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Module 2:
Establishing Solidarity
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Management

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 PY
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 PY
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, each of which
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 PY
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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 6$&5('-867,&(029('0<$5&+,7(&7
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And he then as initiate to novice:
“Here must you put by all division of spirit
1  And gather your soul against all cowardice.
This is the place , told you to e[pect.
Here you shall pass among the fallen people,
Souls who have lost the good of intellect.”
So saying, he put forth his hand to me,
O
C
0 And with a gentle and encouraging smile
He led me through the gate of mystery.

Here sighs and cries and wails coiled and recoiled

ED

On the starless air, spilling my soul to tears.

A confusion of tongues and monstrous accents toiled

 ,n pain and anger, voices hoarse and shrill

And sounds of blows, all intermingled, raised
EP

Tumult and pandemonium that still

Whirls on the air forever dirty with it

As if a whirlwind sucNed at sand. And ,,
0 Holding my head in horror, cried: “Sweet Spirit,
D

What souls are these who run through this blacN ha]e"”
And he to me: “These are the nearly soulless
Whose lives concluded neither blame nor praise.

They are mi[ed here with that despicable corps

 Of angels who were neither for *od nor Satan,
But only for themselves. The High Creator

Scourged them from Heaven for its perfect beauty,

And Hell will not receive them since the wicked
0ight feel some glory over them.” And ,:



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 “They have no hope of death,” he answered me,

“and in their blind and unattaining state

Their miserable lives have sunk so low

No word of them survives their living season.

Mercy and Justice deny them even a name.
Let us not speak of them: look, and pass on.”

PY
Circling and circling, it seemed to scorn all pause.
So it ran on, and still behind it pressed

A never-ending rout of souls in pain.

As passed before me in that mournful train.

O
C
Who, in his cowardice, made the Great Denial.
ED

Were of that retrograde and faithless crew

60 Hateful to God and to His enemies.

These wretches never born and never dead

Ran naked in a swarm of wasps and hornets
EP

And made their faces stream with bloody gouts

To be swallowed there by loathsome worms and maggots.

D

Assembled on the beach of a wide river,

Usage makes them as eager to cross as they seem to be

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 “All this shall be made known to you when we stand
On the joyless beach of Acheron.” And ,
 Cast down my eyes, sensing a reprimand

,n what he said, and so walked at his side

,n silence and ashamed until we came
Through the dead cavern to that sunless tide.

There, steering toward us in an ancient ferry

0 Came an old man with white bush of hair,
Bellowing: “Woe to you depraved souls Bury

Here and forever all hope of Paradise:

PY
, come to lead you to the other shore,
,nto eternal dark, into ¿re and ice.

 And you who are living yet, , say begone

From these who are dead.” But when he saw me stand
Against his violence he began again:

“By other windings and by other steerage O

C
Shall you cross to that other shore. Not here Not here

0 A lighter craft than mine must give you passage.”

And my Guide to him: “Charon, bite back your spleen:
ED

This has been willed where what is willed must be,

And is not yours to ask what it may mean.”

The steersman of that marsh of ruined souls,

 Who wore a wheel of Àame around each eye,
EP

StiÀed the rage that shook his woolly jowls.

But those unmanned and naked spirits there

Turned pale with fear and their teeth began to chatter
At sound of his crude bellow. ,n despair
D

100 They blasphemed God, their parents, their time on earth,

The race of Adam, and the day and the hour
And the place and the seed and the womb that gave them birth.

1

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 PY
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 PY
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Task 8 APPLYING WHAT YOU READ

,n “Canto ,,,” of “,nferno” by Dante, Charon tells the souls to “Bury here and forever all
hope of Paradise.”

Is hope necessary

PY
E[plain your answer.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Task 9 MAKING DEFINITIONS

O
C
'e¿nitions are a core part of any dictionary. Writing basic de¿nitions requires skill,
practice, and sometimes help.

Read the basic guidelines to follow when writing a de¿nition:

ED

1.
‡

the point. Clarity, brevity, and conciseness are better when writing
EP

Avoid complicated terms

‡ Avoid terms that are more complicated or more technical than the

‡
D

‡ Stay away from jargon. Highly technical terms will most likely require

it says. Although there are cases that involve the use of a technical

Avoid circularity
‡
Use different terms.
‡

adjective from which they derive.

10

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 ‡

‡ Alphabetize the words.

‡
‡

PY
Word

O
C
YOUR DISCOVERY TASK
Task 10 READ TO WRITE!
ED

What is an
argumentative essay?
EP
D

Aggressive Driving Should Be Avoided

Aggressive driving is a phenomenon, which has only recently got the public

driving as the “operation of a motor vehicle in a manner that endangers or is likely to

endanger persons or property.” Actions such as running red lights, improper passing,
overtaking on the left, improper lane change, failing to yield, improper turns, running

driving. Such actions are dangerous to other road users. Aggressive driving should
be avoided because it causes crashes, injuries and fatalities.

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 The ¿rst reason why aggressive driving should be avoided is it causes crashes.
According to NHTSC, between  percent e[cessive speed and 100 percent improper
passing of the cases of aggressive driving resulted in traf¿c crashes and 6 percent
of the drivers cited for “following too closely” or tailgaiting caused crashes as a result
of their aggressive driving. Moreover, “running red light,” “improper passing,” and
“overtaking on the left” topped other categories of aggressive driving in contributing to
traf¿c crashes.

Another reason why aggressive driving should be avoided is it causes injuries.

NHTSC states that the percentages of the injuries caused by aggressive driving are,
in almost all categories of aggressive driving, above 100 percent.

Aggressive driving also causes fatalities. “Overtaking on the left” appears to

be the most important contributing factor in traf¿c fatalities as it relates to aggressive

PY
driving. “,mproper lane change,” “running stop sign,” and “running red light” rank
second through four in terms of their contribution to traf¿c fatalities.

The above evidence shows that aggressive driving causes crash injuries and
fatalities. Hence, aggressive driving should be avoided. Since the opening on the

O
North-South Highway, the number of kilometers of roads in the country has increased
by one percent while the number of vehicle miles driven has increased by  percent.
More cars and more drivers are also on the road leading to more aggressive drivers.
C
ŚƩƉ͗ͬͬůĞĂƌŶĞŶŐůŝƐŚĞƐƐĂLJ͘ďůŽŐƐƉŽƚ͘ĐŽŵͬϮϬϭϭͬϭϮͬĂƌŐƵŵĞŶƚĂƟǀĞͲĞƐƐĂLJ͘Śƚŵů
ED

A. Reason Out!

,n the bo[HV provided below, give three reasons why aggressive driving should be
avoided. Write your e[planation opposite HDFK bo[.
EP

‡ __________________________________
__________________________________
______________ ___________________________________
D

‡ __________________________________
__________________________________
______________ ___________________________________

‡ __________________________________
__________________________________
______________ ___________________________________

1

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 B. I Saw the Sign!

With your group, create a friendly reminder / signage on motorists’ safety while
driving. Write it in the bo[.


PY
Present the signage to the rest of the class.

What you just read is an e[ample of an argumentative essay. To know more

about it, read the following details.

O
An argumentative essay tries to change the reader’s mind by convincing the
reader to agree with the writer’s point of view.
C
Characteristics of an Argumentative Essay

An argumentative essay attempts to be highly persuasive and logical. ,t

usually assumes that the reader disagrees with the writer, but it should be noted
ED

that the reader is no less intelligent than the writer. Hence, an argumentative essay
should be written objectively and logically.
An argumentative essay has the following characteristics:
‡ presents and e[plains the issue or case
‡ gives reasons and supports these reasons to prove its point
EP

‡ refutes proves wrong opposing arguments

Parts

1. Introduction
First is the introductory paragraph. ,t introduces the problem
D

and gives the background information needed for the argument and the
thesis statement.
2. Body
The body of the essay contains the reasons. Each paragraph
talks about one reason. The reason is included in the topic sentence
and is supported by details or materials. These supporting materials
can be e[amples, statistics, personal e[periences, or quotations.
3. Conclusion
The conclusion restates the main claim and gives one or two
general statements WKDW e[actly summarize the arguments and
support the main premise.

1

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Task 11 IDENTIFY AND CLASSIFY!

From the model argumentative essay, identify its parts by rewriting the essential

Aggressive Driving Should Be Avoided

,QWURGXFWLRQ

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Task 12 HAVE YOUR SAY!

A.
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1. How do WHOHQRYHODV
D

your opinion cannot be wrong. The only way you can mess up is to poorly support your
opinion.

questions of fact, value, and policy.

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 Questions of Fact are those that ask you to answer whether or not something
true
must construct paragraphs to support the facts.

Example:

Questions of Value
something. Here you are usually asked to choose between things, ideas, beliefs,

Example:

Questions of Policy

PY
asks the writer to make a plan of action to solve some sort of problem. The

Example:

O
C
B. Formulate your own
Form ¿ve groups then formulate your own claims of fact, policy, and
value based on your chosen topic from the list provided. Use the organizer
ED

below to present your claims.

EP

List of Topics
ϭ͘ Resolving ConÀicts
1. Ϯ͘
ResolvingUnity in Diversity
ConÀicts
. ϯ͘ inHarmonizing
Unity Diversity Relationship with Others
. ϰ͘ Recognizing ,nterpersonal
Harmonizing Relationship with Others Convergence
. ,nterpersonal
D

ϱ͘ Bridging
Recognizing the Gap Convergence
. Bridging the Gap

1

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 PY
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ED
EP
D

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 PY
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ED
EP
D

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Performance Rubric
Good Fair Poor Unacceptable
(5 points) (4 points) (3 points) (2 points) (1 point)
A perfect A perfect A perfect A perfect A perfect
center of center of center of center of center of
pitch, stress, pitch, stress, pitch, stress, pitch stress, pitch, stress,
juncture, and juncture, and juncture, and juncture, and and juncture
intonation are intonation intonation intonation are does NOT
maintained are are maintained occur in
ALL of the maintained maintained different
time in MOST of in different situations.
different the time in different situations. Students
situations.

PY
situations. in different Student go have
Students
No tendency situations. sharp or little sense of
tend to go
toward Students intonation.
sharp or
sharpening tend to go consistently
or flattening sharp or throughout with
notes. in

registers or
their vocal
range at
times. O some
moments of
perfect
C
vocal pitch.
“breaks.”
ED

It’s your turn!

This time say the following statements correctly and determine if you are going to use
a rising or a falling intonation.
EP

1. ,t’s unbelievable
. That’s great
. Oh, sure , will.
. <ou must be kidding
. Really" That’s good
D

6. Don’t worry, , understand.

. <ou shouldn’t have.
. , think , will.
. .eep it up
10. ,t’s okay.

1

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Task 14 NEWS WRITING AND REPORTING

NEWS

What makes a good news story?

Brainstorm the characteristics of a good news story with a

Key Components of a Good News Story

PY
‡ Attention-getting headline
‡
‡ Use of quotes
‡
‡
‡
A strong summary
O
C
What makes a story newsworthy?

Some key elements when considering “newsworthiness” are:

ED

‡ Timing

‡
‡ : The closer a story hits home, the more newsworthy it is.
‡ Prominence
EP

‡ Human Interest: Because these stories are based on emotional appeal, they
are meant to be amusing or to generate empathy or other emotions. They often
appear in special sections of the newspaper or at the end of the newscast as a
“feel good” story or to draw attention to something particularly amusing, quirky,
D

or off-beat.

A. News.. News… News…

Bring a newspaper. With your partner, evaluate one article from the
newspaper if it contains the key components of a good story.

B. Write a News,WHP
With a partner, write a news story on that happened

paragraph or the lead.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Who
 is/are
involved"

How did it What

happen" happened"

PY
Why did it When did it
happen"
O happen"
C
Where did it
ED

happen"

Title of the News

EP

Lead

Other Details
D

Summary

Organize the information of your news story from the most important to the least.
Then, rewrite the ¿nal news story on a short bond paper.

10

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 C. Report News

What makes a story clear, audible,

and understandable"

Tips on Presenting Your News

‡ Use an introduction. Make sure these sentences are easy to understand and
should be delivered no longer than 0 seconds.

PY
‡ Check if you are saying the names of people and places correctly.
‡ When you read your introduction, speak clearly and be enthusiastic.
‡ <ou can emphasize important words by pausing before you say them or saying
them a little louder. Mark these words on your script so you won’t forget.
‡ Speak in a normal voice. <ou don’t have to shout and you shouldn’t whisper.
‡

‡
your audience. O
Stand or sit up straight. Be natural. Try not to move too much or it will distract

Practice with the camera and microphone to get used to what it feels like to
C
present news.
‡ Have fun
http://splashlive.abc.net.au/res/mtn/sr/w/TSS-.1.pdf
ED

1. Practice to Polish
With a small group, practice reporting and presenting the ZULWWHQnews
VWRU\. Follow the tips on presenting a news report.
EP

2. Present Your News

With the rest of the class, present your news report with ease and
con¿dence. Be guided with the rubrics on the ne[t page for a successful
news report presentation.
D

Note: The outstanding news presentation will be uploaded in <ouTube.

11

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Oral News Report Rubric
 Very Good Good Fair Poor

Topic Choice Topic is of high Topic is of Appropriate
interest and interest to topic topic
educational audience;
value; teaches teaches some
new ideas and new information.
information.
Content Highly detailed; Reports all the Reports
well organized; basic facts in an some of the reports few
shows a strong organized way basic facts details, too brief,

PY
understanding disorganized or
of the topic confusing
Voice and Loud, clear, and Loud, clear, with Varies from
Manner some pauses to loud and or understand;
pauses; well gather thoughts; clear to seems
prepared seems well
prepared;
somewhat
O understand;
seems
unprepared
or has body
movement
C
nervous prepared; WKDW
may have
some distracts
nervous and listeners
ED

distracting
behavior
Eye Contact Consistent eye Eye contact Sometimes Little or no eye
contact with mainly with looks at the contact with the
many members the teacher or audience; audience
EP

of the audience; one member of often looks

rarely looks at the audience; at notes or
notes occasionally elsewhere
refers to notes
On Time Ready on One day late Two days Not ready untilWKH
D

assigned date late following week

Audience Listens Listens and Listens but 1HLWKHU listenV
attentively & participates doesn’t nor participateV
participates in participate in discussions
discussions

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 MY TREASURE
I like to see myself as a bridge builder, that is me
building bridges between people, between races,
between cultures, between politics, trying to ¿nd
common ground.
http://www.brainyquote.com/quotes/
quotes/t/tdjakes.htmldGlhr
T. D. Jakes
.tcf;Ar.H.

Summing up what , learned in my journey through this lesson:

PY
, learned that
_____________________________________________________________

_____________________________________________________________

O
_____________________________________________________________
C
, realized that

_____________________________________________________________
ED

_____________________________________________________________

_____________________________________________________________
EP

, promise to
_____________________________________________________________

_____________________________________________________________
D

_____________________________________________________________

1

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 PY
O
C
ED
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 PY
O
C
ED
EP
D

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  Imagine
Imagine
by: John Lennon
by John Lennon

,magine
,maginethere’s no heaven
there’s no heaven
,t’s easy
,t’s easy
if you try try
if you
No hell below
No hell us us
below
Above us only
Above 1. 1.
us only ________
________
,magine
,magine all the people
all the people
Living for today
Living for today

,magine
,magine
there’s no countries
there’s no countries
,t isn’t
,t isn’t harddo
hard to to do

PY
Nothing to kill
Nothing to or
killdie
or for
die for
AndAnd
no religion too
no religion too
,magine
,magineall the people
all the people
life in .
Living life in . ________
Living ________

<ou<oumaymay
,’m not
But But
,’m a
say say
,’m not
the the O
.a ________
,’m . ________
. ________
onlyonly . ________
C
, hope
, hope
someday you’ll
someday join join
you’ll us us
AndAnd . ________
the the . ________
will will
be asbe6.
as _________
6. _________

,magine
,magine
no possessions
no possessions
ED

, wonder
, wonder
if you cancan
if you
No need for greed
No need or .
for greed . ________
or ________
A .A ________
. ________
of man
of man
,magine
,magine
all the people
all the people
Sharing all the
Sharing . ________
all the . ________
EP

<ou<oumaymay ,’m a
say say ,’m10. ________
a 10. ________
,’m not
But But ,’m not
the the
onlyonly
11.11.________
________
, hope
, hope
someday
someday you’ll join join
you’ll us us
AndAnd
the the
1.1.
________
________will will
live live
as 1. ________
as 1. ________
D

B. Check your answers with a partner while you listen to the song.
C. Listen to the song for the second time and try to understand its message. Go
over the words with the whole class.
D. Analyze the questions provided then answer them.

16

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Questions Answer

as the author’s?

6. What kind of world will it be if

PY
E. With your group, interpret the message of the song through a painting or
drawing. Make your output colorful and creative.

O
C
ED

Task 3 READ TO LEAD

A. KWL
EP

on what you know and what you want to know about the topic.

K W L
(What I know) (What I want to know) (What I learned)
D

B. What’s the Word?

Supply the correct letters to complete the missing word based on the

1. lI cc belonging to the essential nature of a thing

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
. I e very important

. h n r s regarded as belonging
fundamentally to all
persons

. e s rules of behavior based on ideas

about what is morally good and bad

. p e an unfair feeling of dislike for a person

or group because of race, se[, religion,
etc.

PY
VALUES EDUCATION for HUMAN SOLIDARITY
/RXUGHV54XLVXPELQJ
3UHVLGHQW$VLD3DFL¿F1HWZRUNIRU,QWHUQDWLRQDO(GXFDWLRQDQG9DOXHV(GXFDWLRQ
)RUPHU6HFUHWDU\RI(GXFDWLRQ3KLOLSSLQHV
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First and foremost, human solidarity is founded on mutual respect of each
C
other’s uniqueness, and a deep sense of appreciation of our common humanity - that
we are individuals with intrinsic self-worth, and that we are sisters and brothers within
one human family inhabiting planet EARTH, our home and our heritage.
ED

While new trends, particularly globalization, link cultures ever more closely
and enrich the interaction among them, they may also be detrimental to our cultural
diversity and cultural pluralism. Thus, the need for mutual respect becomes all the
more imperative. Dialogue between cultures appears to be one of the fundamental
cultural and political challenges for the world today. ,t is an essential condition of
EP

peaceful coe[istence ,nternational Conference on Cultural Policies for Development,

Stockholm, Sweden, 1.

Thus, “To learn how to avoid cultural diversity resulting to the clash of cultures
but rather to intercultural harmony and peace,” is a challenge to us, peace educators
Our Creative Diversity, de Cuellar’s World Commission on Culture and Development
D

Report to UNESCO, 1.

One cannot underestimate the role of education for international and intercultural
understanding, which consists not merely in knowing more about different peoples and
their cultures - their geography, history, economy, government, value-systems - but
more in understanding and gaining insight into the factors and motivations underlying
their behavior and appreciating their cultural patterns, traditions, customs, values, and
beliefs.

Human solidarity is likewise fostered by the realization and strengthening of

the ties that bind us together in our common humanity: our human nature and the
human condition, our common habitat and destiny, our universally-shared values.

1

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 ,ndeed, there are 9ALUES which transcend the barriers of culture, race, gender, and
creed; of social class, economic status, or political persuasions, because such values
are rooted in our common humanity. They are our common treasures, our “birthright”
They could form the core of a new global ethics.

The articulation of human rights has set for the modern world a “common
standard of morality,” and an appreciation of individual moral claims that are regarded
as “universal, inviolable and inalienable.” Antonio J. Ledesma, S.J. “Forging a Culture
of Peace: Hope for Coming Generations, 1. They are our basic human rights and
fundamental freedoms: the worth and dignity of the human person, our innate human
goodness, our capacity for love and compassion, the sacredness of our person and
identity; the right to truth and justice, the freedom to choose and decide for oneself, to
believe, to love and to act freely according to one’s values and convictions; freedom

PY
from ignorance, fear, prejudicespoverty, cruelty and abuses; the right to peace,
happiness and development.

“We have but one world, or none at all;” words from Jerry and Pat Mische,
founders of GEA, Global Education Associates, when they came in the early 0s and
founded the PCGE, Phil. Council for Global Education. , can hear them now and feel

O
their presence among many of us. Their messages of global solidarity, global spirituality,
and our common humanity, our interconnectednesss and interrelationships with
each other and with our planet Earth and beyond, reaching the future generations,
C
shall remain with us forever. “We either work together to build the EARTH or perish
together with it.” We have only one home, one body of waters, one atmosphere, one
environment. We live under one sky. What happens in one place, affects all the rest.
ED

“Humankind has for the ¿rst time, the sophistication to build its future, not on
the illusion of a one-sided, ill-conceived ideology, but on a set of universal values
which we all share, even if their optimal balance differs from people to people, from
religion to religion and from individual to individual, and when there is great respect
for such differences de Cuellar, Creative Diversity, World Commission on Culture and
EP

Development Report to UNESCO, 1.

This calls for a paradigm shift in our educational philosophy and practice.
,nstead of a rigid and compartmentalized knowledge-based curriculum, we should
adopt a more holistic view of education which aims at the development of the faculties
and powers of the whole person – cognitive, affective, emotional, aesthetic, volitional,
D

behavioral; a teaching-learning approach which does not stop at knowledge and

information at developing skills and competence, but proceeds to understanding and
gaining insights, that educates the heart and the emotions and develops the ability to
choose freely and to value, to make decisions and to translate knowledge and values
into action. The heart of education is the education of the heart.

But by values education we do not mean merely teaching about values

but rather learning how to value, how to bring knowledge into the deeper level of
understandings and insights; into the affective realm of our feelings and emotions, our
cherished choices and priorities into loving and appreciating, and how to internalize
and translate them into our behavior. Truly, values education is a holistic process and
a total learning e[perience.

1

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
symbolic. Solidarity has to be the order of the day: each of us must bear his own share
of the general responsibility.” He continues to say: “We need a global ethics to guide us
in solving global issues, in strengthening our global interdependence and solidarity.”

The issues have been raised and the challenges presented in many a forum,
but our answers and our plans have yet to galvanize into a determined and collective

not in merely planning but in willing strongly TOGETHER that we can make things
happen.

PY
Accomplish the last column in the KWL chart. What did you learn after reading the

C. TWOgether! O
C
Work with a partner and list down the important words or phrases from
the speech that may be related to Human Solidarity.
ED

Human Solidarity 
EP
D

Share your answer with the rest of the class.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 D. My Point of View
With your group, brainstorm and discuss about the important statements
included in the speech. Develop your chosen lines into a ¿ve-sentence
paragraph e[pressing your belief and disbelief of the statement. Deliver the
¿ve-sentence paragraph by group with conviction.
 

The heart of 

education is the The world is our village.
education of the
heart.


PY



We have but one world 
TOGETHER we can
or none at all. make things happen.

O
C
Task 4 I WANT A PIZZA!

What values and qualities must people possess to attain harmony and
ED

solidarity" Discuss with a partner and write these values on the slices of the pizza.


EP
D



E[plain to the rest of the class why you came up with such values.

11

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 PY
O
C
ED
EP
D

to

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 PY
O
C
ED
EP
D

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 The great horn call reached Emperor
Charlemagne and all his company. “Roland
calls” cried Charlemagne. “He must be
in battle.” One of his nobles, the Duke of
Nalmon, sighed deeply. “That horn, that long,
long call, is blown by a brave but desperate
man, with all his remaining strength,” he said
grimly. “Count Roland must need our aid.”

6LJ %)5217 (QJOLVK/HDUQHU V0DQXDOE\'HS(G [

PY
The traitor Ganelon
approached the Emperor
So Roland blew his great and sneered. “<ou are
horn Olifant. He gave growing old and childish,
one long blast. The veins Roland is probably hunting
stood out on his brow and blowing to show his skill.
but he blew on and the No Saracen would dare ¿ght
sound of his horn echoed
through the mountain
pass and carried far away.
O him. Let us ride on. France
is near.” “<ou are wrong,”
said Namion. “,t is a call of
agony.”
C
Charlemagne, convinced that Ganelon
had betrayed Roland, ordered his
master cook to guard Ganelon as he
ED

would a murderer. So, Ganelon was

chained and put upon a packhorse in
greatest dishonor, with cooks to guard
him. The master cook, whose name
was Besgun, took his post.
EP

Charlemagne
believed Namion.
Meanwhile, Emperor
D

He ordered his men

Charlemagne and his men
to answer the call
sped on their way to rescue
with trumphets, to
Roland. There was anger
tell Roland he was
in Charlemagne’s heart,
returning. His men
anger and fear that he might
prepared for battle
be too late. He ordered his
then galloped back
trumpetors to keep blowing
the way they had
still, so that Roland and his
come eager to ¿ght.
men might hear the blasts
and be given hope.

1

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Count Roland was the last man
left alive of all the valiant French
who had held the pass against the
 

Saracens. Soon, Emperor

PY
Charlemagne and the rest of the
HS G  

army would return, summoned by

a mighty blast on Roland’s horn, Roland had thought himself alone
but it would be too late. All they
could do would be to bury the dead Saracens rushed by, and one he
and mourn them and see that the thought dead, rose up and tried to
D XD  E\

traitor Ganelon was punished, for it steal his sword. He felled him with his
was he who had betrayed Roland
and his men to King Marsilion and
his Saracen hosts.
O horn, smashing the rim.
  HD H V

C
J V

ED
&
6J 

EP

Too late the Emperor

arrives on the
D

not one Frenchman

Now Roland’s strength was at was left alive. While
an end. He tried to shatter his “Look, my Lord,” cried Duke
Charlemagne stood in
great sword on a rock so that Damion, one of his nobles.
no-one else should use it, but “Beyond, there is a cloud of dust
men gathered around
failed. Falling down, he raised him, eager to avenge
his battle glove to heaven and us ride them down, showing them
Roland.
prayed. Then he fell back dead. no mercy.” Charlemagne rode on.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Count Thierry, a friend of
Charlemagne arrived in triumph, but treated
Roland’s, challenged Pinabel
Marsilion’s widow with great courtesy. Then
and felled him with his lance.
he returned to France where Ganelon
So Ganelon paid the penalty for
was tried. By law, if Ganelon could ¿nd a
his crimes. Then Charlemagne
champion who could defeat any challenger
set off for the wars again,
in single combat, he would be spared. One
but without Roland, who now
Pinabel agreed to help the traitor.
belonged to legend and song.

6LJ $)5217 (QJOLVK/HDUQHU V0DQXDOE\'HS(G [

Back in his palace,
Marsilion lay dying, with
his weeping queen beside

PY
him. Behind her were
some of those warriors
who had attacked the
French, but failed to
vanquish them. Outside
were the broken Saracen
survivors.

ŚƩƉ͗ͬͬďĞĂƌĂůůĞLJ͘ďůŽŐƐƉŽƚ͘ĐŽŵͬϮϬϭϭͬϬϯͬƐŽŶŐͲŽĨͲƌŽůĂŶĚͲƉĂƌƚͲϯ͘Śƚŵů O
C
Task 6 UNDERSTANDING THE SONG OF ROLAND

A. Describe the following characters in the epic.

ED

Roland Charlemagne Ganelon

EP
D

B. Answer the following questions and discuss with a partner.

1. What are the characteristics of the ideal knight according to “The Song of
Roland”"
. Why was Ganelon very angry at Roland"
. How do you feel about .ing Charlemagne" ,s he a wise king" E[plain.

16

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  +RZGR\RXIHHODERXW5RODQG":K\GRHVKHQRWVRXQGWKH2OLIDQWWRFDOO
.LQJ&KDUOHPDJQH¶VDUP\IRUKHOSDWWKHYHU\EHJLQQLQJ"

 :KDWFDXVHVWKHGHDWKRI5RODQG"

C. Reader’s Response

Think of a time when you, like Roland, were reluctant to ask for help
as he KDGEHHQdurinJ the attack. :hat part did pride play in your hesitancy"
'LG\ou reJret not turninJ to someone for help"
6hare this e[perience with your Jroup.

Task 7 Understanding the Theme

PY
The theme of a work of literature is the insight it gives into life. “The Song of
Roland” may be considered an epic WKDW deals with the theme of betrayal. Within
the con¿nes of medieval society, betrayal of one’s lord or vassal was considered
the greatest violation of the feudal code.

O
With your group, think of a situation RI betrayalin our society. 7KHQ
C
discuss with your group the best solution for this, emphasizing how to build ties.
Present this through a short dramatization.

Rubrics
ED

0essage 
$cting  
'ialogue  
Teamwork  
_______

EP

YOUR DISCOVERY TASK

+ave you e[perienced presenting an argument" Was it successful"

D

Here are some techniques on how to develop your argument.

Developing an Argument

When you develop your argument, you are con¿rming your own position and
building your case. Use empirical evidence, such as facts and statistics to support
your claims. Appeal to your audience’s rational and logical thinking. Argue using your
evidence and research.

<our list of strengths and weaknesses can help you develop your argument.



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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Techniques on Appealing to Your Readers

The success of your argument depends on your skill in convincing your reader
through sound reasoning, persuasion, and evidence. There are three fundamental
types of appeal in presenting an argument: reason, ethics, and emotion.

Write Your Conclusion

<our conclusion should state your conviction strongly. Review your main points
and tell your audience what action you would like them to take; address and resolve
the main points in your introduction.
Basic Components of an Argument

x The claim typically answers the question: “What do , think"”

PY
x The reasons typically answer the question: “Why do , think so"”
x The evidence typically answers the question: “How do , know this is the
case"”

Suggested Organi]ation for a Classic Argument

O
1. Introduction: Give the conte[t and background of your issue. (stablish
C
the style, tone, and signi¿cance of your issue.

2. State Your Case: Clarify your issue here. Give any necessary
background for understanding the issues. De¿ne important terms or
ED

conditions here.

3. Proposition: State your central proposition. Be sure that your hook

presents an issue that is open to debate. Present the subtopics or
supportive points to forecast your argument for your reader.
EP

4. Refutation: Analyze the opposition’s argument and summarize it; refute

or address the points; point out faulty reasoning and inappropriate
appeals.
D

5. Substantiation and Proof: Present and develop your own case.

Carefully plan your disclosure; avoid logical fallacies. Rely primarily
on reasoning for your appeal and use emotional appeals carefully; use
e[amples, facts, e[perts, and statistics. Develop your argument using
the appropriate prose strategy, e.g., causal analysis, comparison,
analogies, or de¿nitions.

6. Conclusion: Conclude with conviction. Review your main points and

state your claims strongly. Make a strong plea for action, or invite your
readers to refute your argument.

http://www.umuc.edu/writingcenter/onlineguide/chapter-.cfm

1

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Task 8 GIVE YOUR STAND!

With your group, present an argument on this issue. )ollow the tips
given.
,s global solidarity possible"

YOUR FINAL TASK

Task 9 SAY YOUR PIECE!

PY
A. Speak up!
There are times when we are asked to say a few words about a
topic we have no intention of speaking about. Has this ever happened to you"
   
([WHPSRUDQHRXV is especially
applied to an unmemorized speech
given from notes or an outline. O ,PSURPSWX, derived from a Latin phrase
meaning “in readiness,” is applied to a
speech given, a poem recited, or a song
C
sung without advance notice or warning.

Here are some tips you can use the ne[t time you are called to speak
ED

e[temporaneously or to make an impromptu speech.

1. Decide quickly what your one message will be.

. Do not try to memorize what you will say.
. Start off strong and with con¿dence.
.
EP

Decide on your transitions from one point to the other.

. Maintain eye contact with the audience.
6. Occasionally throw in an off-the-cuff remark.
. Finally, have a good conclusion.
D

B. YouTube Sensation!
With your group, watch a sample of impromptu or e[temporaneous speeches
in <ouTube. Take note of what makes the speaker deliver his/her speech well.

Here are some of the websites:

http://www.youtube.com/watch"v VpgBmjsH

http://www.youtube.com/watch"v [GfukDMuhd4

http://www.youtube.com/watch"v bh6[vg_r(U,

1

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Below is a checklist for a well-delivered speech. Check <ES if you observed it in the
video and NO if not.

OBSERVATION YES NO
1. The speaker showed con¿dence.
. The speaker maintained good posture and eye contact.
. The speaker conveyed his/her ideas well.
. The speaker gave an interesting introduction.
. The speaker gave a good conclusion.
6. The speaker used facial e[pressions and proper gestures.
. The speaker had good pronunciation and maintained a well-

PY
modulated voice.

C. Stand and Deliver!

Choose one quote given by famous authors and deliver a ¿ve-minute e[temporaneous
speech. Follow the tips given to deliver your speech successfully.
O
C
“Let’s create an integrated global
community where we have shared
bene¿ts and resSonsibilities and we
ED

don’t ¿ght because oI our diIIerences´

- Bill Clinton
EP

“When we have inner peace, we can be

at peace with those around us. When our
community is in a state of peace, it can share
that peace with neighboring communities.”
D

- The Dalai Lama

“We have all known the long loneliness and

we have learned that the only solution is
love and that love comes with community.”

- Dorothy Day

160

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 “With all my heart , believe that the world’s
present system of sovereign nations can
only lead to barbarism, war and inhumanity,
and that only world law can assure progress
towards a civilized peaceful community.”
- Albert Einstein

ŚƩƉ͗ͬͬǁǁǁ͘ďĞƩĞƌǁŽƌůĚ͘ŶĞƚͬƋƵŽƚĞƐͬĐŽŵŵƵŶŝƚLJͲƋƵŽƚĞƐ͘Śƚŵ

E[temporaneous Evaluation Rubrics

PY
Fair Good Very Good E[cellent Points
(1 point) (2 points) (3 points) (4 points)
Topic Topic is too Topic could Topic is Topic is
challenging
or too easy
for speaker’s
be more
challenging
for speaker’s O appropriate for
speaker’s age
and skill level.
challenging
for speaker’s
age and skill
C
age and skill age and skill level.
level. level.

,n-depth
ED

Subject Not enough Adequate Full subject

Knowledge information knowledge knowledge knowledge
and is presented of subject is of subject is more than
Coverage to judge demonstrated. demonstrated. required.
speaker’s
knowledge. .
EP

Organization Speech is Speech Speech shows Speech

unorganized. follows skill and shows
a logical creativity in a strong
D

progression. organization. structure

ZKLFK
enhances
effect of
speech.

161

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Voice Volume, Voice and Voice and Volume,
pronunciation, language are language are tone, timing,
or vocal adequate for skillful and inÀection,
variation the delivery of effective. and
need the speech. language
improvement. are used
to enhance
speech.

Manner and Appearance, Appearance Appearance Appearance

Appearance body and and and
language, mannerisms mannerisms mannerisms

PY
or gestures are are presented are
need appropriate. with presented
improvement. businesslike with a
conduct and professional
style. demeanor

Closing Closing is Closing is O

Closing is
and personal
style.
Closing is
C
missing or clear and wellorganized creative and
unclear. organized. and effective. contributes
to a uni¿ed
and cohesive
ED

presentation.
Effectiveness More practice Audience Effort is shown Multiple
is needed interest is to enhance techniques
to maintain maintained. audience are used to
audience interest and artfully and
EP

interest. involvement. successfully

create
audience
interest.
ŚƩƉƐ͗ͬͬǁǁǁ͘ŐŽŽŐůĞ͘ĐŽŵ͘ƉŚͬǁĞďŚƉ͍ƐŽƵƌĐĞсƐĞĂƌĐŚͺĂƉƉΘŐĨĞͺ
D

ƌĚсĐƌΘĞŝсǀϲtϲhϳϲϴKϴnj>ŬyZŚ/YΘŐǁƐͺƌĚсƐƐůηƋсŝŵƉƌŽŵƉƚƵнĞǀĂůƵĂƟŽŶнƌƵďƌŝĐ

Comments: ___________________________ Scoring: Total Points:_______

_____________________________________ 1- Points – Gold

_____________________________________ 11-1 Points – Blue

_____________________________________ Below 10 Points - Red

_____________________________________ 1 points minimum to advance to

ne[t level / competition
_____________________________________

16

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 MY TREASURE

Underneath We’re All the Same

He prayed²it wasn’t my religion.

He ate²it wasn’t what I ate.

He spoke²it wasn’t my language.
He dressed²it wasn’t what I wore.
He took my hand²it wasn’t the color of mine.
But when he laughed²it was how I laughed, and

PY
When he cried²it was how I cried.
Amy Maddo[, I6 years old
Franklin Community H.S.
Spring. 1

O
:H FDQ OHDUQ WR VHH HDFK RWKHU DQG VHH RXUVHOYHV LQ HDFK RWKHU DQG
C
UHFRJQL]HWKDWKXPDQEHLQJVDUHPRUHDOLNHWKDQZHDUHXQDOLNH
– Maya Angelou

Make a pledge by completing the statement below.

ED

My Resolution

,n the past, , have been intolerant of other people’s

EP

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
D

Now that , have learned the value of tolerance, , will become

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

16

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
0RGXOH
LESSON 3
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
%HLQJ6HQVLWLYHWR2WKHUV

YOUR JOURNEY

“We cannot be more sensitive to pleasure without being more sensitive to pain.”
– Alan Watts

Being sensitive to others means

understanding their joy, their pain, their situation,

PY
and where they are coming from. The test of our
sensitivity then is when we understand other people
without bias or prejudice. Let the activities here help
you develop a caring attitude for others.

This week’s lesson tells about one man’s

undying devotion to his muse and other historical
O
C
trivia during the age of rebirth – the Renaissance.
Our featured literary piece is a poem rich in poetic
elements. <ou will also get the chance to understand more about bias that thrives in
our society. Using correct grammar in making de¿nitions and acknowledging citations
ED

in preparing a bibliography will help you effectively deliver an impromptu speech at the
end of the lesson.

YOUR OBJECTIVES
EP

For this lesson, here are the objectives to help you as you go through the
different activities.

‡ scan for needed information

‡ evaluate listening te[ts in terms of accuracy, validity, adequacy, and relevance
D

‡ detect bias and prejudice in the material viewed

‡ give technical and operational de¿nitions
‡ e[plain how the elements speci¿c to a genre contribute to the theme of a
particular literary selection
‡ e[plain the literary devices used
‡ use the correct sound of English when delivering impromptu speech
‡ use words and e[pressions that af¿rm or negate
‡ acknowledge citations by preparing a bibliography

16

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 YOUR INITIAL TASKS

Let’s begin your lesson by working on the activities provided here.

Task 1 PICTURES TALK

Look at the photos below. What do they reveal about men, women, and
children" Write your answers in your notebook.

PY
A.

O
C
B.
ED
EP

C.

1. With your partner, describe each picture. What do they reveal about men
and women"
D

. Should women always be pRUWUD\HG as doing household chores and men

DVwarriors" Why"

Task 2 MIND YOUR WORD

Find out the message conveyed by the comic strip and be ready to share your
ideas in class.

16

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Discussion Points:

1. What is the character in the comic strip prejudiced/biased foragainst"

. What could be the reason for the prejudice/bias"
. ,s it right to have prejudices or biases"
. Can you think of words that you could associate with prejudice/bias" Write
them in the word web below.

Prejudice Bias

PY
Task 3 WATCH THAT LABEL
O
A. Here’s a video featuring a Filipina actress who claims that it’s not right to put a
C
label on anyone. Watch it and ¿nd out the label attached to her.
www.youtube.com/watch"v [<svcKfqE

1. What is the “label” attached to the woman in the video"

ED

. Do you agree with what the woman said" Why"

. When you put a “label” on someone, are you also being biased" E[plain.
. What advice would you give to the woman in the video"
. What comments do you hear from other people about women in the same
situation as the actress" How should you react to them"
EP

B. Have you heard and seen e[amples of bias around you" Fill out the table
below for more e[amples of bias and prejudice you have e[perienced around
you. Work on it with your partner. ,n the second column write e[amples of
advertisements and in the last column write the bias found in each e[ample.
D

E[amples Biased on«

Advertisements

C. Can biases be avoided" How"

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

166

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 Task 4 BIAS DETECTIVES

Source: http://www.sadker.org/curricularbias.html
According to a group of researchers there are Seven Forms of Bias in ,nstructional
Materials.They are as follows:

1. ,nvisibility: What <ou Don’t See Makes a Lasting ,mpression

The most fundamental and oldest form of bias in instructional materials is the
complete or relative e[clusion of a group. With an attempt for inclusion after 160,
many of today’s te[tbooks are improved, but far from perfect. Women, those with
disabilities, gays, and homose[uals continue to be missing from many of today’s te[ts.

PY
. Stereotyping: Shortcuts to Bigotry

Perhaps the most familiar form of bias is the stereotype, which assigns a rigid
set of characteristics to all members of a group, at the cost of individual attributes and

O
differences. While stereotypes can be positive, they are more often negative. Some
typical stereotypes include: Men portrayed as assertive and successful in their jobs,
but rarely discussed as husbands or fathersDQG Zomen as caregivers.
C
. ,mbalance and Selectivity: A Tale Half Told
ED

Curriculum may perpetuate bias by presenting only one interpretation of an

issue, situation, or group of people. Such accounts simplify and distort comple[ issues
by omitting different perspectives.
A te[t reports that women were “given” the vote, but does not discuss the work,
sacri¿ces, and even physical abuse suffered by the leaders of the suffrage movement
EP

that “won” the vote. Literature is drawn primarily from western, male authors. Math and
Science courses typically reference European discoveries and formulas.

. Unreality: RoseFolored Glasses

D

Many researchers have noted the tendency of instructional materials to gloss

over unpleasant facts and events in our history. Another e[ample is the notion that
technology will solve persistent social problems.

. Fragmentation and ,solation: The Parts Are Less than the Whole

Fragmentation emerges when a group is physically or visually isolated in the

te[t. Often, racial and ethnic group members are depicted as interacting only with
persons like themselves, isolated from other cultural communities. While this form of
bias may be less damaging than omission or stereotypes, fragmentation and isolation
present nondominant groups as peripheral members of society.

16

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
6. Linguistic Bias: Words Count

Language can be a powerful conveyor of bias, in both blatant and subtle forms.
Linguistic bias can impact race/ethnicity, gender, accents, age, disability, and se[ual
orientation. Such words as forefathers, mankind, and businessman serve to deny the
contributions even the e[istence of females.

. Cosmetic Bias: “Shiny” covers

The relatively new cosmetic bias suggests that a te[t is bias free, but beyond the
attractive covers, photos, or posters, bias persists. An e[ample is a science te[tbook
that features a glossy pullout of female scientists but includes precious little narrative

PY
oQ the scienti¿c contributions of women.
Pretend that you are a group of detectives. Using the seven forms of bias
discussed here, review your school’s English reference books/te[tbooks and identify
if it has any of those forms of biases. Write the title of the book and put a check WKH
form of bias you discovered in the books.

Title
of the ,nvisibility
Stereo-
O
Selectivity Unreality Fragmentation
Linguistic Cosmetic
C
typing Bias Bias
Book
ED
EP
D

16

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 This time, suggest ways on how to avoid these biases in your English te[tbook.

_____________________________________________________________
_____________________________________________________________
____________________________________________________________

YOUR TEXT

Task 5 LOVE IS EVERYWHERE

A. Being sensitive to others is one way of showing love and concern. Whose
love story do you consider special and worth emulating" Here are photos from
some romantic ¿lms. Match the description of the characters in the movie to

PY
the photos.
Danielle, the only daughter of a
deceased French nobleman, is made a
servant by her stepmother. She also has two
stepsisters, one quite kind but the other one

O
really terrible. Still, Danielle grows up to be a
happy and strong-willed young lady, and one
day her path crosses that of handsome Prince
C
Henry, who IDOOV in love with her. Despite
some troubles, Danielle and the Prince end up
together with the help of the nice Leonardo da
Vinci.
ED

Rebellious high school student Landon

Carter is threatened with e[pulsion unless he
performs in the drama club’s spring musical. At
this function, he is forced to interact with quiet
EP

Jamie Sullivan who has helped him with his

lines. During the play, Jamie surprises Landon
and the entire audience with her beauty and
voice. While their friendship and admiration for
each other grows deeper, Jamie’s cancer gets
D

worse.

,n 11 Southampton, 1-year-old ¿rst-

class passenger Rose DeWitt Bukaterwho is
engaged to be married against her will plans to
jump off the ship. Jack Dawson, a penniless
artist, convinces her not to. This incident
started their friendship which later on develops
into a love affair.

16

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
B. Can you name other movies that speak of great love"

Girls, when a man courts youLQWKHIXWXUH, how would you want him to do it"

Boys, how do you plan to win the heart of your ladylove someday"

‡ List down what you dream of in a courtship.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

PY
‡ Read about the courtship during the middleages. Compare it with your “ideal”
courtship.

Chivalry and Romantic Ideals (Middle Ages, 1100-1500)

O
C
' which
ladies' hearts was their ultimate goal.

Wealthy knights won women’s hands through brave deeds, while the poets won
ED

them over through their use of words and songs. These ideas were inspired by “courtly

desire, and the ennobling power of love.

EP

‡ When one is in love, one has the tendency to be biased. Name an incident
in which you did something in the name of love.
_____________________________________________________________
D

_____________________________________________________________

In
an Italian poet named Francesco Petrarch celebrated his love for his muse —
Laura through a collection of poems called “Canzoniere.” The English called him the

This was also the  time when people were starting to reNLQGOH their
relationship with God and other men and women brought about by the rediscovery
of the classics. This period is called the Rebirth or the Renaissance.

10

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 ‡ Here are poems from Petrarch’s Canzoniere.Read enjoy therhyme and
rhythm, and discover the message of each poem.
‡ Before you start reading, think about this: How would you describe someone
you are passionately in love with"

LAURA
Translated by Morris Bishop

She used to let her golden hair Ày free

PY
For the wind to toy and tangle and molest;

Her eyes were brighter than the radiant west.

Seldom they shine so now. , used to see

O
Pity look out of those deep eyes on me.

“,t was false pity,” you would now protest

C
, had love’s tinder heaped within my breast;

What wonder that the Àame burned furiously"

She did not walk in any mortal way,

ED

But with angelic progress; when she spoke,

Unearthly voices sang in unison.

She seemed divine among the dreary folk

EP

Of earth. <ou say she is not so today"

Well, though the bow’s unbent, the wound bleeds on.

D

The White Doe

Translated by Anna Maria Armi

A pure-white doe in an emerald glade

Appeared to me, with two antlers of gold,

Between two streams, under a laurel’s shade,

11

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 At sunrise, in the season’s bitter cold.

Her sight was so suavely merciless

That , left work to follow her at leisure,

Like the miser who looking for his treasure

Sweetens with that delight his bitterness.

Around her lovely neck “Do not touch me,”

PY
Was written with topa] and diamond stone,

“My Caesar’s will has been to make me free.”

O
Already toward noon had climbed the sun,

My weary eyes were not sated to see,

C
When , fell in the stream and she was gone.
ED

Spring
Translated by Morris Bishop

Zephyr returns, and scatters everywhere

EP

New Àowers and grass, and company does bring,

Procne and Philomel, in sweet despair,

And all the tender colors of the Spring.

D

Never were ¿elds so glad, nor skies so fair,

And Jove e[ults in Venus prospering.

Love is in all the water, earth and air,

And love possesses every living thing.

1

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 But to me only heavy sighs return

For her who carried in her little hand

My heart’s key to her heavenly sojourn,

The birds sing loud above the Àowering land;

Ladies are gracious now – Where deserts burn

The beasts still prowl on the ungreening sand.

PY
Task 6 THINK ABOUT THE POEMS

,n your group, answer the questions about the three poems.

Laura
1. ,n the poem “Laura,” how was Laura described by the speaker"

remembers about Laura"

. How does Laura seem to have changed"
O
. ,n Laura’s “present and past,” what are the common details the speaker
C
. Though years passed,what aspects in the poem “Laura” remain
unchanged"

The White Doe

ED

1. What details in the “The White Doe” tell about time and season"
. What is a doe"
. How is the doe described in the poem"
. To whom is the “white doe” compared in the poem"
. What emotion does the last stanza evoke in you"
EP

Spring
1. “Spring” is written after Laura’s death. What does the speaker emphasize
about spring"
. What makes the speaker describe differently the springtime scene"
D

. What does the ending of the poem reveal about the speaker"
. Who is referred to in the three poems"
. Petrarch was a fourteenth-century writer. ,n his poems, what are the
situations or feelings that you could relate to" On the other hand, in
what ways are the situations or feelings in the poem outdated"

1

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Task 7 FIGURE OUT THE MEANING

Understand the poem better by analyzing the language of poetry. Think about
the answers to the following questions ¿rst. Then, with a partner, discuss your answers
before sharing it with the whole group.

1. What image/s did Petrarch use to compare Laura"

. How did Petrarch describe his feelings when Laura died"
. What kind of language is used by poets and writers in describing persons
or their feelings dramatically"
. What is the meaning and effect of the following lines found in the poems:
“sweet despair” Spring and “suavely merciless” The White Doe. ,n
addition, how does the meaning of “suavely merciless” connect with lines 
to  of the poem “The White Doe”"

PY
. What kind of language is used by poets and writers in forming contradiction
that often e[presses conÀicting feelings"
6. What kind of poem are Petrarch’s three poems"

Task 8 SOUND THE SONNET

O
A. Go through the poem “The White Doe” again. This time focus on the structure
of the poem. Poems are said to have rhyme and rhythm. Let’s ¿nd out the
C
rhyme scheme of this poem.

The White Doe

ED

Translated by Anna Maria Armi

A pure-white doe in an emerald glade a

EP

Appeared to me, with two antlers of gold, b

Between two streams, under a laurel’s shade, a

At sunrise, in the season’s bitter cold. b

D

Her sight was so suavely merciless c

That , left work to follow her at leisure, d

Like the miser who looking for his treasure d

Sweetens with that delight his bitterness. c

1

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Around her lovely neck “Do not touch me” e

Was written with topa] and diamond stone, f

“My Caesar’s will has been to make me free.” e

Already toward noon had climbed the sun, f

My weary eyes were not sated to see, e

When , fell in the stream and she was gone. f

1. How many lines are there in the poem"

PY
. How many lines are there in the ¿rst two stanzas"
. How about in the third and fourth stanzas, how many lines are there"
. Study the rhyme scheme. What is the basis of the rhyme scheme"
. How does rhyme and rhythm contribute to the message of the poem"

Spring
O
B. Here are sonnets by Petrarch and Shakespeare, respectively. ,dentify the rhyme
schemes of each sonnet and compare and contrast them with each other.
C
Translated by Morris Bishop
ED

Zephyr returns, and scatters everywhere

New Àowers and grass, and company does

bring,
EP

Procne and Philomel, in sweet despair,

And all the tender colors of the Spring.

Never were ¿elds so glad, nor skies so fair,

D

And Jove e[ults in Venus prospering.

Love is in all the water, earth and air,

And love possesses every living thing.

But to me only heavy sighs return

For her who carried in her little hand

My heart’s key to her heavenly sojourn,

1

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 The birds sing loud above the Àowering
land;

Ladies are gracious now – where deserts

burn

The beasts still prowl on the ungreening

sand.
Sonnet XVIII

William Shakespeare

PY
Shall , compare thee to a summer’s day"

Thou art more lovely and more temperate:

Rough winds do shake the darling buds of

May,

And summer’s lease hath all too short a

date: O
C
Sometime too hot the eye of heaven shines,

And often is his gold comple[ion dimmed,

ED

And every fair from fair sometime declines,

By chance, or nature’s changing course

untrimmed:

But thy eternal summer shall not fade,

EP

Nor lose possession of that fair thou ow’st,

Nor shall death brag thou wander’st in his

shade,
D

When in eternal lines to time thou grow’st,

So long as men can breathe, or eyes can

see,

So long lives this, and this gives life to thee.

16

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 Task 9 DISTINCT SONNETS

<ou have read e[amples of one type of lyric poem–the sonnet. After reading the
two poems, what similarities and differences did you notice"


Petrarchan


PY
 
Shakespearean

O
C
Discussion Points:
ED

1. How does the rhyme scheme in Petrarch’s sonnet differ from Shakespeare’s"
. What does the rhyme scheme do in the sonnet"
. Do the words that rhyme in the sonnet relate to the theme of the poem"
How"
. Aside from sonnets, where else can we use the “rhyme scheme”"
EP

Task 10 TICKLE YOUR FANCY

,magine how Petrarch’s Laura was like. ,n your group, work on the task that will
be assigned by your teacher.
D

Group 1 - Based on Petrarch’s description of Laura, draw her image on

short bond paper with a dedication addressed to Petrarch.

Group  - Choose a song that best describes the love Petrarch has for
Laura.

Group  - Prepare and perform a “rap” intended for courtship.

Group  - Pretend you are Petrarch with undying love for Laura and
write a love letter to her.

Group  - Deliver a short speech addressed to your beloved who has died
without saying farewell to you.

1

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
YOUR DISCOVERY TASKS
Task 11 LISTEN TO A POINT

Listen as your teacher reads a report from http://www.rappler.com/move-

ph/1-ph-male-female-inequalities accessed on July 01about male and female
equalities in the country. Take note of information that will help you decide whether the
news report is valid, accurate, relevant, and with adequate information.

Let’s talk about the news article you just listened to.

1. What is the news article about"

. What is the source of the news" ,s it a valid source"
. What data about male and female equality in health and survival, education,

PY
economic participation, and politics were mentioned"
. Will you consider this news accurate" Why"
. How important is this news to your life"
6. Does the article have all the necessary details that you would need to be
well informed on the issue" What other data do you need"

Task 12 AGREE OR DISAGREE

O
C
Listen to news articles that will be read by your teacher. On the space provided,
write your response to the article. Write the word agree if you think the article is valid,
accurate, reliable, and with adequate information, and disagree if you think otherwise.

ϭ͘ __________
ED

Ϯ͘ __________
ϯ͘ __________

What made you decide on your answers" How do you de¿ne: valid, reliable,
accurate, and adequate"
EP

________________________________________________________

________________________________________________________

________________________________________________________
D

Task 13 READ FOR INFO

Scan the given te[ts and advertisement. Based on your working de¿nition,
decide whether or not the content of the article or advertisement is valid, accurate,
relevant and with adequate information. Copy the column in your notebook and put
a check under the column heading that corresponds to your answer. Support
your answer with proof from the given articles/advertisement.

1

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 With
ART,CLES Valid Accurate Relevant Adequate
,nformation
01 Manila Social Good
Summit

The Social Good Summit

is an annual, global event
that brings together movers
and shakers to discuss how
technology and social media
can be used for social good.
For 01, the summit focused

PY
on how to use social media to
help prepare for, respond to,
and minimize the impact of
disasters. Listed below are key
content from the summit:
http://www.rappler.com/move-
ph/1-ph-male-female- O
C
inequalities
E[plain your answer.

With
ED

ART,CLES Valid Accurate Relevant Adequate

,nformation
The 00 National
Demographic and Health
Survey NDHS revealed that
EP

one in ¿ve women aged 1-

 has e[perienced physical
violence since age 1; 1.
of married womenKDYH
e[perienced physical DEXVH
D

from their husbands; and PRUH

than one-third  of
separated or widowed women
have e[perienced physical
violence, implying that domestic
violence could be the reason for
separation or annulment.
http://pcw.gov.ph/statistics/010/
statistics-violence-against-¿lipino-
women
E[plain your answer.

1

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Valid Accurate Relevant Adequate

PY
Discussion Points:

1. What information did you get from the given articles and advertisement"
. Do they give enough information on the topic"
. What makes an article or an advertisement adequate, valid, accurate, and
reliable"([SODLQ\RXUDQVZHU

O
C
Task 14 DEFINE THOSE WORDS!
ED

A. <ou were able to give reasons for deciding whether an article has valid,
accurate, reliable, and adequate information. Based on your answers to the
previous tasks, how do you de¿ne those terms" With apartner,GHILQHWKHP
by completing the sentences below:
EP

1. An article is valid when it _______________________________________

___________________________________________________________
___________________________________________________________

. Reliability of the article’s content means ___________________________

D

___________________________________________________________
___________________________________________________________

. We can say that what we read is accurate when______________________

___________________________________________________________
___________________________________________________________

. Adequate information calls for __________________________________

___________________________________________________________
___________________________________________________________

10

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 B. <ou did well in de¿ning terms like valid, accurate, reliable, and adequate. What
helped you in de¿ning them" Let’s try looking at these e[amples and ¿nd out
how else we can write sentences that de¿ne.

1. The government has passed Republic Act 10 Magna Carta for Women
to af¿rm the role of women in nation building and to ensure the substantive
equality of women and men.

:KDWLVGH¿QHGLQWKLVVHQWHQFH"+RZLVLWGH¿QHG"

. “Discrimination Against Women” refers to any gender-based distinction,

e[clusion, or restriction which has the effect or purpose of impairing or
nullifying the recognition, enjoyment, or e[ercise by women, irrespective

PY
of their marital status, on a basis of equality of men and women, of human
rights and fundamental freedoms in the political, economic, social, cultural,
civil, or any other ¿eld.
http://www.chanrobles.com/republicacts/republicactno10.php

O
+RZLVGLVFULPLQDWLRQDJDLQVWZRPHQGH¿QHG":KDWLVWKHSXUSRVH
IRULQFOXGLQJWKHZHEVLWHDGGUHVV"
C
. As de¿ned in Republic Act 610, Child Abuse refers to the maltreatment,
whether habitual or not, of the child which includes any of the following:

1 Psychological and physical Dbuse, neglect, cruelty, se[ual abuse, and

ED

emotional maltreatment;

 Any act by deeds or words which debases, degrades, or demeans the

intrinsic worth and dignity of a child as a human being;

 Unreasonable deprivation of his basic needs for survival, such as food

EP

and shelter; or

 Failure to immediately give medical treatment to an injured child

resulting in serious impairment of his growth and development or in his
permanent incapacity or death.
D

http://www.lawphil.net/statutes/repacts/ra1/ra_610_1.html

:KDWLVGH¿QHGLQWKLVLWHP"+RZLVLWGH¿QHG"

Discussion Points:

1. What are the ways to de¿ne a term within a sentence"

. What are helpful tips in making de¿nitions"
. How can your skill in making de¿nitions help you in preparing a technical
paper or when preparing for an oral argument"

11

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 C. This time, give either the operation or technical de¿nition of each of the following
terms and concepts. <ou may use the ,nternet or your books for the de¿nitions.
Be sure to include your source.

Words to Be De¿ned Operational Technical De¿nition Source

De¿nition
Love
Population
Global Warming
Government
Revenues

PY
Task 15 BRING IN THE SOURCE

A. Whether in speaking or in writing, you need to cite your source when stating
facts. At the end of the quarter, you will present an argumentative speech

O
and it’s important that you build your argument with facts and support all your
claims with accurate, reliable, valid, and adequate facts. But how do you make
attributions and recognize your source on paper" Work on the e[ercises that
C
follow to know more about citing your sources.

1. Go over Task 11. Copy the ,nternet website found in the two items de¿ned.
Before the ,nternet website address or the URL, write ¿rst the topic and
ED

after the URL, write the date when the material was accessed.

________________,_________________________, ___________

Title of the topic website address or URL date

EP

. Why is it important to acknowledge the source in your speech or in your

paper"

B. Here are some more reminders in constructing simple bibliography for different
D

types of materials.
‡ Each entry should end with a period.
‡ ,talics may be substituted by underlining.
‡ The ¿nal document should be double spaced and in alphabetical order by
the ¿rst word of the entry.
‡ There are several formats for a paper particularly for the bibliography.
Formats differ depending on the purpose. Go over the sample types of
bibliography and distinguish one from the other.

1

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 1. Below are standard formats and e[amples for basic bibliographic information
recommended by the American Psychological Association (APA). For
more information on the APA format, see http://www.apastyle.org.

Format Format E[amples

E[amples
Books Author’s last name, Allen, T. 1. Vanishing Wildlife
¿rst initial. Publication of North America. Washington, D.C.:
date. Book title. Additional National Geographic Society.
information. City of
publication: Publishing Boorstin, D. 1. The creators:
company. A History of the Heroes of the
Imagination. New <ork: Random

PY
House.
Encyclopedia Author’s last name, Bergmann, P. G. 1. Relativity.
& Dictionary ¿rst initial. Date. In The New Encyclopedia
Title of Article. Title of Britannica Vol. 6, pp. 01-0.
Encyclopedia Volume,
pages. City of publication:
Publishing company. O Chicago: Encyclopedia Britannica.

Merriam-Webster’s
Dictionary 10th ed..
Collegiate
1.
C
Spring¿eld, MA: Merriam-Webster.

Pettingill, O. S., Jr. 10. Falcon and

Falconry. World Book Encyclopedia.
ED

pp. 10-1. Chicago: World Book.

Magazine & Author’s last name, ¿rst Harlow, H. F. 1. Fundamentals
N e w s p a p e r initial. Publication date. for preparing psychology journal
Articles Article title. Periodical title, articles. Journal of Comparative and
volume number (issue Physiological Psychology, 55, -
EP

number if available), 6.

inclusive pages.
Note: Do not enclose the Henry, W. A., ,,,. 10, April . Making
title in quotation marks. Put the grade in today’s schools. Time,
a period after the title. ,f a 135, -1.
D

periodical includes a volume

number, italicize it and then
give the page range in
regular type without “pp.”. Kalette, D. 16, July 1. California
,f the periodical does not town counts town to big quake. USA
use volume numbers, as in Today, 9, p. A1.
newspapers, use p. or pp.
for page numbers.
Note: Unlike other
periodicals, p. or pp.
precedes page numbers for
a newspaper reference in
APA style.

1

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Website or Online periodical: Devitt, T. 001, August . Lightning
Webpage Author’s name. Date injures four at music festival. The
of publication. Title of
article. Title of Periodical,
volume number, Retrieved
month day, year, from full
URL
Why? Files. Retrieved January
, 00, from http://why¿les.
org/1lightning/inde[.html

Online document: Dove, R. 1. Lady freedom

Author’s name. Date of among us. The Electronic Text
publication. Title of work. Center. Retrieved June 1, 1,
Retrieved month day, year, from Alderman Library, University
from full URL of Virginia website: http://ete[t.lib.

PY
virginia.edu/subjects/afam.html
Note: When citing
,nternet sources, refer Fredrickson, B. L. 000, March
to the speci¿c website . Cultivating positive emotions
document. ,f a document to optimize health and well-
is undated, use “n.d.”
for no date immediately
after the document title. O
being. Prevention & Treatment, ,
Article 0001a. Retrieved November
0, 000, from http://journals.apa.org/
C
Break a lengthy URL prevention/volume/pre000001a.
that goes to another line html
after a slash or before a
period. Continually check
ED

your references to online

documents. There is no
period following a URL.
Note: ,f you cannot ¿nd
some of this information,
EP
cite what is available.
GVU’s 8th WWW user survey. n.d..
Retrieved August , 000, from http://
www.cc.gatech.edu/gvu/usersurveys/
survey1-10/

Health Canada. 00, February. The

Note: ,f a document is Safety of Genetically Modi¿ed Food
contained within a large Crops. Retrieved March , 00,
D

and comple[ website from http://www.hc-sc.gc.ca/english/

such as that for a protection/biologics_genetics/gen_
university or a government mod_foods/genmodebk.html
agency, identify the
host organization and
the relevant program or
department before giving
the URL for the document
itself. Precede the URL
with a colon.

Source: http://www.sciencebuddies.org/science-fair projects/project_apa_format_e[amples.shtml

1

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 . Another style in writing bibliography is the Modern Language Association
(MLA) style. According to Purdue Online Writing Lab, it is most commonly
used to write papers and cite sources within the liberal arts and humanities.
Purdue OWL has an update to reÀect the MLA Handbook for Writers
of Research Papers th ed. and the MLA Style Manual and Guide to
Scholarly Publishing rd ed., which offers e[amples for the general format
of MLA research papers, in-te[t citations, endnotes/footnotes, and the
Works Cited page.

Here are some e[amples:

1. “Blueprint Lays Out Clear Path for Climate Action.” Environmental Defense
Fund,  May 00. Web.  May 00.
 

PY
. Clinton, Bill. ,nterview by Andrew C. Revkin. “Clinton on Climate
Change.” New <ork Times, May 00. Web.  May 00.
HS G  

. Dean, Cornelia. “E[ecutive on a Mission: Saving the Planet.” New <ork

Times,  May 00. Web.  May 00.
. Ebert, Roger. “An ,nconvenient Truth.” Rev. of An Inconvenient Truth, Dir.
Davis Guggenheim. rogerebert.com. Sun-Times News Group,  June

O
D XD  E\

006. Web.  May 00.

. GlobalWarming.org. Cooler Heads Coalition, 00. Web.  May
00.
C
  HD H V

6. Gowdy, John. “Avoiding Self-organized E[tinction: Toward a Co-evolutionary

Economics of Sustainability.” International Journal of Sustainable
Development and World Ecology 1.1 00: -6. Print.
ED

. An Inconvenient Truth. Dir. Davis Guggenheim. Perf. Al Gore, Billy West.

J V

Paramount, 006. DVD.

. Lerou[, Marcel. Global Warming: Myth or Reality?: The Erring Ways of
Climatology. New <ork: Springer, 00. Print.
&

. Milken, Michael, Gary Becker, Myron Scholes, and Daniel Kahneman.

“On Global Warming and Financial ,mbalances.” New Perspectives
EP
6J

Quarterly . 006: 6. Print.

10. Nordhaus, William D. “After Kyoto: Alternative Mechanisms to Control
Global Warming.” American Economic Review 6. 006: 1-. Print.
D

Discussion Points:

1. What is APA" MLA"

. How are bibliographies written"
. How is APA different from MLA"
. Which style is predominantly usedLQ research"

1

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 C. With your partner, go through the bibliography page of your English LM. List
down at least one work cited/bibliography from a book, ,nternet, magazine, or
encyclopedia. Copy in your notebook and identify whether the entries are in
APA or MLA format. Share your answers ZLWK the class.

___________________________________
___________________________________
___________________________________
___________________________________

6LJ7 %)5217 (QJOLVK/HDUQHU V0DQXDOE\'HS(G [7

PY
D. When you research and get notes from your source, you are annotating. An
annotation is a commentRUe[planation attached to a te[t, image,or other data.
Often, annotations refer to a speci¿c part of the original data.

Annotation format differs depending on the styles: APA, MLA, or Chicago that an
author may opt to use.

Sample APA Annotation

O
C
Ehrenreich, B. 001. Nickel and dime: On (not) getting by in America. New <ork:
Henry Holt and Company.
ED

,n this book of non¿ction based on the journalist’s e[periential research,

Ehrenreich attempts to ascertain whether it is currently possible for an individual to live
on  minimumwage in America. Taking jobs as a waitress, a maid in a cleaning service,
and a Walmart sales employee, the author summarizes and reÀects on her work, her
relationships with fellow workers, and her ¿nancial struggles in each situation.
EP

An e[perienced journalist, Ehrenreich is aware of the limitations of her

e[periment and the ethical implications of her e[periential research tactics and
reÀects on these issues in the te[t. The author is forthcoming about her methods and
supplements her e[periences with scholarly research on her places of employment,
the economy, and the rising cost of living in America. Ehrenreich’s project is timely,
D

descriptive, and wellresearched.

The APA annotation summarizes and assesses the book in the citation. The
¿rst paragraph provides a brief summary of the author’s project in the book, covering
the main points of the work. The second paragraph points out the project’s strengths
and evaluates its methods and presentation. This particular annotation does not reÀect
on the source’s potential importance or usefulness for this person’s own research.
For information on formatting APA citations, see APA Formatting and Style Guide.

16

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Sample MLA Annotation
Lamott, Anne. Bird by Bird: Some Instructions on Writing and Life. New <ork: Anchor
Books, 1. Print.

Lamott’s book offers honest advice on the nature of a writing life, complete
with its insecurities and failures. Taking a humorous approach to the realities of being
a writer, the chapters in Lamott’s book are wry and anecdotal and offer advice on
everything from plot development to jealousy, from perfectionism to struggling with
one’s own internal critic. ,n the process, Lamott includes writing e[ercises designed to
be both productive and fun.
Lamott offers sane advice for those struggling with the an[ieties of writing,
but her main project seems to be offering the reader a reality check regarding writing,
publishing, and struggling with one’s own imperfect humanity in the process. Rather
 

PY
than a practical handbook to producing and/or publishing, this te[t is indispensable
because of its honest perspective, its down-to-earth humor, and its encouraging
HS G  

approach.
Chapters in this te[t could easily be included in the curriculum for a writing
class. Several of the chapters in Part 1 address the writing process and would serve

O
D XD  E\

to generate discussion on students’ own drafting and revising processes. Some of the
writing e[ercises would also be appropriate for generating classroom writing e[ercises.
Students should ¿nd Lamott’s style both engaging and enjoyable.
C
  HD H V

,n the sample annotation above, the writer includes three paragraphs: a

summary, an evaluation of the te[t, and a reÀection on its applicability to his/her own
research, respectively.
ED

For information on formatting MLA citations, see MLA 00 Formatting and Style
J V

Guide.
&

Sample Chicago Manual Style Annotation

EP

Davidson, Hilda Ellis. Roles of the Northern Goddess. London: Routledge, 1.
6J

Davidson’s book provides a thorough e[amination of the major roles ¿lled by

the numerous pagan goddesses of Northern Europe in everyday life, including their
roles in hunting, agriculture, domestic arts like weaving, the household, and death.
The author discusses relevant archaeological evidence, patterns of symbol and ritual,
D

and previous research. The book includes a number of blackandwhite photographs

of relevant artifacts.

This annotation includes only one paragraph, a summary of the book. ,t provides
a concise description of the project and the book’s project and its major features.

Discussion Points:

1. What have you noticed in the three styles of annotating a source"

. ,n what way are they similar" different"
. Which style would you want to use" Why"
. How can this help in gathering your references or notes"
. How can your skill in research help you prepare for your speech"

1

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 ‡ Take note that depending on the purpose of your bibliography,
some annotations may summarize, some may assess or evaluate
a source, and some may reÀect on the source’s possible uses for
the project at hand. Some annotations may address all three of
these steps. Consider the purpose of your annotated bibliography
and/or your teacher’s directions when deciding how much
information to include in your annotations.

‡ Please keep in mind that all your te[t, including the write-up
beneath the citation, must be indented so that the author
s last
name is the only te[t that is Àush left. For more e[amples, visit

6LJ7 $)5217 (QJOLVK/HDUQHU V0DQXDOE\'HS(G [7

this website: https://owl.english.purdue.edu/owl/resource/61/0/

PY
Task 16 WRITE YOUR BIBLIOGRAPHY

Almost anything you deal with in everyday life has aspects that are debatable.

O
As with school issues, any topic that calls for change is worth researching. Gather the
facts now and don’t forget to acknowledge your source.
C
Do the following:

‡ Brainstorm on a topic that you feel strongly about.

Here are some e[amples:
ED

- Why violence and se[ on TV shows is okay or not; why free ,nternet is
a good idea RUQRW;
- Why the work week should be shorter or longer;
- Why all students should participate in e[tracurricular activities or not;
- Why actors/actresses should be elected for public of¿ce or not;
EP

- Why WKHdeath penalty should be revived or not or other topics that

DUHimportant to you.
‡ Now that you have chosen your main topic, give it a good title.
‡ Make an outline of subtopics that you would be needing to argue your point.
D

‡ Research on those topics using the books you have brought about your topic
and by searching on the ,nternet.
‡ Using ó inde[ cards, write down your annotations to support your topic or
argument and on top of it, write the bibliography. Each subtopic should have at
least two paragraph annotations that support it.

Remember that you are now gathering important, relevant, valid, adequate,
and accurate facts to help you in presenting your impromptu speech at the end of this
lesson.

1

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 YOUR FINAL TASK
Task 17 TRY YOUR PASSION

A. From the list of topics given to you to research on, which one are you most
passionate aEout" 7ry talNing aEout your ³passion´ in your group. 5ememEer
to do the following:

a. 'ecide on who will speaN ¿rst.

b. Give each speaker a minute to share his/her idea.
c. While one is speaking, the rest of the group has to listen.
d. Observe how each one shares his/her idea.
e. Write down your observations in your notebook DFFRUGLQJWR what is

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DVNHGin the column provided here.

,s the idea shared ,s the voice or manner of

Speakers
appropriate" Why" speaking clear" Why"

O
C
Discussion Points:
ED

1. Did you enMoy your onthespot ideasharing" Why"

. What motivated you to listen to your classmates¶ speeches"
. What suggestions can you give to improve one¶s delivery of a speech"

Get to know more about delivering lines/speeches by watching this “Toastmasters”

video taken from a videosharing site. Be able to list tips in delivering onthespot or
EP

impromptu speeches.

www.youtube.com/watch"v Gef.Py<<+,
D

Task 18 SPEAK FOR KEEPS

7his time, watch another video WKDW presents an e[ample of an impromptu

speech. As you view it, listen attentively to the language, words, and e[pressions used
by the speaker in delivering his/her impromptu speech.

http://www.youtube.com/watch"v 9pg%mMs+ -uly 1, 1

A. Let’s answer the questions about the video you have seen.

1. What words or e[pressions in the speech made an impact on you" ([plain.

. ,s it important to have the right diction and correct usage in delivering a



All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 speech" Why"
. How does the speaker use the English language in getting her message
across"
. What do you like about the way the speaker delivered her speech"
. What improvements would you suggest in delivering the same speech"

,n your notebook ZULWHsome more tips on delivering an impromptu

speech.

B. YOUR SPEECH...TAKE ONE!

PY
Here is a situation that will serve as the basis of your speech. For this activity,
you will be given ¿ve  minutes to prepare your speech. When preparing, you may
use the PREP strategy State your Point, Give Reasons, Cite E[amples, and Go back
to the Point to gather your thoughts.

After Junior High School, you have decided to apply for work. The company,

O
“Just Human,” a local travel agency, is looking for a FURQW DHsk OI¿FHU who
will take charge of accommodating guests and answering calls and queries from
customers. To get accepted, you need to introduce yourself, share your skills, and
C
e[plain why you are the right person for the job. <our diction and use of the English
language will make you get the job.

As soon as you are ready, deliver your speech in front of your groupmates. Be
ED

ready to gather comments from them and don’t forget to give your written output to
your teacher.

Discussion Points:

1. Do you think you will get accepted for the job" Why"
EP

. What do you suggest/plan to do to improve your speaking skills"

C. SHOWCASE YOUR SPEECH!

This time, deliver your impromptu speech following the instructions given here.
D

1. Work in your group.

. Ask your teacher for the scenario/situation your group will use for your
speech.
. Let your teacher read to you the scenario/situation.
. Draw lots on who will be the ¿rst to speak.
. The speaker will talk about the given situation for three  minutes. The
second speaker will begin his/her speech based on the last sentence of
the ¿rst speaker. The third speaker will do the same and so on. This will
continue until the last speaker has delivered his/her speech.
6. Once all of you have delivered your speeches, your teacher will give his/
her synthesis.
. The presentation will be done one group at a time.

10

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 <ou will be graded using this rubric adapted from www.marquette.edu/library/services/
oral.doc.

Speech and Presentation Grading Rubric

Public Speaking and Oral Presentation Component

Emerging Developing Advanced Score

0-1 points 1-16 points 1-0 points
1. Organi]ation ,deas may not Main idea is ,deas are clearly
(20 points) be focused or evident, but the organized,
developed; the organizational developed,
main purpose structure may and supported

PY
is not clear. The need to be to achieve a
introduction is strengthened; purpose; the
undeveloped. ideas may not be purpose is clear.
Main points are clearly developed The introduction
dif¿cult to identify. or always Àow gets the attention
Transitions may
be needed.
There is no
conclusion or the
O
smoothly and the
purpose is not
clearly stated.
of the audience
and clearly states
the speci¿c
C
The introduction purpose of the
conclusion may may not be well speech. Main
not be clear. developed. Main points are clear
Conclusion does points are not and organized
ED

not tie back to clear. Transitions effectively. The

the introduction. may be awkward. conclusion is
Audience cannot Supporting satisfying and
understand material may relates back to
presentation need additional introduction. ,f
because there is development. the purpose of
EP

no sequence of The conclusion the presentation

information. may need is to persuade,
additional there is a clear
development. action step
Audience identi¿ed and
D

has dif¿culty an overt call to

understanding action.
the presentation
because the
sequence of
information is
unclear.

11

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 2. Topic Student does Student has a Student has
Knowledge not have grasp partial grasp of a clear grasp
(20 points) of information; the information. of information.
student cannot Supporting Citations are
answer questions material may introduced
about the subject. lack originality. and attributed
Few, if any, Citations are appropriately
sources are generally and accurately.
cited. Citations introduced Supporting
are attributed and attributed material is
incorrectly. appropriately. original, logical,
,naccurate, Student is at ease and relevant.
generalized, or with e[pected Student

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inappropriate answers to all demonstrates full
supporting questions but knowledge more
material may fails to elaborate. than required
be used. Overdependence by answering all
2YHUdependence on notes may be class questions
RQnotes may be
observed.
observed.
O with e[planations
and elaboration.
Speaking outline
C
or note cards
are used for
reference only.
ED

3. Audience The presenter is The presenter The presenter

EP

Adaptation not able to keep is able to keep is able to

(20 points) the audience the audience effectively keep
engaged. engaged most the audience
The verbal of the time. engaged.
or nonverbal When feedback Material is
D

feedback from indicates a modi¿ed or

the audience need for idea clari¿ed as
may suggest a clari¿cation, the needed given
lack of interest speaker makes audience verbal
or confusion. an attempt to and nonverbal
Topic selection clarify or restate feedback.
does not relate to ideas. Generally, Nonverbal
audience needs the speaker behaviors are
and interests.

1

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 demonstrates used to keep
audience the audience
awareness engaged.
through Delivery style
nonverbal and is modi¿ed as
verbal behaviors. needed. Topic
Topic selection selection and
and e[amples e[amples are
are somewhat interesting and
appropriate for relevant for the
the audience, audience and
occasion, or occasion.
setting. Some

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effort to make the
material relevant
to audience
needs and
interests.

4. Language Language O
Language used is Language
C
Use choices may be mostly respectful is familiar to
(Verbal limited, peppered or inoffensive. the audience,
Effective- with slang or Language is appropriate for
jargon, too appropriate, but the setting, and
ness)
ED

comple[, or too word choices are free of bias; the

(20 points)
dull. Language not particularly presenter may
is questionable vivid or precise. “code-switch”
or inappropriate use a different
for a particular language
EP

audience, form when

occasion, or appropriate.
setting. Some Language
biased or unclear choices are vivid
language may be and precise.
used.
D

5. Delivery The delivery The delivery The delivery is

(Nonverbal detracts from the generally seems e[temporaneous
Effectiveness) message; eye effective ² ² natural,
(20 points) contact may be however, effective con¿dent, and
very limited; the use of volume, enhances the
presenter may eye contact, vocal message ²
tend to look at control, etc. may posture, eye
the Àoor, mumble, not be observed. contact, smooth
speak inaudibly, Vocal tone, facial gestures, facial

1

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 ¿dget, or read e[pressions, e[pressions,
most of the clothing and volume, pace,
speech; gestures other nonverbal etc. indicate
and movements e[pressions con¿dence, a
may be jerky do not detract commitment to
or e[cessive. signi¿cantly from the topic, and
The delivery the message. The willingness to
may appear delivery style, communicate.
inconsistent with tone of voice, and The vocal tone,
the message. clothing choices delivery style,
NonÀuencies do not seem and clothing
“ums” are used outofplace or choices suJJest
e[cessively. disrespectful to an awareness

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Articulation and the audience of e[pectations
pronounciation or occasion. and norms.
tend to be Some use of Limited use of
sloppy. Poise oU nonÀuencies nonÀuencies
composure is are observed. is oEserved.
lost during any
distractions.
Audience
Generally,
O
articulation and
pronounciation
Articulation and
pronounciation
are clear.
C
members have are clear. All audience
dif¿culty hearing Most audience members
the presentation. members can hear the
can hear the presentation.
ED

presentation.
00. Adapted with permission from Northwest Regional Educational Laboratory 1

MY TREASURE
EP

Share Your Life’s Lessons

A. ,t takes practice and genuine concern for others to develop a sensitive heart
toward others. As a young adult, list down ways by which you can develop
sensitivity toward others and the bene¿ts you could get from it.
D

Tips to develop a sensitive attitude Bene¿ts from being sensitive towards

others

,llustrate your learning or write down lyrics of the song that reÀect your most important
learning for the week.

1

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Module 2
LESSON 4
___________________________________________________________________
(PSDWKL]LQJZLWK2WKHUV
YOUR JOURNEY
“Too often we underestimate the power of a touch, a smile, a kind word, a listening
ear, an honest compliment, or the smallest act of caring, all of which have the
potential to turn a life around.”
– Leo Buscaglia

,n this lesson, you will work on

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e[ercises to hone your skills in analyzing
problems and ¿nding solutions based on
factual information and data.

<ou will also get to read a literary

piece WKDW talks about love that is willing to
endure everything even without assurance of
ful¿llment. This week, get the chance to be
inspired by famous persons and their ideals
O
C
that helped shape society. (Photo from the movie, "A Knight
s Tale")

All of these will culminate in the sharing of ideas through a personal testimony.
ED

Finally, the encompassing theme of concern for one another and a deep sense
of empathy toward each other is highlighted throughout the lesson.

YOUR OBJECTIVES
Here are the objectives WKDW will guide you in going through the different
EP

tasks in this lesson. This is also intended for your self-assessment to discover which
competencies you need to develop more.
‡ employ analytical listening in problem solving
‡ detect bias and prejudice in the material viewed
‡ read closely to get author’s purpose
D

‡ give technical and operational de¿nitions

‡ e[plain how the elements speci¿c to a genre contribute to the theme of a
particular literary selection
‡ determine tone, mood, technique, and purpose of the author
‡ use words or e[pressions that af¿rm or negate
‡ use writing conventions to indicate acknowledgment of resources
‡ observe correct stance and proper stage behavior as deemed necessary e.g.,
in a personal testimony
‡ establish eye contact e.g., when delivering a personal testimony

1

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Take note that at the end of this module, you will deliver an argumentative
speech and in preparation for that you will convey a personal testimony as a ¿nal task
of this lesson.

YOUR INITIAL TASKS

Task 1 GREAT NAMES TO NAME

Let’s begin this week with a quiz on naming the world famous personalities and
how they have touched the lives of many people.

Read about these personalities and be ready to name each one. Write the
name of the personality Ln the space provided.

To help you in identifying these personalities, their photos are provided here.

PY
O
C
a. This person devoted herself to working among the poorest of the poor in
the slums of Calcutta. Although without funds, she depended on Divine
ED

Providence and started an open-air school for slum children. Later on,
she founded the order “Missionaries of Charity” to help the poor, the
needy, and the sick.
_______________________________________________________
_______________________________________________________
b. He fought against racial discrimination apartheid in South Africa.
EP

He was imprisoned for  years for his radical but peaceful move to
abolish apartheid, poverty, and inequality in South Africa. He was also
the country’s ¿rst black chief e[ecutive.
_______________________________________________________
_______________________________________________________
D

c. A very good author, this person was welltravelled and outspoken in her
convictions. She campaigned for women’s right to vote, labor rights,
socialism, and other causes. Her being blind, deaf, and mute did not
stop her from helping people and pursuing her cause.
________________________________________________________
________________________________________________________

d. She is known as the ¿rst woman elected as President in her country

and in Asia. Her administration led to the promulgation of the 1
Constitutionwhich limited the powers of the Sresidency and re-
established the bicameral congress. Her leadership focused on concern

16

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 for civil liberties, human rights, and peace talks to end political unrest
in the country.
_______________________________________________________
_______________________________________________________

Task 2 BIAS DETECTIVES 2

Here are signs found in different places in the world. Read each one carefully
and ¿nd out its message. ,n your group, answer the questions that follow.

PY
O
C
ED
EP

Source: http://en.wikipedia.org/wiki/Nelson_Mandela

,n your group, answer the questions about the signage that will be assigned to you.
D

Discussion Points:

1. What helped you in the task"

. Do you also have biases" What are they"
. Have you e[perienced ¿ghting for something or defending yourself against
other people’s biases" How did you react to it"
. Do you think it is right to have biases" Why"

1

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Task 3 READ FOR BIAS

Read the following articles and rate the level of bias in each of them. Use the
rating scale that follows each article. Cite e[amples of bias to support your answer. Do
this activity with a partner.

, think that calling this summer hot would be an incredible understatement. ,t

has, in fact, been quite unbearable with the heat driving everyone indoors and some
even collapsing and a few dying from the sweltering and dizzying temperatures. ,t
truly comes as a welcome relief for many that the rains have begun to quench our
parched population. As everyone knows, water is the most important commodity in life.
Our own bodies are made up of 0 water. We can all live without so many things ²
electricity, ,nternet, and even food for a few days, but we won’t last without water.

PY
http://www.philstar.com/opinion/01/06/1/16011/rain-rain-dont-go-away

High Moderate Low None

E[aggerated language
Unbalanced information
Prejudice for or against
Product sales O
C
My emotional response

Culture change is what this country badly needs. We want to be rid of corrupt
politicians but we are not aware of the role we play in breeding one. For instance,
ED

in our neighborhoodwhere one of the local of¿cials resides, our folks would always
e[pect  the local of¿cial WR give ¿nancial help every time one of the neighbors
dies. When another gets sick or gives birth, ¿nancial help is immediately sought from
that local of¿cial. During weddings, baptisms, birthdays, and all sorts of celebration,
the same is e[pected from him/her.
EP

Considering that  WKHVHORFDORIILFLDOVUHFHLYHDmeageU allowance,isn’t it a

wonder where they get the “fundV” to satisfy the needs of their constituents"
,t’s about time we EHFRPH aware of the real job description of our of¿cials. Let’s help
them concentrate Rn doing their job by not asking too much ¿nancial help from them.
We can do a lot in helping our country. Let’s begin with ourselves.
D

High Moderate Low None

E[aggerated language
Unbalanced information
Prejudice for or against
Product sales
My emotional response

1

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 ,n ,ndonesia, where earthquakes and tsunami are common, how can Panasonic
deliver a solution even when disaster strikes" Panasonic is committed to creating a
better life and a better world, continuously contributing to the evolution of society and
to the happiness of people around the globe. Through its wide range of business
solutions, Panasonic is looking to create a “new Panasonic” which can truly achieve
“A Better Life A Better World.”
http://news.panasonic.net/stories/01/01_66.html

High Moderate Low None

E[aggerated language
Unbalanced information
Prejudice for or against

PY
Product sales
My emotional response

Task 4 THINK TO SOLVE

O
A. Listen to the news broadcast and analyze the content. Then with your partner,
C
answer what is asked for in the table below.

News in Two Minutes

ED

http://www.youtube.com/watch"v us[KWuD1<

What is the news about" When did it happen" What issues was/were
presented"
EP
D

B. Brainstorm with your group and discuss the following points:

What are issues presented What possible solution ,s the issue presented also
in the news" can you offer" happening in our country"
Give an e[ample.

1

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 C. <ou have offered a possible solution to the issue presented in the news report.
How were you able to come up with a solution to the problem" What strategy
did you use"
_____________________________________________________________

_____________________________________________________________

YOUR TEXT

Task 5 BACKGROUND CHECK

The story you are about to read will also present an issue. Find out what
solution you could give to the characters in the story. But before you do that, read ¿rst

PY
the background information about the story.



The Decameron was written by Giovanni

O
Boccaccio 11-1, an ,talian poet and
Renaissance Humanist.
C
Source:https://www.google.com.ph/search"q picturesofdecameron tbm isch tbo u source univ
sa ; ei R6u-U6WDK<jHkA;WooFo ved 0CBk4sA4 biw 10 bih 
ED

,t FRPSULVHV 100 novellas told by

 men and women over a day
journey away from plague-infested
Florence. The Decameron is said to be
a portrayal of everyday life, including
EP

wit, and mockery following a framed

structure. The title comes from the two
Greek words dpka meaning “ten”
and hƝmpra, or “day.”
D

6RXUFHŚƩƉƐ͗ͬͬǁǁǁ͘ŐŽŽŐůĞ͘ĐŽŵ͘ƉŚͬƐĞĂƌĐŚ͍ƋсƉŝĐƚƵƌĞƐнŽĨнĚĞĐĂŵĞƌŽŶΘƚďŵсŝƐĐŚΘƚďŽсƵΘƐŽƵƌĐĞсƵŶŝǀΘƐĂсyΘĞŝ
сZϲƵͲhϲt<zũ,ŬytŽŽ&ŽΘǀĞĚсϬŬYƐYΘďŝǁсϭϬϮϰΘďŝŚсϰϵϵ
This map of Europe shows the countries
affected by plague. Around 0 of Europe
was hit by the plague.

This setting was used by the author in

creating a band of youthful boys and girls
who shared different stories to forget the
horrors of the plague even for a while.

00

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 G.H. McWilliam, known translator of the Decameron, writes that the women
probably represent the four cardinal virtues Prudence, Justice, Temperance, and
Fortitude and the three theological virtues Faith, Hope, and Love. The three men
could represent the tripartite division of the soul into Reason, Anger, and Lust.

The author Boccaccio writes in the ,ntroduction that he has withheld the
true names of the members of the %rigata, because he doesn’t want them to “feel
embarrassed, at any time in the future, on account of the ensuing stories, all of which
they either listened to or narrated themselves. The translations of the ,talian names of
the members of the Brigata, with their possible allegorical roles, DUHas follows:

Pampinea - full of vigor Prudence

Fiammetta - little Àame Temperance

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Filomena - the beloved, or lover of song Fortitude

Emilia - she who allures Faith

Elissa - an ,talian variant of Dido Hope

O
Nei¿le - newly enamored, possibly a reference to the dolce stil novo and
Dante Love
C
Lauretta - a diminutive of Petrach’s Laura Justice

Pan¿lo - all-loving Reason

ED

Filostrato - defeated by love Anger

Dioneo - an italianized version of Dionysus Lust

EP

What image does this background create in your mind" What issue is presented here"

What does the background reveal about the Renaissance"

As you read this story, think of a similar story in Philippine Literature.

D

Our featured te[t from the Decameron is told by

Filomena on the last day of their 10-day journey
away from plague-stricken Florence.

01

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 Federigo’s Falcon
from The Decameron
Giovanni Boccaccio
translated by G. H.
McWilliam

Once Filomena had ¿nished, the queen, ¿nding that there was no one left to
speak apart from herself Dioneo being e[cluded from the reckoning because of his
privilege smiled cheerfully and said:

,t is now my own turn to address you and , shall gladly do so, dearest ladies,

PY
with a story similar in some respects to the one we have just heard. This , have chosen,
not only to acquaint you with the power of your beauty over men of noble spirit, but
so that you may learn to choose for yourselves, whenever necessary, the person on
whom to bestow your largesse, instead of always leaving these matters to be decided
for you by Fortune, who, as it happens, nearly always scatters her gifts with more
abundance than discretion.

O
What is Filomena’s purpose in telling this story?
C
What is meant by largesse?

<ou are to know, then, that Coppo di Borghese Domenichi, who once used to
live in our city and possibly lives there still, one of the most highly respected men of our
ED

century, a person worthy of eternal fame, who achieved his position of pre-eminence
by dint of his character and abilities rather than by his noble lineage, frequently took
pleasure during his declining years in discussing incidents from the past with his
neighbors and other folk.

,n this past time he e[celled all others, for he was more coherent, possessed
EP

a superior memory, and spoke with greater eloquence. He had a ¿ne repertoire,
including a tale he frequently told concerning a young Florentine called Federigo, the
son of Messer Filippo Alberighi, who for his deeds of chivalry and courtly manners
was more highly spoken of than any other squire in Tuscany. ,n the manner of most
young men of gentle breeding, Federigo lost his heart to a noble lady, whose name
D

was Monna Giovanna, and who in her time was considered one of the loveliest and
most adorable women to be found in Florence. And with the object of winning her love,
he rode at the ring, tilted, gave sumptuous banquets, and distributed a large number
of gifts, spending money without any restraint whatsoever. But since she was no less
chaste than she was fair, the lady took no notice, either of the things that were done in
her honor, or of the person who did them.

From whom did the queen learn this story?

Who are the main personalities in this story? How are they related?

,n this way, spending far more than he could afford and deriving no pro¿t in
return, Federigo lost his entire fortune as can easily happen and reduced himself to

0

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 poverty, being left with nothing other than a tiny little farm, which produced an income
just suf¿cient for him to live very frugally, and one falcon of the ¿nest breed in the
whole world. Since he was as deeply in love as ever, and felt unable to go on living
the sort of life in Florence to which he aspired, he moved out to Campi, where his little
farm happened to be situated. Having settled in the country, he went hunting as often
as possible with his falcon, and, without seeking assistance from anyone, he patiently
resigned himself to a life of poverty.

What happened to Federigo?

Now one day, while Federigo was living in these straitened circumstances, the
husband of Monna Giovanna happened to fall ill, and, realizing that he was about to

PY
die, he drew up his will. He was a very rich man, and in his will he left everything to
his son, who was just growing up, further stipulating that, if his son should die without
legitimate issue, his estate should go to Monna Giovanna, to whom he had always
been deeply devoted.

O
Shortly afterward he died, leaving Monna Giovanna a widow, and every
summer, in accordance with Florentine custom she went away with her son to a
country estate of theirs, which was very near Federigo’s farm. Consequently, this lad
C
of hers happened to become friendly with Federigo, acquiring a passion for birds and
dogs; and, having often seen Federigo’s falcon in Àight, he became fascinated by it
and longed to own it, but since he could see that Federigo was deeply attached to the
bird, he never ventured to ask him for it.
ED

And there the matter rested, when, to the consternation of his mother, the boy
happened to be taken ill. Being her only child, he was the apple of his mother’s eye,
and she sat beside his bed the whole day long, never ceasing to comfort him. Every
so often she asked him whether there was anything he wanted, imploring him to tell
her what it was, because if it were possible to acquire it, she would move heaven and
EP

earth to obtain it for him.

After hearing this offer repeated for the umpteenth time, the boy said: “Mother,
if you could arrange for me to have Federigo’s falcon, , believe , should soon get
better.”
D

On hearing this request, the lady was somewhat taken aback, and began to
consider what she could do about it. Knowing that Federigo had been in love with her
for a long time, and that she had never deigned to cast so much as a single glance
in his direction, she said to herself: “How can , possibly go to him, or even send
anyone, to ask him for this falcon, which to judge from all , have heard is the ¿nest that
ever Àew, as well as being the only thing that keeps him alive" And how can , be so
heartless as to deprive so noble a man of his one remaining pleasure"”

What befell Monna’s husband and son?

What was the son’s request to his mother?

0

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 Her mind ¿lled with reÀections of this sort, she remained silent, not knowing
what answer to make to her son’s request, and even though she was quite certain that
the falcon was hers for the asking.

At length, however, her maternal instincts gained the upper hand, and she
resolved, come what may, to satisfy the child by going in person to Federigo to collect
the bird, and bring it back to him. And so she replied:

“Bear up, my son, and see whether you can start feeling any better. , give you
my word that , shall go and fetch it for you ¿rst thing tomorrow morning.”

Ne[t morning, taking another lady with her for company, his mother left the
house as though intending to go for a walk, made her way to Federigo’s little cottage,
and asked to see him. For several days, the weather had been unsuitable for hawking,

PY
so Federigo was attending to one or two little jobs in his garden, and when he heard,
to his utter astonishment, that Monna Giovanna was at the front door and wished to
speak to him, he happily rushed there to greet her.

When she saw him coming, she advanced with womanly grace to meet him.
Federigo received her with a deep bow, whereupon she said:

O
“Greetings, Federigo” Then she continued: “, have come to make amends for
the harm you have suffered on my account, by loving me more than you ought to have
C
done. As a token of my esteem, , should like to take breakfast with you this morning,
together with my companion here, but you must not put yourself to any trouble.”

“My lady,” replied Federigo in all humility, “, cannot recall ever having suffered
ED

any harm on your account. On the contrary, , have gained so much that if ever attained
any kind of e[cellence, it was entirely because of your own great worth and the love
, bore you. Moreover, , can assure you that this visit which you have been generous
enough to pay me is worth more to me than all the money , ever possessed, though ,
fear that my hospitality will not amount to very much.”
EP

So saying, he led her unassumingly into the house and thence into his garden,
where, since there was no one else he could call upon to chaperon her, he said:

“My lady, as there is nobody else available, this good woman, who is the wife
of the farmer here will keep you company whilst , go and see about setting the table.”
D

Though his poverty was acute, the e[tent to which he had squandered his
wealth had not yet been fully borne home to Federigo; but on this particular morning,
¿nding that he had nothing to set before the lady whose love he had entertained so
lavishly in the past, his eyes were well and truly opened to the fact. Distressed beyond
all measure, he silently cursed his bad luck and rushed all over the house like one
possessed, but could ¿nd no trace of either money or valuables. By now the morning
was well advanced, he was still determined to entertain the gentlewoman to some
sort of meal, and, not wishing to beg assistance from his own farmer or from anyone
else, for that matter, his gaze alighted on his precious falcon, which was sitting on
its perch in the little room where it was kept. And having discovered, on picking it
up, that it was nice and plump, he decided that since he had nowhere else to turn, it

0

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 would make a worthy dish for such a lady as this. So without thinking twice about it he
wrung the bird’s neck and promptly handed it over to his housekeeper to be plucked,
dressed, and roasted carefully on a spit. Then he covered the table with spotless linen,
of which he still had a certain amount in his possession, and returned in high spirits to
the garden, where he announced to his lady that the meal, such as had been able to
prepare, was now ready.

Where did Monna go one morning?

How was she received by Federigo?

The lady and her companion rose from where they were sitting and made their
way to the table. And together with Federigo, who waited on them with the utmost

PY
deference, they made a meal of the prized falcon without knowing what they were
eating.

On leaving the table they engaged their host in pleasant conversation for a
while, and when the lady thought it time to broach the subject she had gone there to

O
discuss, she turned to Federigo and addressed him affably as follows:

“, do not doubt for a moment, Federigo, that you will be astonished at my

impertinence when you discover my principal reason for coming here, especially when
C
you recall your former mode of living and my virtue, which you possibly mistook for
harshness and cruelty. But if you had ever had any children to make you appreciate
the power of parental love, , should think it certain that you would to some e[tent
ED

forgive me.

“However, the fact that you have no children of your own does not e[empt
me, a mother, from the laws common to all other mothers. And being bound to obey
those laws, , am forced, contrary to my own wishes and to all the rules of decorum
and propriety, to ask you for something to which , know you are very deeply attached-
EP

-which is only natural, seeing that it is the only consolation, the only pleasure, the only
recreation remaining to you in your present e[tremity of fortune.

The gift , am seeking is your falcon, to which my son has taken so powerful a
liking, that if , fail to take it to him , fear that he will succumb to the illness from which he
is suffering, and consequently , shall lose him. ,n imploring you to give me this falcon,
D

, appeal, not to your love, for you are under no obligation to me on that account, but
rather to your noble heart, whereby you have proved yourself superior to all others in
the practice of courtesy. Do me this favor, then, so that , may claim that through your
generosity , have saved my son’s life, thus placing him forever in your debt.”

When he heard what it was that she wanted, and realized that he could not
oblige her because he had given her the falcon to eat, Federigo burst into tears in her
presence before being able to utter a single word in reply. At ¿rst the lady thought his
tears stemmed more from his grief at having to part with his ¿ne falcon than from any
other motive, and was on the point of telling him that she would prefer not to have it.
But on second thought she said nothing, and waited for Federigo to stop crying and
give her his answer, which eventually he did.

0

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 What was the purpose of Monna’s visit to Federigo?

How did Federigo feel after knowing Monna’s purpose for the visit?

“My lady,” he said, “ever since God decreed that you should become the object
of my love, , have repeatedly had cause to complain of Fortune’s hostility towards me.
But all her previous blows were slight by comparison with the one she has dealt me
now. Nor shall , ever be able to forgive her, when , reÀect that you have come to my
poor dwelling, which you never deigned to visit when it was rich, and that you desire
from me a triÀing favor which she has made it impossible for me to concede. The
reason is simple, and , shall e[plain it in few words.

PY
“When you did me the kindness of telling me that you wished to breakfast with
me, , considered it right and proper, having regard to your e[cellence and merit, to
do everything within my power to prepare a more sumptuous dish than those , would
offer to my ordinary guests. My thoughts therefore turned to the falcon you have asked
me for and knowing its quality, , reputed it a worthy dish to set before you. So, , had it
roasted and served to you on the trencher this morning, and , could not have wished

O
for a better way of disposing of it. But now that , discover that you wanted it in a
different form, , am so distressed by my inability to grant your request that , shall never
forgive myself for as long as , live.”
C
,n con¿rmation of his words, Federigo caused the feathers, talons, and beak
to be cast on the table before her. On seeing and hearing all this, the lady reproached
him at ¿rst for killing so ¿ne a falcon, and serving it up for a woman to eat; but then she
ED

became lost in admiration for his magnanimity of spirit, which no amount of poverty
had managed to diminish, nor ever would.

How did Monna and Federigo feel about the incident?

EP

But now that her hopes of obtaining the falcon had vanished she began to
feel seriously concerned for the health of her son, and after thanking Federigo for his
hospitality and good intentions, she took her leave of him, looking all despondent, and
D

returned to the child. And to his mother’s indescribable sorrow within the space of a
few days, whether through his disappointment in not being able to have the falcon, or
because he was in any case suffering from a mortal illness, the child passed from this
life.

After a period of bitter mourning and continued weeping, the lady was repeatedly
urged by her brothers to remarry, since not only had she been left with a vast fortune
but she was still a young woman. And though she would have preferred to remain a
widow, they gave her so little peace in the end, recalling Federigo’s high merits and his
latest act of generosity, namely to have killed such a ¿ne falcon in her honor, she said
to her brothers:

06

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 “,f only it were pleasing you, , should willingly remain as , am; but since you are
so eager for me to take a husband, you may be certain that , shall never marry any
other man e[cept Federigo degli Alberighi.”

Her brothers made fun of her, saying:

“Silly girl, don’t talk such nonsense How can you marry a man who hasn’t a
penny with which to bless himself"”

“My brothers,” she replied, “, am well aware of that. But , would sooner have a
gentleman without riches, than riches without a gentleman.”

Seeing that her mind was made up, and knowing Federigo to be a gentleman
of great merit even though he was poor, her brothers fell in with her wishes and handed

PY
her over to him, along with her immense fortune. Thenceforth, ¿nding himself married
to this great lady with whom he was so deeply in love, and very rich into the bargain,
Federigo managed his affairs more prudently, and lived with her in happiness to the
end of his days.

What happened to Monna’s son?

O
What had become of Monna? Of Federigo?
C
Task 6 THINK TANK

,n your group, discuss your answers to the following questions about the story.
Write your answers on a separate sheet of paper.
ED

Group 1 - What is the difference between saying that Monna “took no

notice” of FederiJo’s love and saying that she did not notice it"

,s it important to e[plain this distinction" Why"

EP

Group  - Federigo decided to kill his falcon. ,s it in a way similar to

Monna’s decision to ask him for it"

Describe the sacri¿ce both of them had to make.

Group  - What social and moral problems came up when Monna

D

Giovanna’s son asked her to obtain Federigo’s falcon"

,n the end, what characteristic of a mother and a woman does

Monna reveal"

Group  - Can we say that the two characters were models of behavior"
,n what way"

What faults if DQ\ did they have"

How did you feel when Monna decided to marry Federigo in

the end"

Group  - What is the theme of the story"

0

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 What was Federigo’s attitude toward the falcon"

How does the falcon symbolize the central values of the story"

Task 7 TMT (Tone, Mood, Theme) Alert

Federigo’sfalconbuildsonatheme.TheWKHmeofthestoryreferstothecentral
topic of a te[t. ,ts tone and mood are also felt all over the story. Tone refers to the
attitude of the author toward a subject while mood is the atmosphere of the story.
,t’s the feeling you get while reading the story. Fill in the graphic organizer with the
appropriate information about the story.

PY
Federigo’s Falcon

O
C
Main Theme
ED

Tone Mood Sub-Theme

Task 8 LIKE THE OTHERS

EP

,t has been said that the theme of Boccaccio’s tales has become a source of
inspiration for different authors. Go through the synopsHs or e[cerpts of the stories
listed below. Then, compare and contrast them with Decameron. Work on this with
your group.
D



At the Tabard ,nn, a tavern in Southwark, near London, the narrator joins
a company of twenty-nine pilgrims. The pilgrims, like the narrator, are traveling to
the shrine of the martyr Saint Thomas à  Becket in Canterbury. The narrator gives a

0

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 descriptive account of twenty-seven of these pilgrims, including a Knight, Squire,
<eoman, Prioress, Monk, Friar, Merchant, Clerk, Man of Law, Franklin, Haberdasher,
Carpenter, Weaver, Dyer, Tapestry-Weaver, Cook, Shipman, Physician, Wife, Parson,
Plowman, Miller, Manciple, Reeve, Summoner, Pardoner, and Host. He does not
describe the Second Nun or Nun’s Priest, although both characters appear later in the
book.

The Host, whose name we ¿nd out in the Prologue to the Cook’s Tale is Harry
Bailey, suggests that the group ride together and entertain one another with stories.
He decides that each pilgrim will tell two stories on the way to Canterbury and two on
the way back. Whomever he judges to be the best storyteller will receive a meal at
Bailey’s.

Source: www.m.sparknotes.com/lit/canterbury/summary.html

PY
Similarities Differences
Canterbury Tales of
Geoffrey Chaucer and the
Decameron


O
C
ED
EP

Ibong Adarna is a mythical story, formed in narrative song and poetry called
corrido and considered a PDMRUZRUNLQ Philippine literature.

This amazing folklore is about love, sacri¿ce, and fantasy. Ibong Adarna literally
D

means Adarna bird. The story centers LVabout catching the mythical bird that possesses
magical powers. The Adarna birdEHVLGHVEHLQJH[TXLVLWHFRXOGDVXPHPDQ\ stunning
forms. ,t is GLIILFXOW to catch. ,t knows a total of seven songs which could eitherHQFKDQW
anyone to sleep, turn RQHinto stone or heal a deadly sickness. Which is why theDLOLQJ
King Fernando of Berbania tasked his three sons to catch the magicalELUG7KDW¶V
where the story begins.
Source: http://twenty¿ve.hubpages.com/hub/,bong-Adarna-Summary-English-and-Tagalog-
Versions

0

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Similarities Differences

,bong Adarna and

Decameron

YOUR DISCOVERY TASKS

Task 9 KNOW YOUR HEART!

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Giovanni Boccaccio said that when he wrote Decameron, he wanted to
document life during his time through various tales of love and lessons in life.

Authors have purposes when they write articles. Find out the purpose of the
speech you are about to read. ,t is the Commencement Address of the late Mayor and
D,LG Secretary, Jesse Robredo, to the Ateneo De Manila University Class of 00.

FOLLOW YOUR HEART; PURSUE YOUR DREAM

O
C
by Jesse M. Robredo
City Mayor, Naga City
ED

Greetings

, am deeply honored to be your Commencement Speaker today.

, must confess , do not consider myself prominent enough to merit the invitation.
, must also confess that , come from that other equally distinguished school along Taft
EP

Avenue. Nevertheless, like , always do when called upon, , will give it my best shot.

Humbly , stand before you today. Humbly , relish at the thought that perhaps
one of the reasons why you have chosen me as your Commencement Speaker is that
you want me to share with you the good things that we have accomplished in Naga
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City.

<ou, my dear graduates, might wonder why after si[ years in the private sector
with a lucrative job, , ¿nally decided to involve myself in local governance, which is
otherwise known as the comple[ world of politics.

,t is not common that we ¿nd young men and women, at their early stage,
stake their future in politics. The old fashion way is for older or more seasoned men,
especially those who have been successful in their profession and have nothing more
to prove, to indulge in politics as a rewarding refuge. ,n my case, , simply wanted to go
home and see what , can share to the city of my birth.

10

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 A STRONG HEART

Fifteen years ago, at age , when , ¿rst became Mayor of Naga, what , got
into was a city in shambles.

The city had a huge budgetary de¿cit; City Hall employees were underpaid,
their morale was low; and with a city council of ten members, only three of them
belonged to my party.

, had a weak mandate, made even weaker by a system of political patronage.

But , did not have an equally weak heart. , knew in my mind the kind of governance
we would pursue. The options were clear. We either provide a leadership that was
e[clusive and authoritative or a leadership that was inclusive and consultative ² a
leadership that imposes its will on its constituency or a leadership that encourages

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people participation and engagement.

We understood that we did not have the monopoly of wisdom. We felt that we
should know when to lead and when to be led.

We chose to take the side of our constituency. We fully wagered our political

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future on their response. To secure their con¿dence, we tackled long-standing
problems that beset the city ² vice, urban blight, red tape, graft and corruption, and
poor ta[ collection. We organized and reached out to all the sectors of the city ²
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the sidewalk vendors, drivers, urban poor, farmers, professional and business circles,
nongovernment organizations and religious groups.

PARTICIPATORY GOVERNANCE
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We viewed the poor, of which Naga had plenty, as our partners and assets. We
launched Kaantabay sa Kauswagan Partners in Development Program which so far
provided security of tenure to ,000 squatter families. Today, they are proud owners
of homelots in neighborhoods that speak of their dignity as empowered citizens of the
city. Working with the poor, we resolved long-standing land tenure problems dating
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back to the 10s. Such was our success that no less than the United Nations Center
for Human Settlements made our program a model in the Habitat ,, Conference in
Turkey in 16.

Viewing our constituency as our partner and asset, we enacted a People

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Empowerment Ordinance, the ¿rst of its kind in the country, which instituted the Naga
City People’s Council. This Council represents over a hundred nongovernment and
people’s organizations who are empowerd to propose legislations and vote at the
committee level of the city council.

Today we engage ourselves in a program that looks at every Nagueno as the

focal point of what government enterprise is all about. We call it the i-Governance
Program. ,t not only recognizes the citizen’s right to know but also encourages them
to engage their government. ,t has two basic tools: the Naga City Citizen’s Charter,
the ¿rst of its kind in the country and the naga.gov.ph website. These tools are both
designed to empower the citizen by promoting transparency and accountability.
Because of transparent governance and accessibility of information, construction of

11

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roads and purchases of supplies and medicines cost much less in Naga City than
government standards.

DRAMATIC REBOUND

The People Empowerment Ordinance has resulted LQ a dramatic rebound for

the City of Naga. By the end of my third term as city mayor in 1, we have regained
our stature as the premier city of the Bicol Region.

The rebound was described by Asiaweek Magazine as “more institutional than

physical” even as it acclaimed Naga City as one of the  Most ,mproved Cities in Asia
in 1. For similar reasons, Naga City was presented the Dubai-UNCHS ,nternational
Award for the 10 World’s Best Practices in Urban Governance and for its Participatory
Planning ,nitiatives in 1.

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CHANGING PARADIGMS

Why am , relating to you all these, my dear graduates"

,t is because in some Asian countries and even in our beloved country, people

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say that democratic principles cannot work, and that the Oriental model of “ruling with
a hard hand” is the call of the hour.
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We disagree. Our e[perience in Naga is our best argument against the
traditional and authoritative ways in the management of people and governance.

Our e[perience, too, proves that our people are our best resource and our
best hope. Our e[perience, and that of many others, have shown that if we cannot do
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it at the national level, we can begin at the local level. Collectively, successful local
governments, driven by constituencies who are well-informed, constructively engaged,
and willing to share the burden of community building, can build our country.

Despite all our problems, , know we shall overcome. ,t just might be a matter of
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changing course. ,t just might be a matter of leading from the bottom rather than being
herded by the top.

Again, why am , relating to you all these, my dear graduates"

,t is because many of you will be leaders of our country someday, or may even
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become President of this Republic. But is it not ironic that while many of our leaders
have succeeded in achieving their personal goals, the country has lagged behind"
Maybe it is because they have failed to make heroes out of the ordinary Filipino.
Maybe it is because they have relied solely on their own capacities, rather than on the
contributions of the ordinary people they are responsible for.

MAKING HEROES OUT OF THE ORDINARY

Not all of you will graduate with honors or with distinctions. Only a few ² a very
few ² will be privileged to receive medals and honors. But all of you tonight will come
up this stage and be honored with an Ateneo diploma.

Not that , am giving less importance to the honor graduates. We know that they

1

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 have signi¿cant roles to play. But that , would like to focus more on the majority of the
graduates this year. , was just like one of you when , graduated from college in 10.
To you, , address my e[perience in Naga City ² for it is our kind, the ordinary, regular
kid on the block, who made the City of Naga rise over its dif¿culties.

Our political history has shown that we have put the burden of running this
country to our “best” people for too long. And yet the gap between the rich and the poor
has grown wider. For this country to succeed, we need to make heroes of the ordinary
people. We need to make heroes of ourselves.

, must say that the ordinary employees and constituency have made the
success of Naga possible. ,n Naga City, we have a woman street sweeper, who held
on to her broom for twenty years. Literally, she had swept every square inch of the
city’s business district. But through sheer determination, she was able to ¿nish her

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secondary studies in a night school and graduated, at , with a bachelor’s degree,
some  years after her own daughters had theirs. To her the City of Naga conferred
the Mayoral Award for becoming an inspiration to ordinary citizens, one who despite
overwhelming odds, has risen above them. Today her broom has become a diploma.
The woman was not an honor graduate ² but an ordinary citizen, struggling to make
life better for her family.
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Why am , relating this to you, my dear graduates, and my dear ladies and
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gentlemen"

,t is because the world today lacks the values that used to mould the disposition
and the character of the ordinary citizen.
ED

The world today, despite the advances in science and technology, has yet to
learn about how to live, what to do, and how to be. As one tired and retired government
employee remarked, “One learns many things when one gets to be my age. But one
has to unlearn many more things that one has gathered with age.”
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,n pre-school, as bestseller writer Robert Fulghum observed, we used to be

taught these: “Share everything. Play fair. Do not cheat. Don’t hit people. Put things
back where you ¿nd them. Clean up your own mess. Don’t take things that aren’t yours
« When you go out into the world, hold hands and stick together.”

How sad ² after ten years in basic education and four years in higher education
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we seem to have forgotten the basic tenets learned in preschool.

When graduates go out into the world of business or politics or entertainment

or government service, will they still “share everything,” “play fair,” “put things back
where they ¿nd them,” and “clean their own mess"”

Our e[perience in governance in Naga City is nothing but our personal

encounter with the necessity of returning to the basic governance ² a return to the
essential meaning of service ² a return to what is simple and practical ² a return to
the values that our forefathers taught us: the value of honesty, hard work, of fairness
and most all the holy fear of a just God.

1

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SMALL FISH IN A BIG POND

This Address will not be complete without venturing to answer the question as
to where will you go from here.

Should you choose to be a big ¿sh in a small pond, or a small ¿sh in a big pond"
Whatever your doubts are, follow your heart. When , left San Miguel Corporation, in
16, , knew that serving home was where my heart was. , must say that desire and
commitment far outweigh knowledge and skill. The latter can be learned. Without the
former, your life’s work will be a profession and not a vocation. Find your own niche.
Change careers if you must. But make sure you succeeed.

<ou must always remember that you cannot give what you do not have.
Measure success in terms of how pleased you are with what you have done and not

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as to how people de¿ne it, with its attendant perks.

Later on in life, you will realize that it is neither your successes nor your
conquests that will give you satisfaction. ,t is your contribution that really matters –
paying back what you owe the community that nurtured you.

THE CHILD IN US
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Let me end by narrating to you the conversations , had with Grade 6 pupils of a
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public school in Panicuason, a mountain barangay in Naga City, some four years ago.
Some of these children had to walk  to  kilometers just to attend school. ,
asked them what their ambitions in life were"
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A boy said he wanted to be a doctor because there was no doctor in the

barangay. A girl said he wanted to be a teacher so that she would make sure that all
the children in her barangay would go to school. Another boy said he wanted to be an
engineer so he could improve the roads and provide irrigation systems for the farmers.

Like all of us, they too wanted to be somebody someday. But despite the
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deprivations and dif¿culties, they were all for a noble purpose – to be of service to
others. Not one of them said that it was for fame, money or power. They were so
young, yet they know what was good for their community and for others.

As you leave your beloved Alma Mater and pursue your own dreams, do not
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forget the child in you. Keep in your hearts always the Ateneo idealism of being men
and women for others. Hold on to it. , am certain you will do no wrong if you keep that
idealism as your guiding light.

Congratulations.
Source: https://www.facebook.com/notes/gma-news/mayor-jesse-robredos-commencement-
address-to-the-ateneo-de-manila-university-cla/101061066

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 Discussion Points:

Answer the questions to ¿nd out the author’s purpose in writing the te[t you
just read. Think about your own answers ¿rst. Then, pair with your classmates to
validate your answers. Be ready to share them to the whole class as soon as you have
come up with an agreement.

1. What kind of te[t is the material you just read"

. Does the te[t provide a lot of facts and information"
. List down some of the facts and information provided in the te[t.
. What is the mood of the article" What emotion of the author is reÀected in
it" E[plain.
. Tone refers to a writer’s or speaker’s attitude toward a subject. Writers
create tone through their choice of words and details. What is the tone

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of the speech" What words reveal the author’s attitude toward following
one’s heart"
6. ,s the author trying to convince you to do something" What is that"
. What then is the author’s purpose in writing this te[t"
. Are you convinced by the author’s manner of writing the te[t" Why"
.
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Can you recall other te[ts you have read with the same purpose as this
one" Name one.
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Task 10 PURPOSE GALORE!

Read the descriptions of each item and determine the author’s purpose to entertain,
persuade, or inform. Then, in a sentence or two, e[plain your answer.
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1. A pamphlet calling on people not to eat animals or use products made

from animals because the author thinks that it is cruel and unnecessary

Author’s Purpose:
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__________________________________________________________

E[plain <our Answer:

Write a sentence or two.
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. An arts craft book containing procedures for making scrapbook, origami,

and other do-it-yourself arts novelty items

Author’s Purpose:
___________________________________________________________

E[plain <our Answer:

Write a sentence or two.

1

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 . A book of over 1,000 believe-it-or-not stories

Author’s Purpose:
___________________________________________________________

E[plain <our Answer:

Write a sentence or two.

. A politician’s speech about how children in faUÀung towns should be

provided with quality education and medical help

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Author’s Purpose:

__________________________________________________________

E[plain <our Answer:

Write a sentence or two.

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. An article which appears in the medical journal about the wonder drug that
could treat dengue

Author’s Purpose:
ED

__________________________________________________________

E[plain <our Answer:

Write a sentence or two.
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6. An article comparing and contrasting Vietnamese and Philippine economic

policies

Author’s Purpose:
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__________________________________________________________

E[plain <our Answer:

Write a sentence or two.

16

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 . The Shakespearean tragedy “Romeo and Juliet,” LQZKLFK two young lovers
are forbidden from seeing one another due to centuries-old blood feud
between their two families

Author’s Purpose:

__________________________________________________________

E[plain <our Answer:

Write a sentence or two.

. A website describing a local dog leash ordinance, detailing its history and

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the penalties for walking around with one’s dog unleashed
 

Author’s Purpose:
HS G 8 

___________________________________________________________

E[plain <our Answer:

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Write a sentence or two.

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  HD H V

Task 11 TO AFFIRM OR TO NEGATE

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Below are lines taken from former Secretary Jesse Robredo’s speech. ,n your
group, take turns sharing your agreement or disagreement to the ideas presented.
J V

Assign one member of the group to take note of e[pressions of agreement and
disagreement used by the members of the group.
&

In preschool, as bestseller writer Robert Fulghum observed, we used to be

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taught these: “Share everything. Play fair. Do not cheat. Don’t hit people. Put things
6J 8

EDFNZKHUH\RX¿QGWKHP&OHDQXS\RXURZQPHVV'RQ¶WWDNHWKLQJVWKDWDUHQ¶W\RXUV
… When you go out into the world, hold hands and stick together.”

How sad ² after ten years in basic education and four years in higher education
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we seem to have forgotten the basic tenets learned in preschool.

When graduates go out into the world of business or politics or entertainment

or government service, will they still “share everything,” “play fair,” “put things back
ZKHUHWKH\¿QGWKHP´DQG³FOHDQWKHLURZQPHVV"´

Think about this:

What did you notice about the e[change of ideas in the group"

How did your classmates give af¿rmative and negative comments"

What should you do when af¿rming or negating an idea or a situation"

1

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 Frequently Used Adverbs of Af¿rmation and Negation

Adverb of Af¿rmation:

,t is an adverb used in a sentence to af¿rm it as true. Generally

these adverbs are used to answer the questions raised by others.

They are absolutely, af¿rmatively, all right also adj, alright also adj,
assertedly, avowedly, aye informal, certainly also interjection, clearly, de¿nitely,
doubtlessly, e[actly, obviously, positively, really also interjection, surely, truly,
undoubtedly.

Adverb of Negation:

6LJ8 %)5217 (QJOLVK/HDUQHU V0DQXDOE\'HS(G 8[

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,t is an adverb used in a sentence to deny it as true. Generally
these adverbs are used to answer the questions raised by others like almost,
contradictorily, invalidly, never, no also an adj., not, rarely.

Task 12 AFFIRM OR NEGATE FOR THE COUNTRY

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Read the summary of the book “1 Little Things Every Filipino Can Do to Help
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Our Country” by Atty. Ale[ander Lacson. Comment on each of the following items. Use
e[pressions that af¿rm or negate.
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The 1 Little Things We Can Do For Our Country

Are Small Acts of Patriotism

Atty. Ale[ander Lacson

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1st: Follow traf¿c rules. Follow the law.

‡ Traf¿c rules are the most basic of our country’s laws. ,f we learn to follow them,
it could be the lowest form of national discipline we can develop as a people. A
culture of discipline is crucial to our destiny as a nation.
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‡ Whenever we follow traf¿c rules, we show our love for our neighbor, our love
for the Filipino.
<our comment: _______________________________________________________
___________________________________________________________________
___________________________________________________________________

nd : Always ask for an of¿cial receipt or OR.

‡ Asking for ORs leads to higher ta[ collections, which means more funds for
our government, which could strengthen our economy and lead us to progress.
‡ Whenever we help our government in helping our people, we show our love
for our neighbor.

1

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 <our comment: _______________________________________________________
___________________________________________________________________
___________________________________________________________________

rd: Don’t buy smuggled goods. Buy local. Buy Filipino.

‡ Our money should support our economy, not the economy of other countries.
Buying Filipino means supporting the Filipino.
‡ Whenever we support one another as Filipinos, we show our love for our
neighbors.
<our comment: _______________________________________________________
___________________________________________________________________
___________________________________________________________________

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th: Speak positively about us and our country.

HS G 8 

‡ Every Filipino is an ambassador of our country. Each one of us, wherever we

maybe, is a VSRNHVSHUVRQ of our country.

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‡ Whenever we speak positively of our people, we show our love for our
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neighbors.
<our comment: _______________________________________________________
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___________________________________________________________________
  HD H V

___________________________________________________________________
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th: Respect your traf¿c of¿cer, policemanDQG other public servants.

J V

‡ Respect honors and digni¿es a man. ,t compels him to do his job right.
‡ There is love of neighbor whenever we respect those in authority.
&

<our comment: ______________________________________________________

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___________________________________________________________________
6J 8

___________________________________________________________________

6th: Throw your garbage properly. Segregate. Recycle. Conserve.

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‡The Philippines is the country given to us as a people. ,t is the birthplace of our

race. ,t is our home. We should keep it beautiful.
‡ When we keep our environment and our country clean, we show our love for
our people.
<our comment: ______________________________________________________
___________________________________________________________________
___________________________________________________________________

1

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th: Support your church.

‡ When we help our church, we help our Creator in His works on earth.
‡ Whenever we help our church, we show love for our neighbor.
<our comment: ______________________________________________________
___________________________________________________________________
___________________________________________________________________

th: During elections, do your solemn duty.

‡When we ¿ght for our votes, we ¿ght for our right to make our own destiny, as
a people and as a nation.
‡ There is love of neighbor when we elect good leaders for our country and

6LJ8 $)5217 (QJOLVK/HDUQHU V0DQXDOE\'HS(G 8[

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people.
<our comment: ______________________________________________________
___________________________________________________________________
___________________________________________________________________

th: Pay your employees well.

‡
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A company must bring prosperity not only to its owners, but also to its employees.
Blessings must be shared. ,t builds families. ,t builds our nation.
‡ There is love of neighbor when we value and pay our employees appropriately.
<our comment: ______________________________________________________
ED

___________________________________________________________________
___________________________________________________________________

10th: Pay your ta[es.

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‡Ta[es are the lifeblood of our government. ,t is what builds our public schools,
hospitals, and roads. ,t is what pays our teachers, soldiers, and other public
servants.
‡ There is love of neighbor whenever we pay our ta[es properly so our government
can help more people.
<our comment: ______________________________________________________
D

___________________________________________________________________
___________________________________________________________________

11th: Adopt a scholar or a poor child.

‡,nvesting on our youth is investing on our country’s future. Every family who
can afford should adopt one poor child as a scholar.
‡ There is love of neighbor whenever we help a child get an education.
<our comment: ______________________________________________________
___________________________________________________________________
___________________________________________________________________

0

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 PY
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 PY
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 PY
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 PY
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 Task 6 TIME FOR A CHECKUP!

Small Group Discussion

)orm Jroups oI ¿YH $nsZHr WKH TuHsWions EHloZ WKHn sKarH \our rHsponsHs
with the class.
1. The three musketeers proclaim their motto as “All for one, one for all.”
:hat Goes this motto mean"
. How would you describe society during the late-medieval France based
from the setting of the story"
. How do the protagonists assert conÀicts and resolutions in the hierarchical
state of affairs of the country"
. :hat principle do D¶Artagnan and the three musketeers uphold"Do you
agree with their principles" :hy" :hy not"

PY
. :hat personal code of ethics principles do the protagonists abide with"
:hy do you think so"
6. :hat conÀict did the following characters have in the story and how did
they resolve it" Accomplish the chart in their appropriate heading.

Character
D’Artagnan O
ConÀict Resolution
C
Athos, Porthos, and Aramis
Cardinal
4ueen
ED

Milady

. How dRHV the world Dumas portrayed in “The Three Musketeers” resemble
the modern corporate world" business in today’s worth"
EP

Task 7 LITERARY VALUE

Here are some characteristics of great literature. Analyze whether the story,
“The Three Musketeers”, mHet the following criteria.

1. ([plores great themes in human nature and human e[perience that

D

many people can identify with—such as growing up, family life, love, the
courageous individual’s struggle against oppression and war.
. ([presses universal meaning—such as truth or hope—that people from
many different backgrounds and cultures can appreciate.
. Conveys a timeless message that remains true for many generations of
readers.
. Creates vivid impressions of characters and settings that many generations
of readers can treasure.



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 Some literary workV may not meet the criteria but you can apply other
standards of evaluation when you are making judgments about a work.

Task 8 WHIP IT!

Read the selection below.

THE PLAGUE
by Albert Camus

PY
O
C
to die in the streets. A hysteria develops soon afterward, causing the local newspapers
to report the incident. Authorities responding to public pressure order the collection
and cremation of the rats, unaware that the collection itself was the catalyst for the
spread of the bubonic plague.
ED

conclusion that a plague is sweeping the town. They both approach fellow doctors and
town authorities about their theory, but are eventually dismissed on the basis of one
EP

death. However, as more and more deaths quickly ensue, it becomes apparent that
there is an epidemic.

Authorities, including the Prefect, are slow to accept that the situation is
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control measures are posted, but the language used is optimistic and downplays the

are taken. Homes are quarantined; corpses and burials are strictly supervised. A

and the country’s emergency reserves are depleted. When the daily number of deaths

The town is sealed off. The town gates are shut, rail travel is prohibited, and
all mail service is suspended. The use of telephone lines is restricted only to “urgent”
calls, leaving short telegrams as the only means of communicating with friends or
family outside the town. The separation affects daily activity and depresses the spirit
of the townspeople, who begin to feel isolated and introverted, and the plague begins

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 to affect various characters.

One character, Raymond Rambert, devises a plan to escape the city to join

underground criminals so that they may smuggle him out of the city. Another character,

by suggesting that the plague was an act of God punishing the citizens’ sinful nature.
His diatribe falls on the ears of many citizens of the town, who turned to religion in
droves but would not have done so under normal circumstances. Cottard, a criminal
remorseful enough to attempt suicide yet fearful of being arrested, becomes wealthy

Rambert informs Tarrou of his escape plan, but when Tarrou tells him that

PY
are not allowed to see, Rambert becomes sympathetic and changes his mind. He then

O
town, but some are shot by armed sentries. Violence and looting break out on a small
scale, and the authorities respond by declaring martial law and imposing a curfew.
Funerals are conducted with more and more speed, no ceremony, and little concern
C
for the feelings of the families of the deceased. The inhabitants passively endure their

as well as physically.
ED

hears from the sanatorium that his wife’s condition is worsening. He also hardens his
heart regarding the plague victims so that he can continue to do his work. Cottard,

of being connected to others, since everybody faces the same danger. Cottard and
Tarrou attend a performance of Gluck’s opera Orpheus and Eurydice, but the actor
EP

portraying Orpheus collapses with plague symptoms during the performance.

would feel ashamed of himself if he left.

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second sermon. He addresses the problem of an innocent child’s suffering and says it
is a test of a Christian’s faith, since it requires him either to deny everything or believe
everything. He urges the congregation not to give up the struggle but to do everything

to those of the plague, but the disease still proves fatal.

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 Tarrou and Rambert visit one of the isolation camps, where they meet Othon.
When Othon’s period of quarantine ends, he elects to stay in the camp as a volunteer
because this will make him feel less separated from his dead son. Tarrou tells Rieu[
the story of his life, and the two men go swimming together in the sea. Grand catches
the plague and instructs Rieu[ to burn all his papers. But Grand makes an une[pected
recovery, and deaths from the plague start to decline.

By late January, the plague is in full retreat, and the townspeople begin to
celebrate the imminent opening of the town gates. Othon, however, does not escape
death from the disease. Cottard is distressed by the ending of the epidemic, from
which he has pro¿ted by shady dealings. Two government employees approach him,
and he Àees. Despite the epidemic’s ending, Tarrou contracts the plague and dies after
a heroic struggle. Rieu[’s wife also dies.

PY
In February, the town gates open and people are reunited with their loved ones
from other cities. Rambert is reunited with his wife. Rieu[ reveals that he is the narrator
of the chronicle and that he tried to present an objective view of the events.

Cottard goes mad and shoots at people from his home. He is arrested. Grand

conclusion that there is more to admire than to despise in humans.

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begins working on his sentence again. Rieu[ reÀects on the epidemic and reaches the

)URP:LNLSHGLDWKHIUHHHQF\FORSHGLD
C
‡ Evaluate the selection by answering the questions below:

¾How original and inventive is the work?

ED

¾How effectively does the writing achieve the purpose?

¾How vividly and believably are the characters, settings, dialogues,

actions, and feelings portrayed?

¾How strongly did I react to the work? Did I identify with the character,
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situation, or feeling? Did the work stir my memories and emotions?

¾Does the message of the work have meaning for me?Will I

remember it a year from now?
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‡ Write an evaluation of “The Three Musketeers” by applying the above criteria

for great literature and by answering the questions for Evaluating Literature.

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 Task 9 AGREE OR DISAGREE?

Af¿rm or negate some statements taken from the selection, “The Plague.” Use
the appropriate e[pressions.

1. Father Panelou[ uses the plague as an opportunity to advance his stature

in the town by suggesting that the plague was an act of God punishing the
citizens’ sinful nature.
__________________________________________________________

__________________________________________________________

2. Funerals are conducted with no ceremony and little concern for the
feelings of the families of the deceased.

PY
__________________________________________________________

__________________________________________________________

3. The authorities respond to the worsening situation by declaring martial law

and imposing curfew.

O
__________________________________________________________

__________________________________________________________
C
4. Panelou[ addresses the problem of an innocent child’s suffering and says
it is a test of a Christian’s faith.
__________________________________________________________
ED

__________________________________________________________

5. Rieu[ reÀects on the epidemic and reaches the conclusion that there is
more to admire than to despise in humans.
__________________________________________________________
EP

__________________________________________________________

YOUR DISCOVERY TASK

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Task 10 THE TEAM IN THEME!

Group Work.

9How will your group help maintain the peace and order in your class"
Share your plan of action with the rest of the class. Assign a member to discuss
your plan in a manner of giving a speechon the theme of solidarity.

9Fictional characters or real people resolve conÀict by ¿nding a solution

to the problem that confronts them; for others, it means living with the
consequences. Make a list of some conÀicts portrayed in the story, “The Three
Musketeers,” and the ways in which they are or DUHnot resolved. Then, make a

257

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 the ways in which they are or are not resolved. Then compare the lists. Share
your comparison lists with the class. Assign a member of the group to talk

arise in a relationship. Assign a member of the group to talk about handling

Think of some issues a person your age might want to speak about but Zould

out about each issue. Then decide which of these issues you feel particularly
strong about. Prepare notes for a short speech to deliver to the class.

PY
YOUR FINAL TASK

Task 11 WEIGH IN!

Philippine Daily
Inquirer on

LANGUAGE ADVANTAGE O
C
rapporteurs at international conferences in Asia. Filipinos were considered as No.1
on the recruitment list for overseas jobs that require good knowledge of English.
ED

Soon, this may no longer be true. Our Asian neighbors have realized the value
of English as an international language in business, science and technology, and

enrolling in English language schools in Shanghai, Hong Kong, Singapore, Bangkok,

and Tokyo — all eager to learn the language in the shortest possible time.
EP

And now, we stand to lose our language advantage — our superiority in the use
of English. One factor that has been blamed for the deterioration of English usage
for Filipinos is what has been called the “schizophrenic” bilingual education policy of
the school system. Some subjects are taught in Filipino and some in English. Almost
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equal emphasis is given to the teaching of Filipino and English, or if there is bias, that
bias is in favor of Filipino.

Studies have shown that the content of school subject is understood more
quickly, assimilated more easily and retained much longer when it is taught in the native
language than when it is taught in the foreign language.But there maybe courses like

And the use of Filipino as the medium of instruction in most subjects should not be

schools.

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 Every day, there were grammar quizzes. Students were made to read, read,
and read some more. Teachers devoted a lot of time or composition in English, and
students were made to rewrite their “themes” until they were almost letter perfect.

Now, this is no longer the case. Even the English of some graduates of the
University of the Philippines leaves a lot to be desired, and if many teachers in public
schools cannot write or speak correct English, what are they passing on to their

a people. But like the other people on earth, we have to wake up to the reality that

PY
the transmission of information and knowledge, and for the conduct of business and

stay in touch with the rest of the world, and to be globally competitive. We cannot
afford to lose our language advantage.

O
C
ED
EP

An argumentative piece of writing is sometimes called persuasive writing

because it aims to convince the reader about a certain stand on a debatable issue.
D

Argumentative essays convey opinions that are proposed as true and

print

A controversial issue always lies at the heart of an argumentative essay.

To persuade the readers through logical reasoning and analysis, use the techniques

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Techniques in Argumentation

1. Analogy. There is an assumption that two things similar in one aspect

are alike in another aspect.
E[ample: bread : butter; teacher : student
2. Comparison-Contrast. This technique presents the similarities and/or
differences of two major concerns.
E[ample: Beauty versus Brawn.
Beauty ensures permanent and remarkable success, Brawn
ensures temporary success.
3. De¿nition. This technique gives a meaning or several meanings to a
concept that forms the argument.

PY
E[ample: Feminism
Feminism is not about hating men. It is about celebrating the
power of women side by side with men.
4. Analysis. ItLV a technique that takes a part from the whole and scrutinizes
it to prove the point.
E[ample: Career Choice
O
One’s personal interest determines her choice of a career
because it is her natural response to life in general (personal
C
interest apart from skills, resources, etc.)
Source: Romero, J.P. Delos Reyes A.D., E[ploring Life through English and American
Literature, 2004
ED

™8VLQJWKHVHWHFKQLTXHV, you are now ready to compose an argumentative

essay. Your essay should emphasize resolution of conÀicts among individuals or
groups.
™Keep in mind the process of writing that you have learned.
EP

B. 1. Follow this process to come up with your argumentative essay. You may choose
from the suggested topics below.

a. Janet Napoles and the Judiciary System LQ the Philippines

D

b. The Philippines and Its Diplomatic Relationship with China

c. The Role of the United Nations in the War between Nations

d. (A topic of your choice)

1RZ WKDW \RX KDYH DFFRPSOLVKHG \RXU DUJXPHQWDWLYH HVVD\ LW¶V WLPH IRU \RX WR
VWDUWSUHSDULQJWRGHOLYHU\RXUVSHHFK+HUH¶VKRZ\RXFDQSUHSDUH%HJXLGHGE\
WKHSURFHVV

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 C. SPECIAL DELIVERY!

1. Planning and Drafting Your Speech

‡ Make a list of things you feel strongly about. (In case you plan to
choose your own topic)
‡ Brainstorm with friends about issues that you often debate on,
then follow the steps in the bo[.

Steps in Planning and Drafting Your Speech

1. Clarify your position. How do you feel about the issue and why?
2. Find support for your position. What research will you have to do
to back up your case? Where can you ¿nd that information? Which
evidence will help you make your point most effectively?

PY
3. Identify your audience. What do your listeners already know
about the issue? What is their stand on it?
4. Consider how to captivate your listeners’ attention. What
startling statistics, amusing anecdote, or intriguing question can you
use to hook your audience at the beginning of your speech?

O
5. Decide how to present your arguments. How can you organize
your arguments so they have the greatest impact? Do you want
to begin with the argument your audience will probably agree with
C
and move to more controversial points? Would starting with your
strongest argument—or ending with it—work better?
ED

7KLQNDERXWKRZ\RXZLOOSUHVHQW\RXUVSHHFK:LOOLWEHVWUDLJKWIRUZDUG
DVFKRODUO\DSSURDFKRUZLOOKXPRUEHPRUHHIIHFWLYH"

2. Practicing and Delivering Your Speech

EP

The best way to practice your speech is to present it aloud—again and again.
Try speaking in front of a mirror so you can evaluate and improve your posture,
gestures, eye contact, and use of visual aids. You mightrecord a practice session
so you can critique your voice quality and effectiveness.
D

Or, set up an event with your classmates and take turnV delivering your
speeches. Better yet, deliver your speech to your family.

Steps in Delivering a Speech Effectively

1. Use your voice effectively. Speak loud enough to be heard, but vary your
pitch and tone to avoid boring your audience.
2. Maintain eye contact. Look directly at a member of the audience while you
speak, moving your eyes from person to person.
3. Incorporate gestures and facial e[pressions. Let your emotions show in
your face—particularly in your eyes and mouth.

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 that will reinforce your message. Make sure your materials are large and clear
enough so that everyone in the audience can read them.

Follow these steps in delivering your speech.

Respond to audience feedback.

Ask your peer reviewer the following questions:
‡
‡
‡

PY
‡

Practice, practice, practice.

O
C
.

MY TREASURE
ED

From the standpoint of daily life, however, there is one thing we do know:
that man is here for the sake of other men — above all, for those upon whose
smile and well-being our own happiness depends, and also for the countless
unknown souls with whose fate we are connected by a bond of sympathy.
-- Albert Einstein
EP

___________________________________________________________________
___________________________________________________________________
D

Because they enabled me to become

___________________________________________________________________
___________________________________________________________________

And they made me realize that

___________________________________________________________________
___________________________________________________________________

___________________________________________________________________
__________________________________________________________________

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 PY
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ED
EP
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‡…‘…‹Ž‹‰™‹–Šƒ–—”‡

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 PRE-TEST
MODULE 3
/͘ Listening/9iewing
Listen to the song “What a Wonderful World” by Louis Armstrong, then
answer the questions that follow.

I see trees of green,

red roses, too.

I see them bloom,

PY
for me and you.

And I think to myself,

what a wonderful world.

I see skies of blue, O

C
And clouds of white.

The bright blessed day,

The dark sacred night.

ED

And I think to myself,

What a wonderful world.

EP

The colors of the rainbow,

So pretty in the sky

Are also on the faces,

D

Of people going by

I see friends shaking hands

Saying, “How do you do?”

They’re really saying,

“I love you.”

264

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 I hear babies cry,

I watch them grow,

They’ll learn much more,

Than I’ll ever know.

And I think to myself,

What a wonderful world.

Yes, I think to myself,

PY
What a wonderful world.

Oh yeah.

Source: http://www.azlyrics.com/lyrics/louisarmstrong/whatawonderfulworld.html

1. What do trees of green symbolize?

a. Hope and life O
C
b. Freshness and freedom
c. Cleanliness and purity
d. Health and wellness
ED

2. The blooming of red roses signi¿es

a. sharing of glory
b. bountiful blessings
c. love for the people
d. wealth that abounds
EP

3. The bright blessed day and the dark sacred night are symbolisms for
a. challenges and trials
b. triumphs and dreams
D

c. sorrows and problems

d. successes and failures

4. The colors of the rainbow WKDW are on the faces of people convey
a. happiness and contentment
b. lasting relationship among spouses
c. friendship and camaraderie
d. generosity and serenity

265

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 5. The speaker in the song has
a. no dreams to carry on
b. a positive outlook in life
c. a pessimistic idea about nature
d. lousy disposition towards life

PY
A C

O
C
B D
ED

Source: ŚƩƉƐ͗ͬͬǁǁǁ͘ ŐŽŽŐůĞĐŽŵƉŚƐĞĂƌĐŚ͍ƋсŝŵĂŐĞƐнŽƌнƉŝĐƚƵƌĞƐнĂďŽƵƚнŚĂƌŶĞƐƐŝŶŐнƚŚĞ

нƉŽƚĞŶƟĂůнŽĨнŶĂƚƵƌĞΘƌůnjсϭϭ

6-7. Figure A shows potential energy that creates

a. photosynthesis for animals

EP

b. green vegetation for animals’ source of food

c. sunlight that gives vitamin D for people
d. wide array of green grasses

8. Figure B harnesses the potential of

D

a. metal
b. sounds
c. sunlight
d. wind

9. In Figure C, the human brain is used as

a. detail processor
b. dream adaptor
c. memory storage
d. vision encoder

266

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 10. Figure D shows a direct interaction among

a. soil, vegetation, and wind

b. sunlight, soil, and vegetation
c. water, wind, and soil
d. wind, soil, and sunlight

II. Reading and Literature

For nos. 11-15 (Free Association)

Answer the following questions:

11. What characteristic of a mother can be best likened to nature?

PY
12. Why is the color green always associated with nature?

13. What do you mean by the word autumn?

14. What makes the Philippines a very blessed country?

O
16. Which group of words gives the correct meaning of the word shabby?
C
a. scruffy, untidy, ragged

b. clean, dilapidated, worn out

ED

17. Interpret the mood of the statement, “He longs to tell someone, all that is
haunting him now, but there is no one to tell.”
EP

Read the passage and write the letter of the correct theme.

18. What is the message of the passage?

D

it contained so little water that he could not possibly get at it. He tried
everything he could think of to reach the water, but all his efforts were in
vain. At last, he collected as many stones as he could carry and dropped
them one by one with his beak into the pitcher, until he brought the water
within his reach and thus, saved his life.

a. Nobody is perfect.
b.
c.
d. You can lead a horse to water but you can’t make it drink.

267

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Salmon are born in fresh water but travel to salt water to live their
lives and then travel back upstream to where they spawn more salmon
before they die. Salmon traveling upstream are very determined to get
back to where they were born. They ¿ght against currents, whirlpools, and
waterfalls; even though man has placed some obstacles in the salmon’s
way by building dams or rivers. Once the salmon reaches its birthplace, it
lays eggs. These eggs hatch, and the process begins again.

19. You can conclude that

a. salmon ¿ght against WKHcurrents
b. salmon DUH lazy ¿sh
c. salmon like to stay where they are born
d. when man develops more land, it will be more dif¿cult for the salmon

PY
to survive

20. You can conclude that salmon

a. are born in saltwater
b. live for a very long time
c. is an e[pensive ¿sh to eat
d. can’t survive in fresh water
O
C
For nos. 21-23, read the passage below and then answer the questions that follow.

Justin was always prepared. His motto was “Never throw anything out, you
never know when it might come in handy.” His bedroom was so full of Àat bicycle tires,
ED

bent tennis rackets, deÀated basketballs, and games with missing pieces that you
could barely get in the door. His parents pleaded with him to clean out his room.

“What use is a ¿sh tank with a hole in the bottom?” his father asked. But Justin
simply smiled and repeated his motto, “Never throw anything out, you never know
EP

when it might come in handy.”

21. What does Justin’s motto mean?

a. Being organized is a good trait.

b. Keeping old things might help you become rich.
D

c. It is always nice to keep things of no use already.

d. Things WKDW you think are useless may be of use again in urgent cases.

22. Justin’s parents are

a. happy with Justin’s ingenuity.

b. annoyed with Justin’s untidiness.
c. proud with what Justin has in his room.
d. worried with the junk that Justin stored in his room.

268

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 23. What character trait does Justin show?

a. carefulness
b. frugality
c. perseverance
d. resourcefulness

For nos. 24-26, Read the passage below and answer the questions that follow.
When Justin was away from home, he always carried his blue backpack. He
liked to think of it as a smaller version of his bedroom—a place to store the many
objects that he collected. It was so worn out and stretched that it hardly resembled
a backpack anymore. It was full of the kinds of things that seemed unimportant, but
when used with a little imagination, might come in handy.

PY
Justin had earned a reputation for ¿guring things out and getting people out of
otherwise hopeless situations. Many of his classmates and neighbors sought him out
when they needed help with a problem.

24. Justin’s backpack is

a.
b.
DrecyclableREMHFW
an antique
O
C
c. a magic bag
d. a smaller version of his bedroom
ED

25. Justin’s ingenuity has been proven by

a. being generous and helpfulWRHYHU\RQH.

b. lending moneyRUKLVSUL]HGSRVVHVVLRQWRDQ\RQH.
c. saving a lot of peopleE\VKDULQJZKDWKHKDV.
d. helping people out of their problem through the use of what he kept.
EP

26. Justin’s reputation is

a. worth emulating. c. disgusting.

D

b. shameful. d. worth remembering.

For nos. 27- 30.

Si[ major concepts try to steer our way of life so as to unite the present with the
past and future and make us collaborate with one another.

Solidarity is in fact the key to start this new way of life. Past generations and
generations to come need to respect each other and the planet, and care for the
community of life. One should never bene¿t from somethingQRZ, which will eventually
have a problematic effect on future generations. A practical e[ample is that of genetic
engineering. This technology opens up a new dimension for the world. It makes
alteration of DNA possible. The immediate effects are very positive as they, for e[ample,

269

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
can make a plant produce more seeds and furthermore no pests will feed on them. Yet,
the downside to all these will only be seen in the future. Once the structure of DNA is
altered, it would be impossible to change. Another negative impact that future beings
will face is the fracture of the feeding cycle. Therefore, it is essential for all to protect
one another, as all generations are interrelated, which means that whatever happens
today speaks about the relationship of the present with past and future generations.

27. The paragraph suggests that

a. the future is uncertain.

b. one has nothing to do with the past.
c. one’s failure can never be recovered.

PY
d. whatever decision and action one does has an effect on the future.

28. Genetic engineering has a

a. negative result only.

b.
c.
d.
favorable effect only.
favorable and unfavorable effect.
a promising innovation for mankind.
O
C
29. Fracture of the feeding cycle means that
ED

a. feeding cycle is dangerous for humans.

b. feeding of beings can be alternately done.
c. there is hunger and poverty among all entities.
d. change in the natural feeding cycle.
EP

30. The paragraph emphasized the necessity to

a. interact or socialize to build relationship.

b. conserve energy and natural resources.
c. protect one another in order to survive.
D

d. keep food and friendship for survival.

III. Grammar

Choose the best pronoun to use in each sentence

31. Both magazines featured the President on _____ covers.

a. her
b. his
c. its
d. their

270

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 32. Neither John nor Andy has ¿nished _____ English test.

a. her
b. his
c. their
d. they’re

33. Neither the cat nor the dogs had eaten _____ meal.

a. its
b. their
c. there

PY
d. his or her

34. Everyone should report to _____ cabin soon.

a. her
b.
c.
d.
his
their
his or her
O
C
35. The football team has been awarded _____ letters.
ED

a. its
b. him
c. their
d. there
EP

36. Was it Gladys or (he, him, we, they) who lost the turtle?

37. I think it was (we, her, she, they).

D

38. (Each, Many, Everyone, Everybody) like potato salad.

39. (That, They, Those, These) is a good idea.

40. Norman is a photographer (who, where, which,whose) does

great work.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
I9. Writing

Choose one question below and answer it in 5 to 7 sentences only.

‡ What can I do to help sustain Mother Earth?

‡ How can I contribute to the preservation of the Earth?
‡ What might happen if there are no bountiful gifts of nature?

PY
O
C
ED
EP
D

272

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.