point.
The weight and the size also determine its floating qualities.
Source: Communication Arts and Skills Through Filipino Literature
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TASK 17: Connected to Symbols
 Working with a group of ten (10) members, you will need four (4) pieces
of one-fourth white cartolina or four (4) pieces of one-eight illustration
board, pencils, and coloring materials.
 Imagine that you met Prince Bantugan the day he left the kingdom.
 To help him better understand signs and symbols, draw common signs
that he would see in different establishments.
 Give the meaning of each. Explain their importance and the reasons for
understanding and following them.
 Draw these symbols and present your output to the class.
 Include the importance of following these symbols in your presentation.
Group 1 - Symbols and signs seen in hospitals
Group 2 - Symbols and signs seen in schools
Group 3 - Symbols and signs seen inside the malls
Group 4 - Symbols and signs seen on the road
Group 5 - Symbols and signs seen in the market
TASK 18: Character Connection
 Go back to your group with ten (10) members and choose one among the
following characters: Prince Bantugan, Prince Madali, the king of
Bumbaran, the king and the princess of the Kingdom-Between-Two Seas.
 Exemplify the trait and the contribution of each character through a
comical skit.
TASK 19: Local Connection
 You will be grouped according to your hometown. Recall a person whom

your tribe / place considers a hero. Relate what he has done to the
community which you consider heroic. Brainstorm and write down your
ideas in a paragraph form.
 Consider the basic features of a paragraph in doing your output. Share
your work with the class.
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You are now ready for the last phase of the lesson.
YOUR FINAL TASK
TASK 20: Connecting Artists and Storytellers
Retaining your groupings, you will now work on your

final task which is creating a flipbook of the heroes or
characters from the literary pieces discussed in class. You
will present this flipbook to the participants of the Arts and
Language Forum.
Your goal is to create a flipbook of the heroes or

Goal characters of the different Philippine myths and
legends
You are artists and story tellers who will sketch at
least 10 pictures of different heroes and characters
Role
from legends of the past and retell the adventures
of these heroes / characters.
Your audience are participants to the Arts and
Audience
Language forum.
The English Department of your school will hold the
Annual Arts and Language Forum and one of the
Situation
highlights is the presentation of a flipbook about the
literary heroes and characters of the past.
Product/ Your product is a flipbook of heroes and characters
Performance drawn creatively and presented orally.
Standards Creativity, style, presentation, grammar
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 This is a group output. You may also refer to this link for a more creative
way of doing your flipbook. http://flipbookcity.com/
Rubrics for rating the Flipbook
Criteria 10 8 6 4 2 Total
Creativity ( use of color, balance, originality)
Organization ( arrangement of characters )
Presentation (logical and interesting)
Language Mechanics & Convention
( fluent, natural, observes SV agreement )
Total
Legend: Rating – Description
10 - Output is creative; organization and presentation are very

impressive, language is natural, fluent and free from errors.
8 - Output is creative; organization and presentation are impressive,
language is natural with very minimal errors in grammar.
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6 - Output is less creative; organization and presentation are quite
impressive, errors in grammar are observable.
4 - Output and presentation need refinement.
2 - Output and presentation need to be repeated.
MY TREASURE
How many likes will I get?
Now that you have completed this lesson, recall your most interesting
group activity and take a picture together with your groupmates. Post this
picture on your Facebook and add a status about your experiences while going
through this lesson. See how many friends would like your status. (You may
only post a status if you do not have a camera. Or if you do not have a Facebook
account, write your status in your notebook and ask your friends to read and
like it by affixing their signatures.)
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MODULE 1
Lesson 4
______________________________________________________________
LEARNING FROM MY BEGINNINGS
YOUR JOURNEY
As you continue with your journey, you will discover how our forefathers
lived and how they developed a rich culture which we treasure and keep up to
the present world. Learning from your beginnings will allow you to appreciate
the past and connect to the present.
In this lesson, you will understand how our ancestors explained natural
phenomenon as they create stories of origins or beginning of things. You will
also answer the question, “How can I learn from my beginnings?” While on this
journey, you will acquire skills which will help you in your final task, which is to
organize information from a material viewed through a graphic organizer.
YOUR OBJECTIVES
As you go through this lesson you are expected to:
 identify the genre of the material viewed

 determine the truthfulness of the material viewed
 discuss answers to specific questions
 observe correct subject and verb agreement
 label the parts of a paragraph
 differentiate literary writing from academic writing
 use correct stress when reading passages
 transcode orally and in writing the information presented in diagrams,
charts, table, graphs, etc.
 organize information from a material viewed
 present a graphic organizer containing information from a material viewed
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At the end of this lesson you should be able to
present a graphic organizer containing information from
a material viewed. This will be rated based on Accuracy,
Completeness, Organization, Presentation, and
Grammar Use.
YOUR INITIAL TASKS
TASK 1: Beginning Backwards
Father daughter
 Work in triads.
 Look at the pictures above and find similarities of the father and his
daughter.
 Is the material truthful? Why?
 Show your groupmates your baby picture which your teacher assigned
you to bring.
 Tell your groupmates what your parents say about you when you were a
baby.
 What traits did you get from your mother?
 What traits did you get from your father?
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TASK 2: A Humble Beginning
 Think of an appropriate diagram and make your own family tree.

 You can also design one.
 Place pictures, dates and other highlights in your diagram.
 Present your work to the class by highlighting the following points:
- How many are you in the family?
- What is your pastime as a family?
- Do you go out and watch movies?
- Do you watch the same TV programs?
- What other information about your family would you like to share?
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TASK 3: A Worthwhile Beginning
 What is the poster about?

 What action is required by the poster?
 How do you feel after viewing it?
 What will you do? Why?
TASK 4: Viewing Prelude
 Your teacher will show you two (2) short clips taken from the internet.
 Check if you can give the names of the clips.
Source: https://www.youtube.com/watch?v=ZPckqSoOgPU
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Source: https://www.youtube.com/watch?v=H4CeueI0i8c
 What is the difference between the two clips?

 Where and when do we usually see these clips?
 What is the purpose of each?
 Do you know how to make one?
TASK 5: Let’s Get Familiar
 Below is a chart of materials or programs which you can view from your
television sets or through the internet. Examine each item and put a check
mark under the column not familiar if you do not know about the material.
Put a check mark under the column familiar if you know or you have
heard about the material, very familiar if you have watched one.
Familiarity Chart
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YOUR TEXT
TASK 6: Differing Views
 Your teacher will assign you to view different materials from the internet.
 You will be given the link and together with your groupmates, watch the
material.
 After viewing, organize a report to be presented in the class,
considering the following data:
- What is the material about?
- What is the genre of the material viewed?
- What information did you get from the material?
- Are the information essential? Why?
- Are the information truthful? What made you say so?
- Present your report through an organizer.
Group 1
https://www.youtube.com/watch?v=8xLnjzRqyvA
Group 2
http://www.imdb.com/video/imdb/vi717595161/
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Group 3
http://www.youtube.com/watch?v=4MFHaDI4ydw
A news flash a single item of important news that is aired separately and
often interrupts other programs.
A weather report is usually a part of an entire news program that tells and
foretells weather conditions on a specific area.
An internet-based program - is a program that is informative and can be

accessed through the website.
Movie trailer - a short clip from a film.
Documentary - a research-based reporting that deals with a specific topic

and format.
TASK 7: Stress it Out!

 Below are words taken from the text which you are about to read. Reread
each word separately. In what syllable did you need to put emphasis while
reading? The emphasis that you put in a certain syllable is called stress.
Check if you can group the words according to stress.
kingdom beautiful favorite

turbulently diversion innumerable
persistent participate introduced
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First Syllable Second Syllable
Third Syllable Stress
Stress Stress
TASK 8: Read to Find
 Below is a tale about how the island of Marinduque got its name. It further
tells how the other islets were formed. Read the story.
A Tale of Marinduque
Retold by Alfonso P. Santos
In a small island kingdom there once lived a very beautiful princess

named Maring. Her favorite haunt was the top of a very tall mountain, Mount
Malindig. She was very fond of hunting wild animals, a diversion which was
much against her father.
One day, she espied a pretty white deer. It ran so swiftly that it took her
a long time to catch up with it. She had the game already at bay when the
owner came along looking for it. The stranger was a man of princely bearing
and fine manners. He introduced himself as Duque, and offered the deer to
her as a token of their first meeting. Maring could not resist her gallant
gesture. She could not help admiring the stranger, who fell in love with her at
first sight. Since that day, they often met in the forest.
The beauty of Maring was known far and wide. Innumerable suitors
came to woo her, but she turned a deaf ear to them all for she had set her
heart on the modest Duque. Not knowing about her secret love affair, her
royal father announced that her hand would be given to the one who would
win a ship race. So the most persistent suitors, three wealthy kings, fitted out
vessels for the contest. Duque could not participate in the contest. He was
not rich enough to equip a vessel.
Meanwhile, Maring was very unhappy. She prayed to the gods for help.
Bathala heard her prayers. On the appointed day, the sky grew dark. The sea
seethed turbulently and the winds blew furiously, but the contest could not be
put off for another day. The three kings set forth bravely on their ships. Before
they were halfway to the goal, one of them hit a rock and soon vanished from
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sight with his ship. The second vessel was able to move on a little farther and
then it was also devoured by the angry sea. The last ship met the same fate.
The king and the spectators grieved over the fate of the three royal
suitors. Only Maring did not grieve at the outcome of the race. When the sea
calmed down, everyone was surprised to see three islands at the places
where the ships had sunk. They were named Tres Reyes or Three Kings
after the unlucky trio.
The father of Maring did not wish to sacrifice more lives after that
disaster. He gave his daughter freedom to choose her husband. So, she
confessed to him her secret love. The king consented to the marriage. Seven
days of feasting and merrymaking followed. To mark the happy union of the
two young people, the island kingdom was named Marinduque, after Maring
and Duque.
Source: Communication Arts and Skills Through Filipino Literature
Process Questions:
1. How did the friendship of Maring and Duque start?

2. What was Maring’s problem at the start of the story?
3. Why was Duque not able to join the race?
4. What happened to the three kings?
5. Do you believe about the tale of risen islets?
6. Why did the king decide to give freedom of choice to Maring?
7. What lessons can we get from the story?
TASK 9: Stressed!
 Examine the words closely.

 What is the meaning of the lines above the words?
 Can you give emphasis to the words by following the lines?
 Read the words as a class, then individually.
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 Now, watch the video that has been downloaded by your teacher.
https://www.youtube.com/watch?v=65AgbiwQ6ko
 What did you learn about stress?
 Go back to Task 7 and check if your answers were correct.
 Why is stress important?
 Read the story once again and list as many words with stress on the first,
second and third syllable. Make a list on your notes similar to what is
shown below.
First Syllable Second Syllable Third Syllable
Stress is the emphasis we put in one syllable of

words having two or more syllables. Generally, nouns with two syllables are
stressed on the first, verbs on the second.
project - noun project - verb
TASK 10: Read to Stress
 Go over the selection once again and mark the words with stress on the
first syllable.
 Now, mark all the words with stress on the second syllable.
 Do this for words with stress on the third syllable.
 Read the text aloud. Put emphasis on the words that you have marked.
 Try this using other passages.
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 The following paragraph is a twist from the text which you have read
earlier. Go through the paragraph and underline the correct form of the
verb inside the parentheses. This is a race and whoever finishes first will
receive two (2) bonus points.
A Tale of Marinduque: A Twist
As the day of the competition is drawing near, the three kings prepared
their sea vessels. The first king boasted of his ship as able to run 50mph. The
second king said, “Ah, 50 miles (is, are) not a thing to be proud of my friend.”
The third king busied himself hauling fuel for his ship. He said a ten
thousand worth of fuel (is, are) a guarantee that he will not run out of gas during
the race.
The day of the race came. Suddenly, the sky grew dark. They waited for
two hours for it to clear. But the two hours (is, are) too long for the kings. So
they decided to proceed with the race. The race was estimated to be running
at three hours. Each king thought this (is, are) the most exciting three hours of
their lives.
Duque, being not able to join the competition, was not able to see the
race as well. His measles (was, were) so severe that he was ashamed to go
out. Maring stayed with him as she too was sick. Her mumps (is, are) so painful
but the result of the race makes her more worried.
Before the day ended, a friend of Maring came with sad and exciting
news. The sad news (is, are) all the kings drowned in the sea. The exciting
news (is, are) from where each drowned, an island rose.
Subject-Verb Agreement
 The singular verb form is usually used for units of measurement or time.
Examples:
1. Twenty gallons of fuel is not enough for the ship of the kings.
2. The distance between the ships of the first king to the second king is
five kilometers.
3. The total time for the ship race was five hours.
109
 Fractions may take singular or plural verbs depending on the of phrase.
Examples:
1. Two-thirds of the farm is planted.

2. One-half of the coconuts are to be sold.
 Nouns such as civics, mathematics, measles, and news require singular

verbs.
Example:
The news about the three kings is sadly received by the people.
Reference: Communication Arts and Skills Through Filipino Literature
TASK 12: My Twist
Create a two-paragraph story derived from A Tale of Marinduque. Apply

the rules that you have learned. Read the story in class.
TASK 13: From the Top
 You have learned from the previous discussion that a paragraph has
three basic parts.
 Read the paragraph that follows and identify the introduction, body and
conclusion.
 Justify your answers.
1. “If at first you don’t succeed, try and try again.” This proverb means
that we should develop the virtues of patience, fortitude, and
perseverance. It’s a good thing never to get discouraged, to rise
stronger after each fall. Every end is a beginning. It all depends upon
how you look at it. You will not succeed if you concentrate on your
failures. But if you see beyond your failures and reach your hands
towards the success that lies in the future, that success will be yours.
2. All the pupils in the classroom were excited. The principal had
announced that classes would be dismissed at the end of the period.
The boys openly smiled in anticipation of the unexpected holiday. The
girls put their heads together whispering why the classes were
dismissed.
110
3. In ancient Persia, physical education was practiced at an early age.
At six, the children were trained for physical and military training. They
were made to run, use a slingshot, shoot the bow and arrow, and
throw a javelin. They also practiced jumping on and off the horse.
They were taught to hunt, to endure extreme heat and cold, to eat
very little food and to sleep on the ground.
4. Looking down Tagaytay Ridge, one can get a splendid view of Taal
Lake and Taal Volcano. The waters of the lake are a rich purple, but
the purple changes hue with the time of the day and the condition of
the weather. Taal Volcano is set squarely in the middle, but it looks
so tiny as seen from the ridge that many have asked on seeing it,
“What is that?” After all, Taal is perhaps the smallest volcano crater.
Now and then, as one gazes at the lake, clouds seem to rise over the
lake and dissipate in wisps and fingerlike formations.
Source: Communication Arts and Skills through Filipino Literature
TASK 14: Hitting Two Birds
 Go back to the paragraph which you have previously labeled.

 Read each paragraph again.
 Check if the paragraph allows you to use your imagination. Does it
describe?
 Do you find it entertaining?
 Does it inform?
 Can you say if it is a literary writing or an academic writing?
Literary writing uses images and descriptions. Oftentimes it is

subjective and less formal. It uses words that appeal to emotion. Descriptive
essays, narratives, stories and articles written creatively are examples of this.
Academic writing uses words which are formal, standard and impersonal.
Persuasive and informative essays, and research papers are examples of
this.
 Go to your reading corner and look for samples of literary and academic
writing.
 Share your findings with the class.
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TASK 15: Like a Pro
 Imagine that you are part of the island kingdom which is the setting of
The Tale of Marinduque. On the day of the ship race, you are one of the
following:
1. A weather forecaster - who will deliver a weather report and give

warnings to the people.
2. An emcee - who will announce the mechanics, introduce the
participants, judges and other details of the competition.
3. A news reporter - who will make a report about the result of the
competition.
4. A ruler - or the king himself who will make his official statement about
the competition and his decision of not intervening about his
daughter’s love affair.
5. A maiden - or Maring herself, declaring how she feels before and
after the competition, or about her father’s declaration.
6. A fortunate suitor - or Duque himself proclaiming his great love for
Maring.
7. An audience - who will share his or her thoughts about the whole
matter.
 Remember that you are to observe correct subject and verb agreement
in your presentation while at the same time observe correct word stress.
You will be given two minutes for your presentation.
YOUR FINAL TASK
TASK 16: Tracing Backwards
 You will watch a short documentary about the Pre-Colonial Philippines.

After that, you will organize the information viewed using an appropriate
graphic organizer. Present you output to the class.
Your goal is to create and present a graphic organizer

Goal containing information about the Pre-Colonial
Philippines.
You are tour guides who will talk to tourists before you
Role
guide them to the famous spots in your locality.
112
Your audience are tourists from other countries who
Audience want to know about the culture, life, beliefs and literary
works of our ancestors during the pre-Colonial period.
A number of tourists are in your locality and as tour
guides, you are assigned to give a short briefing or
information about the Pre-Colonial Philippines before
you guide them to the different spots. You need to
Situation prepare your material for presentation. You will base
your information from a documentary or other sources
but make sure you validate the material before using
them. https://www.youtube.com/watch?v=lFKAjD-
nDwU
Your product is a graphic organizer containing
Product necessary information about the Pre-Colonial
Philippines.
You will be rated according to: accuracy,
Standard
completeness, organization and presentation.
Rubrics for Rating
Criteria 10 8 6 4 2 Total
Accuracy/Completeness ( facts)
Creativity ( style, color)
Organization ( arrangement of events )
Presentation (logical and interesting)
Language Mechanics & Convention
( fluent, natural, observes SV agreement )
Total
Legend: Rating – Description
10 - Output is creative, organization and presentation are very

impressive, language was natural, fluent and free from errors
8 - Output is creative, organization and presentation are impressive,
language was natural with very minimal errors in grammar
6 - Output is less creative, organization and presentation are quite
impressive, errors in grammar are observable
4 - Output and presentation need refinement
2 - Need to repeat output and presentation
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MY TREASURE
 Think of a thing or an object that will best remind you of the pre-Colonial
Philippines.
 Draw / Write about this thing and about how proud you are of our
beginnings.
 Observe correct subject - verb agreement in your sentences.
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MODULE 1
Lesson 5
______________________________________________________________
VALUING MY ELDERS’ WISDOM
YOUR JOURNEY
“Elders
know everything…
and have all the time in
the world to tell you
about it.”
As students in the Junior High School, you are exposed to a number of

troubling situations and challenging experiences be it economic, social, moral,
or spiritual which might pull your self-esteem down. Hence, there is a need for
you to adhere and uphold the wisdom of your elders so that you will be able to
realize the goals that you have set for yourself, for your family, and for your
community at large. How can you value the wisdom of the elders?
This lesson will guide you to become a person who values the wisdom of
the elders while you improve your reading, listening, writing, speaking, viewing,
language, and literary skills. The skills will be demonstrated at the end of the
lesson through creating a comic strip showing the importance of valuing the
elders’ wisdom.
YOUR OBJECTIVES
 use non-linear visuals as comprehensive aids in content texts

 listen for important points signaled by intonation
 use the correct stress (primary, secondary, tertiary, and weak) when
reading passages
 use idiomatic expressions in oral communication
 use literature as a means of connecting to a significant past
 use correct subject-verb agreement focusing on indefinite pronouns as
subjects
 sequence steps in writing a simple paragraph
 create a comic strip based on a myth
115
Your expected output is to come up with a comic strip
based on a myth that shows valuing our elders’ wisdom.
Your final output will be rated based on the following
criteria: Focus, Clarity of Ideas and Expressions,
Language Convention, and Workmanship.
YOUR INITIAL TASKS
TASK 1: Follow Me
Draw an arrow to match the pictures with the reminders in the boxes.
Then complete the phrase below.
Be thoughtful!
Be helpful!
Be cooperative!
Be loving!
Be attentive!
Be respectful!
Be caring!
V _ L _ I _G O __ R _ L _ E _ S
116
TASK 2: Best Practices
Put a check mark on each way to show how often you value your elders.
Then, give your reason for your answer.
How Often You Practice IT

Ways to Value Your Elders
Always Sometimes Never Reason
1. kissing their hands

2. helping them in
a. crossing the street,
b. walking
c. carrying things
d. doing house chores they
like
3. listening to their stories
4. responding to them politely
5. asking them for an advice
6. giving them a call
7. visiting them
8. remembering them by giving
them
a. gifts
b. cards
c. simple greetings
 Why do you have to value your elders?
117
TASK 3: Wisdom That Lingers
You have learned some idioms from the previous lesson.
 Now, pair up with your seatmate.

 Recall a meaningful talk with your elders. Then, relate the pieces of
advice you heard from them to the following idioms.
 Share in the class a particular situation where you encountered those
idioms or something similar to these.
Idiom: You can catch more flies with honey than with vinegar.
Meaning: People will do what you want when you are nice, not mean.
Idiom: Bite your tongue.

Meaning: Try not to say something that you really want to say.
Idiom: Hang in there.

Meaning: Don’t give up.
Idiom: Don't count your chickens before they hatch.

Meaning: Don’t make plans based on something happening until that
thing happens.
Source: https://quizlet.com/3401253/advice-idioms-flash-cards/
TASK 4: What’s On My Mind?
 Write the things that you expect to learn in this lesson. Use the Sticky
Notes Organizer as shown below.
In this lesson, I want to learn

____________________________________________________________
___________________________________________________________.
I also expect that I will

____________________________________________________________
___________________________________________________________.
My classmates and I will

____________________________________________________________
___________________________________________________________.
118
YOUR TEXT
TASK 5: Moon vs. Tide
 Think of some words that you can associate with the moon and with the
tide.
 Write your answer on the boxes around the pictures.
 Read all the words when you are done.
TASK 6: Read between the Lines
Have you ever wondered why there is high tide during a full moon? Find
it out in the following story.
A myth is a fictitious story that tells about the origin of humans

and the universe. It also explains some natural and social
phenomena and usually involving supernatural beings or events.
The story below is an Ibanag myth. Ibanags are an

ethnolinguistic minority who inhabit the provinces of Cagayan,
Isabela, and Nueva Viscaya. Their names come from the words “I”-
which means “The” and “Bannag” – meaning river.
http://iloko.tripod.com/Ibanag.html
119
As you read the selection, find out what punishments the main characters
get from disobeying the immortal law of their parents.
Why There Is High Tide During a Full Moon
Long, long ago only gods lived in this world, the earth, seas, and sky
were ruled by three different powerful gods. The sun god, who ruled the sky,
had a very beautiful daughter, Luna, the moon. Luna enjoyed going around
the heavens in her golden chariot. One day she found herself taking another
path which led her outside her kingdom. She wandered on until she reached
the place where the sky met the sea. Beautiful and unusual sights greeted
her eyes. As she was admiring the beautiful things around, a voice startled
her. It asked, "Where has thou come from, most beautiful one?"
Turning around she saw a young man who looked much like her father
though fairer. She wanted to run away, but when she looked at him again,
she saw that he was smiling at her. Taking courage she answered, "I am
Luna, daughter of the sun god."
The young man smiled at her and answered, "I am Mar, the son of the
sea god. Welcome to our kingdom." Soon the two became good friends. They
had many interesting stories to tell each other. When it was time for Luna to
go, they promised to see each other as often as they could, for they have
many more tales to tell. They continued meeting at the same spot until they
realized that they were in love with each other.
One day after one of their secret meetings, Luna went back to the
heavens full of joy. She was so happy that she told her secret to one of her
cousins. The cousin, jealous of her beauty and her happiness, reported the
affair to the sun god. The sun god was angered at his daughter's
disobedience to the immortal laws. He shut her in their garden and did not
allow her to get out. Then he sent a messenger to the sea god informing him
that his son Mar disobeyed the immortal law. The sea god, who was also
angered by his son's disobedience, imprisoned him in one of his sea caves.
Luna stayed in the garden for some time. She was very sad at not being
able to see Mar. She longed to be with him again. Feeling very restless one
day, she escaped from the garden. She took her golden chariot and rushed
to their meeting place. Mar, who was imprisoned in the sea cave, saw her
reflection on the water. He wanted to get out to meet her. He tried hard to get
out of his cave causing unrest in the sea. Luna waited for Mar to appear, but
he did not come. Then she went back home very sad. Each time she
remembered Mar, she would rush out in the golden chariot to the meeting
place in hopes of seeing him again.
120
The fishermen out in the sea believe that each time Luna, the moon,
appears, the sea gets troubled. "It is Mar trying to escape from his cave," they
say.
Source:http://www.seasite.niu.edu/TAGALog/folktales/Ibanag/why_there_is_high
_tide_during_fu.htm
TASK 7: Story Star
 Form five (5) groups.

 Complete the five points of the star by answering the questions
 that will be given by your teacher.
 Each correct answer corresponds to a point of the star. The first group
who can collect five points wins the game.
TASK 8: Face the Phases
 Form three (3) groups. Then, work on your assigned tasks.

 Share your thoughts, ideas, and experiences with the groups.
Group 1 High Phase
 Talk about the parts of the story that interest you most.
 Use a graphic organizer to highlight the important events in the story.
 Present your outputs to the class.
121
Group 2 Valuable Phase
 How does the story “Why There Is High Tide During a Full Moon” help
you understand the importance of valuing the wisdom of the elders?
 Suggest ways on how to give importance to the wisdom of the elders.
 Present your answers by making a poster.
Group 3 True to Life Phase (TLP)
 Recall an experience similar to that of the characters’ (Luna and Mar)

 State the consequences of not following or heeding the advice of your
elders.
 Use the organizer below for your answers.
 Share your thoughts with the class.
122
TASK 9: High Tide, Low Tide
Improve the stress and intonation that you have learned from previous
lessons. Read the dialogue below. Emphasize some words as you read them.
Mar: Where did you come from, most beautiful one?

Luna: I am Luna, daughter of the immortal sun god.
Mar: I am Mar, the son of the sea god. Welcome to our kingdom.
Luna: Thank you! I have to go now.
 What are the words that you emphasized?

 Why did you highlight those words?
Stress and Intonation
Correct intonation and stress are the keys to speaking English fluently
with good pronunciation. Intonation and stress refer to the music of the
English language. Words that are stressed are keys to understanding and
using the correct intonation brings out the meaning.
Stress-is the relative emphasis given to a syllable or a word in a sentence.
Content words such as:
Nouns e.g. kingdom, Luna

(most) principal verbs e.g. visit, construct
Adjectives e.g. beautiful, interesting
Adverbs e.g. often, carefully
Non-stressed words are considered
Function words such as:
Determiners - e.g. the, a, some, a few

Auxiliary verbs - e.g. don't, am, can, were
Prepositions - e.g. before, next to, opposite
Conjunctions - e.g. but, while, as
Pronouns- e.g. they, she, us
Source: http://esl.about.com/od/speakingadvanced/a/timestress.htm
123
Task 9.1: High Time
Numbers 1, 2, and 3 represent each syllable. In each column one

number is underlined to show the syllable that is stressed.
 Now, read the following words and write them in their corresponding
column.
Daughter beautiful
welcome immortal
1–2-3 1–2–3 1–2-3
Task 9.2: Highlight
The following sentences are represented by a series of numbers;

underline the number for the word that is stressed.
For Example:
I am the daughter of the sun god. => 1-2-3-4-5-6-7-8-9
Try these!
I am Mar, son of the sea god. => 1-2-3-4-5-6-7-8
Welcome to our kingdom. => 1-2-3-4
Task 9.3: High Wanes
Go back to the dialogue above. Read it with intonation.

What did you notice with your voice?
124
Intonation – means the rising and lowering of the voice when speaking.
1. Rising-falling intonation is found in:

 declarative sentences
 commands (very strong)
 ‘wh’ questions
Examples:
We love to listen to our elders’ words of wisdom.

Follow your elder’s advice.
What’s the importance of following your parents’ advice?
2. In rising intonation the pitch rises and stays high at the end of the
sentence. When you hear rising intonation it indicates that the speaker
is waiting for a reply. Rising intonation is found in:
 yes/no questions
 situations when someone is expressing doubt or surprise
Examples:
Do you follow your mother’s advice?

Are you really following your parents’ rules?
Reference: Serrano, J. (2009). Better English: For Philippine High School, Third Edition
Task 9.3.1: High Chat
 Act out a situation where the characters ask and answer

questions.
 Use the intonation patterns in asking and answering questions.
 You may be guided by the following:
- Mar asking question to Luna or
- Luna to Mar
- Luna to her cousin
- Luna to her father
- Sun god to Luna
- Sea god to Mar
Based on the story, how do you think the characters answered the
questions?
125
TASK 10: Once in a Blue Moon
You have also learned some idioms in your previous lessons. Now, learn
more of them.
Idioms - are expressions whose meanings cannot be inferred from the

meanings of the words that make them up.
A. cry over spilled milk - when you complain about a loss from the past
B. curiosity killed the cat - being curious can get you in trouble
C. take with a grain of salt - not to take what someone says too seriously
D. not a spark of decency - no manners
E. come hell and high water - no matter what happens
F. in the nick of time - just before it’s too late
Source: http://idioms.thefreedictionary.com
Task 10.1 Idiom Immersion
 Work in pairs.
 Write a skit between an elder and one of characters in the story
“Why There Is High Tide During a Full Moon”.
 Use the idioms above in your dialogues.
 For example, after Luna met Mar, an elder would advise or remind
Luna to take the word of Mar with a grain of salt.
 Observe proper stress and intonation as you deliver your lines.
Task 11.1: Spin – A – Moon
126
 Spin the moon- wheel to choose a verb and a pronoun. Then, use
them in a sentence.
 Write your sentence on the board. Encircle the pronoun used as a
subject and underline the verb.
For examples:
Everyone follows the rules of the elders in our home.
Many want to be obedient to their parents.
 Do the underlined verbs agree with the subjects? Why did you say
so?
 What should you remember about subject and verb agreement?
Subject-Verb Agreement
In Standard English, the verb must agree with the

subject. Otherwise, the sentence is faulty or erroneous.
Following are the rules governing subject and verb
agreement.
An indefinite pronoun is a pronoun that refers to non-specific beings,

objects, or places.
Indefinite pronouns as subjects
 Singular indefinite pronoun subjects take singular verbs.
Singular: each, either, neither, one, no one, nobody, nothing, anybody,

anything, someone, somebody, something, everyone, everybody,
everything
Everybody is required to obey the laws of the land.
singular singular
127
 Plural indefinite pronoun subjects take plural verbs.
Plural: several, few, both, many
Many believe that elders are a source of wisdom.
plural plural
Source: Serrano, J. et.al (1999). English Communication Arts and Skills Through Filipino
Literature I
Task 11.2 Brighten Up
Activity 1. Choose the verb that goes with the subject.
1. Few (was, were) punished for breaking the rules.

2. Each (has, have) a role to perform.
3. (Has, Have) you ever disobeyed your parents’ rules?
4. Everyone (is, are) expected to heed the wisdom of the elders.
5. One of the rules (was, were) not to go out of their kingdom.
Activity 2. Identify the error in the following sentences. If the sentence is

acceptable in Standard English, circle letter D.
1. No one is allowed to visit other kingdoms. No Error

A B C D
2. Many says there is no absolute rule. No Error

A B C D
3. Both gods have rules to follow. No Error

A B C D
4. One of Luna’s cousins reveal her secret to her father. No Error

A B C D
5. Someone send a message to the god. No Error

A B C D
Activity 3. Write a short paragraph giving pieces of advice to one of the

characters you like in the story “Why There Is High Tide During a Full
Moon”. Underline your subjects once and the verbs twice in all your
sentences.
128
TASK 12: Paragraph in Focus
You have learned from the previous lesson the different parts of a
paragraph. This time, you will be taught the different steps in writing a simple
paragraph.
Steps in Writing a Simple Paragraph
Step 1: Choose a general topic.

Example: Elders
Step 2: Narrow down your general topic to a specific topic.

Example: Respecting elders
Step 3: Write up to three questions (how, when, where, why, who, what)
about your specific topic.
Examples: What are the different ways to respect elders?
Why do you respect your elders?
Who do you consider as your elders?
Step 4: Choose one question (from step 3) on which to focus your paragraph.
Example: What are the different ways to respect elders?
Step 5: Reword your question (from step 4) into a statement. This will be the
topic sentence for your paragraph.
Example: There are many different ways to respect our elders.
Step 6: Write down three sentences that help support your topic sentence.
In this example, these supporting sentences should tell what those ways to
respect elders are.
Examples: I often kiss their hands.
I especially like to listen to their pieces of advice.
They still love to do things at home, so I help them.
Step 7: Summarize your topic sentence and three supporting sentences with
a conclusion sentence.
Example: I would continue respecting them to show that I appreciate
them very much.
Source: www.4himkids.com/ws.paragraph.doc
129
Task 12.1: Follow the Leader
 Read the following sentences.

 Then, write them in the organizer below following the steps in
writing a paragraph.
 They are a living book where we can read valuable stories and get
lessons in life.
 Our young generation today must learn to value the wisdom of our
elders.
 The wise elders are a fountain of good counsels that can never be
compared to any material wealth in this world.
 The wisdom of our elders must then be treasured by our present
generation.
 Our wise elders are a great source of knowledge, wisdom and
information that will help us, the youths to be better persons.
Task 12.2: True Follower
Now, write your own paragraph about your grandparents. Follow the
steps you have just learned.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
__________________________________________________________.
130
TASK 13: Lunar Day
 Form five (5) groups and work on your assigned task.

 Present your outputs to the class highlighting your ideas, thoughts, and
perspectives in life.
 Be open for constructive comments or feedback.
Group 1 New Moon Act
 Arrive at a consensus on important words of wisdom of your elders that

you consider relevant in this age and time.
 Create a scenario or a real life situation depicting the words of wisdom
that you have chosen as a group and present it in the class through
simulation or role play.
Group 2 Moon Law
 Pretend that you are members of Sangguniang Kabataan (SK). Write a

barangay ordinance that will require the youth to participate in the
celebration of the “Elders’ Week”.
 Ask the youth to prepare flashcards with the most important advice their
elders have given them.
Group 3 Moonlight
 Recall different words of wisdom of famous persons.

 Agree on the words of wisdom of famous persons to present.
 Present a 3-minute jazz chant of those words of wisdom. Observe proper
stress and intonation patterns.
 You may watch a sample jazz chants of Carolyn Graham, author of Jazz
Chants at youtube.com
Group 4 Full Moon Talk Show
 Brainstorm on the topic “The Importance of Valuing the Elders’ Wisdom.”

 Conduct a talk show about it.
131
Group 5 Moon Eclipse
 Reread the story “Why There Is High Tide During a Full Moon.”
 Come up with a different ending (humorous/funny, scary, dramatic) of the
story.
 Present it before the class through a role play. Observe proper intonation
and stress.
You have accomplished the real-life tasks needed in this lesson.

Definitely, the understanding of these concepts, ideas, literary and language
communication skills can help you in valuing your elders’ wisdom. Are you
ready for the next challenge? Prepare! For this is your challenge!
YOUR FINAL TASK
You were informed that your final task is a comic

strip based on a myth that shows valuing our elders’
wisdom. It will be rated based on the following criteria:
Focus, Clarity of Ideas and Expressions, Language
Convention, and Workmanship.
TASK 14: Putting a Premium On
You have acquired the necessary target concepts and skills of this
lesson. By now, you are ready to perform your final task which is a comic strip.
Your goal is to make a 6 paneled- comic strip based on a myth

Goal
that highlights valuing elders’ wisdom.
You are a comic illustrator of a myth that you want others to
Role
read in the easiest and interesting way.
Your audience are comic readers who want to read a myth on
Audience
valuing elders’ wisdom.
You are a famous comic illustrator who was asked to contribute
Situation
to a school paper.
You will make a 6-paneled comic strip based on a myth that
Product
highlights valuing elders’ wisdom.
You will be evaluated based on the following criteria: focus,
Standards clarity of ideas and expressions, language convention, and
workmanship.
132
 Be reminded that you need to read your comic strip with proper stress
and intonation to convey the right feelings.
 Use the following tips on how to make your comic strip.
Comic Strip
A comic strip is a series of illustrations in boxes that tell an amusing

story.
Tips and Tricks for Creating Comic Strips
Tip 1: Work out your story first.

 What do I want to say?
 What words; what pictures?
 What is going to happen in each frame?
Trick:
 Plan the story in writing; create a story board.
 Add quick sketches with stick figures in your plan.
 Use pencil so that you can make changes.
Tip 2: Visualize your characters and practice drawing them.
Trick:
 Use speech balloons and text to help express emotions. For example,
a heart shaped speech balloon or an oval speech balloon with little
hearts encircling the text.
 A light bulb in a speech balloon says your character has an idea. The
possibilities are unlimited.
Tip 3: Visualize your setting and practice drawing it.
Ask yourself:
 Where does my story take place?
Note: You need to make sure you have space for speech balloons, so
don’t crowd your settings with too many objects.
Trick:
 Keep backgrounds simple so that they are easily reproduced.
 If the story occurs outdoors, you might want to divide the frame into
two parts: sea and sky.
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Tip 4: Decide what colors to use beforehand.
Trick: Don’t use too many colors unless you want to create a confusing
environment.
Tip 5: Draw a rough sketch of your comic strip and share it with others
to see if it conveys the message you want.
Trick: Use a soft-lead pencil and draw your sketch with a light hand so that
you can easily erase.
Tip 6: Steps for putting it all together.
Follow these steps:

 Use pencil and draw with a light hand.
 Draw everything including speech balloons and text boxes, but DON’T
include text.
 Use a ruler and lightly draw in grid lines where text will be placed.
 Pencil in text on the grid lines. Do not go outside the speech balloon
or text box.
 Once everything looks how you want it, ink over the pencil and color
it.
 Remember to use a light hand when you sketch out your comic
strip.
Source:
http://schoolweb.tdsb.on.ca/Portals/regentheights/docs/Tips%20and%20Tricks%20for%20
Creating%20Comic%20Strips.pdf
 Or you may watch the video clip “How to Draw a Comic Strip” by Bruce
Blitz.
https://www.youtube.com/watch?v=XHtVJdaqdqU&spfreload=10
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Rubrics for Comic Strip
Criteria 4 3 2 1
The pictures Only 2 of the Only 1 of the More than 2 of

and captions pictures and pictures and the pictures and
reflect captions reflect captions reflect captions reflect
exceptional an exceptional an exceptional little degree of
degree of degree of degree of student
Creativity
student student student creativity.
creativity. creativity. creativity.
There is a great
attention to
detail.
All 6 panels Only 5 panels Only 4 panels Less than 4

Theme relate to the relate to the relate to the panels relate to
theme. theme. theme. the theme.
The main The main The main It is hard to tell
characters are characters are characters are who the main
clearly clearly identified but characters are.
identified, and identified, and not well
Characters
their actions their actions developed and
and Dialogue
and dialogues and dialogues their actions
are well- match most of and dialogue
matched to the time. are too general.
each other.
Landscape and Landscape and Landscape and Landscape and
props are props are props are props seem
directly related directly related generally randomly
to the theme or to the theme or related to the chosen or
Landscape
purpose of the purpose of the theme or distract the
and Props
comic and comic. purpose of the reader.
enhance comic.
understanding
of the scene.
The comic has The comic has The comic has The comic has
at least 6 at least 5 at least 4 less than 4
panels. There panels. There panels. There is panels. There
Number of
are at least 2-3 are at least 2 only 1 speech are at least 4
items
speech speech balloon in each speech
balloons in balloons in panel. balloons in
each panel. each panel. each panel.
There are no There are 1-3 There are 4-5 There are more
Spelling,
spelling, spelling, spelling, than 5 spelling,
Punctuation,
punctuation, or punctuation, or punctuation, or punctuation, or
and Grammar
grammar errors. grammar errors. grammar errors. grammar errors.
Time and Class time was Class time was Class time was Class time was
Effort used wisely. used wisely, used wisely, not used wisely.
Much time and however the however the
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effort went into student could student could
the planning have put in have put more
and design of more time and time and effort
the comic. effort into the into the
designing. planning.
http://www.lebanon.k12.oh.us
MY TREASURE
Nuggets of Wisdom
 Go over the various tasks that you came across in this lesson.
 Reflect on the valuable insights that you have gained as you go through
the various activities in this lesson.
 Write down your reflection about the insights or desirable values that you
have learned in this lesson.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
___________________________________________________________.
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MODULE 1
Lesson 6
______________________________________________________________
CELEBRATING MY HEROES’ BELIEFS
YOUR JOURNEY
“My heroes are just everyday people who

work hard, are honest and have integrity.”
Jordin Sparks
Heroism knows no age and limit. Just like what the quotation says,
anyone in this world can be a hero even you, a Grade 7 learner. At this point in
your lives, you must have a hero whom you idolize and look up to. You must
be proud of your chosen heroes and you are indeed duty-bound to celebrate
their beliefs. As you go along in this lesson, you are tasked to answer this
question: “How can the beliefs of the heroes guide you to a deeper
understanding and appreciation of yourself?”
As you improve your listening, speaking, reading, writing, viewing,

language, and literary skills, you will have a chance to become a person who
puts premium on the beliefs and triumphs of the heroes of your choice. These
skills will be demonstrated at the end of the lesson through narrating a story
creatively using modern technology.
YOUR OBJECTIVES
 organize information from material viewed

 get the meaning of the difficult words through clues from the sentences
 determine the mood of the selection or a passage
 use idiomatic expressions
 transcode orally and in writing the information presented in tables
 use rising intonation pattern with yes-no and tag questions; the rising-
falling intonation with information seeking questions
 note the changes in juncture that affect meaning
 listen for important points signaled by juncture
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 use correct juncture/phrasing and rate of speech when reading passages/
paragraphs
 sequence steps in writing a simple paragraph
 narrate a story creatively using modern technology
At the end of the lesson, you are expected to

creatively narrate a story using modern technology. You
will be assessed using the following criteria: Voice
Projection, Organization of Ideas, Proper Use of
Language, Content and Theme, and Use of Modern
Technology.
YOUR INITIAL TASKS
TASK 1: Proud to be a Hero!
 Look at the pictures carefully. Do you know all of them?

 Rearrange the letters below the picture to form the names of these
modern day heroes.
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 Work with your seatmate. Discuss the things that you know about the
heroes in the picture.
 Use the following Challenge Questions as you discuss the pictures:
1. What are the contributions/ remarkable actions that these heroes
have done for our country?
2. In what way are their actions/ contributions still relevant in the
present time?
 Share your answers with the class.
 Be ready to answer questions.
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TASK 2: The People’s Hero
As you discover more about our modern day heroes, you will also uncover
their qualities which help them to become a hero. Find out what unique qualities
are shown in the following lines:
 Read the following lines from Mr. Efren Peñaflorida, 2009 CNN Hero of
the Year Awardee:
Change should start from within. It doesn’t

have to be big or glamorous. It doesn’t have
to be published. Even the smallest and
simplest things we do make things better
around us is a start of greater things.
Cooperation and unity are keys to make

significant change happen.
 Answer the following Challenge Questions. Organize your answers in the

graphic organizer provided:
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TASK 3: The Hero in Me
Now that our modern day hero helped you discover the qualities of a hero,
you have now your chance to choose the qualities that will make a good modern
day hero.
 According to PersonalityTutor.com, the words that you will find inside the
hero badge are the qualities that make up a modern day hero.
 Choose at least three (3) qualities that you think a hero should have.
 courage  loyalty
 sacrifice  dedication
 determination  honesty
 focus  perseverance
 responsibility
 compassion
 wisdom
 Work with a partner. Discuss these qualities with your partner.

o Focus on the reasons why you chose them.
o Share your answers with the class.
o Be ready to answer questions.
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TASK 4: The Pen is Mightier than the Sword
Before you go on with this lesson, you need to set first your expectations
and determine the things that you want to learn.
 Complete the following organizer by writing your expectations on this

lesson and the final task at the sword part of the organizer. Write the
things that you want to learn on the pencil part of the organizer.

 Be reminded of the things written in the organizer for this will serve as
your guide as you learn new concepts, develop your skills, and do the
tasks in this lesson.
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YOUR TEXT
TASK 5: The Quest Begins…
Reading a story about heroes will surely give you a lot of ideas about their
struggles. You can also discover the different characteristics and qualities of
the characters that made them heroes.
 Look at the picture of Sulayman below. You will notice that there are
arrows pointing to the different parts of his body.
 Answer the question inside the box leading to the qualities of a hero.
How does a hero think?
What does a hero feel?

What does a hero
do?
 Share your answers with your classmates. As you read the story, always
bear in mind these things and reflect if the characters showed such
characteristics.
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TASK 6: A Hero’s Guidance
Before you read the story, find the meaning of the difficult words to help
you understand the story better.
 Study the following sentences. They contain difficult words found in the
story.
 Unlock the meaning of these difficult words by using clues in the
sentences.
 Choose the meaning of the word from the hero bar below.
cause trouble habitual problem

complete destruction
very tired strong feeling
1. The monsters haunt the villagers in every way they can.

2. The scary monster brought havoc to the people in the mountain
causing them to evacuate to the nearest town.
3. The warriors fought the monsters with zeal.
4. The giant bird is the scourge of their land.
5. The soldier felt exhausted after defeating four monsters.
 Remember these words as you read the story.
TASK 7: A Journey to an Unending Battle
The story that you are about to read is an epic. Do you know what an epic
is? Who do you think are the characters in this kind of story? Find out more by
reading the following notes about epic.
An epic is a long narrative poem telling the acts or exploits of a

legendary hero to save his country, race, or community from a savage
creature. The hero of an epic is imbued with idealism, courage, wisdom,
beauty, endurance, chivalry, and justice. His legendary adventures are full of
fearful obstacles put up by supernatural forces or by people with supernatural
powers. To overcome these supernatural obstacles, the hero’s prowess has
to be aided by friendly supernatural beings.
Source: Alcober, E. et. al. (2000). English Arts: Textbook for First Year
144
Now that you know what an epic is, read the story and stop on the “Battle
Break” part, then answer the questions provided.
Indarapatra and Sulayman

(A Maranao Epic)
A long, long time ago, Mindanao was covered with water, and the sea
covered all the lowlands so that nothing could be seen but the mountains
jutting from it. There were many people living in the country and all the
highlands were dotted with villages and settlements. For many years the
people prospered, living in peace and contentment. Suddenly, there
appeared in the land four horrible monsters which, in a short time, devoured
every human being they could find.
Kurita, a terrible creature with many limbs, lived partly on land and partly
on sea, but its favorite haunt was the mountain where the rattan palm grew
and here it brought utter destruction on every living thing. The second
monster, Tarabusaw, an ugly creature in the form of a man, lived on Mt.
Matutum, and far and wide from that place he devoured the people, laying
waste to land. The third, an enormous bird called Pah, was so large that,
when on the wing, it covered the sun and brought darkness to the earth. Its
egg was as large as the house. Mt. Bita was its haunt; and there the only
people who escaped its voracity were those who hid in the mountain caves.
The fourth monster was also a dreadful bird, having seven heads and the
power to see in all directions at the same time. Mt. Gurayan was its home
and like the others, it wrought havoc to its region.
Which among the four monsters do you think is the most

difficult to defeat? Why?
So great was the death and destruction caused by these terrible

creatures that at length, the news spread even to the most distant lands and
all nations grieved to hear the sad fate of Mindanao.
Now far across the sea, in the land of the golden sunset, was a city so
great that to look at its many people would injure the eyes of men. When
tidings of these great disasters reached this distant city, the heart of King
Indarapatra was filled with compassion, and he called his brother, Sulayman,
and begged him to save the land of Mindanao from the monsters.
Sulayman listened to the story and as he heard it, was moved with pity.
“I will go,” zeal and enthusiasm adding to his strength, “and the land shall
be avenged,” said he.
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King Indarapatra, proud of his courage, gave him a ring and a sword as
he wished him success and safety. Then he placed a young sapling by his
window and said to Sulayman, “By this tree I shall know your fate from the
hour you depart from here, for if you live, it will live; but if you die, it will die
also.”
What do you think will happen to Sulayman? Why?
So Sulayman departed for Mindanao, and he neither waded nor used a

boat, but went through the air and landed on the mountain where the rattan
grew. There he stood on the summit and gazed about on all sides. He looked
on the land and the villages, but he could see no living thing. He became very
sorrowful and cried out, “Alas, how pitiful and dreadful is this devastation!”
No sooner had Sulayman uttered the words when the whole mountain
began to move and shake. Suddenly, out of the ground came the horrible
creature, Kurita. It sprang at the man and sank its claws into his flesh. But
Sulayman, knowing at once that this was the scourge of the land, drew his
sword and cut Kurita to pieces.
Encouraged by his first success, Sulayman went on to Mt. Matutum
where conditions were even worse. As he stood on the heights viewing the
great devastation, there was a noise in the forest and a movement in the
trees. With a loud yell, Tarabusaw leaped forth. For a moment they looked at
each other, neither showing any sign of fear. Then Tarabusaw used all his
powers to try to devour Sulayman who fought back. For a long time, the battle
continued, until at last, the monster fell exhausted to the ground and
Sulayman killed him with his sword.
Why do you think Sulayman easily defeated the first two

monsters?
The next place visited by Sulayman was Mt. Bita. Here, havoc was
present everywhere, and though he passed by many homes, he saw that not
a single soul was left. As he walked along, sudden darkness fell over the
land, startling him. As he looked toward the sky he saw a great bird that was
swooping down on him. Immediately, he struck, and the bird fell dead at his
feet but the wing fell on Sulayman and he was crushed.
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Now at this very moment, King Indarapatra was sitting at his window,
and looking out he saw the little tree wither and dry up.
“Alas!” he cried, “my little brother is dead”; and he wept bitterly.
Then, although he was very sad, he was filled with a desire for revenge.
Putting on his sword and belt, he started for Mindanao in search of his
brother.
He, too, traveled through the air with great speed until he came to the
mountain where the rattan grew. There he looked about, awed at the great
destruction, and when he saw the bones of Kurita, he knew that his brother
had been there. He went on until he came to Matutum, and when he saw the
bones of Tarabusaw, he knew that this too, was the work of Sulayman.
Do you think King Indarapatra’s decision to take revenge

is right? Why? Why not?
Still searching for his brother, he arrived at Mt. Bita, where the dead bird
lay on the ground, and when he lifted the severed wing, he beheld the bones
of Sulayman with his sword by his side. His grief now so overwhelmed that
he wept for some time. Upon looking up, he beheld a small jar of water by
his side. This, he knew had been sent from heaven, and he poured the water
over the bones, and Sulayman came to life again. They greeted each other
and talked animatedly for a great length of time. Sulayman declared that he
had not been dead but asleep, and their hearts were full of joy.
After some time, Sulayman returned to his distant home, but Indarapatra
continued his journey to Mt. Gurayan where he killed the dreadful bird with
the seven heads. After these monsters had all been killed, peace and safety
had been restored to the land. Indarapatra began searching everywhere to
see if some of the people who hid in the earth were still alive.
One day, in the course of his search, he caught sight of a beautiful
woman. When he hastened toward her, she disappeared through a hole in
the ground where she stood. Disappointed and tired, Indarapatra sat down
on a rock when, looking about, he saw near him a pot of uncooked rice with
a big fire on the ground in front of it. This revived him and proceeded to cook
the rice. As he did so, however, he heard someone laugh nearby, and turning
around, he beheld an old woman who was watching him. As he greeted her,
she drew near and talked to him while he ate the rice.
Who do you think is this old woman? Is she a friend or an

enemy? Why do you think so?
147
Of all the people in the land, the woman told him, only few were left, and
they hid in a cave in the ground from where they never ventured to come out.
As for herself and her old husband, she went on, they had hidden in a hollow
tree, and this they had never dared to leave until after Sulayman killed the
voracious bird Pah.
At Indarapatra’s request, the old woman led him to one such cave. There
he met the headman with his family and some people. They all gathered
around the stranger, asking many questions, for this was the first time they
had heard about the death of the monsters. When they found out what
Indarapatra had done for them, the headman gave his daughter to
Indarapatra in marriage, and she proved to be the beautiful girl whom he had
seen at the mouth of the cave.
Then the people all came out of their hiding places and returned to their
homes where they lived in peace and happiness. And the sea withdrew from
the land and gave the lowlands to the people.
Source: Patron,I. (2002). Interactive Reading: Responding to and

Writing about Philippine Literature
Indarapatra and Sulayman, pp. 9-12
Hero-Detective Case (Process Questions):
 Listen to your teacher as he/she reads questions about the story. Answer
the question given by your teacher. Call another learner to support your
given answer.
 If the person that you called cannot give supporting details, he/she will
answer the next question. The following are some of the questions during
the discussion:
1. Who are the four monsters who terrorized Mindanao?
2. How will you describe these monsters?
3. How did King Indarapatra and Sulayman defeat these monsters?
4. How did Sulayman die in the story?
5. If you were King Indarapatra, would you follow your brother and
avenge him? Why? Why not?
6. Was it right for King Indarapatra to trust the old woman? Why? Why
not?
148
TASK 8: Onward to Victory!
 Form five (5) groups. Listen to your teacher as he/she assigns the task
for your own group.
 Discover more about the story by performing the following tasks:
Group 1 Story Board of the Heroes
 Choose five (5) important scenes from the story.

 Create a story board of these scenes by drawing them in a short bond
paper.
 Observe subject-verb agreement as you write a short caption for each
picture.
 Use the following organizer as your guide in creating the story board:
 Share your answers with your classmates.
Group 2 Quest Map
 Track the adventures of King Indarapatra and Sulayman. Draw a map

where the two brothers went.
 For each place, draw the appearance of the place and the event which
took place in that area. You should have at least five (5) events in your
output.
 Write the description of these events below the events observing subject-
verb agreement.
 Put your output on a cartolina.
 Share your answer with the class.
Group 3 The Adventures of King Indarapatra and Sulayman
 Pick your favorite event in the story.
149
 Create a comic strip of this event in a white cartolina.
 Be sure to include dialogues and conversations in your comics observing
subject-verb agreement.
 Present
 your output in front of the class.
 While presenting, include also the reason why your group chose the
event.
Group 4 A Hero’s Tribute
 Imagine that you are going to create tombstones for King Indarapatra and
Sulayman.
 Design the tombstones of these heroes. Consider the following:
 How would you describe these heroes?
 What important message/quotation of these heroes are you going to
include? (Choose from the story.)
 Explain your work in front of the class. Highlight the different important
parts of your tombstones in your explanation observing subject-verb
agreement.
Group 5 The Award for Best Hero Goes to…
 Imagine that you will be presenting an award to King Indarapatra and

Sulayman for the heroic deeds that they done.
 Write a short speech telling about their bravery and how their actions are
still relevant until today observing subject-verb agreement.
 Present your work in front of the class.
TASK 9: A Hero in the Mood
The story that you read surely makes you feel excited as the heroes battle
the monsters and fight for their lives. This will not be possible if not for the words
used by the writer to express feelings. These words are called moods. Find out
more about moods by reading the following study notes:
Mood is the general feeling the reader gets while reading a story. The
reader may feel excited, happy, scared, lonely, angry, sad, overjoyed,
frustrated, depressed, or amused.
These feeling were expressed by the writers through the words that
he/she chose to describe the characters, setting, or events in the story.
150
Examples:
1. The bones were scattered around the dark mountain. (scary)
(The words “bone” and “dark” signify that the place is scary.)
2. The bright castle of King Indarapatra was filled with festivities. (happy)
(The words “bright” and “castle” express that the mood is
happy.)
Source: Patron,I. (2002). Interactive Reading: Responding to and

Writing about Philippine Literature
Indarapatra and Sulayman, pp. 9-12
A. Seeking the Mood
 Identify the mood in each excerpt below. Tell whether the speaker is
fearful, happy, grateful, sad, worried, determined, serious, or surprised.
1. “I will go and the land shall be avenged,” Sulayman said.

2. “Alas!” King Indarapatra wept bitterly, “my brother is dead.”
3. “By this tree I shall know your fate from the hour you depart from here,
for if you live, it will live; but if you die, it will die also,” said Indarapatra.
4. “Oh, look!” the nymphs cried, “the fire doesn’t hurt him.”
5. The datu responded, “my people and I are thankful to you and your
brother Sulayman.”
B. The Mood of a Hero
 Read the following paragraph from the story. Identify the general mood
of the paragraph. Choose the words from the paragraph that will support
your answer.
 Use the organizer provided in writing your answers.
Still searching for his brother, he arrived at Mt. Bita, where the dead bird
lay on the ground, and when he lifted the severed wing, he beheld the bones
of Sulayman with his sword by his side. His grief now so overwhelmed that
he wept for some time. Upon looking up, he beheld a small jar of water by
his side.
151
TASK 10: Idiomatic Conversations
You learned from the previous lessons that idioms do no take its literal
meaning. It gives another meaning which is exclusive to the specific idiom.
Learn more idioms by doing the following tasks:
A. A Meaningful Journey
 Identify the meaning of the idioms. Use the sentences as your clue.
 Choose the meaning from the pool of meanings:
Idiom Meaning
1. take heart
2. at the drop of a hat
3. came off with flying colors
4. far and wide
5. scare you to death
Pool of Meanings
be brave extraordinarily act instantly
extremely frightened successful large area
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Sentences:
1. Indarapatra told Sulayman to take heart in his quest for the horrible
monsters.
2. Upon hearing about the monsters, Sulayman, at the drop of a hat,
accepted the challenge and set out to save Mindanao from the
monsters.
3. Sulayman came off with flying colors when he killed Kurita single
handedly.
4. Tarabusaw, a monstrous-looking creature in the form of a man,
devoured the people far and wide.
5. The mere thought of a monster will scare you to death.
B. Complete with Meaning
 Complete the following sentences by using the proper idiom. Choose

from the idioms presented in the previous activity.
1. The villagers need to ________ and fight the monsters which

terrorize their homes.
2. The heroes searched for the enemies ________ but they cannot
find them.
3. These monsters will ________ because of their appearance.
4. The heroes always ________ after they slew all the monsters.
5. ________, the heroes struck the monsters with their legendary
swords.
6. It was just ________ when the flying monster grabbed the princess
away from the heroes.
7. The monsters destroyed all villages ________ before the heroes
were able to defeat them.
8. The king ________ as he celebrated their victory over the
monsters.
9. The princess has to ________ and try to slay the monster which
abducted her.
10. The appearance of the monster will ________ if you will look
directly at its eyes.
 Share your answers with the class. Be ready to explain why you chose
a specific idiom to complete each sentence.
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TASK 11: The Heroes’ Survey
Imagine that a survey was conducted to the people of the Mindanao

during the time of the story. One hundred people were asked about the
monsters terrorizing their lands. They were asked who among them is the
strongest, scariest, and deadliest. Here are the results of the survey:
Kurita Tarabusaw Pah Giant Bird

Strength 5 10 35 50
Scary Appearance 10 40 25 25
Battle Skills 10 10 10 70
 Work with a partner and answer the following questions:
1. Which among the monsters is considered the strongest? Scariest?

Deadliest?
2. Which among the monsters is considered to be just an average
monster?
3. Which monster is considered to be a powerful monster?
4. How did you come up with the answers?
5. What helped you to arrive at the correct answers?
TASK 12: Speaking of the Hero
A good hero knows how to communicate well. As a future hero, you also
need to develop your speaking skills to communicate well with others. The
activities that you will do in this task will help you become an effective
communicator.
1. The Hero’s Intonation
 Read the following sentences with a partner.
1. Kurita is a terrible monster, isn’t it?

2. The monsters live in the mountains, don’t they?
3. Mindanao was covered with water, wasn’t it?
4. Indarapatra and Sulayman were heroes, weren’t they?
5. The people don’t want to fight the monsters, do they?
154
 Study the following notes on intonation.
Intonation refers to the rising and falling of the voice at the end of the
sentence.
The rising-falling (final) intonation is used with tag questions to show or

indicate that the speaker expects confirmation of the statement part of the
question; he or she is not really asking for information.
The rising intonation pattern is used with tag questions to show or

indicate that the speaker is asking for information.
Reference: Serrano, J. (2009). Better English: For Philippine High School, Third Edition
Try Me!
 Read the following sentences with the proper intonation pattern.
1. Tarabusaw is a very huge and scary monster, isn’t it?

2. The monsters kill a lot of people, don’t they?
3. Mindanao is a very prosperous land, isn’t it?
4. Indarapatra was a very brave hero, wasn’t he?
5. The people were very scared with the monsters, weren’t they?
 Answer the following questions after reading the sentences.
1. What intonation pattern is used in the statement?

2. What intonation patter is used in the tag questions
2. The Hero’s Juncture
 Listen to your teacher as he/she reads a series of sentences.

During the first reading, you will just listen to your teacher. During
the second reading, you may take down notes.
 Take note of the meaning of the sentences if they have two
meanings depending on how the teacher reads the sentences.
 Organize your answers using the following table:
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Sentence 1:
Meaning 1: Meaning 2:
Sentence 2:
Sentence 3:
Sentence 4:
 Discuss the following questions with your seatmate:
1. Why do you think the sentences have two meanings even if the
words used are the same?
2. What is the effect of changing the pauses in reading
statements?
 Share your answers with the class

Juncture is another form of intonation. It characterizes the flow of one
sound to the next sound while speaking. Basically, a juncture gives a
temporary pause in the flow of speech. It suggests the need to pause while
speaking to obtain clarity in terms of meaning.
Junctures may be single, double, or double cross:
1. Single Bar Juncture (/) – indicates the need for a slight pause between
two thoughts in a sentence.
Examples:
Indarapatra said / the monster is dead.
(Who is dead? Answer: monster)
Indarapatra / said the monster / is dead.
(Who is dead? Answer:Indarapatra)
2. Double Bar Juncture (//) – indicates the need for a longer pause
between two, thought groups in a sentence.
Examples:
Indarapatra // the king of the land // attacked the monsters.
Sulayman // the brother of Indarapatra // is a very brave warrior.
156
3. Double Cross Juncture (#) – characterizes a drop in pitch which is
usually found at the end of a sentence.
Examples:
The warriors fought the enemies bravely. #
The monsters were all very scary. #
Reference: Serrano, J. (2009). Better English: For Philippine High School, Third
Edition
Try Me!
 Read the following statements about the story. Put the appropriate
juncture in each sentence.
1. By this tree, I shall know your fate from the hour you depart from
here.
2. “Alas!” he cried “my little brother is dead.”
3. “I will go,” zeal and enthusiasm adding to his strength.
4. Sulayman said the monsters were killed using his sword.
5. Disapointed and tired, Indarapatra sat down on a rock when,
looking about, he saw near him a pot of uncooked rice with a big
fire on the ground in front of it.
 Reread these statements properly upon applying the correct juncture.
It is now time for you to learn the other rules in subject-verb agreement.
As you can see in the story that you read, the writer used the correct rules in
subject-verb agreement. Discover more rules in subject-verb agreement as you
go through this task.
A. The Warrior’s Language
 Read the following sentences about the story “Indaparapatra and

Sulayman”. Take note of the subject and the verb.
1. “Indarapatra and Sulayman” teaches a good lesson.

2. A number of monsters try to defeat Sulayman.
157
3. The team of monsters attacks the mountains every now and then.
4. The number of casualties left by the monsters is huge.
 Take note that the words with single underline are the verbs while the
words with double underline are the subjects.
 Answer the following questions:
1. What is noticeable about the subject and the verb?

2. Do the subject and verb agree in terms of number? Explain.
3. What should you remember about subject-verb agreement?
 Read the following study notes on other rules of subject-verb

agreement.
To communicate effectively in English, you should match the subject

with the verb. Below are basic rules to observe in subject-verb agreement.
 Collective nouns such as family, class, audience, herd, couple,

committee, jury, staff, team, group, faculty, crowd, etc., may take either
a singular or a plural verb depending upon their use in the sentence.
Examples:
1. The team is going to attack the base. (The collective noun team is
thought of as a unit acting together as one.)
2. The team are arguing about the strongest enemy. (The collective
noun team is thought of us individual members that make up the
group.)
 Titles of books, movies, novels, etc. when used as subject take singular
verb.
Examples:
1. “Indarapatra and Sulayman” is a very interesting story.
2. “The Philippine Legends” is on sale on all bookstores.
 The expression “the number” takes a singular verb; the expression “a

number” takes a plural verb.
Examples:
1. A number of monsters are marching towards the castle of the
enemy.
158
2. The number of people who died in battle was unmeasurable.
Reference: English 7 Learning Package
B. The Warrior’s Test
 Complete the following sentences by choosing the proper verb that

agrees with the subject.
1. “Indarapatra and Sulayman” (depicts, depict) the struggles of a

hero.
2. The number of monsters (was, were) defeated by Sulayman.
3. A number of disasters (was, were) brought by the terrible creatures.
4. The couple (agrees, agree) to stay in the hallow tree.
5. The team (gather, gathers) around Indarapatra to ask questions
about the monsters.
6. The group (is, are) having a meeting to plan for the battle with the
monsters.
7. The herd of monsters (is, are) fast approaching the safe tower of
the people.
8. “The Legendary Blade” (is, are) needed to slay the monster with the
biggest wings.
9. A number of arrows (is, are) waiting for the warriors in the battle
field.
10. The number of people in battle (is, are) starting to decrease.
C. The Daily Warrior
You learned from the previous lessons about the different parts of the
paragraphs and the steps in writing it. This time, you will have a chance to
showcase your skills in writing a paragraph while applying the different rules
on subject-verb agreement by performing the following activity:
 Imagine that you are a newspaper writer about the adventures of King
Indarapatra and Sulayman.
 Write a news story about their adventures and the monsters that they
defeated.
 Make a chronological arrangement of events about their plights during
the search for the four horrible monsters. Organize your thoughts
properly adding in more details.
 Use the rules governing subject-verb agreement in your write-up.
159
TASK 14: Heroic Tasks
 Form seven groups and work on your assigned task.
Group 1 AD-venture-some
 Discuss among yourselves the struggles or great efforts of modern-day

heroes from all walks of life.
 Identify their advocacies and the important contributions they have made
that influenced the society, especially in the battle for climate change
mitigation, environmental protection, waste management and disaster -
risk reduction which affect all of us.
 Create an advertisement (poster) focusing on their advocacies and
important contributions in the society. The total running time of your
recorded advertisement is five minutes.
 Present it before the class.
 Use the rules governing subject-verb agreement that you have learned
from Lesson 1 to Lesson 6 in formulating your sentences.
Group 2 Two-fold Adventures
 Read and analyze carefully the informative material below.
Metaphorically speaking, monsters, in myth, are the unseen forces

brought about by supernatural beings. In real life, monsters are represented
by social problems.
Mythical heroes had their share of adventures with the monsters –

adventures which they need to overcome for the good of their tribe,
community, or country. Real life heroes, on the other hand, have similar
adventures which they need to surpass for the betterment of their
fellowmen’s social status. Such adventures include fighting for the
eradication of illiteracy, fighting for freedom, fighting for national security, etc.
 Think of a real life adventure which you would like to fight for. Like Efren
Peñaflorida’s Kariton Library whose main goal is to fight for the
elimination of illiteracy by educating the street children.
 Come up with a concrete voluntary community project that a student can
do to solve a problem in the society.
 Create clear goals about that voluntary project that you would like to start
in the community level.
160
 Organize your answers through a brochure
 Present your output to the class.
Group 3 The Hero of the Year Goes to…
 Simulate or role play an awarding ceremony dubbed “Hero of the Year

Award.”
 Assign each group member a specific role (host, presenter, recipients of
the award) to play.
 Present it to the class.
from Lesson 1 to Lesson 6 in formulating your sentences.
 Be open to constructive comments or feedback.
Group 4 Radio Broadcasting
 Prepare a five-minute radio broadcast on the on-going awarding

ceremony dubbed “Hero of the Year Award.”
 Identify the casts (anchorman or anchorwoman, field reporter, technical
director, recipients of the award, organizer of the awarding ceremony,
etc.,) who will compose the radio broadcast.
from Lesson I to Lesson 6 in formulating your sentences.
 Present it to the class.
 Be open to constructive comments or feedback.
Group 5 My Idol: My Hero
 Agree on a particular hero whom you idolize as a student.

 You might want to choose a mythical or a real hero such as your parents
or your favorite teacher.
 Make a collage or a poster highlighting his/her heroic acts or the
significant accomplishments that made him or her stand out.
 Present your outputs before the class.
 Be open for constructive comments and feedback.
161
YOUR FINAL TASKS
As evidence of your understanding of the key

concepts, ideas, and targets of this lesson, you will tell
a story creatively using modern technology. You will be
evaluated based on the following criteria: Voice
Projection, Organization of Ideas, Proper Use of
Technology.
TASK 15: Celebrated Story
 Form five (5) groups, and do the following task:
Celebrated Story
You will creatively narrate a story of a person who you consider

as a modern day hero. You are expected to use modern
Goal
technology such as television or projector to serve as your aid
while you tell the story.
You are contestants in the “National Story Telling Festival of
Role
Talents.”
Your target audiences in the said competition are literary critics
Audience
who will serve as members of the board of judges.
The Literary Critics Guild of the Philippines is sponsoring the
first National Story Telling competition. The theme of the
Situation
contest is “Celebrating My Heroes’ Beliefs”. You are
representing your region in the said competition.
Product A story narrated using modern technology.
The judges will assess your performance using the following
criteria: Voice Projection, Organization of Ideas, Proper Use of
Standards
Technology.
162
 Use the following as your guideline in telling a story:
A story has various elements. It has a setting which usually indicates

both the time and place in which the story happens. It has characters which
refer to the person or persons who take part in the story. They experience a
conflict or a problem which they try to solve. If the characters do not face a
problem, the story is dull; if they do, then the story is lively and even
suspenseful. A story must also have a plot which refers to the sequence or
the order of incidents which make up the story. Moreover, a story has a theme
which is the moral or lesson (the core message) it wishes to make.
Points to Remember When Telling a Story
The following are essential points you should remember when you tell a
story.
1. There should be a definite setting. The place setting in particular

should be made clear to the target audience. It can be suggested by
the names of the people, the animals, and the plants there, what
people do and say.
2. The characters should be vivid. The reader should see them clearly in
his or her imagination and understand what kind of people they are.
3. The characters must be bothered or disturbed by some kind of conflict
or problem.
4. The events should follow one another in an orderly sequence.
Following are words used to indicate orderly sequence of events:
There should be a cause and effect relationship among the events,
like the links of the chain.
5. Only important events that lead to the development of the plot of the
story should be told.
6. The events should be told in an ascending order, the most important
event should be placed near the end of the story.
7. The language should be economical, vivid, and forceful. Thus,
observe clarity and economy of expression.
Source: Serrano, J. (1999). Better English: For Philippine Schools, Third Edition
163
 Be guided by the following rubrics as you prepare for the final task.
Rubrics for Creative Storytelling
Criteria 10 8 6 4
Variations or Variations or Variations or No variations
changes in changes in changes in or changes in
volume, volume, volume, volume,
projection, projection, projection, projection,
pitch, stress, pitch, stress, pitch, stress, pitch, stress,
Voice
intonation, intonation, intonation, intonation,
Projection
juncture, and juncture, and juncture, and and rate of
rate of speech rate of speech rate of speech speech.
are extremely are not are evident.
evident. extremely
evident.
All of the Most of the Some of the Important
important important important ideas and
Organization ideas and ideas and ideas and points are not
of Ideas points are points are points are properly
well- well- organized. organized.
organized. organized.
Application of Application of Application of Application of
the language the language the language the language
Proper Use of
skills learned skills learned skills learned skills learned
Language
is most is more is more is not so
effective. effective. effective. effective
Content is Content has Content has Content has
clearly relevance to little relevance no relevance
relevant to the the topic and to the topic to the topic
Content and topic and the the message and the and there is
Theme message is is clear with message is no message.
very clear. some not so clear.
confusing
points.
All of the Most of the Some of the No pictures
important important important were
Use of
pictures are pictures are pictures are presented
Modern
presented presented presented using TV or
Technology
through TV or through TV or through TV or projector.
projector. projector. projector.
164
MY TREASURE
Lessons worth Keeping
 Remember the important concepts, ideas, and insights that you have
learned in this lesson.
 Fill out the Self-evaluation Sheet organizer below by listing down all the
important concepts, ideas, and insights that you have learned in this
lesson.
 Rate the concepts, ideas, or insights learned according to importance.
Ten (10) is the highest and four (4) is the lowest.
 Write an in-depth analysis or interpretation of the data presented in your
graphic organizer.
Self-Evaluation Sheet
Important concepts, Justifications or

ideas, and insights Rating Reasons for the
learned rating given
__________________________________
Name of Student
165
Module 2
“Building
Relationships”
166
ENGLISH GRADE 7


GRADE LEVEL through his/her understanding of Philippine Literature and
STANDARD other text types for a deeper appreciation of Philippine
Culture.
LEARNING STANDARDS
Module 2/ Quarter 2

Content Standard
Theme Standard
The learner demonstrates The learner creatively
understanding of how Philippine presents a summary
Literature during the Period of of a formal essay/
Apprenticeship and other text informative article
types through employing various about building
2 listening, viewing and reading relationship.
strategies; locating library
Building resources; using phrases,
Relationships clauses, sentences, literal and
figurative language and verbal
and non-verbal cues in oral
communication serve as means of
building a positive and healthy
relationship.
Theme and
Period Sub theme Grammar
Activity Activity
Covered
Building Lesson 1: Noun and Brochure of PowerPoint
Relationships Valuing Verb Phrases Successful Presentation
167
One’s Family of a Summary
Family Stories of a Formal
Period of
Essay/
Apprenticeship Lesson 2: Mini-book of
Recognizing Prepositional Tips related Informative
Beauty in Phrase to Building Article
Others Relationship
Book Jacket
Lesson 3: Adjective and
of a Story on
Befriending Adverb
Building
Others Phrases
Relationships
Lesson 4:
Independent Paraphrase of
Adapting to
Clause a Poem
Peers
Lesson 5: Plot Summary
Declarative
Loving of a Story
Sentence
Others Read
PowerPoint
Lesson 6: Presentation
Sharing of a Summary
Interrogative of a Formal
Positive and
Sentence Essay/
Healthy
Relationship Informative
Article
168
PRETEST IN GRADE 7 ENGLISH MODULE 2
Read the following items carefully and copy the letter of the most
appropriate word/group of words that completes each numbered item.
1. A representation of a person in a story is a_________.

A. setting B. climax C. character D. plot
2. This is the opposition between or among characters or forces in a story

that shapes or motivates the action of the plot _________.
A. exposition C. resolution
B. conflict D. denouement
3. Literal meaning is defined as _________.

A. basic meaning C. hidden meaning
B. functional meaning D. idiomatic meaning
4. The figure of speech that uses like or as in comparison is called a ______.

A. metaphor C. personification
B. simile D. hyperbole
5. The word apprehension means _________.

A. dread B. joy C. sadness D. anger
6. The place in school that you go to for research is the _________.

A. library C. canteen
B. office D. classroom
7. There are three cards that you can find in the library, except for the _____.
A. author card C. identification card
B. subject card D. title card
8. A summary must have a/an _________.

A. longer version of the original
B. shorter version of the original
C. rewritten version of the original
D. opinionated version of the original
169
9. It is a group of related words within a sentence and without both subject
and verb_________.
A. clause C. question
B. phrase D. sentence
10. The shortening of a text using your own words is _________.

A. paraphrase B. précis C. summary D. title
11. In this sentence that has a metaphor, the unlike objects which are being
compared are _________.
As the teacher entered the room, he muttered under his breath, “This
class is like a three-ring circus!”
A. room and class C. teacher and room
B. class and circus D. circus and teacher
12. In this sentence, the italicized words makeup a phrase. It is a verb phrase
which contains the helping/auxiliary verb _________.
The student had just cleaned the classroom when the teacher
knocked over the flower vase.
A. had B. the C. just D. over
13. The following is an example of a _________.

The librarian’s voice affected us like fingernails scraping across a
chalk board.
A. simile C. hyperbole
B. metaphor D. personification
14. The underlined part of the sentence is a/an _________.
At the end of recess, the students ran into the room.

A. prepositional phrase C. verb phrase
B. noun phrase D. adjective phrase
15-17. Locate the prepositional phrase and identify the preposition including
its object.
The language book is on the shelf.

prepositional phrase:______________________
preposition:__________
object of the preposition:__________
170
Read the paragraph and answer the questions that follow:
A myth is a story that tries to explain the beginning of things, often

involving supernatural beings. A myth is traditionally believed to be true, and is
spread by word of mouth during earliest times of human history. It usually tells
stories of natural phenomenon and the adventures of gods and goddesses,
heroes and monsters. To this day, myths are still a source of fantasies and
adventures.
18. The statement that best summarizes the paragraph is ___________.

A. A myth is a story involving creation.
B. A myth is a story of heroes and gods and natural events.
C. A myth is a story of early people and heroes similar to legends.
D. A myth is a traditional tale of the origin of things or events with
divine participation.
19. A plot summary_______________.

A. shares the lesson of a story
B. tells the story using the author’s words
C. retells the story’s most important events
D. includes all details as narrated in a story
Read the paragraph and copy the letter of the word/group of words that
completes each numbered item.
The group joined a dance contest. They tried to come up with the best
performance that the group could have, but as they received the comments
from the audience, they got annoyed. First, someone told the performance was
an imitation even it was an original concept. Then, another comment from the
audience came out pointing at the execution of every movement seemed
unrehearsed and like a twisted metal spring when the execution of the
movement was well-coordinated. Another was a comment that the
performance was a complete disaster even if they received the loudest and
longest applause from the audience. The group remained patient and
continued to hope that they would bring home the bacon. Surprisingly, in spite
of the comments given by the audience still the group was declared as the
champion.
20. This passage is an example of a/an _________.

A. hyperbole C. metaphor
B. irony D. personification
171
Arrange the following details chronologically based on the selection.
Write only the letters to indicate the order.
_____ 21. The group hoped that they would win the contest.
_____ 22. Someone commented on the unsynchronized movement of the
group.
_____ 23. The group joined and performed in a dance contest.
_____ 24. The group won the contest.
_____ 25. The audience believed that the performance was a total failure.
26. Refer to the selection. The following are the importance of the signal words,
first, then, and another, used in the selection except for: ___
A. help the readers to easily understand the flow of events
B. logically connect all the details found in the story
C. serve as guide for readers to read the selection chronologically
D. make the reading more interesting and enjoyable
Tell whether each statement is figurative or literal language.
27. They received the loudest and longest applause from the audience.
__________
28. They hope to bring home the bacon.__________
29. The group was declared as the champion.__________
30. The performance was a complete disaster.__________
Identify whether the phrase is an adjective or adverb phrase.
31. The execution of every movement seemed unrehearsed.__________

32. They received the comments from the audience.___________
33. They tried to come up with the best performance.____________
Use the following phrases and clauses in sentences.
34. when she received the text message

35. at the moment
36. with his classmate
37. to the office
38. after doing the assignment
172
For items 39-44, Change the declarative sentences into Yes-No Questions.
39. Claire likes to watch drama.

40. Jovita and Sally went to a nearby shopping mall.
41. Mrs. Abalos plans to retire soon.
42. Boys are fond of cars.
43. Belen writes urban legends.
44. Cristy is a loving daughter.
For items 45-50, study the library card below and give what are being asked.
400.4 Living Effectively Through English

M4
Morgan, Divina
The Dynamics of Using Effective English
Canada: Language Linkages
C 2002
300 pp.
45. What type/kind of card is this?___________________

46. Who is the author of the book?___________________
47. What is the title of the book?_____________________
48. When and where was it published? _______________, _______________
49. How many pages does the book have?__________
50. What is M4?__________
173
MODULE 2
Lesson 1
______________________________________________________________
VALUING ONE’S FAMILY
YOUR JOURNEY
“No family is perfect…

we argue. We even stop
talking to each other at times, but in the
end, family is family… the love will always
be there.”
Do you agree with the quotation? Why or why not? Your answer to these
questions will be the focus of your reflection in this lesson. Valuing one’s family
is important most especially during the times you face problems, thus, the
answer to the essential question: “How can we value our family in times of
conflict?”
In the course of the lesson, you will be engaged in collaborative activities;

read various texts with process questions to guide you in understanding the
theme, and to develop your competencies in listening, reading, viewing,
vocabulary development, literature, writing and composition, oral language and
fluency and grammar awareness. At the end of the lesson, you are expected
to make a brochure of successful family stories to be assessed through rubrics.
YOUR OBJECTIVES
In this lesson you are expected to:
 generate thoughts and ideas to activate prior knowledge

 match words with their meanings
 discover the conflicts presented in literary selections and the need to
resolve those conflicts in nonviolent ways
 utilize verbal and nonverbal cues in conversations, dialogs and interviews
 note details and sequence of ideas and events
 distinguish between literal and figurative language
 use noun and verb phrases appropriately and meaningfully
 extract information from the text listened to
 extract information from a text using a summary
 use the card catalogue to locate specific sources
 make a brochure of successful family stories
174
Your expected output is a brochure of
successful family stories to be evaluated according
to the indicators: Attractiveness/ Organization;
Content/ Accuracy of ideas; Writing Mechanics/
Conventions; Graphics/ Pictures, and Sources.
YOUR INITIAL TASKS
TASK 1: PA (Period of Apprenticeship)
 Form groups of five (5) and get different sets of cut out letters from your
teacher. With the group, unscramble the letters to form a word.
Example: P T A P R E N I C E—A P P R E N T I C E
 Process questions: What does the word mean to you? How is this
related to our theme?
 The teacher will now orient you on the period of apprenticeship in
Philippine literature.
Notes on The Apprenticeship Period (1910-1935)

(An excerpt)
The period of 1910 to 1935 is generally called the period of

apprenticeship or imitation. Virginia R. Moreno, in her “A Critical
Study of the Shorty Story in English Written by Filipinos,”
describes the years 1910-1925 “as a period of novices with their
exercises in fiction-making and the rise of the new language.”
Reference: Serrano, J. D. and Trinidad M. Ames. A Survey of Philippine

Literature in English. 1988. Phoenix Press: Quezon City, 2000.
175
TASK 2: GI (General Information) Pinoy
 Retain groupings and with your group mates, generate ideas that can be
associated with any letter from the words picked through drawing of lots:
FAMILY, FATHER, MOTHER, BROTHER and SISTER.
Example:
F—air
A—
M---
I—-
L—
Y—
 Write/Print the said word on a given flashcard, and the chosen

representatives will get ready to share sample outputs.
 Process questions: Why did you choose a certain word over the others?
How would you describe your relationship in the family?
TASK 3: Windows of my Soul
 Come up with your own windows regarding how you see or view yourself,
especially in the eyes of your family members.
 Refer to the given format by folding a half sheet of bond paper into four.
Present examples by doing it like a chatterbox paper folding or paper
fortune teller. Refer to the sample below.
What you know

about yourself What you don’t know
about yourself
What your family
members
know about
OPEN BLIND
you
What your
family HIDDEN UNKNOWN
members do
not know
about you
Adapted from Johari Window
*illustrator
176
 Process questions: What does the information say about you? How will
this improve your relationship in the family?
TASK 4 I-C, I-Expect
 Jot down ideas regarding your own expectations for this lesson using the
lenses of the fashion glasses below.
I expect that…
177
Let us now proceed to the next part of the lesson.
YOUR TEXT
TASK 5: Word Centipede
 Match difficult and unfamiliar words in the story with their synonyms. The
said words, written on colored paper, will be pasted on a big drawing of a
centipede prepared by the teacher.
trampled
laughed insultingly
ambled
tremble
mangled
condemned
dread apprehension
wounded
denounced
walked
sapling quiver
tread heavily
disrespect snickered
bramble
prickly shrub
contempt
young tree
TASK 6: Think and Search like a Centipede
 Read the text silently. Afterwards, your teacher will facilitate oral reading
for the second time. While reading, be guided by the following questions:
a. Describe the relationship between the siblings Eddie and Delia in the
story? Do you have the same kind of relationship with your siblings?
Why do you say so?
b. What is the conflict between the two of them? Why did Delia hate her
brother so much? Is it reasonable for a sister to treat her brother
badly? Prove your answer.
c. Do you think Eddie’s actions at the end of the story are justified? Why
or why not?
178
d. If you were in the same situation, would you do the same? Why or
why not?
e. If you were the father, what would you do to guide your children and
to help them maintain a harmonious relationship?
f. Why is the story entitled such? What is the title’s significance to the
developments in the story?
 While reading, look for answers to the questions. These can be found in
more than one place so “think” and “search” through the text. Refer to
the fashion glasses as your guide.
The Centipede
Rony V. Diaz
WHEN I saw my sister, Delia, beating my dog with a stick, I felt hate
heave like a caged, angry beast in my chest. Out in the sun, the hair of my
sister glinted like metal and, in her brown dress, she looked like a sheathed
dagger. Biryuk hugged the earth and screamed but I could not bound forward
nor cry out to my sister. She had a weak heart and she must not be surprised.
So I held myself, my throat swelled, and I felt hate rear and plunge in its cage
of ribs.
I was thirteen when my father first took me hunting. All through the
summer of that year, I had tramped alone and unarmed the fields and forest
around our farm. Then one afternoon in late July my father told me I could
use his shotgun.
Beyond the ipil grove, in a grass field we spotted a covey of brown
pigeons. In the open, they kept springing to the air and gliding away every
time we were within range. But finally they dropped to the ground inside a
wedge of guava trees. My father pressed my shoulder and I stopped. Then
slowly, in a half-crouch, we advanced. The breeze rose lightly; the grass
scuffed against my bare legs. My father stopped again. He knelt down and
held my hand.
“Wait for the birds to rise and then fire,” he whispered.
I pushed the safety lever of the rifle off and sighted along the barrel. The
saddle of the stock felt greasy on my cheek. The gun was heavy and my arm
muscles twitched. My mouth was dry; I felt vaguely sick. I wanted to sit down.
“You forgot to spit,” my father said.
Father had told me that hunters always spat for luck before firing. I spat
and I saw the breeze bend the ragged, glassy threads of spittle toward the
birds.
“That’s good,” Father said.
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“Can’t we throw a stone,” I whispered fiercely. “It’s taking them a long
time.”
“No, you’ve to wait.”
Suddenly, a small dog yelping shrilly came tearing across the brooding
plain of grass and small trees. It raced across the plain in long slewy swoops,
on outraged shanks that disappeared and flashed alternately in the light of
the cloud-banked sun. One of the birds whistled and the covey dispersed like
seeds thrown in the wind. I fired and my body shook with the fierce
momentary life of the rifle. I saw three pigeons flutter in a last convulsive effort
to stay afloat, then fall to the ground. The shot did not scare the dog. He came
to us, sniffing cautiously. He circled around us until I snapped my fingers and
then he came to me.
“Not bad,” my father said grinning. “Three birds with one tube.” I went to
the brush to get the birds. The dog ambled after me. He found the birds for
me. The breast of one of the birds was torn. The bird had fallen on a spot
where the earth was worn bare, and its blood was spread like a tiny, red rag.
The dog scraped the blood with his tongue. I picked up the birds and its warm,
mangled flesh clung to the palm of my hand.
“You’re keen,” I said to the dog. “Here. Come here.” I offered him my
bloody palm. He came to me and licked my palm clean.
I gave the birds to my father. “May I keep him, Father?” I said pointing
to the dog. He put the birds in a leather bag which he carried strapped around
his waist.
Father looked at me a minute and then said: “Well, I’m not sure. That
dog belongs to somebody.”
“May I keep him until his owner comes for him?” I pursued.
“He’d make a good pointer,” Father remarked. “But I would not like my
son to be accused of dog-stealing.”
“Oh, no!” I said quickly. “I shall return him when the owner comes to
claim him.”
“All right,” he said, “I hope that dog makes a hunter out of you.”
Biryuk and I became fast friends. Every afternoon after school we went
to the field to chase quails or to the bank of the river which was fenced by
tall, blade-sharp reeds to flush snipes. Father was away most of the time but
when he was home he hunted with us.
Biryuk scampered off and my sister flung the stick at him. Then she
turned about and she saw me.
“Eddie, come here,” she commanded. I approached with apprehension.
Slowly, almost carefully, she reached over and twisted my ear.
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“I don’t want to see that dog again in the house,” she said coldly. “That
dog destroyed my slippers again. I’ll tell Berto to kill that dog if I see it around
again.” She clutched one side of my face with her hot, moist hand and shoved
me, roughly. I tumbled to the ground. But I did not cry or protest. I had passed
that phase. Now, every word and gesture she hurled at me I caught and fed
to my growing and restless hate.
My sister was the meanest creature I knew. She was eight when I was
born, the day my mother died. Although we continued to live in the same
house, she had gone; it seemed, to another country from where she looked
at me with increasing annoyance and contempt.
One of my first solid memories was of standing before a grass hut. Its
dirt floor was covered with white banana stalks, and there was a small box
filled with crushed and dismembered flowers in one corner. A doll was
cradled in the box. It was my sister’s playhouse and I remembered she told
me to keep out of it. She was not around so I went in. The fresh banana hides
were cold under my feet. The interior of the hut was rife with the sour smell
of damp dead grass. Against the flowers, the doll looked incredibly heavy. I
picked it up. It was slight but it had hard, unflexing limbs. I tried to bend one
of the legs and it snapped. I stared with horror at the hollow tube that was the
leg of the doll. Then I saw my sister coming. I hid the leg under one of the
banana pelts. She was running and I knew she was furious. The walls of the
hut suddenly constricted me. I felt sick with a nameless pain. My sister
snatched the doll from me and when she saw the torn leg she gasped. She
pushed me hard and I crashed against the wall of the hut. The flimsy wall
collapsed over me. I heard my sister screaming; she denounced me in a high,
wild voice and my body ached with fear. She seized one of the saplings that
held up the hut and hit me again and again until the flesh of my back and
thighs sang with pain. Then suddenly my sister moaned; she stiffened, the
sapling fell from her hand and quietly, as though a sling were lowering her,
she sank to the ground. Her eyes were wild as scud and on the edges of her
lips, drawn tight over her teeth, quivered a wide lace of froth. I ran to the
house yelling for Father.
She came back from the hospital in the city, pale and quiet and mean,
drained, it seemed, of all emotions, she moved and acted with the keen,
perversity and deceptive dullness of a sheathed knife, concealing in her body
that awful power for inspiring fear and pain and hate, not always with its
drawn blade but only with its fearful shape, defined by the sheath as her
meanness was defined by her body.
Nothing I did ever please her. She destroyed wilfully anything I liked. At
first, I took it as a process of adaptation, a step of adjustment; I snatched and
crushed every seed of anger she planted in me, but later on I realized that it
had become a habit with her. I did not say anything when she told Berto to
kill my monkey because it snickered at her one morning, while she was
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brushing her teeth. I did not say anything when she told Father that she did
not like my pigeon house because it stank and I had to give away my pigeons
and Berto had to chop the house into kindling wood. I learned how to hold
myself because I knew we had to put up with her whims to keep her calm
and quiet. But when she dumped my butterflies into a waste can and burned
them in the backyard, I realized that she was spiting me.
My butterflies never snickered at her and they did not smell. I kept them
in an unused cabinet in the living room and unless she opened the drawers,
they were out of her sight. And she knew too that my butterfly collection had
grown with me. But when I arrived home, one afternoon, from school, I found
my butterflies in a can, burned in their cotton beds like deckle. I wept and
Father had to call my sister for an explanation. She stood straight and calm
before Father but my tear-logged eyes saw only her harsh and arrogant
silhouette. She looked at me curiously but she did not say anything and
Father began gently to question her. She listened politely and when Father
had stopped talking, she said without rush, heat or concern: “They were
attracting ants.”
I ran after Biryuk. He had fled to the brambles. I ran after him, bugling
his name. I found him under a low, shrivelled bush. I called him and he only
whimpered. Then I saw that one of his eyes was bleeding. I sat on the ground
and looked closer. The eye had been pierced. The stick of my sister had
stabbed the eye of my dog. I was stunned. , For a long time I sat motionless,
staring at Biryuk. Then I felt hate crouch; its paws dug hard into the floor of
its cage; it bunched muscles tensed; it held itself for a minute and then it
sprang and the door of the cage crashed open and hate clawed wildly my
brain. I screamed. Biryuk, frightened, yelped and fled, rattling the dead bush
that sheltered him. I did not run after him.
A large hawk wheeled gracefully above a group of birds. It flew in a
tightening spiral above the birds.
On my way back to the house, I passed the woodshed. I saw
Berto in the shade of a tree, splitting wood. He was splitting the wood he had
stacked last year. A mound of bone-white slats was piled near his chopping
block. When he saw me, he stopped and called me.
His head was drenched with sweat. He brushed away the sweat and hair
from his eyes and said to me: “I’ve got something for you.”
He dropped his ax and walked into the woodshed. I followed him. Berto
went to a corner of the shed. I saw a jute sack spread on the ground. Berto
stopped and picked up the sack.
“Look,” he said.
I approached. Pinned to the ground by a piece of wood, was a big
centipede. Its malignantly red body twitched back and forth.
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“It’s large,” I said.
“I found him under the stack I chopped.” Berto smiled happily; he looked
at me with his muddy eyes.
“You know,” he said. “That son of a devil nearly frightened me to death”
I stiffened. “Did it, really?” I said trying to control my rising voice. Berto
was still grinning and I felt hot all over.
“I didn’t expect to find any centipede here,” he said. “It nearly bit me.
Who wouldn’t get shocked?” He bent and picked up a piece of wood.
“This wood was here,” he said and put down the block. “Then I picked it
up, like this. And this centipede was coiled here. Right here. I nearly touched
it with my hand. What do you think you would feel?”
I did not answer. I squatted to look at the reptile. Its antennae quivered
searching the tense afternoon air. I picked up a sliver of wood and prodded
the centipede. It uncoiled viciously. Its pinchers slashed at the tiny spear.
“I could carry it dead,” I said half-aloud.
“Yes,” Berto said. “I did not kill him because I knew you would like it.”
“Yes, you’re right.”
“That’s bigger than the one you found last year, isn’t it?”
“Yes, it’s very much bigger.”
I stuck the sliver into the carapace of the centipede. It went through the
flesh under the red armor; a whitish liquid oozed out. Then I made sure it was
dead by brushing its antennae. The centipede did not move. I wrapped it in
a handkerchief.
My sister was enthroned in a large chair in the porch of the
house. Her back was turned away from the door; she sat facing the window.
She was embroidering a strip of white cloth. I went near, I stood behind her
chair. She was not aware of my presence. I unwrapped the centipede. I threw
it on her lap.
My sister shrieked and the strip of white sheet flew off like an unhanded
hawk. She shot up from her chair, turned around and she saw me but she
collapsed again to her chair clutching her breast, doubled up with pain. The
centipede had fallen to the floor.
“You did it,” she gasped. “You tried to kill me. You’ve health… life… you
tried…” Her voice dragged off into a pain-stricken moan.
I was engulfed by a sudden feeling of pity and guilt.
“But it’s dead!” I cried kneeling before her. “It’s dead! Look! Look!” I
snatched up the centipede and crushed its head between my fingers. “It’s
dead!”
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My sister did not move. I held the centipede before her like a hunter
displaying the tail of a deer, save that the centipede felt thorny in my hand.
TASK 7: Centipede Statement
 Refer to task 5. You will have another grouping and take note of how the
words are used in the story. Then, with the other members of the group,
construct own sentences using the same words. You may go to the
library and use general references such as dictionary and thesaurus
(dictionary of synonyms).
Example: The mayor denounced the dumping of garbage in their city.
TASK 8: Centipede Query
 Form six (6) groups, and do your assigned task.
Groups 1-3 Centipede Talk
 Refer to guide questions from a to c. Answer them through a simple

conversation or dialogue, and observe the use of verbal and nonverbal
cues or communication. For example, your members can play the roles
of Eddie, Delia and the father.
 Verbal cue or communication is the things we say.

 Nonverbal cue or communication is the things we do not say, but
communicate through our body language.
Reference: Topic 3: Verbal and non-verbal communication - NHS Careers

www.nhscareers.nhs.uk › ... › Teaching resources - Real life, your life?
Groups 4-6 Centipede Q & A
 Refer to guide questions from d to f. Answer these through a short

interview and observe the use of verbal and nonverbal cues or
communication. Your members can portray the interviewer and the
interviewee, for instance, Eddie and his father.
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TASK 9: Centipede War
 Refer to the text and to your answer in Task 6b. What can you say about
the situation of Eddie and Delia? In order for you to answer this question,
you have to review the term conflict.
 Conflict is the central struggle between opposing people or forces. It

can be external—between characters, between a character and society
or between a character and uncontrollable events.
Example: man vs. man—demonstrators against the police, man vs.

nature—evacuees affected by typhoon
 It can also be internal—within a single character.
Example: man vs. self—an individual’s decisions challenged by his

conscience
 Identify the conflict in the story, The Centipede, and provide possible
suggestions on how to resolve this. Afterwards, illustrate this in a graphic
organizer using a symbol or image from the same story.
(Eddie)
conflict solutions
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TASK 10: Centipede View
 The words Berto and hospital are found in the text. As a review of the
elements of a story, Eddie is a character and hospital is one of the
settings.
 Draw important events in the story on five-six (5-6)-boxes of a film strip

and label them accordingly. Likewise, follow the correct order or
sequence of the story based on the elements presented such as
character, setting and plot.
 Your teacher will process activities and give feedback.
TASK 11: Lit (Literal) vs Fig (Figurative)
 For the next activity, your teacher will give a brief background of literal
and figurative language.
 Literal language has basic meaning or no other meaning.

Example: Eddie and Delia fight all the time. (very direct—they always
fight)
Eddie and Delia are siblings. (direct—Eddie is Delia’s brother.)
 Figurative language has hidden or underlying meaning.

Example: Eddie and Delia are worlds apart. (sort of indirect—there is a
gap between the two)
There is bad blood between Eddie and Delia. (indirect-negative
relationship between them)
186
 Work in triads and in a general information game; categorize statements
from the story to be read by your teacher. Assign members for possible
answers and another to write LIT for literal or FIG for figurative on the
small boards provided.
Statement Literal Figurative

1. Berto was tasked by Delia to
LIT
kill Berto’s adopted dog.
2. Centipedes often scare people
because of how they look.
3. Delia’s resentment towards
Eddie could be traced back
from their mother’s death.
4. Eddie saw his sister as a thorn
on his side—something which
should be plucked.
5. Eddie’s feelings toward his
sister could be compared to FIG
that of an overheated kettle.
6. Eddie’s sister was stunned
when she saw the centipede.
7. Even as a young boy, Eddie
already had the instincts of a
hunter.
8. For most of the story, Eddie
and Delia were like oil and
water.
9. Once, Eddie thought that Delia
was extending the olive branch
to him.
10. Their father often told Eddie
and Delia to keep the peace.
 Process questions: What are the similarities or differences between

literal and figurative language? How were you able to decide on your
answers?
187
TASK 12: FIGure the LIT
 Identify, by putting a check mark, if the statement is under literal or

figurative language.
Literal Figurative
Sentence
Language Language
1. My mother gave me a tongue
lashing when she found out I
lost the camera.
2. I have a ton of essay to write
before the week ends.
3. The varsity player is so tall that
his head could almost touch the
ceiling.
4. The guidance counselor was
determined to get to the bottom
of the problem.
5. My father cried tears of joy
when he saw the baby.
6. Our classmate snorted like a
pig when I told her the story.
7. Her mother’s cooking always
works like a charm on her
father.
8. His friend is good in cracking
jokes.
9. The cheeks of the baby are
pinkish.
10. We seldom fight like cats and
dogs with my cousins.
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A. Notes and Phrases
Before your next activity, the teacher will provide you with an overview
of phrases.
Phrases
 A phrase is a group of related words (within a sentence) without both

subject and verb.
Example: They are clapping for the Pope.
 A noun phrase consists of a noun and other related words (usually

modifiers and determiners) which modify the noun. It functions like a
noun in a sentence.
Example: Delia had a weak heart.
The phrase a weak heart is considered a noun phrase, heart
is the noun and weak is a modifier.
 A verb phrase is a combination of main verb and its auxiliary (helping

verb) in a sentence. Some examples of helping verbs are the following;
am, is, are, be, has, have, do, does, may, might, must, can, shall and
will
Example: The shot did not scare Biryuk.
The phrase did not scare is a verb phrase, scare is the main
verb and did is the helping verb.
Reference: Types of Phrases - Study Skills | Student News

www.studyandexam.com/
B. NV (Noun Verb) Your Phrases
Retain triads and with your members, differentiate a noun phrase

from a verb phrase. Underline the phrases in the sentences from the story
read, and write NP on the lines provided if noun phrase and VP for verb
phrase.
1. Father had told me that hunters always spat for luck. VP

2. Eddie had passed that phase._____
189
3. I saw three pigeons fall to the ground._____
4. I offered him my bloody palm._____
5. My sister was the meanest creature._____
6. Biryuk’s eye had been pierced._____
7. The flimsy wall collapsed._____
8. Delia was embroidering a strip of white cloth._____
9. It was a big centipede._____
10. I was engulfed by a sudden feeling of pity and guilt._____
 Process questions: How were you able to compare or contrast the noun
phrase from the verb phrase? What does this say about the relevance of
phrases in your sentences?
TASK 14: Phrase to Phrase
 Encircle the phrases in each sentence and write if it is a noun phrase or

a verb phrase before the number.
_____ 1. Rose could have worked on that project today.

_____ 2. I tried on a beautiful red dress during the drama rehearsal.
_____ 3. My teacher is a true hero.
_____ 4. David and Rex have been chosen as finalists in the contest.
_____ 5. Mary is not going to the prom.
_____ 6. She baked tasty chocolate cookies for fund raising.
_____ 7. Anthony will be playing his guitar at the recital.
_____ 8. The parent answered the questions of all the kids.
_____ 9. The hardworking teacher received praises.
_____ 10. Our principal would probably leave for Manila on Monday.
190
TASK 15: In a Nutshell
 If you will be asked by the teacher about the message of the story, then
you are also giving the summary.
 A summary is a shortened version or a gist. Remember the following:

 Base your summary on the original piece.
 Keep your summary short.
 Use your own wording.
 Refer to the central and main ideas of the original piece.
 Read with who, what, when, where, why and how questions in
mind.
 Avoid putting in your opinion the issue or topic discussed in the
original piece.
Reference: Writing a Summary

homepage.smc.edu/reading_lab/
 Work with a partner and produce a five (5)-sentence summary of The

Centipede. Refer to the examples and format below. Consider as well,
some guide questions. Take turns in sharing outputs.
 Sample plot summary.
Lessons One Can Learn About Life From A Dog
There are so many lessons one can learn about life from a dog. Imagine
this scenario: it is raining heavily outside and you need to leave for someone's
house. The dog is up and eager, to go with you. You tell it to stay home. As
you leave, you see it squeezing out through the gap in the doorway. You
scold it and order it back home. Then at every turn you make, you suddenly
see it following you sheepishly at a distance. It follows at the risk of being
reprimanded for the sore reason of being somewhere nearby. How else can
we experience so selfless an instance of love and faithfulness? We can learn
a lifelong lesson from this sincere warm display of perpetual companionship.
Observe the eating habits of your dog. It does not eat, except when
hungry. It does not drink, unless it is thirsty. It does not gorge itself. It stops
eating when it has had enough.
A dog also sets a perfect example of adaptability. If it is moved to a
strange place, it is able to adapt itself to that place and to its thousand
peculiarities without a murmur of complaint. It is able to learn and adapt to a
new family's ways and customs. It is quick and ready to please. Man, being
191
accustomed to comfort and wealth will be lost if suddenly stripped of all he is
accustomed to.
A dog also teaches us a thing or two about, unselfish love. When a dog
knows death is approaching, it tries, with its last vestige of strength, to crawl
away elsewhere to die, in order to burden its owners no more.
A dog does things with all vigor. However, when there is nothing to do,
it lies down and rests. It does not waste its strength and energy needlessly.
Many working people are burning the candles at both ends. Many suffer
nervous breakdowns due to stress. Perhaps, they should learn to rest like a
dog does.
A dog above all is truly man's best friend.
Summary
Dogs can teach us many lessons of life. It can teach us through its acts
of love and faithfulness, endangering itself just to accompany you. We can
also learn from its eating habits. It will never over-indulge and knows which
food to avoid. Dogs are also able to adapt to its surroundings quickly without
complaining as compared to man who complains at the slightest change.
Dogs are also unselfish, choosing not to burden his loved ones but to go
away and die. Dogs also know when to work and when to play. They do not
waste their efforts unnecessarily like some of us do at work. Thus, dogs can
set us great examples through their day-to-day living.
Source: www.englishdaily626.com/summary.php?023
 Sample plot summary of “The Wedding Dance” by Amador Daguio.
Awiyao and Lumnay were husband and wife for seven years, but now
the husband has to marry another woman, Madulimay, because Lumnay was
not able to give him a child. (In their culture in the mountains during those
times, having a child to follow after the husband’s name was a must.)
On the night of the wedding, Awiyao goes to his and Lumnay’s house to
personally invite her to the traditional wedding dance. However, Lumnay, the
best dancer in the entire tribe, refuses to go. Then, during their conversation,
it is revealed that both of them still love each other, but because of their tribe’s
custom, they have to separate.
Awiyao goes back to the wedding, to the wedding dance, after being
fetched by some friends. Lumnay wants to follow, partly because of the
192
dance, and partly because she wants to put a stop to their tribe’s tradition of
having to marry another partner just to have a child.
Source: articlewriterproofreader.blogspot.com/.../short-story-analysis-
wedding-d.
 Guide questions: What is the story about? How will you describe the
characters? Why is there a conflict between them?
OUR SUMMARY
 Process questions: How were you able to write your summary? What
steps did you follow to make it easier? Why is it important to know how
to summarize information read?
TASK 16: Long Live the Library!
 In relation to your previous library activity, review on the kinds of cards.

 Refer to the following notes and sample card below.
 Kinds of Cards
 Author Card - name of author or author’s last name printed on top

of the card
 Title Card - title of the book printed on top of the card
 Subject Card - subject of the book printed on top of the card
 Information on the Card - author, date of birth, title of the book,
edition/revision statement, imprint (place and date of publication,
publisher), collation (physical description of the book, number of
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pages, illustration), series note, notes (bibliographies, appendices),
tracing (cards provided for the book), and system of classification
Reference: English I by Gabriel and Martires
 Take down important details that you can use for classroom discussion.
 Process questions: What are the different types of cards? What
information do they usually contain? How can they help you in research?
Now, let us continue to further tasks.
TASK 17: Phrase It
 Form small groups of four and come up with dialogues about family
situations wherein phrases are used.
Example: Eddie: I walked towards the house without rush, heart or
concern.
 Process questions: What do you remember about phrases? How are

phrases used?
194
TASK 18: FC (Family Conflict/Commercial)
 Retain groupings and view commercials or look for institutional

advertisements that portray family values. Give examples of literal or
figurative language used.
Example:Importance of conversations during family meals.
(HapagUsapan commercial)
 Process questions: What message is being shown on the said

commercial? What can you say about the interaction among the
characters? How can we improve our own family relationship?
TASK 19: Conflicting Ideas
 Work with a partner and listen to a news item based on current events.
Your teacher may read a news item orally or play a recorded audio clip
of a news broadcast. The news article or story must contain family issues
or concerns wherein there is conflict presented.
Example: What are the common problems that we are facing in the
Philippines?
Reynold's World
(An excerpt)
Children in an Urban World
Reynold’s story is not new. It’s a story that is echoed in most developing
countries around the world. The recent UNICEF report The State of the
World’s Children 2012: Children in an Urban World reveal that globally,
urbanization leaves hundreds of millions of children in cities and towns
excluded from vital services.
Already the Philippines is an urban society with half the population or 45
million people living in cities. Of Metro Manila’s 11 million people, 1.7 million
children live in informal settlements.
“Children who live in the poorest urban communities in the Philippines
experience multiple deprivations. They lack decent housing, are exposed to
dangers from disasters, have limited access to clean water and are more
prone to neglect, abuse and exploitation. Each excluded child represents a
missed opportunity at achieving a stable and productive society,” Dr. Abdul
Alim, UNICEF Deputy Representative, says.
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Cities offer many children the advantages of urban schools, clinics and
playgrounds. Yet the same cities the world over are also the settings for some
of the greatest disparities in children’s health, education and opportunities.
Infrastructure and services are not keeping up with urban growth in
many regions and children’s basic needs are not being met. Families living
in poverty often pay more for substandard services. Water, for instance, can
cost 50 times more in poor neighborhoods where residents have to buy it
from private vendors than it costs in wealthier neighborhoods where
households are connected directly to water mains.
The deprivations endured by children in poor urban communities are
often obscured by broad statistical averages that lump together all city
dwellers – rich and poor alike. When averages such as these are used in
making urban policy and allocating resources, the needs of the poorest can
be overlooked.
Source: UNICEF Philippines - Real lives - Reynold's world

www.unicef.org/philippines/reallives_18752.html
 Take note of the conflicts presented in the news article and provide
suggestions on how to deal with these situations. Afterwards, write a two-
three (2-3)-sentence summary regarding this.
Example: Urbanization leaves hundreds of millions of children in cities
and towns excluded from vital services.
 Process questions: If you were in the same situation, what would you
do? How would you solve the conflict?
YOUR FINAL TASK
Take note that your output is a brochure of

successful family stories to be graded based on the
following indicators: Attractiveness/Organization;
Content/Accuracy of ideas; Writing Mechanics/
Conventions; Graphics/Pictures, and Sources.
TASK 20: AdLib (Adventure to the Library)
 In preparation of your enabling activity, the school librarian will orient you
about the library especially regarding the card catalogue. Afterwards,
your teacher will conduct a library scavenger hunt. Get ready to ask
questions for clarifications.
196
Example: How do students borrow books? What are the types of
catalogue cards used in many libraries?
 Then, group yourselves and accomplish what is being asked. Clues will
be provided and placed around the library.
 With your members, present an example for each type or kind of card in
the card catalogue.
a. Author Card
b. Subject Card
c. Title Card
 Consider suggested contents of cards:
a. Family
b. Conflict
c. Literal and Figurative Language
d. Phrases
e. Summary
 Use index cards and bind them with rings.
TASK 21: The Search
 With your group mates, look for examples of stories about individuals who
attain success in valuing family relationships even during the times of
conflict. Use the books or magazines in the library or recall true-to-life
stories.
 Prepare summaries of these.
TASK 22: Your Challenge: A Brochure of Successful Family Stories
With your group mates, make a brochure of successful

Goal family stories. The brochure must also include three (3)
stories of families that can inspire others.
You are researchers invited to make a tri-fold brochure
of successful family stories in relation to the National
Role Search for Model Families. You will be assigned
accordingly: researcher, organizer, writer, designer,
illustrator etc.
Your target audience is composed of invited persons
Audience from your city/town, including barangay officials and
previous winners.
197
Your challenge is to make sure that your brochure
Situation
conforms to the standards set by the search committee.
Your product is a tri-fold brochure of different
successful family stories, which should also contain a
Product background summary of chosen families. Remember
to use noun and verb phrases; practice library skills,
and use varied and appropriate materials.
Your brochure will be evaluated based on the criteria
Standard
presented.
 Be guided by the sample layout provided.
Group Members Text Boxes and Front of Brochure

Images (research) (title)
Text Boxes and Inside of Brochure Text Boxes and

Images (research) (text boxes and Images (research)
images)
Rubrics for a Brochure of Successful Family Stories
Group Number: ______________________________

Group Members: ___________________________________________
___________________________________________
Score: /50
198
(10) (8) (6) (4)
CATEGORY
Excellent Good Almost Not Yet
Attractiveness The brochure The brochure The brochure The
/ Organization has has attractive has well- brochure's
exceptionally formatting organized formatting
attractive and well- information. and
formatting organized organization
and well- information. of material
organized are confusing
information. to the reader.
Content/ The brochure The brochure The brochure The brochure
Accuracy of has all of the has all of the has most of has little of
Ideas required required the required the required
information information. information. information.
and some
additional
information.
Writing All of the Most of the Some of the Most of the
Mechanics/ writing is writing is writing is writing is not
Conventions done in done in done in done in
complete complete complete complete
sentences. sentences. sentences. sentences.
Capitalization Most of the Some of the Most of the
and capitalization capitalization capitalization
punctuation and and and
are correct punctuation punctuation punctuation
throughout are correct are correct are not
the brochure. throughout throughout correct
the brochure. the brochure. throughout
the brochure.
Graphics/Pictu The graphics The graphics The graphics The graphics
res go well with go well with go well with do not go with
the text and the text, but the text, but the
there is a there are so there are too accompanyin
good mix of many that few. g text or
text and they distract appear to be
graphics. from the text. randomly
chosen.
Sources There are There are There are few Incomplete
many sources some sources sources listed sources listed
accurately accurately
199
listed on the listed on the on the on the
brochure. brochure. brochure. brochure.
Reference: Brochure Rubric

www1.kent.k12.wa.us/curriculum/tech/k6/3/.../brochure_rubric.html
MY TREASURE
Swag the WAGS (Words, Actions, Gestures, Summary)
 WAG Strategy assists you to identify and record the following:
W—ords
A—actions used during the activity, experience or interaction
G—estures
S—ummarize—effects the WAG had on you during and after the
activity, experience or interaction
 Reflect on the different tasks by filling out your own WAGS.
Words Actions Gestures
Summary
Source: A-Z Learning Strategies
200
MODULE 2
Lesson 2
______________________________________________________________
RECOGNIZING BEAUTY IN OTHERS
YOUR JOURNEY
How do you deal with the people around you? What does this say about
your relationship with them? Knowing others means seeing other people
differently. Being able to find the uniqueness and beauty of each individual will
help us understand others.
As you go along this lesson, you will experience various collaborative

activities and encounter different texts that will guide you to answer the
question: How can I relate better with others? Likewise you’ll continue to
develop your skills in listening, reading, viewing, vocabulary development,
literature, writing/composition, oral language/fluency and grammar awareness.
Afterwards, you will create a mini-book of tips related to building relationship,
which will be evaluated through rubrics.
YOUR OBJECTIVES
In this lesson, you are expected to:
 generate thoughts and ideas to activate prior knowledge

 use the online public access catalogue (OPAC) or electronic search
engine to locate specific sources
 recognize main or key ideas
 note relationships of ideas and events
 show comparison using simile and metaphor
 distinguish features of poems
 apply verbal and non-verbal cues in conversations, dialogs and
interviews
 use prepositional phrases appropriately and meaningfully
 extract information from a text using a précis
 create a mini-book of tips related to building relationship
Your anticipated output is to create a mini-book of

tips related to building better relationship with others that
will be assessed with the following criteria: Introduction;
Relevance of graphics; Focus on assigned topic;
Organization, and Spelling and Punctuation.
201
YOUR INITIAL TASKS
TASK 1: Picking on the Picture
 Watch a short video clip and take note of the key ideas being presented.
Example: Papal visit
 Your teacher may present a short video clip on kindness. (Random Acts
of Kindness)
 You can volunteer and share some experiences associated with the said
video clip. You can also go to the learning resource center/computer
room and search for video clips showing acts of kindness using different
search engines.
Example: Google, Yahoo, Bing
 Process questions: What do you think is the message of this video clip?
How is this connected to your relationship with others? As a student,
what can you do to show your concern to other people?
TASK 2: You and Me in 3-D
 Group yourselves into six (6) and look closely at the pictures shown or
flashed. Take note of important information and ideas presented.
Example: optical illusions, brainteaser
Butterfly Stereogram
202
Batman Chalk Pavement
Source: 3D Pictures - Brain Teasers

brainden.com/3d-pictures.htm
Animal Optical Illusion
Source: http://www.moillusions.com/wp-content/uploads/2.bp.blogspot.com/_cxmptAPYR-
s/Rw9pUpEK__I/AAAAAAAABcE/iBDuScM84uM/s400/animal+painting.jpg
 Process questions: What do you see in the picture? Does your

class/seatmate see the same? Why did your class arrive at different
images? What does this say on how you view others?
203
TASK 3: Looming Expectations
 Jot down your own expectations from this lesson using the following
space surrounded by loom bands.
My expectations are…
Come on and get ready for more tasks on sharing!
YOUR TEXT
TASK 4: Gift Grids
 The grid below contains words included in the poem Gifts for the City.
With your partner, find words from the grid and match them with their
meanings in the gift box. Clues are given through the italicized and
highlighted letters.
A B M C D E S M O G
V C N M E N I A L S
E D I S P O S E U P
N R O P Q F K P V H
U E B U R D E N S E
E N R S T G L Q I R
S E U V W H M R L E
G W X Y S P A N T O
H N Z A B I N S S T
S I G N A G E M R E
204
1. to get rid of
2. particles of soil floating in rivers
3. a wide street
4. load
5. extend across
6. work not requiring special skill
7. combination of smoke and fog
8. scope or range
9. use of symbols to communicate
10. begin again
 Listen to your teacher as he/she reads the poem aloud. Follow him/her
by reading silently. Look for figurative language used.
Gifts for the City

Shirley Mary deLeon
Along the wide span of sphere

Roads that connect into a sun
Names of leaders have laid their mark
From Garcia, Quirino and Quezon
I walked slowly along the avenues

Thinking of thoughts to help this city, too
From menial tasks to heavy burdens be
I thought of sharing my gifts to see
Follow traffic rules in signage on the streets, please

Dispose garbage made of paper, plastic and silts
Remember to clear the air of smog
By planting green and shrubs
Gifts as simple as a flower I can give

Simple thoughts to renew each life with a kiss
205
A person, a student or a citizen
There are gifts we can give and share
 Process questions: What is the poem all about? What gifts does the
speaker want to give to the city? What does the speaker encourage
others to do?
TASK 5: Multiple Gifts
 Your teacher will group you accordingly for the activities.
Groups 1 and 2 Gift Tags
 Based on the poem, point out details used by the persona/speaker to

show the main idea of the poem. Make a gift tag like the one shown
below. Write details on the front panel and the key idea of the said poem
at the back panel.
206
Groups 3 and 4 Gift Certificates
 On the sample gift certificate and list the gifts that the persona/speaker
would like to give to the city. Justify these with short explanations through
a simple role play. Some representatives from your group can prepare
conversations about the essence of gift giving. Use verbal and nonverbal
cues in the presentation.
Example:
GIFT CERTIFICATE
(Disposing garbage…)_____
is my gift for the city
Groups 5 and 6: Give Out
 Create a slogan written on a flag let incorporating the speaker’s gifts

which strongly encourage others to do their share in making the city a
better place. Present/Explain your work to the class.
 The poem also uses figurative language with some lines having multiple
meanings and many interpretations.
207
TASK 6: Poetic Words and Lyrics
 Your teacher will distribute strips of paper, wherein different words and
meanings from a poem are written. Match these with each other to
understand the unfamiliar words.
Words Meanings
magical knowledge and wise attitude
sea-gull stay near
flowering something wonderful
slender weapons for shooting arrows
wisdom emitting or reflecting light
bows thin or very narrow
kneel searches or finds
luminance process of unfolding
seeks bend the knee
hover bird that lives near the ocean
TASK 7: Poetic License
 The words you just studied are from the next poem by Jose Garcia Villa
which also contains figures of speech, specifically simile and metaphor to
show comparison. What are the similarities and differences between the
two?
 Simile and metaphor are figures of speech that enhance the

meaning and imaginative quality of poems.
 Simile is a comparison of two unrelated objects with the use of

as or like.
Example: The destroyed houses during the storm were like
trash scattered around. (destroyed houses were compared to
trash)
The tide is as high as the mountain. (tide is compared to the
mountain)
208
 Metaphor is a comparison of two unrelated objects without the
use of as or like.
Example: The recent typhoon was a monster. (typhoon was
compared to a monster because of its destruction)
Reference: English Arts Textbook for First Year by Ribo et al.
 Retain groupings and identify the simile and metaphor from the poem.
Some of your members can share these through a question and answer
portion and observing verbal and non-verbal cues.
Example: poem is musical as a sea-gull (simile), poem is brightness
moving (metaphor)
 Process questions: To what is a poem compared to? How do you define

a poem?
First a Poem Must be Magical

(Lyric 17)
Jose Garcia Villa
First, a poem must be magical,

Then musical as a sea-gull.
It must be a brightness moving
And hold secret a bird's flowering.
It must be slender as a bell,
And it must hold fire as well.
It must have the wisdom of bows
And it must kneel like a rose.
It must be able to hear
The luminance of dove and deer.
It must be able to hide
What it seeks, like a bride.
And over all I would like to hover
God, smiling from the poem's cover.
209
TASK 8: PM (Poetic Meaning)
 Read the poem with the class. Afterwards, work in pairs and explain the
meanings of the verses in the poem.
Example: First, a poem must be magical,
Then musical as a sea-gull.
A poem must be magical so that it can make a reader wonder. It can also
be musical as a sea-gull because of the rhythm and rhyme.
 Comprehension questions: How does the poet describe a poem? What
other definitions of a poem can you provide?
 Give examples of rhythm and rhyme from the poem.
 Take note of the example and use the given format below.
Sample précis
Teaching is the noblest of all professions. A teacher has a

sacred duty to perform. It is he on who rests the responsibility of
molding the character of young children. Apart from developing their
intellect, he can inculcate in them qualities of good citizenship,
remaining neat and clean, talking decently and sitting properly. These
virtues are not easy to be imbibed. Only he who himself leads a life
of simplicity, purity and rigid discipline can successfully cultivate
these habits in his pupils.
Besides a teacher always remain young. He may grow old in

age, but not in spite. Perpetual contact with budding youths keeps
him happy and cheerful. There are moments when domestic worries
weigh heavily on his mind, but the delightful company of innocent
children makes him overcome his transient moods of despair.
Précis
Teaching is the noblest profession. A teacher himself leading a

simple, pure and disciplined life can mold the character of the young
children and make them neat and good mannered citizens. Besides
he remains very young forgetting his own domestic worries in the
constant company of the young.
Source: www.publishyourarticles.net/knowledge...precis-writing-samples/3309/
210
 Process questions: What is the main idea or key points of the text? What
made the précis effective?
MY PRĔCIS
 Your teacher will facilitate sharing of outputs and consider feedback.
TASK 9: Poem Précis
 If your teacher asks you what the poems are all about or their messages,
then you are like providing the précis.
 Take note of the example given on Task 8 (Teaching is the noblest …)
 A précis is a shortening of a text, in your own words, or of a

written work. You are to describe as accurately and briefly as
possible the substance or main ideas contained in a text.
To write an effective précis, read the passage several times for

a full understanding. Note key points. It may, in fact, be helpful
to underline these words. Do not use abbreviations or
contractions. When writing about history, use the past tense.
Finally, check your précis against the original to be sure that it

retains the order, proportions, and relationships of the original.
Reference: Precis-Writing is regarded as a very important kind of ...

www.english-for-students.com/
 Write the précis of any of the two poems (Gifts for the City or First a Poem
Must be Magical).
211
TASK 10: Being Nice
 Work with a partner and read an excerpt from the essay of I.V. Mallari
entitled Values. Write a two-three (2-3)-sentence précis about it after
reading.
And what is your attitude towards your fellow beings? Do you

realize that, regardless of their sex, race, nationality, religious belief,
political affiliations, educational attainments, and social and
economic status, they are neither better nor worse than you? Do you
realize that even the humblest and the most illiterate among them are
just as essential to the smooth running of the body politic as you or
anybody else, as long as they perform their self-appointed tasks to
the best of their respective abilities, and as long as these tasks are
useful to others as well as to themselves? Do you realize that without
them you yourself would not be able to do your work with any degree
of efficiency, much less live in contentment and happiness? And do
you realize that, therefore, every one of them is as worthy of your
consideration-and of the consideration, and respect of the rest of
society, as even the most exalted among its members?
 Answer these questions: What is the main idea of the excerpt? What
should be our attitude towards others? How can we strengthen and refine
our sense of values? How can we appreciate beauty in others? How does
your sense of values affect your personality?
 Share your answers with the rest of the class.
212
A. Notes and Prep
 Examine the lifted lines from the two poems: “into a sun” and “on the
streets”. These are called prepositional phrases.
Prepositions
 Prepositions are words that show relationship between objects, people

and events. They express relationship in space and time.
Example: across, along, in, by, against, to, for and others
 A prepositional phrase includes the preposition together with its object.
Example:
along the avenues (along is the preposition and avenues is the object
of the preposition)
from the poem’s cover (from is the preposition and cover is the object
of the preposition)
 Other examples:
The girl from the boarding house left her purse in the laboratory.
These stories in the book were translated by my teacher.
They were looking for a boy with eye glasses.
That picture behind my table used to hang in the principal’s office.
Upon my arrival, I was brought into the library.
Reference: English Arts Textbook for First Year by Ribo et al.
B. Preppy Poems
 Identify other verses or some lines from the two (2) poems which can be
considered as examples of prepositional phrases and enclose them in
boxes.
Answer these: What is a prepositional phrase? What does a

prepositional phrase contain?
213
TASK 12: Phrasing it Nicely
 Work in triads and identify the prepositions and objects of prepositions

from the quoted statements. Give other examples of sayings about
sharing that you know or remember.
Prepositional Phrase
Quotation Object of the
Preposition
Preposition
1. “Once we accept our limits, we go
beyond them.”
--Albert Einstein
2. "The best things that can come out
of the garden are gifts for other
people." of garden
--Jamie Jobb
3. “A smile is the light in your window
that tells others that there is a
caring, sharing person inside.”
--Denis Waitley
 Process questions: How were you able to recognize the prepositional

phrases (preposition and object of the preposition)? What can you say
about the quotations or sayings? As a student, how can you show that
you care?
TASK 13: PO (Preposition and its Object)
 Underline at least one prepositional phrase in each sentence and put an

arrow from the preposition pointing to its object.
1. After fifteen (15) minutes, the books near the table by the door fell into
a heap on the floor.
2. Before the sun rose on the horizon, she saw a ray of light through the
opening in the window.
3. The students at Aling Maria’s boarding house ate in the school
canteen not in the restaurant.
4. What do you think about my recent purchases from the city
bookstore?
214
5. No one except John has been in touch with the people in the
registrar’s office since yesterday.
6. During the month of May, Brigada Eskwela is usually launched in
different schools.
7. The instructions must be followed during the school year without
exception.
8. He gave the same speech to everyone present in the auditorium.
9. Across the hall, you will see the school library.
10. The teachers sat under the tarp and hoped for the rain to stop.
TASK 14: Lib OPAC
 Following the schedule prepared by your teacher, visit a nearby library or

the city library with available On-line Public Access Catalogue (OPAC).
Go over the notes below as your guide.
 OPAC is the Online Public Access Catalogue or, in other words,

the library catalogue. It is an online database of all of the
resources held in the library. You can search OPAC to locate
books in the library. It lists the number of the items, whether they
are in the library or out on loan, and their call number.
Source: What is OPAC? OPAC is the Online Public Access ...

www.shannoncollege.com/wp-content/uploads/2013/01/OPAC4.pdf
 Use the library’s OPAC for you to locate books, magazines that contain
information about how to relate better with others.
215
Now, see for yourself how sharing can be done in many ways. Enjoy!
TASK 15: Figures of Chains
 Group yourselves into five (5) according to seating arrangement and write
five (5) statements that would emphasize how recognizing the beauty in
others lessen or avoid bullying in your school or community. Apply simile
and metaphor in your sentences and put these on the chain below.
Example: I will build a strong friendship with them just like a chain.
(simile)
 Remember that bullying includes differently-abled or disabled individuals

and persons of different sexual orientation and gender identity. (Refer to
RA 10627 or Anti-Bullying Act)
*I will build a strong friendship

with them just like a chain.
(simile)
 Process questions: How did you use figures of speech in your sentences?
How do you treat other people who are different from you? What does
this say regarding your attitude towards others?
216
TASK 16: Paying It Forward
 With other members of your group members to conduct an outreach

project in a barangay that will give you opportunity to practice sharing or
“paying it forward”.
Examples: donating reading materials, distributing friendship bracelets
(rastaclat, paracord) etc.
 Likewise, write a short write-up of the said project using précis and
prepositional phrases.
 Use these questions as your guide: As a student, what are other things
that you can do to help others? How did you feel during the said task?
YOUR FINAL TASK
Take note that your output is to create a mini-book

of tips related to building relationship that will be graded
based on the following criteria: Introduction; Relevance
of graphics; Focus on assigned topic; Organization, and
Spelling and Punctuation.
TASK 17: A. OTH (On-line Treasure Hunt)
 Form groups of ten (10) and recall your answers to Activity 10 and Activity
14. Together with your members, look for the following information using
the OPAC and various search engines. Take down notes and compile
them in notepads. You can also research from blogs on tips on how to be
a good neighbour or how to build better relationship with others.
 Consolidate the tips or information you gather.
 Arrange these tips in an order based on your preference.
What comes next is your enabling activity. Remember what sharing

means.
B. Your Mission: A Mini-Book of Tips Related to Building Relationship
With the same groups, you and your members will

Goal produce a mini-book of tips related to building
relationship. The mini-book must have at least 10 tips.
Role You are researchers and illustrators who would come up

with a mini-book of tips connected to building
217
relationship. It will be exhibited during the celebration of
the National Book Week. The winning entry will become
a property of the national library with copies to be mass
produced and distributed to various school libraries
nationwide.
Your audience will include judges such as librarians,
Audience
educators, and illustrators.
Your mini-book must adhere to the rubrics to be used in
Situation
evaluation.
Your product is an eight (8)-page mini-book of tips on
Product how to build better relationship with others. Remember
to use prepositional phrases.
Your mini-book of tips on how to build better relationship
Standard
will be assessed based on the criteria set on the rubrics.
 Likewise, you can follow the steps provided.
218
Rubrics for a Mini-Book
of Tips Related to Building Relationship
Group Number:_______________________________
Group Members: ___________________________________________
_____________________________________________
Score: /50
Indicator 10 points 8 points 6 points 4 points

First First A catchy No attempt
paragraph paragraph beginning was made to
has a has a weak was catch the
Introduction "grabber" or "grabber". attempted in reader's
a catchy but attention in
hook. confusing. the first
paragraph.
All graphics All graphics All graphics Graphics do
are related to are related to relate to the not relate to
the topic and the topic and topic. Most of the topic or
they make it they make it the borrowed several
easier to easier to (non-clip art) borrowed
Relevance
understand. understand. graphics graphics do
of Graphics
All borrowed All borrowed have source not have a
(non-clip art) (non-clip art) citation. source
graphics graphics citation.
have source have source
citation. citation.
The entire Most of the Some of the No attempt
content is content is content is has been
related to the related to the related to the made to
assigned assigned assigned relate the
topic and topic. It might topic, but a content to
Focus on allows the wander off at reader does the assigned
Assigned reader to one point, not learn topic.
Topic understand but the much about
the topic reader can the topic.
more. still learn
something
about the
topic.
219
The content The content The content Ideas seem
is very well is pretty well is a little hard to be
organized. organized. to follow. The randomly
One idea One idea transitions arranged.
follows may seem are
Organization
another in a out of place. sometimes
logical Clear not clear.
sequence transitions
with clear are used.
transitions.
There are no There is one There are 2- The final
spelling or spelling or 3 spelling draft has
Spelling and punctuation punctuation and more than 3
Punctuation errors. error. punctuation spelling and
errors. punctuation
errors.
Reference: https://www.georgiastandards.org/_.../Mini%20Book%20Assessment%20...
MY TREASURE
Piecing It Together
 For reflection, your teacher will distribute one (1) puzzle piece to each of
you. Then, you will write ideas, learnings, questions etc. on the puzzle
piece given.
 You will fit your puzzle pieces together with the others in one large display
by gluing or pasting the pieces together.
Source: A-Z Learning Strategies
220
MODULE 2
Lesson 3
______________________________________________________________
BEFRIENDING OTHERS
YOUR JOURNEY
As Thomas Merton once said, "We can be, in some sense, friends to all
men because there is no man on earth with whom we do not have something
in common.” Learning to deal with others is a key to befriending them. As a
Grade 7 student, you will do everything to blend in and to be treated well by
others. Nonetheless, making friends would not be that demanding on your part
if you are open and willing to interact. How can you befriend others
successfully?
This lesson will aid you in understanding the importance of befriending

others while enhancing your language and literary skills through writing,
reading, speaking, and listening activities.
YOUR OBJECTIVES
As you map out the course of your journey in this lesson, you are expected to:
 employ correct turn-taking and turn-giving strategies in conversations

 narrate the events of the story chronologically
 recognize cues and signals to determine the order of ideas and events
 discover the conflicts presented in the literary selection
 explain how conflict as a literary element contributes to the theme of
literary selection
 classify texts into literal and figurative
 identify personification as a figure of speech
 use adjective and adverb phrases in writing
 paraphrase ideas/information from a text
 identify the different parts of the book
 create a book jacket
221
Be reminded that you will carry out tasks that will
prepare you hit your target – to create a book jacket
highlighting the theme on befriending others. Your book
jacket will be assessed based on the criteria:
Focus/Theme, Appropriateness/Relevance, Language,
and Creativity or Originality.
YOUR INITIAL TASKS
TASK 1: What makes a F-R-I-E-N-D?

 Associate words or phrases to the acronym F-R-I-E-N-D. The first
word/phrase must start with the first letter of the word FRIEND.
 Define the word FRIEND by combining all associated ideas.
 Share your output with the class.
 You are given five (5) minutes to accomplish the task.
TASK 2: A Test of Friendship
 Based on the description or definition you have previously formulated in

the first activity, complete the sentences in the diagram.
I befriend others by…
The core of
friendship
For me, friendship begins is…
when…
A lasting friendship is achieved

through…
 Write your ideas/answers on your learning notes.

 Find the commonalities among your answers and come up with a
generalized concept in a paragraph.
222
TASK 3: A Strange Feeling
Indeed the friendly relationship you establish with others is a bittersweet

experience and feeling strange at times is just natural.

 Choose a particular emoticon below. Think of a time when you felt that
emotion with a friend.
1. 2. 3.
happy overjoyed confused
4. 5. 6.
surprised hurt sad
 Share your explanation/reason for choosing the emoticon.

 Consolidate the ideas shared by your group members.
 Choose a representative from your group to report the group’s
accomplished task.
After you have initially explored the activities that somehow helped you
realize what a friend is, let us learn more about friendship as we study the
literary text for this lesson.
YOUR TEXT
TASK 4: Strange Melodic Connection
Want to learn more about who a true friend is?
 Listen to the song “Count on Me” by Bruno Mars.

 Take note of the key ideas mentioned in the song.
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Process questions:
1. What does the song mean to you?

2. What qualities of a friend are reflected in the song?
3. Does the song teach you how to establish friendly relationship? Share
your ideas with your seatmates, then share them with the class.
TASK 5: Relate and Connect
Find out how the song you just listened to highlights the message of the
story you are about to read.
 Read the story “The Stranger” by Ismael V. Mallari.

As you discover the content of the text, find out “What made other boys
consider David as a friend? Do you think it is a good way of establishing
friendship?”
 Before you read the selection, reflect and answer the question: “How do
you befriend a classmate?”
 Stop and answer the question every time you see the “strange” icon.
The Stranger
Ismael V. Mallari
1 My
classmates and I did not like the new boy, David. It was not because
we knew he was a bad boy, or because he had done anyone of us any harm.
We only knew we did not like him.
2 He was a stranger in our barrio, and we did not like strangers. Ours
was a little barrio where everybody knew everybody else. I knew all my
classmates and their fathers and their mothers, and their brothers and their
sisters, and I was sure all my classmates knew me, and my father, and my
mother, and my brothers and my sisters.
3 But we knew nothing about David, or his father or his mother. We only
knew that they had come at the beginning of the school year, and that they
were renting the big house at the bend of the road. My father said that they
had come from Pampanga, and that David’s father was in charge of repairing
the old bridge across the Malabon River.
4 Sowe all eyed David with suspicion. Whenever he tried to smile at us,
we looked at one another and then lowered our eyes. We did not like any
better when we found out that he could answer the teacher’s questions
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readily than we could. He was, we decided, showing off. He wanted to be the
teacher’s pet.
5 We never asked David to play with us. He had to sit under the big
acacia tree in the schoolyard and watch us play. We gave one another
guavas and other fruits at recess, but we never offered David any.
Why did the narrator and his friends find David

suspicious?
6One day, however, David brought a great big package to school. We

were all curious about what the package contained, but we try hard not to
show our curiosity.
7At recess David approached us, shouting, “Hey fellows, want any?”
Then he opened the package. It was full of puto seco, the most tempting I
had seen in all my life.
8 “Where did you get it?” I asked.
9 “My grandmother sent it to me,” David replied. “She made it herself.
Here take some. It’s very good.” And he thrust a handful into my hands.
10I put a piece of puto seco into my mouth. It was very good. I took
another bite, and another, and another.
11 “Hey fellows,” I said, looking around. “Good isn’t it?”
12 My classmates could only nod their heads in approval. Their mouths
were too full. I looked at David. He was smiling, and his eyes were shining.
13 “Like it?” he asked.
14 “Yes, very much,” I answered. “Did you say your grandmother made it
herself?”
15 “Surely,”
David replied. “She can make other things, too – doughnuts,
and sweets and other things.”
16 “Umm!” I said. “She must be good.”
17 It
was wonderful what a handful of puto seco could do. David suddenly
became very interesting to us. He was no longer so strange although his
accent was still rather funny to our ears.
18 We soon found out, too, that David was very entertaining. He told us
about his hometown, San Fernando. It was very much like Malabon, he said.
He told us about the games that he and his friends used to play.
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19 Then it turned out that David had been to many places. Because of
his father’s job, the family had to move about. David had lived in Bacolod,
Zamboanga, Aparri, and many other places we had only read about in our
geography books. Goodness! We had thought that those names only stood
for little marks on the map. Now we learned from David that they were actual
towns with houses, and people, and trees, and schools, and churches.
When did the boy’s feeling about David change?

Want to know more what happened? Just continue
reading the story.
20 One day David took us to his house. He was the only child of the
family, and he had lots of toys. He had a pop gun, and a small bicycle, and
small trucks, and toy trains. There was a huge case full of them.
21 Hismother was very kind – very much like our own mothers. We had
thought Pampango mothers must be different. But she was not.
22 She was very fond of David. She said she was glad he had found new
playmates. She wanted David to be happy. She thanked us for being nice to
him. And we felt rather guilty of the way we had treated David at the beginning
of the school year.
23 Then she gave us good food – hot chocolate, and suman, and some
preserves that she said had come from Pampanga. My, but Pampangos
could make good preserves. They melted in the mouth. Even my mother
could not make any better. And I could see that the other boys enjoyed the
merienda as much as I did.
24 Afterwards David showed us pictures of the places where he and his
family had lived. There was a picture of him on horseback, with his mother
standing beside the horse. There was another picture of him in swimming
trunks.
25 “Do you swim?” I asked.
26 “I
like swimming a lot,” David said. “My father taught me how to swim
when I was a tot, and I’ve gone swimming with my friends. In Bacolod, we
also went banca riding. It was a great fun.”
27 “We go swimming here, too,” I said. “Suppose we go next Saturday.
The tide will be high, I’m sure. And we can borrow my uncle’s banca. We’ll
take some food with us, and we’ll eat on a salambao.”
28 So the following Saturday, we started rather early. There were six of
us. We took my uncle’s boat and paddled out to Dagat-dagatan. There we
tied the boat to a salambao, put our supply of food in a neat little pile, took
off our clothes, and dived into the water.
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What is your reaction on the boys’ attitude
towards David?
Want to know the incident that made the boys
finally accept David as truly one of them?
Try to discover! Read it further.
29 Davidwas a good swimmer. He could swim faster than any of us. His
strokes were good. He said he had learned them in a summer camp in
Laguna. He had a good teacher, he said. Imagine having formal lessons in
swimming! No wonder David was good.
30 Bynoon we were rather tired and hungry. We decided to rest and eat.
But where was Pendong?
31“Pendong!” we called. “Pendong, where are you?”
32No one answered. We became afraid. What had happened to
Pendong? He was the smallest of us and he was not a good swimmer.
33 “There he is!” cried David. “Oh my goodness, he seems to be sinking.”
34 Pendong had swum out too far. He was in great danger. But no one
dared to go out for him. We were all tired out and no one could swim that far.
35 “I’ll
go,” said David. And he plunged into the water. We held our breath
as we watched him. What if he did not reach Pendong in time? The poor
fellow seemed to be having a hard time keeping himself afloat.
36 But David was swimming as I had not seen him swim before. His feet
churned the water like a propeller of a steamboat. His strokes were beautiful
to see. All we could do was to shout encouragement to him. We hoped that
he would reach Pendong in time.
37 He did. And in one voice, we shouted with relief. Now David was
putting his left arm around Pendong’s neck expertly, to prevent Pendong from
holding on to his. Slowly and laboriously, he was swimming back towards the
salambao.
38 But would he… could he... we asked ourselves, anxiously, ever reach
his goal with his precious burden? Then, for the first time, I saw the boat tied
to the salambao. We had forgotten all about it in our excitement. Now,
hurriedly, we untied it; and we jumped into it. Then, furiously, we paddled
towards David, who was beginning to show signs of weakening.
39 Soon we had hauled first Pendong and David into the boat. In a little
while, we were back on the salambao. Nobody talked. We all watched
fascinated as David, with the same skill he had shown in rescuing Pendong
– now bent over the half-conscious boy and tried to bring back his breathing.
40 David’s efforts proved successful. By and by, Pendong opened his
eyes. Then we all laughed nervously, relieved that Pendong had been saved.
227
“Buck up, Pendong,” David finally said. “You’re all right. And now,
41
fellows, shall we eat?”

“Gee!’ I said after a long while to David, “but you were wonderful.
42
Where did you learn all that?”

43 “At the boy’s camp,” said David. “My teacher taught us life-saving.”
“Gee!” I said again. “Suppose you had not been with us. What would
44
we have done?”
45“Never mind,” said David. “I’m sure you would have done something
all right.”
“David was the talk of the school the following Monday. Everybody
46
looked at him now with pride. He was a hero.
How about you, have you done anything heroic for a

friend? How did you feel?
Let’s discuss!
 Group yourselves into five (5).

 Answer the questions assigned to your group.
1. Based on the story, who is the stranger in the barrio? How will you
describe him?
2. What was the problem encountered by the characters in the story?
3. What was admirable about David? If you were in his place, would you
do the same thing, even if it would mean putting your life at the risk?
Why or why not?
4. How did the stranger win the narrator’s friendship?
5. What kind of conflict did the characters in the story face?
6. What does the story teach you on building a friendly relationship?
7. What can you say about the story? How can you relate to it?
 Write your answers on bond papers/ strips of cartolina.

 Post your answers on the board and share them with the class.
228
TASK 6: Story’s Chronological Sequence
 The following are the events taken from the story “The Stranger.”
 Arrange the events chronologically or in the way they happened in the
story.
 Number the events from 1 – 5 for Set A and 6 – 10 for Set B.
 Retell the story to the class following the order of events your group has
arranged.
 As you narrate the story, you also need to tell minor details which are not
found in the given events. For you to properly organize the events or
details in chronological order you have to determine the cues or words
that signify the order of the events.
 Your teacher will instruct you to narrate the part of the story your group
has to tell. Enumerate the signal words you used on your narration.
Set A
_____At recess David approached his classmates and shared the puto seco
with them.
_____David and his family rented a big house at the end of the road.
_____None of his classmates like him because he was a stranger to them.
_____One day David took his classmates to his house and gave them good
food to eat.
_____They found David to be very entertaining.
Set B
_____On a Saturday, the boys went swimming in Dagat-dagatan.

_____Pendong had swum too far and seemed to be drowning.
_____They were all fascinated with the skill David showed in rescuing
Pendong.
_____Everyone laughed nervously and was relieved that Pendong was saved.
_____From then on, David was regarded as a hero.
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TASK 7: Conflict Arises, Theme Prevails
 Revisit the story “The Stranger.”

 Recall your answers to question nos. 2 and 5 in Task 5.
 Look for details that show or manifest the conflict/s of the story.
 Accomplish the Conflict - Theme diagram.
 Be reminded that the conflicts are the problems encountered by the

characters in the story.
 Share with the class the accomplished task highlighting the conflicts.
 Explain how these conflicts contribute to the theme of the literary
selection.
Remember:
Conflict is a struggle or problem faced by the characters. It can either

be external or internal. External conflict refers to the opposition between
an individual and some outside force while internal conflict refers to the
opposition coming from within.
External conflicts include man vs. man, man vs. nature, man vs.
circumstance, man vs. society & man vs. supernatural.
Internal conflicts include man vs. himself (psychological)
Another element of a short story is the theme which refers to the author’s
meaning, his intent or purpose for writing the story. It is the truth about the
230
way human beings live, as presented in the story. It also implies a universal
view of life which the reader can accept, challenge or question.
Reference: Bufete, M. B. et.al. (2008). Expanding English Skills for Empowerment. High
School English Series. Las Piñas City: Hope Publishing House Inc.
TASK 8: Literal vs. Figurative
Task 8.1 Classifying Literal or Figurative
 Read the statements related to the story “The Stranger.”

 Tell whether each statement is literal or figurative and explain.
 Tick (/) the column of your choice.
Literal or Figurative? Lit Fig EXPLANATION

1. David’s feet are like propellers of a
steamboat.
2. The boys all eyed David with
suspicion.
3. The family rented a big house that
could contain the whole village.
4. David was a stranger in the barrio.
5. David was a good swimmer.
6. The boys shouted with relief.
7. David was an instant celebrity in
the school the following Monday.
8. David’s eyes were shining.
9. David could swim as fast as a fish
in water.
10. David borrowed his uncle’s banca
and paddled out to Dagat-
dagatan.
 What are the items that use literal language? How about figurative
language?
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Literal language uses a word exactly or directly as it is. Language sticks

to the basic meaning of a word or words while figurative language contains
the nonliteral sense of a word or words. Typically, meaning of figurative
language is revealed through comparative descriptions.
Examples:
Literal
David was the only child in the family and he had lots of toys.
(In this example, David as the only son in the family has many toys. Take
note that the words used basically describe David.)
Figurative
David’s eyes were shining.
(In this example, it doesn’t mean that eyes of David are really shining. This
may have an implied meaning that he was happy seeing his classmates
satisfied with the puto seco he gave.)
Reference: Hovland L. et al.(1997).Elements of Literature Introductory Course. Orlando,

Florida: Holt, Rinehart, & Winston, Inc.
Task 8.2 Figuratively Speaking
 Tell whether the following lines are examples of personification.

 Encircle the number if it uses personification and cross it out if it does
not use personification.
 Write your answer on your learning notes.
1. Their hearts jumped with joy knowing that Pendong was saved.
2. The road to Dagat-dagatan was a writhing snake on a fence.
3. The waves swallowed Pendong into the deep.
4. The river heard the laughter of the boys.
5. The car slept on the bank of the distant river.
6. The salambao embraced the half-conscious boy.
7. The news whispered to the people the heroic act done by David.
8. David’s feet are like propellers of a steamboat.
9. His stroke was like a movement of a beautiful butterfly.
10. The water choked Pendong until he lost his consciousness.
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Personification is a comparison in which a nonhuman thing or quality is

talked about as if it were human with human qualities, abilities, feelings, and
reactions.
Examples:
 “The sky wept all day long.”
In the example, the nonhuman thing – the sky is talked about as if
it had a human feeling as stated that “it wept all day long”. The
description is more interesting instead of saying “It rained for hours.”
 “The leaves were whispering to the night.”
 “The leaves danced along the sidewalk.”
The next examples emphasize the qualities of leaves to whisper
and dance. Take note that attributed abilities are only done by human.
 “The night wind rips a cloud sheet.”
This particular line of a poem personifies the night wind which has
the ability to rip a layer of clouds.
Reference: Hovland L. et al.(1997).Elements of Literature Introductory Course. Orlando,

Adjective and Adverb Phrases in Focus

 Analyze the given sentences:
David slowly and laboriously swam back towards the salambao. Pendong
was the smallest of us and he was not a good swimmer.
 What are the underlined words?
 What are their functions?
 Take note that phrase also functions as adjective or adverb depending
on the way it is used in the sentence.
 Think about the functions of the two prepositional phrases in this

sentence:
The stranger from our barrio is sitting under the big acacia tree.
233
 from our barrio :The phrase is preceded by the preposition from. The
function of the phrase is adjectival – it describes the noun stranger. It
modifies the noun and answers the question: which stranger?
 Under the big acacia tree: The phrase has the preposition under. The
function of the phrase is adverbial – it modifies the verb is sitting and
answers the question: where is he sitting?
Adverb phrases, like adverbs, modify verbs, adjectives, adverbs and

answer the same range of questions as adverbs:
How? He shouted with relief. (the phrase modifies the verb shouted)
When? For the first time, I saw the boat tied to the salambao. (the phrase
modifies the verb saw)
Where? I put a piece of putoseco into my mouth. (the phrase modifies the
word put)
Why? Because of his father’s job, the family had moved to Malabon. (the
phrase modifies the verb had moved)
Adjective phrases, like adjectives, modify nouns. They tell or answer the
question which, what kind.
He was the only child of the family. (the phrase modifies the noun child)
David told us a story about his home town. (the phrase modifies the noun
story)
Reference: Shaw, H. (1980). A Complete Course on Freshman English, Seventh Edition.
Ken Inc., Harper and Row.
A. Justify your Answer
 On your notebook, copy the table as shown below.

 Determine whether the highlighted phrase functions as an adjective or
adverb. Put a check on the appropriate column – ADJ for adjective phrase
and ADV for adverb phrase.
 Write on the third column the question answered by the phrase.
Activity A ADJ ADV Question

1. He plunged into the water.
2. There was a picture of him on
horseback.
234
3. I saw the boat tied to the
salambao.
4. In Bacolod, we also went banca
riding.
5. David was the talk of the town
that day.
6. They had come at the
beginning of the school year.
7. The boys went to a nearby lake.
8. David put his arm around
Pendong’s neck expertly.
9. There was another picture of him
in swimming trunks.
10. David showed us pictures of his
family.
B. Tell me a Story

 Relate an event where you can use the following phrases.
1. at the library
2. in the morning
3. from his classmate
4. with enthusiasm
5. to the conference hall
 Compose a paragraph combining all the sentences formed out of the
given phrases.
 Write your paragraph on a cartolina or manila paper, then present it to
the class.
 Identify the type of phrase you used in your paragraph.
 You may add more details on your paragraph.
C. Beyond Phrase
 Read the study notes on paraphrasing.
235
 The following are details from the story. Restate the ideas by stating
them in your own words.
 Use adjective and adverb phrases in your paraphrase.
 Compare your restatements with your seatmate then with the class.
 Number 1 is done for you.
Original
1 David was a good swimmer. He could swim faster than any of us. His
strokes were good. He said he had learned them in a summer camp
in Laguna. He had a good teacher, he said. Imagine having formal
lessons in swimming! No wonder David was good.
Paraphrase
David, with his skillful strokes, was a good swimmer for he could swim
faster than any of them. He said that he learned the skills from a good
teacher when he had a summer camp and had formal lessons in
swimming.
David’s mother was very kind – very much like our own mothers. We
2 thought Pampango mothers must be different. But she was not. She
was very fond of David. She said she was glad he had found new
playmates. She wanted David to be happy. She thanked us for being
nice to him. And we felt rather guilty of the way we had treated David
at the beginning of the school year.
236
Paraphrase
Then it turned out that David had been to many places. Because of
3 his father’s job, the family had to move about. David had lived in
Bacolod, Zamboanga, Aparri, and many other places we had only
read about in our geography books. Goodness! We had thought that
those names only stood for little marks on the map. Now we learned
from David that they were actual towns with houses, and people, and
trees, and schools, and churches.
Paraphrase
Process Questions:
1. How did you paraphrase the paragraphs? What did you consider in
paraphrasing the ideas?
2. Do you think you were able to paraphrase the details well? Why did you
say so?
3. What are the tips or guidelines to remember in paraphrasing one’s ideas?
237
TASK 10: The Bookish Explores!
As a student, knowing how to use the books in locating information is a

skill. The first step to ensure effective use of the books as a source of
information is to know its parts.
The following are the major parts of the book.
 Title page – It gives the complete title of the book, the

author/authors and the name of the publisher.
 Copyright page – it guarantees ownership and protection in
publishing the book. It gives the date and place of publication.
 Preface – it gives the author’s purpose in writing the book, its
organization and its method of presentation. This part is
sometimes called the Foreword or the Introduction.
 Table of Contents – it presents the main topics discussed in
the book along with the pages where they begin. The topics,
divided into chapters or units, are listed chronologically or in
the order of their appearance in the book.
 Text or Body of the Book – This is the main part of the book.
 Glossary – It is a little dictionary, it helps the reader in
understanding some terms used in the book.
 Index – It is a detailed alphabetical listing of the ideas or topics
contained in the book, together with the pages where they are
found.
 Bibliography – it lists in alphabetical order the references used
by the author in writing the book.
 Dedication page – it tells to whom the author dedicates the
book.
 Acknowledgment – it expresses the author’s gratitude to the
persons who in one way or the other helped him or her in
writing the book.
 Appendix – it contains added information to the books. Not all
books, however, have this part.
Other parts are:
a. Front and Back Cover

b. Spine- contains the title and author’s name
Source: Gabriel, Josefina and Martires, Edda.(1998). English 1. Sta. Mesa,

Manila: Saint Bernadette Publications Inc.
238
 Your task is to get information from the different parts of the book.
 Given the following pieces of information, tell the part of a book you will
use to access the information.
 Choose from the word pool provided.
 Write your answers on a piece of paper.
1. You want to know the meaning of the word “befriend.”

2. You want to know the author’s reason or purpose of writing the book.
3. You need to find a specific topic from a book without spending too much
time locating it.
4. You want to know how many lessons are there in a chapter of a textbook
or workbook.
5. You need to know the information on publication to make a bibliographic
entry.
6. You want to know the references used by the author in writing the book.
7. You want to know whom the book is dedicated.
8. You need to know the authors whose literary texts appeared and are used
by the author himself as his/her material.
9. You want to know the title of the book.
10. You want to check whether the book has attachments of other
supplementary or related materials.
Process Questions:
1. What are the other parts of the book you know?

2. In what specific situation is using a book helpful?
3. What is the importance of the different parts of the book?
239
TASK 11: There’s a Connection in Reading
 Visit a library.
 Research for a story with the same conflict as in “The Stranger”.
 Indicate the source/reference of the story following the format: name of
the author (surname first), year of publication, title of the book, place of
publication and publishing company. (e.g. de la Cruz, Juan. (2010).
Befriending Others. Quezon, City: Carabao Publishing Company)
 Narrate the main points of the story in chronological order.
 Think of a way on how you can creatively narrate the story through
paraphrasing.
 Be ready for feedback.
TASK 12: From Text to Tasks
 Form four (4) groups.

 Perform the assigned task based on your teacher’s instruction.
Group 1 Friendships Starting All Over Again
 Using adjective and adverb phrases, write tips on how to sustain

friendship amidst the conflicts you encounter.
 Present and share your formulated tips with the class.
 Highlight the adjective and adverb phrases you used in your discussion.
 Be ready for comments.
Group 2 Let’s Piece Together!
 Read the two narrative lines taken from the poem “Friend.”
 Paraphrase the two- stanza narrative poem.
 Relate the meaning of the poem to your understanding and general
impression of a friend.
240
Friend
by Godofredo Rivera
A sympathetic one, who has the patience to listen to our woes or

gladness for a few minutes and to cry, or laugh with us without
asking why, is indeed a friend.
It is enough friendship- the sharing of sentiment, for good or ill. But

there must be a limit. For woes could be boring and our gladness
dull.
Source: Flores, M.M. et.al. (1999). Dimensions in Learning English I. Manila:

Rex Book Store, Inc.
 Consider the use of phrases in writing your paraphrase.

 Share your output to the class.
Group 3 A Strange Picture
 Express the main concept of the story through drawing.

 Write a short caption using adjective and adverb phrases.
 Your caption can be literal or figurative.
 Be ready for comments.
Group 4 Commandos in Action
 Write a pledge/ oath on how to keep a friendly relationship

 Use adjective and adverb phrases in your pledge.
 Recite the pledge to the class.
 Have a constant observation if the sworn statements are evident among
group members.
At this stage, you must have gained several ideas/concepts about the
lesson and hitting your target requires gearing up and enhancing your skills
through differentiated tasks.
241
YOUR FINAL TASK
As evidence of your understanding of various ideas

about the lesson, you are now ready to accomplish your
major output for this lesson. Your book jacket should
highlight the theme on befriending others. Take note that
your book jacket must include a front and back cover.
TASK 13: Creative Book Jacket (Cover)
 Form ten (10) groups.
Your goal is to create a book jacket design for the National

Goal
Book Month celebration.
You are a book illustrator or writer who will create a book jacket
Role
anchored on the theme “Befriending Others”.
Your target audience are G7 students. The overall design must
Audience encourage G7 students to build relationship with a friend; at the
same time appreciate reading.
As members of the Book Club in your school you need to create
Situation a book jacket highlighting stories on friendship that will help
your readers build relationship and appreciate reading.
You need to create a book jacket which comprises the following
elements: the title, the illustration (front cover) and the short
Product
summary/paraphrase about the book using adjective and
adverb phrases (back cover).
Your product will be evaluated based on the following criteria:
Standards focus/theme, relevance/appropriateness, language, and
creativity.
 For you to be guided of what to do, study and follow the guidelines
provided.
Guidelines in Making a Book Jacket
Planning Stage
 Conduct an online or library research on any story or book about

“friendship.”
242
 After choosing a story, begin by brainstorming your ideas about the book
jacket, what the story is about, how you will make the cover, illustration
and summary.
 Prepare the materials needed: construction paper, cardboard/illustration
board, markers, glue, scissors, and coloring materials.
Creation Stage
 Cut out 11 inches (height) X 18 inches (width) cardboard or illustration

board.
 Fold the cardboard into the following parts: front and back cover (8.5
inches) and spine (1 inch).
 Write a short summary of the story you read.
 Apply paraphrasing as possible and use adjective and adverb phrases
or literal or figurative language as you write the summary.
 Make sure that the summary is short and concise.
 The summary can be printed or can be written directly on the back cover.
 Work on the illustration. Make sure that the theme of the story is
highlighted in the illustration or drawing.
 Draw the illustration on the front cover of the book jacket.
 Make your design or illustration creative.
 Don’t forget to include the title and author’s name on the front cover.
 Refer to this sample format/style of a book cover.
http://usercontent2.hubimg.com/707565_f520.jpg
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Final Stage
 Check for inconsistency in content and grammar.

 Ask other group/s to pre-evaluate your output.
 Enhance your output more when needed.
Reference: http://www.education.com/activity/article/Book_Jacket_fifth
 Refer to the rubrics for you to be guided.
RUBRICS FOR THE BOOK JACKET (COVER)
Criteria 4 3 2 1
All the elements of Some of the Only few The book jacket
the book jacket elements of elements of the illustration and
illustration directly the book book jacket its elements fail
Focus/Theme highlight the jacket illustration to highlight the
theme. illustration highlight the theme.
highlight the theme.
theme.
Textual and visual Textual and Textual and Textual and

contents reflect visual visual contents visual contents
exemplary Contents are somehow are not
Relevance/ relevance and somehow reflective of the necessarily
Appropriateness importance of the reflect the concept yet related to the
concept. relevance and partially concept.
importance of significant.
the concept.
Language used is Language Language used Language is

structurally concise used is is partly unclear vague /unclear
and free from any concise, yet with 3-5 and grammatical
Language grammatical error. 1-2 grammatical errors are
grammatical errors on numerous.
errors are structure and
evident. mechanics.
The overall design The design The design The design

(illustration, back (illustration, (illustration, (illustration, front
and front cover) is back and front back and cover) and back cover)
visually appealing cover) is is presentable is not visually
Creativity and and creatively visually but not that appealing and
Originality done without appealing yet creative and the dull. Ideas are
imitating or using ideas from the ideas from the totally imitated
the ideas from the original are original are just without any
original book or partly copied and original idea/s
story. imitated. imitated. reflected.
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MY TREASURE
After having gone through a series of challenging activities, have you

realized the importance of befriending others as social being? Demonstrate
your understanding and realization by plotting your ideas in the “I Realize note”
as shown below.
I realize that…
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
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MODULE 2
Lesson 4
______________________________________________________________
ADAPTING TO PEERS
YOUR JOURNEY
Scientifically, adaptation is a way by which species change to suit or to

survive to its environment. Indeed, this idea is also applied to you as a Grade
7 learner. Whether you are at home or in school or with your acquaintances
and friends, the same rule is applied: how will you adjust or adapt to people’s
way of thinking, attitudes, beliefs, and prejudices? Does the idea of adapting to
peers mean losing your own identity or living in conformity? Is adapting to peers
contributory to building relationship?
After you have explored the activities on befriending others in the

previous lesson, you are now ready to delve into the next lesson that focuses
on how adapting to peers is integral and essential in a peer relationship. Also,
this lesson will help you improve your analytical, linguistic, and critical skills as
you enthusiastically participate in various learning activities.
YOUR OBJECTIVES
 employ correct turn-taking, turn-giving and topic control strategies in

conversations and dialogs
 arrange ideas logically based on a material viewed
 infer the purpose of the poem listened to
 infer thoughts and feelings expressed in the text
 determine tone, mood, technique, and purpose of the author
 express appreciation for sensory images
 recognize irony as figure of speech
 identify key ideas
 extract information from a text using a paraphrase
 use independent clauses appropriately and meaningfully
 get information from general references in a library
Be reminded that your expected output is to

paraphrase a poem. It will be assessed based on the
following criteria: Rewording and Rephrasing, Content,
and Mechanics.
246
YOUR INITIAL TASKS
TASK 1: Cheer for Peers
 Work with a partner.

 Think of people you consider as your peers.
 From the box, choose an object that you can associate with them.
 Discuss with your partner why you have come up with those
associations.
 Share your ideas/thoughts with the class.
TASK 2: Peers’ Pros and Cons
 Having your peers around gives you a sense of belongingness.

 Consider your present status with your peers. Is being with your peers
advantageous or disadvantageous on your part?
 Write your answer in the Pros and Cons chart similar to what’s illustrated
on the next page.
 Pair up and share your answers with the class.
CONS
PROS (Advantages)
(Disadvantages)
PEERS
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TASK 3: Break that Wall!
Despite the advantages and disadvantages of being with peers, you

remain firm on your decision of developing friendly relationship with others.
 Study the questions on the “Break that Wall” diagram.

 Think of your answers to the questions.
 Answer the questions based on your personal view.
TASK 4: Expect, Learn, and Understand
 Set your expectations and what you hope to learn by accomplishing the
can diagram as shown below.
What I
What I want to understand?
What I expect? learn?
 Share your ideas/thoughts to the class.
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You have initially accomplished the tasks given to you. You are now ready
for the next phase of the lesson.
YOUR TEXT
TASK 5: Sensing our Senses
You commonly appreciate friendship because it makes your life colorful

and blissful similar to the poetic lines of a poem; they make the poem interesting
and meaningful.
 Listen to your teacher as s/he reads lines /verses from different poems.
 Your teacher will read the lines/verses twice.
 On the first reading, listen well and analyze the lines and on the second
reading, decide and tell to what senses do the lines appeal to.
TASK 6: A. Words Unloaded
Familiarizing yourself with the meanings of the unfamiliar words will help
you to fully understand the meaning of the poem and the message it conveys.

 Get a dictionary and use it to do the activity.
Remember that the words in the dictionary are arranged alphabetically to

help you locate the words easily. Take note that there are two words at the
top of the page of a dictionary to indicate the first word and last word on that
page.
 Using a dictionary or a thesaurus, perform the following tasks:
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 Consider the information you got from the reference material that your
group used.
 Take note that the synonyms or meanings of the unknown words that you
will try to identify in the crossword puzzle are the literal meanings of the
words based on the context of the poem.
 Share your findings and answers with the class.
What’s the Word?
TASK 6: B. Poetically Yours
 Listen as your teacher reads the poem entitled “My Neighbor” by

Ricaredo Demetillo.
 Afterwards, read the poem by yourself.
 Take note of the key ideas of the poem.
 After reading the poem, form four (4) groups.
 Your teacher will give your group specific questions to answer.
 Discuss with your group your answers to the questions.
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 Write your answers on a manila paper or cartolina.
 Present your answers to the class.
TASK 7: Extract the Poetic Essence through Differentiated Activities
Now that you have explored on the meaning of the poem, it is time for
you to perform task that will further help you appreciate it.

 Decide whether you resemble your abilities and skills with that of a
musician, actor, artist, and voice artist.
Group 1 The Internalized Roles
 Think of a situation in the poem where “separation” is evident.

 Devise ways on how you will address and resolve this separation.
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 Act out the scene you have thought of and the resolution you have
considered.
 Be ready for comments from your classmates.
Group 2 The Symbolical Masterpiece
 Present your understanding of the poem through an illustration or

drawing.
 Draw an illustration which you think highlights the message of the poem.
 State your reasons for making the illustration.
Group 3 Musically Inclined
 Create a jingle that will capture the meaning of the poem.

 Perform the jingle in front of the class and interpret it through meaningful
gestures/movements.
 You may also improvise instruments to enhance your performance.
 Explain why your group have come up with that jingle and relate it to the
message of the poem.
 Be ready for comments and suggestions.
Group 4 The Radio Drama
 Write a short script or dialogues between and among the neighbor, the
neighbor’s daughter and her yaya, the speaker, and the speaker’s
children as main characters in the poem.
 Take note that your dialogues should be based on the situations implied
in the poem e.g. the neighbor preventing his/her daughter to play with the
boys in the neighborhood, or the children playing under the sun, or other
situation/scenario taken from the poem.
 Deliver the script clearly and record it using your cell phone or any voice
recorder.
 Play your recorded output to the class and be ready for feedback.
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TASK 8: Sensing out the T & M (Tone & Mood)
 Study the review notes on tone and mood.
Tone is the attitude a writer takes toward an audience, a subject, or a

character. Tone is conveyed through the writer’s choice of words and details.
The tone can be light and humorous, serious and sad, friendly or hostile,
joyous or angry, and proud or sympathetic. It is suggested by the choice of
words, the arrangement of the words the author used.
Mood is the feeling or atmosphere the readers perceive or feel while

reading. Thus, it is the overall emotion created by a work of literature.
Reference: Hovland L. et al.(1997). Elements of Literature Introductory Course. Orlando,
 Determine the tone and mood of the poem by answering the following:
 Why is/are the word/s chosen instead of other words? What feelings
or emotions do these words suggest? (Circle)
 Pick out certain details that may strongly suggest the feeling of the
author. Why are these details given in the poem? What is the author
trying to say? (Can-Tone)
 What have you felt while reading and understanding the poem?
(Can -Mood)
 What do you think is the poet’s purpose of writing the poem?
(Rectangle)
 Answer all the questions by filling out the “T&M Organizer”
 Share your ideas with the class.
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TASK 9: Sense-o-Image
 Reread the poem “My Neighbor”.

 Analyze the elements of the poem based on the sensory language used
in the poem.
 Accomplish the Sense-o-Image organizer on your learning notes.
Sight Hear Smell Touch Taste
 Choose the image that represents the sensory language used in the
poem and place it on the column provided.
Process Questions:
1. What sense do the lines generally appeal to?

2. Aside from those stated, are there other sensory images used in the
poem? Enumerate them.
3. What is the importance of sensory images employed by the poet in his
poem?
4. What does the poem teach you?
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Imagery is an element of the poem that uses words that appeal to

senses. Generally, imagery in literary works (prose & poetry) uses sensory
experiences such to the sense of sight (visual), tactile (touch), sound
(auditory), taste and smell to describe the impressions of the writers and to
create vivid pictures that can suggest the readers the meaning of the
poem/prose.
Examples:
- golden petals of the daffodils (sight)
- scorching heat of the sun(touch)
- patter of the feet (sound)
- aromatic scent of coffee (smell)
- sweet strawberry (taste)
Reference: Hovland L. et al.(1997). Elements of Literature Introductory Course. Orlando,

TASK 10: Isn’t it Ironic?
Take a look at a given example:
”The man was unafraid of his neighbor so he built high walls around his
house”.
1. What have you noticed in the given statement?

2. What conflicting ideas are presented in the statement?
3. What do you mean by the word ironic?
Read and analyze the study notes on irony.
Irony is the disparity or inconsistency between what seems and

what is, meaning, words are used in a way that the intended meaning
is different from what is actually meant or a contrast between what is
expected and what really happens.
Examples:
The shoemaker wears shoes with holes in them.
It rains on a day a group of weather forecasters has
scheduled a picnic.
Someone living in the desert keeps a boat in her yard.
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Someone walks out in the midst of a hurricane and says,
“Nice day!”
Reference: Hovland L. et al.(1997). Elements of Literature Introductory Course.

Orlando, Florida: Holt, Rinehart, & Winston, Inc.
 Read the following statements.

 Explain why the statements are considered ironic.
1. The man built high walls that can be easily climbed by intruders.
2. My neighbors are too wealthy that they cannot afford to buy a piece of
bread.
3. His neighbor, who is a shoemaker, wears tattered shoes.
4. Our neighbor loves us so much that he built high walls to block us from
his view.
5. My classmate is known for her straightforward speaking that lasted for
two hours.
From Poem to Prose
A. You have learned from your previous discussions that a phrase is a group
of related words without subject and predicate.
 Draw a star () if it is a phrase and a question mark (?) if it is not.

 Write your answers on your notebook.
1. The boy is curious about things behind the high walls

2. Ripe fruits from the trees
3. He smells the scent of flowers
4. The girl wants to play with the boys
5. Flowers grow beyond the wall
6. The neighbor built high walls to prevent intruders from breaking into the
house
7. The speaker was so curious to know how his neighbor spent the day in
his house
8. He imagines ripe fruits grow from the trees
9. Jealous about what the neighbor is hiding
10. Yaya is taking care of the needs of the daughter
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 Now that you have identified the phrases, what have you observed with
those groups of words unidentified as phrases?
 What differences can you observe on these groups of words from
phrases?
As you analyze and paraphrase a poem you will need your knowledge
about clauses. To give you a refresher of what clause is, study the short
explanation given below.
Clause is a group of words with at least a subject and a verb. Clauses can
be independent or dependent. An independent or main clause can stand
by itself. A dependent or subordinate clause also has a subject and a verb
but it cannot stand by itself because it starts with subordinate words; thus, it
can only be part of a sentence.
Examples:
subordinate clause
My neighbor purchased a big house before they went abroad.
independent clause
subordinate clause
He built high walls around its house when he knew theft is rampant.
independent clause
Reference: Arroyo, Mary Grace. (2009). Workbook in Grammar and Composition II.
Philippines: Innovative Educational Materials, Inc.
B. Underline the independent clauses used in the excerpt of an essay entitled

“Adventure of Friendship.
Human friendship is one of life’s great challenges. Often it degenerates into

pragmatism or selfishness, but it can also be one of the most satisfying
adventures in life. One says that friendship comes when we live totally and
when we love totally, when we don’t dominate anyone. Real friends are
God’s special gifts to all of us. They are the reward of unselfish loving. But
we have to work hard at friendship to make it the great adventure of love that
it can be.
-Adventure of Friendship by Fr. Joseph A. Galdon, S.J.
Reference: Arago, J. M. and Alajar J.C. (1999). Learning Effective English. Quezon City:
Adriana Publishing Co., Inc.
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C. Choose two (2) lines from the poem and paraphrase them. Use
independent clauses.
You have learned from the previous discussion that paraphrasing is restating
someone else’s ideas using your own words. As you paraphrase, make sure
that you…
 read the text carefully to distinguish main idea and supporting ideas.
 use the dictionary to unlock unfamiliar words.
 rewrite the main idea and supporting ideas in your own words.
 follow the order of the ideas the way they appear in the original.
 restate complex ideas into ideas easy to understand.
 divide longer statements or stanzas into shorter ones.
 check if the paraphrase written is the same as the ideas in the original
but stated in your own words.
Take a look at the given examples for you to be guided.
Original Paraphrase
My friends are my best buddies, The speaker in the poem considers
They never desert me nor despise his/her friends as his best
me companions. His/her friends neither
They help me through difficulties leave him/her nor hate him/her.
and shape my personality to be the They help him/her solve his/her
best I can be. problems and influence him/her to
develop his/her character to be the
best.
I was angry with a friend: The speaker in the poem was upset
I told my wrath, my wrath did end. with a friend. Telling the friend about
I was angry with my foe: the problem made the anger go
I told it not, my wrath did grow. away. When the speaker was angry
with an enemy and kept his feelings
-William Blake, from “A inside, he even became angrier.
Poison Tree”
Once upon a midnight dreary, while I One midnight when the speaker was
pondered, weak and weary, tired, he/she read an interesting old
Over many a quaint and curious book that contains knowledge no
volume of forgotten lore – one learns anymore. As the speaker
While I nodded, nearly napping, dozed off, he/she suddenly heard
suddenly there came a tapping, what sounded like someone tapping
As of someone gently rapping, at the door to the room. “It is
rapping at my chamber door. someone coming to see him/her,”
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“Tis some visitor,” I muttered, the speaker said to himself/herself,
“tapping at my chamber door – “knocking at the door. That’s all it is.”
Only this, and nothing more.”
Reference: Hovland L. et al.(1997).
-Edgar Allan Poe, from “The Raven” Elements of Literature Introductory
Course. Orlando, Florida: Holt,
Rinehart, & Winston, Inc.
D. Imagine you live in the neighborhood where people are unfriendly and
indifferent in dealing with others. How will you befriend and adapt to them?
Write what you will do. Make sure you use independent clauses.
TASK 12: Reference Search
Learning to use different books for study and research purposes is a skill
you definitely need to develop.
Take note that general reference refers to reference books that contain
brief informative articles or ideas on various subjects. These include the
following:
 Dictionary – contains alphabetically ordered words, with explanations

of their meanings, often with information about spelling, syllabication,
pronunciation, part of speech, sometimes the origin, synonyms and
antonyms of words.
Example of a dictionary entry:
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Other references are:
 Thesaurus - contains synonyms or antonyms of words.

 Encyclopedia – gives very useful though brief information on the
subjects and people.
 Atlas – book of maps; it contains vast amount of information about the
cities of the world – facts about population, industries, climates,
exports and imports and the brief history.
 Gazetteer – contains a list of place names with some information about
them. The list is alphabetical and the information include the exact
location of each place indicating whether it is a town, a country, a river
or mountain and a brief history description.
 Almanac – it is full of information on current events. They also contain
social, political and commercial statistics, sports records, recent laws
and their important facts.
 Yearbook – book of facts that is published annually to meet the need
for current information.
Source: Gabriel J.P and Martires E.M. (1998).English 1. Listening, Reading, Speaking,
Writing. Sta.Mesa, Manila: St. Bernadette Publications Inc.
 Study the questions given below.

 Tell in what reference book/ books would you find the answers to each of
the following questions.
1. What are the three synonyms of the word interloper?

2. Who were the notable authors during the Period of Apprenticeship in the
Philippines?
3. Where is the biggest city in the Philippines located? What is its population
and what industries are found in that city?
4. Why is Vigan in Ilocos Sur considered one of the seven wonder cities in
the world?
5. What are the excellent achievements of President Noynoy Aquino?
6. What are the scenic places and wonders found in Palawan?
7. How will those eager individuals from different countries travel to Mars?
8. Who are the creators of Google?
9. How many gold medals did the Philippines get in the 28th Sea Games
2015 held in Singapore?
10. Who is Mark Elliot Zuckerberg?
Now that you have already gained knowledge and understanding about
the text, it is time for you to crystallize your learning into real-life activities/tasks.
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TASK 13: Let’s Think and Work Beyond Walls
 Form five (5) groups and draw lots for a task to work on.
Group 1 Poets
 Write a verse with maximum of three lines on the theme “friendship”.

 Use language that will appeal to senses (sight, smell, hear, taste, touch)
 Listen to your teacher as s/he gives instruction on the specific sense
you will focus on as you write your verse.
 Write your verse on a colored or bond paper.
 Present your poem to the class.
Group 2 Sales Agents
 Imagine that you are sale agents of a gadget.

 You have to persuade your customers to avail of the product.
 Allow your customers to ask questions.
 Do this through a role play.
 Use clauses in your dialogs.
Group 3 Club Members
 Imagine you are student leaders inviting your classmates/ group mates
to become members of your organization.
 Inform them of the requirements in your organization/club.
 Allow them to ask questions.
 Use independent clause.
 Perform the activity in front of the class and be ready for feedback.
Group 4 Street Defenders
 Imagine you are given a task to defend the less fortunate like the street
children, beggars, differently-abled individuals and so on.
 Discuss ways among your group mates on how to be of help.
 Do your discussion in class.
 Use clauses and be ready for feedback.
261
Group 5 Broadcasters
 Imagine you are field reporters assigned to interview people about their
views on gender equality.
 Do a live interview in front of the class.
 Allow your interviewees express their views/ feelings.
 Use independent clauses.
TASK 14 The Magic is in You!
 Your group will work as a team.

 Choose three (3) classmates / batch mates who need help on their
undertakings.
 Make sure that your task is not obvious.
 You may help or lend a hand to your classmates/ batch mates in any form
you think beneficial for them.
 Make sure you will receive the magic words “Thank You” while you are in
the process.
 Share to the class your feelings in helping others. However, do not
mention the names of your classmates / batch mates whom you helped.
 Continue helping your classmates or others when you think they badly
need your help.
You have successfully finished the tasks at this point. You are now ready
to demonstrate your understanding of the significant concepts, ideas and skills.
Do the activities that have been prepared for your next challenge.
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YOUR FINAL TASK
You are set to accomplish your final task as a

proof of your understanding of various concepts: to
paraphrase a poem.
TASK 15: Tell Me Your Thoughts
Goal Your goal is to paraphrase a song for the upcoming exhibit.

You are a student- poet who will paraphrase a song to help
Role
your readers understand its message or meaning.
Your target audience are G7 students who want to know the
Audience
meaning and message of the song.
As a student-poet, your paraphrased poem/song will be used
Situation for the upcoming exhibit entitled “From Poem to Prose, A Better
Appreciation of Poetry.”
The paraphrased poems/songs will be compiled using a book
Product
jacket.
Your output will be assessed based on the criteria: rewording
Standards
and rephrasing, consistency, and writing mechanics.
Here are some of the guideposts you can consider and follow to have an
appropriate paraphrase.
A. Preliminaries
 Study the excerpt of the song “Points of View” by Pops Fernandez.
That's when I need a friendly face

To see me through these lonely days
Just to put some sunshine in my place
Don't take too long, I need you
Here I am
I haven't gone that far away,
And since I am
The kind of friend you know
Would stay with you through all the pain
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Never to leave you in the rain
Ready to listen to what you've been through
Your woes and blues and share each other's
Points of view
We've been there once before
And kept our points of view
It doesn't really matter if they're never quite the same
We have our rules in different ways,
We play the games of different folks with different strokes
And keep our points of view.
See, the world seems bright again

It only darkens now and then
Most of the time there's just no telling when
Look up and see you've got me.
Here we are
We may have gone our different ways
But since we are
The kind of friends who'll always stay
No matter what the pain,
Learning to love that cap or rain
Ready to say we're here to stay in every way
Although we've got our different points of view
Source:http://www.lyricsmode.com/lyrics/p/pops_fernandez/points_of_view.html
 Familiarize yourself with the song’s message. To get the meaning of the
poem/song:
 understand every word in the poem;

 look for the meanings of the unfamiliar words;
 look for key words that will help you get the meaning of the lines;
 arrange the words in their natural order;
 try to identify words which are omitted and supply them.
B. Writing the Draft
 Choose 2 stanzas from the song “Point of View.”

 Paraphrase the stanza or lines by restating the ideas in your own words.
 Make sure that your paraphrase contains the ideas or meaning of the
song.
 Check for accuracy and precision of ideas.
264
C. Validation and Revision
 Compare your paraphrase from the original text.

 If there are other words you have written down which are not exactly
referring to the meaning or message of the song, try to revise.
 Edit your initial paraphrase in terms of its sentence structure and
message.
D. Refer to the rubrics for you to be guided.
Advanced Proficient Improving Developing

Criteria
4 3 2 1
Rewording Each line of Almost all of Most of the Only some of
and the poem is the lines of lines of the the lines of
Rephrasing translated the poem are poem are the poem are
literally using translated translated translated
the author’s literally using literally using literally using
own words; the author’s the author’s the author’s
the meaning/ own words; own words; own words;
message of the meanings the meanings some of the
the poem is of almost all of these lines meanings of
maintained lines are are the lines are
without maintained; maintained; changed and
omission and no ideas are no ideas are ideas are
addition of added or added or added and
ideas omitted. omitted. omitted.
Consistency Voice and Voice, tense Voice, tense Voice, tense,
(Voice, tense are and and organization
Tense, and consistently organization organization of words are
Organization) used. The of the words of the words not consistent
organization reflect the reflect the and do not
of words is original and original but reflect the
reflective of maintain not original one.
the original consistency throughout.
text throughout.
throughout.
Writing Paraphrase is One (1) error Two-Three Four (4+)

Mechanics written in in grammar, (2-3) errors in errors in
(Spelling, complete spelling, and grammar, grammar,
Grammar, sentences; punctuation. spelling and spelling and
punctuation punctuation. punctuation.
Punctuations)
265
aids
understandin
g and words
are all
correctly
spelled.
Retrieved February 26, 2015 from
https://docs.google.com/document/d/...bcTW8JGFI13OHfvs
E. Compile the paraphrase outputs using the book jacket you made from the
previous lesson. This should be done by group.
MY TREASURE
Great! You have accomplished all the tasks assigned to you. Now, it is
time for you to reflect on the significant learning you have added to your
knowledge bank. Express your learning by completing the thought prompts as
shown below.
The most meaningful lesson I learned is…

____________________________________________________________
The most difficult yet manageable lesson I have encountered is…

____________________________________________________________
For me, the best lesson that is worth- keeping is…

____________________________________________________________
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MODULE 2
Lesson 5
______________________________________________________________
LOVING OTHERS
YOUR JOURNEY
People say ‘love begets love.’ Loving others is a way of building

relationships. When you let others feel they are loved and appreciated, it makes
more sense of your being because generally, love causes a positive effect on
people. When you become aware of the people around you, you start to value
each encounter you have with them. In Lessons 1-4, you were exposed to
valuing relationships with your family and friends. But outside of your family and
friends, do you show love and appreciation to others? How do you value other
people you encounter in the community?
In this lesson, you will identify other people who may need your love and
appreciation. You will be provided with activities that will help you assess how
you show valuing others. These activities will help you develop writing skills in
preparation for your final task. In the end, you will be tasked to write a plot
summary of a story read.
YOUR OBJECTIVES
Keeping track of your journey, you will be guided with the following objectives:
 come up with your definition of love

 infer the purpose of the text listened to
 interpret oxymoronic expressions
 use declarative sentences appropriately and meaningfully
resolve those conflicts in non-violent ways
 observe and use the appropriate gestures that accompany oral
language
 gather current information from the newspapers
 summarize paragraphs and feature articles
 identify supporting details
 write a plot summary
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As you go through the lesson, you will learn
important writing skills such as summarizing. Learn from
every activity as you draw closer to your Final Task which
is a plot summary of a story read. Bear in mind that your
plot summary will be evaluated based on Content,
Organization, and Mechanics.
YOUR INITIAL TASKS
TASK 1: Love Hearts
Love means a lot of things to different people. How about you? What is
love to you?
 Get a construction paper.

 Cut it into heart shapes.
 Write your definition or description
of love in each heart. You may use
as many hearts for various
definitions. Do not use a dictionary.
 Fold each heart in the middle.
 Make a paper bag and put all your
love hearts in it. Be as creative as
possible.
 Group yourselves into six.
 Share your love hearts with your group mates. Let them get one heart
from the paper bag and tell if they agree with the meaning written on the
heart they picked.
Have you found definitions similar to yours? Have you read a definition
not familiar to you? Did you find definitions which you disapprove of?
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TASK 2: Heart Art
Fill in the left part of the heart with names of people you love and the right
part with the reasons for loving them. Use construction paper for this task.
Reasons
Names
Which part did you find difficult to fill? What could be the reason for this?
TASK 3: Playlist: Play and Listen!
One good way of showing love to other person is by saying ‘thank you.’
This lets the other person know that you are aware of his or her good actions.
A little appreciation goes an extra mile in showing how you value others; it may
be a person you know or a stranger.
 Before listening to the song, guess what the singer is thankful for. Make
a list of your predictions.
 Listen to the song.
 As you listen to the song the second time, take down words that catch
your attention. Write words that may represent the emotion evoked by the
song.
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Glowing Inside by Nikki Gil
-------------------------------------------------------------------------------------------------------
Lyrics source: http://www.lyricsmode.com/lyrics/n/nikki_gil/glowing_inside.html
Music Video Source: https://www.youtube.com/watch?v=3tODHLp52kU
Happy, to let you know I thank you for the glow

You make me glow And thank you for the joy
I feel so good, it's true Thank you for the love you give to me
So glad that I have you I'm glowing, glowing inside
You love me so With your love shining through
Now all is bright Thank you for everything you do
I'm glowing inside because of you
I'll always thank you for the glow
And thank you for the joy Who knows of what tomorrow brings
Thank you for the love you give to me My glowing wings can make me fly
I'm glowing, glowing inside I'll reach and now I touch the sky
With your love shining through Because of you I'll sore up high
Thank you for everything you do So I must
I'm glowing inside because of you
Thank you for the glow
Remember, my growing years And thank you for the joy
They're filled with joy Thank you for the love you give to me
Because you're there for me I'm glowing, glowing inside
You cast my fears away With your love shining through
You wipe those tears Thank you for everything you do
You gave me strength each day I’m glowing inside because of you.
-------------------------------------------------------------------------------------------------------
Task 3.1: 1Heart-felt Playlist
 In group of threes, accomplish this task.

 Respond to every playlist icon by writing the needed information.
Play a similar song. Title:

_____________________________________________
Dedicate the song to:

_____________________________________________
Share an experience of love.

_____________________________________________
Add a stanza to the song.

_____________________________________________
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You are now ready for the next phase of the lesson. Way to go!
YOUR TEXT
TASK 4: Expressing It in Various Ways
There are many ways to express love to one another. There are
expressions which appeal to the senses. Fill in the boxes with the correct letters
to complete the puzzle. The senses will give you the hint.
Clue: It makes me warm and secure.
Clue: Let me hear the rhymes in each line.
Clue: May be dark or white, but sweet
Clue: A rose or tulip will do.
Clue: P.S. Write me back.
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TASK 5: Coffee Break
Would you like to know how the character-narrator in the selection plans
to express his love to the girl of his dreams?
 Read the story The Bread of Salt by NVM Gonzalez.

 As you read, do not forget to pause at stop points and respond to the
quick queries.
The Bread of Salt

NVM Gonzalez
1Usually I was in bed by ten and up by five and thus was ready for one
more day of my fourteenth year. Unless Grandmother had forgotten, the
fifteen centavos for the baker down Progreso Street – and how I enjoyed
jingling those coins in my pocket!- would be in the empty fruit jar in the
cupboard. I would remember then that rolls were what Grandmother wanted
because recently she had lost three molars. For young people like my
cousins and myself, she had always said that the kind called pan de sal ought
to be quite all right.
2The bread of salt! How did it get that name? From where did its flavor
come, through what secret action of flour and yeast? At the risk of being
jostled from the counter by early buyers, I would push my way into the shop
so that I might watch the men who, stripped to the waist, worked their long
flat wooden spades in and out of the glowing maw of the oven. Why did the
bread come nut-brown and the size of my little fist? And why did it have a
pair of lips convulsed into a painful frown? In the half light of the street, and
hurrying, the paper bag pressed to my chest, I felt my curiosity a little gratified
by the oven-fresh warmth of the bread I was proudly bringing home for
breakfast.
What bread is the character- narrator talking

about?
3Well I knew how Grandmother would not mind if I nibbled away at one
piece; perhaps, I might even eat two, to be charged later against my share
at the table. But that would be betraying a trust; and so, indeed, I kept my
purchase intact. To guard it from harm, I watched my steps and avoided the
dark street corners.
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4For my reward, I had only to look in the direction of the sea wall and the
fifty yards or so of riverbed beyond it, where an old Spaniard’s house stood.
At low tide, when the bed was dry and the rocks glinted with broken bottles,
the stone fence of the Spaniard’s compound set off the house as if it were a
castle. Sunrise brought a wash of silver upon the roofs of the laundry and the
garden sheds which had been built low and close to the fence. On dull
mornings the light dripped from the bamboo screen which covered the
veranda and hung some four or five yards from the ground. Unless it was
August, when the damp, northeast monsoon had to be kept away from the
rooms, three servants raised the screen promptly at six-thirty until it was
completely hidden under the veranda eaves. From the sound of the pulleys,
I knew it was time to set out for school.
5Itwas in his service, as a coconut plantation overseer, that Grandfather
had spent the last thirty years of his life. Grandmother had been widowed
three years now. I often wondered whether I was being depended upon to
spend the years ahead in the service of this great house.
With whom is the

character-narrator living?
One day I learned that Aida, a classmate in high school, was the old
Spaniard’s niece. All my doubts disappeared. It was as if, before his death,
Grandfather had spoken to me about her, concealing the seriousness of the
matter by putting it over as a joke. If now I kept true to the virtues, she would
step out of her bedroom ostensibly to say Good Morning to her uncle. Her
real purpose, I knew, was to reveal thus her to assent to my desire.
6On quiet mornings I imagined the patter of her shoes upon the wooden
veranda floor as a further sign, and I would hurry off to school, taking the
route she had fixed for me past the post office, the town plaza and the church,
the health center east of the plaza, and at last the school grounds. I asked
myself whether I would try to walk with her and decided it would be the height
of rudeness. Enough that in her blue skirt and white middy she would be half
a block ahead and, from that distance, perhaps throw a glance in my
direction, to bestow upon my heart a deserved and abundant blessing. I
believed it was but right that, in some such way as this, her mission in my life
was disguised.
7Her name, I was to learn many years later, was a convenient mnemonic
for the qualities to which argument might aspire. But in those days it was a
living voice. “Oh that you might be worthy of uttering me,” it said. And how I
endeavored to build my body so that I might live long to honor her. With every
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victory at singles at the handball court the game was then the craze at
school—I could feel my body glow in the sun as though it had instantly been
cast in bronze. I guarded my mind and did not let my wits go astray. In class
I would not allow a lesson to pass unmastered. Our English teacher could
put no question before us that did not have a ready answer in my head. One
day he read Robert Louis Stevenson’s The Sire de Maletroit’s Door, and we
were so enthralled that our breaths trembled. I knew then that somewhere,
sometime in the not too improbable future, a benign old man with a lantern
in his hand would also detain me in a secret room, and there daybreak would
find me thrilled by the sudden certainty that I had won Aida’s hand.
From this point of the narrative, would you say

that this is going to be a love story?
8It was perhaps on my violin that her name wrought such a tender spell.
Maestro Antonino remarked the dexterity of my stubby fingers. Quickly I
raced through Alard-until I had all but committed two-thirds of the book to
memory. My short, brown arm learned at last to draw the bow with grace.
Sometimes, when practicing my scales in the early evening, I wondered if the
sea wind carrying the straggling notes across the pebbled river did not
transform them into Schubert’s “Serenade.”
9At last Mr. Custodio, who was in charge of our school orchestra,
became aware of my progress. He moved me from second to first violin.
During the thanksgiving Day program he bade me render a number,
complete with pizzicato and harmonics.
10 “Another Vallejo! Our own Albert Spalding!” I heard from the front row.
11 Aida, I thought, would be in the audience. I looked around quickly but
could not see her. As I retired to my place in the orchestra I heard Pete Saez,
the trombone player, call my name.
12“Youmust join my band,” he said. “Look, we’ll have many
engagements soon. It’ll be vacation time.”
13Pete pressed my arm. He had for some time now been asking me to
join the Minviluz Orchestra, his private band. All I had been able to tell him
was that I had my schoolwork to mind. He was twenty-two. I was perhaps too
young to be going around with him. He earned his school fees and supported
his mother hiring out his band at least three or four times a month. He now
said:
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14“Tomorrow we play at the funeral of a Chinese-four to six in the
afternoon; in the evening, judge Roldan’s silver wedding anniversary;
Sunday, the municipal dance.”
15My head began to whirl. On the stage, in front of us, the principal had
begun a speech about America. Nothing he could say about the Pilgrim
Fathers and the American custom of feasting on turkey seemed interesting.
I thought of the money I would earn. For several days now I had but one wish,
to buy a box of linen stationery. At night when the house was quiet I would
fill the sheets with words that would tell Aida how much I adore her. One of
these mornings, perhaps before school closed for the holidays, I would
borrow her algebra book and there, upon a good pageful of equations, there
I would slip my message, tenderly pressing the leaves of the book. She would
perhaps never write back. Neither by post nor by hand would a reply reach
me. But no matter; it would be a silence full of voices.
16That night I dreamed I had returned from a tour of the world’s music
centers; the newspapers of Manila had been generous with praise. I saw my
picture on the cover of a magazine. A writer had described how, many years
ago, I used to trudge the streets of Buenavista with my violin in a battered
black cardboard case. In New York, he reported, a millionaire had offered me
a Stradivarius violin, with a card that bore the inscription: “In admiration of a
genius your own people must surely be proud of.” I dreamed I spent a
weekend at the millionaire’s country house by the Hudson. A young girl in a
blue skirt and white middy clapped her lily-white hands and, her voice
trembling, cried “Bravo!” What people now observed at home was the
diligence with which I attended to my violin lessons. My aunt, who had come
from the farm to join her children for the holidays, brought with her a
maidservant, and to the poor girl was given the chore of taking the money to
the baker’s for rolls and pan de sal. I realized at once that it would be no
longer becoming on my part to make these morning trips to the baker’s. I
could not thank my aunt enough.
17I began to chafe on being given other errands. Suspecting my violin to
be the excuse, my aunt remarked: “What do you want to be a musician for?
At parties, musicians always eat last.”
18Perhaps, I said to myself, she was thinking of a pack of dogs
scrambling for scraps tossed over the fence by some careless kitchen maid.
She was the sort you could depend on to say such vulgar things. For that
reason, I thought, she ought not to be taken seriously at all.
19But the remark hurt me. Although Grandmother had counseled me
kindly to mind my work at school, I went again and again to Pete Saez’s
house for rehearsals.
20She had demanded that I deposit with her my earnings; I had felt too
weak to refuse. Secretly, I counted the money and decided not to ask for it
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until I had enough with which to buy a brooch. Why this time I wanted to give
Aida a brooch, I didn’t know. But I had set my heart on it. I searched the
downtown shops. The Chinese clerks, seeing me so young, were annoyed
when I inquired about the prices.
Which paragraphs speak of reality for the

character-narrator? How about his dream-state?
Give the paragraph number of your answer.
21At last the Christmas season began. I had not counted on Aida’s
leaving home, and remembering that her parents lived in Badajoz, my
torment was almost unbearable. Not once had I tried to tell her of my love.
My letters had remained unwritten, and the algebra book unborrowed. There
was still the brooch to find, but I could not decide on the sort of brooch I really
wanted. And the money, in any case, was in Grandmother’s purse, which
smelled of “Tiger Balm.” I grew somewhat feverish as our class Christmas
program drew near. Finally it came; it was a warm December afternoon. I
decided to leave the room when our English teacher announced that
members of the class might exchange gifts. I felt fortunate; Pete was at the
door, beckoning to me. We walked out to the porch where, Pete said, he
would tell me a secret.
22It was about an as alto the next Sunday which the Buenavista
Women’s Club wished to give Don Esteban’s daughters, Josefina and Alicia,
who were arriving on the morning steamer from Manila. The spinsters were
much loved by the ladies. Years ago, when they were younger, these ladies
studied solfeggio with Josefina and the piano and harp with Alicia. As Pete
told me all this, his lips ash-gray from practicing all morning on his trombone,
I saw in my mind the sisters in their silk dresses, shuffling off to church for
the evening benediction. They were very devout, and the Buenavista ladies
admired that. I had almost forgotten that they were twins and, despite their
age, often dressed alike. In low-bossomed voile bodices and white summer
hats, I remembered, the pair had attended Grandfather’s funeral, at old Don
Esteban’s behest. I wondered how successful they had been in Manila during
the past three years in the matter of finding suitable husbands.
23“This party will be a complete surprise,” Pete said, looking around the
porch as if to swear me to secrecy. “They’ve hired our band.”
24Ijoined my classmates in the room, greeting everyone with a Merry
Christmas jollier than that of the others. When I saw Aida in one corner
unwrapping something two girls had given her, I found the boldness to greet
her also.
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25“Merry Christmas,” I said in English, as hairbrush and powder case
emerged from the fancy wrapping. It seemed to me rather apt that such gifts
went to her. Already several girls were gathered around Aida. Their eyes
glowed with envy, it seemed to me, for those fair cheeks and the bobbed
dark-brown hair which lineage had denied them.
26 I was too dumbstruck by my own meanness to hear exactly what Aida
said to answer to my greeting. But I recovered shortly and asked: “Will you
be away during the vacation?”
27“No, I’ll be staying here,” she said. When she added that her cousins
were arriving and that a big party in their honor was being planned, I
remarked: “So you know all about it?” I felt I had to explain that the party was
meant to be a surprise, an as alto.
28And now it would be nothing of the kind, really. The women’s club
matrons would hustle about, disguising their scurrying around for cakes and
candies as for some baptismal party or other. In the end, the Rivas sisters
would outdo them. Boxes of meringues, bonbons, ladyfingers, and cinnamon
buns that only Swiss bakers in Manila could make were perhaps coming on
the boat with them. I imagined a table glimmering with long-stemmed punch
glasses; enthroned in that array would be a huge brick-red bowl of gleaming
china with golden flowers around the brim. The local matrons, however hard
they tried, however sincere their efforts, were bound to fail in their aspiration
to rise to the level of Don Esteban’s daughters. Perhaps, I thought, Aida knew
all this. And that I should share in a foreknowledge of the matrons’ hopes
was a matter beyond love. Aida and I could laugh together with the gods.
What was the character-narrator thinking at

the moment? What are his feelings about the
upcoming events?
29At seven, on the appointed evening, our small band gathered quietly
at the gate of Don Esteban’s house, and when the ladies arrived in their
heavy shawls and trimpanuelo, twittering with excitement, we were
commanded to play the Poet and Peasant overture. As Pete directed the
band, his eyes glowed with pride for his having been part of the big event.
The multicolored lights that the old Spaniard’s gardeners had strung along
the vine-covered fence were switched on, and the women remarked that Don
Esteban’s daughters might have made some preparations after all. Pete hid
his face from the glare. If the women felt let down, they did not show it.
30The overture shuffled along to its climax while five men in white shirts
bore huge boxes of goods into the house. I recognized one of the bakers in
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spite of the uniform. A chorus of confused greetings, and the women trooped
into the house; and before we had settled in the sala to play “A Basket of
Roses,” the heavy damask curtains at the far end of the room were drawn
and a long table richly spread was reveled under the chandeliers. I
remembered that, in our haste to be on hand for the as alto, Pete and I had
discouraged the members of the band from taking their suppers.
31“You’ve done us a great honor!” Josefina, the more buxom of the twins,
greeted the ladies. “Oh, but you have not allowed us to take you by surprise!”
the ladies demurred in a chorus.
32There were sighs and further protestations amid a rustle of skirts and
the glitter of earrings. I saw Aida in a long, flowing white gown and wearing
an arch of sampaguita flowers on her hair. At her command, two servants
brought out a gleaming harp from the music room. Only the slightest scraping
could be heard because the servants were barefoot. As Aida directed them
to place the instrument near the seats we occupied, my heart leaped to my
throat. Soon she was lost among the guests, and we played “The Dance of
the Glowworms.” I kept my eyes closed and held for as long as I could her
radiant figure before me.
33Alicia played on the harp and then, in answer to the deafening
applause, she offered an encore. Josefina sang afterward. Her voice, though
a little husky, fetched enormous sighs. For her encore she gave “The Last
Rose of Summer”; and the song brought back snatches of the years gone
by. Memories of solfeggio lessons eddied about us, as if there were rustling
leaves scattered all over the hall. Don Esteban appeared. Earlier, he had
greeted the crowd handsomely, twisting his mustache to hide a natural
shyness before talkative women. He stayed long enough to listen to the harp
again, whispering in his rapture: “Heavenly. Heavenly…”
Was the character-narrator enjoying the festivity

in the household of Don Esteban? Why or Why
not? Do you think he wants to be a part of the
world of Aida? Explain.
34By midnight, the merrymaking lagged. We played while the party

gathered around the great table at the end of the sala. My mind traveled
across the seas to the distant cities I had dreamed about. The sisters sailed
among the ladies like two great white liners amid a fleet of tugboats in a bay.
Someone had thoughtfully remembered-and at last Pete Saez signaled to us
to put our instruments away. We walked in single file across the hall, led by
one of the barefoot servants.
35Behind
us a couple of hoarse sopranos sang “la Paloma” to the
accompaniment of the harp, but I did not care to find out who they were. The
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sight of so much silver and china confused me. There was more food before
us than I had ever imagined. I searched in my mind for the names of the
dishes; but my ignorance appalled me. I wondered what had happened to
the boxes of food that the Buenavista ladies had sent up earlier. In a silver
bowl was something, I discovered, that appeared like whole egg yolks that
had been dipped in honey and peppermint. The seven of us in the orchestra
were all of one mind about the feast; and so, confident that I was with friends,
I allowed my covetousness to have its sway and not only stuffed my mouth
with this and that confection but also wrapped up a quantity of those egg-yolk
things in several sheets of napkin paper. None of my companions had
thought of doing the same, and it was with some pride that I slipped the
packet under my shirt. There, I knew, it would not bulge.
36“Have you eaten?”
Oh, no. What did the character-narrator just

do? Who saw what he did? What do you think
will happen?
37I turned around. It was Aida. My bow tie seemed to tighten around my
collar. I mumbled something, I did not know what.
38“If
you wait a little while till they’ve gone, I’ll wrap up a big package for
you,” she added.
39I brought a handkerchief to my mouth. I might have honored her
solicitude adequately and even relieved myself of any embarrassment; I
could not quite believe that she had seen me, and yet I was sure that she
knew what I had done, and I felt all ardor for her gone from me entirely.
40Iwalked away to the nearest door, praying that the damask curtains
might hide me in my shame. The door gave on to the veranda, where once
my love had trod on sunbeams. Outside it was dark, and a faint wind was
singing in the harbor.
41Withthe napkin balled up in my hand, I flung out my arm to scatter the
egg-yolk things in the dark. I waited for the soft sound of their fall on the
garden-shed roof. Instead, I heard a spatter in the rising night-tide beyond
the stone fence. Farther away glimmered the light from Grandmother’s
window, calling me home.
42Butthe party broke up at one or thereabouts. We walked away with
our instruments after the matrons were done with their interminable good-
byes. Then, to the tune of “Joy to the World,” we pulled the Progreso Street
shopkeepers out of their beds. The Chinese merchants were especially
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generous. When Pete divided our collection under a street lamp, there was
already a little glow of daybreak.
43Hewalked with me part of the way home. We stopped at the baker’s
when I told him that I wanted to buy with my own money some bread to eat
on the way to Grandmother’s house at the edge of the sea wall. He laughed,
thinking it strange that I should be hungry. We found ourselves alone at the
counter; and we watched the bakery assistants at work until our bodies grew
warm from the oven across the door. It was not quite five, and the bread was
not yet ready.
What do you think was the character-narrator’s

feeling at the moment? Was this the ending
that you expected? Why? Why not?
Task 5.1: Spin-The-Bottle Small Group Chat
 Form three (3) groups.

 Take turns in spinning the bottle. The chosen student will answer the
question.
 Place yourselves in the character’s shoes, and decide on how to act in
each situation. Demonstrate your solution to the group.
Group 1
1. How did the character-narrator plan to express his love to Aida?

2. Did the character-narrator succeed in doing so? Why?
3. If you were the character-narrator, how would you express your love to
Aida?
Group 2
1. If the character-narrator had said “No” to Pete Saez, how would the
story change if he did not pursue his love for music?
2. Can you draw a comparison between the character-narrator and pan
de sal? Explain.
3. What would the character-narrator do on his next meeting with Aida?
Group 3
1. Do you think the character-narrator’s feeling for Aida will change after
the embarrassing incident?
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2. If you were the character-narrator, how would you react after getting
caught by Aida, eating the ‘egg-yolk confection’?
3. Is it easy or difficult for you to express your love to another person?
Why do you say so?
TASK 6: Fresh from the Oven
Locate information in the selection to determine whether each statement

is true (T) or false (F). Indicate the paragraph number where you found the
information.
_____ 1. The character-narrator is 14 years old.

_____ 2. Pan de sal is the story’s bread of salt.
_____ 3. Pan de sal in the story is the character-narrator.
_____ 4. The character-narrator’s liking for Aida is similar to his passion for
playing music.
_____ 5. The character-narrator is ready for an adult life since he is already
earning money with his music.
_____ 6. The character-narrator is a courageous young man.
_____ 7. Aida belongs to a rich family like the character-narrator.
_____ 8. The character-narrator knows when and how to behave at his best.
_____ 9. The character-narrator shows maturity throughout the story.
_____ 10. The character-narrator, like the pan de sal—well-cooked, that he is
buying in the end of the story, is already ripe and mature.
TASK 7: Don’t Get Me Wrong
A. Read each sentence carefully. Select two words which have opposite or
contradictory meanings and write each in the columns on the right.
1. The bread vendor is going around on his bike at

slow speed.
2. Being embarrassed in front of his love, Nestor
showed a sad smile.
3. Plastic glasses are so common in restaurants.
4. Older people are afraid of ill health so they are into
zumba.
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5. Pan de sal tastes bitter sweet when dipped into hot
coffee.
B. Do you think the contradicting words are confusing if used together? Do

you want to get a clear grasp of this? Read on.
“O, miserable abundance. O, beggarly riches!”

-John Donne, Devotions Upon Emergent Occasions
Have you ever heard of those expressions? Why would abundance

be miserable? Why would someone who has riches be beggarly?
These expressions are apparent contradictions. It is called an
OXYMORON.
An oxymoron is a figure of speech which employs contradictory

words. Generally, the oxymoron words appear together in one
sentence. An oxymoron is not meant to confuse readers, but is used
to add flavor and dramatic effect to speech.
Examples of expressions with oxymoron:

 original copy
 found missing
 old news
 peace force
 deafening silence
C. What are the mixed feelings of the character-narrator in the story? Choose
the oxymoron expression which will fit the given statement.
Set 1.
a. act naturally
b. awfully good
c. terribly pleased
d. even odds
e. alone together
_____ 1. Talking to Aida is an _______________ chance he would take any

time.
_____ 2. He was _______________ when he was invited to the party.
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_____ 3. It was difficult for him to _______________ before the girl he admires;
he was not confident if he would say the right things.
_____ 4. The character was at _______________ on how he would handle
the secret that was shared to him; so, he cautioned himself when Aida
talked with him.
_____ 5. The character-narrator cannot avoid thinking of a moment with Aida—
to be _______________ would be a dream come true.
Set 2.
a. loving hate
b. old news
c. deafening silence
d. real phony
e. miserable abundance
_____ 1. After the humiliating experience that the character-narrator

experienced, it is most certain that a _______________ atmosphere
with Aida would happen unless they will move on to maturity.
_____ 2. The character-narrator cannot decide what to pick from the buffet
table—with all the _______________ of all the dishes he never
imagined before.
_____ 3. He thought himself as a _______________ with all his show of skills
and goodness, yet beneath it were unimaginable ways of fulfilling his
desire.
_____ 4. The beauty of the ladies in the house of Don Esteban was
_______________ which goes with their display of charm and talent.
_____ 5. The walk home was a _______________ with his thoughts just
frozen, his lips closed, by the road—no one moved, nothing unheard,
all these stillness from the time Aida caught him in-the-act.
Set 3. Look for expressions with oxymoron in the statements below and write
the meaning of the expression based on the given context.
1. “And the vision that was planted

In my brain still remains
Within the sound of silence.”
-Paul Simon, Sound of Silence
Meaning:
___________________________________________________________
___________________________________________________________
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2. “She would perhaps never write back. Neither by post nor by hand would
a reply reach me. But no matter; it would be a silence full of voices.”
-NVM Gonzalez, The Bread of Salt
Meaning:
___________________________________________________________
___________________________________________________________
3. “A yawn may be defined as a silent yell.”

-G.K Chesterton, George Bernard Shaw, 1909
Meaning:
_________________________________________________________
_________________________________________________________
Set 4. Write five (5) sentences with oxymoron expressions about loving others.
1. _______________________________________________________
2. _______________________________________________________
3. _______________________________________________________
4. _______________________________________________________
5. _______________________________________________________
TASK 8: Problem Solving Advices
Choose one problem or conflict presented in the selection, Bread of Salt.

Think of your own advice or solution to the problem and explain it orally before
the class. Use appropriate gestures and declarative sentences in articulating
your advice.
1. The character-narrator is a great violinist. Pete Saez wanted him to join

his band but the character-narrator is hesitant. He thinks he should not
be going out with Pete who is eight years older than him. (Paragraphs 11-
14) Should he pursue his love for music or just concentrate on his
studies?
_________________________________________________________
_________________________________________________________
2. The character-narrator was thinking twice to buy a brooch as Christmas

gift for Aida. He might not afford it or Aida may not like it. (Paragraphs 20-
21) What should he buy as Christmas gift instead?
_________________________________________________________
_________________________________________________________
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3. After midnight when the band was done playing, the character-narrator
got carried away eating leche flan, and worse, Aida caught him slipping
a packet of the food under his shirt! (Paragraphs 35-40) What should
the character-narrator do after this incident?
_________________________________________________________
_________________________________________________________
A. Untangling Statements
Rearrange each set of words to form a declarative sentence. Use

capitalization and punctuation properly.
1. plays he the violin

2. Aida him saw eating egg-yolk cake
3. bakery assistants we at work watched the
4. December afternoon warm a it was
5. stopped we the baker’s at
What did you realize when you rearrange the words? What is the effect
of putting the words in correct order?
B. Let’s Be Clear!
Articles, essays, reports—what do they have in common? Yes, they

require writing. In English, writing is one of the macro-skills you need to
develop. A lot of students find writing as a daunting task. But if you know how
to write a sentence, it is a lot easier.
Writing involves sentences. Sentences are meant to express yourself

clearly. And, you use them in various purposes. If a sentence aims to make
a statement about a fact, make a point, or state an idea, that is called a
declarative sentence. This type of sentence helps you develop your ideas.
If you want to state that something is, then use declarative sentence!
Remember, declarative sentences end in a period.
Examples:
1. He was twenty-two.(stating a fact)
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2. I had felt too weak to refuse. (making a point)
3. She would perhaps never write back.(stating an idea)
In the previous lessons, you learned about independent clauses,

paraphrasing and summarizing. You will need these skills in the next tasks.
C. Identify if the declarative statement is stating a FACT, making a POINT, or

stating an IDEA.
1. His suggestion is the best option we have.

2. Pan de sal is also good for an afternoon snack.
3. Kids should learn to play an instrument instead of playing video games.
4. Violin is a string instrument.
5. You can recycle non-biodegradable materials at home.
6. Children must appreciate the concern and advice of their parents.
7. Gerry took his granddaughter to the circus.
8. Maricel was born in a town in Ifugao.
9. Residents should follow evacuation warnings from authorities for their
own safety.
10. Farmers and fishermen contribute to our country’s economy.
D. Write a declarative sentence about each of the words taken from the story.
Be sure to use the proper end punctuation.
1. pan de sal _____________________________________________

2. plaza _____________________________________________
3. grandmother _____________________________________________
4. orchestra _____________________________________________
5. stationery _____________________________________________
6. violin _____________________________________________
7. funeral _____________________________________________
8. bakers _____________________________________________
9. tugboats _____________________________________________
10. daybreak _____________________________________________
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E. In one paragraph, use declarative sentences in answering the following:
Do you think that romantic love like that of the character-narrator shows
valuing others?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
TASK 10: Featuring Feature Articles
It is amazing how information technology has made our world more

interconnected. The Internet is a helpful tool in accessing information and
entertainment. It also provides us with means to connect to others digitally.
However, young people today are so engrossed in digital technology that
sometimes they fail to communicate personally with their family and friends.
Despite the availability of reading articles such as blogs in the Internet, it

still matters to know what goes on around you by using traditional means such
as newspapers. Feature articles abound in newspapers.
A feature article is a special or prominent article in a newspaper or

a magazine. It is an article or report of a person, event, an aspect of
a major event, or the like, often written with personal slant and style.
Sources: http://www.thefreedictionary.com/feature+article
http://dictionary.reference.com/browse/feature+story
 Visit the library. Access the library’s newspaper section. Find informative
or feature article that discusses any of the following topics:
a. Stories of heroism and honesty
b. Government programs in helping different sectors of the society:
farmers, elderly, children, indigenous people, etc.
c. helping people after disasters like typhoons, flashfloods, and
landslides
 Summarize the article in your own words. Use these guide questions:
 What information is the article trying to convey?
 Who are the persons involved?
 What are the supporting details about this information?
 Prepare to share your summary in class.
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At this point, you have gained the skills needed in the ensuing tasks.
Carry on as you discover ways to love and appreciate other people you meet
in your daily encounters.
TASK 11: Community Encounters
In the community, you meet different people along the way. It is

interesting how you get involved with every person you encounter as you go
about your life.
 Your teacher will group you into five.

 Be guided by the question: How do you show affection, concern, or
courtesy to different people you meet every day?
Group 1 Market List
Present a role play of a scenario where you need to go to market after

school. Emphasize how you will show love and concern to other people. It
should not be longer than five minutes. All members must have a role to play.
Group 2 Picnic Time
Present a tableau of a common scene in a park. The tableau must present

how people value others. It should be explained by a member during the
presentation. Remember to answer the guide question in your presentation.
Group 3 Through Thick and Thin
Perform an interpretative dance about a day in the rural health center or

barangay day care center. Remember to answer the guide question in your
presentation. In the absence of readily available songs, members may
improvise in humming or singing the tune.
Group 4 Outpost of Service
Perform a three-minute marching jazz chant that features policemen and

people in the community. Remember to answer the guide question in your
presentation.
Group 5 Love Thy Neighbor
Perform a three-minute choir song number that shows one’s concern to

others whom they encounter in the church. Come up with your own lyrics.
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TASK 12: Writing ‘Thank You’ Cards
 Imagine that today is the World Appreciation Day. Think of a person

outside your family and circle of friends whom you come along every
day.
 Make a ‘thank you’ card. Be as
creative as possible.
 On the card, write a note of
appreciation to this person. Use
declarative sentences.
 Sign it and give it to him or her on the
next day.
 Be prepared to answer the process
questions.
Congratulations for reaching this far! Indeed, your understanding of the

concepts, ideas, literary, and language skills can aid you in recognizing and
appreciating others around you. Muster your energy as you prepare to take on
the last challenge in this lesson—the final task!
YOUR FINAL TASK
You have learned that your final task is a creative plot

summary. It will be graded according to Content,
Organization, and Mechanics.
TASK 13: A. Plot Summary
Did you find the story The Bread of Salt quite long?
This is because the story contains a sequence of events
that develop the theme. These events help tell the story
in a logical order and in a cause-effect relationship. The
literary element that ties up the events in the story is
called the Plot.
On the other hand, the main idea where the story

revolves is called the Theme. It gives literary meaning
to a story from the point of view of the writer. The theme
is usually the basis for the story’s moral.
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Study the illustration below.
In order for the story to develop logically, the plot should lead from one
event to another as in the direction of the arrow.
 Use a coupon bond for this task.

 Go over the story The Bread of Salt again.
 Fill out the boxes with every event that took place in the story.
 Use noun phrases or independent clauses.
 You may add more points and boxes depending on the number of events.
 What is the theme of the story?

 How does the plot contribute to the theme of the story?
 Do you think the plot follows a logical order? Support your answer.
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TASK 13: B. Sum It Up
Getting a hint on how a plot timeline is written, you will be able to write a
summary easily.
A summary is a brief statement that gives the most important points

of something. It helps you retell a story or an essay in a few
statements. Hence, it should be brief and easy to read. When you
write a summary, focus on the major events and do not concentrate
on the details. The aim of a summary is to give the essential ideas of
a written piece.
Remember, a summary is not a paraphrase. In lesson 3, you were

taught that a paraphrase is restating someone else’s ideas in your
own words for easier understanding.
References: http://www.merriam-webster.com/dictionary/summary;
http://www.learnersdictionary.com/definition/summary
Tip: When you write a summary, remember to be as objective as possible and

do not include your opinion on the ideas of the original text. Study the following
examples.
Original Text Summary

One night Paul could not go to sleep. It was 10:00 Paul could not go to
PM and he was still awake. He tried closing his eyes, sleep. He tried
but that didn't work. He tried to lie on his stomach. many things to help
That didn't work either. He tried to count to 100. That him go to sleep. He
only made him think more. Finally, he got up and got got a drink of water.
a drink of water. That made him feel better. He went Finally, he went
back to bed and fell asleep. back to bed and
went to sleep.
Is it an ant, you wonder, or a termite? Ants resemble Ants are dark in
termites, but they are quite different and can be color, hard bodied
easily distinguished. In contrast to termites, ants are and belong to a
usually dark in color, are hard bodied, and have different order than
constriction between the thorax and abdomen. termites.
Termites are light in color and shed their wings.
Flying ants do not shed their wings. Also, ants and
termites belong to different orders.
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One morning Matt and Sam went to World of Fun. Mom dropped Matt
Matt's mom dropped them off at the gate and told and Sam off at
them she would be back at 5:00 to pick them up. Worlds of Fun. They
Matt and Sam were very excited and couldn't wait to spent all day there.
explore the whole place. First, they rode on all the Mom picked them
roller coasters. Then, they rode on other rides. Next, up in the afternoon.
they had some lunch and walked around. In the
afternoon, they rode on all the rides again. They
spent all day having fun. Around 5:00 mom came to
pick them up. Matt and Sam were very excited and
told her all about it during the ride home.
Source: http://www.helpteaching.com/questions/Summarizing
A. Summarize each paragraph by answering the guide questions. Write your

sentences together to form a summary.
1. Pan de sal is a popular Filipino bread especially served at breakfast.

Most people like to dunk the sweet bread in their coffee. Some enjoy it
with scrambled egg or hotdog, while others fill it with butter or jam. Still
others prefer toasted pan de sal with margarine. There are many ways
to enjoy pan de sal in every Filipino table.
Guide Question:
1) What does the paragraph say about pan de sal?
2) How do Filipinos enjoy pan de sal?
Summary:
1) _______________________________________________
2) _______________________________________________
2. Man is a social being. Every day, she/he interacts with others in the
community. He meets different persons in every necessity in order to
survive. Students go to school and learn from their teachers. Parents
go to office and work with their officemates. Drivers pick up passengers.
Vendors sell their merchandise to various customers. An individual
encounters different people day in and day out. Thus, a person should
learn how to mingle with others in positive ways so that people would
establish healthy relationships among themselves.
Guide Questions:
1) What does the paragraph say about man?
2) Who are the persons an individual meet every day?
3) What does man need to do?
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Summary:
1) _______________________________________________
2) _______________________________________________
3) _______________________________________________
B. Summarize the following article excerpt in not more than ten declarative
sentences.
Pride of the Tribe
Ivyrose Bayawan Paz admits she did not know much about her
mother Emillana’s indigenous community.
Manobos are described by some anthropologists as proto-Philippine

or proto-Austronesian people found mostly in areas that straddle the
boundaries of Agusan, Bukidnon, Cotabato, Davao and Misamis Oriental.
Paz, who was born in the town of Makilala, Cotabato, and grew up in
Kidapawan City, the province’s capital, says, “I did not know the language.
I was not very familiar with my mother’s culture. I was not so immersed in
the Manobo tradition, ceremonies, rituals.”
She only met her maternal relatives when they came to visit or on
special occasions.
While Paz knew little about her Manobo roots, she knew very well
what she was going to be. Her mother is a retired court stenographer while
her late father Teresito, an Ilonggo-Tagalog, was a court interpreter.
Paz, the only girl of four children, decided early on she was going into
law.
She took up Bachelor of Arts in Psychology, as somebody advised

her it was the best preparation for law school, graduating cum laude in 2010
from the University of Southern Mindanao in Kabacan, Cotabato. But a law
education and the bar exam review classes were expensive.
Paz thought she would work first and save money for her schooling.
She worked as a call center agent in Manila but found she could not save
money. “Magastos (It was expensive),” she says, especially since she had
to pay rent to be near her workplace.
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Her eldest brother, who works as a computer programmer in Dubai,
asked her to wait until he was able to save enough to pay for her law
studies.
Then Paz heard of the scholarship program of the Mount Apo

Foundation Inc. (Mafi). Applicants only need to be 25 percent Manobo. Paz
is 50 percent Manobo, a descendant of datus on her mother’s side.
With her scholarship, which also covered bar review classes, Paz
says, “I learned more about the Manobo” and her interest in her ancestry
was raised. At the Ateneo de Davao University College of Law, she says,
she studied closely the Indigenous Peoples’ Rights Act of 1997, the issue
of ancestral domain and civil laws pertaining to the Philippines’ indigenous
communities.
For Paz, now a full-fledged lawyer, achieving her dream has taken
her back to her Manobo roots, introducing her to the community’s traditions
and rituals.
Source: Linda B. Bolido. (2015) Pride of the Tribe.

Retrieved from: http://newsinfo.inquirer.net/708419/pride-of-the-
tribe#ixzz3hAeIA11G on July 28, 2015
TASK 13: C. Plot Summary
Writing a plot summary is a worthwhile experience because it allows you

to digest the story more completely.
A plot summary is a shortened version of a story’s original text written in

your own words. It helps you recall and retell the story in your own words. It
also helps you analyze the story’s elements because you need to consider
the setting, the characters, and the narration of the story’s events from
beginning to end.
Summarizing a Story for Film Producers
You are required to write a plot summary of a story and

Goal present it in a creative way in order to convince film
producers to pick your story for adaptation.
You are a screenwriter assigned to write a plot summary of
Role The Small Key by Paz M. Latorena which will be adapted
into a movie.
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Your classmates are film producers who are looking for a
Audience
story to be adapted into a movie.
You were highly recommended to do a plot summary. Film
Situation producers, including the director, will visit your place to see
if your plot summary can pass their standards.
Performance/ You will write a plot summary of a story and present it
Product creatively before producers.
Your product will be rated according to the following
Standards
standards: Content, Organization, and Mechanics.
Here are the guidelines to follow in order to come up with a plot summary:
 Read the story and get a big picture. Do not focus too much on details
yet.
 Read the story the second time. List down events as they happen in the
story.
 Make use of the timeline as guide in writing the plot summary.
 Start writing the draft of the plot summary in paragraph form.
Declarative sentences are helpful in this task.
 Read your summary draft. Check for inconsistencies.
 Revise the draft if needed.
 You are allowed to present your plot summary in a creative way. For
example, you may cut each paragraph and paste it on colored
construction paper.
 Present your product to class.
Use the criteria set in rubrics as your guide.
Criteria 4 3 2 1
Content The plot The plot The plot The plot
summary summary summary summary
includes all includes includes a few includes very
events in the several events events in the limited events in
story. in the story. story. the story.
Organization The plot was The plot was The plot was The plot was
summarized summarized weakly poorly
excellently. All well. Some summarized. A summarized. It
events follow a events are in number of has no logical
logical order. logical order. events are order of events.
misplaced.
Mechanics The plot The plot The plot The plot
summary has no summary has summary has summary has too
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error in grammar very few errors several errors many errors in
and spelling. in grammar in grammar grammar and
and spelling. and spelling. spelling.
MY TREASURE
Every day you meet different people whom you either disregard or ignore.
Not all youngsters are able to recognize and appreciate the people around
them. Through the journey you had in this lesson, you have learned to give
more attention to others and value them as part of your daily encounter.
Now, it is your chance to express your realization and your commitment

towards loving others around you.
Create a post-it note and paste it on your journal.
My Realization My Commitment
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MODULE 2
Lesson 6
______________________________________________________________
SHARING POSITIVE AND HEALTHY RELATIONSHIPS
YOUR JOURNEY
All of us have relationships—parent and child, brother and sister, our

friends and us, students and teachers. Most relationships are worth keeping
while others make you feel like breaking. For example, there are times you fail
to appreciate the little things done unto you by your parents or your friends. At
certain point, you feel no one understands you. This is natural. Such feelings
can be avoided if you discover that you can have a healthy relationship by
examining your own actions. Is it possible? How can you establish a healthy
relationship with others?
As you go through this lesson, you will find the need for a healthy
relationship. Also, you have to examine your actions that are indicative of
specific values. After putting together all you have learned on communicative
and writing skills and locating information in the library, you will be required to
write a summary of a formal essay/informative article and present it through
PowerPoint.
YOUR OBJECTIVES
As you go along your journey, keep the following objectives in mind:
 gather current information from newspapers and other print and non-print
media
 draw similarities and differences between characters in a selection
resolve conflicts in non-violent ways
 explain how a selection may be influenced by culture, history or other
factors
 use the correct pitch, juncture, stress, volume, and projection and
rate/speed of speech in conversations and dialogs
 identify figures of speech that show contrast: paradox
 use phrases, clauses, and sentences appropriately and meaningfully in
sharing ideas
 make predictions about the contents of the texts listened to
 simplify ideas through paraphrasing and summarizing
 create a PowerPoint presentation of a formal essay or a feature/
informative article
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Using the skills in the previous lessons, your goal
now is to summarize a formal essay or an informative
article and present it through PowerPoint. Remember,
your product will be evaluated based on the following
criteria: Application of PowerPoint, Organization,
Mechanics, Creativity, and Delivery.
YOUR INITIAL TASKS
TASK 1: Character Train
Each friend you know or a person you meet in school every day has a
desirable character evident in his/her actions. If you are going to let each of
them ride in every tram of a train, how would you label the most noticeable
characteristic of each person? Don’t forget to write the name of the person in
every tram. Draw the train in a short bond paper.
 On your notebook, write one (1) specific situation that justifies each
characteristic you wrote on the train.
 Be prepared to answer some questions.
TASK 2: Blindfold Basketball
Positive relationships are healthy because of many factors that create

strong bond among individuals. These factors could be personal or behavioral
factors that could be pleasing to others.
 Work with a pair.

 Prepare ‘crumpled-paper’ balls.
 Choose who will be blindfolded and who will act as
guide. The blindfolded teammate will sit down with
paper balls in his/her hands. The blindfolded
teammate will be placed at a distance by the
teacher, holding the basket.
 Shoot as many paper balls as possible within two
minutes. The teammate without blindfold may
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coach his/her partner about his distance and location. The team with most
points wins.
 Be ready to answer questions after the task.
TASK 3: Building Blocks
Before you move on to more tasks, it is important to start with your

expectations for this lesson. Fill out each block with ideas about building
relationships. Be guided by the label of each block.
What I
know: What I want
to learn:
What I
understood:
You are now ready for the next phase of the lesson. Keep going!
YOUR TEXT
TASK 4: Like or Unlike
Sometimes a healthy relationship becomes bitter when you only think

about yourself. When you disregard the advice of your parents and think only
of your own plans without considering other people involved, a conflict arises.
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Draw a Like icon in the box if the sentence shows a positive and productive
approach to other people. Otherwise, draw an Unlike icon.
1. Greeting people you meet in the hallway.

2. Playing online games with your classmate during class hours.
3. Doing errands for your mother.
4. Giving your father a light massage.
5. Staying in your room all day.
6. Skipping classes to concentrate on your sports training with a
friend.
7. Teaching your younger brother to read.
8. Hiding your sister’s belongings in your cabinet.
9. Giving your input in a group work.
10. Tying the bags of your classmates together.
How do positive actions help build relationships? Remember this question as

you read the selection in the next task.
TASK 5: Check the Elements
 Read the story carefully.

 As you go along, determine the conflict,
plot, and theme of the story.
 Write your answers in your notebook.
Footnote to Youth
Jose Garcia-Villa
(an excerpt)
The sun was salmon and hazy in the west. Dodong thought to himself
he would tell his father about Teang when he got home, after he had
unhitched the carabao from the plow, and let it to its shed and fed it. He was
hesitant about saying it, but he wanted his father to know. What he had to
say was of serious importance as it would mark a climacteric in his life.
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Dodong finally decided to tell it, at a thought came to him his father might
refuse to consider it. His father was silent hard-working farmer who chewed
areca nut, which he had learned to do from his mother, Dodong's
grandmother. I will tell it to him. I will tell it to him. The ground was broken up
into many fresh wounds and fragrant with a sweetish earthy smell. Many
slender soft worms emerged from the furrows and then burrowed again
deeper into the soil. A short colorless worm marched blindly to Dodong's foot
and crawled calmly over it. Dodong go tickled and jerked his foot, flinging the
worm into the air. Dodong did not bother to look where it fell, but thought of
his age, seventeen, and he said to himself he was not young any more.
Dodong started homeward, thinking how he would break his news to his
father. He wanted to marry, Dodong did. He was seventeen, he had pimples
on his face, the down on his upper lip already was dark-these meant he was
no longer a boy. He was growing into a man--he was a man. Dodong felt
insolent and big at the thought of it although he was by nature low in statue.
Thinking himself a man grown Dodong felt he could do anything. He walked
faster, prodded by the thought of his virility. A small angled stone bled his
foot, but he dismissed it cursorily. He lifted his leg and looked at the hurt toe
and then went on walking. In the cool sundown he thought wild dreams of
himself and Teang. Teang, his girl. She had a small brown face and small
black eyes and straight glossy hair. How desirable she was to him. She made
him dream even during the day.
It was dusk when he reached home. The petroleum lamp on the ceiling
already was lighted and the low unvarnished square table was set for supper.
His parents and he sat down on the floor around the table to eat. They had
fried fresh-water fish, rice, bananas, and caked sugar. Dodong ate fish and
rice, but did not partake of the fruit. The bananas were overripe and when
one held them they felt more fluid than solid. Dodong broke off a piece of the
cakes sugar, dipped it in his glass of water and ate it. He got another piece
and wanted some more, but he thought of leaving the remainder for his
parents. Dodong's mother removed the dishes when they were through and
went out to the batalan to wash them. She walked with slow careful steps
and Dodong wanted to help her carry the dishes out, but he was tired and
now felt lazy. He wished as he looked at her that he had a sister who could
help his mother in the housework. He pitied her, doing all the housework
alone. His father remained in the room, sucking a diseased tooth. It was
paining him again, Dodong knew. Dodong had told him often and again to let
the town dentist pull it out, but he was afraid, his father was. He did not tell
that to Dodong, but Dodong guessed it. Afterward Dodong himself thought
that if he had a decayed tooth he would be afraid to go to the dentist; he
would not be any bolder than his father. Dodong said while his mother was
out that he was going to marry Teang. There it was out, what he had to say,
and over which he had done so much thinking. He had said it without any
effort at all and without self-consciousness. Dodong felt relieved and looked
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at his father expectantly. A decrescent moon outside shed its feeble light into
the window, graying the still black temples of his father. His father looked old
now. "I am going to marry Teang," Dodong said. His father looked at him
silently and stopped sucking the broken tooth. The silence became intense
and cruel, and Dodong wished his father would suck that troublous tooth
again. Dodong was uncomfortable and then became angry because his
father kept looking at him without uttering anything.
"I will marry Teang," Dodong repeated. "I will marry Teang." His father
kept gazing at him in inflexible silence and Dodong fidgeted on his seat. "I
asked her last night to marry me and she said...yes. I want your permission.
I... want... it...." There was impatient clamor in his voice, an exacting protest
at this coldness, this indifference. Dodong looked at his father sourly. He
cracked his knuckles one by one, and the little sounds they made broke dully
the night stillness. "Must you marry, Dodong?" Dodong resented his father's
questions; his father himself had married. Dodong made a quick impassioned
easy in his mind about selfishness, but later he got confused.
"You are very young, Dodong."
"I'm... seventeen."
"That's very young to get married at."
"I... I want to marry...Teang's good girl."
"Tell your mother," his father said.
"You tell her, tatay."
"Dodong, you tell your inay."
"You tell her."
"All right, Dodong."
"You will let me marry Teang?"
"Son, if that is your wish... of course..."
There was a strange helpless light in his father's eyes. Dodong did not
read it, too absorbed was he in himself. Dodong was immensely glad he had
asserted himself. He lost his resentment for his father. For a while he even
felt sorry for him about the diseased tooth. Then he confined his mind to
dreaming of Teang and himself. Sweet young dream....
Dodong stood in the sweltering noon heat, sweating profusely, so that
his camiseta was damp. He was still like a tree and his thoughts were
confused. His mother had told him not to leave the house, but he had left. He
had wanted to get out of it without clear reason at all. Teang was giving birth
in the house; she gave screams that chilled his blood. He did not want her to
scream like that, he seemed to be rebuking him. He began to wonder madly
if the process of childbirth was really painful. In a few moments he would be
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a father. "Father, father," he whispered the word with awe, with strangeness.
He was young, he realized now, contradicting himself of nine months
comfortable... "Your son," people would soon be telling him. "Your son,
Dodong." Dodong felt tired standing. He sat down on a saw horse with his
feet close together. He looked at his callused toes. Suppose he had ten
children... What made him think that? What was the matter with him? God!
He heard his mother's voice from the house: "Come up, Dodong. It is over."
Of a sudden he felt terribly embarrassed as he looked at her. Somehow he
was ashamed to his mother of his youthful paternity. It made him feel guilty,
as if he had taken something no properly his. He dropped his eyes and
pretended to dust dirt off his kundiman shorts. "Dodong," his mother called
again. "Dodong." He turned to look again and this time saw his father beside
his mother. "It is a boy," his father said. He beckoned Dodong to come up.
Blas was not Dodong's only child. Many more children came. For six
successive years a new child came along. Dodong did not want any more
children, but they came. It seemed the coming of children could not help.
Dodong got angry with himself sometimes. Teang did not complain, but the
bearing of children told on her. She was shapeless and thin now, even if she
was young. She cried sometimes, wishing she had not married. She did not
tell Dodong this, not wishing him to dislike her.
When Blas was eighteen he came home one night very flustered and
happy. It was late at night and Teang and the other children were asleep.
Dodong heard Blas's steps, for he could not sleep well of nights. He watched
Blas undress in the dark and lie down softly. Blas was restless on his mat
and could not sleep. Dodong called him name and asked why he did not
sleep. Blas said he could not sleep. "You better go to sleep. It is late," Dodong
said. Blas raised himself on his elbow and muttered something in a low
fluttering voice. Dodong did not answer and tried to sleep. "Itay ..." Blas called
softly. Dodong stirred and asked him what it was. "I am going to marry Tona.
“She accepted me tonight." Dodong lay on the red pillow without moving.
"Itay, you think it over." Dodong lay silent. "I love Tona and... I want her."
Dodong rose from his mat and told Blas to follow him. They descended
to the yard, where everything was still and quiet. The moonlight was cold and
white. "You want to marry Tona," Dodong said. He did not want Blas to marry
yet. Blas was very young. The life that would follow marriage would be hard...
"Yes."
"Must you marry?"
Blas's voice stilled with resentment. "I will marry Tona."
Dodong kept silent, hurt.
"You have objections, Itay?" Blas asked acridly.
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"Son... n-none..." (But truly, God, I don't want Blas to marry yet... not yet.
I don't want Blas to marry yet....)
But he was helpless. He could not do anything. Youth must triumph...
now. Love must triumph... now. Afterwards... it will be life. As long ago Youth
and Love did triumph for Dodong... and then Life. Dodong looked wistfully at
his young son in the moonlight. He felt extremely sad and sorry for him.
Reference: Croghan, Richard V. (1975).The Development of Philippine Literature in
English. Quezon City: Alemar-Phoenix Publishing House, Inc, pp.31-55
TASK 5.1: Double Roulette
 Prepare to answer questions about the selection.

 Volunteer to take on the task.
 Rotate the Numbers roulette to pick a question.
 Rotate the Mode roulette to select how to deliver your answer.
TASK 6: Clash of Clans
A conflict is not only an element of a story, but also a real-life challenge

that needs immediate resolution. It occurs because of differing views,
intentions, or interests between individuals. A conflict can hinder establishing
positive and healthy relationship. So, a conflict must be resolved before it
becomes a bigger problem.
A. C-S-R Approach
 Find a conflict in the story and indicate how it was solved by the character.
Write them in each circle.
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Conflict Solution Result
 Using the same diagram, how would you solve the same conflict? Do you
think the result will be similar? Explain.
B. Dialog Approach
 Find a partner. Imagine yourselves to be in the following situations. Think

about the conflict involved in each situation. How do you resolve each
conflict? Can you think of a win-win solution? Share your ideas. Act out a
short dialog in front of the class that shows your solution.
Situation 1: You and your older brother/sister disagree on TV channel to

watch.
________________________________________________________
Situation 2: Your brother/sister often uses your personal belongings.

________________________________________________________
Situation 3: You are not in favor of your sister’s boyfriend.

_______________________________________________________
Situation 4: Your father decides to cut your daily allowance in half to be

able to pay the electric bill.
________________________________________________________
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TASK 7: All for the Best
Form five (5) groups, and do your assigned task.
Group 1 Positive vs. Negative
Written in each central bubble is a characteristic value of a healthy

relationship. In each outer bubble, write specific actions of the characters that
showed each characteristic value. You may do this in one whole sheet of paper.
Respect Trust
Understan
Love
-ding
Using another set of diagrams labeled with the same values, indicate
specific actions which are harmful to each value.
Form groups of five. Let each member share his or her work with other
group mates. Feel free to ask questions. Use declarative sentences while
sharing. Do you agree with the entries your group mates listed in every bubble?
306
Group 2 Father and Son
 Work with a partner in accomplishing this task.

 Compare and contrast the characters using the Venn diagram. Limit your
answers to one-word description.
His
Dodong Dodong Blas
father
Group 3 Footnote to Youth: Director’s Cut
Think of an alternative ending of Footnote to Youth. Prepare and present

this ending through a role play.
Group 4: Footnote to Youth: Soundtrack
Find a song that has a theme on the relationship between parents and
children or a song about love at a very young age. You may write the lyrics in
manila paper. Sing the composition in front of the class.
Group 5: Dance of the Youth
Choose an appropriate song which highlights the theme of Footnote to

Youth. Choreograph steps for an interpretative number. Deliver a message
through your dance steps. Perform it in front of the class.
TASK 8: Common Sense or Non-sense?
A. Underline the words/phrase that makes each statement confusing or

contradictory.
1. The agent accomplished the impossible mission.

2. Kendra is the eldest and youngest daughter of Mr. and Mrs. Castillo.
3. The best way to make your dreams come true is to wake up.
4. I am a liar and I’m telling you the truth.
5. The life of a candle gets longer when you kill it.
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6. I will find you even if you hide in all corners of the world.
Do you think the sentences made sense? What do you think is the meaning of
each sentence?
Writers often use figures of speech to create greater effect on the story’s mood
and theme. Check on the following and discover a device used by authors to
show contrast.
Paradox is a figure of speech which appears to contradict itself but can be

true. It is a literary device used by authors to show contradictory ideas in a
thought-provoking style. A paradox has a distinct appeal because it is usually
perceived as illogical and untrue, but after a second look, it contains a grain
of truth.
Examples:
1) I must be cruel to be kind. (Shakespeare)
Meaning: If you are concerned with a person, you need to be frank
and tell them their mistake even if it will hurt them.
2) Child is father of the man. (Wordsworth)
Meaning: Man’s habits are the results of his childhood ways.
3) The swiftest traveler is he that goes afoot. (Thoreau)

Meaning: If one travels on foot, he must walk fast.
A paradox is similar to oxymoron. But do not get confused. A paradox is

generally understood if you read a statement as a whole, while an oxymoron
is a two-word contradictory term found within a sentence.
Example:
Oxymoron: What he said is a true lie. (The contradiction is plainly seen in
the two words: true and lie. We know that what was said is false.)
Paradox: Believe me, I always lie. (The contradiction is observed in the

meaning of the sentence: Is the speaker’s message true or not?)
B. Identify the figure of speech used in each sentence. Write P if the sentence
is Paradox; and write O if Oxymoron.
1. At seventeen, Dodong is just an old kid.

2. What a pity that youth must be wasted on the young.
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3. The youth are old while the old go back to childhood.
4. Sometimes, love is a sweet poison.
5. The story contains a nightmare that leads to good sleep.
6. Dodong’s story is a funny tragedy.
7. Adulthood is the beginning of the end of innocence.
8. Experience is a great teacher; it gives the test first, before the lesson.
C. Look for the contradictory thoughts in the following quotations and sayings.
Write the meaning of each based on its context.
1. It is better to give than to receive.
Meaning:________________________________________________
_______________________________________________________
_________________________________________________
2. “I have found the paradox, that if you love until it hurts, there can be
no more hurt, only more love." -Mother Teresa
Meaning:________________________________________________
_______________________________________________________
_________________________________________________
3. In order for a seed to grow, it must die.
Meaning:________________________________________________
_______________________________________________________
_________________________________________________
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A. Asking for InforMinion?
Imagine you are Bob, the minion, and you find yourself in the following
situations. How will you get the needed information? What would you ask?
Choose your answers in the box.
 Do you like banana?

 Can you show me the way?
 May I borrow your phone?
 What time is it?
 Do you have money?
 Do you have a watch?
 Are you hungry?
 What is your name?
 How much is this?
 Where are you going?
1. Your mother told you to buy fish, eggs, and tomatoes in the market. You
have already bought eggs and tomatoes. You wanted to know if your
money is still enough for the fish.
Bob: ___________________________________________________
2. You have a new classmate who enrolled late. You want to get
acquainted with her.
Bob: ___________________________________________________
3. You were walking along the hallway and bumped into a friend. It’s your
vacant time and you want to be with him.
Bob: ___________________________________________________
4. You are new in the school and you are not yet familiar with the facilities.
You wanted to go to the library.
Bob: ___________________________________________________
5. You were on the same jeepney with a schoolmate. You wanted to know
if you are running late.
Bob: ___________________________________________________
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Study the following sentences:
a. What makes a healthy relationship?
b. Whom do you care for?
c. How do you value your loved ones?
d. Do you offer yourself for the sake of genuine service?
e. Are you happy with how you treat your brothers and
sisters?
A sentence which asks for information is called an

interrogative sentence. It is a sentence that states a
question and requires a response. An interrogative sentence
ends with a question mark (?).
Take note: WH questions are interrogatives that begin with

what, who, when, where, why, and how. These questions
require specific information. Example a, b, and c above are
WH questions.
Yes/No questions are questions that can be answered with

a yes or a no response. Example d and e above require a yes
or a no answer.
Yes/No questions are usually formed by inverting the be verb
and the subject. For example, You are still young. becomes
Are you still young?
Do, Does, and Did can also be used in this way when dealing
with action verbs. For example, You write essays. becomes
Do you write essays?
B. Reread Footnote to Youth and look for examples of interrogative

sentences. List 5 interrogative sentences and identify if each is a WH
question or a Yes/No question.
C. Change the following declarative sentences into WH questions. The word/s

in boldface should be the answer to your question.
1. Dodong wants to marry Teang. _________________________

2. He wants to marry because he thinks he is old enough. _______
3. Dodong is seventeen years old.________________________
4. They live in a barrio._______________________________
5. The story is about youth and love._______________________
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D. Transform the following sentences into Yes/No questions.
6. Dodong is too young to get married. ________________________

7. The father has objections. _____________________________
8. Teang is a good wife and mother. ________________________
9. The children make their parents happy.___________________
10. Blas follows the footsteps of his father. ____________________
E. Do you still have questions about healthy relationships that need to be

answered? Write at least five and place them in the question box. You will
be called individually to draw a question in the box, and answer it.
You are on the right track! At this point you have successfully
accomplished varied activities. You are now ready to explore more about
building healthy relationships.
TASK 10: Pros and Cons Poster
 Form ten (10) groups, and point out the advantages of obeying the
parents’ advice.
 Analyze the advantage of obeying the advice of one’s parents. Draw a
poster that shows your analysis. You may use any coloring medium.
Present the poster to the class.
312
TASK 11: Infomercial
 Form four (4) groups, and do your assigned task.

 Create an infomercial on the youth’s attitude in this generation. Use
graphic organizers in showing pieces of information while presenting the
infomercial.
TASK 12: What Do You Mean?
 Look closely at the image of the song cover.

1. What do you think is the title of the song?
2. What do you think is the song about?
 Watch the lyrics-video of Taylor Swift’s Mean
(https://www.youtube.com/watch?v=jYa1eI1hpDE)
 Be prepared to answer these questions:
1. What is the message of the song?
2. What are the acts done unto the persona in the song?
3. Do you have similar experiences? Say something about them.
313
TASK 13: You Can Make A Difference!
One of the problems that bother healthy relationships is bullying. It

presents difficult situations to a learner like you. Hence, it pays to know what
bullying is. Approved on September 12, 2013, Republic Act No. 10627 became
a law. It is also known as the “Anti-Bullying Act of 2013.” Are you aware of the
legal meaning of bullying? Do you know the acts of bullying?
Below is an excerpt on the Anti-Bullying Act. Read it carefully and do the

succeeding tasks.
REPUBLIC ACT NO. 10627
SEC. 2. Acts of Bullying. – For purposes of this Act, “bullying” shall refer 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 combination
thereof, directed at another student that has the effect of actually causing or
placing the 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 rights of the other student at school; or materially and
substantially disrupting the education process or the orderly operation of a
school; such as, but not limited to, the following:
a. 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;
b. Any act that causes damage to a victim’s psyche and/or emotional well-
being;
c. 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 victim’s looks,
clothes and body; and
d. Cyber-bullying or any bullying done through the use of technology or any

electronic means.
Source: http://www.gov.ph/2013/09/12/republic-act-no-10627/
314
A. Re-write the meaning of bullying in your own words. Write your paraphrase
on this notebook page:
B. Fill out the bulletin with your answers. Cite particular steps to address the
issues.
Bullying: What Can

Bullying: What Can I Bullying: Where Can I
I Do If I See It
Do About It? Go?
Happening?
TASK 14: Together We Can Make a Difference
 Work with your groupmates.

 Be guided by the instructions.
 Think of how to contribute something for your outputs.
Group 1: Badge of Honor
315
 Use a cardboard for this task. Cut it in a
circle.
 Print a statement of support against bullying
in the campus or in social media.
Examples:
I am against all forms of bullying!
The change starts in me. No to bullying!
Bullying destroys confidence. Stop it
now!
 Paste your statement of support on the cardboard badge.
 Carefully attach a safety pin to your badge.
 Wear your badge in school.
Group 2: Reporter for a Day
 Conduct an informal interview on the

topic: building healthy relationships with
your classmates.
 Be ready with a set of questions you
want to ask. Use the questionnaire
below. Feel free to add some more
questions.
 If possible, use multimedia such as
voice recorder, digital camera, or
cellphone as aids in recording the
interview.
 While each classmate is sharing his or her output, list down recurring
words related to the topic. Are there traits you listed in Character Trains
(Task 1) mentioned? Use your notebook for this task.
Name: Age:
Questions: Answers:
1. What makes a healthy relationship?
2. How do you show love to your family?
3. How do you demonstrate appreciation
to other people outside your family?
4. Do you find it easy to show your
feelings to others? Why or why not?
316
Group 3: A Letter to Remember
 Prepare to write a letter addressed to your teacher.

 Write your own personal experience about simple act of kindness or
appreciation that strengthens your relationship with another person.
 Include the lessons you learned and the realizations you gained.
 Think of a one-word title for your experience and indicate such in the Post
Script of the letter.
 Sign the letter and put it in an envelope.
 Let your teacher read the letter to the class.
 As you listen to your teacher, fill out the form with the following scale:
 : What a touching and tear-jerking narrative! The letter is

very well- written.
 : A good story to share. The letter can be improved
 : Somewhat lacking in appeal. Your letter needs impact.
RATING INDEX
Letter Sender Title 5 Stars 3 Stars 1 Star
1.
2.
3.
4.
5.
You have been exposed to different activities which widened your

understanding of ideas, literary, and language skills in building relationships.
Now you will move on to a bigger challenge. This is your moment!
YOUR FINAL TASK
At the start, you were already told that you will write a
summary of an informative essay or article and present it
through PowerPoint. Your product and performance will be
317
evaluated according to Application of PowerPoint,
Organization, Mechanics, Creativity, and Delivery.
TASK 15: The Power to Impress
Communication is a big factor in building a healthy relationship. If you can

communicate effectively, you will be able to get your message across without
fear of being misunderstood. In this modern age, technology has enabled
people to reach out to others with useful tools such as the Internet and digital
gadgets.
In your Final Task, you will make use of PowerPoint, a popular computer
application helpful in delivering oral presentations and reports.
Pleasing Web Developers through Technology
Your goal is to present a summary of an informative

essay to a group of web developers who will publish your
Goal
essay summary online. You will present your summary
through a PowerPoint.
You are a professional blogger who specializes in online
Role
article writing and web content.
Your audiences are a group of web developers who are
looking for the best informative essay or article they are
Audience
going to feature in their grand launch of five new
websites.
As a professional blogger, you need to do the following
tasks:
1. Find an informative article about sharing healthy
relationship. The library is a good place for you to
start.
2. Read and summarize the informative essay.
Situation
3. Prepare a PowerPoint presentation containing the
following:
a. Background of the writer
b. Summary of the informative article/essay with
pictures related to the text
4. Also, prepare a book jacket of the informative essay
with a short description at the back.
Performance/ You will present a summary of an informative essay to a
Product group of web developers who are searching for online
318
article content for their website launch. You will present if
through a Powerpoint presentation.
Your output will be evaluated based on the following:
Standards Application of Powerpoint, Organization, Mechanics,
Creativity, and Delivery.
TASK 15.1 Essay Hurrah!
 Visit the library and search for formal essays or informative articles in
newspapers, magazines, or books.
 Choose an essay/article that deals with building healthy relationships.
 Borrow the book that contains the essay/article. Or find ways to get a
copy of it.
 Study your chosen piece.
 Start to write your summary. Make a list of the important points. Use
your own words.
 Choose carefully which information to include in the summary.
 Cite the original text and its author.
 Review for corrections.
 To help you find a worthy piece, study the following:
A formal essay is a piece of writing that informs or persuades its

audience. In general, a formal essay has three parts: an introduction,
body parts, and conclusion.
The introduction contains techniques that grab reader’s attention

such as famous quotes, statistics, or interesting questions. The
introduction also contains the main idea of the essay.
The body contains paragraphs that support the main idea of the
essay. The details, examples, and explanations are included in these
paragraphs.
The conclusion is the last paragraph of the essay. It contains a

restatement of the main idea of the essay and a summary of the main
points.
An informative article is any piece of writing that educates readers

on a certain topic. Examples of an informative articles are expository
essays and feature articles. An expository essay is an essay written
to explain a process, compare viewpoints, analyze data, or educate
the reader on how to do something. See Lesson 5 for a discussion
on feature article.
319
References: http://study.com/academy/lesson/formal-essay-definition-examples-
quiz.html
http://examples.yourdictionary.com/examples-of-informative-essays.html
TASK 15.2: Points To Power
 Watch a video tutorial on using Microsoft PowerPoint.

Try the following links:
http://www.youtube.com/watch?v=TpR740g1rPM
http://www.youtube.com/watch?v=JYhUr4NoDbI
http://video.about.com/presentationsoft/Start-PowerPoint.htm
 Type the summary you have written in Microsoft Word. After typing,
save your work.
 Open a PowerPoint new document. Select a slide design.
 Begin transferring your summary from Microsoft Word to PowerPoint.
 Select and apply animations and transitions for every slide.
 Watch your slideshow and make necessary corrections and
improvements.
 If you ever need technical assistance, ask for a friend’s help.
 Practice orally presenting your PowerPoint slides.
 Use the following rubrics as your guide:
Category 4 3 2 1
Application The The The The
of presentation presentation presentation presentation
PowerPoint is excellently shows is fairly is poorly
done using significant constructed prepared.
the program. use of the using basic Minimal
Advance program’s features of knowledge
knowledge basic the program. on
on features. A Knowledge PowerPoint
PowerPoint relatively on is evident in
is exhibited good PowerPoint the slide.
through the knowledge is
presentation. on acceptable.
PowerPoint
is exhibited.
The The The The
Organization summary is summary is summary is summary
well- fairly somewhat does not
320
organized. It arranged to difficult to seem to
has a logical show the follow. There have
sequence plots. The is a direction. It is
and contains story is not misplaced poorly written
literary fully part that and the
elements: developed in distorts the narration is
theme and a logical flow of story. repetitive.
plot. manner.
The The The The
presentation presentation presentation presentation
is free from has no more has a few has too
Mechanics spelling and than two spelling and many
grammatical spelling and grammatical spelling and
errors. grammatical errors. grammatical
errors. errors.
Varied and Varying fonts The text is Plain texts
colorful fonts were used in typed using are used. No
were used in the text. basic fonts. graphics,
the text. Pictures are Limited and other
Graphics and used. Some pictures were multimedia
other effects are used. formats are
multimedia repeatedly employed.
were used to employed.
Creativity
add aesthetic
value to the
presentation.
Various
effects of the
program are
also
employed.
The The delivery The The
presentation of the presentation presentation
is well- presentation is delivered is poorly
delivered is relatively somewhat delivered. It
both verbally clear but it is clear did not
Delivery and non- not engaging although it generate any
verbally; for the lacks interest from
hence it is audience. liveliness. the
convincing audience.
and
engaging.
321
MY TREASURE
At the end of your journey, you have realized that you are an essential
part of any relationship. Things have to be done in order to keep a healthy
relationship, and it is possible when there is an effort to be shared by
individuals. What are the acts of love you can pledge to do toward this goal?
322
Module 3
“Blending Well in a
Diverse Society”
323
ENGLISH GRADE 7


GRADE LEVEL through his/her understanding of Philippine Literature
STANDARD and other text types for a deeper appreciation of
Philippine Culture.
LEARNING STANDARDS
Module 3/ Quarter 3

Content Standard
Theme Standard
The learner demonstrates understanding The learner
of how Philippine Literature under the proficiently
Period of Emergence and other text types participates
through using different reading, listening, in a simple
3 and viewing strategies, word relationships debate about
Blending and associations, direct/reported speech, asserting
Well in a passive/active voice, simple past and past identity in a
Diverse perfect tenses, and sentence connectors; diverse
Society employing the appropriate oral language society.
and stance in informative speech forms to
express ideas, opinions, feelings and
emotions; serve as tools to assert one’s
identity in a diverse society.
Theme and Language/

Period Sub-theme Grammar
Activity Activities
Covered Focus
Lesson 1: Simple
Blending Simple Past Journal
Acknowledgi Debate
Well in a Tense Entries
ng Diversity about
324
Diverse Narrative Asserting
Society Chronologica Identity in a
Lesson 2: Writing
l Connectors Diverse
Setting Aside (Recount of
(Time Society
Differences Personal
Markers)
Experiences)
Period of Lesson 3:
Past Perfect Writing a
Emergence Embracing
Tense Speech
Diversity
Lesson 4:
Direct and
Responding
Reported Interview
to the Needs
Speech
of Others
Lesson 5:
Active and
Being Panel
Passive
Socially discussion
Voice
Responsible
Lesson 6: Simple
Asserting Debate about
One’s Logical Asserting
Identity in a Connectors Identity in a
Diverse Diverse
Society Society
325
English 7
Module 3/ Quarter 3 Pretest
I. Reading and Literature
Read the following passage and answer the questios that follow.
The Good Fight

(Excerpt)
Manuel L. Quezon
Before noon of December 12, 1941, I received a telephone call from

General MacArthur to inform me that he was sending his aide-de-camp,
Lieutenant Colonel Huff, to see me on a very important and urgent matter. I
told the General I would see his aid immediately. When Colonel Huff arrived,
he told me that General MacArthur wanted me to be ready on four hours’
notice to go with him in the Corregidor.
I was shocked. I never imagined that I would ever have to take refuge in
Corregidor. I had known for years that the fortress of Corregidor had been
built as the last stronghold of the American forces in the Philippines and a
safe refuge for American Governors-General in case of grave danger. But it
had never crossed my mind, that there would ever come a time when I would
have to go to Corregidor. I was no American Governor-General, but the
Filipino President of the Commonwealth.
It is true that while Major Grunert was still in command of the Philippine
Department, United States High Commissioner Sayre, in one of the
conferences that I held with him and General Grunert, brought up the
question of the evacuation from Manila, in case of necessity, of both the High
Commissioner and the President of the Commonwealth. It was Mr. Sayre’s
opinion that we should be in the same locality. But I made it clear to both
Commissioner Sayre and General Grunert that I felt it my duty to remain in
the midst of my people, at whatever risk, because my presence would help
to keep up their morale. General Grunert understood my feeling and thought
it was right. Moreover, nothing was said in the conference to indicate that a
Japanese invasion of the Philippines was a possibility as long as the
American flag was still in the islands.
SOURCE: Ricabar, R. (2005). Across Culture in Language and Philippine Culture.

Sampaloc, Manila: St. Augustine Publications, Inc.
326
A. Answer the following questions about the selection.
1. Who did General MacArthur call on December 12, 1941?

A. Commissioner Sayre C. General Huff
B. General Grunert D. President Quezon
2. Why did General MacArthur call the narrator? He was called to _____.
A. help the general.
B. build the fortress.
C. prepare for the war.
D. command the soldiers.
3. Which of the following statements best describe the fortress in

Corregidor?
A. It was a fully-furnished mansion.
B. It was the last stronghold of the Japanese.
C. It was the safe refuge of the American Governors-General.
D. It was the evacuation place of the Spaniards during the war.
4. Why were the people of Manila evacuated in the fortress of the

Corregidor? It was because of the ___________.
A. possible war.
B. flood brought by the typhoon.
C. politics during the Japanese Period.
D. famine experienced in the Philippines.
5. What was the narrator worried about in spite of having the Americans
in the Philippines?
A. American education C. Japanese invasion
B. English weapons D. Spanish invasion
B. Find out what is being asked about the underlined word in each item.
6. The Filipinos found a safe refuge in the middle of the forest. Which of
the following words has the same meaning with the underlined word?
A. camp C. library
B. hospital D. shelter
7. It was really urgent for the general to call the president. What is the
classification of the underlined word?
A. action word C. naming word
B. describing word D. replacing word
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8. Seeing the president of the country increases the morale of the
soldiers. What is the classification of the underlined word?
A. action word C. naming word
B. describing word D. replacing word
9. An indestructible fortress was built to protect the people during the

war? Which word from the choices is a part of the underlined word?
A. colorful ceiling C. polished floor
B. golden gate D. thick wall
10. The aide-de-camp was sent immediately to help the American soldiers
in the war. What word from the choices is not a part of the underlined
word?
A. doctors C. officers
B. generals D. soldiers
C. Answer the following questions about the different literary elements.
11. What type of text did the writer use in telling his story?
A. descriptive C. narrative
B. informative D. persuasive
12. What kind of narrative text is the story that you read?
A. fictional C. non-fictional
B. journalistic D. scientific
13. How will you describe the narrator of the story?

A. artistic C. critic
B. classic D. nationalistic
14. Which of the following elements of a narrative text is shown by this

phrase: “before noon of December 12, 1991…”?
A. character C. theme
B. mood D. setting
15. What mood is expressed by the following statement: “Moreover,

nothing was said in the conference to indicate that a Japanese invasion
of the Philippines was a possibility as long as the American flag was
still in the islands.”?
A. abandoned C. tensed
B. scared D. worried
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16. What could be the closest theme of the excerpt that you read?
A. The country and its people need to be served.
B. The country and its people require brave men.
C. The country and its people need foreign leaders.
D. The country and its people require a peaceful community.
17. Which of the following sentences from the story can support the theme?
A. “I held with him and General Grunert.”
B. “I was no American Governor-General.”
C. “I would ever have to take refuge in Corregidor.”
D. “I felt it my duty to remain in the midst of my people.”
18-20. Arrange the following events in order. Write A-C to identify the first,
second, and the last event.
____ The narrator pointed out his duty to serve his people even at war.
____ General MacArthur called the narrator to come to his aid in
Corregidor.
____ The narrator together with the American generals attended a
conference.
II. Grammar Focus
A. Simple Past Tense and Past Perfect Tense
Choose the correct form of the verb inside the parenthesis.
21. The Japanese (bombed/ had bombed) some Philippine military

installations in 1941.
22. The Japanese (declared/ had declared) war during the Pearl Harbor
incident.
23. The Filipinos and Americans (failed/ had failed) to protect the country
from the powerfully-armed invaders.
24. The secretary (called/ had called) the president before he talked to the
soldiers.
25. General MacArthur called President Quezon after he (arrived/ had
arrived) at the place.
26. He (asked/ had asked) the president about his message before he
delivered his speech.
27. When they held the conference, the Japanese (attacked/ had attacked)
the mainland.
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B. Direct and Reported Speech
Change the direct speech into reported speech and vice versa. Choose from
the given sentences.
28. “Pearl Harbor was bombed by the Japanese,” Jorge said.

A. Jorge bombed the Pearl Harbor said the Japanese.
B. The Japanese said that the Pearl Harbor bombed Jorge.
C. The Pearl Harbor said that Jorge bombed the Japanese.
D. Jorge said that Pearl Harbor was bombed by the Japanese.
29. The president mentioned that the surprise attack had a disastrous
effect.
A. “The effect was surprised by the president,” the president
mentioned.
B. “The surprise attack had a disastrous effect,” the president
mentioned.
C. “The president was surprised by the attack,” the president
mentioned.
D. “The president had a disastrous effect to the attack,” the
president mentioned.
30. “There are many wounded patients in the hospital,” the doctor stated.
A. The doctor stated that there are patients in the wounded hospital.
B. The doctor stated that there were many wounded patients in the
hospital.
C. The doctor stated that there are many doctors in the hospital as
patients.
D. The doctor stated that there are many hospitals for the wounded
patients.
C. Active and Passive Voice
Write ACTIVE if the sentence is in its active form and PASSIVE if it is not.
31. The Japanese soldiers attacked the Philippines.

32. The Filipinos were attacked by the soldiers.
33. The Americans helped the Filipinos in this war.
34. The wounded were healed by the Filipino doctors.
35. President Quezon ensured an efficient and effective government.
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D. Chronological and Logical Connectors
Choose the connector that will complete each sentence.
36. The Philippines gained its independence from the Japanese _______
thousands of lives were sacrificed.
A. although C. unless
B. primarily D. until
37. The Americans _______ the Filipinos worked hand-in-hand to protect

the country.
A. as well as C. in addition to
B. first of all D. to top it all
38. The Filipinos fought for our freedom _______ the Japanese left our
country.
A. however C. since
B. primarily D. until
39. The Filipinos achieved peace _______ of their bravery.

A. although C. first
B. because D. finally
40. We would have been conquered by other countries _______ they had
given up.
A. however C. later
B. if D. next
III. Writing and Composition (41-50)
Read the following task card, and follow the instructions.
Task Card:
Imagine that you used time travel to return to the time when the president
of the Philippines was still Manuel L. Quezon. What do you think would be
your most unforgettable moment with him? What important things do you
think you would have learned from him?
Write a narrative paragraph with five – eight (5-8) sentences about your
experiences with the president. You can also retell your experiences while
being involved in the Japanese invasion.
331
Use the following rubrics as your guide.
Narrative Paragraph Rubrics

Criteria 5 4 3 2 1
1-2 3-4 5-6
7 and
All sentences sentences sentences sentences
more
in the in the in the in the
sentences
Content narrative are narrative narrative narrative
are not
related to the are not are not are not
related to
topic. related to related to related to
the topic.
the topic. the topic. the topic.
The
The The The
narrative
narrative narrative narrative
The narrative shows 7
shows 1-2 shows 3-4 shows 5-6
shows a and more
Organization sentences sentences sentences
logical sentences
of Ideas which are which are which are
organization which are
not not not
of ideas. not
properly properly properly
properly
organized. organized. organized.
organized.
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MODULE 3
Lesson 1
______________________________________________________________
ACKNOWLEDGING DIVERSITY
YOUR JOURNEY
Today’s youth and adults are more likely to face the challenges of
interacting and working with people different from themselves. The ability to
relate with all types of people is a skill becoming increasingly important.
Understanding, accepting, and valuing diverse backgrounds can help young
people and adults thrive in this ever-changing society.
In this lesson, you will answer one enduring question about life, that is,
“How does acknowledging diversity become a key to understanding diversity?
To answer this question, you need to improve your listening, speaking, viewing,
reading, writing, language, and literary skills as you go on through this journey.
YOUR OBJECTIVES
In charting the course of your journey in this lesson, you are expected to:
 determine the key message conveyed in the material viewed

 note specific details of the text listened to
 recognize main points and supporting ideas in the text listened to
 use one’s schema to better understand a text
 categorize words or expressions according to shades of meaning
 identify collocations used in a selection
 discover literature as a tool to assert one’s unique identity and to better
understand other people
 identify the distinguishing features of literature during the Period of
Emergence
 use different listening strategies based on purpose, topic and levels of
difficulty of simple informative and short narrative texts
 express ideas, opinions, feelings and emotions during discussions and
conversations
 use the past tense correctly in varied contexts
 compose a series of journal entries
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Your target output for this lesson is a meaningful
journal entry and the criteria for assessment will be
Conventions, Capitalization and Punctuation,
Effectiveness and Organization, and Reflection and
Thoughts.
YOUR INITIAL TASKS
TASK 1: A Differently Beautiful World
 Listen to your teacher as she divides the class into small groups.
 You will be provided with a large sheet of flip chart paper and markers.
 Draw a large flower with a center and an equal number of petals to the
number of learners in your group.
 Through discussion with your group members, find your similarities and
differences.
 Fill in the center of the flower with something you all have in common.
 Write your unique qualities in the petal.
 Do not use physical attributes such as hair color, weight etc.
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TASK 2: An Emerging Change
 These events happened during the Period of Emergence. Study each

picture.
1 2
3 4
 Read the following statements and identify if they are true or false based
on the picture. Write FACT inside the box if you think the statement is
true or BLUFF if the statement is false.
1. The Spanish soldiers conquered the Philippines.

2. Many Filipinos suffered because of the soldiers who invaded our
country.
3. The English language was widely used in writing during this
period.
4. Writers are concerned with the social well-being of the Filipinos.
5. It was a very fruitful year because every Filipino became rich.
6. Movies became popular during this period.
335
 What can you say about the lives of the Filipinos during the Period of
Emergence?
 Do you think it was the right time to set aside differences? Why? Why
not?
TASK 3: KaleidosThoughts
 Listen as your teacher plays the song “Kaleidoscope World”.

 Before listening, you will be grouped accordingly based on the following
small group activities:
Group 1 The PREDICT Group: As you listen, imagine what is being

describe in the song and predict what happens.
Group 2 The ASK Group: As you listen, list down questions about
the ideas presented in the song.
Group 3 The GUESS Group: As you listen, list down unclear ideas
or vocabulary and guess what they mean.
Group 4 The RESPOND Group: As you listen, pay attention to the
singer. Respond to the ideas he presented by either agreeing or
disagreeing.
Group 5 The FOCUS Group: As you listen, list down key words that
may add value or meaning to the entire song.
Group 6 The REVIEW Group: As you listen, list down the big ideas
presented by the singer. Give your own meaning of these ideas.
 Present your outputs in the class.

Kaleidoscope World
Francis Magalona
So many faces, so many races

Different voices, different choices
Some are mad, while others laugh
Some live alone with no better half
Others grieve while others curse
And others mourn behind a big black hearse
Some are pure and some half-bred
Some are sober and some are wasted
Some are rich because of fate and
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Some are poor with no food on their plate
Some stand out while others blend
Some are fat and stout while some are thin
Some are friends and some are foes
Some have some while some have most
Every color and every hue

Is represented by me and you
Take a slide in the slope
Take a look in the kaleidoscope
Spinnin' round, make it twirl
In this kaleidoscope world
Some are great and some are few

Others lie while some tell the truth
Some say poems and some do sing
Others sing through their guitar strings
Some know it all while some act dumb
Let the bassline strum to the bang of the drum
Some can swim while some will sink
And some will find their minds and think
Others walk while others run
You can't talk peace and have a gun
Some are hurt and start to cry
Don't ask me how don't ask me why
Some are friends and some are foes
Some have some while some have most
Every color and every hue

Is represented by me and you
Take a slide in the slope
Take a look in the kaleidoscope
Spinnin' round, make it twirl
In this kaleidoscope world
kaleidoscope world
Kaleidoscope world…
In this kaleidoscope world...
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TASK 4: “I Think”
Use the chart to write a brief insight about the previous task.
“I Think”
Differences among people to me means…
Our differences should enable us to…
Considering our differences…
338
YOUR TEXT
TASK 5: Reading Adventure Time!
Task 5.1: Thinking Out Loud
Answer the question in each box below:
What characteristics of the

Filipinos do you know?
What other characteristics of

Filipinos do you want to
know?
What did you learn after reading the text?
Hint: Take note of your answers and be able to relate all of them to the
selection you are about to read. Enjoy reading!
339
Task 5.2: Anticipation-Reaction Guide
Accomplish the Story Anticipation-Reaction Guide below:
Before Reading
Read the statements in the table below and check the column that
corresponds to your response.
After Reading
Review your answer and write in the last column whether you are right or
wrong.
Were you
Disagree Agree Statement
right?
Filipinos are compared to a bamboo
tree.
There are a lot of trees presented in
the text.
The idea of the text is about
resiliency.
There are five characters in the story.
The story is an example of a fable.
Task 5.3: VocaBox
You will find five (5) boxes containing four (4) words. Copy the word which
does not belong in the group.
Box 1 Box 2 Box 3

A. robust A. bends A. benevolent
B. strong B. bows B. cruel
C. sturdy C. stands C. relentless
D. weak D. yields D. rude
Box 4 Box 5
A. cooperate A. bendable
B. embrace B. flexible
C. protest C. pliant
D. welcome D. stiff
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How does one’s uniqueness become a key to
understanding diversity?
Task 5.4: Title-Pair-Talk
Discuss the following questions with your seatmate:
1. What does “pliant” mean?

2. How does the bamboo show its pliancy?
3. Can a person be pliant too? How?
Task 5.5: Reflection Time
Read the following selection. Stop and answer the questions whenever you
see the “Reflection Time” questions. Share your answers with the class.
Pliant like the Bamboo

by I.V. Mallari
There is a story in Philippine folklore about a mango tree and a bamboo

tree. Not being able to agree as to which was stronger of the two, they called
upon the wind to make the decision.
The wind blew hardest. The mango tree stood fast. It would not yield. It
knew it was strong and sturdy. It would not sway. It was too proud. It was too
sure of itself. But finally its root gave way, and it tumbled down.
The bamboo tree was wiser. It knew it was not as robust as the mango
tree. And so every time the wind blew, it bent its head gracefully. It made loud
protestations, but let the wind have its way. When finally the wind got tired of
blowing, the bamboo tree still stood in all its beauty and grace.
If you will become one of the trees in the story, who will you
choose to be? Why?
The Filipino is like the bamboo tree. He knows that he is not strong
enough, to withstand the onslaught of superior forces. And so he yields. He
bends his head gracefully with many loud protestations.
341
And he has survived. The Spaniards came and dominated him for more
than three hundred years. And, when the Spaniards left, the Filipinos still
stood-only much richer in experience and culture.
The Americans took place of the Spaniards. They used more subtle
means of winning over the Filipinos to their mode of living and thinking. The
Filipinos embraced the American way of life more readily than the Spaniards
vague promises hereafter.
Then the Japanese came like a storm, like a plague of locusts, like a
pestilence—rude, relentless, cruel. The Filipino learned to bow his head low,
to “cooperate” with the Japanese in their “holy mission of establishing the Co-
Prosperity Sphere.” The Filipino had only hate and contempt for the
Japanese, but he learned to smile sweetly at them and to thanks them
graciously for their “benevolence and magnanimity.
And now that the Americans have come back and driven away the
Japanese, those Filipinos who profited most from cooperating with the
Japanese have been loudest in their protestations of innocence. Everything
is as if the Japanese had never been in the Philippines.
As a Filipino, will you consider yourself like the bamboo?

Why? Why not?
For the Filipino would welcome any kind of life that the gods would offer
him. That is why he is contented and happy and at peace. The sad plight of
other people of the world is not his. To him, as to that the ancient Oriental
poet, the past is already a dream, and tomorrow is a vision; but today, well-
lived, makes every yesterday a dream of happiness, and tomorrow is a vision
of hope.
This may give you the idea that the Filipino is a philosopher. Well he is.
He has not evolved a body of philosophical doctrines. Much less has he put
them down into a book, like Kant for example, or Santayana or Confucius.
But he does have a philosophical outlook on life.
He has a saying that life is like a wheel. Sometimes it is up, sometimes

it is down. The monsoon season comes, and he has to go undercover. But
then the sun comes out again. The flowers bloom, and the birds sing in the
trees. You cut off the branches of a tree, and, while the marks of the bolo are
still upon it, it begins to shoot forth-new branches—branches that are the
promise of new color, new fragrance, and new life.
342
Everywhere about him is a lesson in patience and forbearance that he
does not have to learn with difficulty. For the Filipino lives in a country on
which the gods lavished their gifts aplenty. He does not have to worry about
the morrow. Tomorrow will be only another day—no winter of discontent. Of
he loses his possessions, there is the land and there is the sea, with all the
riches that one can desire. There is plenty to spar—for friends, for neighbors
and for everyone else.
No wonder that the Filipino can afford to laugh. For the Filipino is
endowed with saving grace of humor. This humor is earthly as befits one who
has not indulged in deep contemplation. But it has enabled the Filipino to
shrug his shoulders in times of adversity and say to himself “Bahala na”.
The Filipino has often been accused of being indolent and of lacking
initiative. And he has answered back that no one can help being indolent and
lacking in initiative who lives under the torrid sun which saps vitality.
This seeming lack of vitality is, however, only one of his means of
survival. He does not allow the world to be too much with him. Like the
bamboo tree, he lets the winds of chance and circumstances blow all about
him; and he is unperturbed and serene.
Do you agree with the writer’s description of the Filipinos?

Why? Why not?
The Filipino, in fact, has a way of escaping from the rigorous problems
of life. Most of his art is escapist in nature. His forefathers wallowed in the
moro-moro, the awit, and the kurido. They loved to identify themselves as
gallant knights battling for the favors of fair ladies or the possession of
hollowed place. And now he himself loves to be lost in the throes and modern
romance and adventure.
His gallantry towards women—especially comely women—is a

manifestation of his romantic turn of mind. Consequently, in no other place
in Orient are women so respected, so adulated, and so pampered. For his
women have enabled the Filipinos to look upon the vicissitudes of fortune as
the bamboo tree regards the angry blasts of the blustering wind.
The Filipino is eminently suited to his romantic role. He is slender and

wiry. He is nimble and graceful in his movements, his voice is soft, and he
has the gift of language. In what other place in the world can find people who
can carry on a fluent conversation in at least three languages?
343
This gift is another means by which the Filipino as managed to survive.
There is no insurmountable barrier between him and any of the people who
have come to live with him—Spanish, American, and Japanese. The
foreigners do not have learn his language. He easily manages to master
theirs.
Verily, the Filipino is like the bamboo tree. In its grace, in its ability to
adjust itself to the peculiar and inexplicable whims of fate, the bamboo tree
is his expressive and symbolic national tree, it will have to be, not the molave
or the narra, but the bamboo.
What specific Filipino characteristic are you proud of? Why?

Share your answer with the class.
TASK 6: Locate, Reflect, Evaluate!
Write (T) if the statement is true or (F) if false. Write your answers on your
notebook.
_____ 1. The Filipinos cannot be compared to anything.

_____ 2. The Filipinos bend and sway just like the bamboo when there are
problems but still remain standing after.
_____ 3. The Filipinos are submissive but know when to act or fight.
_____ 4. They never learned to fight for their freedom.
_____ 5. They are dependent to other races.
_____ 6. The Filipinos were once ruled by foreign conquerors.
_____ 7. They are easily influenced by other people.
_____ 8. They are friendly and good communicators.
_____ 9. They can easily adjust to their community and environment.
_____ 10. The essay gave us an idea that the Filipino identity is the product
of the influences of other races.
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TASK 7: What Kind of Persons are Filipinos?
Infer what character traits of a Filipino is exemplified by each sentence

taken from the text. Choose your answer from the word pool.
proud flexible humble

friendly good communicators strong
Excerpts from the Text Character Trait

1. The mango tree stood fast. It would not
yield.
2. When finally the wind got tired of
blowing, the bamboo tree still stood in all
its beauty and grace.
3. For the Filipino will welcome any kind of
life that the gods offer him that is why he
is contented, happy and at peace.
4. His voice is soft and he has the gift of
languages.
5. The Filipino learned to bow his head low
to cooperate with the Japanese.
TASK 8: My Lucky Number (Process Questions)
 Pick a number from the teacher if you are called. After choosing a
number, get a question card grouped based on the number that you
picked. The following are the possible questions:
1. What dominant characteristics of the Filipinos are compared to those

of a bamboo?
2. Who lived with the Filipinos?
3. What change did they bring to the Filipinos’ life?
4. What did the Filipino do to face these changes?
5. What are the similarities between the Filipinos and the bamboo?
NOTE: After reading the text, go back to “Thinking Out Loud” in Task 5.1.
Write the things that you learned after reading the text.
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TASK 9: Extension Activity
Perform any of the following activities:
1. Draw/create a symbol of yourself using a wire. Then, explain why you

chose that symbol. Example: flower
2. Write a poem describing yourself using your name as an acronym. Be
ready to recite it.
3. Write a song or rap describing yourself. Present it to the class.
TASK 10: Tune In!
One way to know more ourselves and others is through dialogue. Read
the dialogue below. Look for turn taking cues and fill out the chart below.
Mark: Hi! My name is Mark. It’s a pleasure to meet you.

John: Hi Mark. It’s a pleasure to meet you too. (smiling)
Mark: (staring at John) Where are you from?
John: I am from Antipolo National High School. How about you?
Mark: I am also from Antipolo National High School.
John: Oh, What a small world! We meet here.
Mark: It’s true. (head nods) Anyway, do you know Don Juan Sumulong?
John: Yes, but only few things about him.
Mark: Can you help me answer some questions about him?
John: Sure.
Mark: Is Don Juan Sumulong a native of Antipolo City or not?
John: He is a native of Antipolo.
Mark: What are his contributions to the people of Antipolo or even to all
Filipinos?
John: He was known to be the pioneer of opposition. One of those he
opposed is the free entry of American products. He brought
Antipolo to where it is by not letting it become a part of Metro
Manila since he had been a senator and law-maker in his time.
Mark: (nodding his head) He is a great person.
John: I agree. (head nods) It was kind of him to do those things. It is but
just proper for us Antipoleños to give him honor every 27 th day of
December as Juan Sumulong Day.
Mark: That is right. Thank you so much. You are really a big help.
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John: You are welcome. It’s an honor to help you.
(A new visitor is coming.) Can you excuse me for a while?
Mark: Oh! Sure. Go ahead.
Cue Chart
Non-verbal (gestures/ bodily
Verbal
movements)
 Complete each of the following sentences by supplying the correct word.

Choose from the word pool below.
welcomed used learned

came worked knew
1. They _________ different ways to achieve freedom.

2. The Filipino _________ how to be brave to fight for freedom.
3. They _________ the foreign people with a warm smile.
4. The Japanese _________ to our country.
5. The Filipinos _________ hard to survive.
 Work with a partner and answer the following questions:
1. What form of the verb is used?

2. When did the actions happen?
3. What tense if the verb is used?
 Study the following notes on simple past form of the verb.
347
Simple Past Form of the Verb
We use the Simple Past Tense to talk about actions that happened at
a specific time in the past. There can be few actions happening one after
another.
These can be in terms of:

 events in the past that are now finished
 situation in the past
 a series of actions in the past
Use 1: Past actions that are now finished
The first use of the past simple is to express actions that happened at a
specific time in the past.
1. The Filipinos survived difficulties in the past.

2. The Filipinos worked for the last century.
3. My classmate studied about the culture of the Filipinos.
4.
Use 2: Situation in the past
Another use of this tense is to talk about situations in the past.

I lived in Cebu for 10 years (I don't live there anymore).
Use 3: A series of actions in the past
The past simple can also be used with a few actions in the past happening
one after another.
The Filipinos fought for their freedom, built their country, and stood on their
own.
Reference: Glencoe. (2000). Grammar and Composition Handbook, High School 1.

Ohio, USA: Glencoe/MCGraw-Hill
348
Task 11.1: Grammar Exercises
A. Scan the text once again and locate all the verbs used by the author.
Complete the chart below by indicating the present and past form of the
verb.
Present form Past form
Pick out at least five verbs in the past form and use each in your own
sentence.
Verb Sentence
B. Give the past form of the verb in the parenthesis. Write your answer on
your notebook.
1. Last year I (go) to Davao on a holiday.

2. It (be) fantastic.
3. I (visit) lots of interesting places. I (be) with my
two friends.
4. In the morning, we (walk) in the streets of Vigan.
5. In the evening, we (go) to pubs.
6. The weather (be) strangely fine.
7. It (do) not rain a lot.
8. But we (see) some beautiful rainbows.
9. Where (do) you spend your last holiday?
10. They (choose) to stay at the hotel last summer.
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C. Complete the following sentences using “was” or “were”.
1. The teacher nice.

2. The students very clever.
3. However, one student in trouble.
4. We sorry for him.
5. He nice though.
D. Change the verbs used in the sentences into the simple past form.
1. We move to a new house. → ________________________

2. They bring a cup of coffee. → ________________________
3. He doesn't do the homework. → ________________________
4. They sell cars. → ________________________
5. Does he visit his friends? → ________________________
6. The girls visit their friends. → ________________________
E. Write sentences in the simple past. Use the given words as your guide.
1. Janet / miss / the bus. → ________________________

2. She / tidy / her room. → ________________________
3. Nancy / watch / television. → ________________________
4. She / read / a book. → ________________________
5. He / know / the plan. → ________________________
6. The teachers / plan / a meeting. → ________________________
F. A Trip to the Past
Imagine that you would ride a time machine to go back to one of the
moments when you saw a person helping another. Recall what happened
and write your short narration in the box similar to the one shown.
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TASK 12: ATM (Across Teacher’s Mind)
Read the article below entitled “#3-in-1” about a teacher who has been
dealing with diverse students inside the classroom. Do the tasks that follow:
#3-in-1
by Sheryl Santos-Gatlabayan
Antipolo National High School
As a teacher, I have always tried to teach minds, touch hearts, and

transform lives. And as the cliché goes: it’s easier said than done, especially
in teaching a highly diverse class who are too different from one another in a
lot of aspects. A heterogeneous class is like a 3-in-1 coffee, with low,
average, and good students. When they are all together much effort, time,
and compassion are needed.
A lot of my colleagues will surely agree that it is such a herculean task

to handle a class with mixed ability, different family backgrounds,
experiences, and interests. This kind of class requires balance in attention,
in teaching strategies and approaches to provide effective learning for all. For
instance, in accomplishing activities, the fast learners may find them too easy
and get bored waiting for others to finish, while the struggling ones find them
too difficult and need some warming-up to start. Indeed, time and pacing are
the usual problems that every teacher encounters. Thus, group activities, like
role play and buzz session must be practiced to develop peer teaching and
collaboration among the learners.
Although taxing and sometimes frustrating, there are still some

advantages in combining different kinds of students. Listening and spending
time together in one class may increase awareness on each other’s needs,
and facilitate camaraderie by reaching out to those who are left behind. Also,
respect and acceptance of their individual differences can be established
among learners. Therefore, improving not only one’s intellect but also the
student’s values formation.
In the end, some students seem don’t really care how much they have
learned from me, but it’s more of how I made them feel. So it is my constant
endeavor to stay grounded and keep in my heart my mission as a teacher. It
will take years or even decades to fulfill it, but I will patiently wait because I
know the rewards will be priceless and lasting.
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TASK 13: Unity in Diversity
Scan the text #3-in-1 once again and create a mind map as to how the
teacher described diversity in her classroom.
TASK 14: Points of View
 Form five groups and do the following tasks:
Group 1 Place yourself on the shoe of the teacher. Create strategies on

how you will address diversity in the classroom.
Group 2 Place yourself on the shoe of the school principal. Create
strategies on how you will address diversity in the classroom.
Group 3 Place yourself in the shoe of a parent. How will you help the
teacher address diversity in the classroom?
Group 4 Place yourself in the shoe of a textbook writer. How will you help
the teacher address diversity in the classroom?
Group 5 Remain as students. How will you help your teacher address
diversity in the classroom?
TASK 15: Diversity Issues
My peers are asking me to join their performing

arts club. I am not into performing arts, what should I
do?
______________________________________________________________
______________________________________________________________
______________________________________________________________
I tend to learn at a much slower pace, what

should I tell to my teacher?
______________________________________________________________
______________________________________________________________
______________________________________________________________
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I have a talent in singing. What should I do if I
am asked to lead a group with the same talent?
______________________________________________________________
______________________________________________________________
______________________________________________________________
YOUR FINAL TASK
You have been informed that the final task for this
lesson is meaningful journal entries. Create a journal and
write meaningful entries. Read the guideposts provided in
writing your journal entries.
TASK 16: A Celebrity with a Helping Heart
 Do the following task:
A Celebrity with a Helping Heart
Your goal is to write journal entries about your good

Goal experiences while living with other people. These entries will be
published in a famous magazine.
You are a celebrity travelling to other places to experience the
Role
lifestyles of other people from other places.
Your audience are the magazine readers who may become
Audience interested in learning more about the culture of the people and
the places that you visited.
You are a famous celebrity who goes around the Philippines to
Situation
live with other people and learn about their culture.
You will write these experiences in a form of a journal with a
Product
minimum of three (3) entries and a maximum of five (5) entries.
Your journal will be evaluated based on the following criteria:
Standards conventions of journal writing, capitalization & punctuation,
effective written communication, and reflection & thoughts.
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 Be reminded that you need to use simple past tense in writing your journal
entries.
 Use the following guideposts in writing your journal entries.
Guideposts in Writing Journal Entries
Before Writing:
 Recall at least three situations when you lived with other people.
 List down everything that you can recall about those situations.
Include also the different things that you learned from living with them
(ex: culture, traditions)
 Organize your ideas into a meaningful manner. You should have at
least three (3) situations needed in the journal writing.
During Writing:
 Write your journal entries based on your organization of ideas in the
previous step. As stated earlier, you should have at least three (3)
situations which will make three (3) journal entries.
 Be reminded that you need to use simple past tense in your
sentences.
 Organize your ideas in a logical manner.
After Writing:
 Read your journal entries. Ensure that there are no errors in
mechanics (spelling and grammar).
 Make sure also that your journal entries are clearly presented.

Rubrics for Journal Writing
4 3 2 1
Conventions of Writer Writer does
Journal Writing Writer follows Writer follows
follows not follow
(Includes date, the most of the
some of the any
reference to text conventions conventions
conventions conventions
or data, and
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personal
thoughts and
opinion)
Writer makes Writer makes 1- Writer Writer
Capitalization no mistakes. 2 mistakes. makes 3-4 makes
and Punctuation mistakes. more than 4
mistakes.
Writer Writer Writer Writer did
communicate communicates communicat not use any
s thoughts in thoughts in an es in a organizatio
a clear and understandable somewhat n in
Effective Written
organized manner, but organized communicat
Communication
manner. organization manner, but ing ideas
could have ideas were
been better. not very
clear.
Writer Writer Writer Writer
demonstrates demonstrates demonstrat demonstrat
Reflection and deep some es minimal es no
Thoughts understanding understanding understandi understandi
of the topic. of the topic. ng of the ng of the
topic. topic.
Source: http://eettphillips.pbworks.com/w/page/30507983/Journal%20Writing%20Rubric
MY TREASURE
My journey through this lesson enabled me to learn…

______________________________________________________________
______________________________________________________________
______________________________________________________________
It made me realize that…

___________________________________________
___________________________________________
___________________________________________
___________________________________________
I, therefore, commit to…

______________________________________________________________
______________________________________________________________
______________________________________________________________
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MODULE 3
Lesson 2
______________________________________________________________
SETTING ASIDE DIFFERENCES
YOUR JOURNEY
Differences among people cannot be avoided. You will encounter

different people with different culture wherever you go. It is up to you now how
you handle these differences. Will it be a hindrance for you to understand
others better? Or are you ready to set aside differences to become a better
person? The answer lies in your hands.
This lesson will help you answer an important question about life, “How
does setting aside differences help you live in a harmonious community?” As
you answer this question, you will improve your skills in listening, speaking,
viewing, writing, and reading through literature set during the Period of
Emergence.
YOUR OBJECTIVES
While on your journey in this lesson, you are expected to:
 use schema to better understand the text

 infer thoughts and feelings expressed in the text listened to
 express ideas and opinions based on text listened to
 identify collocations used in a selection
 identify the features of narrative texts
 explain how the features of narrative texts contribute to the theme
 link sentences using logical connectors that signal chronological and
logical sequence
 Write a simple narrative text
Be reminded that your expected output at the end of

the lesson is a simple narrative text about setting aside
differences. The simple narrative text will be evaluated
based on the following criteria: Structure, Audience,
Cohesion, Choice of Words, and Ideas.
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YOUR INITIAL TASKS
TASK 1: Deliciously Different
 Group the following foods according to their origin. Use the three major
islands of the Philippines as your guide.
 Write your answers in the boxes below the pool of words.
dried mangoes lechon mangosteen

buko pie strawberries yema cake
la paz batchoy chicken inasal tuna
durian marang bagnet
cassava cake kinilaw durian tart
Luzon Visayas Mindanao
 Listen to your teacher as she unveils the answers. Find out all the words
that you got correctly. Now that you are aware of the famous foods in the
Philippines, you are now ready to proceed to the next task.
TASK 2: A Sauce for a Cause
 Listen to your teacher as she/he reads a short article about the different
sauces in the Philippines.
 List down all the sauces mentioned in the article. Write your answers in
the first column.
 Imagine that you will bring these sauces to your place. What food do you
think will be the perfect match for the sauce? Write your answer in the
second column.
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Sauce Filipino Food

TASK 3: Bottled-up and Ready to Go
 Work with a partner. Accomplish the Bottled-up Organizer with words

related to the things that you want to learn in this lesson.
Bottled-up
Organizer

 Always recall the words that you wrote in the bottle as you learn the
lessons and do the tasks.
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YOUR TEXT
TASK 4: A Condiment for All Seasons
 Work with a partner. List down all the foods that will taste delicious when
you use patis as a condiment.
Food
1.
2.
3.
4.
PATIS 5.
6.
7.
8.
9.
TASK 5: You’re Not Eating Your Words
 Study the sentences related to the selection that you are about to read.
Complete the following sentences by choosing the most appropriate
word.
1. Filipinos decide to ________ abroad to experience different foods.

A. arise B. come C. go
2. It is difficult to ________ a choice about the food that they will eat.
A. create B. do C. make
3. Sometimes, they like to eat ________- done steaks from restaurants.

A. fine B. sound C. well
4. In the end, they will ________ a decision to eat in a Filipino-themed

restaurant.
A. do B. make C. vary
5. They keep on ________ for a restaurant to satisfy their hunger.

A. finding B. looking C. seeing
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6. Finally, they arrived at a restaurant ________ -stocked with a lot of patis,
daing, and all their favorite Filipino food.
A. fit B. healthy C. well
TASK 6: Different but Delicious
 Read “Where’s the Patis?” by Carmen Guerrero-Nakpil.

 As you read the selection, stop on the “Wait!” part and answer the
question/s.
Where’s the Patis?

by Carmen Guerrero-Nakpil
Travel has become the great Filipino dream. In the same way that
an American dreams of becoming a millionaire or an English boy dreams
of going to one of the great universities, the Filipino dreams of going
abroad. His most constant vision is that of himself as a tourist.
To visit Hong Kong, Tokyo, and other cities of Asia, per chance, to
catch a glimpse of Rome, Paris, or London and to go to America (even if
only for a week in a fly-specked motel in California) in the sum of all
delights.
Yet having left the Manila International Airport in a pink cloud of

despedidas and sampaguita garlands and pabilin, the dream turns into
nightmare very quickly. But why? Because the first bastion of the Filipino
spirit was the palate. And in all the palaces and fleshpots and skyscrapers
of that magic world called "abroad" there is no patis to have.
If you will be given a chance to travel to another country, where

will you go? Why?
Consider the Pinoy abroad, he has discarded barong tagalog or

"polo" for a sleek, dark western suit. He takes to the habiliments from
Hong Kong Brooks Brothers or Savile Row with the greatest of ease. He
has also shed the casual informality of manner that is characteristically
Filipino. He gives himself the airs of cosmopolite to the credit-card born.
He is extravagantly courteous (especially in a borrowed language) and
has taken to hand- kissing and too plenty of American "D'you mind?" 's.
He hardly misses the heat, the native accent of Tagalog or llonggo or
the company of his brown-skinned cheerful compatriots. He takes, like a
duck to water, to the skyscrapers, the temperate climate, the strange
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landscape and the fabled refinement of another world. How nice, after all,
to be away from old RP for a change!
What specific Filipino trait are you proud of? Why?
But as he sits down to meal, no matter how sumptuous, his heart sinks.
His stomach juices, he discovers, are much less cosmopolitan than the rest
of him. They are much less adaptable that his sartorial or social habits. They
have remained in that dear barrio in Bulacan or in that little town in
llocos and nothing that is set on the table before him can summon
them to London or Paris.
There he is in the most expensive restaurant in Europe, surrounded by

beautiful women and impeccably dressed men bending over their rich
meal. Waiters in black ties and tails stand at his elbow ready to cater to his
smallest wish. An array of glass, silver, china, and artistic blooms is set
before him. An elegant wagon of hors d'oeuvres approaches: pink salmon
from Scotland, golden English herring, sensuous anchovies from France,
green salad from a Belgian farm, mounds of Italian pasta, Russian caviar
on ice, melon halves, stuffed eggs, shrimp smothered in piquant red sauce.
Among the foods mentioned, which do you think is the most

delicious? Why?
At that precise moment the Pinoy is overcome with a yearning for a

mound of white rice, a bowl of sinigang and a little saucer of patis. What
would happen, he asked himself, if I shouted for sinigang na bangus? The
thought that perishes as he catches sight of the world-weary hauteur on the
face of the waiter. With a sigh, he applies himself to the foreign delicacies.
The herring, after a few mouthfuls tastes almost like tinapa. The shrimp would
be excellent if he had some white sukang lloko to soak it in but the melon is
never half as good as the ones his wife buys from her suki in San Andres.
Now he must make another choice. The waiter, with an air of prime
minister approaching a concordant murmurs, something about choosing a
soup. The menu is in French and to be safe, our hero asks the waiter to
recommend the specialty of the house. A clear consomme! When it comes,
the Pinoy discovers that it is merely the kind of soup Filipinos sip when they
are convalescing from "tifus" or "trancazo". Tomato soup is almost an emetic.
Onion soup with bits of bread and cheese is too odd for words but palatable.
If he is lucky, the waiter brings bouillabaisse with a flourish. A French classic?
Nonsense. We Filipinos invented it. It is sinigang, he tells the astonished
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waiter, only not quite as good as we do it at home. And where, for heaven's
sake is the patis?
Do you think the person in the selection enjoys eating food from
other countries? Why do you think so?
The entree or the main course is quite another problem. Poulet is

chicken. Fillet de sole is fish, though recognizable neither as apahap nor
lapu-lapu. Tournedos is meat done in a barbarian way, thick and barely
cooked with red juices still oozing out. The safest choice is steak. If the
Pinoy can get it, well done enough and sliced thinly enough, it might remind
him of tapa.
If the waiter only knew enough about Philippine cuisine, he might

suggest venison which is really something like tapang usa, or escargots
which the unstylish poor on Philippine beaches know as snails. Or even
frogs’ legs which are a Pampango delight.
But this is the crux of the problem-where is the rice? A silver tray offers
varieties of bread: slices of crusty French bread, soft yellow rolls, rye bread,
crescents studded with sesame seeds. There are also potatoes in every
conceivable manner, fried, mashed, boiled, buttered. But no rice.
Why do you think Filipinos love to eat rice?

Do you think other countries like rice too? Why? Why not?
The Pinoys learn that rice is considered a vegetable in Europe and

America. The staff of life a vegetable!
And when it comes- a special order which takes at least half an hour-
the grains are large, oval, and foreign-looking and what's more, yellow with
butter. And oh horrors! - One must shove it with pork or piled it with one's
knife on the back of another fork.
After a few days of these debacles, the Pinoy, sick with longing,
decides to comb the strange city for a Chinese Restaurant, the closest
thing to the beloved, gastronomic country. There in the company of other
Asian exiles, he will put his nose finally in a bowl of rice and find it more
fragrant than an English rose garden, more exciting than a castle on the
Rhine and more delicious than pink champagne.
To go with rice, there is siopao (not so rich as at Salazar) pansit guisado
reeking with garlic (but never so good as any that can be bought in the
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sidewalks of Quiapo) fried lumpia with the incorrect sauce, and even mami
(but nothing like the downtown wanton)
Better than a Chinese restaurant is the kitchen of a kababayan. When in

a foreign city, a Pinoy searches every busy sidewalks, theater, restaurant
for the well-remembered golden features of a fellow-Pinoy. But make no
mistake. It is only because he is in desperate need of Filipino meal and, like
a homing pigeon, he follows his nose to a Filipino kitchen that is well stocked
with bagoong, patis, garlic, balat ng lumpia, gabi leaves and misua.
When the Pinoy finally finds such a treasure-house, he will have every
meal with his kababayan. Forgotten are the bistros and the smart
restaurant. The back of his hand to the Four Seasons and the Tour d'
Argent. Ah, the regular orgies of cooking and eating that ensue. He may
never have known his host before. In Manila, if he saw him again, they
would hardly exchange two words. But here in this odd, barbarian land
where people eat inedible things and have never heard of patis, they are
brothers forever.
The Filipino may denationalize himself but not his stomach. He may
travel over the seven seas and the five continents and the two hemispheres
and lose the savor of home and forget his identity and believe himself a
citizen of the world. But he remains-the gastronomically, at least-always a
Filipino. For, if in no other way, the Filipino loves his country with his
stomach.
Question Cards (Process Questions):
 Prepare 1/8 sheet of paper. Write your name on it. Wait for the teacher to
collect them.
 Listen to the teacher as she/he calls a student by picking from the 1/8
sheet of paper.
 If you are called, get a card from your teacher and answer the question
written on it. The following are the possible questions:
What are some of the Why do you think the

Which countries did the
international foods person in the selection
person in the selection
mentioned in the story? misses things from the
visit?
Where did they Philippines?
originate?
Why do you think “the Where would you like Do you think food can
Pinoy” in the selection to dine, in an expensive be a way to settle
will choose to eat with international restaurant differences among
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his kababayan rather or in a Filipino people? Why? Why
than in an expensive restaurant? not?
restaurant?
TASK 7: Listen Up! I Have a Story to Tell!

 Study the following notes on narrative writing.
 Perform the tasks assigned to your group. Use the notes as your guide
when you do your assigned task.
Elements of a Narrative Text
In a narrative text, the writer tells a story. There are two kinds of narrative
texts:
1. Fictional Narrative – It is a narrative taken from the author’s

imagination.
2. Nonfiction Narrative – It is about events that actually happened
like history or a person’s life.
There are elements to remember in a narrative text.
1. Setting – Writers show the time, place, and culture used in writing
the article.
2. Character – These are the people or any animated objects in the
narrative which add life to it.
3. Mood – Writers use words to develop the atmosphere of the
narrative.
4. Theme – Writers tell us insights about life through their narrative.
5. Time Order – Writers organize their narratives according to time to

make it understandable for the readers.

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Group 1 Setting the Table
 Work with your group. Go over the selection and list down all the
countries visited by the person in the selection.
 Accomplish the table by listing down the food on the first column. Write
the country from where it came from in the second column. In the last
column, write a Filipino counterpart of the food that you listed.
Food in the Filipino Food

Country
Selection Counterpart
Group 2 Let’s Do Eat!
 Discuss “the Pinoy” in the selection and the foods that he likes to eat.
 List down also the reason why he likes the foods that you listed.
 Organize your answers through the Food Balancer Chart.
“Pinoy’s” Favorite Food Reasons Why He Likes It
 Accomplish the chart. Share your answers with the class.
Group 3 In the Mood for Food
 Discuss the mood of the selection.

 Pick out words or events in the story that will support your answer.
 Organize your answer through this chart.
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MOOD
1.
2.
Supporting words or events 3.
4.
5.
Group 4 Condiments for Everyone
 Study the following review notes on theme:
Theme - It shows the story’s message about life. We can get the
theme of the story by analyzing the characters, setting, conflict, and
plot of the story.
REFERENCE: Hovland, L. et. al. (1997). Elements of Literature Introductory

Course.
 Identify the main theme of the selection.

 Support your answer by picking out the events in the story.
 Relate also the patis to people who are ready to set differences aside.
Group 5 In-Line for Food
 Pick out ten (10) important events from the selection. Arrange them in
order.
 Write your answers on the table below.
Important Events in the Story

1.
2.
3.
4.
5.
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6.
7.
8.
9.
10.
A. Gastronomical Language
 Read the following recipe. There is something wrong with it.

 Work with a partner. Find out these mistakes and correct them.
 Clue: You need to change the location of the italicized words for you to
correct the paragraph.
A Recipe for Better Living
Then, know yourself better. Lastly, develop a deeper relationship with

your family. First, reach out to your friends and be happy with them. After
that, try to help other people whom you do not know without expecting
something in return. Next, live a happy and contented life with the people
who matter to you the most.
 Use the following questions as your guide:
1. What are the mistakes that you found in the recipe?

2. How were you able to correct the recipe?
 Logical connectors are used to link two or more ideas related with one
another.
 Some examples of these connectors are:
1. Chronological – first, then, after that, next, lastly

ex: First, I want to call the members. Then, I will assign their seats.
After that, I will call the meeting to order. Next, I will discuss the
agenda of the meeting. Finally, I will dismiss them.
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2. Additional Information – in addition/to, as well as, the same with
ex: In addition to patis, Filipinos like to use soy sauce.
Families as well as friends like to use patis in different dishes.
3. Beginning – first of all, primarily, in the beginning, to start with

ex: First of all, the food is really delicious.
Primarily, they are costly since they came from another country.
4. Summation/Closure – finally, eventually, to top it all, in conclusion,

in the end
ex: Finally, the food was delivered to our house.
In conclusion, the food in the party was great.
REFERENCE: _______ (2013). Supplemental Lessons English Grade 7 pp 3-4

Retrieved from http://www.rexinteractive.com/UserFiles/IM/Pointers-English-
2/Supplemental%20English%20High%20School%20Grade%207%202nd%20Q%202.pdf
B. Language Feast
 Complete the following paragraph by adding the proper logical

connectors.
The Patis and I
We can compare people with patis. __________, (1) the patis is the ideal
condiment for many food. It goes well with pork, chicken, beef, and even
vegetables. __________, (2) the patis is widely used all around the
Philippines and even in some countries.
Humans should be like the patis. It tastes delicious in any food. Like it,
we should be able to blend on any kinds of situation __________ (3) people.
The patis can also make many foods tastier. We need to be like it so that we
can build “delicious” relationship with other people __________ (4) the whole
community.
__________ (5) the patis should be our inspiration to become a better

person who can live with others harmoniously.
C. My Recipe for a Perfect Difference
 Imagine that you have a friend from another region in our country. Your
friend just transferred to another place. S/He said that s/he finds it difficult
to live there. Give him/her an advice about what s/he should do in such
368
situation. Remind him/her also that the key to a harmonious life with
others is by setting aside differences.
 Write your advice in a recipe paragraph form. Do not forget to use logical
connectors.
At this stage, you should have been able to set aside differences as
illustrated in the essay by the “patis”. You are now well-equipped to show your
understanding which will be demonstrated through performing real-life tasks.
TASK 9: Tastefully Different
 Form five (5) groups, and work on your assigned task.

 Be ready to present your output.
Group 1 Showdown of Differences
 Imagine that you are advertisers. You are tasked to create a poster
advertising a certain popular food from your place.
 Include the picture and the name of the food in your poster. Write also
the unique features of your food which can be enjoyed by other people of
any age, social status, and different culture.
 Prepare the poster. Be ready to present your output and explain it in front
of the class.
Group 2 Nutritionally Different
 Imagine that you are advocates of good nutrition. You are tasked to
create a slogan indicating the different food from your place and their
nutritional value.
 Write the benefits that others may get in eating the food in your place.
 Be ready to share your slogan with the class.
Group 3 A Jingle for Food
 Imagine that your group is tasked by a company to write a “catchy” jingle

about the famous food in your place.
 Include how other people from other place may enjoy your famous food.
Include also the different unique characteristics of the food that you eat.
 Rehearse with your group.
 Be ready to present your output in front of the class.
369
Group 4 Recipe of Love
 Imagine that you are travel officers of your municipality. You are tasked
to create a brochure of recipes of the famous food in your place.
 Be reminded that you need to write these recipes in paragraph form.
 Include pictures that will entice other people to go to your place.
 Be ready to explain your brochure in front of the class.
Group 5 Food for Thought
 Imagine that you are advertisers. You are tasked to create a TV

commercial featuring a famous food in your place. As you do the
commercial, you need to include its unique features.
 Emphasize in your commercial that other people from other places will
surely enjoy your food.
 Practice your commercial with your group.
 Be ready to present it in front of the class.

communication skills can help you in setting aside differences as you enjoy the
food from other places. Are you ready for the next challenge? Prepare! For this
is your challenge!
YOUR FINAL TASK
You were informed that your final task is a simple

narrative text. It will be graded according to Structure,
Audience, Cohesion, Choice of Words, and Ideas.
TASK 10: A Unique Taste with the Same Flavor
 Form five (5) groups, and do the following task.
How to Have a Unique Taste with the Same Flavor
Your goal is to write a narrative text in the magazine “My Daily

Goal Dish”. It is a magazine featuring different kinds of foods from
around the Philippines.
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You are magazine writers who are assigned to write an article
Role (narrative text) about your experience while you eat the most
famous food in your place.
Your target audience are the readers of the magazine coming
Audience from different places. You need to entice their interest to come
to your place and eat your famous food.
The magazine company wants your group to write an article
Situation about famous food in your place. You need to emphasize the
unique features that make your food special.
You need to write a narrative text which includes the reasons
Product why you like the food, your experience while eating it, and
your recommendation if others can enjoy it, too.
You will be evaluated based on the following criteria: structure,
Standards
cohesion, audience, choice of words, and ideas.
 Be reminded that you are required to use logical connectors in writing the
narrative.
 As you write your narrative, you need to follow these guideposts:
Guideposts in Writing a Narrative Text
A narrative text tells us a good story of our experience may it be

real or just based on our imagination. For this task, you will be using
your real life experiences.
A narrative text has three parts: introduction, body, and

conclusion.
In writing the introduction, you should remember…
 Start your paragraph with a statement that will “hook” the interest
of your readers.
 Include a sentence which will signal the beginning of your
narrative.
In writing the body, you should remember…
 Establish clearly the main idea of your paragraph.

 Follow up your ideas with information supporting your main idea.
 Arrange your ideas in a logical manner.
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 Let your readers see what you are talking about by using words
that will give clear description.
In writing the conclusion, you should remember…
 End your narrative with a concept that the readers will

remember.
 Include the moral that the narrative will give to the readers.
 If including the moral is not possible, summarize your narrative.

Rubrics for Writing a Narrative Text
4 3 2 1
The The narrative The narrative No structure
narrative has a clear has an was
has structure but unclear observed in
Structure precise with a few structure with the
and clear misplaced a lot of narrative.
structure. ideas. misplaced
ideas.
The ideas Most of the Only a few Links to the
in the ideas in the ideas are ideas are
narrative narrative are linked not clearly
Cohesion are clearly linked properly. properly in established.
linked to the narrative.
one
another.
The The readers The readers The readers
readers can relate to can relate to cannot
Audience can relate most of the a few of the relate to the
to the ideas in the ideas in the narrative at
narrative. narrative. narrative. all.
The words Most of the Only a few Most of the
used are words used are words used words used
Choice of
all appropriate to are are not
Words
appropriate the task. appropriate to appropriate
to the task. the task. to the task.
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The The readers The readers Most of the
readers have to reread have to ideas are
can easily some of the reread the confusing
Ideas understand sentences to whole leading to
the ideas understand the narrative to misinter-
from the ideas in the understand pretation.
text. narrative. the ideas.
MY TREASURE
This, I Will Remember!
 Remember how well you performed in this lesson. What parts of the
lesson did you enjoy the most?
 What part of the lesson did you find difficult?
 What will you do to improve on it?
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MODULE 3
Lesson 3
______________________________________________________________
EMBRACING DIVERSITY
YOUR JOURNEY
You are a part of a diverse and ever-changing society. For you to live in
harmony with others, you must learn to accept our differences, and use them
to create a more productive community. In order to achieve that, you need to
learn how to embrace our differences. It is about trying to understand each
other, and not letting differences serve as a hindrance. It is about developing a
well-rounded community in a diverse society.
This lesson will help you understand better how to embrace diversity
while developing your listening, speaking, reading, writing, viewing, language
and literary skills. These skills will be demonstrated through a written
informative speech about embracing diversity.
YOUR OBJECTIVES
 identify the key message showed in the pictures viewed

 share prior knowledge about the topic through an organizer
 sequence events by listening to the text
 use clues in sentences to group the difficult words according to their
classifications
 use literature as a tool to understand other people better
 explain how the elements of a short story contribute to the theme of the
story
 follow steps in a process
 use the past perfect tense correctly in different situations
 compose an anecdote based on a significant personal experience
 express ideas and opinions
 write an informative speech
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Be reminded that your expected output at the end of
the lesson is a written speech about accepting differences
among people. The written informative speech will be
evaluated based on the following criteria: Content,
Relevance to the Theme, Use of Proper Language,
Readability, and Organization.
YOUR INITIAL TASKS
TASK 1: Picture Me a Word
 Look at the given set of pictures carefully. Give the word that will best
describe the set by choosing from the boxed letters.
 Write your answer on the blank boxes.
Challenge Questions:
 Supply the word that you formed, and answer the following questions:
1. What makes people ____________ from one another?

2. How will it affect us?
 Share your insights with the class.
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TASK 2: Mayhem of Events
 Work with a partner. Listen to your teacher as she reads a set of events
about differences.
 Listen only to your teacher while she reads it for the first time. When your
teacher reads it for the second time, take note of the key words and key
events that will help you arrange the words in order.
 Arrange the events read by your teacher using the following table:
Event Number Key Words and Key Events

1
2
3
4
5
 Share your answers with the whole class.
TASK 3: See-Saw Brainstorming
 Work with your seatmate. Assign each word for you and your partner.
 Accomplish the See-Saw Brainstorming Chart by writing down words
which come to your mind related to your assigned word.
 Write as many related words as you can.
 Exchange assignment of words this time, and do the same procedure.

 Find out if your classmates have the same idea as you do.
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TASK 4: Target Chart
 Write all the lessons that you want to learn and skills that you want to
improve as you go through this lesson. Write your answers on the Target
Chart provided.
TARGET CHART
 Be reminded of your targets as you do the activities and tasks in this

lesson.
YOUR TEXT
TASK 5: A Picture’s Worth a Thousand Words
 Work with a pair and explore the pictures below.
A B
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 List down all the words that you can form by just looking at the pictures.
 Share your answers with your partner after three minutes.
1. What answers do you have in common with your classmates?

2. What do the pictures tell you?
TASK 6: To Where I Belong
 Study the following sentences. Group the underlined words according to

their classification.
 Use the sentences as your clue in finding out where the underlined words
belong. Write your answers on the table provided:
 His penmanship is legible because the teacher understood

clearly what he had written.
 The boy sprawled on the floor because his father did not buy a
new toy.
 The house was dank because it never stopped raining since
yesterday.
 The stark truth about his condition is very obvious.
 Mang Jose is so usurious because he likes to lend money for a
bigger payment.
 Even though he was puny in size, he has a very big heart.
 Julio was ashamed so he concealed himself.
 Fidela fumbled carelessly on her bag looking for her
handkerchief.
Describing Word Action Word
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TASK 7: A Story from the Heart
 Read “The Happiest Boy in the World” by N.V.M. Gonzalez.

 Stop at the “#Feels” part. Answer the question by completing the
emoticon and writing its corresponding emotion/s.
The Happiest Boy in the World

by N.V.M. Gonzalez
One warm July night, Julio was writing a letter to - of all people - his
landlord, Ka Ponso. It was about his son Jose who wanted to go to school in
Mansalay, the town where Ka Ponso lived.
They had moved here to the island of Mindoro about a year ago because
Julio had been unable to find any land of his own to farm. As it was, he
thought himself lucky when Ka Ponso agreed to take him on as a tenant.
“Dear Compadre,” he started writing. A while before, his wife had given
birth to a baby. Ka Ponso had happened to be in the neighborhood and
offered to be the baby’s godfather. After that they had begun to call each
other compadre. Julio was writing in Tagalog, bending earnestly over a piece
of paper torn out of his son’s school notebook.
It was many months since he had had a writing implement in his hand.
That was when he had gone to the municipal office in Mansalay to file a
homestead application. Then he had used a pen and, to his surprise, had
been able to fill in the blank form neatly. Nothing had come of the application,
although Ka Ponso had assured him he had looked into the matter and talked
with the officials concerned. Now, using a pencil instead of a pen, Julio was
sure he could make his letter legible enough for Ka Ponso.
“It’s about my boy Jose,” he wrote. “He’s in the sixth grade now.” He
didn’t add that Jose had had to miss a year of school since coming here to
Mindoro. “Since he’s quite a poor hand at looking after your carabaos, I
thought it would be best that he go to school in the town.”
How does Julio feel while

he writes the letter?
He leaned back against the wall. He was sitting on the floor writing one
end of the long wooden bench that was the sole piece of furniture in their
one-room house. The bench was in one corner, across from it stood the
379
stove. To his right, his wife and the baby girl lay under a hemp of mosquito
net. Jose too was here, sprawled beside a sack of un-husked rice by the
doorway. He had been out all afternoon looking for one of Ka Ponso’s
carabao that had strayed away to the newly planted rice clearings along the
other side of the river. Now Jose was snoring lightly, like the tired youth he
was. He was twelve years old.
The yellow flame of the kerosene lamp flickered ceaselessly. The dank
smell of food, mainly, fish broth, that had been spilled from many a bowl and
dried on the bench now seemed to rise from the very texture of the wood
itself. The stark fact of their poverty, if Julio’s nature had been sensitive to it,
might have struck him a hard and sudden blow; but as it was, he just looked
about the room, even as the smell assailed his nostrils, and stared a moment
at the mosquito net and then at Jose as he lay there by the door. Then he
went on with his letter.
“This boy Jose, compadre,” he wrote, “is quite an industrious lad. If only
you can make him do anything you wish any work. He can cook rice, and I’m
sure he’d do well washing the dishes.”
Julio recalled his last visit to Ka Ponso’s place about three months ago,
during the fiesta. It was a big house with many servants. The floors were so
polished you could almost see your own image under your feet as you
walked, and there was always a servant who followed you about with a rag
to wipe away the smudges of dirt that your feet left on the floor.
“I hope you will not think of this as a great bother,” Julio continued, trying
his best to phrase his thoughts. He had a vague fear that Ka Ponso might not
regard his letter favorably. But he wrote on, slowly and steadily, stopping only
from time to time to regard what he had written. “We shall repay you for
whatever you can do for us, compadre. It’s true that we already owe you for
many things, but my wife and I will do all we can indeed to repay you.”
Rereading the last sentence and realizing that he had mentioned his
wife, Julio recalled that during the first month after their arrival here they had
received five large measures of rice from Ka Ponso. Later he had been told
that at harvest time he would have to pay back twice that amount. Perhaps
this was usury, but it was strictly in keeping with the custom in those parts,
and Julio was not the sort to complain. Besides, he never thought of Ka
Ponso as anything other than his spiritual compadre, as they say, his true
friend.
Suddenly he began wondering how Jose would act in Ka Ponso’s

house, unaccustomed as he was to many things there. The boy might even
stumble over a chair and break some dishes… On and on went his thoughts,
worrying about the boy.
380
“And I wish you would treat Jose as you would your own son, compadre.
You may beat him if he does something wrong. Indeed, I want him to look up
to you as a second father.”
How does Julio feel about

Jose living in the house of
Ka Ponso?
Julio felt that he had nothing more to say, that he had written the longest
letter in all his life. For a moment the fingers of his right hand felt numb, and
this was a funny thing, he thought, since he had scarcely filled the page. He
leaned back again and smiled at himself.
Well, he had completed the letter. He had feared he would never be able
to write it. But now he was done, and, it seemed, the letter read well. The
next day he must send Jose off with it.
About six o’clock the following morning, a boy of twelve was riding a
carabao along the riverbed road to town. He made a very puny load on the
carabao’s broad back. Walking close behind the carabao, the father
accompanied him as far as the bend of the riverbed. When the beast
hesitated to cross the small rivulet that cut the road as it passed a clump of
bamboo, the man picked up a stick and prodded the animal. Then he handed
the stick to the boy, as one might give a precious gift.
The father didn’t cross the stream, but only stood there on the bank.
“Mind that you take care of the letter,” he called out from where he stood. “Do
you have it there in your shirt pocket?”
The boy fumbled in his pocket. When he had found the letter, he called:
“No, Tatay, I won’t lose it.”
“And take good care of the carabao,” Julio added. “I’ll come to town
myself in a day or two to get it back. I just want to finish the planting first.”
Then Julio started walking back home, thinking of the work that awaited
him in his cleaning that day. But he remembered something more to tell his
son. Stopping, he called out to him again. “And that letter,” he shouted. “Be
sure and give it to Ka Ponso as soon as you reach town. Then be good and
do everything he asks you to do. Remember everything.”
From atop the carabao, Jose yelled back: “Yes, Tatay, yes,” and rode
on. Fastened to his saddle were a small bundle of clothes and a little package
381
of rice. The latter was food for his first week in town. It was customary for
schoolboys from the barrio or farm to provide themselves in this simple
manner. In Jose’s case, even if he was going to live at Ka Ponso’s Julio did
not want it to be said that he had forgotten this little matter of the first week’s
food.
How does Julio feel

knowing that his son may
not live with them for a
long time?
Now the boy was out of his father’s sight, concealed by a stand of tall
hemp plants, their green leaves glimmering in the morning sun. Thinking of
his father, Jose grew suddenly curious about the letter in his short pocket.
He stopped his carabao under a shady tree by the roadside. A bird sang in a
bush close by, and Jose could hear it as he read the letter.
Jumping from word to word, he found it difficult to understand his father’s

dialect now that he saw it in writing. But as the meaning of each sentence
became clear to him, he experienced a curious exultation. It was as though
he was the happiest boy in the world and that bird was singing expressly for
him. He also heard the tinkling of the stream far away. There he and his father
had parted. The world seemed full of bird song and music from the stream.
How does Jose feel while

he reads the letter?
On the Hot Seat (Process Questions):
 Imagine that you are one of the characters in the story. Pick one of the
following questions and answer it.
1. If you were Ka Ponso, how would you react if you read the letter of
Julio? Why?
2. If you were the boy, how would you feel if somebody sponsored
you to go to school? Why?
3. If you were the father of the boy, how would you react if somebody
offered a scholarship for your child? Why?
4. If you were Julio, would you do the same? Why? Why not?
5. What will you do if you are Ka Ponso? Will you grant the wish?
Why? Why not?
382
A. Setting Up the Conflict
 Revisit the following notes about Setting and Conflict:
Setting: It is the time and place when and where the story happened.
Conflict: It is the problem presented in the story through the clash

between the main character and other forces.
The three common kinds of conflict are:

a. Man vs. Man – It is the opposition between the main character
and other characters in the story.
b. Man vs. Himself – It shows the problem created by the main
character and his/her personality.
c. Man vs. Society – It is the conflict between the main character
and the society where he/she lives.

Course.
 Discuss the answers to the following questions:
1. When and where did the story happen? What are the lines in the
story that support your answer?
2. The story features three kinds of conflict which are man vs. man,
man vs. himself, and man vs. society. Find the events in the story
that reflect these kinds of conflict. Organize your answers using this
table:
Kinds of Conflict Events in the Story

Man vs. Man
Man vs. Himself
Man vs. Society
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B. The Adventure Map of Plot
 Study the following review notes on plot:
Plot: It shows the different parts of the story. There are five parts of
a plot and they are:
1. Exposition – It shows the beginning of the story. It also

introduces the characters and the setting of the story.
2. Rising Action – It presents the conflict.
3. Climax – It is the highest part of the story where characters try
to solve the problem.
4. Falling Action – It shows the results of the actions of the
characters.
5. Resolution – It presents the ending of the story

Course.
 Retell the important events in the story by using “The Adventure Map of
Plot”.
 Share your map with the class.
384
C. The Search for the Theme
 Determine the different events in the story that showed how the
characters helped each other in spite of their differences.
 Explain why it is important to embrace differences while applying it to the
modern world. Enumerate the benefits that we can get from accepting
differences among people.
TASK 8: Are You the Happiest Person in the World?
 Now you already have an idea on what to do in spite of the differences

among people.
 Go over the events of the story, and find out the lesson that you will get
from it. Use these questions as your guide:
1. How did Julio make his son happy?

2. If you are in Ka Ponso’s shoes, what will you do? Why? Why not?
3. Do you think differences among us will serve as hindrance for us
to grow? Why? Why not?
4. How can you make others happy in your own way? Let every
member of your group give an answer to this question.
 Be ready to present your answers in front of the class.
385
A. Scenic Language
 Study the following pictures with their corresponding sentences:
 Form a triad, and answer the following questions.
1. Which of the following events in each picture happened first?

Second?
2. What verb form is used in the first event? How about in the second
event?
3. How do these verbs help us to express our ideas clearly?
386
 A past perfect tense is used when you are talking about a completed
action before something in the past.
 Past perfect tense is formed by using the word “had” + (past participle)
Examples: had written, had arrived, had eaten, had become
Sentences:
 When Julio went to Ka Ponso, he had written a letter for him.
 Julio had arrived at their house before Fidela cooked dinner.
 After Julio had eaten dinner, Fidela and her child went to sleep.

B. Perfecting the Past
 Analyze the given pictures. Write a sentence for each picture. Use past
perfect tense in writing your sentence.
387
C. An Anecdote of a Perfect Past
 List down at least five situations that you personally experienced. The
events that you will write should reflect good things that you have done
for others while embracing differences. Be reminded that the events that
you will include express actions completed in the past.
Ex: I had given food to a street child before he asked me for it.
Write an ane
 cdote about embracing diversity as shown through good deeds done to
others. Tell the class of your past experiences on how you embraced
differences by helping other people who are in need. Create your own
title for your anecdote. Be reminded that you need to use past perfect
tense in your sentences.
 Use the following guide as you write your anecdote:
An anecdote tells an interesting or funny story based on the

experience of the writer.
The following are some reminders in writing an anecdote:

1. Know your story well. Recount all the important details that will
complete your story.
2. Organize the events in your story in a logical manner.
3. Use words that the readers can understand easily.
4. Put emotions in your anecdote by using words that describe
them.
REFERENCE: Callahan, S. et.al. (2006). The Ultimate Guide to Anecdote Circles.

Retrieved from
http://www.anecdote.com/pdfs/papers/Ultimate_Guide_to_ACs_v1.0.pdf on July
7, 2015.
At this stage, you should have been able to embrace differences among
people and find out how we can affect each other. You are now well-equipped
to demonstrate your understanding on embracing diversity as it will be
demonstrated through performing real-life tasks.
388
TASK 10: Differently the Same
 Form six (6) groups, and work on your assigned task.

Group 1 Hopefully, Just Like Ka Ponso
 Think of modern day people who are influential and at the same time,
helped those people who are in need.
 Brainstorm on who these people are and list down the different good
deeds that they had done in spite of differences.
 During the presentation, point out how these people became influential to
other people.
 Be ready for the comments and feedback of your teacher and
classmates.
Group 2 A Helping Checklist
 Brainstorm with your group and list down the different characteristics,
abilities, and other requirements that you will need to aid other people.
 Explain why you have chosen those traits when you present in class.
 Follow the given table in presenting your answers:
My Requirements for Helping Reasons
 Be ready for comments and suggestions from the teacher and your
classmates.
Group 3 Get the Message Across
 Think of a song with the message of embracing diversity or differences

among us. The song can be foreign or local.
 For a period of time, prepare to present a part of the song in front of the
class.
 Explain why you have chosen the song after performing it.
389
Group 4 Classroom Patrol
 Brainstorm on the latest news about a person or organization who do not

consider differences as hindrance in helping each other.
 Present the news report as if you are the one who is reporting it on
television.
 Explain how the news showed embracing differences and how it affected
other people’s lives.
Group 5 A Letter for a Friend
 Imagine that you met a new friend in a camp, and you found out that he
cannot study because his parents cannot support him. However, your
parents are offering assistance to students who want to study.
 Write a letter to your new friend stating how you can help him with his
problem. Include the different ways on how he can seek help from other
people.
 Read your letter in front of the class and have them give comments and
feedback about it.
Group 6 Quotable Quotes
 Write at least 2-3 quotes about accepting differences among people and
how we can affect each other.
 Be reminded that your quotes should be original and must be composed
only by your group. Your quotes can have at least one sentence.
 Present your quotes, and explain their meanings.
 Be open for comments and suggestions.

communication skills can help you in embracing diversity. Are you ready for the
next challenge? Prepare! For this is your challenge!
390
YOUR FINAL TASK
As you move on to the next phase of this lesson,

bear in mind that the next activity will demonstrate how
well your understanding of the concepts, ideas, and
language help you to accept differences in your own way.
You will use all of these to come up with a written
informative speech about embracing diversity. The
speech will be graded according to Content, Relevance to
the Theme, Use of Proper Language, Readability, and
Organization of your Speech.
TASK 11: Embracing Each Other’s Differences
 Form five groups, and do the following task.
Your goal is to write an informative speech about

Goal
embracing diversity.
You are philosophers who are tasked to teach people
Role how to embrace differences and remind them of its
importance through a written informative speech.
Your audience are Grade 7 students who will read the
Audience
script of the informative speech.
You are philosophers assigned to write an informative
Situation
speech which will be read by Grade 7 students.
Your product is an informative speech about
Product embracing differences emphasizing the benefits that
we can get from it.
Your written informative speech will be evaluated
based on the following criteria: content, relevance to
Standards
the theme, proper use of language, readability, and
organization.
 Be reminded that you are required to use past perfect tense in your
sentences. Use the following guideposts in doing the activity:
Guideposts in Writing an Informative Speech
Preparing to Write
 Brainstorm on the topic “Embracing Diversity”. Organize your

answers by using a concept web.
391
 Solicit as many ideas as you can from your classmates.
 Group the ideas given by your classmates into a logical
order.
Starting to Write
 Start your speech with an introduction. Use the following

questions as your guide in writing:
 What kind of introduction would you like to use; quotation,
question, or a simple story related to the theme?
 What theme do you need to have in mind?
 What parts of your introduction are necessary in the
speech? Are there parts that are not related to the
theme?
 Did you write an introduction which stirs the interests of
the readers?
Writing the Body of the Speech
 Write the body of the speech by going over your list of ideas
gathered from your classmates. Organize them into
paragraphs, and use the following questions as your guide in
writing:
 What are the bigger ideas in the answers of your
classmates in the concept web?
 What are the supporting ideas given by your classmates
that will support the bigger ideas?
 Which ideas are not related at all?
 What are the most important ideas and the least
important ideas mentioned by your classmates?
 Did you organize the speech from the most to the least
important ideas?
 Did your paragraph present a clear flow of ideas? Or are
the ideas scattered and difficult to understand?
Finalizing the Speech
 Finalize your speech by writing a conclusion that will be

remembered by the readers. Use the following questions as
your guide while writing:
 How will you end the speech? Will you leave a challenge
to the readers? Will you use quotation or a question?
 Did you summarize the main points of your speech?
392
 What words in your conclusion will be remembered by the
readers?
REFERENCE: Putnam, S. (2015). Example of Informative Speech Outline.

Retrieved from
https://www.cmich.edu/office_provost/AcademicAffairs/CBTC/Documents/SAMPL
EOUTLINES.pdf on July 7, 2015
Rubrics for a Written Informative Speech
4 3 2 1
The content of Some Most contents All parts of the
the speech contents of of the speech speech do not
Content reflects the the speech do not reflect reflect the
given topic. reflect the the given given topic.
given topic. topic.
The speech is Most parts of Only a few The speech is
completely the speech parts of the completely
Relevance to
relevant to the are relevant to speech are irrelevant to
the Theme
theme. the theme. relevant to the the theme.
theme.
The speech The speech The speech The speech
used 4 and used at least used at least used at least
more 3 sentences 2 sentences 1 sentence
Proper Use sentences with the with the with the
of Language with the required required required
required grammar item grammar item grammar item
grammar item properly. properly. properly.
properly.
All parts of the Most parts of Some parts of The speech is
speech are the speech the speech not readable
readable and are readable are readable and
understand- and and understand-
Readability
able by the understandabl understandable by the
intended e by the able by the intended
audience. intended intended audience.
audience. audience.
All sentences Most Some The
are organized sentences are sentences are sentences are
Organization and easily organized in organized and not organized
understood. and easily easily at all.
understood. understood.
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MY TREASURE
A Note to Myself and to Others
 Try to remember how you performed in this lesson.

 Use the following questions as your guide in writing your reflection:
1. What are the important lessons that you learned?

2. Which of the activities that you performed helped you learn the most?
3. What activities in the lesson did you enjoy?
4. How can you impart these skills and concepts that you learned to
others?
 Write your answers on your notebook, and from time to time, reread your
answers and reflect on them.
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MODULE 3
Lesson 4
______________________________________________________________
RESPONDING TO THE NEEDS OF OTHERS
YOUR JOURNEY
Now that you have accepted differences among people, what do you
think is your next step? It is now the time for you to fit in and respond to the
needs of others. You need to become a part of a society that works together,
to set aside personal interests and, to be more sensitive to the needs of others.
It is now the time for you to act and to lend a helping hand to those who need
them without expecting something in return. It is your calling to become a living
individual not only to satisfy oneself but also to serve others.
This lesson will guide you to become a person who responds to the needs
of others while you improve your reading, listening, writing, speaking, viewing,
language, and literary skills. These skills will be demonstrated at the end of the
lesson by conducting an interview with a person who responded to the needs
of others.
YOUR OBJECTIVES
 make a stand on the picture viewed

 arrange the events in a text listened to
 predict the events in a short story
 use clues in sentences to group the difficult words according to their
classifications
 use literature to understand people better
 explain the elements of a short story
 use direct and reported speech appropriately in varied contexts compose
a travelogue
 conduct an interview
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Remember that your expected output at the end of
the lesson is an interview with a person who responded
to the needs of others. You need to apply your skills in
this activity to conduct a successful interview. The activity
will be evaluated based on the following criteria: Proper
Use of Language, Content of Questions, Organization of
Interview, Language Style, and Delivery.
YOUR INITIAL TASKS
TASK 1: A Picture of You in My Mind
 Look at the picture carefully. What can you say about it?
 List down all your answers on your notebook.
 Share your answers with your seatmate after three (3) minutes.
 Ask your seatmate to share his/her answer with you. Find out if you
have common or different answers.
 Discuss your answers with your seatmate for two (2) minutes.
 Volunteer and present your answers to the whole class.
396
TASK 2: Orderly Guessing
 Listen to your teacher as she reads a series of events not arranged in

their proper order. Your teacher will read the events twice.
 Listen to your teacher during the first reading. While on the second
reading, you may take down notes.
 Arrange the events in their proper order by listening closely most
especially to the clues in the sentences.
 Organize your answers using the Ladder Chart:
TASK 3: Hungry for Knowledge
 Complete the following Rice Graph by writing down the things that you
would like to learn including your expectations and targets for this lesson.
 Always bear in mind the expectations and the things that you want to
learn as you go through this lesson.
397
YOUR TEXT
TASK 4: Imagine the Possibilities
 Work with your seatmate and accomplish the given summary of the story
that you will read in the next tasks.
 Write the first thing that comes into your mind. You do not have to be
concerned about wrong or correct answers.
 Use the words inside the parentheses as your guide.
Summary of “Hunger in Barok”
There was a ___________(naming word) in Mindoro. Mang Cesar,

who is a ______ (describing word) man, went around the town and
found out what was the problem. Many people around the town didn’t
have anything to ________ (action word). One of them was Pare
Crispin, who was a _________ (describing word) man.
Pare Crispin and Mang Cesar had been _______ (naming word)
for a long time. Pare Crispin went to Mang Cesar to ask for _______
(naming word). Mang Cesar didn’t give him what he asked for. Instead,
he gave Crispin a sack of ________ (naming word).
Mang Cesar went to the house of Pare Crispin and saw him and
his family planting ________ (naming word). Now, Crispin and his
family have something to _______ (action word).
 Share your answers and find out your classmates’ version of the story.
TASK 5: Wordy Bubble Vocabulary
 Read the sentences with the underlined difficult words carefully. Group
the words according to their types by putting them inside the Wordy-
Bubble Graph.
 A famine came to their land, and everyone became so hungry.

 An unexpected phenomenon happened which made me worried.
 His shirt was smudged with dirt because of the mud in the farm.
 After cutting the tree, five men hauled the big tree towards the river.
398
 The muzzle of the horse keeps on getting in the water while it
drinks.
 There was a sudden drought that caused all the farms to dry up.
TASK 6: Fortune Telling Story
 Read “Hunger in Barok” by N.V.M. Gonzalez.

 As you read the story, stop on the “Guess What?” part and answer the
question/s.
Hunger in Barok
by N.V.M. Gonzalez
During two or three months of the year in Mindoro there is hunger, a kind
of half-famine, as it were, and riding homeward down the empty bed of the
river early one afternoon, Cesar Manalo was thinking of this very
phenomenon. He had just come from his coffee plantation and had been
displeased to see how ill-kept it was. He had had a long talk with Selmo, the
man in charge, and had demanded that the undergrowth which had been
allowed to grow up between the trees be cleared away within a fortnight.
Selmo, honest fellow, had said he could not possibly do that; in fact, he
said, he had not as much as passed by the coffee grove lately. Why, he had
to go to the other clearings, of course, - to search for sweet-potatoes,
cassava, and such other tubers as might put some weight into the stomachs
of his seven little boys!
399
“Could it be,” Mang Cesar asked himself, “that all these days I have not
realized the whole country has been half starving again?”
He rode on, slouchily. The horse, a grey potro or stallion, lifted his head
and sniffed the cool, late afternoon air, shook his mane, neighed a little, then
lifted and switched his tail, swatting a couple of mosquitos that had begun to
buzz behind his master’s ears.
Smoke smudged the sky, for someone had been busy in his clearing,
burning the felled trees and the under bush. “There’s one hopeful soul, I must
say,” said Mang Cesar to himself.
What kind of man is Mang Cesar?

What do you think is the problem faced by the people?
He owned some land and a house in the town of Mansalay, but was
considered a different man from most landowners. People would come to him
and ask for a hillside to clear, and later pay him in rice after each harvest. He
was about forty-eight, and it was good indeed, he felt, that at that age he had
some property, and was esteemed by people.
Potro sniffed the air and shook his shoulders again. Tall cogon grew in
the sandy river-bed, forming a number of grass-islands around which the
path wove, then climbed up the low bank and turned into a coconut grove
where Mang Cesar’s house stood.
Before he reached his gate, a man came to meet him. “Pare Crispin?”
asked Mang Cesar.
“Aye, it’s your Pare Crispin,” replied the man, looking up at Mang Cesar
in the saddle and timidly stroking the horse’s mane. Potro pranced about
haughtily as Mang Cesar dismounted. The horse almost stepped on one of
Pare Crispin’s flat, veiny feet.
“Any news?” asked Mang Cesar. Pare Crispin rented that part of his land
which bordered Bonbon creek, in the northeast, and a troublesome neighbor
had off and on trespassed on the land. A loyal tenant. Pare Crispin reported
every untoward incident at the creek-side: the felling of a prized ipil tree, the
hauling off of rattan, the gathering of honey… “Any news?”
“No, the place is quiet this time,” replied Pare Crispin, but he added, as
if it was only an afterthought: “I’ve a mind to leave the clearing.”
400
Mang Cesar said: “You – leaving?” Pare Crispin hesitated. Leading
Mang Cesar’s horse to the bridle, he walked with the landowner toward the
house.
“You leaving your kaingin and three boys and a wife?” asked Mang
Cesar.
“I can’t help it any longer,” replied Pare Crispin.
“Now, come, come,” said Mang Cesar, “something is in your head.

Probably it’s the drought. The rains seem lost this year, indeed.
“Aye, the rain will come no more it seems.”
Both of them fell silent.
What do you think has been bothering Pare Crispin?

How can Mang Cesar help Pare Crispin?
“I’m thinking,” broke in Pare Crispin, “I’m thinking of going back to my

old trade. I was a carpenter once, see. And before that, I was a fisherman. I
can go to Sumagui and get work there.”
“That would be foolish,” said Mang Cesar, “Sumagui isn’t the place for a
home-loving fellow like you.”
Sumagui was a big lumber camp, he knew, where the men worked like
carabaos six days a week and gambled away their earnings on Sundays.
Pare Crispin looked away at the trees. Cuckoos began to call from
somewhere in the grove. “But there’s nothing a man can do, with the rain
coming late like this,” he said.
Mang Cesar had a clear picture of Pare Crispin‘s kaingin in his mind. He
had been there only a week before. A whole hillside was now clean for
planting. Only the ground was too dry; even the logs had cracked in the heat
of the sun.
“But you are a fellow,” repeated Mang Cesar. “who has a way with the
soil. When the rains come you’ll have the best kaingin in all Barok. You and
your wife and children – why, you’ll have a good harvest. There’s not a drop
of lazy blood in you!”
401
Pare Crispin’s eyes narrowed. For a while he didn’t say a word but
seemed to listen to the cuckoos in the grove. It was a slow twilight.
A servant had come for Mang Cesar’s horse and had taken off the
saddle. Potro now stood at the back of the house, a wet sack on his back,
his muzzle inside a bucket of rice-husks mixed with water and molasses.
“You’re not on your way somewhere else, Pare Crispin? Or, is it me you
want? Why, man, tell me what you’ve come for!” said Mang Cesar, patting
the tenant on the back.
What does Pare Crispin want from Mang Cesar?

Do you think Mang Cesar will grant his wish? Why?
Why not?
Pare Crispin looked sideways, in the direction of the horse Potro,

enjoying his feed. Almost shyly, like a young girl, he said: “Aye, it’s about
some rice.”
“But I’ve just given you a loan,” said Mang Cesar.
“I’ve my children and my wife. You know how it is,” said Pare Crispin.
Mang Cesar shook his head, grumbled a little, and began slapping the
side of his pants with his leather horsewhip.
Payments were hard to collect; usually he had to send out somebody

with a carabao and a cart to get his due. And Mang Cesar did not have much
rice to give. He had sold all his palay except several cavanes for his own
household supply during the rest of the year. And Potro, and yes, three other
horses, needed rice-husks for feed everyday.
Your sweet-potato did not yield this year?” he asked Pare Crispin.
The tenant looked up at Mang Cesar, gaped, and then said: “For three
weeks now we’ve eaten nothing but sweet-potatoes. Providence wills it so,
perhaps.”
“I’m afraid,” said Mang Cesar slowly, “I can’t let you have any.”
“I’ll pay you double next harvest,” offered Pare Crispin.
“That’s a long time off, and besides I’ve no rice to give away,” repeated
Mang Cesar. “My rice is all gone – to – to men like you.”
402
“Aye, it’s really hard with men like us,” agreed Pare Crispin.
Potro has emptied his pail of rice-husks and molasses and now kicked
it away. The horse attracted Pare Crispin’s attention once more and, as if
speaking to himself, he repeated: “It’s really hard with us… If only the rain
comes.”
As though he had not heard, Mang Cesar turned to his horse. Leaving
the pail where it lay overturned on the dry dusty ground, he tied the horse to
a coconut tree nearby, pulled off the wet sack that covered the animal’s back,
and with this gently rubbed his flanks. Addressing Pare Crispin, he said: “I’ve
nothing to lend any one any more, I’m afraid.”
Then he walked to his house and told a boy to prepare supper. Twilight
had deepened into evening. The fire burned brightly. The cuckoos were no
more, but crickets hummed in the grove.
Pare Crispin did not go. For a while he stood all by himself near the
fence, looking vaguely at the night about him. Then, he joined the boy who
was cooking Mang Cesar’s supper and tried to make conversation with him.
Mang Cesar himself came into the kitchen to light his cigar. As though
knowing what he wanted. Pare Crispin picked up a lighted piece of kindling
and handed it to Mang Cesar. Mang Cesar half-looked at his tenant in the
glow, and he saw Pare Crispin’s thin, wrinkled face, and gaping mouth, and
turned-up nose.
“Can you stay and have supper with me?” he asked.
“Aye, I’ve a long way to go to-night,” replied Pare Crispin. “I have to see
a man up the river-bed, about some sweet-potatoes. There are no more of
them to dig in my clearing.”
He coughed strangely, like a sick man.
“I’ve only seed rice, that is – should it suit you,” suddenly offered Mang
Cesar. “It’s seed rice, I say… But you don’t have to plant if you need rice so
much.”
“I could bring home a cavan of that?” asked the other.
“And you need not plant it – if you want the rice so much, that is,” Mang
Cesar repeated.
403
What do you think will be the next action of Pare Crispin?
What will be the reaction of Mang Cesar to Pare Crispin’s
action?
That night after supper, Mang Cesar watched the moon rise over his
coconut grove, and seeing his horse Porto in the yard, standing in the
moonlight, he was reminded of Pare Crispin, Mang Cesar decided he would,
the next day, ride up the empty river-bed again and go to Pare Crispin’s
place.
And this was the first thing he did the next morning. There was heavy
dew on the grass and the ground seemed moist. It was as if sometime during
the night the rain had stealthily come.
Mang Cesar rode leisurely, playing with his leather horsewhip. When he
reached the turn of the road that led to Bonbon, and his horse climbed up the
river bank and then slowed his gait as he passed through the wild banana
groves, Mang Cesar, with his whip, began slapping the leaves and trunk?
Making loud crackling sounds. Soon he began to whistle.
He thought he would find Pare Crispin in his hut at the edge of his new
clearing. He thought he would see the man and his wife pounding rice while
three hungry boys looked on. But when he came to the hut it was empty. The
three skinny boys and the thin, though strong-limbed woman, as Mang Cesar
knew them all, were not there but were away up in the clearing. Mang Cesar
did not see them at first, but he heard voices in that direction and recognized
one of these as Pare Crispin’s. Then he saw – first the father’s head, then
the boy’s, then the wife’s – the heads bobbing up and down, behind the huge
trunks of felled trees. They were planting upland rice.
“That’s a good cavan of rice seed he has,” said Mang Cesar. “And the
man has a way with the soil.”
With his horsewhip he struck a big banana leaf and it made a sound like
laughter.
 Go back to your answers in Task 4. How many answers did you get
correctly? Ask your classmates how many correct answers they got.
404
A Look to the Future (Process Questions):
 Complete the following statements by giving your own predictions.
Event My Prediction
1. After all the rice has been planted, Pare
Crispin and his family…
2. If Mang Cesar did not give any rice to plant
to Pare Crispin, they would become…
because…
3. Pare Crispin became… because he planted
all the rice seed given by Mang Cesar.
4. The hunger problem in Mindoro was….
5. Mang Cesar gave rice seed to everyone so
they became…
 Form five (5) groups, and work on your assigned task.

 Be sure to work with your group and share what you have agreed upon
afterwards.
Group 1 The Moody Story
 Identify the mood used by the writer as seen in the story. Use the events
in the story to help you find out the mood.
 Find out the general emotion that was presented in the story. Support
your answer by picking out sentences and/or phrases describing the
emotion that you stated.
 Use the Mood Organizer to present your answer.
 Present your organizer.
405
Group 2 Toning In with the Writer
 Study the following review notes on tone:
The tone is the way of the writer to show her/his attitude towards
the characters in the story. It may remain the same all throughout the
story. However, it can also change quickly based on the writer.
You will find it easy to identify the tone through looking closely at
the describing words and images used by the writer in the story.
REFERENCE: Hovland, L. et.al. (1997). Elements of Literature Introductory

Course
 Pick out the two main characters from the story.

 Identify the tone used by the writers in both characters by using the
following guide questions:
1. What words did the writer use to describe the characters?

2. What feelings or emotions do these words suggest?
3. What are the events in the story that will help you suggest the
tone of the author?
 Organize your answers using the following table:
Words that
Suggested
Characters Describe the Tone
Emotions
Characters
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Group 3 The T-Chart of Theme
 Discuss the theme of the story by picking out the important events that
will support your answer.
 Use the T-Chart to help you organize your answers. The upper part of
the chart will be used for the theme while the body of the chart will be
used for the supporting ideas.
 Share your T-Chart with your classmates.
Group 4 Locally Yours
 Go over the story and choose the words that signify local color. Use the
following information as your guide.
 Local color is best represented with words, sentences, objects,

and events in the story that give a background about where the
story took place.
 Most of the time, it is presented in its original language without
translating it to preserve its locality. Ex: ipil tree
REFERENCE: Hovland, L. et.al. (1997). Elements of Literature Introductory

Course
 List down all the local colors used in the story, and answer the following
questions:
1. How did the writer present local color in the story?
2. What effect/s did the local color add to the story?
o Present your answers to the class.
407
Group 5 Happy to Help!
 At this point, you have a clear idea of the calling to respond to the needs
of others.
 Find out the good deeds done by the characters in the story. Beside each
good deed, write your own good deed that you would have done if you
were in the place of the characters.
 Use the following chart in presenting your answers.
Good Deeds done My Own Good

Characters
by the Characters Deeds
A. He Said What?
 Analyze the following conversations between Mang Cesar and Pare

Crispin.
Pare Crispin Mang Cesar

“We hauled the ipil trees,” the Pare Crispin said that they
farmer said. hauled the ipil trees.
Pare Crispin Mang Cesar

“I did not eat this morning,” the The child stated that he did not
child stated. eat this morning.
1. What do you observe about the lines of Mang Cesar? Pare Crispin? How
are the lines of Mang Cesar presented? How about Pare Crispin’s?
2. What tense of the verb was used in the lines of Mang Cesar? Pare
Crispin? Which of the characters used direct speech? Reported speech?
408
 A direct speech is a sentence that gives a statement or thought in its

original form according to how the original speaker said it.
Example: “He planted rice in our land,” replied Pare Crispin.
“Many men like to borrow rice from me,” Mang Cesar Said.
 A reported speech is a sentence that expresses the content of a

statement without quoting just like what is done in direct speech.
Example: Pare Crispin replied that he planted rice in their land.
Mang Cesar said that many men like to borrow rice from him.
 To change a direct speech to a reported speech and vice versa, you

need to take note of the following important details:
 Tense of the Verb (Is it in past tense or present tense?)
 Pronouns (Do you need to change pronouns like “I” to “he/she”?)
 Analyze the following sentences:

B. What Did You Say?
 Analyze the given sentences. Change the direct speech to reported

speech and vice versa. Write your answers on your notebook.
1. Mang Cesar said, “I brought five cavanes of rice.”

___________________________________________________
2. Pare Crispin replied, “My family accepted the rice you gave us.”
___________________________________________________
3. “I like to eat rice every morning,” Pare Crispin’s son said.

___________________________________________________
4. “He prepares the field every summer,” Mang Cesar stated.

___________________________________________________
5. Crispin’s wife reported, “Five men stole the horses.”

___________________________________________________
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6. His son pointed out that he was really hungry since yesterday.
___________________________________________________
7. The wife of Crispin said that she was suffering from the drought.
___________________________________________________
8. Mang Cesar stated that the rice was ready for harvesting.
___________________________________________________
9. The children mentioned that they played in the farm yesterday.

___________________________________________________
10. Pare Crispin said that he already fed Potro.

___________________________________________________
C. Travelling for the Needy
 Imagine that you are a rich and famous person who travels to help people
around the Philippines.
 Write a one-page
travelogue stating
how you helped
other people, and
how you affected
them.
 Your sentences
should contain the
statements of the
people you helped
pretending that
you’ve asked them
using the direct and
indirect speech.
 Use the following sample travelogue as your guide while you work on
your activity.
At this stage, you should have already responded to the needs of others.
You are now fully-equipped to demonstrate your understanding of being a
blessing to other people as it will be shown by performing real-life tasks.
410
TASK 8: Rescue Hotline: A Heart for Helping
 Form six groups, and work on your assigned task.

Group 1 A Collage of Goodness
 Choose a person from your community who has shown the value of
responding to the needs of others (e.g. fireman, policeman, and/or
teacher).
 Make a collage of his/her pictures while helping others.
 Prepare also a short explanation about your collage. Be reminded that
you need to use direct and/or reported speech in your explanation. You
may state some of his/her famous lines.
 Be ready to present your collage.
Group 2 Rapping for Good
 Ask your groupmates about the qualities of a person who responds to

the needs of others.
 Organize the answers of your group mates, and compose a short rap
song using your answers as your lyrics.
 Be reminded that your lyrics should contain direct and reported speech.
 Practice your presentation using the beat of any rap song. Be ready to
present it in front of the class.
Group 3 The Award for the Greater Good
 Pretend that you are going to conduct an awarding program for people
who responded to the needs of others.
 Choose at least two people in your group to act as the awardees. They
will prepare a short thank you message while receiving their award. The
content of their message should be about what other people said about
his/her good deeds.
 As the host of the awarding program, prepare a short introduction about
the awardees.
 Remember to use direct and reported speech in writing your script.
 Be ready to present your output in front of the class.
411
Group 4 Thank You My Good Friend
 Imagine that you are going to write a thank you letter to your friend for
helping you out on a problem.
 Tell your friend how thankful you are by stating famous quotations from
famous people related to helping people in need. Include these
quotations in your letter.
 Use direct and reported speech as you write your letter.
 Be ready to read your letter in front of the class.
Group 5 Music = Goodness
 Think of a person close to you (eg. parents, family, teacher) who

showed the value of responding to the needs of others.
 Write a short lyric poem about the person stating the good deeds that
he/she did.
 Remember to use direct and reported speech in writing your lyrics.
 Use any tune of songs to accompany your lyrics.
 Practice the song with your group, and be ready to present it.
 Encourage your classmates to sing with you.
Group 6 Sharing Goodness with Others
 Brainstorm within your group about a person who responded to the needs
of others. List down his/her good deeds, and organize them in an orderly
manner.
 Tell the story of the person you have chosen using the list of good deeds
that your group accomplished.
 Remember to use sentences expressed in direct speech to quote the
important messages of the person that you chose.
 Be ready to present your story.
You have successfully completed the required real-life tasks needed in

this lesson. Surely, the understanding of the concepts, ideas, literary, and
language communication skills can help you more in responding to the needs
of others. Now, the challenge is in your hands! Prepare! For the next challenge
is knocking at your door!
412
YOUR FINAL TASK
As you move on to the next phase of this lesson,

bear in mind that the next activity will demonstrate how
well is your understanding of the concepts, ideas, and
language skills to show how you can respond to the needs
of others. You will use all of these to come up with an
interview with a person who responded to the needs
of others. You will be assessed according to Proper Use
of Language, Content of Questions, Organization of
Interview, Language Style, and Delivery.
TASK 9: The Blood of a Hero
 Form five groups, and do the following task.
The Blood of a Hero
Your goal is to produce a TV Talk Show about individuals who

Goal responded to the needs of others with your guest who showed
such values.
Role You are TV show producers.
Your audience are Grade 7 students who will watch the
Audience
interview in the next airing of your Talk Show.
You are TV producers who will create a TV Talk Show about a
Situation
person who responded to the needs of others.
Your product is a TV Talk Show. You need to prepare the
following:
 a name for your TV Talk Show
 interview script (questions for the interviewee)
Product
Note: Only the questions will be scripted and not the
answers.
 a complete TV Talk Show program without commercial
break
You will be evaluated based on the following criteria: proper
Standards use of language, content of questions, organization of
interview, language style, and delivery.
 Be reminded that you need to use direct and reported speech while
conducting your interview.
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 Use the following guidelines as you conduct your interview:
A. Gearing Up for the Show
 What do you want to find out during the interview?

 Do you have a background about the person that you will interview?
 What kind of questions do you want to ask?
 How will you organize your questions?
 (Once your questions are prepared) Are all the questions in your list
relevant to the topic? If not, what are the questions that you can
remove from your list?
 Are the interviewers good enough to make the interview interesting?
B. Running the Show
 How will you start the interview?

 What will be your first question? Second…last?
 What if the interviewee cannot answer your question?
 How should you act in front of the interviewee and the audience?
 Are you getting personal with the interviewee? If your goal is to get
information, you should not.
 How about if the interviewee will give private information about
himself/herself? Do you need to stop him/her? No, if it is fine with the
interviewee, there is no problem.
 Did you use reported speech to confirm the answers of the
interviewee?
 Are the questions well-executed? If not, what should you do?
C. Ending the Show
 How will you end the interview?

 How will you summarize the main points of your interview?
 What do you think is the best way to end an interview?
REFERENCE: Viela, M. (2014). Conducting Interviews. Retrieved from

http://ctb.ku.edu/en/table-of-contents/assessment/assessing-community-needs-and-
resources/conduct-interviews/main on February 20, 2015
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Rubrics for an Interview
Criteria 4 3 2 1
The interview The The interview The interview
uses direct & interview uses direct & uses direct &
reported uses direct & reported reported
Proper Use
speech reported speech with speech with 7
of Language
properly. speech with 4-6 mistakes. and more
at least 1-3 mistakes.
mistakes.
The 1-5 6-9 questions All questions
questions are questions are not related are not related
Content of
all related to are not to the topic. to the topic.
Questions
the topic. related to the
topic.
The 1-5 6-9 questions Organization of
questions are questions are not clearly questions is not
Organization arranged in a are not organized in observed in the
of Interview clear and clearly the interview. interview.
logical organized in
manner. the interview.
The language Some of the Most of the The language
style used in language language style style used in
the interview style in the in the the interview is
is identifiably interview is interview is not identifiably not
Language
proper for the not proper proper for the proper for the
Style
audience and for the audience and audience and
the audience the the interviewee.
interviewee. and the interviewee.
interviewee.
The interview The The interview The interview is
is well- interview is has a little distracting due
delivered clear but clarity to it but to unwanted
Delivery both verbally there are few there are gestures and
and non- gestures not some gestures failures in
verbally. proper for not proper for verbal
the interview. the interview. communication
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MY TREASURE
A Commitment to Myself
 Remember the important things that you learned from this lesson. Which
of these do you think is the most important? Which do you consider are
supporting lessons? Which lessons would you like to share with others?
What would you like to commit to yourself after learning all those lessons?
 Answer those questions by completing the Big Idea Chart
 Share your answers with your classmates.
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MODULE 3
Lesson 5
______________________________________________________________
AIMING TO BE SOCIALLY RESPONSIBLE
YOUR JOURNEY
You have just gone this far in your learning journey. And now, you
continually equip yourself with the knowledge, values and skills in your English
class. In the preceding lessons you were reminded that each one of you has a
social responsibility at home, school and community especially in this diverse
society.
This lesson prepares you to internalize and intensify the essence of social
responsibility in this diverse society. Discover how stories are crafted by Filipino
authors in line with their own experiences which call for action even today.
Hence, you experience the challenge of making a travelogue and doing

a panel discussion.
YOUR OBJECTIVES
You are expected to:
 make a stand on the material viewed

 recognize the person speaking and addressed, and the stand of the
speaker based on explicit statement
 use the passive and active voice meaningfully in varied context
 distinguish fact from opinion, fantasy from reality
 determine the author’s intentions in writing
 identify words or expressions with part-whole
 discover literature as a tool to be socially responsible and to better
understand people
 employ the appropriate oral language and stance in an interview, a panel
discussion, forum and in a debate
 perform a proficient and insightful panel discussion
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Be reminded that your expected output is to
present a Panel Discussion and the criteria for
assessment will be: Correct Sentence Construction,
Pronunciation, Appropriate Vocabulary, Well-
Organized Oral Text with Staging, Information with
Supporting Evidence and Understanding of other
Panelists Views/ Opinions.
YOUR INITIAL TASKS
TASK 1: Think- Link- Share
Look at the illustration below and be ready to share your ideas with a partner.
 What does it suggest?

 How is it related to our society?
 How can we help to make a change in this kind of situation?
SCHOOL HEALTH
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TASK 2: Listen and Tell
 Listen to your teacher reads selected passages.

 Take note of the following points:
 The message of the speaker
 The stand of the speaker
 The speaker himself/ herself
 Share your insights to class.
 Explore the thoughts or ideas.
At this point you are about to begin the next phase.
YOUR TEXT
TASK 3: Treat Me
Match court room personnel in column A with the synonyms in column B

and with the dictionary meaning in column C.
A B C
1. judge A. accuser I. an official in an organization
____ _____ who is responsible for writing
notes about what happens at
meetings and sending official
letters.
2. secretary B. transcriber II. a person in a court of law who
___ _____ is accused of having done
something wrong.
3. complainant C. mediator III. a person who does shorthand
____ _____ (= system of fast writing) in an
office or records speech using
a special machine in a court.
4. defendant D. clerk IV. a person who makes a formal
____ _____ complaint in a law court that
they have been harmed by
someone else.
5. stenographer E. offender V. a person who is in charge of a
____ _____ court of law.
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TASK 4: Vocabulary Exercise
Copy the words that are closely related to the quoted expression below.
complainant teacher toys cook culprit case

children lawyer jury judge gavel church
“Justice delayed, justice denied!”
TASK 5: Literary Journey
Read “My Father Goes To Court” by Carlos Bulosan.
Reflect and answer the questions given.
My Father Goes To Court

Carlos Bulosan
When I was four, I lived with my mother, brothers and sisters in a small
town on the island of Luzon. Father’s farm had been destroyed in 1918 by
one of our sudden Philippine floods, so several years afterwards we all lived
in the town though he preferred living in the country. We had as a next door
neighbor a very rich man, whose sons and daughters seldom came out of
the house. While we boys and girls played and sang in the sun, his children
stayed inside and kept the windows closed. His house was so tall that his
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children could look in the window of our house and watched us played, or
slept, or ate, when there was any food in the house to eat.
1. What happened in 1918?

2. Why did the narrator’s family live in the town?
3. How does the family of the farmer differ from the
family of the rich man?
4. What will happen next?
Now, this rich man’s servants were always frying and cooking something
good, and the aroma of the food wafted down to us from the windows of the
big house. We hung about and took all the wonderful smells of the food into
our beings. Sometimes, in the morning, our whole family stood outside the
windows of the rich man’s house and listened to the musical sizzling of thick
strips of bacon or ham. I can remember one afternoon when our neighbour’s
servants roasted three chickens. The chickens were young and tender and
the fat that dripped into the burning coals gave off an enchanting odour. We
watched the servants turn the beautiful birds and inhaled the heavenly spirit
that drifted out to us. Some days the rich man appeared at a window and
glowered down at us. He looked at us one by one, as though he were
condemning us.
We were all healthy because we went out in the sun and bathed in the
cool water of the river that flowed from the mountains into the sea.
Sometimes we wrestled with one another in the house before we went to
play. We were always in the best of spirits and our laughter was contagious.
Other neighbours who passed by our house often stopped in our yard and
joined us in laughter. As time went on, the rich man’s children became thin
and anemic, while we grew even more robust and full of life. Our faces were
bright and rosy, but theirs were pale and sad.
The rich man started to cough at night; then he coughed day and night.
His wife began coughing too. Then the children started to cough, one after
the other. At night their coughing sounded like the barking of a herd of seals.
We hung outside their windows and listened to them. We wondered what
happened. We knew that they were not sick from the lack of nourishment
because they were still always frying something delicious to eat.
1. What do they do when the rich man’s servants

were frying and cooking?
2. According to the narrator, how did they become
healthy?
3. What happened to the rich man’s family as the
narrator’s family become healthy?
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One day the rich man appeared at a window and stood there a long time.
He looked at my sisters, who had grown fat in laughing, then at my brothers,
whose arms and legs were like the molave, which is the sturdiest tree in the
Philippines. He banged down the window and ran through his house, shutting
all the windows.
From that day on, the windows of our neighbour’s house were always
closed. The children did not come out anymore. We could still hear the
servants cooking in the kitchen, and no matter how tight the windows were
shut, the aroma of the food came to us in the wind and drifted gratuitously
into our house.
One morning a policeman from the presidencia came to our house with
a sealed paper. The rich man had filed a complaint against us. Father took
me with him when he went to the town clerk and asked him what it was about.
He told Father the man claimed that for years we had been stealing the spirit
of his wealth and food. When the day came for us to appear in court, father
brushed his old Army uniform and borrowed a pair of shoes from one of my
brothers. We were the first to arrive. Father sat on a chair in the centre of the
courtroom. Mother occupied a chair by the door. We children sat on a long
bench by the wall. Father kept jumping up from his chair and stabbing the air
with his arms, as though we were defending himself before an imaginary jury.
1. What was the rich man thinking while looking at

members of the poor family?
2. Why do you think the windows of the rich man were
closed?
3. What was the rich man’s accusation against the
father?
The rich man arrived. He had grown old and feeble; his face was scarred
with deep lines. With him was his young lawyer. Spectators came in and
almost filled the chairs. The judge entered the room and sat on a high chair.
We stood in a hurry and then sat down again. After the courtroom
preliminaries, the judge looked at father.
“Do you have a lawyer?” he asked. “I don’t need any lawyer, Judge,” he
said.
“Proceed,” said the judge.
The rich man’s lawyer jumped up and pointed his finger at Father. “Do
you or you do not agree that you have been stealing the spirit of the
complainant’s wealth and food?” “I do not!” Father said. “Do you or do you
422
not agree that while the complainant’s servants cooked and fried fat legs of
lamb or young chicken breast, you and your family hung outside his windows
and inhaled the heavenly spirit of the food?” “I agree.” Father said. “Do you
or do you not agree that while the complainant and his children grew sickly
and tubercular you and your family became strong of limb and fair in
complexion?” “I agree.” Father said. “How do you account for that?”
Father got up and paced around, scratching his head thoughtfully. Then
he said, “I would like to see the children of the complainant, Judge.” “Bring in
the children of the complainant.” They came in shyly. The spectators covered
their mouths with their hands, they were so amazed to see the children so
thin and pale. The children walked silently to a bench and sat down without
looking up. They stared at the floor and moved their hands uneasily. Father
could not say anything at first. He just stood by his chair and looked at them.
1. How does the rich man look like when he appeared

in the courtroom?
2. Do you think the questions of the rich man’s lawyer
were reasonable? Why?
3. What could be the intention of the rich man’s
lawyer in asking such questions?
5. What do you think Father was thinking upon seeing
the rich man’s children?
Finally he said, “I should like to cross – examine the complainant.”

“Proceed.” “Do you claim that we stole the spirit of your wealth and became
a laughing family while yours became morose and sad?” father said. “Yes.”
“Do you claim that we stole the spirit of your food by hanging outside your
windows when your servants cooked it?” father said. “Yes.” “Then we are
going to pay you right now,” father said. He walked over to where we children
were sitting on the bench and took my straw hat off my lap and began filling
it up with centavo pieces that he took out of his pockets. He went to mother,
who added a fistful of silver coins. My brothers threw in their small change.
“May I walk to the room across the hall and stay there for a few minutes,
Judge?” father said. “As you wish.” “Thank you,” father said. He strode into
the other room with the hat in his hands. It was almost full of coins.
1. What could be the reason why father filled the

straw hat with centavo pieces?
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The doors of both rooms were wide open. “Are you ready?” father called.
“Proceed.” The judge said. The sweet tinkle of the coins carried beautifully in
the courtroom. The spectators turned their faces toward the sound with
wonder. Father came back and stood before the complainant. “Did you hear
it?” he asked. “Hear what?” the man asked. “The spirit of the money when I
shook this hat?” he asked. “Yes.” “Then you are paid,” father said. The rich
man opened his mouth to speak and fell to the floor without a sound.
The lawyer rushed to his aid. The judge pounded his gavel. “Case
dismissed.” He said. Father strutted around the courtroom the judge even
came down from his high chair to shake hands with him. “By the way,” he
whispered, “I had an uncle who died laughing.” “You like to hear my family
laugh, Judge?” father asked. “Why not?” “Did you hear that children?” father
said. My sisters started it. The rest of us followed them soon the spectators
were laughing with us, holding their bellies and bending over the chairs. And
the laughter of the judge was the loudest of all.
Comprehension Questions:
1. If you were the judge, what would be your judgment?

2. If you were the Father, would you do the same? Why?
3. Why did the judge dismiss the case?
4. What lesson did the rich man learn from this experience?
TASK 6: Society Feud in the Class
1. Form two (2) groups to be called the societies.

2. Come up with “ survey questions” based on the story, “My Father Goes
to Court”. Form at least five (5) questions to be given to the teacher who
will act as a moderator.
3. Take turns in answering the questions.
4. Give three (3) points for each correct answer and have the group with the
most number of points as the winner.
Sample Questions
 How many chickens were roasted by the

servants?
 Who filed a complaint against the Father?
 Who was the first to arrive at the court?
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A. Video Clip
Watch the video clip and take note of the statements used during a
hearing/ session in a courtroom. Ask them to classify whether the sentences
are in the active or passive voice. Write your answers on the appropriate
column.
Source: https://www.youtube.com/watch?v=t5i871xPx-Y
Statements in Active Voice Statements in Passive Voice

1. 1.
2. 2.
3. 3.
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B. Oh My G! (Grammar Consciousness & Awareness)
Study the following examples in the Active and Passive voice of the verb.
Active Voice
1. When the subject does or “acts upon” the verb, the sentence is said to be
in the active voice. These examples show that the subject is doing the
verb’s actions.
 The old father (subject) gives (verb) the money to the boy.
 Carlos Bulosan (subject) revealed (verb) the reality about social
discrimination in the text.
 The rich man (subject) accused (verb) the poor family of stealing
the spirit of his family’s food by smelling.
 The judge (subject) pounded (verb) the gavel.
 My brothers (subject) threw (verb) a small change in a straw hat.
Passive Voice
2. When the subject receives the action of the verb, the sentence is said to
be in the passive voice. These examples show how the subject- verb
relationship has changed.
 The money is given by the old father to the boy.

(active verb - gives: passive verb – is given)
 The reality about social discrimination was revealed by Carlos
Bolusan in the text.
(active verb – revealed: passive verb – was revealed)
 The poor family was accused by the rich man for stealing the spirit
of his family’s food by smelling.
(active verb – accused: passive verb – was accused)
 The gavel was pounded by the judge.
(active verb – pounded: passive verb – was pounded)
 A small change was thrown by my brothers in a straw hat.
(active verb – threw: passive verb – was thrown)
Because the subject is being “acted upon” (or is passive), such
sentences are said to be in the passive voice.
426
C. Sentence Craft
Transform the following sentences from active to passive.
1. President Aquino visits the victims of the typhoon.

2. Volunteer students initiated a Feeding Program in remote public schools.
3. The Department of Health spearheaded the clean-up drive to fight against
dengue.
4. The Grade 7 students receive the award in the poster making contest.
5. DOST scholars volunteered to mentor some students in public schools.
6. The poor but deserving students request financial support from the
Alumni Foundation.
7. The teacher explains the rubrics in comic strip making.
8. Red Cross accepted some donations of goods from the OFWs.
9. A group of parents donated books during the Book campaign.
10. Pope Francis reminded the Filipinos to be prayerful especially at this
critical time. (additional exercises )
D. Travel Time
Travelogue Writing
Tourism plays a vital role in boosting the Philippine economy. Recently

our country is known globally for its tempting white sand beaches, fine
restaurants and bars, malls and shops with Filipino-made handicrafts and
organic food products. WOW Philippines proves that we Filipinos can now
compete globally in the tourism market which is something that we must be
proud of.
In this task, you are expected to creatively write and present a Travelogue
on the space provided using the following pointers.
POINTERS IN WRITING A TRAVELOGUE
 Write about a
famous tourist
spot in your
place.
427
 Give a
photographic
description.
 Highlight the
various
attractions.
 Mention the
ways and
means to
reach the
destinations.
 Name a few
good places to
visit.
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 Mention some
do’s and
dont’s of the
places.
Study the following notes to improve more your travelogue:
1. Write a travelogue keeping in mind that it does not focus only on how
attractive the place would be.
2. Weave dialogue and suspense into your level description. Incorporate
lessons about life from some kind of event or historic place as a
framework of your travelogue.
3. Be specific. Give your readers an idea of how much the cost may be. Also
tell your readers what type of weather situation to expect during travel.
4. Remember what you have seen, experienced, felt and put it into writing.
You are to advertise the place.
5. Integrate the application of active voice in writing task when needed.
TASK 8: Pinoy Youth (Making Choices, Building Voices)
Research some background and updates on “The Role of the Filipino

Youth: Then and Now.” These may include:
 Information on the role of the youth in the past and today

 Information about their achievements in helping solve societal problems
 How the government responds to existing problems in the locality
 Other information that interests you most that relates to social
responsibility.
This is not a formal research report. The purpose is to find some sufficient
information that help you understand the topic given. Investigate something that
really interests you – something that strikes you as puzzling as curious while
you were reading. Make a documentary using the following steps and pointers
below:
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1 2 3
CHOOSING A TOPIC PLANNING AND GIVING YOUR
SCRIPTING DOCUMENTARY
PURPOSE
 Tackle a hot-button  Use research to  Tell a story of your
civic or social issue build your documentary
 Shed light on a documentary’s  Aim to persuade
little-known sub- foundation the audience
culture  Make your logical  Strike an
 Show the intimate progression of emotional chord
side of a famous information
 Sell your subject
person  Write an organized matter to the
 Document an schedule audience
important event as  Be a merciless
it happens editor
 Dig up new
information on
historical events
 Show the world
something it hasn’t
seen before
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TASK 9: Travel Tracer
Choose an interesting News Flash. The update should be about someone

who became socially responsible.
Describe or Where
sketch the today’s
setting action begins
Where it is What key

taken events
(source) happen
How does it
help you
understand
the topic
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TASK 10: Mini- Talk Show
 Form four(4) groups. Each of the groups will be given ten (10) minutes
to answer the guide questions to elaborate an issue.
 The talk show will run for ten (10) minutes. The group may employ any
devices or gadgets to enhance the flow of the activity
The Role of the Family in the The Life of the Rich People
Society
1. Why do people become rich?
1. What is a family? 2. What do you think are the
2. What composes the family? roles of the rich people in
Who are the members of the society?
family? 3. What is the value of being
3. Discuss the role of the rich?
members of the family in the
society?
The Challenge of the Court Healthy Lifestyle
Hearing
1. What makes a healthy life?
1. Who are the people involved 2. Cite specific activities of the
in the court hearing? individuals who are healthy.
2. How will you picture the 3. What do you think is the
situation of the jury? value of a healthy living?
3. When does the judge feel the
challenge?
You have accomplished the life enhancing tasks needed in this lesson.
Quite honestly, you are reminded that each one of you has a social
responsibility at home, school and community especially in this diverse society.
Are you ready for the next challenge? Prepare! Face this challenge!
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YOUR FINAL TASKS
TASK 11: Panel Discussion
You just learned insightfully how to be socially

responsible in light of your learning experiences. At
this point, you have to engage yourselves in a major
output for this lesson- performing a Panel Discussion.
The criteria for assessment will be: Correct Sentence
Construction, Pronunciation, Appropriate Vocabulary,
Well- Organized Oral Text with Staging, Giving
Information with Supporting Evidence and
Demonstrate Understanding of other Panelist’s Views
for Clarity.
TASK 11.A. Photo Essay
 Good readers create pictures/images in their mind. This is the chance to

share some of your bright ideas using on how one can be socially
responsible.
 From the pictures given below, reflect what insights have been learned in
appreciating the Filipino culture.
 Develop at least five (5) meaningul sentences from each picture and write
them on the space provided.
 Share your sentences with the class and prepare for a panel discussion.
Source:http://www.bing.com/images/search?q=Filipino+students+cooperating+with+each+oth
er+he+Phils&view
433
In the preceding task, each group was asked to share the picture essay
in preparation for a panel discussion. Take note of the following salient points
for panel discussion.
Panel Discussion
Your task is to present information and discuss

Goal personal views as panelist which will be facilitated
by a leader or a moderator.
You are the panel member who will introduce the
Role issue or topic by asking questions or reacting to the
panel members’ views and opinions.
Your presentation will be moderated by a leader with
Audience
the panelists who will discuss the issue.
You who will present and close the discussion and
Situation
provide a summary of panel presentation.
Product Your product is a panel discussion.
Your work will be assessed through these criteria:
Correct Sentence Construction, Pronunciation,
Standard Appropriate Vocabulary, Well- Organized Oral Text
with Staging, Giving Information with Supporting
Evidence and Demonstrate Understanding of other
Panelist’s Views for Clarity.
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TASK 11.B. How to proceed on the Panel Discussion:
1. Identify the topic or issue (an important conflict in values or interest).

2. Negotiate with your teacher or an invited expert as panelist.
3. The moderator/ host will discuss the objectives of the activity. Students
will be given 15-20 minutes to organize ideas for the discussion.
The following procedures have been used effectively:
a. The leader or moderator introduces the topic and the panelists

present their views and opinions regarding the issue.
b. The panelists discuss the issue or topic and also react to other
panel members’ views and opinions. A specific amount of time
should be set.
c. The leader or moderator closes the discussion and provides a
summary of panel presentation and discussion.
d. The leader or moderator calls for a forum to all the members of the
class to address some questions, views, and opinions to the
panelists.
4. Panel Discussion
5. Processing and Feedbacking.
Scoring Guide for Panel Discussion:
Student’s Name: _________________________________

Student’s Role: __________________________________
Use the rubrics below as your guide.
Excellent
Good Skills Developing Beginning
Communication Skills
3 2 1
4
Correct Few Errors do not Still require a Coherence of
sentence grammatical interfere with lot of work on argument
construction errors and no the meaning- the part of the suffers from
stress on the listening stress listener to many
part of the is less understand grammatical
listener errors
Pronunciation Pronunciation Errors do not Still require a Errors interfere
is good with interfere with lot of work on strongly with
few or no the meaning- the part of the meaning which
errors; easy listening; stress listener to is very difficult
to listen to is less understand to follow
435
Appropriate Speaker is Speaker has Speaker still Speaker
vocabulary able to find used grasping with unable to find
appropriate appropriate the use of appropriate
vocabulary vocabulary appropriate words to
with ease most of the vocabulary convey clear
time meaning
Well-organized Arguments Arguments Arguments Arguments not
oral text with are well- staged well and partially staged- no
staging staged and most staged, but logical
developed developed sequencing is development
logically logically still confusing
Gives Arguments Arguments Arguments Argument has
information have have some have little/few no evidence at
with supporting evidence evidences evidences all
evidence
Demonstrates Can Attempts more Makes short, Never asks
understanding formulate detailed simple other panelists
of other precise clarifications or comments on for clarification,
panelist’ views/ comments comments on other panelist” or makes a
able to clarify and other panelist’ arguments comment on
clarifications arguments their argument
of other
panelist’
arguments
MY TREASURE
Gaining My Insights
Certainly, you have engaged insightful and meaningful tasks that improve
your understanding of the focused concepts, likewise enhancing your language
communication and literary skills.
Your Panel Discussion serves as evidence that at a young age you have
the skill to search appropriate information, and to express social concern at this
time. Thinking and speaking skills predominate in an interactive mode.
Which task/activity did you enjoy most?

______________________________________________________________
______________________________________________________________
Did you find it valuable?

______________________________________________________________
______________________________________________________________
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Reflect your insights in your journal and add some notes to the following
questions:
1. What new learning did you discover that leads to social responsibility?
2. What values or skills in life do you think can frame your thinking as a living
principle?
3. How will it help you to become a better person?
4. What part of the lesson did you find difficult?
5. How would you respond to these difficulties?
6. Write at least three possible steps you can offer to solve these difficulties.
7. What do you expect to enhance in the next lesson/s?
 Complete the table as shown with entries called for.
How should I What should be my How will my attitude

improve? attitude in life? help me?
Parts of the
lesson that...
I enjoyed
are useful
I consider
challenging
Assist me in
dealing with my
needs
I need to improve
in the next
learning phase
I would like to
work further on
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MODULE 3
Lesson 6
______________________________________________________________
ASSERTING ONE’S IDENTITY IN A DIVERSE SOCIETY
YOUR JOURNEY
In a society where one dreams of democracy, the main issue is that the
majority rules but minority rights are protected. Everyone has the right to speak
and be heard. Everyone has equal rights and responsibilities in exercising
one’s beliefs and in asserting one’s identity. All citizens then are entitled to
negotiate in the “market place of ideas.”
This lesson invites you to give importance in asserting one’s identity. How
then can you assert one’s identity in a diverse society.
YOUR OBJECTIVES
For you to answer these core questions, and for you to be guided in this
learning journey, you have to realize the following:
 make a stand on the material viewed

 formulate predictions about the contents of the text
 react to assertions made by the author in the text
 identify words or expressions with part-whole (partitive relations)
 explain how a selection may be influenced by culture, history,
environment, and other factors
 link sentences using connectors that signal chronological and logical
sequence and summation
 compose a personal letter to a friend, relative, and other people
 raise sensible, challenging thought, provoking questions in public
fora/panel discussions, etc.
 perform in a comprehensive debate
Be reminded that you are expected to present a

well- prepared Simple Debate and the criteria for
assessment will be: Content, Preparation,
Argumentation and Presentation.
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YOUR INITIAL TASKS
TASK 1: Facts or Bluffs
FACT BLUFF
Look for the icons FACTS and BLUFFS posted in the different corners of
the room.
When you hear the teacher read each of the lines below, stand under one
of the icons to show whether you agree or not with the statements.
 Argue with each other. Try to persuade the other to move to your corner.
Whenever a persuasive argument is heard students should move.
 You may move as often as you like depending on the arguments that
persuade you.
 Mangosteens are rich in potassium.

 English is our second language.
 People judge others through appearance.
 There is nothing young people can teach older people.

 It is more important to study Math than other ubjects.
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TASK 2: My Hero, Just Asking
 Take a look at the picture and reflect on the questions given. Recall some
of your learnings about the life of your national hero.
What did this man do in

Dapitan?
When was he exiled in

Dapitan?
 Write down your learnings and expectations in the text box below.
My Learnings
My Expectations
 Remember that your learnings and expectations will guide you to achieve
your goals for this lesson.
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TASK 3: Predicting Outcomes
 Good readers make predictions before, during and after reading. Use
your schema (background knowledge) and clues from the text to predict
what will happen next in the story.
What will actually happen next

What has happened so far?
and why?
Finding a man who is willing to
teach you English language...
Having a mother who is sick...
Learning different kinds of

languages...
TASK 4: My Word Map
 Complete the word map by answering what is called for. Choose the idea
from the word pool given below.
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TASK 5: Line Match
 Using the line, connect the given word with the related ideas on both
sides.
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You are now ready for the next phase of learning.
YOUR TEXT
TASK 6: Reading Time!
In this lesson you will either agree or disagree with the author’s ideas. In
your childhood you will recall how you played with your mates at home and in
school. Share with the class your most unforgettable experience with your
friends.
Man In Dapitan
Loreto Paras-Sulit
The boys came to know him very well. Their friendship with this lonely
man with the kind voice began one day when the boys could not agree on
the answer to a question in their day’s lesson in catechism.
The boys stopped short in their coming fight. Everybody knew everybody
else in Dapitan. So the boys knew that this was the man who had just arrived
in town. They saw someone with an attractive, kindly face. His eyes could
command when he wanted to. The strong line of his jaw reminded the boys
of rocks. It seemed to tell them of something hard and unbreakable. As they
stared at him, he went on to say, “If you want to find out who is right, open
your books, read the answer very well, and see which of you gave the one
exactly like it. One of you may win with his fists, but that would not prove that
his answer is correct.”
His voice died away as he looked toward the sea. The boys walked away
in silence. At a distance they stopped and opened their catechisms. The man
on the porch smiled to himself.
After that day whenever the boys passed by the spot, they would eagerly
look for him. Usually he was either reading or writing. When he saw them he
would wave to them.
One day Lope took a bunch of ripe mangosteens along with him. He
pulled the other two with him and he shyly offered the fruit. The man’s quick
bright smile completely won their hearts. Soon they were all conversing with
him as though he were their favorite uncle. “Boys”, he asked them, “would
you like to learn other language besides Spanish? I’ll teach you another if
you can stay with me half an hour every day about this time.”
“What language, sir?” asked Felix.
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“Have your choice – French, English, and German.”
The boys looked at him closely. At first they thought he was joking, but
his unsmiling face told them he was serious.
“Let us study English,” suggested Lope.
So English it was. After a week they knew the English names of many
objects in their homes and in the town. They could manage short answers to
questions, greetings, and simple statements.
During the days that followed, Lope, who had been the most interested
and active, appeared to be very absent-minded.
“What is the matter, Lope?” ask their teacher. Lope tried hard to speak
in a steady voice, but he could not stop the quiver of his lips. “It is my
mother, sir. My mother cannot see these days. She is almost blind. The
doctor says she has to go to Manila to be operated on. But my father cannot
take her to Manila. We are very poor, Sir.”
“Let us go to your mother, Lope. Perhaps I can help her.” He went inside
the house and came out with a black bag. Lope had no chance to refuse. The
man was fully prepared to go home with him.
Lope’s mother was sitting on a bamboo chair in the shady portion of the
yard. She inclined her face toward the sounds of coming footsteps. Lope ran
to her and rubbed his face against her left arm. She smiled gently, but the
light did not reach her eyes. There was only sorrow there.
“Mother,” cried Lope excitedly, “someone is here who will help us.” Lope
was so sure his friend could help his mother.
His friend was now looking into his mother’s eyes, just like any other
doctor peering into them. Lope felt better just to see him examining his
mother’s eyes. When Lope’s father arrived, there was a hurried consultation
between the two men.
Lope heard his friend say to is father, “It is not serious, really. It will
require only a simple operation if you will let me do it for you.”
From the look on his father’s face, Lope knew that he had also
immediately trusted this man. His mother was taken into the house.
Lope waited outside. How long the hours seemed! Would they never
finish? What was happening to his mother?
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At last his father and friend came out. They smiled when they saw Lope’s
anxious face. “Don’t worry too much Lope,” said his friend. “Next week your
mother will be able to thread her needle even at night.”
“Sir,” said Lope’s father, ‘in all this excitement my young son has
forgotten to tell me the name of the person we shall always be thankful and
grateful to. May we know the name of Mother’s doctor?”
The man smiled briefly. “Well, if you want to remember my name – it is

Jose Rizal,” he said.
Comprehension Questions:
1. What does the story suggest about Jose Rizal?

2. How is the title related to the story?
3. If you were the father, will you entrust the life of your wife to the man that
you do not know? Why?
4. If you were Lope, what will you do to repay the kindness of Jose Rizal?
5. How does the story of Rizal inspire you as a Filipino?
TASK 7: Field Reporting
 Form four (4) groups. Each group will assign one field reporter who will
act as an interviewer and one (1) interviewee.
 Have an exciting field reporting for 10 minutes.
 Answer three (3) questions from the teacher.
 Utilize the questions for assertion in field reporting.
 Take note of the illustration below:
Good morning, I’m here live in

Dapitan. I’m asking Lope about
his mother who cannot see these
days. She is almost blind…
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 You can use or modify the given introductory statement before presenting
the following questions:
 What did you know about the man? Describe him?
 Why did you allow the man to perform the eye operation?
 Did the man demonstrate sincerity in helping others?Why?
TASK 8: Phrases Alive
 Using the model below, find the phrases which are not in the context of
the story.
grinned in mock disbelief

the quiver of his lips
passed by
camisa de chino
peering into
anxious face
shady portion
 Using the following template, fill out the form by answering the questions
given.
What do you think the phrase means?

___________________________________________________________
___________________________________________________________
___________________________________________________________
What does the dictionary say the phrase means?

___________________________________________________________
___________________________________________________________
___________________________________________________________
Write the definition of the phrase using your own words.

___________________________________________________________
___________________________________________________________
___________________________________________________________
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What are some other phrases that What are some other phrases
mean the same thing as the that mean the opposite of the
phrase? phrase?
______________________________ ___________________________
______________________________ ___________________________
______________________________ ___________________________
Sketch of Phrase
Picture Caption Using The Phrase
A. Conjunction Song (Group Work)
Group yourselves into five (5). To achieve the mastery and subordinating
conjunctions, you will:
 memorize the lyrics of the song

 sing in the tune of “ the itsy bitsy spider”
 explore into other contexts of real life
 present the song to the class
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 Study the commonly- used subordinating conjunctions with their meaning
and example in the sentences.
 Analyze the relationship of connectors in sentences.
Logical Relationship Subordinators Sample Sentences
Although, while, Although the blind mother

Contrast/Concession even though, can’t afford to pay for her eye-
even if, whereas, operation, she was able to have
though , but it.
Lope started to worry because

Cause of the condition of his mother’s
Because , since
sight.
So that, in that, in Lope decided to befriend Dr.

Effect/Result order that Jose Rizal so that he will learn
English.
If, unless, If my father will agree, then my

Condition
provided that mother’s eyes will be operated.
After, before, as Until the Filipinos gain back

soon as, since, their freedom from slavery, I am
Time
when, while, until, not leaving this place.
as
B. Let’s Connect ( Exercises on Subordinating Conjunctions)
Fill in the blanks with the appropriate conjunction to complete the

sentence.
1. Lope was so assertive about the answer to the question in their catechism
class that ended in argument ______ the “man” taught them how to settle
argument.
a. Though b. unless c. so d. because
2. Hugo and Felix argued with Lope ______ of a topic in catechism class.
a. As b. because c. whereas d. if
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3. _____ the “man” said, “Now, boys, can fists settle an argument? Are you
trying to find out who is the strongest among you, or are you trying to find
out who is right?”
a. Whereas b. Because c. So that d. After
4. The boys looked at the man closely, at first they thought he was joking
_____ his unsmiling face told them he was serious.
a. but b. so that c. until d. because
5. ______ of Lope’s loyalty to the man in Dapitan , his problem of his

mother’s eyesight was answered.
a. Although b. Whenever c. While d. Because
C. I- Message
 Fill in the blank with the appropriate answer using the assertions enclosed
in the parentheses.
I feel ___________ (say your feeling)

when I __________ (describe the
action)
because ____________(say why the
action connect to your feeling)
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D. E- mail Writing to a Friend
Writing a letter to friend is one way of communicating aside from texting

or calling. In this time of web and net, post mail had become useful for business
purposes. You prefer to follow the trend. In this task, you are going to share
ideas with your friends about “The Modern Filipino Youth” and “The Old Filipino
Youth”.
Be guided by the following:
 analyze the medium of communication used

 remember the correct use of subordinating conjunctions
 study the different parts of a letter, in terms of:
 complete parts
 format
 content
 grammar
 tone, etc.
 compose a letter and send to your friend
 print the letter and the reply
 compare the e-mails based on the standards set
 presentation
 processing
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TASK 10: Class Symposium ( Juan Voice)
To raise sensible and challenging, thought provoking questions, prepare

a classroom symposium that will discuss the issue: Asserting Myself in a
Diverse Society: The Modern Filipino Youth and the Old Filipino Youth.
Consider the following:
 Divide the class into two (2) groups.

 Determine who will be the presenter/s and co- presenter/s in the course
of a classroom symposium.
 Plan and prepare to write from the ideas you got from your reading in line
with the TOPIC given and have the following requirements:
 Poster Presentation where the presentation may be in the form
of poster, a display of a creative work and or a multimedia
display.
 Paper Presentation where the students will prepare the draft
that provides the talking points.
 Poster Set-up where the students will appreciate the use of
poster board or details.
 Rehearse to achieve accuracy and fluency.
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TASK 11: Six Thinking HAT Tools
 Form six (6) groups representing six HAT groups.

 The class will be divided into six thinking HAT groups with the
corresponding name and color:
Group1: FACT HAT (blue)- Specifically working with theories and
other factual information
Group 2: INFORMATIVE HAT (white)- Considering purely what
information or news is currently available
Group 3: FEELING HAT(red)- Statements of emotional feeling
Group 4: NEGATIVE HAT (black)- Statements of neagtive feelings
or issues
Group 5: POSITIVE HAT (yellow)- Statements that identify benefits
and or advantages
Group 6: CREATIVE HAT (green)- Statements of styles using
creative design or approach
 Each group will design one thinking HAT tool with the assigned color.
 Each group may utilize recycled materials (e.g. paper, cartolina, empty
bottles, newspaper etc.) to come up with an exciting HAT.
 The group will be given 15 minutes to finish the HAT.
 The group will allow one member to share with the class the reasons why
the HAT is made that way giving some sensible and challenging thoughts
or insights.
Emotion
You have accomplished the meaningful tasks needed in this lesson. From
the activities, you have discovered literature as a tool to assert one’s unique
identity to better understand other people. Get ready for the next challenge!
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YOUR FINAL TASKS
TASK 12: A Bit of Beat (Simple Debate)
How much do you know about the debate? In this

final task, your listening, speaking, and critical thinking
skills will be developed. At this point, you are going to
present a debate proficiently.
Listen as your teacher reads the protocol in starting a

debate. The criteria in rating your performance will be
Content, Preparation, Argumentation and Presentation.
In the preceding task, you were asked to present a classroom symposium

in preparation for a simple debate. Consider the following salient points for
simple debate.
To present two sides of an argument about asserting

Goal identity in a diverse society as part of your party’s
platform
You are student leaders of two opposing parties who
Role
will assert or negate the resolution
Your schoolmates and classmates who will be voting
Audience
in the student government election
You are in a meeting de avance for the student
Situation
government election
Product A Simple Debate
You will be evaluated based on: content, preparation,
Standard
argumentation and presentation
How to Conduct a Simple Debate
1. Introduce the topic
All debates start with a topic, or resolution. Often, this resolution is a

proposed course of action that one team will argue for and another will
argue against. Choose a topic to which you can relate. In any case, be
sure that you understand the issue and any specialized vocabulary that
goes with it.
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2. Assign the Affirmative and the Negative
There are two sides to any debate. Naturally, one will argue for
and another against the resolution. As Grade 7 students, it is best to group
yourselves into teams to research and argue on the issue. This way
one student would not be pressured to perform, and the other members of
the group can help with comprehension and strategy. Ideally, your class
will be divided into four groups at least three students in each group)
and assign two groups to each of two resolutions. Then assign one of each
pair of student groups to the affirmative. This group will argue for the issues
being presented.
The other two groups will be the negative and will argue against the
resolutions. During the debate, the other groups will serve as
the judges and decide which side presented a stronger case voting for
the winners of the debate at its conclusion.
3. Give Time for Research
You will need time to research the issue. You will also need
additional instruction on the specific vocabulary that may be involved.
Make sure all of you understand any specialized vocabulary so the efficacy
of your arguments does not depend on simple comprehension. You need
to form a strategy as to who will do most of the talking during the debate
though may I remind you that all of you are expected to participate in the
research and strategy of the debate. Then, during the preparation time in
anticipation of the rebuttal, you should discuss with your teams the points
the opposition made and decide how to refute them. Be sure to include
sources.
4. Keep Track of Time
1. If you are unfamiliar with formal debate, the speakers follow a set
order.
2. The following is the most basic debate structure.
3. First, the affirmative group will be given two minutes to present their
case to the audience.
4. The negative group will be given given two (2) minutes to present their
case.
5. After both sides have been given their chance to speak, both teams
will be given two minutes to prepare a rebuttal and summary. The order
of speech is reversed now and the negative side presents their rebuttal
and summary for the first two minutes.
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The last to speak is the affirmative team who then presents their
rebuttal and summary for two minutes. The debate is now concluded.
Since this is the first time you are formally debating, keeping
things simple is best.
5. Make a Judgment
Usually in debate, the winner is the one who has presented the
strongest case. Remember that, the overall purpose of speaking is more
important than the specific outcome of the debate. To determine the winner,
have the audience, together with your teacher, vote on which team gave
the most convincing argument. Weigh your own opinion as to who
communicated clearly and refuted the opponent’s arguments best. This
combination will identify your winners.
Communicate your ideas and arguments clearly. Observe good

grammar.
Rubrics for a Simple Debate
Use the rubrics below to evaluate your performance in a debate.
Excellent Skills Good Skills Developing Beginning

Criteria
4 3 2 1
Information is Information Still require Coherence
accurate is interesting a consistent of
demonstrating a and relevant. information information
Content comprehensive to suffers
understanding of understand from many
all aspects of the the issue grammatic
issue al errors
A well- An opening Still require No opening
constructed and closing an opening and closing
opening statement and closing statement
statement and emphasizes statement to to
Preparation
closing statement the most emphasize emphasize
emphasizes the important the the
most important points important important
points points points
The argument is The The The
Argumentation logical argument argument is argument
demonstrating a is literal
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clear analysis of has clear literal and a and
the issue emphasis bit logical illogical
Speak confidently Speak Speak with Speak with
with conviction confidently mannerisms no
and clarity with or irrelevant confidence
Presentation
conviction gestures and clarity
and
composure
MY TREASURE
My Personal Journal
 Sit back, reflect and look back how well you performed.
 Write your reflection based on the guide in the diagram.
Summary of what was done, see and felt:




New Learning
 What did I learn that was new to me?
 What insights did this new knowledge give to me?
456
Action to be taken
Is there any action that I will take as a result of what was done?
457
Module 4
“Connecting to the
World”
458
English Grade 7

those of other countries.

GRADE LEVEL through his/her understanding of Philippine Literature and
STANDARD other text types for a deeper appreciation of Philippine
Culture.
LEARNING STANDARDS
Module 4/ Quarter 4

Content Standard
Theme Standard
The learner demonstrates The learner actively

understanding of how performs in a multi-
contemporary Philippine literature media informational
and various text types through presentation of multi-
using reading, listening, and cultural highlights.
4 viewing strategies, lexical and
Connecting contextual cues, action verbs, WH
to the World questions, imperatives and
prepositions; giving clear, precise,
and concise information orally;
composing simple informative text
serve as means to respond to the
demands of the global village.
459
Theme and Language/

Period Sub theme Grammar
Activity Activity
Covered Focus
Formulating Presenting
Lesson 1:
and an Info brief
Relating
Responding (about daily
Past to the
to WH life in the
Present
Questions Philippines)
Using Action
Lesson 2: Writing a
Verbs when
Keeping Capsule
Giving
Connecting to Abreast Biography/Bi
Information
the World with ographical
and Making
Changes Sketch Multi-media
Explanation
Informational
Presentation
Lesson 3:
of Multi-
Upholding
Writing Cultural
Contemporary Understand Using
Personal Highlights
Philippine ing of Imperatives
Essay
Literature Broadening
Horizons
Prepositions
Multi-media
of Place and
Lesson 4: Informational
Time (in, on,
Celebrating Presentation
at, by,
Cultural of Multi-
through, of
Ties Cultural
beside,
Highlights
inside)
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PRE-TEST
GRADE 7 MODULE 4 / QUARTER 4
Read each item carefully and follow the directions as indicated. Write
the letter of the most appropriate answer on your answer sheet.
Part 1 Knowledge
A. Contextual Clues: Unlock the meaning of the underlined words through

context clues. Choose the letter of the correct answer.
1. The opulent Philippine Heritage has been characterized through the

richness of its culture, language, and traditions.
A. impoverished
B. indigent
C. poor
D. wealthy
2. Our heritage has not remained limited into the walls of isolated groups but
it has found its way out through these natural ghettoes. These parts are
considered as the __________________.
A. largest
B. leading
C. poorest
D. prominent
3. Different regions in the Philippines have various expressions of Arts, unique

traditions and peculiar practices which made countries’ culture diverse.
A. distinct
B. identical
C. similar
D. unrelated
4. Most of the time, our heritage has been given less importance by many
without realizing its vital role in the socio-economic development of the
nation.
A. dull
B. essential
C. inactive
D. little
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5. Knowing others’ practices helps us build cultural awareness. It means
being ____________.
A. conscious
B. innocent
C. insensible
D. oblivious
B. WH Questions: Fill each blank with correct WH Question. Choose the most
appropriate answer from the box below.
How many Whom What

How much Whose Which
When Where How often
6. ____________ handkerchief is this? (possession)
7. ____________ does Dr. Hanson live? (place)
8. ____________ among these flowers you like best? (choice)
9. ____________ boxes were delivered? (quantity)
10. ___________ does Ana feel dizzy? (frequency)
C. Verbs: Choose from the pool of answers the correct verb that will complete
the thought of the following sentences.
A. need B. goes C. lent D. wash E. bark
11. I always __________ the dishes after our meal.
12. When in danger, the dog could only ________.
13. Ana never _________ out without an umbrella.
14. Where is the book I __________ you last week?
15. We _______ to buy more snacks for our picnic.
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D. Homonyms, Homophones, Homographs: Choose the letter of the
correct meaning of the italicized word.
_____ 16. The kids are going to watch the A. here

movie tonight.
B. look at
_____ 17. My watch is not working anymore.
C. to forbid
_____ 18. All the students are present today.
D. give or show
_____ 19. My classmate will present her work
to us. E. a group of musicians
_____ 20. Ana’s band won the battle. F. a small clock worn
on the wrist
_____ 21. The school head banned the use of
gadget.
E. Prepositions: Fill in the blank with the correct preposition. Choose your
answer from the word pool below.
A. in B. on C. at D. until
22. I will wait for you ________ 5:00 p.m.
23. My best friend lives ______ Cagayan De Oro.
24. Let us see each other again _____ Sunday.
25. My brother never stays _____ home.
Part 2 Understanding
Reading and Literature: Read the passage carefully, then answer the
following questions. Choose the letter of the
correct answer.
A Heritage of Smallness
Nick Joaquin
(1) Society for the Filipino is a small rowboat: barangay. Geography for
the Filipino is a small vague saying: matanda pa kay Mahoma; noong
peacetime. Enterprise for the Filipino is a small stall: the sarisari. Industry
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and production for the Filipino are the small immediate scratchings of each
day: isang kahig, isang tuka. And commerce for the Filipino is the very
smallest degree of retail: the tingi.
(2) What most astonishes foreigners in the Philippines is that this is a

country, perhaps the only one in the world, where people buy and sell one
stick of cigarette, half a head of garlic, a dab of hair pomade, part of the
contents of a can or bottle, one single egg, one single banana. To foreigners
used to buying things by the carton or the dozen or the pound, and in large
economy sizes, the exquisite transaction of Philippine tingi cannot but seem
Lilliputian. So much effort by so many for so little! Like all those children
risking neck and limb in the traffic to sell one stick of cigarette at a time or
those grown-up men haunting the sidewalks all day to sell a puppy or lantern
or a pair of socks. The amount of effort they spend seems out of all proportion
to the returns. Such folks are, obviously, not indolent, but not being indolent
is just as obviously, not enough. Laboriousness just can never be the equal
of labor as skill, labor as audacity, labor as enterprise.
(3) The Filipino who travels abroad gets to thinking that his is the
hardest-working country in the world. By six or seven in the morning we are
already up and on our way to work, shops and markets are open; the wheels
of industry are already grinding.
(4) Abroad, especially in the West, if you go out at seven in the morning
you’re in a dead town. Everybody’s still in bed; everything’s still closed up.
Activity doesn’t begin till nine or ten – and ceases promptly at five P.M. By
six the business sections are dead towns again. And entire cities go to sleep
on weekends. They have a shorter working day, a shorter working week. Yet
they pile up more than we who work all day and all week.
An excerpt from Montage: An Anthology in Philippine Literature in English
26. What kind of text is “A Heritage of Smallness”?

A. essay
B. novel
C. poem
D. short story
27. Which paragraph expresses the main point of the article? Paragraph no _.
A. 1
B. 2
C. 3
D. 4
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28. What astonishes foreigners in the Philippines is that this is the country
where people buy single products. What part of speech is the underlined
word?
A. adjective
B. adverb
C. noun
D. verb
29. Filipinos are obviously not indolent. The underlined word functions as a/an
_____.
A. adjective
B. adverb
C. noun
D. verb
30. According to the selection, what is society for the Filipinos? It is a small
_______.
A. industry
B. rowboat
C. stall
D. town
31. Foreigners are astonished with Filipinos when the latter buy _________.
A. a dozen of eggs and dairy products
B. a piece of cigarette
C. cartons of milk products
D. economy sizes of assorted products
32. When do Filipinos think that their country is a hard-working one? It is when
they ________________.
A. go abroad and earn money
B. risk many things just to make a living
C. sleep on weekends and holidays
D. wake up early in the morning only to work
33. What is commerce for Filipinos? It is a/an ___________.

A. barter
B. isang kahig, isang tuka
C. sarisari
D. tingi
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34. What idea about the Filipinos can be drawn/ extracted after reading the
text? Filipinos are ___________________.
A. belittled by foreigners for working so hard yet getting too little from
their hard work
B. hardworking and are compensated accordingly
C. hardworking but not compensated with their efforts
D. not indolent but not being one isn’t enough; so there is a need to
balance hard work and productivity
35. The text tells the readers that life in the Philippines is _____________.
A. challenging
B. easy
C. informal
D. stress-free
Part 3 Process
Logical Organization: Arrange the following sentences logically to form a

coherent paragraph. Write A to E on the space
provided.
_____ 36. Put the crust in the pie plate.
_____ 37. Put the pie in the oven for 8-10 minutes.
_____ 38. Slice six cups of apples.
_____ 39. Spread the sliced apples over the crust.
_____ 40. Put the sugar and the butter on the top of the apples.
Composition Writing (Nos. 41-50).
Supposing you are a tourist guide and your job is to accompany groups
of visitors as they tour the island on holidays. To showcase and share with them
the beauty and magnificence of particular places in the country, you are going
to write an informative paragraph about one of the tourist destinations in the
country such as historic neighborhoods, museums, or other regional points of
interest. You will be given ten (10) points for this task. Focus on the content
and the organization of your ideas.
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MODULE 4
Lesson 1
______________________________________________________________
RELATING PAST TO THE PRESENT
YOUR JOURNEY
In the previous module, you have learned how to blend well in a diverse
society and to respond to other people’s needs despite individual differences.
It is indeed true that we have to put meaning in our lives by reconnecting to
others with feelings of ease and happiness instead of focusing on constant
stress and dissatisfaction.
In order to enjoy life, we create harmonious relationship with our family

members, friends, and even with acquaintances. But how about extending to
the rest of the world? One sure step is to relate your past experiences to your
present life. By participating in different diverse activities, you become a part of
a community. In this lesson, you will learn how your forefather’s experiences
are essential to your current situation.
YOUR OBJECTIVES
In the course of your journey, you are expected to:
 distinguish between general and specific statements

 differentiate reality from fantasy based on material viewed
 analyze relationships presented in analogies
 supply other words or expressions that complete an analogy
 identify distinguishing features of a poem during the Contemporary
Period of Philippine Literature
 determine the tone, mood, technique and purpose of the author
 organize information about a chosen subject using a graphic organizer
 compose a simple informative text
 give clear, precise and concise information
 formulate meaningful expressions
 formulate short replies
 formulate WH questions
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Your target output at the end of this lesson is a
creative informative photo album about the daily life in the
Philippines. Your work will be assessed based on the
following criteria: Content/ Focus, Creativity, Clarity/
Organization, Language Mechanic and Word Choice.
YOUR INITIAL TASKS
TASK 1: From Gen X, Y to Z
 Read the words on the computer screen below. Try to identify the general
idea they would like to express. Write possible answers on the space of
the keyboard.
 Take turns in sharing your answers.
FREEDOM
NEW
PRESENT
DYNAMIC
TECHNOLOGY
MODERN
 What is the connection among the words? How is this related to the
theme “Relating Past to the Present”?
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Philippine Literature in Contemporary Period
The Rebirth of Freedom (1946-1970)
The Americans returned in 1945. Filipinos rejoiced and

guerrillas who fled to the mountain joined the liberating American
Army.
On July 4, 1946, the Philippines regained its freedom and
the Filipino flag waved joyously alone. The chains were broken.
TASK 2: Reconnection
 When you think of relating your past experiences to the present, you
cannot help but to find similarities and differences. This is exactly what is
in store for you in this task.
 Pair up and look closely at the pictures.
 Discuss with your partner the answer to the following questions:
 Describe the pictures on the first column. How do they differ from
the pictures on the second column?
 How do you feel when there are changes and innovations?
 What do the pictures suggest?
COLUMN 1 COLUMN 2
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TASK 3: Then and Now
 View the link below, then watch and analyze the video.
 Being a 21st century learner, what can you say about the ideas
presented in the video?
 Are the ideas presented based on reality?
 What are the differences of the things that were happening then and
the events that are occurring now?
 How is the past related to our present life?
 How do the things we do affect our future?
View link at https://www.youtube.com/watch?v=9956pIQqGsE
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TASK 4: Setting Expectations
 Divide the earth into two parts.

 On the left side, draw an illustration of two to three (2-3) things you knew
belong to the past. On the right side, draw two to three (2-3) items that are
present nowadays.
 On the space provided, explain how are the things you put on the right side
related to the items you drew on the left side.
EXPLANATION:____________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
YOUR TEXT _________________________
TASK 5: Anticipation-Reaction Guide _____________________
 Draw a in the box if you believe in the following statements.
Then draw in the box if you don’t.
 On the last column, write down your explanation why you agree or
disagree to the statement.
THOUGHTS YOU REASON

If you want to know the past, look at your
present.
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Your behavior depends on your
environment.
Our present life and circumstances are
products of our past thoughts and actions,
in the same way our deeds in this life will
fashion our future.
Forget the past and you will be successful.
Our heritage must be preserved for the
benefit of the future.
No matter how difficult the past, you can
begin again.
Committing mistakes is unforgiveable.
Everything is destined to happen.
Everything that has happened in the past
will happen again in the future.
 Share and explain your responses with the class.

 Explain how the lines above are related to the theme of the lesson.
TASK 6: Poetry Elements
Before moving on to the literary text, let

us first review the elements of a poem during
the Contemporary Period of Philippine
Literature.
 Group yourselves into five.

 Using the semantic web, list the poetry
elements you already knew.
 Show and explain your work with the
class.
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Basic Elements of a Poem
Poetry is defined as ‘literature in a metrical form’ or ‘a composition forming

metric lines’.
 Stanza – a series of lines grouped together

couplet (2 lines)
tercet (3 lines)
quatrain (4 lines)
cinquain (5 lines)
sestet (6 lines)
septet (7 lines)
octave (8 lines)
 Rhyme – repetition of similar sounds
I saw a fairy in the wood,
He was dressed all in green.
He drew his sword while I just stood,
And realized I'd been seen.
 Rhyme Scheme – a continuation of rhyme
 Meter – basic structural make-up of a poem
 Rhythm – music made by the stressed and unstressed syllables
 Theme – message of the poem
 Symbolism – symbols that convey ideas
 Imagery – device used for readers to create an image that encompasses
the five senses
TASK 7: Vocabulary Check
 Use the dictionary to define the underlined words which will be found in
the poem to be read.
1. he spun Himself to brightest day

___________________________________________________________
___________________________________________________________
2. Who am thy Fountainhead

___________________________________________________________
___________________________________________________________
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3. Of this so regal head
___________________________________________________________
___________________________________________________________
TASK 8: Literary Exploration
How would you react if instead of appreciating the

gifts of the past you received nothing but ingratitude?
Whatever the past has brought to you, you must be
thankful and consider them as lessons which you can
bring with you until new encounters come.
The poem below shows man’s ingratitude to his Creator – the God who
made all things in the past, in the present, and even in the future.
God Said, “I Made a Man”

Jose Garcia Villa
God said, “I made a man

Out of clay” –
But so bright he, he spun
Himself to brightest Day
Till he was all shining gold,
And oh,
He was handsome to behold!
But in his hands held he a bow
Aimed at me who created
Him. And I said,
“Wouldn’t thou murder me
“Who am thy Fountainhead”
Then spoke he the man of gold:
‘I will not
Murder thee! I do but
Measure thee. Hold
Thy peace! And this I did,
But I was curious
Of this so regal head.’
‘Give thy name!’ – Sir! Genius
Source: Philippine Copyright 2005 Across

Culture in Language and Philippine Literature
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Q & A: On your notebook, answer the following questions:
 What is the poem all about?

 Is the relationship of the past and present relevant in the text?
 What attribute of God is being described in the poem?
 How did God react to the ingratitude of His creations?
 How are the actions of the men in the past significant to your situation
right now?
Biblical Explanation of the Poem
1 In the beginning was the Word, and the Word was with
God, and the Word was God. 2 He was with God in the
beginning. 3 Through him all things were made; without him nothing
was made that has been made. 4 In him was life, and that life was
the light of men. 5 The light shines in the darkness, but the darkness
has not understood it.
6 There came a man who was sent from God; his name was
John.7 He came as a witness to testify concerning that light, so that
through him all men might believe. 8 He himself was not the light; he
came only as a witness to the light. 9 The true light that gives light to
every man was coming into the world.
10He was in the world, and though the world was made through
him, the world did not recognize him. 11 He came to that which was
his own, but his own did not receive him. 12 Yet to all who received
him, to those who believed in his name, he gave the right to become
children of God-- 13 children born not of natural descent, nor of
human decision or a husband's will, but born of God.
John 1: 1-13 (NIV)
TASK 9: Poetry Whiz
 Identify the word or phrase described in each statement.
_________ 1. It is a literary form simply defined as a patterned expression of

ideas or imaginative terms usually containing rhymes and
meters.
_________ 2. It is the recurrence or the repetition of similar sounds in poetry.
_________ 3. It is the regular pattern of stressed and unstressed sounds.
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_________ 4. It is a vivid description of things seen, heard, smelled, touched,
or tasted.
_________ 5. It is a series of lines grouped together.
_________ 6. It is a stanza of a poem which has two (2) lines.
_________ 7. It is an object in the poem that symbolizes a significant idea.
_________ 8. It is the underlying message of a poetry.
_________ 9. “Sally sells sea shells by the sea shore” is an example of what
poetic device?
_________ 10. What do you call a comparison that uses the words “as” and
“like”?
TASK 10: Pick Up a Question
 Pick up and answer a question

from the fish bowl prepared by
your teacher.
 Generate ideas that are related to

the literary text and to your current
situation.
 Share your answer with the class.
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TASK 11: Film Viewing
 Watch the film “2012” – a 2009 American science fiction disaster film
directed and co-written by Roland Emmerich.
 The movie is a science fiction disaster film which shows the effect of the
things that humanities do and continue doing in the planet. While a good
portion of the movie is dedicated to damage, 2012 also contains many
Biblical, mythological, and historical references that give the story a
deeper underlying meaning.
 After watching the film, answer the guide questions below:
 What is the message of the movie?
 Do you remember a particular scene throughout the film? What is
its significance?
 What theme underlies in the plot?
 What does the film show about the people and their values?
 How is the film related to the theme of the lesson?
 Which parts of the film resemble reality?
 Which parts are based on the writer’s imagination?
 According to your own understanding, what is the relationship of
past events to your present situation?
When you try to understand the things that are happening now, you begin
to question the things that happened before. In that case, it is important for you
to know how to construct WH Questions. In this part of the lesson, you will learn
how to form such questions and their corresponding short replies.
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A. Critiquing an Ad (Think-Pair-Share)
 What have you noticed in the advertisement?

 What information does it provide?
 On your note book, write all the details you can find in the ad. Share it
with your partner.
ATTENTION:
 ALL Grade 7 Students
 Essay Writing Contest about
Climate Change
 January 30, 2015 at 8:00 AM
 School Grounds
 Bring a one whole sheet of paper and a
ballpen.
SEE YOU!
B. Capturing the Lesson
Formulating WH-Questions
Question words are also known as WH – Questions. How are they

formed?
Examples:
1. Who are joining the contest?
2. What is the advertisement all about?
3. When will it be held?
4. Where will it be held?
5. What are the details in an advertisement?
 WH Questions are formed by inserting wh-word in place of the missing

information.
 WH Questions focus on a particular part of the sentence.
 WH Questions ask for information and we do not expect a yes-no
answer.
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 We usually form wh-questions with wh- + an auxiliary verb (be, do or
have) + subject + main verb or with wh- + a modal verb + subject +
main verb:
Ex: When are you leaving?
Where do they live?
Why didn’t you call me?
Where should I park?
 Take note of the following question words and the answers or short
replies they needed. Study the examples as well.
www.myenglishpages.com
 Supply the missing WH-word to complete the thought of the sentences.

 Choose your answer from the table above.
1. ___________ are you messing around? (reason)

2. ___________ will you finish your work if you’re playing? (manner)
3. ___________ is she going? (place)
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4. ___________ did you arrive from the province? (time)
6. ___________ books are there in the box? (quantity/countable)
7. ___________ laptop is this? (possession)
8. ___________ will finish the activity? (duration)
9. ___________ is the restaurant? (distance)
10. ___________ among these flowers you like best? (choice)
11. __________ of beverages you want me to order? (description)
C. Formulating WH
 Study the picture below and formulate your own WH questions which can
be drawn from the picture. Write your questions on the space provided.
An example is done for you.
Maria
Rita
Clara
Ador Ana
Mara
Onyok
1. What kind of place is in the picture?

2. ___________________________________________________________
3. ___________________________________________________________
4. ___________________________________________________________
5. ___________________________________________________________
6. ___________________________________________________________
7. ___________________________________________________________
8. ___________________________________________________________
9. ___________________________________________________________
10. ___________________________________________________________
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TASK 13: Small Group Differentiated Activities
Group 1 WH Clash
 Formulate WH questions about the lives

of Filipinos. These questions are the ones
that make you wonder about your current
situation. WH – QUESTIONS
 List ten questions and share them with
1. 6.
the class.
2. 7.
3. 8
Example: 4. 9.
5. 10.
Why do most of the children spend more
time browsing social media than studying
their lessons?
Group 2 Interview & Investigate
 Interview someone in authority or someone older than you (e.g. teacher,

parent, barangay official).
 Formulate the questions that you are going to ask to your interviewee.
The questions must start from simple to complex and should lead your
interviewees to share the things that they did in the past and they don’t
do now and the things that they usually do before up until now.
 Jot down all their answers to the questions.
 Share to the class the WH questions you formulated and the answers of
the people you interviewed.
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Group 3 A Letter to the President
 Imagine you are given a chance to communicate with the President of the
Republic of the Philippines.
 Your task is to write a letter addressed to the president.
 Share to the president your insights regarding the present situation of the
country compared to what had happened in the past.
 Before you end your letter, ask him/her questions which will make you
understand the status of our country.
Group 4 Compare and Contrast
PAST PRESENT
THEN &
NOW
 Using a Venn Diagram, compare and contrast the Philippine situation

then and now.
 On the left side, you list down the events or practices that happened in
the past.
 On the right side, you list down the events or practices that are
happening now.
 At the middle, write the practices that have happened since in the past.
 Share your insights with the class.
Group 5 Book Mark
 Construct a slogan or a quotable quote that tells

something about valuing the past for the benefit of the
future.
 Write it on a piece of cardboard.
 Design the cardboard and cut it as to the size of a
bookmark. Put a ribbon on it.
 Feel free to add more designs for a better output.
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At this stage, you must have several ideas why you need to reconnect
the past to your present life. You must be ready to prove your understanding
on how the past affects your current situation and how it builds the future.
YOUR FINAL TASK

creative informative photo album about the daily life in
the Philippines. Your work will be assessed based on
the following criteria: Content/ Focus, Creativity, Clarity/
TASK 14: Philippines on the Go
 Prepare your materials and do the following:
Philippines on the Go
Your task is to make an informative photo album about

Goal
the daily life of the Filipinos.
You are a historian who loves to capture moments
Role
passing by.
Your informative photo album will be exhibited in a
Audience
Philippine Historical Museum.
You are given seven days to tour the country and pick
Situation the most significant events in the past and in the
present.
Product Your product is an informative photo album.
Your work will be assessed based on its Content/ Focus,
Standards Creativity, Clarity/ Organization, Language Mechanic
and Word Choice.
 Keep in mind the following reminders as you work on your photo album:
 Formulate WH questions and creatively include them in your album.
 Follow a timeline of events – from past to present.
 Through the pictures, show the daily life of the Filipinos.
 Emphasize the relevance of the past events to the present ones.
 Make sure to include the following in your album:
 WH questions
 Photos
 Descriptions and Explanations
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RUBRICS FOR INFORMATIVE PHOTO ALBUM
4-
CRITERIA 3 – Average 2- Developing 1-Insufficient
Outstanding
The photo The photo The photo The photo
album contains album contains album contains album contains
vivid and many details some details few details
meaningful about Filipinos’ about Filipinos’ about Filipinos’
details about daily life and daily life and daily life and
CONTENT/ Filipinos’ daily has has has no
FOCUS life with descriptions descriptions. descriptions.
descriptions each. The The album has The album has
each. The album has 7-9 4-6 WH 1- 3 WH
album contains WH questions. questions. questions.
10 or more WH
questions.
Images are Images are Most images Images are
appropriate. appropriate. are inappropriate
CREATIVITY Layout is Layout is appropriate. or layout is
pleasing to the cluttered. messy.
eye.
The photos are The photos are The photos are The photos are
logically well arranged not well not well
CLARITY/ arranged but there are arranged but it arranged and it
ORGANIZA- based on the some which doesn’t affect greatly affects
TION time it are misplaced. the quality of the quality of
occurred. the informative the informative
text. text.
All sentences Most Most sentences Sentences
are well sentences are are well sound awkward,
constructed well constructed, but are distractively
and have constructed they have a repetitive, or are
varied structure and have similar structure difficult to
and length. The varied structure and/or length. understand. The
LANGUAGE writer makes and length. The The author author makes
MECHANIC no errors in writer makes a makes several numerous errors
grammar, few errors in errors in in grammar,
mechanics, grammar, grammar, mechanics,
and/or spelling. mechanics, mechanics, and/or spelling
and/or spelling. and/or spelling that interfere
that interfere with with
understanding understanding
484
The writer uses The writer uses The author The writer uses
vivid words and vivid words and uses words limited
phrases. The phrases. The that vocabulary.
choice and choice and communicate Cliché’s and
WORD placement of placement of clearly, but the jargons are
CHOICE words seem words are writing lacks present.
accurate, inaccurate at variation.
natural, and not times and/or
forced. seem
overdone.
MY TREASURE
Concentric Circle
 Study the figure.

 At the center, paste your picture.
 On the other circles, write down the three most significant lessons
you’ve learned. Construct complete sentences.
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MODULE 4
Lesson 2
______________________________________________________________
KEEPING ABREAST WITH CHANGES
YOUR JOURNEY
The world and its people are ever changing. These swift and inevitable
changes sometimes lead people to more difficult situations, but often these
changes expose more opportunities. Everything changes because it is
necessary for people’s survival. Those who cannot adapt to changes die and
those who can, grow. Keep in mind that…
“When life changes to be harder,

Change yourself to be stronger.
This lesson offers a lot of chances for you to find interesting ways to keep
abreast with changes. Through communicating your thoughts, feelings, and
understandings of the essential concepts in life, you will be able to accept
changes not as a burden but as a challenge.
YOUR OBJECTIVES
 classify text types

 narrate events
 sequence steps in a process
 sequence a series of events mentioned in the text listened to
 compare content of materials viewed to other sources of information
 identify words or expressions used in a selection that show varying
shades of meaning
 explain how the elements specific to a genre contribute to the theme of
the selection
 compose a capsule biography of a person viewed
 orally narrate events in factual and personal recounts using verbal and
non-verbal cues
 use verbs when giving information and making explanations
486
capsule biography of an interesting person. The rating
will be based on its Content, Point of View,
Development/ Organization, Language Mechanic and
Word Choice.
YOUR INITIAL TASKS
TASK 1: Sing it
 Listen to the song “Man in the Mirror” by Michael Jackson.

 Reflect and answer the following questions after.
 What is the message of the song?
 According to the song, where do we start a change?
 Cite lines from the song that emphasizes the need to change one’s
self in order to help the world build a better nation.
 What happens when we start the change within us?
 What line from the song strikes you the most?
 Share your answers with your seatmate.
TASK 2: Make a Change
 Here is an inspirational video about keeping abreast with changes.
View link at https://www.youtube.com/watch?v=nhIHoH_9dxk
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 Watch the video and answer the guide questions below:
 What does the video tell you?

 How does the people in the video change?
 Wha t makes them hopeful?
 After watching the video, how do you now define change?
 Fill out the first two columns with the things you already knew and you
would want to know about change. After reading the literary text in this
lesson, fill out the last column with the concepts you learned.
Know Want to Know Learned
Before Reading Before Reading After Reading
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YOUR TEXT
TASK 4: Expanding Vocabularies
 Guess the word that is being defined in each item. Match the Morse code
with the letters to form the word.
1. the feeling of wanting to have what someone else has

. -. …- -.--
2. having less than a normal amount of strength

..-. .-. .- .. .-..
3. skilful and clever

-.. . ..-. -
4. any one of the thick, bony parts in the fingers

-.- -. ..- -.-. -.- .-.. .
5. to make a piece of clothing from yarn or thread

-.- -. .. -
6. to get with great difficulty

. .-. .
7. to do something as a special pleasure

.. -. -.. ..- .-.. --. .
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8. to bother or to annoy
.. .-. .
9. to confine in a restricted area

-.-. --- --- .--.
10. not feeling or showing any concern about the problems of others
-.-. .- .-.. .-.. --- ..- …
People change as they grow older. Do you have to

go away or stick to the kind of life that keeps us in the
past? Throughout the years, multitudes of changes
happen. They have direct effects on our attitudes, traits,
qualities, values, and culture.
 Read “A Shawl for Anita” by Lolita M. Andrada and find out how changes
come about on the life of the character.
A Shawl for Anita

Lolita M. Andrada
My mother brought us up single-handedly. It was an extraordinary task

for a woman so frail - dealing with three adolescent children. But she
managed. She did not finish high school, but her deft hands had skilfully
eked out a living for the four of us. She was good at knitting. Her job tided
us over until the eldest got a diploma of teaching. Then she put up a sari-sari
store to send the other children to college. Mother wanted us all to get a
college degree and she had sacrificed much to see us through.
Mother had a soft heart - especially for Anita. Anita was the youngest,
and I, being the middle child, always envied her. She was sickly and Mother
willingly indulged her. My sister's whimpers never irked her. She was ever
so gentle with her while I was so impatient and jealous. I never understood
my mother.
My mother who had always been a frail woman was much thinner now.
Anita who was married by now had never stopped being pampered. Her lack
of concern for our mother's failing health was getting on my nerves. I felt like
shouting at her, calling her names when I heard her ask Mother to knit a
shawl for her. Mother could hardly refuse, but I knew that the task was just
too much for her. Her fingers had lost their flexibility; rheumatic pain told on
490
her knuckles that felt a million pins pricking. My heart went out to her every
time I saw her painfully knitting the needles into the yarn.
I never wanted to see Mother lift a finger. She was too old to work, and
we wanted to save the burden of doing even the lightest household chores.
Mother said she felt useless being cooped up in the house all day, doing
nothing. That was before Anita sweet talked her into knitting her shawl. I was
beginning to hate Anita for being so callous.
Knitting the shawl might have been an agony for Mother, but she never
showed any pain. At the end of the day, she would look at her handiwork, a
smile on her lips as she held it against her. Knitting proved to be a slow
process, but Mother didn't mind, I only did and when Anita showed up one
day to visit Mother. I scolded her for being so thoughtless.
Anita touched my arm and in a gentle voice she said, "I did it for Mother.
That shawl is giving her reason to live. She was wasting away, didn’t you
notice? She felt so useless because she had nothing to do, no matter how
small. Mother is one person who prefers to live her life working. If she stops
working, she will stop living."
I nodded my head. Perhaps Anita was right. I was beginning to

understand my mother.
Source: Textbook for First Year High School, SEDP Series

First Edition, 1989 pages 89 - 90
491
 With a partner, answer the following questions in the treasure chest.
1. Who narrates the story?

2. Who are the characters in the story?
3. Among the characters, who is so frail
but never stopped working?
4. What actions did the mother does?
5. Who is the child that the mother take
care the most?
6. In what way did the mother stay the
same?
7. Why does Anita keep on requesting
something from the mother despite
her mother’s condition?
8. How did the events contribute to the
development of the narrator?
9. What specific change happened to
the narrator?
10. What kind of character is the
narrator?
492
TASK 6: Events on a Shawl
 Draw the shawl on your notebook.

 On the cloth, list down events that happened in the story.
 Make sure that the sequence of events is properly arranged.
TASK 7: Character Development Chart
Characters can be classified as dynamic – character that

changes; and as static – character who doesn’t change.
 Choose a dynamic character in the story.

 Using the Character Development Chart below, show how he or she
changes.
 Think about the character in the beginning of the story and how he or
she was in the end.
 Specify the character’s qualities and explain how the change of his or
her views affects the character’s disposition in life.
Qualities at the Qualities toward

beginning of the the end of the story
story DYNAMIC
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TASK 8: Story Illustration
THEME
The theme in a piece of fiction is its controlling idea or its
central insight. It is the author's underlying meaning or main
idea that he is trying to convey.
 Examine the theme of the literary text.

 On a short bond paper, create an illustration of the story “A Shawl for
Anita” based on its theme.
 You may include all the characters in your illustration or just focus on
one central character.
 Think about the colors suitable for your work. Be creative and
resourceful.
 At the back of the paper, explain your work briefly.
TASK 9: Our Turn
Writer usually provokes a response from the readers. This

inspires the readers to think deeply on how the literary work is
related to their lives. This is called reader’s response.
 Think of a connection of what happened in the story to real-life

situations.
 Use the following questions to express your thoughts about the changes
that happened to the character.
 What was the most exciting part of the story? Why?

 What can you say about the change in the narrator’s attitude?
Was it positive or negative? Why?
 Based on the story, how does change affect people’s decisions
in life?
 If nothing ever changed, what do you think will happen in
people’s lives?
 As a student, how do changes become essential to your life?
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TASK 10: Text Types Blast
Distinguishing the text types is simply a matter of determining the writer’s

goal. Does the writer want to tell about a personal experience, describe
something, explain an issue, or convince the reader to accept a certain
viewpoint? The four major text types address these purposes:
 Narrative Essays: Telling a Story

In a narrative essay, the writer tells a story about a real-life experience.
When writing a narrative essay, you should try to involve the reader by
making the story as vivid as possible. The fact that narrative essays are
usually written in the first person helps engage the reader. “I” sentences
give readers a feeling of being part of the story. A well-crafted narrative
essay will also build towards drawing a conclusion or making a personal
statement.
 Descriptive Essays: Painting a Picture

A descriptive essay paints a picture with words. A writer might describe a
person, place, object, or even memory of special significance. The
descriptive essay strives to communicate a deeper meaning through the
description. In a descriptive essay, the writer should show, not tell,
through the use of colorful words and sensory details. The best
descriptive essays appeal to the reader’s emotions with a result that is
highly evocative.
 Expository Essays: Just the Facts

The expository essay is an informative piece of writing that presents a
balanced analysis of a topic. In an expository essay, the writer explains
or defines a topic, using facts, statistics, and examples. Expository
essays are based on facts and not personal feelings, writers don’t reveal
their emotions or write in the first person point of view.
 Persuasive Essays: Convince Me

The goal of the persuasive essay is to convince the reader to accept the
writer’s point of view or recommendation. The writer must build a case
using facts and logic, as well as examples, expert opinion, and sound
reasoning. The writer should present all sides of the argument, but must
be able to communicate clearly and without equivocation why a certain
position is correct.
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 Let us check your comprehension on the different text types. Write TRUE
if the sentence is correct and FALSE if not.
_________ 1. Type of text depends on its purpose.

_________ 2. A descriptive text paints a picture in the mind of the reader using
five senses.
_________ 3. An expository text informs the reader based on facts and
statistics.
_________ 4. A narrative text encourages the reader to do a certain action.
_________ 5. A persuasive text delivers two sides of an issue – the affirmative
and negative side.
TASK 11: Text Check
 Read the following excerpts [from essays] carefully. Then, on the space
provided before the number, write N if the paragraph is Narrative, D if
Descriptive, E if Expository, and P if Persuasive.
_____ 1. Perhaps, since I am a high school student, somebody might say that
I have my entire life ahead of me, with all of its beautiful experiences.
But, despite being so young, I already have a personal breathtaking
experience, which, I am sure I will carry with me until my last days.
What I am talking about here is my first hike to the mountains.
_____ 2. Sexuality education may even cause harm because of the distorted
and biased views about premarital contact. It is time to give students
more comprehensive and compendious sex education programs that
will better prepare them for the future.
_____ 3. Though cellphones are necessary for high school students in terms
of their safety, they should still be prohibited from use in school. This
concept is founded on several reasons, such as disrupting the
educational process and facilitating students’ cheating; distracting
students by the possibility to access the Internet, social media, or
communicate with friends; finally, cellphones contribute to the
spreading of the social phenomenon known as cyber bullying.
_____ 4. The Great Wall, or Chang Cheng in Chinese, is massive. It begins in
the east of the Yellow Sea, travels near China’s capital, Beijing, and
continues west through numerous provinces. For thousands of miles,
it winds like a snake through China’s varied terrain. Smaller walls
extend from the main wall. According to the conservative estimates,
the Great Wall’s length is approximately 2400 miles. Its thickness
ranges from 15-30 feet wide, and it reaches in height to about 25 feet.
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For many centuries, the Great Wall has been considered one of the
world’s wonders. (Turnbull & Noon, 2007)
_____ 5. Historically, the word Halloween is a contraction from the phrase All
Hollows Even, which meant the day before All Hollows Day. It is a
Catholic holiday dedicated to the commemoration of saints and
martyrs for faith; today, though, we know it more as a holiday of trick-
or-treating, scary costumes, and entourage, and funny pranks.
Gradually, Halloween has lost its religious connotations, and has
turned onto a holiday gladly celebrated by youth and adults across
the Western world on October 31.
_____ 6. When we take into account how many celebrities used illegal drugs,
how unstable their family lives are, and how much crime they commit,
we can infer that celebrities should not be celebrated as they are. It
is in my opinion that celebrities are worse off than non-celebrities –
we should instead honor ourselves with self-esteem, self-confidence,
and self-reliance. We do not need to look up to famous individuals
who can be termed by-and-large as criminals, illegal drug users, and
down-and-out family members. Despite the veil of their success, on
the whole, they are rather miserable examples of human beings that
should not be given the honor they have incurred.
_____ 7. It was the 4th of July in blistering Nebraska, America’s Independence
Day. As usual on every Independence Day since I was five years old,
George and Terry, my two best friends, and I went on a picnic. I
diligently carried out my household chores, packed my picnic bag,
and off I went to collect my friends by way of a bicycle. It is going to
be an awesome day, I thought to myself as I sped down my
neighborhood street on my beat-up blue Schwinn.
_____ 8. Antibiotics were invented by Alexander Flemming in 1928 (Diggins).
Antibiotics are chemical substances produced by various
microorganisms and other living systems, and capable of inhibiting
the growth of dangerous bacteria and viruses. Before the epoch of
antibiotics began, there was not much that could be done for patients
suffering from different infections, and death rates were much higher
than today.
_____ 9. Living in the city is hard, even for those who were born in the
industrialized environment of crowded streets, huge supermarkets,
crammed subways, and polluting factories. I was born and raised in
Dallas, so I know first-hand about heavy traffic and five-level
interchange roads.
_____ 10. Terrorists cannot continue their actions if they are prosecuted and
detained. Grounds for criminal prosecution include UN Security
Council resolutions and outstanding U.S. indictments (Scheffer,
2001). Circumstances surrounding the attempted use of these
grounds to prosecute terrorist activities are not always favorable.
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TASK 12: Text Type Application
 On the graphic organizer below, tell what kind of text is “A Shawl for Anita”
and write its features. Explain your claims.
A SHAWL FOR ANITA
What type of text?
Features:
A. Close Up
 Read the following sentences lifted from the text “A Shawl for Anita”.
 Observe the italicized words.
1. Mother brought us up single-handedly.
2. She looked at her handiwork.
3. Mother sacrificed much for us.
4. I envied Anita.
5. Anita touched my arm gently.
 Pair up and take turns in answering the following questions:
 What do the italicized words have in common?
 What do you call those kinds of words?
 What do these words suggest?
 When do we use these words?
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B. Grab It
VERBS
A verb is a word that expresses an action or state of being.
Action verbs and state of being verbs are also known as linking verbs.
Because action verbs and linking are strong enough to be used in sentences
by themselves, they are called main verbs.
I love cheese.
I turned the page.
I am a teacher.
I turned green.
Helping verbs always help

either an action word or a
linking verb.
I will play the piano.

I will be a teacher.
*Verbs are used in imperatives.
www.english-grammar-revolution.com
 Fill in the blanks with correct verb to complete the thought of the
sentences. Choose your answer from the box below.
teach sunk
took creeps
sought knew
keep were dressed
will be settled
1. The man __________________ through the alley.

2. The instructors _____________ the classes as a team.
3. Daphne ___________________ the true meaning of the poem.
4. Stewart’s boat has not ______________ since he got it patched.
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5. The dog ___________ I was opening the can.
6. Even though Marian wanted the red dress, she __________ for the blue
one.
7. Tag and hopscotch were two of my favourite games as a child; the games
________________ me in shape then.
8. Scott gave his wife a huge bouquet for their anniversary, and she
________ it with her to work.
9. If the television show goes off, then Derrick _______________ sad.
10. The conversation attracted some very strange people who
_____________________ in costume.
C. Line Them
 Read carefully the essay below and underline all the verbs you will find.
It is true that people perceive change in different ways. Some

members of the community believe that change is always for the
better, while others think otherwise.
Those who are in favour of change may argue that it poses a

possibility for a particular person to improve him or herself, both
mentally and socially. From the mental perspective, changes relating
to traveling and receiving education help a person broaden his or her
mind and learn something new. As for the social perspective - it is
empathy for others that he or she may acquire after suffering changes
in his or her private life, because it is known that those who
experienced various changes in relationships with their family or
acquaintances may then better understand other people's feelings.
This way, change improves not only people’s mental aspect, but also
social and private aspect.
In contrast, those who avoid changes point out the difficulties to

re-adapt to them that many people experience. For instance, some
large companies giving professional psychological and medicine
support to those employees who were sacked due to companies'
structural changes.
Apparently, such policies infer that a spate of people may suffer

from the difficulty to accustom to the changes and find their new way
in life. In addition, it can be pointed out that changes regarding private
affairs do not always make a person better. For many people such
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changes simply cause a nervous breakdown, and, again, may
jeopardize their health, since psychological aspect of a person is
tightly connected to his or her general well-being.
In conclusion, my view of the problem is that change is an

indispensable part of our lives, so people should accept this fact and
try to learn how to tackle it rather than avoid it, which is impossible.
Source: Svetlana (2015) Essay on Change, Russian Federation

Retrieved from: http://www.ieltsbuddy.com/essay-on-change.html
D. Verbs in Action
 Read and answer the following questions:
1. Which word is the verb in the sentence?

“Knitting the shawl might have been an agony for Mother.”
A. an B. have been C. knitting D. shawl
2. Which word is verb in the sentence?

“I was beginning to understand my mother.”
A. I B. mother C. was beginning D. to understand
3. How many verbs are there in this sentence?

“Her fingers had lost their flexibility.”
A. 1 B. 2 C. 3 D. 4
4. Every sentence must have a verb.

A. True B. False C. Maybe D. Never
5. A verb never changes its form.

A. True B. False C. Maybe D. Never
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E. Verbs in the Text
 Re-read the text “A Shawl for Anita” and look for at least five (5) verbs.
 List them down in the table and use them in your own sentences. An
example is done for you below.
VERBS SENTENCES
1. BROUGHT I brought with me my collection of fictional books when I
travelled to Morocco.
2.
3.
4.
5.
Success! As you move on to the next phase, you are expected to explore
more about keeping abreast with changes. Go on and do the next activities in
order for you get armed in preparation for the final task.
Group 1 Blog Writing
Weblog (commonly called blog) is a personal online journal which is

updated for the internet users. There are various types of blogs depending
on the topic that the writer wants. Generally it encompasses literary genres
to reportage to a mere daily entry like a diary.
The author of a blog is often referred to as blogger. Many blogs

connect their content to subscribers using comprehensive websites such as
Multiply.com, WordPress.com, Blogger.com.
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 Since Facebook reaches more readers than a normal blogging website,
compose a write-up on how a person must face changes.
 Your claims must be based on facts and must be briefly explained.
 Your blog must consist of an introduction, body and conclusion.
 Observe correct subject-verb agreement.
 Post it online and see how it affects others’ people’s beliefs.
Group 2 Character Shirt
 On a ¼ illustration board, draw a character shirt.

 Use the narrator in the story “A Shawl for Anita” as your basis.
 Be creative in showing how change affects the narrator.
 Your work will be assessed based on its content, graphics, neatness, and
relevance to the topic.
Group 3 Call for Action
 Think about the changes that

are happening in our Filipino
way of life.
 List down the traditional way of
clothing, eating, spending time
with the family and a lot more
practices that have changed
already. Use action verbs.
 Briefly explain whether the
change is a positive or a
negative one.
 Share your answers with the
class after.
Group 4 Inspiring Person
 Think of a person whom you have found interesting.

 On a visual aid, write the name of that person and give at least five (5)
reasons why you admire that person.
 Focus on how he or she reacts to changes in his or her life.
 Express your ideas in complete sentences and highlight action verbs.
 Read your composition to the class.
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Group 5 Change Recipe
 You have faced a number of activities regarding uncontrollable changes.

As a student, how do you properly deal with these changes? Are they
helpful?
 Construct a five (5) step procedure on how to deal with changes.
 Observe proper subject-verb agreement and use transitional devices.
I believe you are now ready to write a capsule biography. One last step
and you’re on your way to the next lesson. Go ahead and proceed to the final
task.
YOUR FINAL TASK
You were informed that your target output at the

end of this lesson is a capsule biography of an interesting
person. The work will be assessed based on its Content,
Point of View, Development/ Organization, Language
Mechanic and Word Choice.
TASK 15: Story Round
A. Read the following bio bitz or capsule biography and think about how the
writer conveys the person’s character and outstanding accomplishment
that makes him unique and inspiring.
The Youngest Billionaire
The youngest billionaire in history is William H. Gates III, better

known as Bill Gates. He is probably the most famous living
entrepreneur. His steaming career began in high school when he and
some friends founded a computer-software company. He briefly
attended a Harvard University but left to begin Microsoft in 1979 with
partner Paul Allan. But at the age of 31, Bill Gates shocked the world
by becoming the youngest self-made billionaire.
From: Scott Foresman LITERATURE and Integrated Studies Vol.II. 1977.p.153.

 Who is the subject?
 What happened first?
 What significant things can we learn from the subject?
 What makes him extraordinary?
504
B. On a whole sheet of paper, do the following:
Inspire the Next
Your task is to write a capsule biography of a person who has

Goal been through several changes and difficulties yet living a
prosperous and happy life now.
Role Imagine that you work as a writer of an inspirational magazine.
Your output will be read by people working abroad and who are
Audience
experiencing home sickness due to a change of environment.
You are in the place of the person you’ll be featuring. You will
Situation
have an interview with that influential being.
Product Your product is a capsule biography.
Your work will be evaluated based on its content, point of view,
Standards development/ organization, language mechanic and word
choice.
Be reminded that you have to include action words in your sentences.

Keep in mind the following reminders as you write the biography:
 Focus on an event that reveals the character of your subject.
 Include ONLY the most important events and/or the most interesting.
 Visualize the incidents. Chronologically arrange the events.
 Use dialogue whenever necessary.
 Show how this person continues to influence other people in a positive
manner.
 Think of a catchy title for your Capsule Biography.
C. Use the following rubrics as your guide:
Rubrics for Capsule Biography
CRITERIA 4 - Outstanding 3 - Average 2- Developing 1-Insufficient
FOCUS/ The paragraph The paragraph The paragraph The paragraph

CONTENT contains contains little but contains little contains no
meaningful meaningful focus focus and there focus and there
focus and 5-7 and there are 3-4 are 1-2 are no
supporting supporting details supporting supporting
details that that demonstrate detail/s that details that
demonstrate slight demonstrate demonstrate
chronologically chronologically unimportant insufficient
arranged arranged events. arrangement of arrangement of
events. events. events.
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POINT Third person Third person A few Point of view is
OF point of view is point of view is noticeable not clear, or it
clear and consistent in shifts from third frequently shifts,
VIEW consistent most parts of the person point of confusing the
throughout the paragraph, with view occur. reader.
biography. only minor
inconsistencies
DEVELOPMENT/ The introduction The introduction The There is no clear

ORGANIZATION is inviting, states states the main introduction introduction,
the main topic, topic and states the main structure, and
and provides an provides an topic. A conclusion.
overview of the overview of the conclusion is
biography. biography. A included.
Information is conclusion is
relevant and included.
presented in a
logical order.
The conclusion
is strong.
ANGUAGE All sentences Most sentences Most sentences Sentences

MECHANIC are well are well are well sound awkward,
constructed and constructed and constructed, are distractively
have varied have varied but they have a repetitive, or are
structure and structure and similar structure difficult to
length. The length. The writer and/or length. understand. The
writer makes no makes a few The author author makes
errors in errors in makes several numerous errors
grammar, grammar, errors in in grammar,
mechanics, mechanics, grammar, mechanics,
and/or spelling. and/or spelling. mechanics, and/or spelling
and/or spelling that interfere
that interfere with
with understanding.
understanding
WORD CHOICE The writer uses The writer uses The author The writer uses
vivid words and vivid words and uses words that limited
phrases. The phrases. The communicate vocabulary.
choice and choice and clearly, but the Cliché’s and
placement of placement of writing lacks jargons are
words seem words are variation. present.
accurate, inaccurate at
natural, and not times and/or
forced. seem overdone.
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MY TREASURE
Me on a Billboard
Your
Pic
 On the upper right side of the billboard, paste your photo.

 At the center, write a sentence or tag line that best summarizes your
learning in this journey.
 The line must emphasize the need to keep abreast with changes while
progressing as a responsible citizen of the nation.
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MODULE 4
Lesson 3
______________________________________________________________
UPHOLDING UNDERSTANDING OF BROADENING HORIZONS
YOUR JOURNEY
You have a lot of chances to surge your understanding of the world as

you keep yourself abreast with changes. By expanding your awareness
regarding traditional ways of life while utilizing the available technology and
scientific advancements, you will be able to explore beyond your comfort zone.
Stephen Richards once said…
“View life through a wide angle lens

attitude and see your horizons broaden.
-“Attitude Quotes” Meetvile.com
As you continue this journey, you will learn how to cope with the
imperatives of life and to use these demands as your weapon in attaining a
meaningful existence. You will be equipped in accepting inevitable changes
that are happening around us and be ready to go with an eternal flow of
variations.
YOUR OBJECTIVES
 make a generalization
 make a stand
 cite evidence to support a general statement
 express one’s beliefs based on a material viewed
 use lexical and contextual clues in understanding unfamiliar words
 give the various meanings of homonymous expressions
 discover through Philippine Literature the need to work cooperatively and
responsibly in today’s global village
 draw similarities and differences of the featured selections in relation to
the theme
 identify features of personal essay
 compose a personal essay
 observe and use the appropriate oral language, stance and behavior
when giving information, instructions, making explanations, and narrating
events in personal recounts
 use imperatives when giving instructions
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personal essay on broadening one’s horizons for a better
life and the criteria for assessment will be Content, Point
of View, Development/ Organization, Language Mechanic
and Word Choice.
YOUR INITIAL TASKS
TASK 1: Changes Attack
 In the diagram below, write inevitable changes in your life that led you to
understand the world better. Explain how these changes help you
overcome the demands of life.
 Copy the arrows on your notebook and write your experiences and
explanations on the space provided.
Example:
Inevitable Change #1: Becoming an adolescent
Explanation: Becoming an adolescent was a difficult stage of my life for I had to deal with
different concerns of being a teenager such as peer pressure. Despite these changes, I learned
to be more matured for I accepted more challenges and opportunities.
Inevitable Change #1: Inevitable Change #2: Inevitable Change #3:

_________________ _________________ _________________
Explanation: Explanation: Explanation:

_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_ _ _
_________________ _________________ _________________
 With your seatmate,
__ share
__ what you have written.__
 Emphasize how these changes help you develop and progress as a
person.
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TASK 2: Photo Bomb (THINK-PAIR-SHARE Activity)
 With a partner, discuss how the picture presents inevitability of changes.

Use the following guide questions:
1. What do the sunny and

rainy weather
symbolize?
2. How do these changes
affect your daily life?
3. How would you react to
the inevitable changes in
your life? Cite examples.
4. In what way do these
changes help you deal
with the complexities of
life?
5. Do you consider change as a danger or as an access to broaden your
horizon? Why?
 Share your thoughts with the class.
 Reflecting on the outcomes of your previous activities, answer the

questions in each balloon.
 Write your answers on your notebook and share it to the class after.
What does the

Do you like
rainbow represent
rainbow? Why?
in your life?
What does the line-

What color of the
“There’s a rainbow
rainbow do you
always after the rain”
like best? Why?
mean?
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YOUR TEXT
TASK 4: Matching Vocabs
 Match the words in Column A that correspond to the definitions stated in

Column B. Use the given sentences as your hints to find the correct
meaning of the words.
COLUMN A COLUMN B
1. DENIGRATE A. likely to cause

Theater critics have been denigrating her acting disagreement
ability. B. love for one’s
country
2. HAUGHTY
The haughty waiter smirked when I talked to him. C. to say unfair
comments
3. OUTLANDISH
D. very strange or
My friend plans to go to some outlandish place unusual
to look for buried treasures.
E. blatantly and
4. PATRIOTISM disdainfully proud
Her patriotism was so heartfelt that she quit her
job to serve the community.
5. CONTENTIOUS
Gun control is likely to be a contentious subject
in any group discussion.
1. A parable is a succinct, didactic story, in prose or verse which illustrates

one or more instructive lessons or principles.
Young people like you are sometimes judged as incompetent and

foolishly ignorant about what life really is. This notion belittles your inner self to
perform well.
As you read The Parable of the Rainbow Colors

written by Juan M. Flavier, you will have the chance to
understand how you should defend yourself from being
belittled and how you should anchor your strengths to a
broadened horizon. The parable will also help you explore
511
your existing powerful characteristics while allowing others to be part of your
success.
***
The Parable of the Rainbow Colors

Juan M. Flavier
It all started as innocent statements by each of the colors. No attempt

was made by anyone to denigrate the others. There was even an element of
restraint and humility.
But as time went on, the colors’ declaration became stronger and
haughty with an overtone which tended to put down the other colors. Their
claim became very explicit as to who was the best color.
It reached the point when the colors were actually quarrelling.
Said the color Red, “I am the brightest for red is the most striking. Why?
Life’s sustaining blood is colored red. I represent courage and bravery. Even
love symbols such as heart and roses are colored red.”
The color Yellow retorted, “What can be brighter than my yellow

exemplified by the sun? I am the color of gaiety and of warmth. Without me,
only the eye-glaring ones remain.”
“What outlandish claims!” interposed the color Orange. “Sunrise is

orange, not yellow. I am more important because I represent health and
strength. Look at the ripened fruits and vegetables, they are predominantly
orange.”
“Well, if you are talking about vegetables and leaves, you are referring
to my color,” declared the color Green. “I am the symbol of life. All that thrives
in the fields and the forests is the greenery I provide. I am the most important
color.”
The color Blue could not help it anymore, so it shouted, “What can be
more expansive than the sky and the seas? Do you forget that the farthest
skies and the deepest seas are blue? I represent patriotism. I stand for the
depth of feelings and extensive spaces.”
The color Indigo came out with the statement, “You talk about wide
areas. I hope you realize that the largest area in the world is silence, and I
represent that dimension with my color. It means thoughtfulness. It is prayer
expressed in the deepest of feelings.”
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“Aha! You forget the pomp of royalty and power is violet,” shouted the
color. “I am wisdom and authority. What can be more overwhelming?”
Suddenly, the rain interrupted the contentious exchange of arguments.

“You are probably all wrong and all right. Yes, you all have your unique
features. But all of you have a special role. And more importantly, you need
each other to give the mixed colors of beauty. From now on, you will not be
seen separately. When it rains, a strip of colors will appear in the sky. You
will appear together. You will be called a rainbow. You will then represent
cooperation and hope.
With that, the rain disappeared.
***
Source: Copyright 1988 Parables of the Barrio (Volume 1) New Day Publishers (Philippines)
Process Questions:
 Form groups of five.

 Answer the following questions.
o If you were one of the colors, what would you be? Why?
o What is the change that happened in each of the colors? How?
o How is this change relevant to the existence of each of the colors?
o Why do you think rain emphasized the need for cooperation?
o What do you feel when you see a rainbow?
o Why does a rainbow represent hope?
o How will you encourage others to cooperate in societal activities?
 Write your answers on the cloud chart below.
 Representatives from each group will explain their work with the class.
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TASK 6: Small Group Differentiated Activities (SGDA)
Group 1 Preserving the Magic
Theme – the main topic/ message that is being discussed or

described in a piece of writing; the particular subject/ idea in the story
 To preserve the magical essence of a rainbow, do the following steps:

o Re-read the parable. Ask the group members to share their
knowledge about the theme of the story.
o On a cartolina, draw a symbol that best presents the message of
the text.
o Expound the message of the story during the group presentation.
Discuss how the rainbow colors became stronger and tougher.
Group 2 Checking Out Characters
 Think about the colors’ personality as revealed by their words and

reactions at the beginning of the story. Remember the two kinds of
characters:
Round or Dynamic – a character with complex personalities

Flat or Static – character that never changes
 Decide who among the characters is round or flat. Cite lines or

characters’ descriptions from the selection that proves your contention.
Copy and fill out the chart shown below.
LINES and DESCRIPTIONS ROUND

CHARACTER at the beginning at the end of the OR
of the story story FLAT
Red
Orange
Yellow
Green
Blue
Indigo
Violet
Rain
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Group 3 Pointing Out Qualities
 Recall the qualities of the colors.

Evaluate their characteristics
and decide what word best
describes each of them.
 Use the rainbow chart
 as your visual aid.
 On the left side of the rainbow, write a one-word description for each item.
Keep in mind that the colors of the rainbow are arranged this way: Red,
Orange, Yellow, Green, Blue, Indigo, Violet.
 Relate those characteristics to yourself.
 On the right side of the rainbow, explain how those rainbow’s qualities
are related to you.
Group 4 Constructing a Slogan
In “The Parable of the Rainbow Colors” cooperation and

responsibility were greatly emphasized. It was the rain which
reminded the rainbow colors to stop quarrelling and to work together
instead. Readers are highly encouraged to do the same and to
understand that despite individual differences, people can go together
as one, and from there, we can achieve better results in whatever
situation.
 Reflecting on the parable’s message, construct three (3) slogans that will
best encourage the humanity to:
o Not lose hope in times of hardships and challenges
o Cooperate and collaborate in order to achieve better outcomes
o Accept inevitable changes and use them for self-development
 Your slogan will be graded according to its Creativity, Word Choice,
Content, and Rhyme.
Group 5 Presenting a Skit
 Perform a short skit re-enacting the conversations in the parable.

 Consider the following reminders:
o Imagine you are a group of friends with different qualities (like the
rainbow colors). Identify each of your differences (specifically
your strengths).
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o Each of you must re-enact the dialogue; but you have the leeway
to change the lines in the text.
o Express your qualities with pride and honor; encourage others to
believe that you share the most important contribution in the
group.
o Assign someone as a mediator who will intercede and help the
group solve the arguments. Just like the rain in the parable, let
the mediator emphasize the need to cooperate in a community.
o Through the mediator, explain how each of your friends can work
cooperatively and responsibly in today’s global village.
Group 6 Creating a Rainbow Poster
Using this quotation – “If nothing ever changed, there’d be

no butterflies.” as your guide, create a rainbow poster that will
show the significant qualities you have or you wish to have.
On each part of the rainbow, write the characteristics that you

think will help you broaden your horizon.
Your poster will be graded according to its Size, Focus, Idea/

Creativity, and Neatness/ Presentability.
POSTER
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TASK 7: Homonymous Expressions Blast
A. Charade Parade
 Form three groups.

 Each group must have a representative who will perform the charade.
 The group with the least number of minutes in finding out the word will
win the game.
HINT: The words have similarities
B. Words Outbreak
Many words in the English language sound alike or are spelled alike but
have different meanings. These words are classified as homonyms,
homophones, and homographs.
HOMONYMS, HOMOPHONES and HOMOGRAPHS
 Homonyms (or multiple meaning words) – are words that share the
same spelling and the same pronunciation but have different meanings.
 Homophones (or sound-alike words) – are words that are pronounced
identically although they have different meanings and often have
different spellings as well.
 Homographs – are words that are spelled the same, but have different
meanings and are often pronounced differently as well.
Homonyms Homophones Homographs

Words with multiple Words that sound alike Same spelling,
meanings different pronunciation,
different meanings
the spruce tree… addition for math… desert – abandon
to spruce up… edition of a book… desert – area of land
suit yourself… I want to go… bass – fish
wear a suit… I like it, too… bass – instrument
One plus one is two..
weigh on the scale... Capitol building… close – nearby
scale the wall… State capital… close – to shut
the price is fair… Pick a flower… bow – to bend down
go to the fair… bake with flour... bow – ribbon
Retrieved from: https://www.spellingcity.com/homophones-and-homonyms.html
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C. Find it out!
 Tell whether the bold and underlined words are homonyms,

homophones, or homographs.
1. No attempt was made by anyone to denigrate the others.

The house maid went back to her province.
2. Their claim became very explicit.
His friends claim the prize in the championship.
3. Even love symbols such as heart and roses are colored red.
She was hurt when she was accused of cheating.
4. What can be more expansive than the sky and the seas?
She sees the beautiful scenery outside her room every morning.
5. If you are talking about vegetables and leaves, you are referring to
my color.
My mother leaves the office immediately whenever she has
appointment with the client.
 Do the same on the following sentences.
6. A bear can bear very cold temperature.

7. The bee in that tree house can be very dangerous when disturbed.
8. I need to wind the alarm clock so I can fly my kite in the gusty wind.
9. Please record the event as they try to beat the world record.
10. The driver turned left and left the main road.
A. Follow Me!
 Do the following tasks.
Keep all your things. Tap your classmate’s shoulder

and say “Be happy.”
Please be quiet.
Sit up straight.
Get your English book and look for
Module 4 Lesson 3. Do not slouch.
Talk to your classmates. Stop, look and listen!
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 What have you noticed in the statements above?
 What do they give?
 What do you call this kind of sentences?
B. Learn the Lesson.
Imperative Sentence
The imperative is a type of sentence that gives advice or instructions

that express request or command. An imperative sentence typically begins
with the base form of a verb, as in Go now!
An imperative sentence ends with a period or with an exclamation point.
 Positive Imperatives
To form a positive imperative, use the base form of the verb.
Examples: read, listen, put, cut, sing…
Cut the rope.
Read the book.
Listen!
Come here.
Speak English.
We can also use positive imperatives by using always.

Always put on your safety belt.
Always bring your coin purse.
 Negative Imperatives
To form a negative imperative, we use “Do not + base form of the verb”
Do not come here.
Do not drink it.
Don’t lean out of the window.
Don’t speak Spanish in the English class.
Don’t sit there.
Retrieved from: http://www.grammarbank.com/imperatives-lessons.html
(You) Call the police, please.
Doer of the Verb Word used when

action requesting
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C. Select the Word.
 Choose the verb that will complete the thought of the sentence. Select
your answer from the word pool.
drive pay be stand

park look pass open
wait come
1. Do not _____ on the table.
2. _____ here.
3. You _____ the car on the side.
4. _____ here, I’ll call my assistant.
5. _____ quiet!
6. Please _____ the salt.
7. Ana, _____ the window.
8. _____ carefully.
9. _____ to the cashier immediately.
10. I need the key. _____ for it now.
D. Construct Imperatives
 Construct imperatives which you think are used or can be used in/at:
o Home
o School
o Market
o Church
o Mall
 Write three (3) imperatives for each setting.
 Use different verbs in your imperatives.
 Do this on your notebook.
You are now ready to enhance and enrich your understanding on how
you can move forward to attain a meaningful life. As you move on to the next
phase of the lesson, you are expected to recognize the need to work
cooperatively and responsibly in your community.
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TASK 9: Small Group Differentiated Activities (SGDA)
Group 1 Creating a Comfort Zone
 Using the shield chart, list down your

strengths which you think will help you
achieve your goals in life.
 Use the following guide questions as you
explain your work:
 What are your strengths that will help
you broaden your horizon?
 How will these strengths be your
weapons in accepting changes?
 Why is it necessary to perform
cooperatively and responsibly in the
community?
 How can you contribute to the needs
of other people globally?
Group 2 Extending to your Peers
 Among your group members, discuss how one’s problem changes and
helps a person to be better.
 Using the chart below, present your ideas on how difficulties in life can be
of help in attaining a meaningful existence.
BROADENING HORIZONS
DIFFICULTIES HOW DO THESE DIFFICULTIES HELP YOU?
 Discuss your chart to the class.
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Group 3 Lengthening your Reach
 Talk about an important issue in your community. How does this issue
affect you? How does it become related to the issues globally?
 You will create a “Resolve an Issue Chart” which will offer best solutions
to the problem.
 Use the chart shown below.
 Present your work to the class for assessment.
What is the issue?

What is serious
about the issue?
Who are people
involved in the
issue?
What action must be
done to resolve the
issue?
What to do in order
to avoid the problem
from happening
again?
Group 4 Advancing beyond Scope
 Construct imperative that will encourage people to become responsible

members of the community.
 Also these imperatives should encourage the public to perform well in
everything they do. The imperative should also make them realize the
significance of being responsible and cooperative members of a changing
world.
 Write your imperatives on a placard.
 Post all these signs on the walls of your classroom.
 Explain to the class why you chose to emphasize those imperatives.
Examples:
Be attentive to Pay attention to Do not cheat

activities. every lesson! and lie!
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Group 5 Going Yonder
 Draw an editorial cartoon that deliberates the importance of being united.

 Choose a setting which you think unity is best needed. It could be a
political setting, school, community, or even in the smallest unit of society
– family.
 Your editorial cartoon will be assessed based on its Size, Focus, Idea/
Creativity, and Neatness/ Presentability.
 Use a ¼ illustration board.
 Look closely at the examples below:
https://rlv.zcache.com/suffrage_streamroller https://www.docspopuli.org/articles/
fist
Group 6 Reaching People Online

Create a short video clip that will
encourage the people in the community
to broaden one’s horizon by accepting
constant changes.
 To broaden one’s horizon means to
become aware of greater possibilities
and options. People should learn that we
should consider new options outside the
previous limitations we encountered.
 Your video clip will be graded according to its Content, Video Quality,
Technical Skill and the Final Product itself.
You’ve successfully completed the tasks needed in this lesson. You must
have a bunch of ideas on how you can go beyond your previous limitations and
increase the range of things that you currently know. By extending to your
peers, classmates, friends, and colleagues, you will have a wider access to
innovation and improvement.
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YOUR FINAL TASK
You were informed that your final task is to write a

personal essay on broadening one’s horizon for a better
life. Your goal is to share your understanding on how one
person can go outside of the box and perform better in
the future. Remember that your essay will be assessed
according to its Content, Point of View, Development/
TASK 10: Outside the Box
 Prepare a pen and a sheet of paper.
Outside the Box
Your task is to write a personal essay or a reflective essay that

Goal expresses your thoughts, feelings, and aspirations about
broadening horizons to create a better life.
You are an author of an inspirational book and you aim to share
Role to the world how you became a responsible member of a
changing world.
Your essay will be read by people who are struggling in their
Audience
poor situations.
You are with your co-authors and you’ll write a compilation of
Situation
inspirational essays about Broadening Horizons.
Product Your product is a personal/reflective essay.
Your work will be evaluated based on its content, point of view,
Standards development/ organization, language mechanic and word
choice.
 Be reminded that you have to include imperatives in your sentences.

 Keep in mind the following reminders as you write your essay.
 Reflect on your past experiences wherein you were challenged to
show your talents and skills.
 Examine how you were able to surpass those struggles despite
limitations.
 Think of ways on how you would want to improve yourself.
 State specific strategies that you will undertake in order to expand
your understanding of the complexities of life.
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 Make sure that your essay is composed of three parts:
 Introduction – two or more sentences that will grab the
interest of your reader
 Body – supporting sentences that explains and proves your
topic sentence
 Conclusion – three or more sentences that summarizes and
strengthens your essay
RUBRICS FOR PERSONAL ESSAY WRITING
CRITERIA 4 - Outstanding 3 - Average 2- Developing 1-Insufficient

FOCUS/ The essay The essay The essay The essay
CONTENT contains contains little but contains little contains no
meaningful focus meaningful focus focus and there focus and there
and 5-7 and there are 3-4 are 1-2 are no
supporting details supporting details supporting supporting
that demonstrate that demonstrate detail/s that details that
the understanding slight demonstrate demonstrate
of the essay’s understanding of unimportant insufficient
purpose. the essay’s understanding understanding of
purpose. of the essay’s the essay’s
purpose. purpose.
POINT First person point First person point A few Point of view is
OF of view is clear of view is noticeable not clear, or it
VIEW and consistent consistent in most shifts from first frequently shifts,
throughout the parts of the essay, person point of confusing the
essay. with only minor view occur. reader.
inconsistencies.
DEVELOPMENT/ The introduction The introduction The There is no clear
ORGANIZATION is inviting, states states the main introduction introduction,
the main topic, topic and states the main structure, and
and provides an provides an topic. A conclusion.
overview of the overview of the conclusion is
paper. paper. A included.
Information is conclusion is
relevant and included.
presented in a
logical order. The
conclusion is
strong.
LANGUAGE All sentences are Most sentences Most sentences Sentences
MECHANIC well constructed are well are well sound awkward,
and have varied constructed and constructed, but are distractively
structure and have varied they have a repetitive, or are
length. The writer structure and similar structure difficult to
makes no errors length. The writer and/or length. understand. The
in grammar, makes a few The author author makes
mechanics, errors in makes several numerous errors
and/or spelling. grammar, errors in in grammar,
grammar, mechanics,
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mechanics, mechanics, and/or spelling
and/or spelling. and/or spelling that interfere
that interfere with
with understanding.
understanding.
WORD CHOICE The writer uses The writer uses The author The writer uses
vivid words and vivid words and uses words that limited
phrases. The phrases. The communicate vocabulary.
choice and choice and clearly, but the Cliché’s and
placement of placement of writing lacks jargons are
words seem words are variation. present.
accurate, natural, inaccurate at
and not forced. times and/or
seem overdone.
MY TREASURE
Reflecting on a Mirror
 Reflect and focus on your thoughts and feelings about what you
experienced all throughout the journey. What discussions or learning
strikes you the most? How will you apply these lessons in your daily life?
Fill out the blanks in the paragraph below.
I enjoyed ________________________________________________.
I would love to ______________________________________ in the whole
community. By _____________________________________________, I will
be able to broaden my knowledge and skills in _________________. I will do
more of ________________________________________ next time because
______________________________________________.
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MODULE 4
Lesson 4
CELEBRATING CULTURAL TIES
YOUR JOURNEY
As a Filipino youth, you can contribute to the betterment of our country

and eventually, the world. No contribution is small. Its greatness depends on
your willingness to do something at present for the benefit of the future.
Regardless of individual differences, you can be a part of a uniting world. But
the big question is, “How can you make the world united despite cultural
dissimilarities?”
In this lesson, as you utilize language communication skills, you will

understand the importance of collaborating and cooperating with others and
together bridge understanding and celebrate cultural ties.
YOUR OBJECTIVES
 give and follow instructions

 make simple inferences about thoughts and feelings expressed in the text
listened to
 express one’s beliefs/convictions based on a material viewed
 create or expand word clines
 explain how a selection may be influenced by culture, history and other
factors
 organize information about a chosen subject using graphic organizer
 use correct and appropriate multi-media resources when orally giving
information and explanations
 use prepositions in describing place, time, and action
Your target output at the end of this lesson is a multi-

media presentation of multi-cultural highlights. Your work
will be assessed based on its Content/ Focus, Visuals
and Text, Organization/ Development, Video Quality, and
Timeliness.
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YOUR INITIAL TASKS
TASK 1: Unlock the Topic
 As you walk through the final lesson in this module, unlock first the focus
in this journey. Using the icon guides below, find out the topic you are
going to explore.
◊ ◙ ☺ ☼ ♫ § ♦ ♣ ▲ ♂ ♪ © ۞‫ ۝‬ᴥ ᴤ ɷ ɤ Ʊ Ө Ӝ Ѯ ѻ џ Ѫ ¶
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
In the box, write the letter that corresponds to each icon. Enjoy!
♣ ♫ ɤ ▲ Ө ◊ ♦ ♫
 Fill in the blank with the word you discovered.
Philippine _____________ is an evidence of our cultural history

and development. It reflects our shared values and a tangible proof of
Filipino excellence and creativity. A Filipino society that values and
preserves its cultural ____________ instills pride of place and
strengthens Philippine national identity.
Retrieved from:
http://www.youlead.cfo.gov.ph/files/presentations/HENARES_filipinovation.pdf
TASK 2: Genuine Appreciation
 Form a triad and look closely at the following pictures.
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Photos from: http://www.google.com
 As you study the given pictures, consider the following questions.

 What do these pictures show? What are they?
 What do the pictures tell about our heritage?
 Which of the pictures are considered heritage?
 Why is Philippine Cultural Heritage important to Filipinos?
 How do we preserve our cultural heritage?
 What can you contribute to the Philippine heritage?
TASK 3: Quote and Unquote
 Form five groups; each group will be given a quotation.

 As you ponder on the passages, consider the following questions:
 What image can you create as you read the passage?
 What feeling is inspired by the line?
 What does it convey?
 How can you put the passage into action?
 Write your answers on a visual aid or use a power point presentation.
 Share your answer with the other groups.
#1
“A people's relationship to their heritage is the same as the relationship of a
child to its mother.” - John Henrik Clarke
#2
“We build too many walls and not enough bridges.”
– Isaac Newton
#3
“The love of one’s country is a splendid thing. But why should love stop at the
border?” – Pablo Casals
#4
“The Filipino embraces civilization and lives and thrives in every clime,
in contact with every people?” – Jose Rizal
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#5
“You don’t stumble upon your heritage. It’s there, just waiting to be explored
and shared.” – Robbie Robertson
 Recall the activities you had engaged

in the previous tasks.
 List down the key points/concepts that
you have learned.
 From the list, think about the
concepts/ ideas that you would like to
enrich more.
 Write your expectations inside the
joined hands.
YOUR TEXT
TASK 5: 4 Pics 1 Word
 By looking at the commonalities of the pictures, guess the word related

to the topic to be discussed.
 Number of boxes corresponds to the number of the letters of the word.
 Use the given letters below as your clues.
NETSUREIOY RXHACREIWZ
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TASK 6: Words Enrichment
 Study the word definitions below.

 In the puzzle, look for the words which you think suit the definitions.
C A K J L E R T Y U I
I O B V I R T U E S G
H G N C M O A E D F P
R F A V N W Q D V J R
W E M D E E W C I K I
C U L T U R E Z Q M N
Q T N G R G G Q W V C
S G B H Y H K E X F I
G E V D G Q E Q N E P
F J W J O U S W O C L
D I V E R S I T Y R E
DEFINITION BANK:
 the act of coordinating; moving toward union
 society’s beliefs and ways of life
 morally good behaviour
 a basic truth that helps you know what is wrong and right
 the quality or state of having many different forms
Your willingness to carry out the initial tasks will lead

you to a better understanding of cultural ties. Lend your ears
as your teacher reads the text “The Universals” by Dr.
Cleofe M. Bacungan and find out how you can be of help in
connecting and reaching out to the other parts of the world.
The Universals
by: Dr. Cleofe M. Bacungan
Different cultures vary in their ethical manifestations. There are

prohibitions about food, especially meat and styles of clothing. Status of
women differs. Free enterprise and socialism have different economic
values. There are the values of hiya and pakikisama, expressing the Filipino’s
manner of communication and behaviour. These are actual modes of
conduct - subjective and situational. Their attitude depends on the accepted
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practices and ways of behaviour of a given people at a given time. But
beneath such diversity, there is a clear convergence on some basic values
which can truly be called universals. No culture tolerates indiscriminate lying,
stealing, or violence within the group. Incest is taboo by all cultures. Health,
safety, productivity, efficiency, integrity, freedom, justice, beauty, love, family,
solidarity, and respect for the dignity of man are valid for all mankind at all
times.
Here are statements from various philosophical sources, which while

stated differently share a common principle - respect other people and treat
them fairly.
Buddhism: “Hurt not others with that which pains you.”

Christianity: “Do to others whatever you would like them to do to you.”
Confucianism: “Is there any maxim which ought to be acted upon
throughout one’s whole life? Surely the maxim of loving
kindness is such: Do not do unto others what you would not
they should do unto you.”
Judaism: “What is hurtful to yourself, do not do to your fellow beings.”
Islam: “Love for the people what you love for yourself and you will
be a believer.”
Taoism: “Regard your neighbor’s lost as your lost.”
Confucius as someone interested in politics established five constant

virtues that he believed must be used in governance.
Benevolence: “…always think first of what is good for the people.”

Righteousness: “…do not do to your subject what you would not want them
to do if you were on their place.”
Propriety: “…always behave with courtesy and respect towards your
subject.”
Wisdom: “…be guided by the knowledge and understanding.”
Sincerity: “be sincere and thoughtful in all you do.”
What would people disagree with the statements above? The

timelessness of ethical universals in different environments suggests that
virtues such as union and righteousness are deeply embedded in man’s
nature and are necessary to maintain a happy life.
Source: RBS Series of English New Horizons in Learning English III First Edition 1999
 Study the questions listed on the Bingo Card. Based on your

understanding of the text, answer the following questions.
 Whoever explains the answer correctly will be given a (star).
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 Your goal is to get three (straight) stars diagonally, horizontally, or
vertically.
B I N G O
As a student, how
According to the
What is the will you encourage
text despite having
underlying your friends and
one vision, what
message of the classmates to
makes the world
text? stand with the
divided?
common principle?
How can you

relate the golden
rule - “Do not do
Why is it What can be your
unto others what
important to best contribution
you do not want to
value other to make the world
do unto you” to the
people? united as one?
common saying –
“No man is an
island”?
What happens
when you How does culture In your own
disobey the affect people’s words, define
golden rule? relationships? unity.
A. Setting Locations
 Describe the following pictures.
1 2 3
. . .
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4 5
. .
 What words did you use to describe the locations of the pictures?
 What part of speech shows time and location?
B. Grammar Bytes
Prepositions – are words that show spatial (space),

IN temporal (time), or logical relationship or association of ON
an object to the rest of the sentence.
THROUGH AT BY OF BESIDE INSIDE
Prepositions of Time: AT, ON, IN
 Use AT to designate specific times.

The train is due at 12:15 p.m.
 Use ON to designate days and dates.
My brother is coming on Monday.
We’re having a party on the 4th of July.
 Use IN for nonspecific times during a day, a month or a year.
She likes to jog in the morning.
He started the job in 2015.
He’s going to quit in August.
Prepositions of Place: AT, ON, IN
 Use AT for specific addresses.

Johnny Bravo lives at Blk 5 Lot Borez St. San Isidro Heights, Laguna.
 Use ON to designate names of streets and avenues.
Her house is on Borez Road.
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 Use IN for the names of land-areas (towns, counties, states, countries,
and continents).
She lives in Quezon City.
Quezon City is in the National Capital Region.
Prepositions of Direction: BY, BESIDE, INSIDE
 Use BY to show nearness.

He lives in the house by the river.
 Use BESIDE to show that something is next to a certain thing or place.
Our house is just beside the supermarket.
 Use INSIDE to show that something is within another thing.
There are six horses inside the ranch.
Preposition of Movement: THROUGH
 Use THROUGH to suggest a movement across an entire space.

The canal flows through the city centre.
Preposition of Possession: OF
 Use OF to show possession, belongingness, and/or origin.

The employees of the company are taking their lunch.
Reference: Guide to Grammar and Writing, Hartford: Capital Community College

Foundation
 Read and analyze the following sentences below.

 Identify the function of the underlined prepositions in each of the
sentences.
 Match Column A to Column B depending on what each of the prepositions
suggests or indicates.
COLUMN A COLUMN B
1. Different cultures vary in their ethical A. serves as a means
manifestations. B. shows specific time
2. Status of women differs. C. indicates belongingness
3-4. Their attitude depends on the accepted D. shows that something is
practices and ways of behaviour of a part of another thing
given people at a given time.
E. indicates source of
5. Through collaboration and cooperation, dependence
people can work together as one.
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C. Preposition Flash
 Identify and underline the preposition in the following sentences. A

sentence may have more than one preposition.
1. Cultural heritage is the legacy of physical artifacts that are inherited

from past generations, maintained in the present, and bestowed for
the benefit of the future.
2. Every aspect of our present is greatly influenced by our past
experiences and environment we are associated with.
3. Objects are important to the study of historical heritage because they
provide concrete basis for ideas.
4. The natural and cultural resources are conserved for its continuous
use in the future.
5. Through the nation’s collaborative effort, tying the world’s cultural
heritage may be possible.
D. Photo Challenge
 Describe each picture below in five (5) sentences. Use prepositions to

indicate time, place, means and belongingness.
 Observe proper subject-verb agreement.
You have gone this far. You are now totally equipped to become a
responsible member of a changing world. As you continue your journey, you
are expected to find ways on how to bridge cultural diversities and tie them like
a one big family of remarkable heritage.
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Group 1 Jingle Bells (Musical Intelligence)
 Write a song that highlights cultural ties despite

individual diversities.
 Emphasize that every part of the world can become one
when we set aside differences.
 Consider the following criteria as you write the song:
 Musicality, Content, Interpretation
Group 2 Poster Ad (Visual-Spatial Intelligence)
 An advertisement is an effective instrument to present

to the public certain ideas and viewpoints.
 Create a poster ad that emphasizes the need to stop
dividing the world and encourage everyone to be
united.
 Highlight pictures that will show how cultural ties affect
humanity.
 Use color pens and other designing materials to show
creativity.
Group 3 Essay Check (Verbal-Linguistic Intelligence)
 Write an essay about the world’s current relationship in

terms of cultural, natural, and historical heritage.
 Base your essay on the guide questions below:
Introduction:
What is Cultural Tie?
Why is it important in creating a harmonious
relationship with other countries?
Body:
Do groups with diverse members make better
decisions?
How can we better learn to understand, respect, and
value individual differences?
How can the people in the world work with a shared
vision?
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Conclusion:
Do you consider yourself to be culturally competent
when interacting and talking with people of a different
race and heritage?
Summarize your points.
Group 4 In Action (Bodily-Kinesthetic Intelligence)
“I am but a
Small Voice”
View the video at: https://www.youtube.com/watch?v=WxKxZuBxp10
 Listen to the song “I am but a small voice” by Lea Salonga.

 Make an interpretative dance emphasizing that indeed the world
shares a common ground and environment.
 Be artistic and creative as you can.
Group 5 Reconnect (Interpersonal Intelligence)
 Make a skit showing strong cultural ties.

 Act out the scene below:
There are five members in your circle of friends. One is American,

another is African, and the three are Filipinos. You agreed to meet and
reunite to celebrate your elementary graduation. Despite the long distance
that separates you, everybody is still exerting effort not to miss anyone in
the group. You decided to meet in Tokyo, Japan to try their exciting and
interesting food and beverages.
When you finally saw each other, no partition was felt. You had shown
equal love and care to each member of the team. You’ve had with you
school memories and you were gladly sharing it to each other. You have
bridged individual gaps and tied cultural lapses.
538
Group 6 Amazing Photos (Naturalistic Intelligence)
Natural heritage refers to the diverse geological structures and

formations. Heritage is that which is inherited from past generations,
maintained in the present, and bestowed to future generations. The term
“natural heritage” is derived from “natural inheritance”.
www.wikipedia.com
 Go to the library and search for books or search on the net pictures of the
world’s natural heritage.
 Share those pictures to the class and explain how heritage affects cultural
ties.
 Considering that deterioration or disappearance of any item of the cultural
or natural heritage constitutes a harmful effect to all the countries of the
world, discuss how you can help the nation conserve the heritage.
TASK 10: Promoting Cultural Ties
A. Name it!
 Create an acrostic for the word HERITAGE.

 Make sure that the words or phrases you’ll write will emphasize the
need to use heritage as an agent to link different cultures.
H - _______________________
E - _______________________
R - _______________________
I - _______________________
T - _______________________
A - _______________________
G - _______________________
E - _______________________
B. Beyond Words
 Reflect on the previous activities you’ve done in this lesson.

 Think of words and phrases you can relate to “Cultural Ties”.
 Write a three to five (3-5) definition or explanation about celebrating
cultural ties.
539
 Use the graphic organizer below.
CULTURAL TIES
WORDS/PHRASES WORDS/PHRASES
EXPLANATION
TASK 11: Golden Rule
 Write the golden rule “Do not do unto others what you do not want to do
unto you” on a short bond paper.
 Post it on the wall of your room at home or on any part of your house.
 Share to your siblings and/or to your parents the importance of the golden
rule. Explain its relevance to culture ties.
 On your notebook, write their reactions about what you’ve shared.
You have just accomplished the discovery tasks that helped you
understand the need to accept diversities and tie them as one. You are now
ready to combat the final challenge in this journey. As you move on to the last
phase of your life as a freshman student, bring with you all the insights,
strategies, and values which will eventually help you become a responsible
citizen of the world.
YOUR FINAL TASK
You were informed that your target output at the

end of this lesson is a multi-media presentation of multi-
cultural highlights. Remember that your work will be
assessed based on its Content/ Focus, Visuals and Text,
Organization/ Development, Video Quality, and
Timeliness.
540
TASK 12: A. YEY or NAY (Yes or No)
 Study the pictures below.

 In the box, put YEY if the picture depicts cultural ties and NAY if not.
 Share and explain your answers to the class after.
541
TASK 12: B. Small Group Differentiated Activities (Gallery Walk)
Group 1 Photo Gallery
 Research on pictures that tell anything about Culture Ties. Each picture
must have a short description/explanation.
 Put all the pictures on a manila paper or cartolina and post it on the wall
of the classroom for the other groups’ viewing.
Group 2 Quotations Gallery
 Research on passages about Cultural Ties. Cite the writer or whoever

quoted the said lines.
 List five (5) quotations that show the significance of cultural ties and
responsible responses toward diversities.
Group 3 Outcomes Gallery
EFFECTS OF CULTURAL
TIES
 List down the effects of cultural ties in the community.
542
 Specify things that might happen when the world sets aside differences
and value them instead.
 Explain how harmonious relationship among nations can be of help in the
progress of the countries.
Group 4 Paragraph Gallery
 During the course of the discussion, it was explained to you that heritage
is a legacy from the ancestors which does not only affect the present but
is also a big impact to the future.
 Compose a one (1) paragraph explanation why cultural tie is important in
making the world a better shelter for the humanity.
 Use prepositions in your essay. Underline them for emphasis.
Group 5 Expressions Gallery
 Think of homonymous expressions and use them in a sentence.

 Relate your sample sentences to cultural ties and write them on a visual
aid.
 Post your work on the wall of classroom and share it with the class after.
Note:
 After working on your group activities, post it anywhere visible in the
classroom. A representative of each group will explain their work to
the other groups.
 Explaining of the works will be done simultaneously.
 Every after one minute, the viewers will move to the next station
until everybody is done.
 See the diagram for your guidance.
GROUP 1
Presentation
Group 5 Viewers GROUP 2

GROUP 5 Presentation
Presentation
Group 1 Viewers
Group 4 Viewers
GROUP 4 GROUP 3
Presentation Presentation
Group 3 Viewers Group 2 Viewers
543
TASK 12: C. Reaching to the World
 Form groups of five members.
Reaching to the World
Your task is to create a video teaser that shows the multi-

Goal cultural highlights of the world. The video will be posted online
as an instrument to encourage people to promote Cultural Ties.
Role You are a TV Commercial Ad Producer.
Audience The video will be catered to all the nations of the world.
You are saddened by how the world recognizes differences

Situation
and sets aside connection with people of different race.
Product Your product is a video teaser.
Your work will be assessed based on its Content/ Focus,

Standards Visuals and Text, Organization/ Development, Language
Mechanics, and ICT Integration.
 Be reminded that you have to include prepositions in your statements.

 View the link below for further reference.
View at https://www.youtube.com/watch?v=57KW6RO8Rcs
544
 Use the rubrics as your guide:
RUBRICS FOR VIDEO TEASER SHOWING MULTICULTURAL

HIGHLIGHTS
CRITERIA 4 - Outstanding 3 - Average 2- 1-Insufficient

Developing
FOCUS/ It has a clear It has a fairly clear It has concept It has no clear
CONTENT picture of the picture of the but no clear concept and
concept. It has concept. focus. focus.
adequate
description of
the focus.
VISUALS/ TEXT The storyboard The storyboard The thumbnail There is no
illustrates the includes thumbnail sketches on evidence of a
video sketches of each the storyboard storyboard or
presentation video scene and are not in script.
structure with includes text for logical
thumbnail each segment of sequence and
sketches of the presentation, do not provide
each scene. descriptions of complete
Notes of background audio descriptions of
proposed for each scene, the video
transition, and notes about scenes, audio
special effects, proposed shots background,
sound and title and dialogue. or notes about
tracks incl: text, the dialogue.
color,
placement,
graphics, etc.
Notes about
proposed
dialogue/
narration text
are included.
DEVELOPMENT/ The content Information is The content Content lacks a
ORGANIZATION includes a clear presented as a does not central theme,
statement of connected theme present a clear point of
purpose or with accurate, clearly stated view and logical
theme and is current supporting theme, is sequence of
creative, information that vague, and information.
compelling and contributes to some of the Much of the
clearly written. A understanding the supporting supporting
rich variety of project’s main information information is
supporting idea. Details are does not irrelevant to the
information in logical and seem to fit the overall
the video persuasive main idea or message. The
contributes to information is appears as a viewer is unsure
the effectively used. disconnected what the
understanding of The content series of message is
the project’s includes a clear scenes with because there is
545
main idea. point of view with a no unifying little persuasive
Events and progression of main idea. information and
messages are ideas and Includes few only one or two
presented in a supporting citations and facts about the
logical order. information. few facts. topic are
Includes Includes properly articulated.
properly cited cited sources. Information is
sources. incorrect, out of
date, or
incomplete. No
citations
included.
VIDEO QUALITY The video teaser The video teaser The video The video was
was completed was completed teaser was totally unedited
and had all and contained all made, but had with no
required required items. very little transitions or
elements. The Editing was not editing. Many audio support of
video was well done as well as it poor shots any kind.
edited and should have been. remained.
moves smoothly Some poor shots Video was
from scene to remain. Video is very
scene with still somewhat fragmented
proper use of choppy. Audio and and choppy
transitions. other with little to no
Audio and other enhancements audio
enhancements were utilized, but reinforcement.
were well used. not for maximum
effect.
Deadline was Submitted late but Deadline was Deadline was

TIMELINESS met. it was not a not met, missed having a
significant impact resulting in significant
on the finished some impact impact on the
project. on the final project.
finished
project.
Source: www.ggc.edu
546
MY TREASURE
Fist of Five
Explanation:__________________________
____________________________________
____________________________________
____________________________________
____________________________________
 Use your fingers as a scale of one to five (1-5) to express understanding

of the lesson.
 Draw a five (5) finger hand on your notebook if you have clearly
understood the importance of cultural ties in building a better nation; four
(4) finger hand if there are still misconceptions and so on and so forth.
 On the side, explain your scale.
547
GLOSSARY
A
abreast (adv) up to a particular standard or level especially of

knowledge
academic writing (n) uses words which are formal, standard and objective
acknowledgment (n) it expresses the author’s gratitude to the persons who
in one way or the other helped him or her in writing the
book
active voice (n) a grammatical sentence in which the subject performs
an action indicated by the verb
adjective phrases (n) like adjectives, modify nouns
adverb phrases (n) like adverbs, modify verbs, adjectives, adverbs
almanac (n) a book containing information on current events
anecdote (n) a short story about an interesting or funny event or
occurrence
argumentation (n) a process of reasoning systematically in support of an
idea, action, or theory
atlas (n) book of maps
awit (n) a form of Filipino poetry popular during the Spanish
occupation in the Philippines
bibliography (n) it lists in alphabetical order the references used by the

author in writing the book
bolo (n) a Filipino sword, usually used in cutting bamboo and
trees
book jacket (n) a detachable outer cover of a book with folded flaps
that hold the front and back covers, usually made of
paper and printed with text and illustrations
bouillabaisse (n) a stew made with strong spices and two or more kinds
of fish
cavanes (n) measurement for crops like rice

character (n) a person taking part in a narrative
charade (n) a game in which players try to guess a word or phrase
from the actions of another player
548
clause (n) a group of words with at least a subject and a verb
coherence (n) the arrangement of sentences in a paragraph in an
orderly sequence to ensure smooth progression of
ideas
colloquial (adj) refers to the language used in everyday speech
conflict (n) the struggle that gives any story its energy
consommé (n) clear soup made from well-seasoned stock
consonant (n) a sequence of two or three consonants each of which
blends is heard
copyright page (n) it guarantees ownership and protection in publishing
the book;
it gives the date and place of publication
declarative (n) a type of sentence that states a fact, makes a point,

sentence or states an idea
dedication page (n) it tells to whom the author dedicates the book
dependent (n) also has a subject and a verb but it cannot stand by
clause itself
descriptive (n) paints a mental picture of a person, object or situation
paragraph
didactic (adj) intended to convey instructions
diphthongs (n) double vowels
documentary (n) a research-based reporting that deals with a specific
topic and format
evocative (adj) bringing thoughts, memories, or feelings into the mind

expository (n) explains information; also an informative paragraph
paragraph
external conflict (n) one character in conflict with another character,
society or something in nature
familiar (adj) reflects the close relationship of the people speaking

feature article (n) a special or prominent article in a newspaper or a
magazine
figurative (n) has hidden or underlying meaning
language
549
folktale (n) a narrative that tends to be about ordinary people or
animals set in a particular time or period
footnote (n) an explanatory or documenting note or comment at
the bottom of a page
gazetteer (n) contains list of places with some information about

them
herculean (adj) of extraordinary power, extent, intensity, or difficulty

homographs (n) a word that is spelled like another word but is different
in origin, meaning, or pronunciation
homonyms (n) a word that is spelled and pronounced like another
word but is different in meaning
homophones (n) a word that is pronounced like another word but is
different in meaning, origin, or spelling
hors d’oeuvres (n) a food served in small portions before the main part of
the meal
imagery (n) an element of a poem that uses words that appeal to

the senses
imperative (n) a form of sentence that expresses a command
sentence
independent (n) also known as main clause that can stand by itself
clause
index (n) it is a detailed alphabetical listing of the ideas or topics
contained in the book
infomercial (n) a commercial that informs or instructs, especially in an
original or entertaining manner
internal conflict (n) a character’s struggle to make a decision to overcome
some feelings such as fear, hostility and sadness
internet-based (n) is an informative program that can be accessed
program through its website
interrogative (n) a sentence which asks for information and requires
sentence and answer
550
interview (n) a meeting at which information is obtained (as by a
reporter, television commentator, or pollster) from a
person; a report or production of information so
obtained
intonation (n) refers to the total pattern of pitch change within an
utterance
journal (n) a book in which you write down your personal

experiences and thoughts
juncture (n) the transition from one sound to another in speech
kaleidoscope (n) a changing pattern or scene; a mixture of many

different things
kurido (n) a famous form of poetry during the Spanish
occupation in the Philippines
legend (n) a story or a narrative from the past that is believed to

have been historical
literal language (n) has basic meaning or no other meaning
literary writing (n) uses images and descriptions that appeal to the
emotion
metaphor (n) a comparison of two unrelated objects without the use

of as or like
mood (n) the feeling or atmosphere the readers perceive or feel
while reading
moro-moro (n) a famous play during the Spanish occupation in the
Philippines
movie trailer (n) a short clip from a film
myth (n) a narrative that describes and portrays in symbolic
language the origin of the basic elements and
assumptions of a culture
551
N
narrative (n) expresses the chronology of a specific event and

paragraph gives enough information about the event or situation
narrator (n) the person, or voice, telling the story
news flash (n) a single item of important news that is aired separately
and often interrupts other programs
nonverbal cues (n) the things we do not say but communicate through our
body language
noun phrase (n) consists of a noun and other related words (usually
modifiers and determiners which modify the noun,
functions like a noun in a sentence
OPAC (n) the Online Public Access Catalogue or the library

catalogue, an online database of all of the resources
held in the library
overture (n) an orchestral composition forming the prelude or
introduction to an opera, oratorio, etc
oxymoron (n) a figure of speech which employs contradictory words
panel discussion (n) a group activity or presentation which introduces and

discusses personal views and opinions
paper (n) a draft that provides the talking points
presentation
paragraph (n) contains a group of sentences arranged in a certain
order
paraphrasing (v) is restating someone else’s ideas using your own
words
passive voice (n) a grammatical voice where the subject of the
sentence is acted on by the verb
personification (n) a comparison in which a nonhuman thing or quality is
talked about as if it were human with human qualities,
abilities, feelings, and reactions
persuasive (n) intends to get the reader’s support concerning a
paragraph specific topic
phonetics (n) the study of the sounds of language
phrase (n) a group of related words (within a sentence) without
both subject and verb
552
pitch (n) high or low quality of the voice
pizzicato (n) played by plucking the strings with the finger instead
of using the bow, as on a violin
plot (n) series of related events that make up a story
poster (n) a display of a creative work and or a multimedia
presentation display
poster set-up (n) a display using the poster board or details
précis (n) a shortening of a text, in your own words, or of a
written work
prefix (n) a word part attached at the beginning of a base word
prepositional (n) includes the preposition together with its object
phrase
prosodic feature (n) variations in pitch, stress patterns and duration that
contribute to expressive reading of a text
puto seco (n) dry biscuit made from rice starch
proverb (n) a brief instructive expression that suggest a specific
action, behavior or judgment
research (n) the study of materials and resources in order to

establish facts and reach new conclusions
rhyme (n) repetition of stressed vowel sounds in a poem
salambao (n) a large Philippine fishing net supported by a long

bamboo crosspiece mounted on a raft
semivowels (n) sounds that are very nearly vowels
setting (n) the time and place in which the story takes place
simile (n) a comparison of two unrelated objects with the use of
as or like
simple debate (n) a method of argument where the speakers follow a set
order
slang (n) a sub-category of colloquial expressions
solfeggio (n) a vocal exercise in which the sol-fa syllables are used
stress (n) is the relative emphasis given to a syllable or a word
in a sentence
succinct (adj) using few words to state or express an idea
suffix (n) a word part attached at the end of a base word
553
T
theme (n) life lesson of a story or the author’s message

tone (n) attitude a writer takes toward an audience, a subject,
or a character
tournedos (n) a small fillet of beef usually cut from the tip of the
tenderloin
travelogue (n) a piece of writing about someone’s experiences about
traveling
venison (n) the meat of a deer

verb phrase (n) combination of main verb and its auxiliaries (helping
verbs)
weather report (n) is usually a part of an entire news program that tells
and foretells weather condition on a specific area
554

English-Lm-G7 (4-4-16) Final

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7

This instructional material was collaboratively developed and

We value your feedback and recommendations.

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

Published by the Department of Education

Development Team of the Learner’s Material

Consultants: Dr. Edizon A. Fermin and Prof. Marla C. Papango

Printed in the Philippines by ___________________________________

MODULE 1 : APPRECIATING MYSELF

LESSON 1: Searching For My Beginnings

LESSON 2: Recalling My Ancestor’s Beliefs

LESSON 3: Connecting To My Past

LESSON 5: Valuing My Elders’ Wisdom

LESSON 6: Celebrating My Heroes’ Beliefs

MODULE 2: BUILDING RELATIONSHOPS

LESSON 1: Valuing One’s Family 174

LESSON 2: Recognizing Beauty In Others

LESSON 4: Adapting To Peers

LESSON 5: Loving Others

LESSON 6: Sharing Positive And Healthy Relationships

MODULE 3: BLENDING WELL IN A DIVERSE SOCIETY

LESSON 2: Setting Aside Differences

LESSON 3: Embracing Diversity

LESSON 4: Responding To The Needs Of Others

LESSON 5: Aiming To Be Socially Responsible

MODULE 4: CONNECTING TO THE WORLD

LESSON 1: Relating Past To The Present

LESSON 2: Keeping Abreast With Changes

LESSON 3: Upholding Understanding Of Broadening Horizons

LESSON 4: Celebrating Cultural Ties

This learner’s material is specifically designed to meet the needs of the K

This learner’s material provides you with interesting literary selections

Module 1: Appreciating Myself

Each module has a number of lessons with the following parts:

1. Your Journey – It provides you with a clear direction of the lesson

7. My Treasure – It helps you summarize and express important learnings

Have fun in learning!

The learner demonstrates communicative competence

The learner demonstrates communicative competence

Quarter and Performance

Theme and Language/

Listen carefully to the selection to be read by the teacher. Then, answer

1. Who was the head of Katipunan?

3. What does the selection show? Filipinos are _______.

4. Which is true according to the selection? The Filipinos ________.

5. The Filipinos revolted against the Spaniards because they___________.

II. Reading and Literature

6. Who is the main character in the story?

7. The young couple played as the _____in the story.

9. What is the resolution of the story?

10. What kind of story is this?

Tell whether the following sentences follow (A) rising-falling intonation or

14. Did you visit your grandmother?

Proverbs and Idioms

27. Which of the following is not a proverb?

28. Which of the following is an example of idiomatic expressions?

34. “Alas. My brother Sulayman is dead!”

36. He who bites his nail A. angry

V. Identifying parts of a paragraph

Rewrite the following sentences using the given organizer. (41-45)

Simple Paragraph Rubrics

SEARCHING FOR MY BEGINNINGS

As you go through this lesson, you are expected to: