English-lm-g7(4-4-16) Final.docx

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English Learner’s Material

This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at [email protected]. We value your feedback and recommendations.

Department of Education Republic of the Philippines

English – Grade 7 Learner’s Material First Edition, 2015 ISBN: ___________ Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: 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: Layout Artist: Printed in the Philippines by ___________________________________ Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Office Address: 5th Floor Mabini Bldg., DepEd Complex, Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054 or 634-1072 E-mail Address: [email protected]

TABLE OF CONTENTS INTRODUCTION

1

MODULE 1 : APPRECIATING MYSELF Concept And Performance Matrix Learning Standards Matrix Of Essentials Pre Test

4 4 4 6

LESSON 1: Searching For My Beginnings Your Journey Your Objectives Your Initial Tasks Task 1: Philippine During The Pre-Colonial Period Task 2: A Way Of Life Task 3: Gauge Me Task 4: Puzzle Me No More Your Text Task 5: Sounds Of Language Task 6: Revelation Of Truth Task 7: The Origin Of Proverbs Task 8: Can You Hear It Task 8.1: Stress It Out Task 8.2: Sentence Stress And Intonation Task 9: Hear Ye! Hear Ye! Task 10: Your Words Sound Familiar Task 11: Nuggets Of Wisdom Task 12: Picture Words Task 13: Language Connections Task 13.1 Do You See What I See Task 13.2: More Of Verbs Task 13.3: Paragraph Task 14: Writing For A Purpose Task 15: Proverbs On Parade

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13 13 14 17 18 18 20 22 26 27 27 29 30 31 33 34 35 35 36 37 37 39

Your Discobery Tasks Task 16: Advice From The Ancient Task 17: Fb(Forefather’s Blessings) Status Your Final Task Task 18: The Elder’s Cane My Treasure LESSON 2: Recalling My Ancestor’s Beliefs Your Journey Your Objectives Your Initial Tasks Task 1: Four-In-One Task 2: Image Of My Ancestors Task 3: Believe It Or Not Your Text Task 4: Word World Task 5: In The Beginning Task 6: Myth As Folk Narrative Task 7: Solidarity In Diversity Task 8: Language Lingo Task 9: Voice Projection Game Task 10: Survey-Question-Read Task 11: Sleeping Beauty Task 12: Narrative Type Task 13: Setting The Scene Task 14: Friend Or Foe Task 15: Conflict, Anyone Task 16: The Main Thing Task 17: Plot Me Task 18: Language Connections Task 18.1 Word Game Task 18.2 Do You See What I See Task 18.3: Complete Me Now Task 18.4: Make Me Whole

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41 41 43 46

47 47 48 48 49 50 51 53 55 56 56 57 58 59 61 61 62 64 65 66 67 67 67 69 69

Your Discoevry Tasks Task 19: Ancestral Recall Your Final Task Task 20: DOTA: Dawn Of The Ancient My Treasure LESSON 3: Connecting To My Past Your Journey Your Objectives Your Initial Tasks Task 1: Let’s Connect Task 2 : Connected On The Road Task 3 : Actor’s Connection Task 4: Connected To The Target Task 5: Hero’s Connection Your Text Task 6: Establishing Connections Task 7: Idiomatic Connection Task 8: Real-Life Connections Task 9: Graphical Connection Task 10: Linear Connection Task 12: Language Connections Task 13: Like A Road Task 14: Connected To The Rules Task 15: Paragraph Connection Task 16: Applied Connection Your Discovery Tasks Task 17: Connected To Symbols Task 18: Characted Connection Task 19: Local Connection Your Final Task Task 20: Connecting Artists And Storytellers My Treasure

v

70 73 76

77 77 78 79 79 79 80 81 85 86 86 89 89 90 92 93 94 95 95 95 96 98

LESSON 4: Learning From My Beginnings Your Journey Your Objectives Your Initial Tasks Task 1: Beginning Backwards Task 2: A Humble Beginning Task 3: A Worthwhile Beginning Task 4: Viewing Prelude Task 5: Let’s Get Familiar Your Text Task 6: Differing Views Task 7: Stress It Out! Task 8: Read To Find Task 9: Stressed! Task 10: Read To Stress Task 11: Language Connections Task 12: My Twist Task 13: From The Top Task 14: Hitting Two Birds Your Discovery Tasks Task 15: Like A Pro Your Final Task Task 16: Tracing Backwards My Treasure LESSON 5: Valuing My Elders’ Wisdom Your Journey Your Objectives Your Initial Tasks Task 1: Follow Me Task 2: Best Practices Task 3: Wisdom That Lingers Task 4: What’s On My Mind? Your Text Task 5: Moon Vs Tide Task 6: Read Between The Lines vi

99 99 100 101 102 102 103 104 105 106 107 108 109 110 110 111 112 112 114

115 115 116 117 118 118 119 119

121 121 123 124 124 125 125 126 126 126 126 128 129 130 130

Task 7: Story Star Task 8: Face The Phases Task 9: High Tide, Low Tide Task 9.1: High Time Task 9.2: Highlight Task 9.3: High Wanes Task 9.3.1: High Chat Task 10: Once In A Blue Moon Task 10.1: Idiom Immersion Task 11: Language Connections Task 11.1: Spin-A-Moon Task 11.2: Brighten Up Task 12: Paragraph In Focus Task 12.1: Follow The Leader Task 12.2: True Follower Your Discovery Tasks Task 13: Lunar Day Your Final Task Task 14: Putting A Premium On My Treasure

131 132 136

LESSON 6: Celebrating My Heroes’ Beliefs Your Journey Your Objectives Your Initial Tasks Task 1: Proud To Be A Hero! Task 2: The People’s Hero Task 3: The Hero In Me Task 4: The Pen Is Mightier Than The Sword Your Text Task 5: The Quest Begins Task 6: A Hero’s Guidance Task 7: A Journey To An Unending Battle Task 8: Onward To Victory! Task 9: A Hero In The Mood Task 10: Idiomatic Conversations vii

137 137 138 140 141 142 143 144 144 149 150 152

Task 11: The Heroes’ Survey Task 12: Speaking Of The Hero Task 13: Language Connections Your Discovery Tasks Task 14: Heroic Tasks Your Final Tasks Task 15: Celebrated Story My Treasure

154 154 157 160 162 165

MODULE 2: BUILDING RELATIONSHOPS Concept And Performance Matrix Learning Standards Matrix Of Essentials Pre Test LESSON 1: Valuing One’s Family Your Journey Your Objectives Your Initial Tasks Task 1: Pa (Period Of Apprenticeship) Task 2: Gi (General Information) Pinoy Task 3: Windows Of My Soul Task 4: I-C, I-Expect Your Text Task 5: Word Centipede Task 6: Think And Search Like A Centipede Task 7: Centipede Statement Task 8: Centipede Query Task 9: Centipede War Task 10: Centipede View Task 11: Lit (Literal) Vs Fig (Figurative) Task 12: Figure The LIT Task 13: Language Connection Task 14: Phrase To Phrase Task 15: In A Nutshell Task 16: Long Live The Library!

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167 167 167 169 174 174 174 175 176 176 177 178 178 184 184 185 186 186 188 189 190 191 193

Your Discovery Tasks Task 17: Phrase It Task 18: Fc (Family Conflict /Commercial) Task 19: Conflicting Ideas Your Final Task Task 20: Adlib (Adventure To The Library) Task 21: The Search Task 22: Your Challenge: A Brochure Of Successful Family Stories My Treasure LESSON 2: Recognizing Beauty In Others Your Journey Your Objectives Your Initial Tasks Task 1: Picking On The Picture Task 2: You And Me In 3-D Task 3: Looming Expectations Your Text Task 4: Gift Grids Task 5: Multiple Gifts Task 6: Poetic Words And Lyrics Task 7: Poetic License Task 8: Pm (Poetic Meaning) Task 9: Poem Precis Task 10: Being Nice Task 11: Language Connections Task 12: Phrasing It Nicely Task 13: PO (Preposition And Its Object) Task 14: Lib Opac Your Discovery Tasks Task 15: Figures Of Chains Task 16: Paying It Forward Your Final Task Task 17: A.OTH (On-Line Treasure Hunt) My Treasure

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194 195 195 196 197 197

201 201 202 202 202 204 204 206 208 208 210 211 212 213 214 214 215 216 217 217 220

LESSON 3: Befriending Others Your Journey Your Objectives Your Initial Tasks Task 1: What Makes A F-R-I-E-N-D? Task 2: A Test Of Friendship Task 3: A Strange Feeling Your Text Task 4: Strange Melodic Connection Task 5: Relate And Connect Task 6: Story’s Chronological Sequence Task 7: Conflict Arises, Theme Prevails Task 8: Literal Vs Figurative Tasks 8.1 Classifying Literal Or Figurative Task 8.2: Figuratively Speaking Task 9: Language Connection Task 10: The Bookish Explores! Your Discovery Tasks Task 11: There’s A Connection In Reading Task 12: From Text To Tasks Your Final Task Task 13: Creative Book Jacket My Treasure LESSON 4: Adapting To Peers Your Journey Your Objectives Your Initial Tasks Task 1: Cheer For Peers Task 2: Peers’ Pros And Cons Task 3: Break That Wall Task 4: Expect, Learn, And Understand Your Text Task 5: Sensing Our Senses Task 6: A. Words Unloaded

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221 221 222 222 222 223 223 223 224 229 230 231 231 232 233 238 240 240 242 245

246 246 247 247 247 248 248 249 249

Task 6: B. Poetically Yours Task 7: Extract The Poetic Essence Through Diffrentiated Activites Task 8: Sensing Out The T & M (Tone & Mood) Task 9: Sense-O-Image Task 10: Isn’t Ironic? Task 11: Language Connections Task 12: Reference Search Your Discovery Tasks Task 13: Let’s Think And Work Beyond Walls Task 14: The Magic Is In You! Your Final Tasks Task 15: Tell Me Your Thoughts My Treasure LESSON 5: Loving Others Your Journey Your Objectives Your Initial Tasks Task 1: Love Hearts Task 2: Heart Art Task 3: Playlist: Play And Listen! Task 3.1: 1Heart-Felt Playlist Your Text Task 4: Expressing It In Various Ways Task 5: Coffee Break Task 5.1: Spin-The-Bottle Small Group Chat Task 6: Fresh From The Oven Task 7: Don’t Get Me Wrong Task 8: Problem Solving Advices Task 9: Language Connections Task 10: Featuring Feature Articles Your Discovery Tasks Task 11: Community Encounters Task 12: Writing ‘Thank You’ Cards Task 13: A.. Plot Summary Task 13: B. Sum It Up! xi

250 251 253 254 255 256 259 261 262 263 266

267 267 268 269 269 270 271 272 280 281 281 284 285 287 288 289 289 291

294 296

Task 13: C. Plot Summary My Treasure LESSON 6: Sharing Positive And Healthy Relationships Your Journey Your Objectives Your Initial Tasks Task 1: Character Train Task 2: Blindfold Basketball Task 3: Building Blocks Your Text Task 4: Like Or Unlike Task 5: Check The Elements Task 5.1: Double Roulette Task 6: Clash Of Clans Task 7: All For The Best Task 8: Common Sense Or Non-Sense? Task 9: Language Connections Your Discovery Tasks Task 10: Pros And Cons Poster Task 11: Infomercial Task 12: What Do You Mean? Task 13: You Can Make A Difference! Task 14: Together We Can Make A Difference Your Final Task Task 15: The Power To Impress Task 15.1: Essay Hurrah! Task 15.2: Points To Power My Treasure MODULE 3: BLENDING WELL IN A DIVERSE SOCIETY Concept And Performance Matrix Learning Standards Matrix Of Essentials Pretest

xii

297 297 298 298 299 299 300 304 304 306 307 310 312 313 313 314 315 318 319 320 322

324 324 324 326

LESSON 1: Acknowledgeing Diversity Your Journey Your Objectives Your Initial Tasks Task 1: A Diffrently Beatiful World Task 2: An Emerging Change Task 3: Kaeidos Thoughts Task 4: I Think Your Text Task 5: Reading Adventure Time Task 5.1: Thinking Out Loud Task 5.2: Anticipation-Reaction Guide Task 5.3: Vocabox Task 5.4: Title-Pair-Talk Task 6: Locate, Reflect, Evaluate! Task 7: What Kind Of Persons Are Filipinos? Task 8: My Lucky Number (Process Question) Task 9: Extension Activity Task 10: Tune In! Task 11: Language Connections Task 11.1: Grammar Exercises Your Discovery Tasks Task 12: Atm (Across Teacher’s Mind) Task 13: Unity In Diversity Task 14: Points Of View Task 15: Diversity Issues Your Final Task Task 16: A Celebrity With A Helping Heart My Treasure LESSON 2: Setting Aside Differences Your Journey Your Objectives Your Initial Tasks Task 1: Deliciously Different Task 2: A Sauce For A Cause xiii

333 333 334 335 336 338 339 339 340 340 341 344 345 345 346 346 347 349 351 352 352 352 353 355

356 356 357 357

Task 3: Bottled-Up And Ready To Go Your Text Task 4: A Condiment For All Seasons Task 5: You’re Not Eating Your Words Task 6: Different But Delecious Task 7: Listen Up! I Have A Story To Tell! Task 8: Language Connection Your Discovery Tasks Task 9: Tastefully Different Your Final Task Task 10: A Unique Taste With The Same Flavor My Treasure LESSON 3: Embracing Diversity Your Journey Your Objectives Your Initial Tasks Task 1: Picture Me A Word Task 2: Mayhem Of Events Task 3: See-Saw Brainstorming Task 4: Target Chart Your Text Task 5: A Picture’s Worth A Thousand Words Task 6: To Where I Belong Task 7: A Story From The Heart Task 8: Are You Happiest Person In The World? Task 9: Language Connections Your Discovery Taks Task 10: Differently The Same Your Final Task Task 11: Embracing Each Other’s Differences My Treasure LESSON 4: Responding To The Needs Of Others Your Journey Your Objectives

xiv

358 359 359 360 364 367 369 370 373

374 374 375 376 376 377 377 378 379 385 386 389 391 394

395 395

Your Initial Tasks Task 1: A Picture Of You In My Mind Task 2: Orderly Guessing Task 3: Hungry For Knowledge Your Text Task 4: Imagine The Possibilities Task 5: Wordy Bubble Vocabulary Task 6: Fortune Telling Story Task 7: Language Connections Your Discovery Tasks Task 8: Rescue Hotline: A Heart For Helping Your Final Task Task 9: The Blood Of A Hero My Treasure LESSON 5: Aiming To Be Socially Responsible Your Journey Your Objectives Your Initial Tasks Task 1: Think-Link-Share Task 2: Listen And Tell Your Text Task 3: Treat Me Task 4: Vocabulary Exercise Task 5: Literary Journey Task 6: Society Feud In The Class Task 7: Language Connections Your Discovery Tasks Task 8: Pinoy Youth (Making Choices, Building Voices) Task 9: Traver Tracer Task 10: Mini-Talk Show Your Final Task Task 11: Panel Discussion Task 11: A. Photo Essay Task 11: B. How To Proceed On The Panel Discussion My Treasure xv

396 397 397 398 398 399 408 411 413 416

417 417 418 419 419 420 420 424 425 429 431 432 433 433 435 436

LESSON 6: Asserting One’s Identity In A Diverse Society Your Journey Your Objectives Your Initial Tasks Task 1: Facts Or Bluffs Task 2: My Hero, Just Asking Task 3: Predicting Outcomes Task 4: My Word Map Task 5: Line Match Your Text Task 6: Reading Time! Task 7: Field Reporting Task 8: Phrases Alive Task 9: Language Connections Your Discovery Tasks Task 10: Class Symposium (Juan Voice) Task 11: Six Thinking Hat Tools Your Final Task Task 12: A Bit Of Beat (Simple Debate) My Treasure MODULE 4: CONNECTING TO THE WORLD Concept And Performance Matrix Learning Standards Matrix Of Essentials Pretest LESSON 1: Relating Past To The Present Your Journey Your Objectives Your Initial Tasks Task 1: From Gen X, Y To Z Task 2: Reconnection Task 3: Then And Now Task 4: Setting Expectations

xvi

438 438 439 440 441 441 442 443 445 446 447 451 452 453 456

459 459 460 461

467 467 468 469 470 471

Your Text Task 5: Anticipation-Reaction Guide Task 6: Poetry Elements Task 7: Vocabulary Check Task 8: Literary Exploration Task 9: Poetry Whiz Task 10: Pick Up A Question Task 11: Film Viewing Task 12: Language Connections Your Discovery Tasks Task 13: Small Group Diffrentiated Activities Your Final Task Task 14: Philippines On The Go My Treasure LESSON 2: Keeping Abreast With Changes Your Journey Your Objectives Your Initial Tasks Task 1: Sing It Task 2: Make A Change Task 3: Setting Expectations Your Text Task 4: Expanding Vocabularies Task 5: Literary Exploration Task 6: Events On A Shawl Task 7: Character Development Chart Task 8: Story Illustration Task 9: Our Turn Task 10: Text Types Blast Task 11: Text Check Task 12: Text Type Application Task 13: Language Connections Your Discovery Taks Task 14: Small Group Differentiated Activities

xvii

471 472 473 474 475 476 477 478 481 483 485

486 486 487 487 488 489 490 493 493 494 494 495 496 498 498 502

Your Final Task Task 15: Story Round My Treasure

504 507

LESSON 3: Upholding Understanding Of Broadening Horizons Your Journey Your Objectives Your Initial Tasks Task 1: Changes Attack Task 2: Photo Bomb Task 3: Setting Expectations Your Text Task 4: Matching Vocabs Task 5: Literary Exploration Task 6: Small Group Differentiated Activities (Sgda) Task 7: Homonymous Expressions Blast Task 8: Language Connections Your Discovery Tasks Task 9: Small Group Differentiated Activities (Sgda) Your Final Task Task 10: Outside The Box My Treasure LESSON 4: Celebrating Cultural Ties Your Journey Your Objectives Your Initial Tasks Task 1: Unlock The Topic Task 2: Genuine Appreciation Task 3: Quote And Unquote Task 4: Setting Expectations Your Text Task 5: 4 Pics 1 Word Task 6: Words Enrichment Task 7: Literary Exploration Task 8: Language Connections

xviii

508 508 509 510 510 511 511 514 517 518 521 524 526

527 527 528 528 529 530 530 531 531 533

Your Discovery Task Task 9: Small Group Differentiated Activities Task 10: Promoting Cultural Ties Task 11: Golden Rule Your Final Task Task 12: A. YEY Or NAY (Yes Or No) Task 12: B. Small Group Differentiated Activities (Gallery Walk) Task 12: C. Reaching To The World My Treasure GLOSSARY

537 539 540 541 542 544 547 548

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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

PROGRAM STANDARD

The learner demonstrates communicative competence through his/her understanding of literature and other text types for a deeper appreciation of Philippine culture and other countries’ cultures.

GRADE LEVEL STANDARD

The learner demonstrates communicative competence through his/her understanding of Philippine Literature and other text types for a deeper appreciation of Philippine Culture. LEARNING STANDARDS MODULE 1/ QUARTER 1

Quarter and Theme

Content Standard

Performance Standard

1 Appreciating Myself

The learner demonstrates understanding of how pre-colonial Philippine literature and other text types lead him/her to connect to his/her past, embrace Filipino culture and identity through various reading styles, creative writing compositions, oral language fluency activities, viewing and listening texts and observing correct subject-verb agreement in order to appreciate oneself.

The learner creatively tells a story using modern technology.

MATRIX OF ESSENTIALS Theme and Period Covered Appreciating Myself

Sub-theme

Language/ Grammar Focus

Lesson 1: Searching for SVMy Agreement Beginnings

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Enabling Activity

Culminating Activities

Illustration and Oral Interpretation of Filipino Proverb

Story Telling

Pre-Colonial Philippine Literature

SVAgreement

Compilation of Myths and Legends with Reflective Journal

Lesson 3: Connecting to My Past

SVAgreement

Flipbook of Epic Heroes and Other Characters

Lesson 4: Learning from My Beginnings

SVAgreement

Graphic Organizer

Lesson 5: Valuing My Elders’ Wisdom

SVAgreement

Comic Strip

Lesson 6: Celebrating My Heroes’ Beliefs

SVAgreement

Story Telling

Lesson 2: Recalling My Ancestors’ 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 B. Andres Bonifacio

C. Marcelo Del Pilar D. Gen. Emilio Aguinaldo

2. What did the Katipuneros tear to show their protest against the cruelty of the Spaniards? A. bamboo B. cedula

C. bolo D. salvo

3. What does the selection show? Filipinos are _______. A. humble B. honest

C. brave D. infidel

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

were free under the Spaniards. were comfortable with the Spaniards. were happy under the Spanish government. could no longer bear the cruelty of the Spaniards.

5. The Filipinos revolted against the Spaniards because they___________. A. B. C. D.

liked to shout angrily. were forced by Bonifacio. were not free to do anything. 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 B. young couple

C. many villagers D. colorful butterflies

7. The young couple played as the _____in the story. A. protagonists B. antagonists

C. friends D. heroes

8. The young couple made fun of the old woman. This part of the plot is the ____ of the story. A. resolution B. introduction

C. climax D. falling action

9. What is the resolution of the story? A. B. C. D.

The old woman became a butterfly. The young couple went home happily. The old woman punished the young couple. The young couple befriended the old woman

10. What kind of story is this? A. novel B. legend

C. epic 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. disB. re-

C. imD. 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 B. -ity

C. -ment D. -val

Proverbs and Idioms For numbers 27-28, identify the proverbs and idioms. 27. Which of the following is not a proverb? A. B. C. D.

A bird in the hand is worth two in the bush. A watched pot never boils. Let the cat out of the bag. A sincere invitation is augmented a pull.

28. Which of the following is an example of idiomatic expressions? A. B. C. D.

cry over spilt milk take your medicine as high as the mountain 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. B. C. D.

always very rarely during the day 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. B. C. D.

The task is simple. The work is like a cake. The job is complicated. The activity is very hard.

31. What does “A bird in the hand is worth two in the bush” mean? A. B. C. D.

It’s better to hold something than to let it go. It’s better to catch a bird in the cage than in the field. It’s better to have one bird in the cage than to have two on the grass. 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 B. hearing

C. smell 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 B. sight

C. smell D. touch

Tone Identify the tone of the speaker in the following lines. 34. “Alas. My brother Sulayman is dead!” A. angry B. happy

C. sad D. surprised

35. "If only that old woman hadn't seen him! If only our Chief had not sentenced him to die!" A. surprised B. angry

C. sorrowful D. regretful

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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 .

44

43 .

45

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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

Content

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 paragraph paragraph paragraph paragraph are not are related to are related are related are related related to to the to the to the the topic. the topic. topic. topic. topic.

The paragraph The paragraph shows 1-2 shows a sentences Organization logical which are of Ideas arrangement not properly of ideas. organized.

The paragraph shows 3-4 sentences which are not properly organized.

The paragraph shows 5 sentences which are not properly organized.

The paragraph has more than 5 sentences which are not properly organized

All rules on Any 1-2 Any 3-4 Any 5 More than capitalization, rules are rules are rules are 5 rules are Mechanics spelling, not not not not of Writing grammar, etc properly properly properly properly are perfectly observed. observed. observed. observed. observed.

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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

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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/AncientPhilippine-Civilization.jpg

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http://www.filipiknow.net/wp-content/uploads/2014/11/Professions-in-PreColonial-Philippines.jpg

http://www.filipiknow.net/wp-content/uploads/2014/11/Politics-andGovernment-in-Pre-Colonial-Philippines.jpg

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http://www.filipiknow.net/wp-content/uploads/2014/11/Foreign-Relations-inPre-Colonial-Philippines.png

http://www.filipiknow.net/wp-content/uploads/2014/11/Judicial-and-LegislativeSystem-in-Pre-Colonial-Philippines.jpg

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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 a little

Topic

I know a lot

I want to 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

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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

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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) brief (ē) indigenous (ĭ) it (ĭ) live (ĭ)

wisdom (ə) country (ŭ) folklore (ō) proverbs (ŏ) rhyme (ī)

ancestors (s) literature (ch) Spanish (sh) expressions (sh) treasure (zh)

Phrases: 

brief instructive expression



of Philippine folklore



to learn our indigenous languages



ancestors’ wisdom





in our country

of the native spirit



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other oral expressions

the wit of one

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Spanish missionaries

our elders’ wisdom

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

struck by proverbs

lived by simple rules

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

rhyming words

of folk literature



cultural treasures

Clauses:  which are brief instructions

 that are witty expressions

 how proverbs formed part of the native spirit

 that reveal our ancestors’ wisdom

 which are referred to by some scholars as the wisdom of many

 when she gathered proverbs from various areas in our country

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 because they have the power to teach people the more essential  truths about life and the complexity of living  when she spent a lifetime collecting pieces of folk literature 

as Eugenio compiled and edited Philippine Folklore

 which are not only witty expressions  as their fellow religious people learned our indigenous languages  when Spanish missionaries translated our proverbs  because they have rhyme  which are also our cultural 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

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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.

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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 condemning certain vices

certain

virtues

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.

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and

(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

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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.

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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.

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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 conduct conflict construct contact content defect

combat conduct conflict construct contact content defect

desert object present protest purchase record survey

desert object present protest purchase record survey

Listen, repeat and remember the location of the accent. Apply the right stress on the highlighted syllables. accuracy adolescent ancestor antecedent attainment baptism category



ceremony comfortable committee composite confidential cooperative establishment

family folklorist holiday honorable innovative interested intestine

memorable nationality preliminary preferable reasonable sovereignty talented

Listen, repeat and remember the elision (omission). In long words, unstressed vowels even disappear. accident(a)lly asp(i)rin awf(u)lly bev(e)rage comf(o)rtable choc(o)late diff(e)rent

document(a)ry element(a)ry delib(e)rate fav(o)rable fav(o)rite int(e)resting laborat(o)ry

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mis(e)rable pleas(u)rable reas(o)nable rest(au)rant sep(a)rate temp(e)rapture veg(e)table

This is good to know! 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-andintonation/ on July27, 2015 Malicsi, J. (2005). The ELP Series. Quezon City: The Classics Foundation for the English Linguistics Project

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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.

This is good to know! 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.

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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

This is good to know! 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

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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)

Recording Scholar

Descriptions of the Speaker’s Student Newscaster Speaker’s Message Voice

1

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2 3 

How do you know their identity whether scholar, student and newscaster?



Read the three short passages orally.

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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?

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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!

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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?

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

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

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 relaxing

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 go there



 have fun

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 really tired

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 tired before but all of a sudden got energy to do something

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This is good to know! 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/differencebetween-colloquialism-and-slang/ on July 24, 2015 Retrieved from http://www.pdfcoke.com/doc/210264285/colloquial-familiar-slang#pdfcoke on July 29, 2015

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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.

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Afterwards, as your teacher shows a picture, recite the proverb (in original language) that is related to the picture shown and then interpret it.

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After the game, reread the proverbs by heart.

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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?

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This is good to know! 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.

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TASK 13: Language Connections Task 13.1 Do You See What I See 

Read and study the following sentences.



PROCESS QUESTIONS: 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?

This is good to know! 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

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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.

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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.

This is good to know! 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-legendsandmyths.htmlon July 9, 2015

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

PROCESS QUESTIONS: 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?

This is good to know!  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).

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 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=chromeinstant&rlz=1C1RNKC_enPH481PH481&ion=1&espv=2&ie=UTF8#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



PROCESS QUESTIONS:  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?

This is good to know! 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

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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.

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

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?

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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

Goal

Your goal is to come up with three illustrations of your three chosen original Filipino proverbs for a children’s book. It will be accompanied by an oral interpretation of the proverbs.

Role

You are illustrators and writers of a children’s book. You are tasked to illustrate three proverbs and include them in the book entitled “The Elder’s Cane”.

Audience

Your target audience are parents of children ranging from 6 to 10 years old who will purchase the books for their children.

Situation

Your publisher wants to publish a book which will teach young children the different lessons from our elders through illustrations. Your illustrations should convey the message of the proverbs.

Product

You are expected to come up with three illustrations of your three chosen proverbs with oral interpretation.

Standards

Your product will be evaluated based on the following criteria: content, originality, oral delivery, impact, and appearance.

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

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.

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

Use the following rubrics as your guide. Rubrics for Illustration and Oral Interpretation Criteria

4

3

2

1

All elements of the illustration contributed to the overall message.

Most elements of the illustration contributed to the overall message.

Some elements of the illustration contributed to the overall message.

Only a few elements of the illustration contributed to the overall message.

All parts of the illustration are original.

Most parts of the illustration are original.

Some parts of the illustration are original.

A few parts of the illustration are original.

The students accurately delivered information related to the task.

The students moderately delivered information related to the task.

The students less moderately delivered information related to the task.

The students poorly delivered information related to the task.

Impact

The presentation conveyed a strong message.

The presentation conveyed a message.

The presentation conveyed an unclear message.

The presentation did not convey any message.

Appearance

The overall appearance is exceptionally attractive in terms of design and neatness

The overall appearance is attractive in terms of design and neatness.

The overall appearance is acceptably attractive in terms of design and neatness.

The overall appearance is distracting in terms of design and neatness.

Content

Originality

Oral Delivery

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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.

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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 As you go through this lesson, you are expected to:           

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 discover literature as a means of connecting to a significant past 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

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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

PROCESS QUESTIONS: 1. Which picture is a symbol of Maranaw art and is believed to be a symbol of good fortune?

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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. Subject Striking Details (What is the (Which details painting deserve a second about?) look?)

Message (What is the painter’s purpose in taking on the subject?)

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Feeling (What did you feel after evaluating the painting?)

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.

Ancestors’ Beliefs

My Beliefs 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-ColonialPeriod.pdf on July 7, 2015

You are now ready for the next phase of the lesson. 50

My Classmate’s Beliefs Yes

No Reasons

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

This is good to know! 

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.

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

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.

Meaning

Prefixes

Base Word

New Word Formed

Suffix

un-

happy safe

unhappy 1.

dis-

stress

2.

in-

able

out or away

ex-

ample

4.

back

re-

trieve

5

in, into

inim-

habit print

6. 7.

not

-ity

3.

pertaining to

magic

-al

8.

full of

beauty

-ful

9.

mature hair

-ity -y

10. 11.

useful

-ness

12.

rely depend

-ance -ence

13. 14.

develop

-ment

15.

abound

-ant

16.

state of, condition of, or quality of (what the base word indicates) able to be or do (whatever the root says)

Retrieved from file:///C:/Users/user/Downloads/1_Word.pdf on July 8, 2015

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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-oflife 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?

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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?

This is good to know! 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-ColonialPeriod.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-colonialliterature.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

Beliefs of Maranaws and Other Group/s

Differences

Maranaws’ Beliefs

Other Group’s Beliefs

Other Group’s Beliefs

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.



Process Questions: 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?

This is good to know! 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

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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



PROCESS QUESTIONS: 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.

This is good to know! 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-andLegends.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 Place

Time

Weather Condition

Social Condition

Mood

This is good to know! 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.

This is good to know! 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. 2. 3. 4. 5.

Who caused the main character’s unhappiness? What was the conflict in the legend? Which part of the legend reveals the conflict? Did Maria face an outside enemy? Why? How can the interaction between characters be a source of conflict?

This is good to know! 

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. 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 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 and evil

a. People and dogs can make good company but no one can replace the joy and excitement about life people can share with their fellowmen.

2. The degree to which people can control their own lives 3. The difference between what appears to be real or true and what actually is real or true 4. Similarities between humans and animals

b. The good always prevail over evil. c. No matter how hard people try to control their lives, 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.

This is good to know! 

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 Reference: Anderson, R. et.al. (1989). Elements of Literature, Second Course. United States of America: Holt, Rinehart and Winston, Inc.

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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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This is good to know! 

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. Reference: Anderson, R. et.al. (1989). Elements of Literature, Second Course. United States of America: Holt, Rinehart and Winston, Inc.

TASK 18: Language Connections 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

Do

The

boys

a lady

boys

and

living

believe

the

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in

in

girls

the

mountain.

fairies?

are

happy



Process Questions: 1. 2. 3. 4.

What do you notice about the words inside the highlighted boxes? What tense of the verb is used in the word inside each box? Which of the words are singular? Plural? 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?

This is good to know! 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. YOUR DISCOVERY 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? 70

 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 feelings and No reminders (Delivery and (Finished within learning needed to confidence) expected time) needs of complete group others) goals) 5

5

5

5

TOTAL

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

Goal

Your goal is to create a compilation of Philippine myths and legends with reflection based on their themes. You need their titles, the stories, and the regions where they originated.

Role

You are book writers working for “The Legendary Book Company” (LBC), a publishing company for myths and legends.

Audience

Your target audience is the students in Grade 7 who want to learn more about Philippine myths and legends.

Situation

The LBC demands you to produce a compilation of Philippine myths and legends with reflection based on their themes. It contains the narrative titles, the stories, and the regions where they originated.

Product

You need to produce a compilation of Philippine myths 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.





Use the following rubrics as your guide. Rubrics for the Compilation of Philippine Myths and Legends with Your Reflection Criteria

Content

4 All Filipino myths and legends used have reflection.

3 7 and above Filipino myth/s and legend/s used have reflection.

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2 4-6 Filipino myths and legends used have reflection.

1 1-3 Filipino myths and legends used have reflection.

The compilation is clearly organized.

The compilation is organized with some misplaced stories.

The compilation is organized with many misplaced stories.

The compilation is not organized.

Sources Used

All sources for each story were written in the output.

1-3 sources were not mentioned in the output.

At least 4-6 sources were not mentioned in the output.

7 sources and above were not mentioned in the output.

Accuracy

The information in the compilation is 100% accurate.

The information in the compilation is 90-99% accurate.

The information in the compilation is 80-89% accurate.

The information in the compilation is 70-79% accurate.

The compilation used exceptionally attractive formatting and designs.

The compilation used attractive formatting and designs.

The compilation used formatting and designs with some confusing elements.

The compilation is not attractive and is confusing.

Organization

Creativity

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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 PreColonial 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 As you go through this lesson, you are expected to:             

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.

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 

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 Ifugao

Maranaw

Ilokano

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You are now ready for the next phase of the lesson. 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

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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 KingdomBetween-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 / Epics

Section Jewel

Section Jasper

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.

This is good to know! 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.

TASK 12: Language Connections 

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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This is good to know! 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). 

Process Questions: 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?

This is good to know! 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-forspeaking-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.

This is good to know! 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.

This is good to know! 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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You are now ready for the next phase of the lesson. YOUR DISCOVERY TASKS 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.

Goal

Your goal is to create a flipbook of the heroes or characters of the different Philippine myths and legends

Role

You are artists and story tellers who will sketch at least 10 pictures of different heroes and characters from legends of the past and retell the adventures of these heroes / characters.

Audience

Your audience are participants to the Arts and Language forum.

Situation

The English Department of your school will hold the Annual Arts and Language Forum and one of the highlights is the presentation of a flipbook about the literary heroes and characters of the past.

Product/ Performance

Your product is a flipbook of heroes and characters 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 discover literature as a means of connecting to a significant past 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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You are now ready for the next phase of the lesson. 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

This is good to know! 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 Stress

Second Syllable Stress

Third Syllable 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. 2. 3. 4. 5. 6. 7.

How did the friendship of Maring and Duque start? What was Maring’s problem at the start of the story? Why was Duque not able to join the race? What happened to the three kings? Do you believe about the tale of risen islets? Why did the king decide to give freedom of choice to Maring? 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

This is good to know!

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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TASK 11: Language Connections 

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. This is good to know! 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.

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

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.

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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?

This is good to know! 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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YOUR DISCOVERY TASKS 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.

Goal

Your goal is to create and present a graphic organizer containing information about the Pre-Colonial Philippines.

Role

You are tour guides who will talk to tourists before you guide them to the famous spots in your locality.

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Audience

Your audience are tourists from other countries who want to know about the culture, life, beliefs and literary works of our ancestors during the pre-Colonial period.

Situation

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 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=lFKAjDnDwU

Product

Your product is a graphic organizer containing necessary information about the Pre-Colonial Philippines.

Standard

You will be rated according to: accuracy, 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 8

-

6

-

4 2

-

Output is creative, organization and presentation are very impressive, language was natural, fluent and free from errors Output is creative, organization and presentation are impressive, language was natural with very minimal errors in grammar Output is less creative, organization and presentation are quite impressive, errors in grammar are observable Output and presentation need refinement Need to repeat output and presentation 113

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 As you go through this lesson, you are expected to:        

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

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_ L _ E _ S

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 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?

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Never

Reason

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 ____________________________________________________________ ___________________________________________________________. You are now ready for the next phase of the lesson.

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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

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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.

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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.

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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

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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?

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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. B. C. D. E. F.

cry over spilled milk - when you complain about a loss from the past curiosity killed the cat - being curious can get you in trouble take with a grain of salt - not to take what someone says too seriously not a spark of decency - no manners come hell and high water - no matter what happens 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: Language Connections Task 11.1: Spin – A – Moon

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 

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?

This is good to know! 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

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 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. 2. 3. 4. 5.

Few (was, were) punished for breaking the rules. Each (has, have) a role to perform. (Has, Have) you ever disobeyed your parents’ rules? Everyone (is, are) expected to heed the wisdom of the elders. 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

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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

YOUR DISCOVERY TASKS 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. Be open for constructive comments or feedback.

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 Be open for constructive comments or feedback.

Group 4 Full Moon Talk Show   

Brainstorm on the topic “The Importance of Valuing the Elders’ Wisdom.” Conduct a talk show about it. Be open for constructive comments or feedback.

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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. Be open for constructive comments or feedback.

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. Goal

Your goal is to make a 6 paneled- comic strip based on a myth that highlights valuing elders’ wisdom.

Role

You are a comic illustrator of a myth that you want others to read in the easiest and interesting way.

Audience

Your audience are comic readers who want to read a myth on valuing elders’ wisdom.

Situation

You are a famous comic illustrator who was asked to contribute to a school paper.

Product

You will make a 6-paneled comic strip based on a myth that highlights valuing elders’ wisdom.

You will be evaluated based on the following criteria: focus, Standards clarity of ideas and expressions, language convention, and workmanship.

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

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

Creativity

The pictures and captions reflect exceptional degree of student creativity. There is a great attention to detail.

Only 2 of the pictures and captions reflect an exceptional degree of student creativity.

Only 1 of the pictures and captions reflect an exceptional degree of student creativity.

More than 2 of the pictures and captions reflect little degree of student creativity.

Theme

All 6 panels relate to the theme.

Only 5 panels relate to the theme.

Only 4 panels relate to the theme.

Less than 4 panels relate to the theme.

The main characters are clearly identified, and their actions and dialogues match most of the time.

The main characters are identified but not well developed and their actions and dialogue are too general.

It is hard to tell who the main characters are.

Characters and Dialogue

The main characters are clearly identified, and their actions and dialogues are wellmatched to each other.

Landscape and Props

Landscape and props are directly related to the theme or purpose of the comic and enhance understanding of the scene.

Landscape and props are directly related to the theme or purpose of the comic.

Landscape and props are generally related to the theme or purpose of the comic.

Landscape and props seem randomly chosen or distract the reader.

Number of items

The comic has at least 6 panels. There are at least 2-3 speech balloons in each panel.

The comic has at least 5 panels. There are at least 2 speech balloons in each panel.

The comic has at least 4 panels. There is only 1 speech balloon in each panel.

The comic has less than 4 panels. There are at least 4 speech balloons in each panel.

Spelling, Punctuation, and Grammar

There are no spelling, punctuation, or grammar errors.

There are 1-3 spelling, punctuation, or grammar errors.

There are 4-5 spelling, punctuation, or grammar errors.

There are more than 5 spelling, punctuation, or grammar errors.

Time and Effort

Class time was used wisely. Much time and

Class time was used wisely, however the

Class time was used wisely, however the

Class time was not used wisely.

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effort went into the planning and design of the comic.

student could have put in more time and effort into the designing.

student could have put more time and effort into the 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 As you go through this lesson, you are expected to:         

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 discover literature as a means of connecting to a significant past use idiomatic expressions transcode orally and in writing the information presented in tables use rising intonation pattern with yes-no and tag questions; the risingfalling intonation with information seeking questions note the changes in juncture that affect meaning listen for important points signaled by juncture 137

  

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:



Share your answers with the class.

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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 



focus



compassion



wisdom

honesty



perseverance



responsibility

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.

 

Share your answers with the class. 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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You are now ready for the next phase of the lesson. 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

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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?

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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. 2. 3. 4. 5.

Who are the four monsters who terrorized Mindanao? How will you describe these monsters? How did King Indarapatra and Sulayman defeat these monsters? How did Sulayman die in the story? 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?

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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 subjectverb 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: This is good to know! 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.

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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.

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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 extremely frightened

extraordinarily successful

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act instantly large area

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?



Share your answers with the class.

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. 2. 3. 4. 5.



Kurita is a terrible monster, isn’t it? The monsters live in the mountains, don’t they? Mindanao was covered with water, wasn’t it? Indarapatra and Sulayman were heroes, weren’t they? The people don’t want to fight the monsters, do they?

Be ready to answer questions. 154



Study the following notes on intonation.

This is good to know! 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. 2. 3. 4. 5.



Tarabusaw is a very huge and scary monster, isn’t it? The monsters kill a lot of people, don’t they? Mindanao is a very prosperous land, isn’t it? Indarapatra was a very brave hero, wasn’t he? 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



Share your answers with the class.

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: Meaning 1:

Meaning 2:

Sentence 3: Meaning 1:

Meaning 2:

Sentence 4: Meaning 1: 

Meaning 2:

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

This is good to know! 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.

TASK 13: Language Connections 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.

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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.

This is good to know! 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. Share your answers with the class.

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YOUR DISCOVERY TASKS 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. Be open for constructive comments or feedback.

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.

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 

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. Use the rules governing subject-verb agreement that you have learned 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. Use the rules governing subject-verb agreement that you have learned 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.

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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 Language, Content and Theme, and Use of Modern Technology.

TASK 15: Celebrated Story 

Form five (5) groups, and do the following task: Celebrated Story

Goal

You will creatively narrate a story of a person who you consider as a modern day hero. You are expected to use modern technology such as television or projector to serve as your aid while you tell the story.

Role

You are contestants in the “National Story Telling Festival of Talents.”

Audience

Your target audiences in the said competition are literary critics who will serve as members of the board of judges.

Situation

The Literary Critics Guild of the Philippines is sponsoring the first National Story Telling competition. The theme of the 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 Language, Content and Theme, and Use of Modern Technology.

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

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

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

Be guided by the following rubrics as you prepare for the final task. Rubrics for Creative Storytelling

Criteria

10

8

6

4

Variations or changes in volume, projection, pitch, stress, intonation, juncture, and rate of speech are extremely evident.

Variations or changes in volume, projection, pitch, stress, intonation, juncture, and rate of speech are not extremely evident.

Variations or changes in volume, projection, pitch, stress, intonation, juncture, and rate of speech are evident.

No variations or changes in volume, projection, pitch, stress, intonation, and rate of speech.

Organization of Ideas

All of the important ideas and points are wellorganized.

Most of the important ideas and points are wellorganized.

Some of the important ideas and points are organized.

Important ideas and points are not properly organized.

Proper Use of Language

Application of the language skills learned is most effective.

Application of the language skills learned is more effective.

Application of the language skills learned is more effective.

Application of the language skills learned is not so effective

Content is clearly relevant to the topic and the message is very clear.

Content has relevance to the topic and the message is clear with some confusing points.

Content has little relevance to the topic and the message is not so clear.

Content has no relevance to the topic and there is no message.

All of the important pictures are presented through TV or projector.

Most of the important pictures are presented through TV or projector.

Some of the important pictures are presented through TV or projector.

No pictures were presented using TV or projector.

Voice Projection

Content and Theme

Use of Modern Technology

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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, ideas, and insights learned

Rating

Justifications or Reasons for the rating given

__________________________________ Name of Student

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Module 2 “Building Relationships”

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Learner’s Material ENGLISH GRADE 7 CONCEPT AND PERFORMANCE MATRIX

PROGRAM STANDARD

The learner demonstrates communicative competence through his/her understanding of literature and other text types for a deeper appreciation of Philippine culture and other countries’ cultures.

GRADE LEVEL STANDARD

The learner demonstrates communicative competence through his/her understanding of Philippine Literature and other text types for a deeper appreciation of Philippine Culture. LEARNING STANDARDS Module 2/ Quarter 2

Quarter and Theme

Performance Standard

Content Standard

The learner demonstrates understanding of how Philippine Literature during the Period of Apprenticeship and other text types through employing various listening, viewing and reading 2 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.

The learner creatively presents a summary of a formal essay/ informative article about building relationship.

MATRIX OF ESSENTIALS Theme and Period Covered Building Relationships

Sub theme Lesson 1: Valuing

Grammar

Enabling Activity

Noun and Brochure of Verb Phrases Successful

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Culminating Activity PowerPoint Presentation

One’s Family

Period of Apprenticeship Lesson 2: Recognizing Prepositional Beauty in Phrase Others

Family Stories Mini-book of Tips related to Building Relationship

Lesson 3: Befriending Others

Book Jacket Adjective and of a Story on Adverb Building Phrases Relationships

Lesson 4: Adapting to Peers

Independent Clause

Paraphrase of a Poem

Lesson 5: Loving Others

Declarative Sentence

Plot Summary of a Story Read

Lesson 6: Sharing Interrogative Positive and Sentence Healthy Relationship

168

PowerPoint Presentation of a Summary of a Formal Essay/ Informative Article

of a Summary of a Formal Essay/ Informative Article

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 B. conflict

C. resolution D. denouement

3. Literal meaning is defined as _________. A. basic meaning B. functional meaning

C. hidden meaning D. idiomatic meaning

4. The figure of speech that uses like or as in comparison is called a ______. A. metaphor B. simile

C. personification 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 B. office

C. canteen D. classroom

7. There are three cards that you can find in the library, except for the _____. A. author card B. subject card

C. identification card D. title card

8. A summary must have a/an _________. A. B. C. D.

longer version of the original shorter version of the original rewritten version of the original opinionated version of the original

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9. It is a group of related words within a sentence and without both subject and verb_________. A. clause B. phrase

C. question 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 B. class and circus

C. teacher and room 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 B. metaphor

C. hyperbole 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 B. noun phrase

C. verb 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. B. C. D.

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

19. A plot summary_______________. A. B. C. D.

shares the lesson of a story tells the story using the author’s words retells the story’s most important events 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 B. irony

C. metaphor D. personification

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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. B. C. D.

help the readers to easily understand the flow of events logically connect all the details found in the story serve as guide for readers to read the selection chronologically 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?__________

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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.

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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 you

What your family members do not know about you

OPEN

BLIND

HIDDEN

UNKNOWN

Adapted from Johari Window *illustrator

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

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…

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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 apprehension

dread wounded

denounced

walked sapling

tread heavily disrespect

quiver 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?

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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. 180

“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 181

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!” 183

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. Reference: Grade 7 Learning Package

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.

This is good to know!  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.

This is good to know!  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.

This is good to know!  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) Reference: Grade 7 Learning Package

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

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

1. Berto was tasked by Delia to kill Berto’s adopted dog.

Figurative

LIT

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 that of an overheated kettle.

FIG

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?

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TASK 12: FIGure the LIT 

Identify, by putting a check mark, if the statement is under literal or figurative language. Literal Language

Sentence 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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Figurative Language

TASK 13: Language Connections A. Notes and Phrases Before your next activity, the teacher will provide you with an overview of phrases. This is good to know! 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.

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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.

This is good to know!  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

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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-analysiswedding-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.

This is good to know!  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. YOUR DISCOVERY 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?

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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 (HapagUsapan commercial)



during

family

meals.

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 twothree (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. b. c. d. e.



Family Conflict Literal and Figurative Language Phrases 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

Goal

With your group mates, make a brochure of successful family stories. The brochure must also include three (3) stories of families that can inspire others.

Role

You are researchers invited to make a tri-fold brochure of successful family stories in relation to the National Search for Model Families. You will be assigned accordingly: researcher, organizer, writer, designer, illustrator etc.

Audience

Your target audience is composed of invited persons from your city/town, including barangay officials and previous winners.

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

Situation

Your challenge is to make sure that your brochure conforms to the standards set by the search committee.

Product

Your product is a tri-fold brochure of different successful family stories, which should also contain a background summary of chosen families. Remember to use noun and verb phrases; practice library skills, and use varied and appropriate materials.

Standard

Your brochure will be evaluated based on the criteria presented.

Be guided by the sample layout provided. Group Members

Text Boxes and Images (research)

Front of Brochure (title)

Text Boxes and Images (research)

Inside of Brochure (text boxes and images)

Text Boxes and Images (research)

Rubrics for a Brochure of Successful Family Stories Group Number: ______________________________ Group Members: ___________________________________________ ___________________________________________ Score: /50

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(8) Good

(6) Almost

(4) Not Yet

Attractiveness The brochure / Organization has exceptionally attractive formatting and wellorganized information.

The brochure has attractive formatting and wellorganized information.

The brochure has wellorganized information.

The brochure's formatting and organization of material are confusing to the reader.

Content/ Accuracy of Ideas

The brochure has all of the required information and some additional information.

The brochure has all of the required information.

The brochure has most of the required information.

The brochure has little of the required information.

Writing Mechanics/ Conventions

All of the writing is done in complete sentences. Capitalization and punctuation are correct throughout the brochure.

Most of the writing is done in complete sentences. Most of the capitalization and punctuation are correct throughout the brochure.

Some of the writing is done in complete sentences. Some of the capitalization and punctuation are correct throughout the brochure.

Most of the writing is not done in complete sentences. Most of the capitalization and punctuation are not correct throughout the brochure.

Graphics/Pictu The graphics go well with res the text and there is a good mix of text and graphics.

The graphics go well with the text, but there are so many that they distract from the text.

The graphics go well with the text, but there are too few.

The graphics do not go with the accompanyin g text or appear to be randomly chosen.

CATEGORY

Sources

(10) Excellent

There are There are There are few Incomplete many sources some sources sources listed sources listed accurately accurately

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listed on the brochure.

listed on the brochure.

on the brochure.

on the 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

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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.

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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

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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/_cxmptAPYRs/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 V C N M E E D I S P N R O P Q U E B U R E N R S T S E U V W G W X Y S H N Z A B S I G N A

E N O F D G H P I G

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S M O I A L S E U K P V E N S L Q I M R L A N T N S S E M R

G S P H E R E O T E

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

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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.

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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.

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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 magical sea-gull flowering slender wisdom bows kneel luminance seeks hover

Meanings knowledge and wise attitude stay near something wonderful weapons for shooting arrows emitting or reflecting light thin or very narrow searches or finds process of unfolding bend the knee 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)

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 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.

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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/

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

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.

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TASK 11: Language Connections A. Notes and Prep 

Examine the lifted lines from the two poems: “into a sun” and “on the streets”. These are called prepositional phrases.

This is good to know! 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? prepositional phrase contain? 213

What does a

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 Preposition

Object of the Preposition

of

garden

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." --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.

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Now, see for yourself how sharing can be done in many ways. Enjoy! YOUR DISCOVERY TASKS 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?

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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

Goal

With the same groups, you and your members will 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

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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.



Audience

Your audience will include judges such as librarians, educators, and illustrators.

Situation

Your mini-book must adhere to the rubrics to be used in evaluation.

Product

Your product is an eight (8)-page mini-book of tips on how to build better relationship with others. Remember to use prepositional phrases.

Standard

Your mini-book of tips on how to build better relationship will be assessed based on the criteria set on the rubrics.

Likewise, you can follow the steps provided.

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Rubrics for a Mini-Book of Tips Related to Building Relationship Group Number:_______________________________ Group Members: ___________________________________________ _____________________________________________ Score: /50 Indicator

Introduction

Relevance of Graphics

Focus on Assigned Topic

10 points

8 points

6 points

4 points

First paragraph has a "grabber" or a catchy hook.

First paragraph has a weak "grabber".

A catchy beginning was attempted in but confusing.

No attempt was made to catch the reader's attention in the first paragraph.

All graphics are related to the topic and they make it easier to understand. All borrowed (non-clip art) graphics have source citation.

All graphics are related to the topic and they make it easier to understand. All borrowed (non-clip art) graphics have source citation.

All graphics relate to the topic. Most of the borrowed (non-clip art) graphics have source citation.

Graphics do not relate to the topic or several borrowed graphics do not have a source citation.

The entire content is related to the assigned topic and allows the reader to understand the topic more.

Most of the content is related to the assigned topic. It might wander off at one point, but the reader can still learn something about the topic.

Some of the content is related to the assigned topic, but a reader does not learn much about the topic.

No attempt has been made to relate the content to the assigned topic.

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The content is very well organized. One idea follows Organization another in a logical sequence with clear transitions.

The content is pretty well organized. One idea may seem out of place. Clear transitions are used.

The content is a little hard to follow. The transitions are sometimes not clear.

Ideas seem to be randomly arranged.

There are no spelling or Spelling and punctuation Punctuation errors.

There is one spelling or punctuation error.

There are 23 spelling and punctuation errors.

The final draft has more than 3 spelling and 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

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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

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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?  

Form five (5) groups. 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 is…

For me, friendship begins when…

A lasting friendship is achieved through…

  

Write your ideas/answers on your learning notes. Share your answers with the class. Find the commonalities among your answers and come up with a generalized concept in a paragraph.

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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.  

Form five (5) groups. Choose a particular emoticon below. Think of a time when you felt that emotion with a friend. 1.

2.

happy

overjoyed 5.

4.

surprised   

3.

confused 6.

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. 223

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. Share your answer with the class.

 

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 So

we 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?

6

One 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. At 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. 7

8 “Where

did you get it?” I asked.

“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. 9

10

I 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. mother was very kind – very much like our own mothers. We had thought Pampango mothers must be different. But she was not. 21 His

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. 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. 23

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.” “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.” 27

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 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. 30 By

noon we were rather tired and hungry. We decided to rest and eat. But where was Pendong? 31“Pendong!”

we called. “Pendong, where are you?”

32

No 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. David’s efforts proved successful. By and by, Pendong opened his eyes. Then we all laughed nervously, relieved that Pendong had been saved. 40

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“Buck up, Pendong,” David finally said. “You’re all right. And now, fellows, shall we eat?” 41

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

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 we have done?” 44

“Never mind,” said David. “I’m sure you would have done something all right.” 45

“David was the talk of the school the following Monday. Everybody looked at him now with pride. He was a hero. 46

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.

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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 Dagatdagatan.  

What are the items that use literal language? How about figurative language? Share your answers with the class.

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This is good to know! 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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This is good to know! 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, Florida: Holt, Rinehart, & Winston, Inc.

TASK 9: Language Connections 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.

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 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

1. He plunged into the water. 2. There was a picture of him on horseback.

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ADV

Question

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  

Form five (5) groups. Relate an event where you can use the following phrases. 1. 2. 3. 4. 5.

   

at the library in the morning from his classmate with enthusiasm 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.

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   

1

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 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.

2

David’s mother was very kind – very much like our own mothers. We 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

3

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. 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?

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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.

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   

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?

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YOUR DISCOVERY TASKS 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.

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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. Present your output to the class. 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. Be ready for feedback. 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.

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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.

Goal

Your goal is to create a book jacket design for the National Book Month celebration.

Role

You are a book illustrator or writer who will create a book jacket anchored on the theme “Befriending Others”.

Audience

Your target audience are G7 students. The overall design must encourage G7 students to build relationship with a friend; at the same time appreciate reading.

Situation

As members of the Book Club in your school you need to create a book jacket highlighting stories on friendship that will help your readers build relationship and appreciate reading.

Product

You need to create a book jacket which comprises the following elements: the title, the illustration (front cover) and the short summary/paraphrase about the book using adjective and adverb phrases (back cover).

Standards

Your product will be evaluated based on the following criteria: 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.”

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 

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

Focus/Theme

Relevance/ Appropriateness

Language

Creativity and Originality

4

3

2

1

All the elements of the book jacket illustration directly highlight the theme.

Some of the elements of the book jacket illustration highlight the theme.

Only few elements of the book jacket illustration highlight the theme.

The book jacket illustration and its elements fail to highlight the theme.

Textual and visual Textual and contents reflect visual exemplary Contents relevance and somehow importance of the reflect the relevance and concept. importance of the concept.

Textual and visual contents are somehow reflective of the concept yet partially significant.

Textual and visual contents are not necessarily related to the concept.

Language used is structurally concise and free from any grammatical error.

Language used Language is is partly unclear vague /unclear with 3-5 and grammatical grammatical errors are errors on numerous. structure and mechanics.

Language used is concise, yet 1-2 grammatical errors are evident.

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 and creatively visually but not that appealing and 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.

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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. PROS (Advantages) PEERS

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CONS (Disadvantages)

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.



Share your answers with the class.

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 expect?



What I want to learn?

Share your ideas/thoughts to the class. 248

What I understand?

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.  

Form four (4) groups. 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.  

Form four (4) groups. 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. Be ready for feedback.

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, Florida: Holt, Rinehart, & Winston, Inc.



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. 253

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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This is good to know! 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, Florida: Holt, Rinehart, & Winston, Inc.

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. Share your ideas with the class.

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.

TASK 11: Language Connections 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. 2. 3. 4. 5. 6.

The boy is curious about things behind the high walls Ripe fruits from the trees He smells the scent of flowers The girl wants to play with the boys Flowers grow beyond the wall 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? Share your ideas with the class.

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, They never desert me nor despise me They help me through difficulties and shape my personality to be the best I can be.

The speaker in the poem considers his/her friends as his best companions. His/her friends neither leave him/her nor hate him/her. They help him/her solve his/her problems and influence him/her to develop his/her character to be the best.

I was angry with a friend: I told my wrath, my wrath did end. I was angry with my foe: I told it not, my wrath did grow.

The speaker in the poem was upset with a friend. Telling the friend about the problem made the anger go away. When the speaker was angry with an enemy and kept his feelings inside, he even became angrier.

-William Blake, from “A Poison Tree” Once upon a midnight dreary, while I pondered, weak and weary, Over many a quaint and curious volume of forgotten lore – While I nodded, nearly napping, suddenly there came a tapping, As of someone gently rapping, rapping at my chamber door.

One midnight when the speaker was tired, he/she read an interesting old book that contains knowledge no one learns anymore. As the speaker dozed off, he/she suddenly heard what sounded like someone tapping at the door to the room. “It is someone coming to see him/her,”

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“Tis some visitor,” I muttered, “tapping at my chamber door – Only this, and nothing more.”

the speaker said to himself/herself, “knocking at the door. That’s all it is.”

-Edgar Allan Poe, from “The Raven”

Reference: Hovland L. et al.(1997). 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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YOUR DISCOVERY TASKS 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. Be ready for feedback.

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.

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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. Be ready for feedback.

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.

Role

You are a student- poet who will paraphrase a song to help your readers understand its message or meaning.

Audience

Your target audience are G7 students who want to know the meaning and message of the song.

Situation

As a student-poet, your paraphrased poem/song will be used for the upcoming exhibit entitled “From Poem to Prose, A Better Appreciation of Poetry.”

Product

The paraphrased poems/songs will be compiled using a book jacket.

Standards

Your output will be assessed based on the criteria: rewording 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 263

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. Criteria Rewording and Rephrasing

Advanced 4

Proficient 3

Improving 2

Developing 1

Each line of Almost all of Most of the the poem is the lines of lines of the translated the poem are poem are literally using translated translated the author’s literally using literally using own words; the author’s the author’s the meaning/ own words; own words; message of the meanings the meanings the poem is of almost all of these lines maintained lines are are without maintained; maintained; omission and no ideas are no ideas are addition of added or added or ideas omitted. omitted.

Only some of the lines of the poem are translated literally using the author’s own words; some of the meanings of the lines are changed and ideas are added and omitted.

Consistency (Voice, Tense, and Organization)

Voice and tense are consistently used. The organization of words is reflective of the original text throughout.

Voice, tense and organization of the words reflect the original and maintain consistency throughout.

Voice, tense and organization of the words reflect the original but not throughout.

Voice, tense, organization of words are not consistent and do not reflect the original one.

Writing Mechanics (Spelling, Grammar, Punctuations)

Paraphrase is written in complete sentences; punctuation

One (1) error in grammar, spelling, and punctuation.

Two-Three (2-3) errors in grammar, spelling and punctuation.

Four (4+) errors in grammar, spelling and punctuation.

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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 discover the conflicts presented in literary selections and the need to 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 You make me glow I feel so good, it's true So glad that I have you You love me so Now all is bright

I thank you for the glow And thank you for the joy Thank you for the love you give to me I'm glowing, glowing inside With your love shining through 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 Thank you for the love you give to me I'm glowing, glowing inside With your love shining through Thank you for everything you do I'm glowing inside because of you

Who knows of what tomorrow brings My glowing wings can make me fly I'll reach and now I touch the sky Because of you I'll sore up high So I must

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.

H Clue: It makes me warm and secure.

E Clue: Let me hear the rhymes in each line.

A Clue: May be dark or white, but sweet

R

Clue: A rose or tulip will do.

T Clue: P.S. Write me back. 271

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. 5It

was 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 273

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“You

must 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.” 24I

joined 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 278

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. 40I

walked 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. 41With

the 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. 42But

the party broke up at one or thereabouts. We walked away with our instruments after the matrons were done with their interminable goodbyes. 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. 43He

walked 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. 281

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. b. c. d. e.

act naturally awfully good terribly pleased even odds 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. b. c. d. e.

loving hate old news deafening silence real phony 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 1114) 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 2021) What should he buy as Christmas gift instead? _________________________________________________________ _________________________________________________________ 284

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? _________________________________________________________ _________________________________________________________

TASK 9: Language Connections 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

was

5. stopped

baker’s

at

we

the

it

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! This is good to know! 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. YOUR DISCOVERY TASKS 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.



Answer the following questions:  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 PM and he was still awake. He tried closing his eyes, but that didn't work. He tried to lie on his stomach. That didn't work either. He tried to count to 100. That only made him think more. Finally, he got up and got a drink of water. That made him feel better. He went back to bed and fell asleep.

Paul could not go to sleep. He tried many things to help him go to sleep. He got a drink of water. Finally, he went back to bed and went to sleep.

Is it an ant, you wonder, or a termite? Ants resemble termites, but they are quite different and can be easily distinguished. In contrast to termites, ants are usually dark in color, are hard bodied, and have constriction between the thorax and abdomen. Termites are light in color and shed their wings. Flying ants do not shed their wings. Also, ants and termites belong to different orders.

Ants are dark in color, hard bodied and belong to a different order than termites.

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One morning Matt and Sam went to World of Fun. Matt's mom dropped them off at the gate and told them she would be back at 5:00 to pick them up. Matt and Sam were very excited and couldn't wait to explore the whole place. First, they rode on all the roller coasters. Then, they rode on other rides. Next, 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.

Mom dropped Matt and Sam off at Worlds of Fun. They spent all day there. Mom picked them up in the afternoon.

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-thetribe#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

Goal

You are required to write a plot summary of a story and present it in a creative way in order to convince film producers to pick your story for adaptation.

Role

You are a screenwriter assigned to write a plot summary of The Small Key by Paz M. Latorena which will be adapted into a movie.

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Audience

Your classmates are film producers who are looking for a story to be adapted into a movie.

Situation

You were highly recommended to do a plot summary. Film producers, including the director, will visit your place to see if your plot summary can pass their standards.

Performance/ Product

You will write a plot summary of a story and present it creatively before producers.

Standards

Your product will be rated according to the following 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 Content

4 The plot summary includes all events in the story.

Organization The plot was summarized excellently. All events follow a logical order. Mechanics

3

2

1

The plot summary includes several events in the story.

The plot summary includes a few events in the story.

The plot summary includes very limited events in the story.

The plot was summarized well. Some events are in logical order.

The plot was weakly summarized. A number of events are misplaced.

The plot was poorly summarized. It has no logical order of events.

The plot summary has

The plot summary has too

The plot The plot summary has no summary has 295

error in grammar very few errors several errors and spelling. in grammar in grammar and spelling. and spelling.

many errors in grammar and 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 discover the conflicts presented in literary selections and the need to 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 297

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. 304

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 -ding

Love

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?

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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.

Dodong



His father

Dodong

Blas

Share your answers with the class.

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. 2. 3. 4. 5.

The agent accomplished the impossible mission. Kendra is the eldest and youngest daughter of Mr. and Mrs. Castillo. The best way to make your dreams come true is to wake up. I am a liar and I’m telling you the truth. The life of a candle gets longer when you kill it. 307

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. 308

3. 4. 5. 6. 7. 8.

The youth are old while the old go back to childhood. Sometimes, love is a sweet poison. The story contains a nightmare that leads to good sleep. Dodong’s story is a funny tragedy. Adulthood is the beginning of the end of innocence. 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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TASK 9: Language Connections 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. b. c. d. e.

What makes a healthy relationship? Whom do you care for? How do you value your loved ones? Do you offer yourself for the sake of genuine service? Are you happy with how you treat your brothers and sisters?

This is good to know! 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. 2. 3. 4. 5.

Dodong wants to marry Teang. _________________________ He wants to marry because he thinks he is old enough. _______ Dodong is seventeen years old.________________________ They live in a barrio._______________________________ The story is about youth and love._______________________ 311

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. YOUR DISCOVERY TASKS 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.

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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.

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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 wellbeing; 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/

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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 I Do About It?

Bullying: Where Can I Go?

Bullying: What Can I Do If I See It 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

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

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?

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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

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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

Goal

Your goal is to present a summary of an informative essay to a group of web developers who will publish your essay summary online. You will present your summary through a PowerPoint.

Role

You are a professional blogger who specializes in online article writing and web content.

Audience

Your audiences are a group of web developers who are looking for the best informative essay or article they are 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

Performance/ Product

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. You will present a summary of an informative essay to a group of web developers who are searching for online

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article content for their website launch. You will present if through a Powerpoint presentation. Standards

Your output will be evaluated based on the following: 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.

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References: http://study.com/academy/lesson/formal-essay-definition-examplesquiz.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 of PowerPoint

The presentation is excellently done using the program. Advance knowledge on PowerPoint is exhibited through the presentation.

The presentation shows significant use of the program’s basic features. A relatively good knowledge on PowerPoint is exhibited.

The presentation is fairly constructed using basic features of the program. Knowledge on PowerPoint is acceptable.

The presentation is poorly prepared. Minimal knowledge on PowerPoint is evident in the slide.

The summary is fairly

The summary is somewhat

The summary does not

The Organization summary is well-

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organized. It has a logical sequence and contains literary elements: theme and plot.

arranged to show the plots. The story is not fully developed in a logical manner.

difficult to follow. There is a misplaced part that distorts the flow of story.

seem to have direction. It is poorly written and the narration is repetitive.

The presentation is free from spelling and grammatical errors.

The presentation has no more than two spelling and grammatical errors.

The presentation has a few spelling and grammatical errors.

The presentation has too many spelling and grammatical errors.

Varying fonts were used in the text. Pictures are used. Some effects are repeatedly employed.

The text is typed using basic fonts. Limited pictures were used.

Plain texts are used. No graphics, and other multimedia formats are employed.

Creativity

Varied and colorful fonts were used in the text. Graphics and other multimedia were used to add aesthetic value to the presentation. Various effects of the program are also employed.

Delivery

The presentation is welldelivered both verbally and nonverbally; hence it is convincing and engaging.

The delivery of the presentation is relatively clear but it is not engaging for the audience.

The presentation is delivered somewhat clear although it lacks liveliness.

The presentation is poorly delivered. It did not generate any interest from the audience.

Mechanics

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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?

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Module 3 “Blending Well in a Diverse Society”

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Learner’s Material ENGLISH GRADE 7 CONCEPT AND PERFORMANCE MATRIX

PROGRAM STANDARD

The learner demonstrates communicative competence through his/her understanding of literature and other text types for a deeper appreciation of Philippine culture and other countries’ cultures.

GRADE LEVEL STANDARD

The learner demonstrates communicative competence through his/her understanding of Philippine Literature and other text types for a deeper appreciation of Philippine Culture. LEARNING STANDARDS Module 3/ Quarter 3

Quarter and Theme

Content Standard

Performance Standard

3 Blending Well in a Diverse Society

The learner demonstrates understanding of how Philippine Literature under the Period of Emergence and other text types through using different reading, listening, and viewing strategies, word relationships and associations, direct/reported speech, passive/active voice, simple past and past perfect tenses, and sentence connectors; employing the appropriate oral language 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.

The learner proficiently participates in a simple debate about asserting identity in a diverse society.

MATRIX OF ESSENTIALS Theme and Period Covered Blending Well in a

Sub-theme

Language/ Grammar Focus

Enabling Activity

Culminating Activities

Lesson 1: Acknowledgi ng Diversity

Simple Past Tense

Journal Entries

Simple Debate about

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Diverse Society

Period of Emergence

Lesson 2: Setting Aside Differences

Chronologica l Connectors (Time Markers)

Narrative Writing (Recount of Personal Experiences)

Lesson 3: Embracing Diversity

Past Perfect Tense

Writing a Speech

Lesson 4: Responding to the Needs of Others

Direct and Reported Speech

Interview

Lesson 5: Being Socially Responsible

Active and Passive Voice

Panel discussion

Logical Connectors

Simple Debate about Asserting Identity in a Diverse Society

Lesson 6: Asserting One’s Identity in a Diverse Society

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Asserting Identity in a Diverse Society

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.

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A. Answer the following questions about the selection. 1.

Who did General MacArthur call on December 12, 1941? A. Commissioner Sayre B. General Grunert

2.

C. General Huff D. President Quezon

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 B. English weapons

C. Japanese invasion 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 B. hospital

C. library 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 B. describing word

C. naming 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 B. describing word

C. naming 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 B. golden gate

C. polished floor 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 B. generals

C. officers 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 B. informative

C. narrative D. persuasive

12. What kind of narrative text is the story that you read? A. fictional B. journalistic

C. non-fictional D. scientific

13. How will you describe the narrator of the story? A. artistic B. classic

C. critic 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 B. mood

C. theme 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 B. scared

C. tensed 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. 329

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 B. primarily

C. unless D. until

37. The Americans _______ the Filipinos worked hand-in-hand to protect the country. A. as well as B. first of all

C. in addition to D. to top it all

38. The Filipinos fought for our freedom _______ the Japanese left our country. A. however B. primarily

C. since D. until

39. The Filipinos achieved peace _______ of their bravery. A. although B. because

C. first D. finally

40. We would have been conquered by other countries _______ they had given up. A. however B. if

C. later 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.

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Use the following rubrics as your guide. Narrative Paragraph Rubrics Criteria

Content

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 narrative are narrative narrative narrative are not related to the are not are not are not related to related to related to related to topic. the topic. the topic. the topic. the topic.

The narrative The narrative shows 1-2 shows a sentences Organization logical which are of Ideas organization not of ideas. properly organized.

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The narrative shows 3-4 sentences which are not properly organized.

The narrative shows 5-6 sentences which are not properly organized.

The narrative shows 7 and more sentences which are not properly organized.

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. Share your answers with the class.

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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.

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 

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. Be ready to answer questions. 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…

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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. Disagree

Agree

Were you right?

Statement 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 A. B. C. D.

robust strong sturdy weak

A. B. C. D.

bends bows stands yields

A. B. C. D.

Box 5

Box 4 A. B. C. D.

Box 3

Box 2

cooperate embrace protest welcome

A. B. C. D.

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bendable flexible pliant stiff

benevolent cruel relentless rude

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.

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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 CoProsperity 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, welllived, 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.

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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?

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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. Share your answer with the class. Share your answer with the class. 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: John: Mark: John: Mark: John: Mark: John: Mark: John: Mark: John: Mark: John:

Mark: John:

Mark:

Hi! My name is Mark. It’s a pleasure to meet you. Hi Mark. It’s a pleasure to meet you too. (smiling) (staring at John) Where are you from? I am from Antipolo National High School. How about you? I am also from Antipolo National High School. Oh, What a small world! We meet here. It’s true. (head nods) Anyway, do you know Don Juan Sumulong? Yes, but only few things about him. Can you help me answer some questions about him? Sure. Is Don Juan Sumulong a native of Antipolo City or not? He is a native of Antipolo. What are his contributions to the people of Antipolo or even to all Filipinos? 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. (nodding his head) He is a great person. 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. That is right. Thank you so much. You are really a big help.

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John: Mark:

You are welcome. It’s an honor to help you. (A new visitor is coming.) Can you excuse me for a while? Oh! Sure. Go ahead.

Cue Chart Non-verbal (gestures/ bodily movements)

Verbal

TASK 11: Language Connections 

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.

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This is good to know! 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

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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) two friends.

lots of interesting places. I (be)

4. In the morning, we (walk)

in the streets of Vigan.

5. In the evening, we (go) 6. The weather (be) 7. It (do) not rain 8. But we (see)

to pubs. strangely fine. a lot. some beautiful rainbows.

9. Where (do) you spend 10. They (choose)

your last holiday? to stay at the hotel last summer.

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with my

C. Complete the following sentences using “was” or “were”. 1. The teacher

nice.

2. The students

very clever.

3. However, one student 4. We

sorry for him.

5. He

nice though.

in trouble.

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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YOUR DISCOVERY TASKS 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?

______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 352

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

Goal

Your goal is to write journal entries about your good experiences while living with other people. These entries will be published in a famous magazine.

Role

You are a celebrity travelling to other places to experience the lifestyles of other people from other places.

Audience

Your audience are the magazine readers who may become interested in learning more about the culture of the people and the places that you visited.

Situation

You are a famous celebrity who goes around the Philippines to live with other people and learn about their culture.

Product

You will write these experiences in a form of a journal with a 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. Reference: Glencoe. (2000). Grammar and Composition Handbook, High School 1. Ohio, USA: Glencoe/MCGraw-Hill



Use the following rubrics as your guide: Rubrics for Journal Writing 4

Conventions of Journal Writing Writer follows the (Includes date, reference to text conventions or data, and

3 Writer follows most of the conventions

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2

1

Writer Writer does follows not follow some of the any conventions conventions

personal thoughts and opinion) Writer makes Writer makes 1Writer Writer makes 3-4 makes Capitalization no mistakes. 2 mistakes. 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 organization manner, but ing ideas manner. could have ideas were not very been better. clear. Writer Writer Writer Writer demonstrates demonstrates demonstrat demonstrat deep some es minimal es no Reflection and understanding understanding understandi understandi Thoughts ng of the ng of the of the topic. of the topic. 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 discover literature as a tool to assert one’s unique identity and to better understand other people 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. 357

Sauce

 

Filipino Food

Share your answers with the class. Be ready to answer questions.

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

 

Share your answers with the class. Always recall the words that you wrote in the bottle as you learn the lessons and do the tasks.

You are now ready for the next phase of the lesson.

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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

PATIS



1. 2. 3. 4. 5. 6. 7. 8. 9.

Share your answers with the class.

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

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C. seeing

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 360

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 hourthe 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:

Which countries did the person in the selection visit?

What are some of the international foods mentioned in the story? Where did they originate?

Why do you think the person in the selection misses things from the Philippines?

Why do you think “the Pinoy” in the selection will choose to eat with

Where would you like to dine, in an expensive international restaurant

Do you think food can be a way to settle differences among

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his kababayan rather than in an expensive restaurant?

or in a Filipino restaurant?

people? Why? Why not?

TASK 7: Listen Up! I Have a Story to Tell!   

Form five (5) groups. 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. Reference: Glencoe. (2000). Grammar and Composition Handbook, High School 1. Ohio, USA: Glencoe/MCGraw-Hill

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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 Selection



Country

Filipino Food Counterpart

Share your answer with the class.

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. 

Share your answer with the class.

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. Orlando, Florida: Holt, Rinehart, & Winston, Inc.

   

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. Share your answer with the class.

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. 

Share your answers with the class.

TASK 8: Language Connections 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?

This is good to know!  

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-English2/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

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

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. YOUR DISCOVERY 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.

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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.

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 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

Goal

Your goal is to write a narrative text in the magazine “My Daily Dish”. It is a magazine featuring different kinds of foods from around the Philippines.

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Role

You are magazine writers who are assigned to write an article (narrative text) about your experience while you eat the most famous food in your place.

Audience

Your target audience are the readers of the magazine coming from different places. You need to entice their interest to come to your place and eat your famous food.

Situation

The magazine company wants your group to write an article about famous food in your place. You need to emphasize the unique features that make your food special.

Product

You need to write a narrative text which includes the reasons why you like the food, your experience while eating it, and your recommendation if others can enjoy it, too.

Standards

You will be evaluated based on the following criteria: structure, 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.

Reference: Glencoe. (2000). Grammar and Composition Handbook, High School 1. Ohio, USA: Glencoe/MCGraw-Hill



Use the following rubrics as your guide. Rubrics for Writing a Narrative Text 4

3

2

1

The narrative has precise and clear structure.

The narrative has a clear structure but with a few misplaced ideas.

The narrative has an unclear structure with a lot of misplaced ideas.

No structure was observed in the narrative.

Cohesion

The ideas in the narrative are clearly linked to one another.

Most of the ideas in the narrative are linked properly.

Only a few ideas are linked properly in the narrative.

Links to the ideas are not clearly established.

Audience

The readers can relate to the narrative.

The readers can relate to most of the ideas in the narrative.

The readers can relate to a few of the ideas in the narrative.

The readers cannot relate to the narrative at all.

Choice of Words

The words used are all appropriate to the task.

Most of the words used are appropriate to the task.

Only a few words used are appropriate to the task.

Most of the words used are not appropriate to the task.

Structure

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Ideas

The readers can easily understand the ideas from the text.

The readers have to reread some of the sentences to understand the ideas in the narrative.

The readers have to reread the whole narrative to understand the ideas.

Most of the ideas are confusing leading to misinterpretation.

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 While on your journey in this lesson, you are expected to:           

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. Be ready to answer questions. 376

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.

You are now ready for the next phase of the lesson. YOUR TEXT TASK 5: A Picture’s Worth a Thousand Words 

Work with a pair and explore the pictures below.

B

A

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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. Answer the following questions: 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

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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.

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“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?

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Share your answers with the class. 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. REFERENCE: Hovland, L. et. al. (1997). Elements of Literature Introductory Course. Orlando, Florida: Holt, Rinehart, & Winston, Inc.



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 

Share your answers with the class.

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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 REFERENCE: Hovland, L. et. al. (1997). Elements of Literature Introductory Course. Orlando, Florida: Holt, Rinehart, & Winston, Inc.



Retell the important events in the story by using “The Adventure Map of Plot”.



Share your map with the class.

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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. Form five (5) groups. 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.

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TASK 9: Language Connections 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?

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This is good to know!  

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. Reference: Glencoe. (2000). Grammar and Composition Handbook, High School 1. Ohio, USA: Glencoe/MCGraw-Hill

B. Perfecting the Past 

Analyze the given pictures. Write a sentence for each picture. Use past perfect tense in writing your sentence.

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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.

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YOUR DISCOVERY TASKS TASK 10: Differently the Same  

Form six (6) groups, and work on your assigned task. Be ready to present your output.

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.

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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.

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 embracing diversity. Are you ready for the next challenge? Prepare! For this is your challenge!

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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. Goal

Your goal is to write an informative speech about embracing diversity.

Role

You are philosophers who are tasked to teach people how to embrace differences and remind them of its importance through a written informative speech.

Audience

Your audience are Grade 7 students who will read the script of the informative speech.

Situation

You are philosophers assigned to write an informative speech which will be read by Grade 7 students.

Product

Your product is an informative speech about 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?

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 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

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Use the following rubrics as your guide. Rubrics for a Written Informative Speech 4

2

1

Some contents of the speech reflect the given topic.

Most contents of the speech do not reflect the given topic.

All parts of the speech do not reflect the given topic.

The speech is completely Relevance to relevant to the the Theme theme.

Most parts of the speech are relevant to the theme.

Only a few parts of the speech are relevant to the theme.

The speech is completely irrelevant to the theme.

The speech used 4 and more Proper Use sentences of Language with the required grammar item properly.

The speech used at least 3 sentences with the required grammar item properly.

The speech used at least 2 sentences with the required grammar item properly.

The speech used at least 1 sentence with the required grammar item properly.

All parts of the speech are readable and understandable by the intended audience.

Most parts of the speech are readable and understandabl e by the intended audience.

Some parts of the speech are readable and understandable by the intended audience.

The speech is not readable and understandable by the intended audience.

All sentences are organized Organization and easily understood.

Most sentences are organized in and easily understood.

Some sentences are organized and easily understood.

The sentences are not organized at all.

Content

Readability

The content of the speech reflects the given topic.

3

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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 While on your journey in this lesson, you are expected to:        

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.

 

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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.

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Always bear in mind the expectations and the things that you want to learn as you go through this lesson. 397

You are now ready for the next phase of the lesson. 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 WordyBubble 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.

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 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!

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“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!”

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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.

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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.

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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.

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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 Orlando, Florida: Holt, Rinehart, & Winston, Inc.

 

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:

Characters

Words that Describe the Characters

Suggested Emotions

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Tone

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 Orlando, Florida: Holt, Rinehart, & Winston, Inc.



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.

 

Characters

Good Deeds done by the Characters

My Own Good Deeds

TASK 7: Language Connections A. He Said What? 

Analyze the following conversations between Mang Cesar and Pare Crispin.

Pare Crispin “We hauled the ipil trees,” the farmer said.

Mang Cesar Pare Crispin said that they hauled the ipil trees.

Pare Crispin “I did not eat this morning,” the child stated.

Mang Cesar The child stated that he did not 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?

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This is good to know! 

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:

Reference: Glencoe. (2000). Grammar and Composition Handbook, High School 1. Ohio, USA: Glencoe/MCGraw-Hill

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.

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YOUR DISCOVERY TASKS TASK 8: Rescue Hotline: A Heart for Helping  

Form six groups, and work on your assigned task. Be ready to present your output.

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.

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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!

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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

Goal

Your goal is to produce a TV Talk Show about individuals who responded to the needs of others with your guest who showed such values.

Role

You are TV show producers.

Audience

Your audience are Grade 7 students who will watch the interview in the next airing of your Talk Show.

Situation

You are TV producers who will create a TV Talk Show about a person who responded to the needs of others.

Product

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) 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-andresources/conduct-interviews/main on February 20, 2015

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

Use the following rubrics as your guide: Rubrics for an Interview Criteria

4

The interview uses direct & reported Proper Use speech of Language properly.

Content of Questions

The questions are all related to the topic.

The questions are Organization arranged in a of Interview clear and logical manner.

Language Style

Delivery

3 The interview uses direct & reported speech with at least 1-3 mistakes.

2 The interview uses direct & reported speech with 4-6 mistakes.

1 The interview uses direct & reported speech with 7 and more mistakes.

1-5 6-9 questions All questions questions are not related are not related are not to the topic. to the topic. related to the topic. 1-5 questions are not clearly organized in the interview.

6-9 questions are not clearly organized in the interview.

Organization of questions is not observed in the interview.

The language style used in the interview is identifiably proper for the audience and the interviewee.

Some of the language style in the interview is not proper for the audience and the interviewee.

Most of the language style in the interview is not proper for the audience and the interviewee.

The language style used in the interview is identifiably not proper for the audience and the interviewee.

The interview is welldelivered both verbally and nonverbally.

The interview is clear but there are few gestures not proper for the interview.

The interview has a little clarity to it but there are some gestures not proper for the interview.

The interview is distracting due to unwanted gestures and failures in verbal 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, WellOrganized 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

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HEALTH

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

jury

judge

gavel

church

lawyer

“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 420

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? 5. What will happen next?

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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? 4. What will happen next? 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? 6. What will happen next? 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? 2. What will happen next?

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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. 2. 3. 4.

If you were the judge, what would be your judgment? If you were the Father, would you do the same? Why? Why did the judge dismiss the case? 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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TASK 7: Language Connections 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. This is good to know! 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.

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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.

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 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.

YOUR DISCOVERY TASKS 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 SCRIPTING

GIVING YOUR DOCUMENTARY PURPOSE



Tackle a hot-button civic or social issue



Shed light on a little-known subculture Show the intimate side of a famous person





Document an important event as it happens



Dig up new information on historical events



Show the world something it hasn’t seen before



Use research to build your documentary’s foundation



Tell a story of your documentary





Aim to persuade the audience

Make your logical progression of information



Strike an emotional chord



Write an organized schedule





Sell your subject matter to the audience

Be a merciless editor

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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 sketch the setting

Where today’s action begins

Where it is taken (source)

What key events 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 Society

The Life of the Rich People 1. Why do people become rich? 2. What do you think are the roles of the rich people in society? 3. What is the value of being rich?

1. What is a family? 2. What composes the family? Who are the members of the family? 3. Discuss the role of the members of the family in the society? The Challenge of the Court Hearing

Healthy Lifestyle 1. What makes a healthy life? 2. Cite specific activities of the individuals who are healthy. 3. What do you think is the value of a healthy living?

1. Who are the people involved in the court hearing? 2. How will you picture the situation of the jury? 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

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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

Goal

Your task is to present information and discuss personal views as panelist which will be facilitated by a leader or a moderator.

Role

You are the panel member who will introduce the issue or topic by asking questions or reacting to the panel members’ views and opinions.

Audience

Your presentation will be moderated by a leader with the panelists who will discuss the issue.

Situation

You who will present and close the discussion and provide a summary of panel presentation.

Product

Your product is a panel discussion.

Standard

Your work will be assessed through these criteria: 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.

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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.

Communication

Excellent Skills 4

Correct sentence construction

Pronunciation

Good Skills 3

Few Errors do not grammatical interfere with errors and no the meaningstress on the listening stress part of the is less listener

Developing 2

Beginning 1

Still require a lot of work on the part of the listener to understand

Coherence of argument suffers from many grammatical errors

Pronunciation Errors do not Still require a is good with interfere with lot of work on few or no the meaningthe part of the errors; easy listening; stress listener to to listen to is less understand

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Errors interfere strongly with meaning which is very difficult to follow

Appropriate vocabulary

Speaker is able to find appropriate vocabulary with ease

Well-organized oral text with staging

Arguments are wellstaged and developed logically

Gives information with supporting evidence

Arguments have evidence

Arguments have some evidences

Demonstrates understanding of other panelist’ views/ able to clarify

Can formulate precise comments and clarifications of other panelist’ arguments

Attempts more detailed clarifications or comments on other panelist’ arguments

Speaker has used appropriate vocabulary most of the time

Speaker still grasping with the use of appropriate vocabulary

Speaker unable to find appropriate words to convey clear meaning

Arguments Arguments staged well and partially most staged, but developed sequencing is logically still confusing

Arguments not staged- no logical development

Arguments have little/few evidences

Argument has no evidence at all

Makes short, Never asks simple other panelists comments on for clarification, other panelist” or makes a arguments comment on their argument

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? ______________________________________________________________ ______________________________________________________________ 436

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 improve?

What should be my attitude in life?

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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How will my attitude help me?

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 discover literature as a tool to assert one’s unique identity and to better understand 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

BLUFF

FACT

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. 440

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 has happened so far?

What will actually happen next 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? 444

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 mean the same thing as the phrase? ______________________________ ______________________________ ______________________________

What are some other phrases that mean the opposite of the phrase? ___________________________ ___________________________ ___________________________

Sketch of Phrase

Picture Caption Using The Phrase

TASK 9: Language Connections 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.

This is good to know! Logical Relationship

Subordinators

Sample Sentences

Although, while, Contrast/Concession even though, even if, whereas, though , but

Although the blind mother can’t afford to pay for her eyeoperation, she was able to have it.

Cause

Because , since

Lope started to worry because of the condition of his mother’s sight.

Effect/Result

So that, in that, in Lope decided to befriend Dr. order that Jose Rizal so that he will learn English.

Condition

If, unless, If my father will agree, then my provided that mother’s eyes will be operated.

Time

After, before, as Until the Filipinos gain back soon as, since, their freedom from slavery, I am 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

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c. whereas

d. if

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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YOUR DISCOVERY TASKS 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 multi- media 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 corresponding name and color:

with the

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.

Goal

To present two sides of an argument about asserting identity in a diverse society as part of your party’s platform

Role

You are student leaders of two opposing parties who will assert or negate the resolution

Audience

Your schoolmates and classmates who will be voting in the student government election

Situation

You are in a meeting de avance for the student government election

Product

A Simple Debate

Standard

You will be evaluated based on: content, preparation, 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. 454

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. Criteria

Excellent Skills Good Skills Developing Beginning 4 3 2 1

Content

Information is Information accurate is interesting demonstrating a and relevant. comprehensive understanding of all aspects of the issue

Preparation

Argumentation

Still require a consistent information to understand the issue

Coherence of information suffers from many grammatic al errors

A wellAn opening Still require constructed and closing an opening opening statement and closing statement and emphasizes statement to closing statement the most emphasize emphasizes the important the most important important points points points

No opening and closing statement to emphasize the important points

The argument is logical demonstrating a

The argument

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The argument is

The argument is literal

clear analysis of the issue Speak confidently with conviction and clarity

Presentation

has clear emphasis

literal and a bit logical

Speak Speak with Speak with confidently mannerisms no with or irrelevant confidence conviction gestures and clarity and composure

MY TREASURE My Personal Journal  

and illogical

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?

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Action to be taken Is there any action that I will take as a result of what was done?

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Module 4 “Connecting to the World”

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Learner’s Material English Grade 7 CONCEPT AND PERFORMANCE MATRIX

PROGRAM STANDARD

The learner demonstrates communicative competence through his/her understanding of literature and other text types for a deeper appreciation of Philippine culture and those of other countries.

GRADE LEVEL STANDARD

The learner demonstrates communicative competence through his/her understanding of Philippine Literature and other text types for a deeper appreciation of Philippine Culture.

LEARNING STANDARDS Module 4/ Quarter 4 Quarter and Theme

4 Connecting to the World

Content Standard The learner demonstrates understanding of how contemporary Philippine literature and various text types through using reading, listening, and viewing strategies, lexical and contextual cues, action verbs, WH 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.

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Performance Standard The learner actively performs in a multimedia informational presentation of multicultural highlights.

MATRIX OF ESSENTIALS Theme and Period Covered

Connecting to the World

Contemporary Philippine Literature

Language/ Grammar Focus

Enabling Activity

Lesson 1: Relating Past to the Present

Formulating and Responding to WH Questions

Presenting an Info brief (about daily life in the Philippines)

Lesson 2: Keeping Abreast with Changes

Using Action Verbs when Giving Information and Making Explanation

Writing a Capsule Biography/Bi ographical Sketch

Lesson 3: Upholding Understand ing of Broadening Horizons

Using Imperatives

Writing Personal Essay

Lesson 4: Celebrating Cultural Ties

Prepositions of Place and Time (in, on, at, by, through, of beside, inside)

Multi-media Informational Presentation of MultiCultural Highlights

Sub theme

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Culminating Activity

Multi-media Informational Presentation of MultiCultural Highlights

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 How much When

Whom Whose Where

What Which 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

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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E. bark

D. Homonyms, Homophones, Homographs: Choose the letter of the correct meaning of the italicized word. _____ 16. The kids are going to watch the movie tonight.

A. here 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. _____ 20. Ana’s band won the battle.

E. a group of musicians 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?



Share your answers with the class.

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.  Share your ideas with the class. 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

If you want to know the past, look at your present.

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REASON

Your behavior environment.

depends

on

your

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. 475

_________ 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?

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 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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TASK 12: Language Connections 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 This is good to know! 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) 479

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

Ador

Clara

Rita

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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YOUR DISCOVERY TASKS 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. List ten questions and share them with the class. Example: Why do most of the children spend more time browsing social media than studying their lessons?

WH – QUESTIONS 1. 2. 3. 4. 5.

6. 7. 8 9. 10.

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

    

THEN & NOW

PRESENT

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 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.

TASK 14: Philippines on the Go 

Prepare your materials and do the following: Philippines on the Go Goal

Your task is to make an informative photo album about the daily life of the Filipinos.

Role

You are a historian who loves to capture moments passing by.

Audience

Your informative photo album will be exhibited in a Philippine Historical Museum.

Situation

You are given seven days to tour the country and pick 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 483

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Use the following rubrics as your guide: RUBRICS FOR INFORMATIVE PHOTO ALBUM

CRITERIA

4Outstanding

CONTENT/ FOCUS

The photo album contains vivid and meaningful details about Filipinos’ daily life with descriptions each. The album contains 10 or more WH questions.

CREATIVITY

Images are appropriate. Layout is pleasing to the eye.

CLARITY/ ORGANIZATION

The photos are The photos are The photos are The photos are logically well arranged not well not well arranged but there are arranged but it arranged and it based on the some which doesn’t affect greatly affects time it are misplaced. the quality of the quality of occurred. the informative the informative text. text.

LANGUAGE MECHANIC

All sentences are well constructed and have varied structure and length. The writer makes no errors in grammar, mechanics, and/or spelling.

3 – Average

2- Developing

1-Insufficient

The photo The photo The photo album contains album contains album contains many details some details few details about Filipinos’ about Filipinos’ about Filipinos’ daily life and daily life and daily life and has has has no descriptions descriptions. descriptions. each. The The album has The album has album has 7-9 4-6 WH 1- 3 WH WH questions. questions. questions.

Images are appropriate. Layout is cluttered.

Most sentences are well constructed and have varied structure and length. The writer makes a few errors in grammar, mechanics, and/or spelling.

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Most images are appropriate.

Images are inappropriate or layout is messy.

Most sentences Sentences are well sound awkward, constructed, but are distractively they have a repetitive, or are similar structure difficult to and/or length. understand. The The author author makes makes several numerous errors errors in in grammar, grammar, mechanics, 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 limited phrases. The phrases. The that vocabulary. choice and choice and communicate Cliché’s and placement of placement of clearly, but the jargons are 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 In the course of your journey, you are expected to:          

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

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Your target output at the end of this lesson is a 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?

TASK 3: Setting Expectations 

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 -.-. .- .-.. .-.. --- ..- …

TASK 5: Literary Exploration 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

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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

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 

With a partner, answer the following questions in the treasure chest. Share your answers with the class.

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?

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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 beginning of the story

DYNAMIC

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Qualities toward the end of the story

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 trickor-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. 497

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:

TASK 13: Language Connections A. Close Up  

Read the following sentences lifted from the text “A Shawl for Anita”. Observe the italicized words. 1. 2. 3. 4. 5.



Mother brought us up single-handedly. She looked at her handiwork. Mother sacrificed much for us. I envied Anita. 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 This is good to know! 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 took sought keep will be

sunk creeps knew were dressed 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 _____________________ in costume.

very

strange

people

who

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

C. Maybe

D. Never

C. Maybe

D. Never

4. Every sentence must have a verb. A. True

B. False

5. A verb never changes its form. A. True

B. False

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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

1. BROUGHT

SENTENCES 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. YOUR DISCOVERY TASKS TASK 14: Small Group Differentiated Activities 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.



Answer the following questions:  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

Goal

Your task is to write a capsule biography of a person who has 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.

Audience

Your output will be read by people working abroad and who are experiencing home sickness due to a change of environment.

Situation

You are in the place of the person you’ll be featuring. You will have an interview with that influential being.

Product

Your product is a capsule biography.

Standards

Your work will be evaluated based on its content, point of view, 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

FOCUS/

The paragraph contains meaningful focus and 5-7 supporting details that demonstrate chronologically arranged events.

CONTENT

3 - Average

2- Developing

The paragraph The paragraph contains little but contains little meaningful focus focus and there and there are 3-4 are 1-2 supporting details supporting that demonstrate detail/s that slight demonstrate chronologically unimportant arranged events. arrangement of events.

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1-Insufficient The paragraph contains no focus and there are no supporting details that demonstrate insufficient arrangement of events.

POINT OF VIEW

DEVELOPMENT/ ORGANIZATION

ANGUAGE MECHANIC

WORD CHOICE

Third person point of view is clear and consistent throughout the biography. The introduction is inviting, states the main topic, and provides an overview of the biography. Information is relevant and presented in a logical order. The conclusion is strong.

Third person A few Point of view is point of view is noticeable not clear, or it consistent in shifts from third frequently shifts, most parts of the person point of confusing the paragraph, with view occur. reader. only minor inconsistencies The introduction states the main topic and provides an overview of the biography. A conclusion is included.

The There is no clear introduction introduction, states the main structure, and topic. A conclusion. conclusion is included.

All sentences Most sentences Most sentences Sentences 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, mechanics, and/or spelling and/or spelling. and/or spelling. and/or spelling that interfere that interfere with with understanding. understanding The writer uses vivid words and phrases. The choice and placement of words seem accurate, natural, and not forced.

The writer uses vivid words and phrases. The choice and placement of words are inaccurate at times and/or seem overdone.

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The author The writer uses uses words that limited communicate vocabulary. clearly, but the Cliché’s and writing lacks jargons are variation. present.

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 In the course of your journey, you are expected to:            

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 508

Your target output at the end of this lesson is a 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: _________________

Explanation: _________________ _________________ _________________ _ _________________ __  With your seatmate,



Inevitable Change #2: _________________

Explanation: _________________ _________________ _________________ _ _________________ __ what you have share

Inevitable Change #3: _________________

Explanation: _________________ _________________ _________________ _ _________________ 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.

TASK 3: Setting Expectations  

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.

Do you like rainbow? Why?

What does the rainbow represent in your life?

What color of the rainbow do you like best? Why?

What does the line“There’s a rainbow always after the rain” 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 Theater critics have been denigrating her acting ability. 2. HAUGHTY The haughty waiter smirked when I talked to him. 3. OUTLANDISH My friend plans to go to some outlandish place to look for buried treasures. 4. PATRIOTISM

A. likely to cause disagreement B. love for one’s country C. to say unfair comments D. very strange or unusual E. blatantly and 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.

TASK 5: Literary Exploration 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

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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 o o o o o o

 

If you were one of the colors, what would you be? Why? What is the change that happened in each of the colors? How? How is this change relevant to the existence of each of the colors? Why do you think rain emphasized the need for cooperation? What do you feel when you see a rainbow? Why does a rainbow represent hope? 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 CHARACTER

at the beginning of the story

Red Orange Yellow Green Blue Indigo Violet Rain

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at the end of the story

ROUND OR FLAT

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. Share your answers with the class.

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. This is good to know! 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 Words with multiple Words that sound alike meanings the spruce tree… to spruce up… suit yourself… wear a suit… weigh on the scale... scale the wall… the price is fair… go to the fair…

addition for math… edition of a book… I want to go… I like it, too… One plus one is two.. Capitol building… State capital… Pick a flower… bake with flour...

Homographs Same spelling, different pronunciation, different meanings desert – abandon desert – area of land bass – fish bass – instrument close – nearby close – to shut bow – to bend down 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 homophones, or homographs.

homonyms,

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.

TASK 8: Language Connections A. Follow Me! 

Do the following tasks. Tap your classmate’s shoulder and say “Be happy.”

Keep all your things. 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. This is good to know! 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 action

Verb

Word used when 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 park look wait

be stand pass open 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 o o o o

  

Home School Market Church 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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YOUR DISCOVERY TASKS 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. 521

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 activities.

Pay attention to every lesson!

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Do not cheat and lie!

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. 523

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/ Organization, Language Mechanic and Word Choice. TASK 10: Outside the Box 

Prepare a pen and a sheet of paper. Outside the Box

Goal

Your task is to write a personal essay or a reflective essay that expresses your thoughts, feelings, and aspirations about broadening horizons to create a better life.

Role

You are an author of an inspirational book and you aim to share to the world how you became a responsible member of a changing world.

Audience

Your essay will be read by people who are struggling in their poor situations.

Situation

You are with your co-authors and you’ll write a compilation of inspirational essays about Broadening Horizons.

Product

Your product is a personal/reflective essay.

Standards

Your work will be evaluated based on its content, point of view, 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 

Use the following rubrics as your guide: RUBRICS FOR PERSONAL ESSAY WRITING

CRITERIA FOCUS/ CONTENT

4 - Outstanding The essay contains meaningful focus and 5-7 supporting details that demonstrate the understanding of the essay’s purpose.

3 - Average The essay contains little but meaningful focus and there are 3-4 supporting details that demonstrate slight understanding of the essay’s purpose.

POINT OF VIEW

First person point of view is clear and consistent throughout the essay.

First person point of view is consistent in most parts of the essay, with only minor inconsistencies. The introduction states the main topic and provides an overview of the paper. A conclusion is included.

DEVELOPMENT/ The introduction ORGANIZATION is inviting, states the main topic, and provides an overview of the paper. Information is relevant and presented in a logical order. The conclusion is strong. LANGUAGE All sentences are MECHANIC well constructed and have varied structure and length. The writer makes no errors in grammar, mechanics, and/or spelling.

Most sentences are well constructed and have varied structure and length. The writer makes a few errors in grammar,

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2- Developing The essay contains little focus and there are 1-2 supporting detail/s that demonstrate unimportant understanding of the essay’s purpose. A few noticeable shifts from first person point of view occur.

1-Insufficient The essay contains no focus and there are no supporting details that demonstrate insufficient understanding of the essay’s purpose. Point of view is not clear, or it frequently shifts, confusing the reader.

The introduction states the main topic. A conclusion is included.

There is no clear introduction, structure, and conclusion.

Most sentences are well constructed, but they have a similar structure and/or length. The author makes several errors in grammar,

Sentences sound awkward, are distractively repetitive, or are difficult to understand. The author makes numerous errors in grammar, mechanics,

mechanics, and/or spelling.

WORD CHOICE

The writer uses vivid words and phrases. The choice and placement of words seem accurate, natural, and not forced.

The writer uses vivid words and phrases. The choice and placement of words are inaccurate at times and/or seem overdone.

mechanics, and/or spelling that interfere with understanding. The author uses words that communicate clearly, but the writing lacks variation.

and/or spelling that interfere with understanding. The writer uses limited vocabulary. Cliché’s and jargons are present.

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 In the course of your journey, you are expected to:        

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 multimedia 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 529

#5 “You don’t stumble upon your heritage. It’s there, just waiting to be explored and shared.” – Robbie Robertson

TASK 4: Setting Expectations    

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 I H R W C Q S G F D

A O G F E U T G E J I

K B N A M L N B V W V

J V C V D T G H D J E

L E R I R T M O A N W Q E E W U R E R G G Y H K G Q E O U S R S I

T U E D C Z Q E Q W T

Y E D V I Q W X N O Y

U S F J K M V F E C R

I G P R I N C I P L 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

TASK 7: Literary Exploration 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 532

(star).



Your goal is to get three (straight) stars diagonally, horizontally, or vertically. B

I

N

G

O

What is the underlying message of the text?

According to the text despite having one vision, what makes the world divided?

As a student, how will you encourage your friends and classmates to stand with the common principle?

Why is it important to value other people?

How can you relate the golden rule - “Do not do unto others what you do not want to do unto you” to the common saying – “No man is an island”?

What can be your best contribution to make the world united as one?

What happens when you disobey the golden rule?

How does culture affect people’s relationships?

In your own words, define unity.

TASK 8: Language Connections A. Setting Locations 

1 .

Describe the following pictures.

3 .

2 .

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5 .

4 .

 What words did you use to describe the locations of the pictures?  What part of speech shows time and location?

B. Grammar Bytes

IN

Prepositions – are words that show spatial (space), temporal (time), or logical relationship or association of an object to the rest of the sentence. THROUGH

AT

BY

OF

BESIDE

ON

INSIDE

This is good to know! 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. 534



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 manifestations.

A. serves as a means

2. Status of women differs.

C. indicates belongingness

3-4. Their attitude depends on the accepted practices and ways of behaviour of a given people at a given time. 5. Through collaboration and cooperation, people can work together as one. 535

B. shows specific time D. shows that something is part of another thing E. indicates source dependence

of

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. 536

YOUR DISCOVERY TASKS TASK 9: Small Group Differentiated Activities 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 Present your output to the class.

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? 537

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.

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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 multicultural 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.

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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 Presentation

GROUP 5 Presentation

Group 1 Viewers Group 4 Viewers GROUP 4 Presentation

GROUP 3 Presentation

Group 3 Viewers

Group 2 Viewers

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TASK 12: C. Reaching to the World 

Form groups of five members. Reaching to the World

Goal

Your task is to create a video teaser that shows the multicultural 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.

Situation

You are saddened by how the world recognizes differences and sets aside connection with people of different race.

Product

Your product is a video teaser.

Standards

 

Your work will be assessed based on its Content/ Focus, 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

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

Use the rubrics as your guide: RUBRICS FOR VIDEO TEASER SHOWING MULTICULTURAL HIGHLIGHTS CRITERIA

4 - Outstanding

FOCUS/

It has a clear picture of the concept. It has adequate description of the focus.

It has a fairly clear It has concept picture of the but no clear concept. focus.

It has no clear concept and focus.

VISUALS/ TEXT

The storyboard illustrates the video presentation structure with thumbnail sketches of each scene. Notes of proposed transition, special effects, sound and title tracks incl: text, color, placement, graphics, etc. Notes about proposed dialogue/ narration text are included.

The storyboard includes thumbnail sketches of each video scene and includes text for each segment of the presentation, descriptions of background audio for each scene, and notes about proposed shots and dialogue.

There is no evidence of a storyboard or script.

DEVELOPMENT/

The content Information is The content includes a clear presented as a does not statement of connected theme present a purpose or with accurate, clearly stated theme and is current supporting theme, is creative, information that vague, and compelling and contributes to some of the clearly written. A understanding the supporting rich variety of project’s main information supporting idea. Details are does not information in logical and seem to fit the the video persuasive main idea or contributes to information is appears as a the effectively used. disconnected understanding of The content series of the project’s includes a clear scenes with

CONTENT

ORGANIZATION

3 - Average

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2Developing

The thumbnail sketches on the storyboard are not in logical sequence and do not provide complete descriptions of the video scenes, audio background, or notes about the dialogue.

1-Insufficient

Content lacks a central theme, clear point of view and logical sequence of information. Much of the supporting information is irrelevant to the overall message. The viewer is unsure what the message is because there is

main idea. Events and messages are presented in a logical order. Includes properly cited sources.

point of view with a progression of ideas and supporting information. Includes properly cited sources.

no unifying main idea. Includes few citations and few facts.

little persuasive information and only one or two facts about the topic are articulated. Information is 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.

TIMELINESS

Deadline was met.

Submitted late but it was not a significant impact on the finished project.

Deadline was Deadline was not met, missed having a resulting in significant some impact impact on the on the final project. finished project. Source: www.ggc.edu

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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.

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GLOSSARY A (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 abreast

B bibliography bolo book jacket

bouillabaisse

(n) it lists in alphabetical order the references used by the author in writing the book (n) a Filipino sword, usually used in cutting bamboo and trees (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 (n) a stew made with strong spices and two or more kinds of fish

C cavanes character charade

(n) measurement for crops like rice (n) a person taking part in a narrative (n) a game in which players try to guess a word or phrase from the actions of another player 548

clause coherence

colloquial conflict consommé consonant blends copyright page

(n) a group of words with at least a subject and a verb (n) the arrangement of sentences in a paragraph in an orderly sequence to ensure smooth progression of ideas (adj) refers to the language used in everyday speech (n) the struggle that gives any story its energy (n) clear soup made from well-seasoned stock (n) a sequence of two or three consonants each of which is heard (n) it guarantees ownership and protection in publishing the book; it gives the date and place of publication

D declarative sentence dedication page dependent clause descriptive paragraph didactic diphthongs documentary

(n) a type of sentence that states a fact, makes a point, or states an idea (n) it tells to whom the author dedicates the book (n) also has a subject and a verb but it cannot stand by itself (n) paints a mental picture of a person, object or situation (adj) intended to convey instructions (n) double vowels (n) a research-based reporting that deals with a specific topic and format

E 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 F familiar feature article figurative language

(adj) reflects the close relationship of the people speaking (n) a special or prominent article in a newspaper or a magazine (n) has hidden or underlying meaning

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folktale footnote

(n) a narrative that tends to be about ordinary people or animals set in a particular time or period (n) an explanatory or documenting note or comment at the bottom of a page

G gazetteer

(n) contains list of places with some information about them

H herculean homographs homonyms homophones hors d’oeuvres

(adj) of extraordinary power, extent, intensity, or difficulty (n) a word that is spelled like another word but is different in origin, meaning, or pronunciation (n) a word that is spelled and pronounced like another word but is different in meaning (n) a word that is pronounced like another word but is different in meaning, origin, or spelling (n) a food served in small portions before the main part of the meal

I imagery imperative sentence independent clause index infomercial internal conflict internet-based program interrogative sentence

(n) an element of a poem that uses words that appeal to the senses (n) a form of sentence that expresses a command (n) also known as main clause that can stand by itself (n) it is a detailed alphabetical listing of the ideas or topics contained in the book (n) a commercial that informs or instructs, especially in an original or entertaining manner (n) a character’s struggle to make a decision to overcome some feelings such as fear, hostility and sadness (n) is an informative program that can be accessed through its website (n) a sentence which asks for information and requires and answer

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interview

intonation

(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 (n) refers to the total pattern of pitch change within an utterance

J journal juncture

(n) a book in which you write down your personal experiences and thoughts (n) the transition from one sound to another in speech

K kaleidoscope kurido

(n) a changing pattern or scene; a mixture of many different things (n) a famous form of poetry during the Spanish occupation in the Philippines

L legend literal language literary writing

(n) a story or a narrative from the past that is believed to have been historical (n) has basic meaning or no other meaning (n) uses images and descriptions that appeal to the emotion

M metaphor mood moro-moro movie trailer myth

(n) a comparison of two unrelated objects without the use of as or like (n) the feeling or atmosphere the readers perceive or feel while reading (n) a famous play during the Spanish occupation in the Philippines (n) a short clip from a film (n) a narrative that describes and portrays in symbolic language the origin of the basic elements and assumptions of a culture

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N narrative paragraph narrator news flash nonverbal cues noun phrase

(n) expresses the chronology of a specific event and gives enough information about the event or situation (n) the person, or voice, telling the story (n) a single item of important news that is aired separately and often interrupts other programs (n) the things we do not say but communicate through our body language (n) consists of a noun and other related words (usually modifiers and determiners which modify the noun, functions like a noun in a sentence

O OPAC

overture oxymoron

(n) the Online Public Access Catalogue or the library catalogue, an online database of all of the resources held in the library (n) an orchestral composition forming the prelude or introduction to an opera, oratorio, etc (n) a figure of speech which employs contradictory words

P 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 pizzicato plot poster presentation poster set-up précis prefix prepositional phrase prosodic feature puto seco proverb

(n) high or low quality of the voice (n) played by plucking the strings with the finger instead of using the bow, as on a violin (n) series of related events that make up a story (n) a display of a creative work and or a multi- media display (n) a display using the poster board or details (n) a shortening of a text, in your own words, or of a written work (n) a word part attached at the beginning of a base word (n) includes the preposition together with its object (n) variations in pitch, stress patterns and duration that contribute to expressive reading of a text (n) dry biscuit made from rice starch (n) a brief instructive expression that suggest a specific action, behavior or judgment

R research rhyme

(n) the study of materials and resources in order to establish facts and reach new conclusions (n) repetition of stressed vowel sounds in a poem

S salambao semivowels setting simile simple debate slang solfeggio stress succinct suffix

(n) a large Philippine fishing net supported by a long bamboo crosspiece mounted on a raft (n) sounds that are very nearly vowels (n) the time and place in which the story takes place (n) a comparison of two unrelated objects with the use of as or like (n) a method of argument where the speakers follow a set order (n) a sub-category of colloquial expressions (n) a vocal exercise in which the sol-fa syllables are used (n) is the relative emphasis given to a syllable or a word in a sentence (adj) using few words to state or express an idea (n) a word part attached at the end of a base word 553

T theme tone tournedos travelogue

(n) life lesson of a story or the author’s message (n) attitude a writer takes toward an audience, a subject, or a character (n) a small fillet of beef usually cut from the tip of the tenderloin (n) a piece of writing about someone’s experiences about traveling

V venison verb phrase

(n) the meat of a deer (n) combination of main verb and its auxiliaries (helping verbs)

W weather report

(n) is usually a part of an entire news program that tells and foretells weather condition on a specific area

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