Grade 8 Q2 English LAS

8
English
Second Quarter
LEARNING ACTIVTIY SHEET
ii
Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
COPYRIGHT PAGE
Learning Activity Sheet in ENGLISH
(Grade 8)
Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
“No copy of this material shall subsist in any work of the Government of the Philippines. However,
prior approval of the government agency or office wherein the work is created shall be necessary
for exploitation of such work for profit.”
This material has been developed for the implementation of K to 12 Curriculum through the
Curriculum and Learning Management Division (CLMD). It can be reproduced for educational
purposes and the source must be acknowledged. Derivatives of the work including creating an
edited version, an enhancement of supplementary work are permitted provided all original works
are acknowledged and the copyright is attributed. No work may be derived from this material for
commercial purposes and profit.
Consultants:
Regional Director : ESTELA L. CARIÑO, EdD., CESO IV
Assistant Regional Director : RHODA T. RAZON, EdD., CESO V
Schools Division Superintendent : REYNANTE Z. CALIGUIRAN, PhD
Asst. Schools Division Superintendent: JESUS B. MAGGAY
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD
Chief Education Supervisor, CID : ESTELA S. CABARO, PhD
Development Team
Writers : Carina Pelagio; Elaine Furigay; Mary ann Banatao; Gloria Marcos
Gabriela Lauigan;Aprille Napigue; Michael John Fugaban; Joyce
Labuguen; Carol Callapag; Mildred Maiztegui;Charolf Cagurangan
Sher Anne Guzman
Content Editor : Emma S. Dumayag
Focal Persons : JOSEPHINE I. GAMMAD
JESSICA T. CASTANEDA, PhD
RONIE F. TEJANO
RIZALINO G. CARONAN
Printed by: DepEd Regional Office No. 02
Regional Center, Carig Sur, Tuguegarao City
_____________________________________________
Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500
Telephone Nos.: (078) 304-3855; (078) 396-9728
Email Address: region2@deped.gov.ph Website: region2.deped.gov.ph
Table of Contents
Competency Page Number

Second Quarter
Explain visual-verbal relationships illustrated in …………………………. 2-9
tables, graphs, and information maps found in expository texts
Share ideas using opinion-marking signals ………………………… 10-19
Compare and contrast the presentation of the ………………………….... 20-72
same topic in different multimodal texts
Compare and Contrast one’s beliefs/convictions…………………………... 73-78
With those presented in a material
Discern Positive and Negative Messages …………………………........ 79-84
conveyed in a text
Note: Practice Personal Hygiene Protocols at all times. ii

ENGLISH 8
Name of Learner: ________________________ ` Grade Level: __________________

Section: ________________________________ Date: ________________________
LEARNING ACTIVITY SHEET

Visual-Verbal relationships illustrated in tables, graphs and information maps
found in Expository text
Background Information for Learners

Expository text is a type of informational text that provides factual information about a topic using
a clear, non-narrative organizational structure with a major topic and supporting information.
• Information is presented with a clear organizational text structure which includes but is not
limited to: description, chronology, comparison, cause/effect, problem/solution.
• The language in expository text is precise, specific to the subject, and includes domain
specific vocabulary to explain concepts and information.
• Includes text features that support or enhance the text such as photographs, illustrations,
captions, charts, diagrams, tables, graphs, and timelines.
Text Features:
• Table - a set of facts and figures arranged in columns and rows and is a very useful way
of organizing numerical information or data.
• Graph - a chart or drawing that shows the relationship between changing things. It is a
diagram displaying the relationship between numbers or amounts. Most graphs use bars,
lines, or parts of a cycle to display data.
• Map- graphical devices drawn to scale to represent whole or part of a specific area. Maps
can include symbols, a legend, and a scale.
Learning Competency with code

Explain visual- verbal relationships illustrated in tables, graphs, and information maps found in
expository texts (Quarter 2, EN8SS-IIe-1.2)
Note: Practice Personal Hygiene Protocols at all times. 1

Directions:
Exercise 1. Read the article below then answer the questions that follow.
OFFICIAL: Philippines bags overall championship in SEA Games 2019

Admin Wednesday, December 11, 2019
MANILA, Philippines – After securing a record-breaking 149 gold and 385 total medals, the
Philippines is officially claiming the title as overall champion of the 30th Southeast Asian (SEA)
Games.
Vietnam made a final day push to snare the second spot with 96 golds and total 285 total medals.
Thailand settled for the third spot with 92 golds and 316 medals.
The latest medal tally shows the Philippines claiming the overall championship at SEA Games 2019.
On Sunday, Philippine Olympic Committee (POC) chair Steve Hontiveros already assured
win in the biennial regional sports event, being the front-runner in the medals tally and

wide lead from the second place. “We got this. We are overall champions. Other countries
don’t have much left to get gold medals from.”
Gilas Pilipinas on Tuesday proved its dominance in the region after beating Thailand for
their 13th straight title in the SEA Games. The women's division, meanwhile, also won
their first championship against Thailand.
The men's volleyball team, who received admiration for their skills and fighting spirit in
the historic gold medal match, bagged a silver medal after losing to Indonesia in straight
sets.
Only one event, beach handball competition, is remaining to be declared on the final
medal tally today. Vietnam will face Indonesia while the Philippines will battle with
Thailand.
Tonight, the region is all eyes on the closing ceremony of the 30th SEA Games.
— The Summit Express
1. Which among the countries garnered the highest number of bronze medals?
________________________________________________________________________
2. How many medals has the country Philippines won?
________________________________________________________________________
3. Which country received the least number of medals?
________________________________________________________________________
4. What does the following information try to show us?
a. row/column: ___________________________________________________________
b. table: _________________________________________________________________
5. What other information in the table are not presented from the text or vice versa?
_______________________________________________________________________
_______________________________________________________________________
6. What conclusion/s can you draw from the table?
________________________________________________________________________

Exercise 2. Read and understand the text. Label correctly the graph based on the text you read.
Write your answer on the space provided.
Coronavirus disease (COVID-19)

Situation Report 22 Philippines 22 April 2020
Out of the total 6,710 confirmed cases reported in the Philippines until today,
53% are male, with the most affected age group 30-39 years (18.9%) followed by 50-59
(17.6%).
71.3% of cases reported from National Capital Region (NCR), followed by
CALABARZON (14.9%) and Central Luzon (5.3%).
Out of the 446 confirmed deaths, 67.5% are male, with the most affected age
group over 70 years (34.1%) followed by 60-69 years (33.4%) 65.7% of deaths reported
from NCR, followed by CALABARZON (15.2%) and Central Luzon (6.1%).
80
70
1
60 3 4
50
40
2
30
20
6 7
10
10
9
0
5 8
Note: Practice Personal Hygiene Protocols at all times. Central Luzon 4
Exercise 3. Read and understand the text. Choose only one from the highlights or updates then
create a graph or table based on the text. Draw your table or graph from the box provided and be
guided with the following criteria below.
Highlights and Recent Updates on COVID-19
Issue 41 | June 8, 2020
• DOH recorded 16,362 active cases as of June 7, with the majority of the patients
exhibiting mild symptoms (15,627; 95.5%).
• A total of 2,736 (12% of all cases) healthcare workers have been affected by COVID-
19, with 1,589 recoveries and 32 deaths.
• As of June 7, a total of 55,859 Returning Overseas Filipinos (ROF) have arrived (Land-
based: 17,419; Sea-based: 38,440) in the country. Of these figures, 43,143 have been
released from facility quarantine (Land-based: 11,094; Sea-based: 32,049). Among the
ROFs, 1,376 were confirmed COVID-19 (Land-based: 1,047; Sea-based: 329). Among
the confirmed COVID-19 ROF, 623 are currently admitted (Land-based: 434; Sea-
based: 189); 267 recovered; and 1 death.
• DOH has approved a total of 8,431 slots for hiring in 238 facilities. DOH has redeployed
a total of 1,287 NDP nurses (214 in Luzon and 1,073 in Visayas and Mindanao) to DOH
and LGU hospitals catering COVID-19 cases.
• To provide guidance to the immediate establishment and implementation of a COVID-
19 Convalescent Plasma Donation Program, DOH has issued a Department
Memorandum No. 2020-0216 entitled “Collection of Convalescent Plasma and
Networking for Therapeutic Strategy for COVID-19.”
• The DOH reiterates to the public the importance of adapting to the New Normal setting.
In the case where people need to go out for errands, the public is still advised to observe
minimum health standards. In grocery, markets, and food retail settings, everyone is
advised to avoid large groups of people and long queues. For their safety as well as
others, customers are discouraged from touching items/products if they are not sure yet
in buying the item.
https://www.facebook.com/OfficialDOHgov
Answer:

Rubrics
Criteria: 5 3 1
Neatness The table/graph is The table/graph is The table/graph is
neatly done and quite neat and incomprehensible at
comprehensible. comprehensible. all.
Organization The table/graph is The table/graph is The table/graph is
well-organized. Its moderately organized. inorganized and
structure is very easy Its structure is quite unmanageable to
to interpret. easy to interpret. interpret.
Content The data are There are data omitted The data are all
correctly interpreted and misinterpreted. omitted and
and properly Some are improperly misinterpreted. No
labelled. labelled. label included.
Exercise 4. Read and analyze the graph then construct an expository text based on the graph of
active cases of COVID-2019 breakdown. Write your expository text on the box provided and be
guided with the criteria below.
Active cases breakdown as of June 07, 2020
0%
4%
0%
Asymptomatic
(660)
Mild cases
(15, 627)
Severe cases
(56)
Total no. of Critical
cases: (19)
16, 362
96%
Note: The number of cases as of June 07, 2020 is taken from the DOH website.

Answer:
Rubrics
Criteria: 5 3 1
Content The text is clearly The text is vague The text is not clearly
related to the topic and and some points are stated and irrelevant
appropriately stated. irrelevant to the at all.
topic.
Organization The text is logically The text is somehow The text is illogical
organized and well- logically organized and unorganized.
structured. and structured.
Grammar The text has no The text has few The text has many
grammatical error. grammatical errors. grammatical errors.
Reflection
Complete this statement.
What I have learned in this activity:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________

References for Learners
Internet:
Adapted from: Fountas, I.C. & Pinnell, G.S. (2012). Genre study: Teaching with fiction and
nonfiction books. Portsmouth, NH: Heinemann.
Montgomery County Public Schools, Maryland, Curriculum 2.0 – 2012
https://www.facebook.com/OfficialDOHgov
https://sites.google.com/site/mathclc/graphs
https://www.readingrockets.org/article/diagrams-timelines-and-tables
https://www.thesummitexpress.com/2019/12/official-philippines-bags-overall-championship-
sea-games-2019.html
https://www.who.int/docs/default-source/wpro-
documents/countries/philippines/emergencies/covid-19/who-phl-sitrep-22-covid-19-
22apr2020.pdf?sfvrsn=7b95185_2
Answer key
Exercise 1
1. Thailand garnered the highest number of bronze medals.
2. Philippines won 385 medals.
3. Timor-Leste received the least number of medals
4. Row/Column- Name of the competing countries with their respective total number of each of
the medals they won.
Table – A clear graphical illustration of the classification of medals, as to the number and kind
received by the competing countries
5. The winning moment of Gilas Pilipinas, volleyball team and beach handball. Other competing
countries and the medals they received.
6. Answers vary
Exercise 2
1. No. of cases 4. 65.7% 7. 15.2%
2. No. of deaths 5. National Capitol Region (NCR) 8. CALABARZON
3. 71.3% 6. 14.9% 9. 5.3%
10. 6.1%
Exercise 3
Answers vary
Exercise 4
Answers Vary
Prepared by:
JANET I. CABADDU JOANNA GRACE T. GAFFUD

Writer Writer

ENGLISH 8
Name of Learner: _______________________________________ Grade Level: _____________

Section/ Section: ________________________________________ Date: __________________
OPINION-MARKING SIGNALS
Background Information for Learners:
What is an opinion?
What words signal an opinion?
An opinion is a form of judgment about some facts or situations based on a special acquaintance
with the general subject matter rather than upon knowledge of a specific situation itself. An opinion
is better supported with a certain impression, point of view, judgment, or reaction of a person’s
viewpoint. Some examples of opinions are: (I like candies, I think babies are adorable, I feel
uneasy with the pandemic).
I like candies.
I think babies are adorable.
I feel uneasy with the pandemic.
There are signal words or transitions that can help the reader identify opinion. Through these
words, the reader can follow the direction of a writer’s thoughts. Here are some expressions that
signal opinion:
Introductory Concluding Supporting Introduci Cause/ Compare/ Countering

Phrases Phrases Opinions ng Details Effect Contrast
In my own For the First For Since Similarly I realize you
opinion reason example
above Second Caused by Likewise I understand
There is no As you
doubt that In short Equally evidence In effect As well as
important Even
I question In other In support Because Compared though you
whether words Besides of this of to
Although
I believe On the Furthermore In fact Brought In like you
whole about manner
From my In the first For Some
own point of As you can place instance Conseque On the people
view see ntly other hand
Next

I (dis) agree To be sure Therefore On the It may be
In any event Similarly As a result contrary that you
of
As I have Likewise Maintain
noted Give rise Although
Moreover to Let me
Without a Rather explain
doubt Also If…then than
I question
Leads to In spite of
However
Have in
common I doubt
Learning Competency:
Use opinion-marking signals to share ideas (Quarter 2)
EXERCISE 1:
Directions: Study each sentence below. Tell whether it is OPINION or NOT OPINION. Write
your answer on the space provided before each number.
_______________ 1. Covid-19 has killed thousands of people all over the world.
_______________ 2. I think this pandemic will last a little longer in the Philippines.
_______________ 3. The Philippines is a Third World country.
_______________ 4. It is difficult to fight this pandemic because some people are stubborn.
_______________ 5. Most frontliners are vulnerable to this life-threatening virus.
_______________ 6. Some people say ill things about the government officials inspite of their
efforts to fight Covid-19.
_______________ 7. Senior citizens as well as children are not allowed to go out under the
guidelines of General Community Quarantine,
_______________ 8. I doubt if vaccines will be available at the end of this year.
_______________ 9. USA has already developed a vaccine for Covid-19.
_______________ 10. Face-to-face learning is more effective compared to modular approach.
_______________ 11. Blended learning is a combination of face-to-face, online and modular
approach.
_______________ 12. Gadgets and bicycles have become in demand during this pandemic.
_______________ 13. Students are the most affected by this pandemic.
_______________ 14. I realized that unity is what we need in this time of crisis.
_______________ 15. Discipline and prayer are equally important to fight Covid-19.

EXERCISE 2:
Directions: Read carefully the oration piece below. Underline words, phrases, or sentences that
clearly signal an opinion.
A Call to Servant Leadership

by: Aprille D. Napigue
The youth they say hold the enormous power in their hands to transform the future. They
have in their hands the power to make the rivers return to their original beginning, the power to
cease the winds turning about and the power to emerge from the blood-drenched battlefield. I
am a youth! I was born to be a leader! With my hands, with the power I wield, I am scratching
to foster change, to make a difference and to make the future evoke a luminous realm of hope
and prosperity
Although I admit that I was born on the edge of time where adversities define life, a time
where bloody hostilities define serenity, I must tell you that this is also my time: the time to
serve, the time to lead!
I am a hardworking youth. I am never halted by disappointments. I see them as challenges

that will hone me to perfection. My resume attests that I am never a quitter. Failures are just
stones in my shoe. I pause for a while, remove them, and move on. They don’t hinder me from
walking forward because this is my time: the time to serve, the time to lead!
My family, the most wonderful and loving people in my life, has been my strength and my
inspiration. When I fail, I just turn back and I see their smiles of encouragement. When I falter,
their unconditional love and support keep me going. Truly, I am so much blessed with wonderful
people who keep me anchored and focused because they know that this is my time: the time to
serve, the time to lead!
I am a leader! And now is the time for me to act. This is my time to perform the tasks
expected from me by society. This is the time to transform this world into a better place in my
own little ways. What little ways? I will study hard. To study is to become free – free from
ignorance. Education is what every leader needs so that others may see him/her as worth-
emulating because leadership is intentional influence. Today, killing has become rampant. The
predator and its prey are both victims of lack of education. They were not taught how to value
the law of God. They are chained in the darkness of evil. If we cannot change the ways of the
government, then we should be the one to change our ways for the government. As a leader, I
have to do something! I shall use education as my weapon to unchain the victims of evil because
this is my time: the time to serve, the time to lead!
Another dilemma that we are facing right now is social media abuse. We are always
reminded to do thinking before clicking, but why do we often neglect to remember what is right?
Fake news here. Fake news there. Fake news everywhere! We pollute our minds the way we

pollute our gadget screens. As a leader, I have to do something! I shall use my social media
account to share the Good News. I shall advise netizens to make social media a means to spread
what is right and just, what is necessary and what is inspiring because this is my time: the time
to serve, the time to lead!
I am young, yes I am. And I am asking you to act because this is also your time. I am a youth
leader. With my enthusiasm to foster change and transform this ghastly time of chaos into a
luminous realm of the future. This is the best that I can do! We have a role to play, so act your
part, too. We are the avatar of the present and the future. We may not alter the past, but let this
be a challenge for us to achieve a bright future. We are all leaders. We must act now! This is our
time to serve, our time to lead!
EXERCISE 3:
Directions: Read the dialogue below between two students chatting about online learning. Then,
answer in COMPLETE sentences the questions that follow.
Hi Joseph, how are you? Have you heard of our new mode of learning?
Hi Jhon, I’m good. Yes, is it about the online learning? I think it will
be better for all of us instead of being another victim of the pandemic.
Well, yeah, but you know we should have a strong internet connection
if ever this happens since not all Filipinos can afford it.
Yes, that’s right. I believe our government has a lot of back up plans
with this.
That’s for sure. There’s no doubt they are doing the best possible way
for education not to be disturbed in this crisis.
You are absolutely right! Okay Jhon, thank you for your time ☺
Okay Joseph, have a good day!

1. What is the dialogue about?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What is the opinion of Joseph on the new mode of learning?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Did Jhon agree with Joseph’s statement? Prove your answer.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. What ideas in the dialogue express opinions?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. What are the signal words or transitions used? (Refer to your answer/s in item no. 4.)\
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. How about you? What more can you say about the new mode of learning? Express your
thoughts or views in at least 3 sentences using transitions or signals.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
EXERCISE 4:
Expressing your opinion: Expressing an opinion you are not sure about: I think… It seems to me
that… I believe… I’d say… I feel…
Expressing an opinion you feel strongly about: I really think that…/I honestly feel that…/I
strongly believe that… I’m (quite) sure/ certain / positive that…
Directions: Express your personal opinion about the following topics. Use the functional
expressions given above.
1. Nonrenewal of ABS-CBN franchise

________________________________________________________________________
________________________________________________________________________

2. Online Classes
________________________________________________________________________
________________________________________________________________________
3. Covid-19
________________________________________________________________________
________________________________________________________________________
4. Anti-Terrorism Law
________________________________________________________________________
________________________________________________________________________
5. Mobile Legends
________________________________________________________________________
________________________________________________________________________
EXERCISE 5:
Directions: Read the selection, “Why Do Relationships End?” Continue the selection by using
signal words or transitions to support the statements. Be guided by the rubric below.
CRITERIA 1 2 3 4
ORGANIZATION Writing lacks Writing is Writing is Writing shows
logical coherent and coherent and high degree of
organization. It logically logically attention to logic
shows some organized. organized with and reasoning of
coherence but Some points transitions or points. Unity
ideas lack remain signal words clearly leads the
unity. Errors misplaced and used between reader to the
are serious. stray from the ideas and conclusion and
topic. paragraphs to stirs through
Transitions or create regarding the
signal words coherence. topic.
are evident but Overall unity of
not used ideas is present.
throughout the
essay.
CONTENT It shows some It indicates It indicates It indicates
thinking and thinking and original synthesis of
reasoning but reasoning thinking and ideas, in depth
most ideas are applied with develops ideas analysis and
underdeveloped original with sufficient evidences,
and unoriginal. thought on few and firm original thought
ideas. evidence. and support for
the topic.

DEVELOPMENT Main points Main points are Main points are Main points are
lack detailed present with well developed well-developed
development. limited detail with quality with high quality
Ideas are vague and supporting and quantity
with little development. details and support. They
evidence of Some critical quantity. reveal high
critical thinking is Critical degree of critical
thinking. present. thinking is thinking.
weaved into
points.
GRAMMAR AND Spelling, Most spelling, Essay has few Essay is free of
MECHANICS punctuation, punctuation, spelling, distracting
and and grammar punctuation, spelling,
grammatical are correct and punctuation, and
errors create allowing the grammatical grammatical
distraction, reader to errors allowing errors; there are
making reading progress on the reader to follow no fragments,
difficult; essay. Some ideas clearly. comma splices,
fragments, errors remain. There are very and run-ons.
comma splices, few fragments
run-ons are or run-ons.
evident. Errors
are frequent.
STYLE There is little Some parts of Tone is Rhetorical
or no variety in the selection appropriate and devices and tone
sentence varie in rhetorical are used
structure, sentence devices are effectively;
diction, patterns, used to enhance creative use of
rhetorical diction, and content; sentence structure
devices or rhetorical sentence and coordination
emphasis. devices. variety is used is observed.
effectively.
FORMAT Margins, Generally, Margins, All margins,
spacing and margins, spacing, and spacing, and
indentions are spacing, and indentions are indentions are
incorrect; indentions are correct; the correct; essay is
neatness of correct; essay essay is neat neat and correctly
essay needs is neat but may and correctly assembled with
attention. have assembly assembled. professional look.
errors.
Why Do Relationships End?
Love is precious. It is like a seed that needs to be watered and cared for. In the same way
like friendship, relationships fail if not given enough time and attention. This leads to a reason why
some couples do not last. Perhaps, some people are so busy with school or work that she or he has

they have less time for relationships, or they are not just satisfied with their partner because of
being stiff, or they just want to end it right away for they are tired. Another reason could be that
they graduated and they need to move and pursue professional growth leading to “Long Distance
Relationship”. For some, they grow apart because things that are important to them change as they
mature. Losing love can be painful for anyone.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________.
EXERCISE 6:
Directions: Right now, the world is facing a deadly virus. In order for you to help fight the
pandemic, all you have to do is to stay at home. However, there is more that you can do. As creative
as you can, compose a song about the things that are happening now and how we can survive
against Covid-19. You may choose a song from which you can pattern the tune of your own,
provided that your title and lyrics are original. Make use of opinion-marking signals. Be guided
by the following rubric.
CRITERIA 1 2 3 4
RELEVANCE The song is not The lyrics have The lyrics The composition
TO THE relevant to the little to no mostly follow uses lyrics that
THEME theme. connection to the the theme: some relate to the
theme. do not. overall theme.
LYRICS The song lyrics The song lyrics The song lyrics The song lyrics
are not original are not original are original and are original and
and coherent. but somewhat decent. The outstanding. The
The words are coherent. words are words are
not impressive. somewhat highly
impressive. impressive.
FORM The song has no There is a There is a The words in the
pattern/tune. pattern/tune but pattern/tune but song perfectly fit
the words are in few words don’t the chosen
the wrong order. fit. pattern/tune.
LENGTH The song has The song has 5 The song has 8 The song has
less than 4 lines. to 8 lines. to 12 lines. more than 12
lines.

Reflection:
Guide Questions:
1. What did you learn from this lesson?

2. What activity did you enjoy the most? State your reason.
3. How will you use your new learning in the future?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
ANSWER KEY
Exercise 1
1. Not Opinion 6. Opinion 11. Not Opinion

2. Opinion 7. Not Opinion 12. Not Opinion
3. Not Opinion 8. Opinion 13. Opinion
4. Opinion 9. Not Opinion 14. Opinion
5. Opinion 10. Opinion 15. Not Opinion
Exercise 2
1. The youth they say 19. The best

2. I was born to be a leader 20. We must
3. With my hands
4. Although I admit
5. I must tell you
6. This is also my time
7. I am hardworking youth
8. I am never halted by disappointment
9. I see them as challenge
10. I am never a quitter
11. Failures are just stones
12. The most wonderful
13. I am a leader
14. Now is the time for me to act
15. In my own little ways
16. If…then
17. I shall
18. I am asking you

For Exercises 3-6, answers may vary.
References for learners:
WEBSITES
https://www.scholastic.com/content/dam/teachers/blogs/genia-connell/migrated
files/opinion_words_and_phrases.pdf
https://www.google.com/search?q=opinion+marking+signals&tbm=isch&source=iu&ictx=1&fir=k-
3Z9M8jk8gX8M%253A%252CRyW_-ZChH1N2LM%252C_&vet=1&usg=AI4_-kQXF2E_vrEl3GZyoakENMr-
sAq9xA&sa=X&ved=2ahUKEwjg3rmE-fvpAhWQ-
mEKHTwIBoIQ9QEwDHoECAYQHw&biw=1366&bih=608#imgrc=k-3Z9M8jk8gX8M
Prepared by:
GABRIELA S. LAUIGAN
APRILLE D. NAPIGUE
Writers

ENGLISH 8
Name of Learner: _____________________________ Grade Level: ______________

Section: _____________________________________ Date: ____________________

Comparison and Contrast through Multimodal Texts

Comparison and contrast focuses on the similarities and differences between two or more
separate things. The purpose of using comparison and contrast is to explain how these similarities
and differences reveal something meaningful that is not clear when either object stands alone. This
should:
introduce a fresh insight or new way of viewing something ;
bring clarity to one subject by comparing it with another; and
add commentary to an important concept or issue.
In comparison and contrast, at least two subjects or objects of interest are studied. One
must be able to explain these two subjects separately and make meaningful connections between
them at the same time. It is also important to include both similarity and difference in the analysis;
the analysis is more useful and complete if similarity and difference are both discussed so that the
significant similarity or significant difference takes on its full meaning. Two approaches or
theories, two films, novels, poems, or other forms of art, two characters or two experiences are
some examples of what could be compared.
In here, comparison and contrast can be made through the following multimodal texts:
posters, storyboards, oral presentations, picture books, brochures, slide shows (PowerPoint),
blogs, and podcasts. More complex digital multimodal text productions include web pages, digital
stories, interactive stories, animation, and film.
Let us look into some of the themes from Afro-Asian literature starting with China then
Japan and Korea. Let’s see how you can identify meanings from some of the themes presented
connecting it with our own local culture.
Learning Competency
Compare and contrast the presentation of the same topic in different multimodal texts (Quarter 2)
Exercise 1. China, dubbed as the Land of the Dragon, adheres to Confucian ideals as filial piety,
humaneness and ritual consciousness. Such ideals lead to becoming a wise man.

Directions: Complete the diagram below by comparing and contrasting how Confucius and
Diosdado Banatao became wise.
• Eastern Philosophy –Confucius –

https://youtu.be/tUhGRh4vdb8
• Dado Banatao: Success Story of Filipino inventor and tech innovator-

https://primer.com.ph/business/2017/06/14/dado-banatao-success-story-of-filipino-
inventor-and-tech-innovator/
*Note: For learners who cannot access the links, transcript of the video and a copy of the article
are provided at the end of the learning activity sheet.
CONFUCIUS DIOSDADO
BANATAO
banananabanataoban
ataoBANATAO
SIMILARITIES
• How did they show being wise in their life? In what aspect/s did they prove
becoming wise?

DIFFERENCES
CONFUCIUS DIOSDADO BANATAO
POINTS OF
CONTRAST
• EDUCATION
• SUCCESS
• ATTITUDE
TOWARDS
LIFE

Exercise 2. Examine the illustration showing the Chinese Golden Rule: “Do not do unto others
what you don’t want done to yourself.” On the other hand, study the message of the unoni/proverb
to the Filipinos as depicted in the picture. Complete the Venn Diagram below by identifying what
each conveys in terms of moral truth. Write them on the outer circles. Then, write the similarities
between them in the inner circle.
1 2
*Note: You may use another saying popular in your locality similar to the one placed above.

Exercise 3. Literature conveys culture. Thus, it is a mirror and a window that helps us understand
our roots.
Directions : Examine the PowerPoint presentation about Japanese Literature and the short video
presentation on Philippine Literature. Complete the diagram below by giving their distinguishing
characteristics and by determining their commonalities. Go to the following links below to be able
to accomplish this activity.
• Japanese Literature: https://www.slideshare.net/SleepingBeautyLulu/japanese-

literature-29142449
• Philippine Literature: https://youtu.be/TvmlMrpv-KI
*Note: For learners who cannot access the links, transcripts of the powerpoint presentation and
video are provided at the end of the learning activity sheet.
JAPANESE PHILIPPINE
LITERATURE LITERATURE
What are their common characteristics?
What are the

distinguishing
characteristics of each?

Exercise 4. Folktales allow us to study other cultures, model character traits, appreciate other
traditions and explore new ways of seeing the world.
Directions : Study the following folktales from Japan and the Philippines in animated film and
digital stories using the links below. Identify the values, customs, virtues, and good behavior
highlighted by each story. Accomplish the diagram below.
The Tale of the Bamboo Cutter: https://youtu.be/9hj6SyUsWtY
The Turtle and the Monkey: https://youtu.be/kPXp1lKHtks
*Note: For learners who cannot access the links, copies of the stories are provided at the end of
the learning activity sheet.
THE TALE OF THE THE TURTLE AND THE

BAMBOO CUTTER MONKEY
What Japanese What common What Filipino values,

values, customs, message/s do these customs, virtues and
virtues and good folktales want to good behaviors are
behaviors are share? presented?
presented?

Exercise 5. Korean folktales contributed a lot to the development of various hit K-dramas which
now have worldwide patronage.
Directions : Read the comic strip of a Korean folktale and a Filipino comedy play in Wattpad.
Compare and contrast them using the chart below by examining the characters and the character
traits, motive, and author’s purpose.
The Teacher’s Story: https://englisharound.blogspot.com/2016/12/the-teachers-secret.html?m=1
New Yorker in Tondo: https://www.wattpad.com/22739436-new-yorker-in-tondo
*Note: For learners who cannot access the links, copies of the comic strips and play script are
provided at the end of the learning activity sheet.
• How
do the
main
chara
cters
differ
in
their
traits?
• What common purpose do the authors have in writing these texts?

Exercise 6. Literature contains figurative language to effectively communicate an idea. Hyperbole
is a figure of speech which expresses exaggeration of ideas for emphasis. Below is an excerpt from
the BTS song, Spring Day.
Directions :Examine the meaning of the excerpt. Then, compare and contrast it to an OPM song
excerpt of your choice which contains hyperbole.
It’s only winter here. (Write the lyrics here)

Even in August, winter is here.
What meaning does this What meaning does this

convey? convey?
COMMON FEATURES
How does hyperbole help in highlighting the similarities and differences between
things?

Reflection
• How did you feel while doing the activities?
• What things have you learned from the activities about Asians which added to your
identity?
• How will literature guide you in understanding the diversity of cultural heritage in
Asia and Africa?
As a student, comparing and contrasting using multimodal texts is important
because_______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________.
Resources:
Agana M. Jr. (1956). New Yorker in Tondo. June 11, 2020, from
https://www.wattpad.com/22739436-new-yorker-in-tondo
Asean Folktales (2017). The Philippines-The Turtle and the Monkey. June 10, 2020, from
https://youtu.be/kPXp1lKHtks
Cope, B., &Kalantzis, M. (2009). A grammar of multimodality. The International Journal of

Learning, 16(2), 361-423.
Douglas College Library (2014). Compare and Contrast Writing. June 3, 2020, from
douglascollege.ca/learningcentre:https://www.douglascollege.ca/~/media/48E63AD15F2
24C719673D035CBA23FD8.ashx
English Fairy Tales (2018). The Tale of the Bamboo Cutter in English/Stories for
Teenagers/English Fairy Tales. June 8, 2020, from https://youtu.be/9hj6SyUsWtY
Hannam, J. (2020). The Teacher’s Secret and other Folktales. Oxford New York: Oxford
University Press
Hull, G. (2005) Locating the Semiotic Power of Multimodality, Written Communication, 22(2),
224-261.

Padilla, M. (2018). Philippine Literature History. June 6, 2020, from https://youtu.be/TvmlMrpv-
KI
Philippine Primer (2017). Dado Banatao: Success Story of Filipino inventor and tech innovator.
June 3, 2020, from https://primer.com.ph/business/2017/06/14/dado-banatao-success-
story-of-filipino-inventor-and-tech-innovator/
The School of Life (2015). Eastern Philosophy –Confucious. June 3, 2020, from
https://www.youtube.com/watch?v=tUhGRh4vdb8&t=54s
Suan, M. (2013). Japanese Literature. June 4, 2020, from

https://www.slideshare.net/SleepingBeautyLulu/japanese-literature-29142449
Answer Key:
*Note: These may serve as basis or sample answers. Other answers parallel to these are
accepted.
EXERCISE 1:
Comparison:
• How did they show being wise in their life? In what aspect/s did they prove becoming
wise?
Both of them are wise because they chose what’s best for them despite the challenges or
tests they faced in life. They showed that their life situations must change and they must also bring
about changes in the life of others. With their deeds, they serve as an inspiration to others. How
they handled their struggles to become a good fellow is an aspect showing how wise they are.
Contrast
POINTS OF Confucius Diosdado Banatao
CONTRAST
•EDUCATION He studied the teachings of the sage He finished formal education with the
and he spent his life educating a group degree of his interest in the country
of disciples. and abroad despite poverty or
hardships. This made him lend a good
life.
•SUCCESS Confucius sought to provide sound He made use of what he learned in
rules for every occasion in life. formal education which is also his
Profoundly concerned by miseries of passion and paved his claim to fame:
the world, he wanted to make men the world’s first system logic chip set.
noble to bring about a noble world. His He, later on, developed the first
concepts of benevolence, ritual, and Windows Graphics accelerator chip
propriety became state ideology. for personal computers making him
known in the world of PCs.

•ATTITUDE He is greathearted and brave. When he He is optimistic and grateful. He made
TOWARDS worked in the government service and poverty his inspiration and was moved
LIFE found improper practices, he wandered to change his life. He also thought of
for years and recollected into the others to be able to have access to
analects. He distanced himself from education and technology.
unacceptable ways and
EXERCISE 2:
SIMILARITIES:
They reflect on how to be a person of a favorable character. They guide people on the
proper attitude towards others and how to deal with others. They demonstrate life lessons, affect
reality, and represent human experiences. They also serve as a reminder of how we should live to
attain genuine happiness.
DIFFERENCES:
Illustration Picture
It states the principle of treating others as a way The saying in the image conveys that
by which you want to be treated. This shows pretending is not a good thing. It will not make
that whatever you have done will be you more of a person. This suggests that one
reciprocated with the same thing. Love will must be true or real. This way, you can live a
bear love and hate will also produce hate. contented life leading to happiness. Pretending
will only make life horrible and because
people will hate you instead.
*Note: Answers will vary when other quotations will be adapted by the learners.
EXERCISE 3:
Similarities:
These pieces of literature show the history of their people, culture, and the life they had
before. They serve as the mirror to show who we have been, the influence, the reasons, and the
causes of what we have right now. They both reflect human nature. Both open the eyes and make
people see more than just what the front door shows. They bring further understanding of the
people before which expands the minds.
DIFFERENCES:
JAPANESE LITERATURE PHILIPPINE LITERATURE
Heavy influence came from China and Korea This consists of different periods of Literature
noting Chinese Calendar, Confucianism, and namely Pre-Colonial Period, Spanish
Buddhism being adhered to. Kabuki, Noh, and Colonization Period, Nationalistic/Propaganda
Haiku are some of its literary forms that and Revolutionary Period, and American
influenced modern Japanese Literature. The Colonial Period. The first period is based on

Seventeen Article Constitution during the oral traditions and crude ideology and
Kamukara Period is considered one of the phraseology as seen in oral literature such as
oldest writings. The earliest Japanese riddles, proverbs, tanaga, folk songs, and folk
Literature includes Kojiki, Fudoki, Nihon tales. The second period consists of two
Shoki. Also, it consists of Japanese paintings distinct classifications; religious and secular
concerned with Japanese life that goes on and Spanish is introduced as the medium of
inside the court or in the house and with the communication. During this period, religious
public life inside or outside the house. During forms of literature are religious lyrics both in
the Heian Period, men continued to write Spanish and Tagalog which used the Spanish
Chinese style poetry while women began to language to teach Filipinos. On the other hand,
write in Japanese prose using Japanese writing secular or non-religious literature includes
adapted from Chinese Calligraphy. awit, korido, and prose narratives. The Third
Period planted seeds of nationalism language
shifted from Spanish to Tagalog and addressed
the masses instead of the intelligentsia. This
includes Propaganda Literature and
Revolutionary Literature. The Fourth Period
which is described as the period of
apprenticeship and period of emergence.
EXERCISE 4:
SIMILARITIES:
The stories convey that we must always consider what’s good and acceptable in life. They
show how society should view itself and also convey their notions of justice, rights, and social
obligations of the citizens. Everyone must do his/her part to attain order in society. We must be
humane in all aspects.
DIFFERENCES:
The Tale of the Bamboo Cutter The Turtle and the Monkey
The story reflects the importance of Though the story used animals as
filial piety and the importance of women characters, it shows the importance of
among the Japanese as well as beauty, exile, pakikipagkapwa-tao which is manifested in a
belonging, and love. It also shows how basic sense of justice and fairness and concern
important wit is in making decisions tactfully for others. Filipinos are open to others and feel
and meaningfully. It reflects how good actions one with others. It shows that being selfish is
will bring good karma and good fortune will not a good quality and emphasizes that it’s
follow, while evil will be repaid with better to give than to receive. It also draws out
punishment and other problems that show the the belief that God blesses those who are
influence of Confucianism principle. The use selfless and generous. Respect for all people
of bamboo in the story proves Japanese regardless of the strengths and weaknesses
connection with nature and such is a part of they bear is also emphasized.This is called
their life and culture. It clearly emphasizes the being makatao. It is regarding others with
relations of human-and-nature interactions

through manual labor with wood especially, dignity and respect and dealing with them as
bamboo. It also shows Japanese’ values on the human beings.
public sphere which is order and status
wherein emphasis in harmony is placed among
heaven, nature, and human society.
EXERCISE 5:
SIMILARITIES:
The literary pieces intend to educate everyone that it’s not the tangible possession that
matters. In this fast-paced and technologically advanced world, fads, trends, and fashion abound.
However, we should often remind ourselves of the most essential things we must have which is
good character or behavior. This is the foundation of humanity and an authentic form of our
existence. It brings about understanding, love, and affection.
DIFFERENCES:
The Teacher Kikay/ Franchesca
The teacher is a strict disciplinarian. As She is ambitious and determined to be
such, he wants his students to learn or to someone else that she wanted to forget who she
become responsible. He showed that he is also was. These are so for she was immediately
judicious for he put to test his students in a being influenced by the foreign culture with
subtle way for them to be able to learn which she studied. Unlike the teacher, she
something. He wants to implement change for embraced changes but for the worst. Moreover,
the better. her friends were not able to accept the changes
she embraced. In the end, she realized that she
should never forget to look back.
EXERCISE 6: Answers will vary depending on the chosen OPM song lyrics of the learner.
COMPARISON AND CONTRAST RUBRIC

Directions: Using the following criteria, choose the appropriate number from the following scale
that reflects your assessment of the student’s work.
1 = Weak 2 = Moderately Weak 3 = Average
4 = Moderately Strong 5 = Strong
1. The information in the graphic organizer is accurate.

2. The spelling, grammar, and punctuation of the text on the graphic
organizer are accurate.
3. The graphic organizer presents the information in a manner that is easy to
follow.
4. The relationships presented in the graphic organizer are correct and clear.

5. The graphic organizer demonstrates an understanding of the topic, its
relationships & related concepts.
6. Overall, the graphic organizer represents the student’s full potential.
TOTAL
Source: https://www.nps.gov/apco/learn/education/upload/Grading%20Rubrics.pdf
Prepared by:
MARY ANN B. BANATAO

GLORIA A. MARCOS
Writers

TRANSCRIPTIONS AND COPY OF ARTICLES, STORIES AND SCRIPT
For Exercise 1:
EASTERN PHILOSOPHY –CONFUCIUS
We know very little for certain about the life of the Chinese Philosopher, Confucius. He is
said to have been born in 551 B.C. in China. He may have been a student of the Daoist master,
Lao Tzu. According to tradition, he began government service and served many roles including
Minister of crime under Duke Ding in the state of Lu. However, Confucius and the Duke fell out,
after the duke received a present from a neighboring ruler, 80 beautiful women and 124 horses.
The duke spent all his time riding the horses and being entertained by the women which Confucius
found deeply improper for a ruler. So he left the court and wandered for years.
Around between the 3rd and the 5th century B.C., Confucius works were collected into the
“Analects (Lunyu),”a collection of sayings written down by his followers. Some of the morals
Confucius taught are easily recognizable. Most notably his version of the Golden Rule: “Do not
do unto others what you don’t want done to yourself.” But some of them also sound very strange
or old-fashioned to the modern ears specially to Western ones. But we need his advice all the more
for this. It serves as an antidote to the troubles we currently face. Here are few examples of what
Confucius helps us to remember:
1. Ceremony is important.
The Analects are filled with strange conversations between Confucius and his disciples like
this one: Tze-kung wants to do away with the offering of a sheep. Confucius said, “Tze, you love
the sheep, I love the ceremony.” At first this is baffling if not also humorous. Why not save the
sheep? But Confucius is reminding Tze and us about the importance of ceremony. In the modern
world, we tend to shun ceremony, and see this is a good thing, a sign of intimacy or lacjk of
pretension. But Confucius believed in the value of ceremonies over sheep because he valued what
he called “Ritual Propriety (Li).” This might seem a very outdated and conservative idea but in
fact many of us long for particular rituals. That meal mum cooked for us whenever we were seek
or that yearly birthday outing. We understand that certain premeditated, deliberate and precise
gestures steer our emotions deeply. Rituals make our intent ions clear and they help us to
understand how to behave.
2. We should treat or parents with reverence.
In particular, Confucius has a very strict idea about how we should behave towards our
parents. He believed that we should obey them when we are young, care for them when they are
old, mourn at length when they die and make huge sacrifices in their memory thereafter. He even
said that we shouldn’t travel faraway while our parents are alive and should cover for them when
they steal a sheep. This attitude is known as “Filial Piety (Xiao).” This sounds strange now when
many of us leave our parents’ home as teenagers and rarely return to visit. We may even see them
as strangers arbitrarily trust upon us by fate. After all our parents are so out of touch so pitifully
human in their shortcomings, so difficult, so judgmental and they have such bad taste in music.
Yet Confucius recognized that in many ways moral life begins in the family. We cannot truly be
caring, wise, grateful and conscientious unless we remember mum’s birthday and meet dad for
lunch.

3. We should be obedient to honourable people.
Modern societies are very egalitarian- we believe that we are all born equal and should
ultimately be able to say and do whatever we like we reject many rigid hierarchical roles. Yet
Confucius told his followers: “Let the ruler be a ruler, a subject be a subject, a father a father and
a son a son.” This might sound jarring but in fact important to realize that there are people worthy
of our deep veneration even our simple and humble obedience. We need to be modest enough to
recognize the people whose experiences or accomplishments outweigh our own. We should also
practice peaceably doing what these people need, ask or command. Confucius explained: “the
relation between superiors and inferiors is like that between the wind and the grass: the grass must
bend when the wind blows across it.” Bending gracefully is in fact not a sign of weakness but a
gesture of humility and respect.
4. Cultivated knowledge can be more important than creativity.
Modern culture places a lot of emphasis on creativity, unique insights that come to us
suddenly. But Confucius was adamant about the importance of universal wisdom that comes from
years of hard work and reflection. He listed benevolence (rei), ritual propriety (li), righteousness
(yi), wisdom (zhi), integrity (xin) as the five constant virtues. While Confucius believed that people
are inherently good, he also saw the virtues like these must be constantly cultivated just like plants
in a garden. He spoke about moral character and wisdom as the work of a lifetime. We can see
now why we had such reverence for his elders. Of course a burst of inspiration may well be what
we need to start our own business or redo our raft draft or reinvent our life. But if we’re being very
honest with ourselves, we’ll have to admit that we also need to devote more energy to slowly
changing our habits. This more than anything else is what prevents us from becoming truly
intelligent accomplished and wise.
Confucius died without reforming the decadent officials. But after his death, his followers
created schools and temples in his honor across East Asia, passing his teachings along for over
two thousand years. Today, millions of people still follow Confucius’ teachings as spiritual or
religious discipline. And his thought has been a huge influence on Eastern political ideas about
morality, obedience and good leadership. We might find Confucian virtues a bit strange or old
fashioned but this is what ultimately makes them all the more important. We need them as a
corrective to our own excesses. The modern world is almost so surprisingly totally un-Confucian,
informal, egalitarian and full of innovation. So we’re conversely at risk of becoming impulsive,
irreverent and thoughtless without a little advice from Confucius about good behavior and sheep.
DADO BANATAO: SUCCESS STORY OF FILIPINO INVENTOR AND TECH

INNOVATOR
June 14, 2017
Dado Banatao: Success Story of Filipino inventor and tech innovator
HOME Business Dado Banatao: Success Story of Filipino inventor and tech
innovator

Silicon Valley has long been synonymous with the latest in tech innovations, and one of
its best minds is a Filipino: Diosdado “Dado” Banatao.
The tech world has him to thank for two things that can be found in every personal
computer (PC) you see today: the PC chip set and the Windows Graphics accelerator chip for PCs.
But the man who would design what we see in every single PC did not start the way you would
imagine.
Humble beginnings
BANATAO AS A KID. Diosdado “Dado” Banatao was born to a rice farmer in the small town
of Iguig, Cagayan Valley./IMAGE ABS-CBN
It sounds cliché, but Diosdado “Dado” Banatao had the humblest of beginnings that lead
him to where he is now. Born and raised in Iguig, Cagayan Valley, he grew up not having access
to what people usually take for granted: electricity, internet, and paved roads.
He often felt like he was inferior, which instilled a desire to work harder than everyone
else. He eventually graduated with a degree in Electrical Engineering from the Mapua Institute of
Technology, but he did not get his start in tech until much later.
Awkward (?) career path
FROM AIRLINES TO COMPUTERS. Dado had wanted to be a pilot, but found joy in
computers./IMAGE The Standard

Dado always wanted to be a pilot as a kid, so when Philippine Airlines said “We’re looking
for pilot trainees,” he jumped at the chance. One year into his pilot training, he was offered a job
at Boeing as a part of the team working on the 747.
At Boeing, he was part of the team that finalized the design and control surfaces (to name
a few) of the Boeing 747. While he was excited during the launch of the 747, he wasn’t “happy”
with his job at Boeing, prompting him to attend graduate school.
It was only after he completed his Master’s Degree in Electrical Engineering and Computer
Science at Stanford University that he started his path towards Silicon Valley.
Claim to Fame
After spending time at Silicon Valley in the 70s (when it wasn’t called Silicon Valley yet),
he had his first breakthrough with Commodore International after he developed the first single-
chip, 16-bit microprocessor-based calculator.
POWERED BY BANATAO. He may not like the description, but it’s no secret that he and his
company, Chips and Technologies, gave birth to the world’s first system logic chip
sets./IMAGE Ruben de Rijcke and MBlairMartin via Wikimedia
After Commodore, he then developed what would be his claim to fame: the world’s first
system logic chip set for IBM’s PC-XT and PC-AT. He would later on develop the first Windows
Graphics accelerator chip for personal computers, which would forever cement his name in the
world of PCs.
He would later be involved in three start-ups, two of which would be forces to be reckoned
with in the early 90s: Mostron, S3 (most profitable company in the world in 1993), and Chips &
Technologies (sold to Intel in 1996).

Dado Banatao Today
IMAGE PhilDev
Today, Dado Banatao is the managing partner of Tallwood Venture Capital, a venture firm
focused on semiconductor technology solutions for computing, communication, and consumer
platforms. He’s also the Chairman of the Board of Directors for Inphi, a company that specializes
in advanced semiconductor and Silicon photonics solutions.
IMAGE PhilDev Foundation Facebook Page
Seeing what education has done for him, he founded the Philippine Development
Foundation (PhilDev), a nonprofit organization that looks to eradicate poverty through education,
innovation, and entrepreneurship.
He also runs the Dado Banatao Educational Foundation, a foundation that awards
scholarship grants to five Filipino students who show potential in the fields of engineering and
technology.
Source: PhilDev, Philstar.com, Inphi, CNN Philippines, Rappler, GineersNow, Filipino Reporter

For Exercise 3:
JAPANESE LITERATURE POWERPOINT PRESENTATION TRANSCRIPT
1. Japanese Literature
2. Brief History of Japan Heavy cultural influence from China and Korea (Buddhism, ways of
farming, art, language / letters) 12th to 19th centuries: Samurai ruled (Shogun), emperor was
only figure head.
3. 1853: American Commodore Matthew

Perry (with four warships) “requested”
Japan to begin trading. 1868: After civil
war, Shogun resigns and Emperor
restored to power; once again, he is
truly in charge of Japan. Emperor
begins modernization of country,
abolishes samurai class and feudal
system.
4. Oldest (formalized by 1400’s) Stories

are spiritual in nature (ghosts, demons,
possessions).
Masks are worn Audience is

aristocratic/upper class Elegant &
refined Noh
5. Noh Simple sets, little or no props Stage

has three sides for audience, connects
to dressing room (separated by curtain)
Accompanied by music / “chorus”

6. A TRADITIONAL NOH THEATER
7. Developed around 1600’s, stories are

based on folklore, historyare highly
stylized, make up appeals to middle
class audience that often yells during
performance. Also, bountiful and
exaggerated.
8. Kabuki Elaborate sets, often using

special effects, extensive use of props,
especially the fan. Stage has one side
accompanied by music / “chorus”
• Omnagata: males performing as

females

9. Contemporary Influence of Kabuki &
Noh Japanese
• Anime (cartoons) and manga (comic

books)
• Costume / make up design for modern

movies (such as Star Wars)
10. Haiku, a form of minimalist Japanese poetry.

• Theme: Nature or Seasons
• Attempts to be deep or compare two unlike things
• Consists of 3 lines and a certain number of syllables per line
• Haiku has 5-7-5 syllabic structure.
11. Japanese Haiku

The first cold shower
even the monkey seems to want
a little coat of straw.
Old pond (fu/ru/i/ke ya)

a frog jumps (ka/wa/zu to/bi/ko/mu)
the sound of water (mi/zu no o/to)
--both by Matsuo Basho (1644-1694)

12. PERIOD OF JAPANESE LITERATURE:
13. Yamato/Kofun Period 300-710
Yamato : “Great Kings” Kofun: giant
tomb mounds
• Military aristocracy Imported

Chinese culture
• Via Korea: Writing

Confucianism Buddhism
14. Prince Shotoku Kamukara Period 573-

621, early 14th century gild bronze
Regent during reign of Empress Suiko
(r. 592628).
• Wrote the Seventeen Article
Constitution, the earliest piece of
Japanese writing and basis for
Japanese government throughout
history.
• Led Japanese court in adopting
Chinese calendar and sponsoring
Buddhism.

15. Asuka Period 645-710
• Capital in the Asuka District
• Establishment of Imperial Power
under Taika Reform
• Edict Temple building and
sculpture introduced with
Buddhism -heavily influenced by
Korean and Chinese models
• Relief Tile with Buddhist Triad
Asuka period, 7th century Asuka
period, 7th century Metropolitan
Museum of Art Metropolitan
Museum of Art
16. The Naiku

• The most respected of all shrines,
the Naiku, is located at Ise. The
Naiku preserves Amaterasu
Omikami, the ancestral goddess
of Japan's imperial house and the
great ancestral holy being of the
Japanese people.
17. Amaterasu Omikami Utagawa

Kunisada (1786-1865). Amaterasu
Emerges from the Light. (colored
woodcut, no date).

18. Nara Period: 710-794
• First permanent capital
established at Nara
• Emperors embraced Buddhism
leading to its rapid and dramatic
expansion
• Rise in political power of
Buddhist monasteries led to
capital being moved to Nagaoka.
19. Nara Fashion During the Nara and the

previous Asuka periods, techniques for
dyeing silk were developed. Clothing
consisted of many pieces including
upper and lower garments, jackets,
afront skirt, and and back skirt.
20. Nara --Temple Horyu-ji Nara Temple

Horyu-ji 7th century Buddha
Sculptures
21. Earliest Japanese Literature

• The Kojiki (Record of Ancient Matters) -- an anthology of myths, legends, and other
stories
• The Fudoki (Records of Wind and Earth), compiled by provincial officials describe the
history, geography, products, and folklore of the various provinces.
• Nihon Shoki (Chronicle of Japan) -a chronological record of history.

22. The Kojiki Japan's first book
• It was written in 712 by the noble
Ono Yasumaru (? - 723) at the
order of Empress Gemmei (661-
721) and is in three volumes. It
recounts the history of Japan from
its mythological origins to the era
of the Empress Suiko (554-628).
Kojiki (Record of Kojiki (Record
of Ancient Matters) –– Ancient
Matters) album cover album
cover.
23. Izanami and Izanagi, The Creator

Kami
24. The Manyoshu (Collection of Ten

Thousand Leaves)
• 759 Anthology of over 4500
poems includes wide variety of
poems: courtly, rustic, dialectical,
military, travel
• Identified and anonymous poets
• Syllabic poetry: 5-7-5(Haiku)
• Choka: indeterminate number of
lines culminating in a 7syllable
(mora) couplet Tanka: 31 syllable
poem: 5,7,5,7, 7
25. Heian Japan (794-1185) Capital at

Heian: present-day Kyoto
• Highly formalized court culture
• Aristocratic monopoly of power
• Literary and artistic flowering
• Ended in civil wars and emergence
of samurai culture

26. The Kokinshu (Collection of Ancient
& Modern Times)
• Anthology commissioned by
Emperor Daigo (897-930 )
• 1111 Tanka poems in 20 books
Books divided by subject: love,
seasons, felicitations, parting,
travel, names of things, etc.
• Renga(linked verse): pairs or
groups of poets would compose
jointly, with one poet supplying
the initial 5-7-5 of a verse and
another the concluding 7-7,
27. Kokinshu Poets
28. Lady Ise
29. Ono-no-Komachi
30. Fun'ya-no-Yasuhide

31. Ki-no-Tsurayuki
32. Ariwara-no-Narihira
33. Otomo-no-Kuronushi
34. Heian Fashion
35. Today, 1200 years later, the Imperial household still uses the costumes of the Heian period
for the formal occasions of coronations and weddings To protect against high humidity,
buildings had elevated floors. The convention of sitting on the floor became an important
part of the life style. Clothing became stiffer and more voluminous. This layered dressing is
called "juni-hito" which literally means "12 layers." The layered color pattern reflected many
things including seasons, directions, virtues, and elements of the earth as they related to
spirits of nature. the earth as they related to spirits of nature.

36. Heian Style: A culture more independent of Chinese influence Emphasis on the exquisite and
evanescent Literary: poems, letters, pillow books Extreme sensitivity to nature Nocturnal
Importance of convention and fashion
37. Heian Painting: Yamato-e
38. Onna-e style from Genji-monogatari
39. Otoko-e style
40. Heian Literature: Men continued to write Chinese-style poetry. Women began to write in
Japanese prose. First novel: Genji Monogatari by Lady Murasaki; Shikibu Diaries: The
Pillowbook by Sei Shonagan, As I Crossed a Bridge of Dreams by Lady Sarashina
41. Adapted from Chinese calligraphy, but a totally different language. Kanji: ideogrammatic
use of Chinese characters. Manyo-kana: ideogrammatic and syllabic Kana: syllabic
Hiragana (women’s writing)- cursive, doesn’t require knowledge of Chinese Katakana-
cursive, derived from Chinese Japanese Writing

42. Murasaki Shikibu From aseries of the
36 Immortal Poets Katsukawa
Shunsho 18th c.
43. The Tale of Genji Lady Murasaki
• Picture of life at the 10th c. Heian

court. Relates the lives and loves
of Prince Genji and his children
and grandchildren. Unesco Global
Heritage Pavilion: The Tale of
Genji

44. Artist Unknown, Chapter 12 Suma,
Genji Monogatari (Tale of Genji).
About mid-18th century, Color on
Paper
45. The Tale of Genji 54 chapters and over 1,000 pages of text in its English translation. The
novel has three gradual stages: 1. The experience of a youth (Chapters 1-33): Love and
romance 2. The glory and the sorrow (Chapters 34-41): A taste of power and the death of
Genji’s beloved wife 3. The descendants (Chapters 42-54): After the death of Genji. The Tale
of Genji depicts a unique society of ultra refined and elegant aristocrats whose vital
accomplishments were skill in poetry, music, calligraphy, and courtship. The novel is
permeated with a sensitivity to human emotions and the beauties of nature.
PHILIPPINE LITERATURE
Period of Philippine Literature
There are Five Periods of Philippine Literature:
I. PRE-COLONIAL PERIOD (--BC to 1564)

Pre-colonial Literature
▪ Dramas developed into different forms such as the pagbati, karagatan,
tagayan,pananapatan, sabalan, and tibaw
▪ The karagatan was a debate in verse in which a problem is resolved; it developed
into the duplo during the Spanish period and then into the balagtasan in 1924
during American period.
▪ Tibaw on the other hand is performed during pasiyam
The characteristics of Pre-colonial period:

1. Based on oral traditions
2. Rude on ideology and phraseology

Literary Forms of Pre-Colonial Period
1. Oral Literature
a. Riddles (bugtong)- battle of wits among participants
b.Proverbs (salawikain)- wise sayings that containe a metaphor used to teach as
a food for thought, etc.
c. Tanaga- a mono-rimimh heptasyllabic quatrain expressing insights and lessons
on life is more emotionally charged than the terse proverb and thus has affinities
with the folk lyric.
Folf songs in the Pre-colonial Period
Folk songs- It is a form of folk lyric which expresses the hopes and aspirations, the
people’s lifestyles as well as their loves, these are often repetitive, sonorous,
didactic and naïve.
Different kinds of Folk Songs

a. Hele or Oyayi- lullaby
b. Ambahan (Mangyan)- 7-syllable per line poem that are about human relationships
and social entertainment
c. Kalusan (Ivatan)- work songs that depict the livelihood of the people
d. Tagay (Cebuano and Waray)- drinking song
e. Kanogan (Cebuano)- a somg of lamentation for the dead
Folk Tales in Pre-colonial Period

a. Myths- explain how the world was created, how certain animals posses certain
characteristics, why some places have waterfalls volcanoes, mountains, flora and
fauna
b. Legends- explain the origin of things
e.g. Why the pineapple Has Eyes, The Legend of Maria Makiling
c. Fables- used animal characters and allegory
d. Fantasy stories- deal with underworld characters such as “tiyanak”, “aswang”,
“kapre” and others.
e. Epics- these are narratives of sustained length based on oral tradition revolving
around supernatural events or heroic deeds.
II. SPANISH COLONIZATION PERIOD (1565-1863)
Characteristics of Spanish Colonization Period

1. It has two distinct classifications: religious and secular
2. It introduced Spanish as the medium of communication.
Literary Forms of Spanish Period

▪ Religious Literature
Religious lyrics written by ladino poets or those versed in both Spanish and Tagalog
were included in early catechism and were used to teach Filipino to Spanish language

a. Pasyon- long narrative poem about the passion and death of Christ. The most
popular was “Ang Mahal na Pasyon ni Jesu Cristong Panginoon Natin”
by Aguino de Belen
b. Senakulo- dramatization of the pasyon, it shows the passion and death of Christ
▪ Secular (Non-religious) Literature

a. Awit- colourful tales of chivalry made for singing and chanting, e.g. Ibong
Adarna
b. Korido- metrical tale written in octosyllabic quatrains, e.g. Florante at Laura by
Francisco Baltazar
c. Prose Narratives- written to prescribe proper decorum:i. Dialogo ii. Manual de
Urbanidad iii.Ejemplo iv. Tratado, e.g. Modestro de Castro’s
“Pagsusulatan ng Dalawang Binibini na sina Urbana at si Feliza and
Joaquin Tuason’s “Ang Bagong Robinson” (The New Robinson) in 1879.
III-IV. NATIONALISTIC/PROPAGANDA AND REVOLUTIONARY PERIOD (1864-

1896
Characteristics of Nationalistic and Revolutionary Period

1. Planted seeds of nationalism in Filipinos
2. Language shifted from Spanish to Tagalog
3. Addressed the masses instead of the “intelligentsia”
Literary Forms of Nationalistic and revolutionary Period

1. Propaganda Literature- reformatory in objective
a. Political Essays- satires, editorials and news articles were written to attack and expose
the evils of Spanish rule
i. Diariong Tagalog- founded by Marcelo del Pillar
ii. La Solidaridad- whose editor-in-chief is Graciano Lopez-Jaena
b. Political Novels
i. Noli Me Tangere and El Filibusterismo- Jose Rizal’s masterpieces that paved the way
to the revolution
2. Revolutionary Literature- more propagandistic than literary as it is more violent in nature

and demanded complete independence for the country.
a. Political Essays- helped inflame the spirit of revolution
i. Kalayaan- newspaper of the society, edited by Emilio Jacinto
b. Poetry True Decalogue- Apolinario Mabini Katapusang Hibik ng Pilipinas- Andres

Bonifacio Liwanag at Dilim- Emilio Jacinto

V. AMERICAN COLONIAL PERIOD (1910-1945)
A. Period of Apprenticeship (1910-1930)

1. Filipino writers imitated English and American Models
2. Poems written were amateurish and mushy, which phrasing and diction is awkward
and artificial
a. Short Stories
Example:
i. Dead Stars- Paz Marquez Benitez
ii. The Key- Paz Latonera
iii. Footnote to Youth- Jose Garcia Villa
b. Novels
Example: Child of Sorrow- first novel in English by Zoilo Galang
B. Period of Emergence (1920-1930_-highly influenced by Western literary trends like

Romanticism and Realism
✓ Short Stories- most prevalent literary form

e.g. Jose Garcia Villa- earned the International title “Poet of the Century”
For Exercise 4:
THE TALE OF THE BAMBOO CUTTER
Once upon a time there lived a bamboo cutter with his wife in his old hut. Every
morning, he would go to the forest to cut bamboo and bring them home. He and his wife would
then make different things from the bamboo and sell them in the market. They were a poor couple
with no child of their own. But they were happy together. One day, while cutting bamboo in the
forest, he saw a strange bamboo right in the center. The bamboo shone like a bright full moon!
The bamboo cutter was very curious. He carefully gave a light cut to the bamboo in order to open
it. And when he hid, he could not believe his eyes! Ah, it's a girl. There was a tiny girl inside.
She was as big as the bamboo cutter’s thumb! She was the most beautiful child he had ever seen.
He instantly decided to take her home to his wife. Carefully taking out the girl in his palms, he
cautiously walked back home. He had to be careful not to crush her. “Hurry, my love!,” the bamboo
cutter screamed as he called his wife. “Come out and see what I've found.”
He narrated the incident and slowly opened his hands. Instantly, their entire house lit up.
The couple was surprised. She shines like the moon. We should name her Moonlight! She is
beautiful, the wife said. The wife took a cloth and placed Moonlight on it. As she admired her, a
soft breeze came through the window. The tiny girl almost flew out of the wife’s hands. She tried
to hold Moonlight as firmly as she could. Finally, as the wind stopped. The cloth came off and the
tiny girl transformed into a normal size baby. The couple looked at each other surprised. “Our
little moonlight is going to be a handful, isn't she?” the wife asked his husband.

The next morning, the bamboo cutter went to the forest again to cut bamboos. When he cut
bamboos, he found a golden nugget. The bamboo cutter and his wife knew at once. It was their
little Moonlight who had brought good fortune with her. From then on, each day the bamboo
cutter returned home with a gold nugget. Soon, they became rich. They gave their Moonlight
food and dresses made of expensive silk. Months passed and their tiny daughter was growing up
faster than ever. In a short period of time, Moonlight grew to be a beautiful young woman. Her
hair was silkier than the expensive dresses she wore. Her eyes sparkled like the stars. Her skin
was as soft as a feather. And her smile was brighter than the moon itself. She was probably the
most beautiful woman on earth. But the bamboo cutter had something else to worry about. The
villagers had begun to ask him about the beautiful girl in their house. One night, as Moonlight fell
asleep, the bamboo cutter talked to his wife. I am worried, the bamboo cutter told his wife. I told
everyone that we found her in the forest alone. And that we brought her home to take care of her.
But she has come to age now. They have been whispering about her beauty, he added. I know, we
cannot keep her in this house forever, his wife replied. The next day, the bamboo cutter talked to
his daughter about her marriage. He told her that there were many suitors who had asked for her
hand. No Father! I can’t live without you! Why are you sending me away?, Moonlight sadly asked.
Oh, my lovely child, I can’t live without you either, the bamboo cutter replied. But I can’t keep
you in this house forever. I love you but love does not teach us to be selfish. I have to let you go
to live your life. I will never force you to marry someone against your will. But at least meet those
suitors, will you?, the bamboo cutter asked.
Moonlight loved her father dearly and couldn’t say no to him. The next day, five young
suitors came to see Moonlight. They could not take their eyes off her. Moonlight looked at them
with no smile on her face and spoke with no excitement in her voice. I will ask all of you to get
different things from different places. I will only marry the one who can bring me what I ask for.
I will get you the dark, dull moon if you ask for it, my love, said the first suitor. The beautiful lady
doesn’t need your dull moon! I will bring her all the sparkly stars if she wishes too, the second
suitor said. Don’t listen to them, Princess. I will bring you the shiniest pearl in the ocean, the third
suitor said. I want no moon, no stars and no pears from the ocean. But I want exactly what I ask
for from each of you. She then asked the first suitor to bring her a bowl made of stone from a monk
in India. But the bowl has to shine brighter than I do, Moonlight said. She then asked the second
suitor for the branch of the only tree which grew at the peak of the tallest mountain on the Eastern
Sea. Its roots were made of silver.and its trunk made up of gold. Its branches bore fruits of jewels.
And I want the original branch of the tree. Don’t disrespect me by bringing a fake one, the girl
said. The third suitor was asked to go to China and bring the robe if the fire rat. The fourth suitor
was asked to bring the jewel that had seven colors. It lays on the head of a dragon. Find the swallow
who carries a shell in her stomach and bring me that shell, Moonlight asked the last suitor. Thank
you all for coming, she said.
Moonlight knew that the tasks were impossible. But this was the only way for her to stay
with her parents forever. Weeks passed, but the suitors never returned. The bamboo cutter told his
wife how the second suitor was caught in a thunderstorm in the Eastern Sea and had to return
without the branch. The third suitor tried to find the fire rat but found beast instead who beat him.
The fourth suitor tried to find the dragon . But when he was asked to enter the forest, afraid, he
gave up. And the last suitor tried to catch the swallow but was bit by her in return. The only suitor

who returned was the first suitor who was asked to bring a bowl made up of stone from a monk in
India. He brought the shiniest bowl but it could not shine brighter than Moonlight itself.
“Huh, is there no one on this land who is capable of marrying our daughter?” the couple
said. Silence filled the room when the emperor entered their house. The emperor is here at our
house! Oh, we are blessed! The couple bowed at the emperor. It is I who must bow down to you,
for I have come to ask for your daughter’s hand in marriage. I have heard of the things she
demanded from those who wished to marry her. “With your permission, I would like to talk to her
and find out what the task she may have for me,” the emperor said. Of course! Please have a seat.
I will call her out, the bamboo cutter said. The emperor waited nervously too see Moonlight. As
she walked out of her room, the emperor was struck by her beauty. He was determined to marry
her. But Moonlight had something to say. Oh, noble one! I know you can give me anything that I
wish for. The jewel of the dragon, the robe of the fire rat, the branch of the golden trunk are
challenges which you can easily overcome. So, I ask you for only one thing. Respect my wish to
not want to marry and make no demands to know why, Moonlight said as she looked at the
emperor. You are right. I can give you anything you wish for. And if this is what you ask for, then
your wish is my command, the emperor said. But can I ask for something in return? You are a
strong woman. May I have the honor to be your friend?, the emperor added.
The emperor and moonlight stayed friends and talked often. The bamboo cutter didn’t let
any more suitors in. He didn’t want to upset his daughter, Moonlight again. One night, as he
entered her room, he saw Moonlight sitting by the window. She was staring at the moon and there
were tears in her eyes. Moonlight, why are you crying?, the bamboo cutter asked. There is one
dream that I have every night, Father. I never told you because I didn’t want you to worry,
Moonlight answered. What is it?, the bamboo cutter asked. I dream that I was taken away to the
moon, by the moon people! And last night, a voice told me that the day has come. On the fifteenth
day of this month, they will come to get me. I don’t want to leave you, Moonlight said as her tears
fell down her cheeks. The bamboo cutter looked at the moon. In all these months, for the first time,
he realized that the moon looked dull. As if someone has stolen its light. He was worried for his
daughter. He immediately sent a message to the emperor and asked for his help. The emperor
swore to not let anybody take his Moonlight away. On the fifteenth day of this month, I want two
thousand royal guards ready with their arrows, the emperor ordered. The emperor himself drew
his sword and stood in front of the house. The bamboo cutter took Moonlight to the basement. Her
mother held her tight. Everybody was ready to protect her. Then suddenly, a bright light shone
from the sky. Aaaah! What is that?!, they screamed. I can’t see anything, the guards shouted. A
beautiful cart flew down with many little fairies flying around. They played a beautiful tune on
their flutes. Suddenly, Moonlight closed her eyes and was flown towards the music. She flew out
of her basement, with her parents running behind her. The fairies touched moonlight with a silver,
shiny feather. And Moonlight’s dress was transformed into a long, flowy white gown. She opened
her eyes and smiled brightly. Her fear was gone. She walked to her parents and hugged them.
Father! You took such good care of me. But I must return to my people to do my duty, Moonlight
told his father. What? I don’t understand, the bamboo cutter asked, confused. The Moon is dull
because I am here on Earth. I am the Moonlight! The Moon is incomplete without me. I am the
light that guides humankind in their dark nights. I wandered off during the day and forgot who I
was when I set foot on Earth. Confused and tired, I sat in the bamboo and you found me, Moonlight
told them. So you have to go now?, her mother asked. Won’t you miss us?, she added. Mother, I

will come to see you every night. The only time you won’t see me is when there will be no moon
in the sky, Moonlight said. She faced the emperor. You have been a great friend, but I will have to
leave now. She told him.
Moonlight sat in her cart, and happily waved goodbye to the people on Earth. She was not
sad for she knew that she knew that she will always watch over them from the sky. The cart took
her up to the moon. The bamboo cutter wiped his tears and waited for his Moonlight to return. And
she did! As the light to the full moon. The moon shone with its full light. The emperor never
married anyone else. Every night, he would stare at the moon for hours and smile at the love of his
life. The bamboo cutter transformed his big house into the old small hut. For that was the only way
to let his Moonlight enter their house through the roof at night. The bamboo cutter and his wife
spent the rest of their lives in peace.
THE TURTLE AND THE MONKEY
One day Pagong, the turtle and Matsing, the monkey were walking by the river. Then
Matsing saw a floating banana tree. “A banana tree! Let's go get it Pagong”, Matsing said. Since
Matsing was the one that saw the tree first, Matsing insisted that he will take home the trunk that
already had some leaves thinking that it will bear fruit soon, while Pagong was given the part with
the roots. They parted ways and planted the banana trees that they owned. Pagong planted his near
the riverbank while Matsing planted his in the woods. Every day they watered the plants. Days
went by, Matsing’s plant died. The leaves withered and the trunk decayed. Meanwhile Pagong’s
plants slowly grew leaves and grew even bigger until it bore fruits.
Matsing came to Pagong and he wept. “Huhuhu, Pagong, my plant died.” Pagong kindly
answered, “Aw, poor Matsing.Oh don't be sad. Look at my plant it has become a fruitful banana
tree. If you help me gather the fruit, I will share my harvest with you.” “Wow really let me climb
the tree for you”, Matsing answered excitedly. Once Matsing reached the top of the tree he greedily
ate all of the bananas. Pagong shouted, “Hey Matsing get me some.” The naughty Matsing
answered, “No chance, it is all mine now”
Pagong was so angry he began to stick many thorns on the tree trunk. After Matsing felt
full Matsing went down the tree. Not long after, he screamed in pain. “Ouch! Ouch! There are so
many thorns! Pagong, you will pay for this.” Matsing sat on the top of a coconut shell to remove
the thorns. Then the next thing he knew, Pagong bit his tail. Then, Pagong hid under the coconut
shell. In a rage, Matsing lifted the coconut shell. “You will pay for what you have done to me. I
will cook you.
Pagong acted cool. Sounds like a plan. “When you cook me I will turn red and be more
attractive” Pagong said. Matsing replied “I know! What about if I just throw you in the river and
let you drown there.” Pagong pretended to be scared. “No, not the river! Please I will drown there”
Matsing threw Pagong into the river with vengeance. Once Pagong hit the water, he laughed.
“Matsing, you are too slow-minded. Did you not know I live in water? HAHAHAH.” Matsing
scratched his head in confusion and immediately regretted all of his actions.

Exercise 5

NEW YORKER IN TONDO
(Marcelino Agana, Jr.)
SCENE: The parlor of the Mendoza house in Tondo. Front door is at right. Curtained window is
at left. Left side of stage is occupied by a rattan set –sofa and two chairs flanking a table.
On the right side of the stage, a cabinet radio standsagainst a back wall. Open door-way
in center, background, leads into the rest ofthe house.
MRS. M: (As she walks toward the door) –Visitors, always visitors. Nothing but visitors all day
long. Naku, I’m beginning to feel like a society matron.
(She opens door. Tony steps in, carrying a bouquet. Tony is 26, dressed to kill, and is the suave
type. Right now, however, he is feeling a trifle nervous. He starts slightly on seeing Mrs.
Mendoza.)
MRS. M : Tony! I thought you were in the provinces.
TONY : (Startling) –But is that you, Aling Atang?
MRS. M : ( Laughing) --- Of course. It’s I, foolish boy. Who did you think it was …Carmen
Rosales?
TONY : You …you don’t look like Aling Atang.
MRS. M : (shyly touching her boyish bob) – I had my hair cut. Do I look so horrible?
TONY : Oh, no, no … you look just wonderful, Aling Atang. For a moment I thought you were
your own daughter. I thought you were Kikay.
MRS. M : (Playfully slapping his cheek) --- Oh, you are as palikero as ever, Tony. But come in,
come in. (She moves toward the furniture and Tony follows.) Here, sit down,
Tony. How is your mother?
TONY : (As he sits down, still holding the bouquet) --- Oh, poor mother is terribly homesick for
Tondo, Aling Atang. She wants to come back here at once.
MRS. M : (Standing beside his chair, putting on an apron) – How long have you been away?
TONY : Only three months
MR. M : Only three months! Three months is too long for a Tondo native to be away from Tondo.
Ay, my kumare, how bored she must be out there!
TONY : Well, Aling Atang, you know how it is with us engineers. We must go where our jobs
call us. But as soon as I have finished with that bridge in Bulacan, mother and I are
coming back here to Tondo.
MRS. M : Yes, you must bring her back as soon as possible. We miss her whenever we play
panguingue.
TONY : (Laughing) --- That is what she misses most of all.
MRS. M : Now I understand how she feels! Your mother could never, never become a provinciana,
Tony. Once a Tondo girl, always a Tondo girl, I always say. (She pauses, struck by a
thought). But I wonder if that’s true after all. Look at my
Kikay; she was over there in America for a whole year, and she says that she never, never felt
homesick at all!
TONY : (Beginning to look nervous again) --- When … when did she, Kikay, arrive, Aling Atang?
MRS. M : Last Monday.
TONY : I didn’t know she had come back from New York until I read about it in the newspapers.
MRS. M : (Plaintively) --- That girl arrived only last Monday and look at what has happened to
me! When she first saw me, she was furious; she said that I need a complete overhauling.

She dragged me off to a beauty shop, and look, look what she had done to me! My hair
is cut, my eyebrows are shaved, my nails are manicured, and whenever I go to market,
I must use lipstick and rouge! All my kumares are laughing at me. People must think I
have become a … loose woman! And at my age, too! But what can I do. You know how
impossible it is to argue with Kikay. And she says that I must learn how to look and act
like an Americana because I have a daughter who has been to America. Dios mio, do I
look like an American?
TONY : (Too worried to pay much attention) --- You look just wonderful, Aling Atang. And …
and where is she now?
MRS. M : (who’s rather engrossed in her own troubles too) --- Who?
TONY : Kikay? Is she at home?
MRS. M : (Snorting) --- Of course she is at home. She’d still sleeping!
TONY : (Glancing at his watch) ---Still sleeping!
MRS. M : She says that in New York people do not wake up before twelve o’clock noon.
TONY : (Glancing at his watch once more) --- It’s only ten o’clock now.
MRS. M : Besides, she has been very, very busy. Uy, the life of that girl since she came home!
Welcome parties here and welcome parties there and visitors all day long. That girl has
been spinning around like a top!
TONY : (Rising disconsolately) --- Well, will you just tell her I called … to welcome her home.
Oh, and will you please give her these flowers?
MRS. M : (Taking the flowers) --- But surely, you’re not going yet, Tony. Why, you and she grew
up together! Sit right down again, Tony. I will go and wake her up.
TONY : Oh, please don’t bother, Aling Atang. I can come back some other time.
MRS. M : (Moving away) --- You wait right there, Tony. She’ll be simply delighted to see her old
childhood friend. And she’ll want to thank you in person for these flowers. How
beautiful they are, Tony…. How expensive they must be!
TONY : (Sitting down again) --- Oh, they’re nothing at all, Aling Atang.
MRS. M : (Pausing, already at center doorway) --- Oh, Tony …
TONY : Yes, Aling Atang?
MRS. M : You mustn’t call me “Aling Atang.”
TONY : Why not?
MRS. M : Kikay doesn’t like it. She says I must tell people to call me Mrs. Mendoza. She says it’s
a more civilized form of address. So … and especially in front of Kikay…. You must
call me Mrs. Mendoza.
TONY : Yes, Aling … I, mean yes, Mrs. Mendoza.
MRS. M : (Turning to go) --- Well, wait just a minute and I will call Kikay.
TONY : (To himself as he sits down) --- Hah!
MRS. M : (Turning around again) ---- Oh, and Tony …
TONY : (Jumping up again) --- Yes, Aling … I mean yes, Mrs. Mendoza.
MRS. M : You must not call Kikay, “Kikay.”
TONY : (Blankly) --- and what shall I call her?
MRS. M : You must call her Francesca.
TONY : Francisca?
MRS. M : Not Francisca … Fran…CES…ca.

TONY : But why Francesca?
MRS. M : She says that in New York, everybody calls her Fran-CES-ca. That is how all those
Americans in New York pronounce her name. And all she wants everybody here to
pronounce it in the same way. She says it sounds so “chi-chi”, so Italian. Do you know
that many people in New York thought she was an Italian…an Italian from California?
So be sure and remember; do not call her Kikay, she hates that name … call her Fran-
CES-ca.
TONY : (Limply, sitting down again) --- yes, Mrs. Mendoza.
MRS. M : (Turning to go again) – Now wait right here while I call Fran-CES-ca. (Somebody
knocks at the front door. She turns around again.) Aie, Dios mio!
TONY : (Jumping up once again) – Never mind, Mrs. Mendoza, I’ll answer it. (He goes to open
the door.)
MRS. M : (As she exists) --- Just tell them to wait, Tony. (Tony opens door and Totoy steps in.
Totoy is the same age as Tony and is more clearly a Tondo sheik. The one word that
could possibly describe his attire is “spooting”. Both boys extend their arms out wide
on beholding each other.)
TOTOY : Tony!
TONY : Totoy! (They pound each other’s bellies.)
TOTO : You old son of your father!
TONY : You big carabao, you!
TOTOY : Mayroon ba tayo diyan?
TONY : You ask me that … and you look like a walking goldmine! How many depotshave you
been looting, huh?
TOTOY : Hoy, hoy, more slowly there … It’s you the police are out looking for.
TONY : Impossible! I’m a reformed character!
TOTOY : (Arms around each other’s shoulders, they march across the room) ---
Make way for the Tondo boys … Bang! Bang!
TONY : (Pushing Totoy away and producing a package of cigarettes) Good to see you,
old pal … here, have a smoke.
TOTOY : (Taking a cigarette) – I thought you were in Bulacan, partner.
TONY : I am. I just came to say hello to Kikay.
TOTOY : (As they light cigarette) --- Tony, I’ve been hearing the most frightful things about that
girl. TONY : (Sinking into a chair) --- So have I.
TOTOY : (Sitting down too) --- People are saying that she has gone crazy.
TONY : No, she has only gone New York.
TOTOY : What was she doing in New York?
TONY : Oh, studying. Hair culture and beauty science. She got a diploma.
TOTOY : Uy, imagine that! Our dear old Kikay!
TONY : Pardon me, but she’s not Kikay anymore … she is Fran-CES-ca.
TOTOY : Fran-CES-ca?
TONY : Miss Tondo has become Miss New York. Our dear old Kikay is now an American.
TOTOY : Kikay, an American? Don’t make me laugh! Why, I knew that girl when she was still
selling rice cakes! (Stands up and imitates a girl puto vendor) --- Puto kayo diyan … bili
na kayo ng puto.
TONY : (Laughing) – Remember when we pushed her into the canal?
TOTOY : She chased us all around the streets.

TONY : Naku, how that girl could fight!
TOTOY : (Fondly) --- Dear old Kikay! (Knocking at the door. Totoy goes to open it. Enter Nena.
Nena is a very well possessed young lady of 24. )
NENA : Why, it’s Totoy!
TOTOY : (Opening his arms) --- Nena, my own!
NENA : (Brushing him aside as she walks into the room) – and Tony too! What’s
all this? A Canto boy Reunion?
TOTOY : (Following behind her) – We have come to greet the lady from New York.
NENA : So have I. Is she at home?
TONY : Aling Atang is trying to wake her up.
NENA : To wake her up! Is she still dreaming? MRS. M : (Appearing in the center doorway) –
No, she’s awake already. She’s changing. Good morning, Nena. Good morning, Totoy.
(Totoy and Nena are staring speechless. Mrs. Mendoza is carrying a vase in which she has arranged
Tony’s flowers. She self-consciously walks into the room and sets the vase on the table
amidst the silence broken only by Totoy’s helpless wolf whistle.)
MRS. M : (Having set the vase on the table) –Well, Totoy? Well, Nena? I said good morning. Why
are you staring at me like that?
NENA : Is … is that you Aling Atang?
TOTOY : Good God, It is Aling Atang! (He collapses into a chair)
TONY : Totoy, Aling Atang now prefers to be called Mrs. Mendoza.
MRS. M : Oh, Tony … you know it is not I but Kikay who prefers it. She was delighted with these
flowers, Tony. She thanks you very much. Nena, if you don’t stop gaping at me, I’ll
pinch you!
NENA : (Laughing) – How you used to pinch and pinch me, Aling Atang, when I was a little girl.
MRS. M : You were a very naughty girl, always fighting with Kikay. You were all very naughty
children. (She points at Totoy) – This one, especially, always sneaking into our backyard
to steal mangoes from our mango tree.
TOTOY : Do you still have the mango tree?
MRS. M : Yes, it’s still out there in our backyard.
TOTOY : (Jumping up) – Come on, Nena…let’s steal their mangoes!
MRS.M : Ah-ah, you just try! I still run as fast as ever. See if I don’t catch you again and pull your
pants off!
TOTOY : (Gripping his pants) – ah, but I wear suspenders now, Mrs. Mendoza.
MRS. M : Oh, you rascal! Come with me to the kitchen.
TOTOY : Why? To pull my pants off?
MRS. M : No, idiot! I want you to help me carry something.
NENA : Aling Atang, don’t prepare anything for us. We’re not visitors. And we’re not hungry.
MRS. M : It’s only orange juice, Nena. I was preparing some for Kikay. She takes nothing else in
the morning. She says that in New York nobody eats breakfast. Come along, Totoy.
(Exits Mrs. Mendoza and Totoy. Left alone, Nena and Tony are silent for a moment.
Tony seated; Nena stands behind the sofa.)
NENA : Well, Tony?
TONY : You shouldn’t have come today, Nena.
NENA : Oh, why not?
TONY : I haven’t talked to Kikay yet.

NENA : You haven’t talked to Kikay yet..! I thought you were going to come here and tell her
everything last night.
TONY : I lost my nerve. I didn’t come last night.
NENA : Oh, Tony, Tony!
TONY : (Irritated, imitating her tone) – Oh, Tony, Tony! Use your head, Nena. Whoever
heard of a man breaking off his engagement with a girl! It’s not usual! And … my
God …it’s not easy!
NENA : (Belligerently) – Are you in love with Kikay or with me?
TONY : Of course I’m in love with you. I’m engaged to you.
NENA : (Bitterly) –Yes…and you were engaged to Kikay, too!
TONY : But that was a year ago!
NENA : (Flaring up) – Oh, you wolf! (She flounces away, furious)
TONY : (Jumping up and following her) – Nena, Nena, you know I love you, only you!
NENA : (Whirling around to face him) – How could you have the nerve to propose to me when
you were still engaged to Kikay?
TONY : I wish I had never told you. This is what I get for being honest!
NENA : Honest! You call yourself honest? Getting me to fall in love with you when you still
belonged to Kikay?
TONY : I … I thought I didn’t belong to Kikay anymore. It was only a secret engagement anyway.
I proposed to her just before she left for America and she said we must keep our
engagement a secret until she came back. But when she had been there a couple of
months, she stopped answering my letters. So I considered myself a free man again.
NENA : (Sarcastically) – And you proposed to me.
TONY : (Miserably) – Yes …
NENA : And then asked me to keep our engagement a secret!
TONY : Because right afterwards, I found out that Kikay was coming back.
NENA : Well, I’m tired of being secretly engaged to you! What fun is it being engaged if you can’t
tell everybody!
TONY : Just give me a chance to talk to Kikay and explain everything to her. Then you and I will
announce our engagement.
NENA : Well, you better hurry. I’m getting impatient.
TONY : The trouble is, how can I talk with Kikay now?
NENA : Why not?
TONY : Well you are here, and Totoy is here. You don’t expect me to jilt Kikay in front of
everybody, do you?
NENA : You want me and Totoy to clear out?
TONY : No…just give me a chance to be alone with Kikay for a moment.
NENA : I’ll take care of Totoy.
TONY : That’s good.
NENA : Just leave it to me.
(Totoy appears in the doorway with tray on his head; glasses and a pitcher are on a tray.)
TOTOY : (Sailing in) – Puto kayo diyan, bili na kayo ng puto…!
(Mrs. Mendoza appears in the doorway, carrying a plate of sandwiches.)
MRS. M : Listen everybody…here comes Kikay…but she prefers to be called Fran-CES-ca.
(She moves away from the doorway and Kikay appears. Kikay is garbed in a trailing gown trimmed
with fur at the neck and hemline. From one hand she dangles a large silk handkerchief

which she keeps waving about as she walks and talks. In the other hand, she carries a
very long cigarette holder with an unlighted cigarette affixed. Kikay’s manner and
appearance are…to use a Hollywood expression …”chi-chi mad.”)
KIKAY : (Having paused a long moment in the doorway, hands uplifted in surprise and delight) –
Oh, hello, hello… you darling, darling people! (She glides into the room. Everybody
else is too astonished to move) Nena, my dear…but how cute you’ve become! (She
kisses Nena)And Tony, my little pal of the valley…how are you? (She gives her hand
to Tony) and Totoy…my, how ravishing you look. (She walks all around the
apprehensive Totoy) goodness, you look like a Tondo superproduction in Technicolor!
But sit down everybody…do sit down and let me look at you. (Her three visitors sit
down. She sees the tray with the glasses and pitcher on the table and throws her hands
up in amused horror.) Oh, mumsy, mumsy!
MRS. M : What’s the matter now?
KIKAY : How many times must I tell you, mumsy dearest, never, never serve fruit juice in water
glasses!
MRS. M : I couldn’t find those tall glasses you brought home.
KIKAY : (Approaching and kissing her mother) – Oh, my poor li’l mumsy…she is so clumsy, no?
But never mind, dearest; don’t break your heart about it. Here sit down.
MRS. M : No, I must be going to the market.
KIKAY : Oh, mumsy, don’t forget my celery. (to her visitors) – I can’t live without celery. I’m
like a rabbit…munch, munch all day.
MRS. M : Well, if you people will excuse me…Tony, remember me to your mother.
(She moves away)
KIKAY : (Gesturing make up) – and remember, mumsy…a little bloom on the lips, a little bloom
on the cheeks.
MRS. M : Oh, Kikay, do I have to?
KIKAY : Again, mumsy?
MRS. M : (Already in the center doorway) – Do I have to paint this old face of mine, Fran-CES-
ca?
KIKAY : (Breaking into laughter and turning towards the others) – But how dreadfully she puts
it! Oh, mumsy, mumsy…what am I going to do with you?
MRS. M : (As she exits) – I give up!
KIKAY : (Still laughing) – Poor mumsy, she’s quite a problem. (She waves her cigarette) Oh, does
anybody have a light?
(Totoy jumps up and gives her a light.)
KIKAY : Merci.
TOTOY : Huh? KIKAY : I said merci. That means thank you… in French.
TOTOY : (As he sits down) – Merci!
(Kikay poses herself on the arm of the sofa where Nena is sitting and sipping orange juice. The
two boys, also sipping juice and munching sandwiches, occupying the two chairs)
NENA : Tell us about New York.
KIKAY : (Fervently) – Ah, New York, New York!
TONY : How long did you stay there?
KIKAY : (In a trance) – 10 months, 4 days, 7 hours and 21 minutes!
TOTOY : (Aside to the others) – and she’s still there … in her dreams!

KIKAY : (With emotion choking her voice) – Yes, I feel as if I were still there, as though I had
never left it, as though I had lived there all my life. But I look around me (She bitterly
looks around her at the three gaping visitors) and I realize that no, no I’m not there. I’m
not in New York… I’m here, here!
KIKAY : (She rises abruptly and goes to window where she stands looking out) I’m home, they
tell me. Home! But which is home for me? This cannot be home because my heart aches
with home sickness. I feel myself to be an exile…yes, a spiritual exile. My spirit aches
for its true home across the sea. Ah, New York! My own dear New York! (She is silent
a moment, looking across the horizon, her arms cross over her breast. Her visitors
glanced uneasily at each other.)
NENA : (To others) – I don’t think we ought to be here at all, boys.
TONY : Yes, we shouldn’t disturb her.
NENA : (With a languishing gesture) – And leave her alone with her memories.
TONY : (Glancing at the entranced Kikay) – Is that the girl we used to go swimming with in the
mud paddies?
TOTOY : (Crossing his arms over his chest) – Ah, New York! My own dear New York!
KIKAY : (Whirling around, enraptured) – Listen…oh listen! Now, in New York, it’s
springtime…it’s spring in New York! The daisies are just appearing in Central Park and
out in Staten Island the grass is green again. (With a little fond laugh) Oh, we have a
funny custom in New York…an old, old and very dear custom. When spring comes
around each year, we New Yorkers, we make a sort of pilgrimage to an old tree growing
down by the Battery. Oh, it’s an old tree. It’s been growing there ever since New York
was New York. And we New Yorkers, we call it “Our Tree”. Every spring we go down
to say hello to it and to watch its first green leaves coming out. In a way, that tree is our
symbol for New York…undying immortal, forever growing and forever green! (She
laughs and makes an apologetic gesture) But please, please forgive me! Here I am going
sentimental and just mooning away over things you have no idea about. No, you can’t
understand this emotion I feel for our dear old tree over there in New York.
NENA : Oh, but I do, I understand perfectly! I feel that way too about “our” tree.
KIKAY : (Blankly) – About what tree?
NENA : Our mango tree, Kikay. Have you forgotten about it? Why you and I used to go climbing
up there every day and gorging ourselves on green mangoes. How our stomachs ached
afterwards! And then these bad boys would come and start shaking the branches until
we fell down!
TOTOY : Aling Atang once caught me climbing that tree and she grabbed my pants and off they
came!
NENA : And Kikay and me, we were rolling on the ground, simply hysterical with laughter. And
Totoy, you kept shouting,”Give me back my pants! Give me back my pants!”
(They were all shaking with laughter except Kikay who is staring blankly at this.)
KIKAY : But wait a minute, wait a minute…what is this tree you’re talking about?
NENA : Our mango tree, Kikay. The mango tree out there in your back yard.
KIKAY : (Flatly) – Oh that tree…
TONY : What’s the matter, Kikay? Don’t you feel the same emotion for that tree as you do for the
one in New York?
KIKAY : (Tartly) – Of course not! They…they’re completely different! I don’t feel any emotion
for this silly old mango tree. It doesn’t awaken any memories for me at all!

NENA : (Rising) – Well it does…for me. And such happy, happy memories! I really must run out
to the backyard and say hello to it. (Imitating Kikay’s tone and manner) You know,
Kikay, over here in Tondo, we have a funny custom…an old, old and very dear custom.
We make a sort of pilgrimage to a silly old mango tree growing in a backyard. And for
us here in Tondo, that tree is “our” tree. In a way, it is a symbol…
KIKAY : (Interrupting) – don’t be silly, Nena.
TONY : Look who’s talking.
KIKAY : (In amused despair) – Oh, you people can’t understand at all!
TONY : Of course not. We’ve never been to New York. KIKAY : (Earnestly) –- That’s it exactly!
Until you’ve been to New York, you can’t, can’t understand ever. Oh, believe me…not
to have lived in New York is not to have lived at all! That tree of ours over there… it
doesn’t stand for kid stuff and childish foolishness. It stands for higher and finer things;
for a more vivacious, a more streamlined, and a more daring way of life!
KIKAY : It stands for Freedom and for the Manhattan skyline and for the Copacabana and for
Coney Island in summer and for Grant’s Tomb on Riverside Drive and for Tuesday
nights at Eddie Condons with Wild Bill Davidson working on that trumpet of his and
for Saturday nights at Madison Square Garden with the crowds spilling all over the side
walk and for the nickel ferry ride to Staten Island and for the St. Patrick’s Day Parade
down Fifth Avenue and for all (She stops, overcome with her memories) Oh, it’s
impossible to make you see!
TONY : I still prefer a tree that grows in Tondo.
TOTOY : I second the motion
NENA : So do I.
KIKAY : (Tolerantly, very much the woman of the world) – Oh you funny, funny children!
NENA : I really must go and say hello to our tree. You don’t mind, Kikay, do you?
KIKAY : (Laughing) – Of course not, child. Do go.
NENA : Totoy, will you come with me?
TOTOY : (Fervently, as he rises) – To the ends of the earth!
NENA : (In the Kikay manner) – No darling…just out to our dear little backyard.
TOTOY : (Acting up too) – Oh , the backyard of Tondo, the barong-barongs of Maypaho, the
streets of Sibakong…
NENA : (In the center doorway) – Listen, idiot, are you coming with me or not?
TOTOY : (Following her) – Anywhere, dream girl, anywhere at all!
(Exits Nena and Totoy)
KIKAY : (Sitting down on the sofa) – Apparently, our Totoy still has a most terrific crush on Nena.
(Tony is silent) Do wake up, Tony… what are you looking so miserable about?
(Tony rises from his chair and sits down beside Kikay on the sofa. He is nervous and cannot speak.
Kikay smilingly gazes at him.)
TONY : (Finally gathering courage) – Kikay…I don’t know just how to begin.
KIKAY : Just call me Francesca... a good beginning.
TONY : There is something I must tell you…something very important.
KIKAY : Oh, Tony, can’t we just forget all about it?
TONY : Forget?
KIKAY : That’s the New York way, Tony. Forget. Nothing must ever be so serious, nothing must
drag on too long. Tonight, give all your heart. Tomorrow forget. And when you meet again, smile,
shake hands…just good sports.

TONY : What are you talking about?
KIKAY : Tony, I was only a child at that time.
TONY : When?
KIKAY : When you and I got engaged. I’ve changed so much since then, Tony.
TONY : That was only a year ago.
KIKAY : To me, it seems a century. So much has happened to me. I’ve become a completely
different person in just one year. After all, what’s a year, what’s a person? Just relative
terms. More can happen to you in just one year in New York than in all a lifetime spent
anywhere else. Do you know…I feel as if I’ve always lived in New York. In spirit, I am
and have always been a native of Manhattan. When I first arrived there, I felt I had come
home at last. It’s my real home. Oh, listen, last summer it was really hot…one of the
hottest summers we ever had. I’d go riding on one of those double-decker buses just to
cool off, and all those people from Kalamazoo and Peoria and other places like that
would be wandering around the streets…sightseeing, you know…and there I would be
on top of this bus looking down at them and feeling very amused at the way they gaped
at the sky-scrapers and the way they gaped at the shop windows; but I’d be feeling very
proud too, because it was my city they were admiring, and I’d feel rather sorry for them
living out in the sticks…
TONY : Listen, I don’t want to talk about New York…I want to talk about our engagement.
KIKAY : And that’s what we cannot do. Tony…not anymore.
TONY : Why not?
KIKAY : Tony, you got engaged to a girl named Kikay. Well, that girl doesn’t exist
anymore…she’s dead. The person you see before me is Francesca. Don’t you see, Tony,
I’m a stranger to you…we don’t speak the same language…and I feel so much, much
older than you. I’m a woman of the world, you are only a boy. I hate to hurt you,
Tony…but surely you see that there can between us would be stark miscegenation!
Imagine a New Yorker marrying a Tondo boy!
TONY : (Blazing) – Now look here…KIKAY : (Very tolerantly) – I’m sorry if I’ve hurt you, Tony
but I wanted you to realize how ridiculous it would be to think that I could still be engaged
to you.
TONY : (Leaping up) – I’m not going to sit here and be insulted.
KIKAY : Hush, Tony, hush! Don’t shout, don’t lose your temper…it’s so uncivilized. People in
New York don’t lose their temper. Not people of the haute monde anyway!
TONY : (Shouting) – What do you want me to do…smile and say thank you for slapping my face?
KIKAY : Yes, Tony, be a sport. Let’s smile and shake hands and be just friends, huh? Be
brave, Tony…forget: that’s the New York way. Find another girl. There are other“goils”
in the “esters”, as they say in Brooklyn. You’ll find somebody else…someone more
proper for you.
TONY : (Waving his fist) – If you weren’t a woman, I’d…I’d…
KIKAY : Hold it, Tony…you must never, never hit a woman.
NENA : What’s all this?
KIKAY : Nothing…nothing at all.
TOTOY : What were you two quarrelling about?
KIKAY : We were not quarrelling. Tony and I just decided to be good friends and nothing more.
NENA : Tony, is this true?
TONY : (Shouting) –Yes!

NENA : Oh good! Now we can tell them!
KIKAY : Tell us what?
TOTOY : What’s going on here, eh?
NENA : (Taking Tony’s hand) –Tony and I are engaged.
KIKAY : (Rising) – Engaged!
TOTOY : (At the same time) – Engaged!
NENA : Yes! We’ve been secretly engaged for a month. KIKAY : A month! (Fiercely, to Tony –
Why, you…you…
TONY : (Backing off) – I did try to tell you, Kikay…I was trying to tell you…
KIKAY : You unspeakable cad!
NENA : Hey, careful there…you’re speaking to my fiancé.
KIKAY : He’s not your fiancé!
NENA : Oh no? And why not, ha?
KIKAY : Because he was still engaged to me when he got engaged to you!
NENA : Well, he’s not engaged to you anymore, you just said so yourself.
KIKAY : Ah, but I didn’t know about all this. This treacherous business! Oh, the shame of it!
Getting engaged to you when he was still engaged to me! Do I look like the kind of girl
who’d let a man jilt her? (Moving towards Tony) Oh, you horrible, horrible monster!
TONY : (Backing off some more) – Now remember Kikay…it’s uncivilized to lose one’s temper.
People in New York don’t lose their temper. Not people of the haute monde anyway!
KIKAY : I’ve never felt so humiliated in all my life! You beast! I’ll teach you to humiliate me!
NENA : (Blocking her way) – I told you to leave him alone. He’s my fiancé.
KIKAY : And I tell you he’s not! He’s engaged to me until I release him …and I haven’t released
him yet.
NENA : You ought to be ashamed of yourself! You’re just being a dog in the manger!
KIKAY : You ought to be ashamed of yourself…stealing my man behind my back!
NENA : (Exploding) – WHAT! What did you say?
TONY : (Keeping a safe distance) – Totoy, pull them apart!
KIKAY : (To Totoy, as he approaches) – You keep out of this or I’ll knock your head off!
TOTOY : Naku, lumabas din and pagka Tondo!
NENA : Shameless hussy!
KIKAY : Man-eater!
(They grapple and stagger. Tony and Totoy rush forward to separate them and finally succeeded
but not before Kikay has socked Nena. Nena, infuriated, breaks away from Tony…who’s ragging
her away. and pounces on Kikay…whom Totoy is holding. Tony came running but is too late to
prevent Nena from socking Kikay. Kikay sags down in Totoy’s arms. Tony pulls Nena away.)
TONY : (Furious) – How dare you sock her?
NENA : What? She hit me first!
TONY : Look what you’ve done to her!
( Totoy has dropped the knocked-out Kikay on a chair.)
NENA : Are you trying to defend her? You never defended me!
TONY : SHUT UP!
NENA : I hate you! I hate you!
TONY : Shut up or I’ll bash your mouth off!
TOTOY : (Deserting the reviving Kikay) – Hey, don’t you talk to Nena that way.
TONY : You keep out of this!

NENA : He’s more of a gentleman than you are, he defends me!
TOTOY : (To Tony) – You take your hands off her!
TONY : I told you to keep out of this!
(Totoy socks Tony. Tony drops to the floor.)
NENA : (Running to Totoy) – Oh Totoy, you’ve saved my life.
(Meanwhile, Kikay has run to Tony’s side.)
KIKAY : (Kneeling beside Tony) – Tony, Tony … open your eyes!
TONY : (Sitting up and brushing her hands away) – Oh, get away from here.
(Kikay rises and haughtily moves away. Tony continues to sit on the floor, in the attitude of
Rodin’s “Thinker”.)
NENA : Totoy, take me away from here!
TOTOY : (Pointing to Tony) – Are you still engaged to him?
NENA : I hate him! I never want to see him again in my life!
TOTOY : Good! Come on, let’s go. (He takes her arm and propels her to the door.)
TONY : (As they pass him) – Hey!
NENA : (Pausing) – Don’t you speak to me, you brute!
TONY : (Still sitting on the floor) – I wasn’t talking to you.
TOTOY : Don’t you speak to me either! You have insulted the woman I love!
NENA : (Beaming up at him) – Oh Totoy, why have you never told me?
TOTOY : (Shyly) – Well…now you know…
TONY : (Still on the floor) – Congratulations!
NENA : (Coldly) – Let’s go darling…I don’t like the smell around here.
(Exit Nena and Totoy. Tony rises and dusts himself. Kikay is on the floor on the other side of the
room, her haughty back to him.)
TONY : Now you’ve ruined my life. I hope you’re satisfied.
KIKAY : (Whirling around) – I... have ruined your life? You…have ruined mine!
TONY : (Advancing) – What you need is a good spanking.
KIKAY : (Retreating) - Don’t you come near me, you…you Canto Boy!
TONY : (Stopping) - Don’t worry; I wouldn’t touch you with a ten foot pole.
KIKAY : And I wouldn’t touch you with a 20-foot pole.
TONY : Just one year in New York and you forget your old friends!
KIKAY : Just one year that I’m in New York… and what do you do! But when we got engaged,
you swore to be true, you promised to wait for me. And I believed you, I believed you!
(She begins to weep) Oh, you’re fickle, fickle!
TONY : What are you crying about? Be brave…forget…that’s the New York way. Nothing must
ever be too serious, nothing must ever drag on too long…
KIKAY : Oh Tony, I’ve been such a fool! I’m so sorry, Tony!
TONY : Well, I’m not! I’m glad I found out what kind of a person you are!
KIKAY : (Alarmed, approaching him) – Oh, Tony, you’re wrong, you’re wrong! I’m not that kind
of a person at all!
TONY : Oh “person” is just a relative term, huh? KIKAY : Yes, Tony…that was Francesca saying
all those silly things. But Francesca exists no more, Tony. The girl standing before you is
Kikay.
TONY : In that silly dress?
KIKAY : It’s true, Tony. I’m Kikay…remember me? We used to go swimming together, when we
were kids. I’ve come back, Tony.

TONY : If I were right, I was engaged to a girl named Kikay.
KIKAY : Yes, and you’re still engaged to her, Tony.
TONY : Welcome home, Kikay! How was the trip?
KIKAY : Horrible! I couldn’t wait to get back.
TONY : Liked it in New York?
KIKAY : Uh-uh. Give me Tondo anytime.
TONY : Why didn’t you answer my letters?
KIKAY : (After just a wee pause) – Francesca wouldn’t let me write, Tony.
TONY : That misty girl. I’m glad she’s dead!
(Offstage Mrs. Mendoza is heard calling “ Francesca, Francesca.” Tony and Kikay listen, then
burst into laughter.)
MRS. M : (Appearing in doorway) – Frances…Oh, Tony, are you still here? Francesca, don’t be
angry but I couldn’t live without it!
TONY : (Moving towards the radio) – That was Francesca, Aling Atang, and Francesca is dead.
The girl standing before you is Kikay.
MRS. M : (Dazed) – But Kikay is Francesca…
KIKAY : Oh no, Inay. I’m not Francesca…I’m Kikay.
MRS. M : (After gazing from on to the other, throwing her hands up.) – I GIVE UP!
(Exits)
(Tony and Kikay burst into laughter. They have turned on the radio. It’s playing “Again” or some
such silly song.)
KIKAY : (Subsiding) – Sorry, darling. (She approaches him.) May I have this “jagging jagging”
with you, partner?
TONY : (Bowing) – Delighted, Madame.
(They dance around the room as the CURTAIN FALLS.)

ENGLISH 8
Name of Learner:_____________________ Grade Level:__________________

Section:_____________________________ Score:_______________________
COMPARE AND CONTRAST ONE’S BELIEFS/ CONVICTIONS WITH THOSE
PRESENTED IN A MATERIAL
Having the ability to find similarities and distinguish differences is one of the first
higher-order reading comprehension skills learners are introduced to. And it is no wonder, as
the ability to categorize and compare things in terms of their differences and similarities
corresponds to some of the earliest stages of cognitive development. Without the ability to
group things effectively in terms of their similarities and differences, much of what we consider
as ‘learning’ would be impossible.
When the students have already identified the purpose of the writing or the nature of the
question, they can start to read the text and take note of the similarities and differences in terms
of content. Students can begin the process by highlighting or underlining the appropriate
information in the text. They can then record this information in note form or bullet points.
These are often enough for students to prepare for writing their answer. However, it is often
helpful for students to use graphic organizers to visually display the information they extract.
Venn diagrams are particularly suitable for displaying comparisons as they can usefully display
areas of difference, as well as any overlapping similarities. Venn diagrams can easily
accommodate a comparison of multiple ideas through the addition of more circles in the
diagram.
Let us go back to the poem, “Africa” by David Diop and “The Anatomy of a Filipino” by
Prof. Felix Bautista Let’s see if you can still recall the information from the text by answering
series of activities.
Compare and contrast one’s belief/ conviction with those presented in a material
(Quarter 2, Week 3) EN8SS-IIe-1.2

Directions/Instructions:
Exercise 1. Using the modified Venn Diagram below, enumerate similarities and differences of
African and Asian Beliefs, Convictions, and Culture.
Asian
Beliefs,
Similarities
Convictions, and
of
Culture
African and Asian
Beliefs, Convictions
and Culture
African
Beliefs,
Convictions,
and Culture

Directions/Instructions:
Exercise 2. Establish the relationship of these elements to come up with the concept of diversity
of cultural heritage by completing the graphic organizer provided.
PHILIPPINES’
CULTURAL
HERITAGE
AFRICAN’S
CULTURAL
HERITAGE

Literary Text
Africa
Africa my Africa
Africa of proud warriors in ancestral savannahs
Africa of whom my grandmother sings
On the banks of the distant river
I have never known you
But your blood flows in my veins
Your beautiful black blood that irrigates the fields
The blood of your sweat
The sweat of your work
The work of your slavery
Africa, tell me Africa
Is this your back that is unbent
This back that never breaks under the weight of humiliation
This back trembling with red scars
And saying no to the whip under the midday sun
But a grave voice answers me
Impetuous child that tree, young and strong
That tree over there
Splendidly alone amidst white and faded flowers
That is your Africa springing up anew
springing up patiently, obstinately
Whose fruit bit by bit acquires
The bitter taste of liberty.
Source: https://allpoetry.com/poem/8562839-Africa-by-David-Diop
The Anatomy of a Filipino

by Prof. Felix Bautista
All: I like to think that I am a Filipino, that I am as Good, a Filipino as anyone.

Girls: My heart thrills, when, I Hear, the National anthem, being played.
Boys: And my Blood Rises, when, I see our flag, Fluttering in the breeze.
All: And Yet, I find myself asking, How Filipino Am I, Really?
Boys: My First Name is American.
Girls: My Last Name Is Chinese.
Boys: When I am with Girlfriends or more correctly, when, I am with my Friends, who happen
to be girls- I talk to them in English.
Girls: If they are thirsty, I buy them, a Bottle of American coke.
Boys: If they are hungry, I treat them, to an Italian Pizza pie.
All: And when I have the money, I give them a real Chinese Lauriat.

Boy (solo): Considering all these, considering my taste, for many things foreign, what right do I
have, to call myself, a Filipino?
Girl (solo): Should I not call myself, a culture orphan? The illegitimate child of many races?
All: Rightly or wrongly, whether we like it or not, we are the end products of our history.
Fortunately or unfortunately, our history is a co-mingling, of polyglot influences.
Boys: Malayan and Chinese.
Girls: Spanish and British.
Boys: American and Japanese.
All: This is historic fact we cannot ignore, a cultural reality we cannot escape, for to believe
otherwise is to indulge in fantasy.
Boy (solo): I must confess, I am an extremely confused, and Bewildered young man. Wherever I
am, whatever I may be doing, I am Bombarded, on all sides, by people who want, me to search
for my national identity.
All: Tell me the Language I speak should be replaced by Filipino. They urge me to do away with
things foreign to act and think and buy Filipino.
Girl (solo): Even in art, I am getting bothered and Bewildered.
All: The Writer should use Filipino, as his medium, the nationalists cry.
Boys: The Painter should use his genius in portraying themes purely Filipino, they demand.
Girls: The Composer should exploit endless Possibilities of the haunting kundiman, they insist.
All: All this sound wonderful. But Rizal used Spanish, when he wrote, Noli and Fili.
Boys: Was he less of a nationalist, because of it? Must the artist, to be truly Filipino, paint with
the juice of the duhat?
Girls: And must he draw picture of topless Muslim women or Igorot warriors in G-String
All: And if the composer desert the kundiman, and he writes song faithful to the spirit of the
Youths of today, does he become unfilipino? We are what we are today, because of our history.
Boys: In our vein pulses blood with traces of Chinese and Spanish and American, but It does not
stop being Filipino, because of these.
Girls: Our culture is tinged with foreign influences, but it has become rich thereby.
All: This mingling, in fact, could speed us on the road, to national greatness. Look at America, it
is a great country, and yet it is the melting pot of Italian, and German, British, and French, or
Irish and Swedish.
Boy (solo): Filipinism, after all, is in the heart.
All: If that heart beats faster, because the Philippines is making progress, if it fills with
compassion because its people are suffering, then it belongs to a true Filipino; and it throbs with
pride in our past, if it pulses with awareness of the present, if it beats with a faith in the future,
then we could ask for nothing more; all other things are unimportant.
Boys: I have an American First Name.
Girls: And I have, a Chinese Last Name.
All: And I am proud, very, very proud, - because underneath these names beats a Filipino heart.
Source: Grade 8 English Learner's Material, p. 516-51

Prepared by:
DIWANI L. LOZANO
Writer

ANSWER KEY
Exercise 1
Answers may vary.
Exercise 2
Answers may vary.

ENGLISH 8
Section:_____________________________ Score:_______________________

DISCERN POSITIVE AND NEGATIVE MESSAGES CONVEYED IN THE MATERIAL
VIEWED.
Discerning message means to know, recognize, or understand the message weather it is
positive or negative.
How to discern positive and negative message?
TASK
1. Activate the background knowledge by looking at the title, any visual cues available.
2. Make predictions about the content and support predictions with reasons.
3. View the video keeping their predictions and purposes in mind.
Positive messages you expect the audience to respond neutrally to the message. You usually
want to build positive attitudes you are presenting. Positive message shows empathy. Negative
Messages uses negative words. You expect the audience to be disappointed or angry.

Discern positive and negative messages conveyed from the material viewed. (EN8VC-IIb-17)
Directions
Exercise 1: Look at the following Emojis below. Identify if they convey positive or negative message.
Draw a heart beside the emojis for positive and a broken heart for negative message.
1. ______ 3. ______ 5. ________
2. ______ 4. ______ 6. _______

Exercise 2: Tell about the positive and negative message by looking carefully at the
pictures. Write the message of each picture in the box provided.

ACTIVITY 02
Section:_____________________________ Score:_______________________
Pre-Viewing
Ask the students if they are familiar with the character and story as shown in the picture.
Students are also given guide questions before watching.
GUIDE QUESTIONS:
• How is this story different from the other stories?

• What kind of character is Chunhyang?
• What kind of character is Yi Myong-Nyong?
VIEWING PROPER
Watch the “The tale of Chun Yang” online. List down the lines, dialogue and phrases
uttered by the characters that struck you most.
https://www.youtube.com/watch?v=drRJZ8It5U8

POST VIEWING
Go over your list of phrases, lines and dialogues spoken by the characters. Fill in the table
with positive and negative message conveyed in the film “The tale of Chun Yang”.
POSITIVE MESSAGE NEGATIVE MESSAGE
POST VIEWING

REFLECTION
Reflect about the positive and negative messages of the film you had watched. Relate these
messages in real life situation.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
References for learners
https://prezi.com/dxeftmprhllr/discerning-positve-message/
Creator: Volodymyr Kryshtal | Credit: Getty Images/iStockphoto
https://www.kissclipart.com/cut-down-trees-clipart-tree-clip-art-2hv6lq/
https://markmorey.com/parenting/how-to-effectively-parent-children-in-an-age-of-technology-addiction/
https://markmorey.com/parenting/how-to-effectively-parent-children-in-an-age-of-technology-addiction/
ttps://www.google.com.ph/search?q=clipart+happy+family+bonding&tbm=isch&ved=2ahUKEwjooc6o_
qrqAhVE7ZQKHX3nCBMQ

ACTIVITY 01
ANSWER KEY
Exercise 1
1.
2
3.
4.
5.
6.
Exercise 2
1. Positive Message. The picture talks about being a family together. One of the benefits of
spending time with family and indulging in leisure activities together is that it strengthens
the family bond.
2. Negative. The man in the picture is trying to cut down trees where it causes flooding. It
also destroys the animals’ habitat.
3. Negative. The picture says that technology is widely used for today’s generation. The boy
spent so much time looking at screens, playing on his cellphone and listening to music
rather than looking at real people.
4. Positive. The picture captures the message of being generous to others. Helping other
people in terms of crisis and Sharing small amount of what you have makes them happy.
Activity 02
Pre- Viewing (Guide Questions)
Answers may vary
Viewing Proper
Answers may vary (Taking down Notes)
Post Viewing (Reflection)
Answers may vary.
Prepared by:
CLAIRE M. ABALOS
Writer

Grade 8 Q2 English LAS

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8

LEARNING ACTIVTIY SHEET

Competency Page Number

Note: Practice Personal Hygiene Protocols at all times. ii

Name of Learner: ________________________ ` Grade Level: __________________

LEARNING ACTIVITY SHEET

Background Information for Learners

Learning Competency with code

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OFFICIAL: Philippines bags overall championship in SEA Games 2019

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— The Summit Express

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Coronavirus disease (COVID-19)

Note: Practice Personal Hygiene Protocols at all times. 5

Active cases breakdown as of June 07, 2020

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Note: Practice Personal Hygiene Protocols at all times. 7

JANET I. CABADDU JOANNA GRACE T. GAFFUD

Note: Practice Personal Hygiene Protocols at all times. 8

Name of Learner: _______________________________________ Grade Level: _____________

LEARNING ACTIVITY SHEET

What words signal an opinion?

Introductory Concluding Supporting Introduci Cause/ Compare/ Countering

Note: Practice Personal Hygiene Protocols at all times. 9

Use opinion-marking signals to share ideas (Quarter 2)

Note: Practice Personal Hygiene Protocols at all times. 10

A Call to Servant Leadership

I am a hardworking youth. I am never halted by disappointments. I see them as challenges

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Okay Joseph, have a good day!

Note: Practice Personal Hygiene Protocols at all times. 12

2. What is the opinion of Joseph on the new mode of learning?

3. Did Jhon agree with Joseph’s statement? Prove your answer.

4. What ideas in the dialogue express opinions?

1. Nonrenewal of ABS-CBN franchise

Note: Practice Personal Hygiene Protocols at all times. 13

Note: Practice Personal Hygiene Protocols at all times. 14

Why Do Relationships End?

Note: Practice Personal Hygiene Protocols at all times. 15

Note: Practice Personal Hygiene Protocols at all times. 16

1. What did you learn from this lesson?

1. Not Opinion 6. Opinion 11. Not Opinion

1. The youth they say 19. The best

Note: Practice Personal Hygiene Protocols at all times. 17

References for learners:

Note: Practice Personal Hygiene Protocols at all times. 18

Name of Learner: _____________________________ Grade Level: ______________

LEARNING ACTIVITY SHEET

Background Information for Learners

Note: Practice Personal Hygiene Protocols at all times. 19

• Eastern Philosophy –Confucius –

• Dado Banatao: Success Story of Filipino inventor and tech innovator-

Note: Practice Personal Hygiene Protocols at all times. 20

CONFUCIUS DIOSDADO BANATAO

Note: Practice Personal Hygiene Protocols at all times. 21

Note: Practice Personal Hygiene Protocols at all times. 22

• Japanese Literature: https://www.slideshare.net/SleepingBeautyLulu/japanese-

What are their common characteristics?

What are the

Note: Practice Personal Hygiene Protocols at all times. 23

THE TALE OF THE THE TURTLE AND THE

What Japanese What common What Filipino values,

Note: Practice Personal Hygiene Protocols at all times. 24

Name of Learner: ______ ` Grade Level:

Name of Learner: ___________________________ Grade Level: _

Name of Learner: _______________ Grade Level: