2nd Quarter - Reading Comprehension

Quarter 2 - Module 2
Reading Comprehension
English - Grade 8
Alternative Delivery Mode
Quarter 2 –Module 2: Reading Comprehension
First Edition, 2020
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Published by the Department of Education – Division of Gingoog City

Division Superintendent: Jesnar Dems S. Torres, PhD, CESO VI
Development Team of the Module

Authors: Reachel Mae T. Alejandrino, Hilrem L. Bayucot,
Evita Luz Alaba-Reyes
Reviewer: Levie D. Llemit, PhD

Illustrator: Raul A. Mabilen
Layout Artist: Hilrem L. Bayucot
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8
Grade 8
Quarter 2 - Module 2:
Reading Comprehension
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Table of Contents
What This Module is About......................................................................................... i
What I Need to Know.................................................................................................. i
How to Learn from this Module................................................................................... i
Icons of this Module.................................................................................................... ii
What I Know .............................................................................................................. iii
Lesson 1:
Evaluating the Personal Significance of a Literary
Text.............................................................................................................................. 1
What’s In…………………………………………………...................................... 1
What’s New…………………………................................................................... 2
What Is It:……………………..……................................................................. 2
What’s More………………………………………............................................... 5
A. Fill It Up........................................................................................... 5
B. Protagonist or Antagonist ……………………………………………… 5
C. What’s the Point ……………………………………………….………… 5
What I Have Learned………………............................................................... 7
What I Can Do: Name the Elements................................................................ 7
Lesson 2:
Relating Content or Theme to Previous Experiences and Background
Knowledge…………………………………………………….…….............................. 8
What’s In ......................................................................................................... 8
What’s New.................................................................................................... 8
Act1. Guess me! …………………………………………………………. 8
What Is It……………..................................................................................... 9
What’s More
Act2. Try Me........................................................................................... 10
Act3. What is in a Theme........................................................................ 12
What I Have Learned: How Do I React?......................................................... 12
What I Can Do…………………………........................................................... 13
Lesson 3:
Reacting to Assertions Made by the Author in the
Text.………................................................................................................... 14
What’s In ....................................................................................................... 14
What I Need to Know: ………………………………………………………........ 14
What’s New.................................................................................................... 14
Act 1. What Do You Think........................................................................... 15
What is It: Types of Assertion…………..………………………………………………. 16
What’s More……….………………………………………………………………. 18
Act 2. Agree or Disagree........................................................................... 18
What I Have Learned………………………........................................................ 20
What I Can Do: Let’s Take a Tour.................................................................. 20
Lesson 4:
Explaining Visual-Verbal Relationships Illustrated in Tables, Graphs, and Information
Maps Found in Expository Text .......................................….……………………… 21
What’s In ....................................................................................................... 21
What’s New………………………………………………………………………... 21
What Is It: Expository Text …………………………………………………...… 23
What’s More ………………………………………………………………………. 24
Act 1. Pie Graph.................................................................................. 24
Act 2. Bar Graph................................................................................. 25
Act 3. Birthday Bar Graph ………………………………………………. 26
What’s More: Situationnaire……………………………………………………… 25
What I Can Do…………………………… …................................................... 26
Lesson 5:
Transcoding Information from Liner to Nonlinear Texts and Vice
Versa............………………………………………………………………………………… 28
What’s In ....................................................................................................... 28
What’s New …………………………………….…………………………………. 28
Act1. Let’s Identify! ………………………………………………………. 28
What is It………………………………… ………………………………………… 29
What’s More ……………………………………………………………………… 30
Act2: Linear to Nonlinear……………………………………………….. 30
Act3: Let’s Take a Tour!.................................................................... 32
What I Have Learned……………..…..…........................................................ 33
What I Can Do… …....................................................................................... 35
Lesson 6:
Organizing Information in Tables, Maps, and
Charts.....…………………………………………………………………………………… 37
What’s In ...................................................................................................... 37
Activity 1: Let’s Link………………….…………………………………… 37
What I Need to Know ………………….………………………………………... 38
What’s New………………………………………………………………………… 38
Activity 2: Name It………………….………………………………..…… 38
What is It: Types of Non-Linear Texts………………………………………….. 38
What’s More …………………..………………………………………………….. 23
Activity 3: Give It A Name …………….………………………………… 39
What is It : Tables, Maps, Graphs……………………………………………… 40

Activity 4: Situationnaire………………………………………………… 41
What is It 3: Parts of the Table and Graph……………………….………….... 42
What’s More ……...………………………………………………………..……… 43
Activity 5: Let’s Analyze…………………………………………….…… 43
What’s New……………………………..………………………………………….. 44
Activity 6: Let’s Info-Organize…………………………………………… 44
What I Have Learned: Test Time! …..…........................................................ 46
What I Can Do: Making Family Budget… …................................................... 48
Summary ................................................................................................................... 49
Assessment: (Post-Test) ........................................................................................... 49
Key to Answers ......................................................................................................... 53
References ................................................................................................................ 55
What This Module is About
Reading is designed to be an enjoyable experience for a learner in whatever
age. When one reads, one travels a vast distance of new and exciting things. One’s
imagination brings him/her into unknown places in the deepest corners of his/her mind.
Reading involves not only recognizing the printed symbols but being able to get
the meaning of the words, phrases, sentences and paragraphs and bringing all these
things into the daily web of life of each student. When one is able to comprehend what
he reads, then it would be a lot easier to write what he/she has in her/his mind.
Reading, comprehension and writing are three very essential elements in the
development of language and communication process.
This module will guide the learners to various skills that they need to develop
as they journey into the challenges of the “new normal” way of learning and
appreciating reading. The different activities are carefully chosen to keep their
attention going from lessons 1 to 4 arranged in increasing difficulty challenging them
to keep going on to the next level as they find themselves getting attuned to the
complexities of each task.
What I Need to Know
At the end of this module, you should be able to:

1. Evaluate the personal significance of a literary text (EN8RC-11a-2.22);
2. Relate content or theme to previous experiences and background knowledge
(EN8RC-11a-2.18);
3. React to assertions made by the author in the text (EN8RC-11c-2.1.7);
4. Explain visual-verbal relationships illustrated in tables, graphs, and information
maps found in expository texts (EN8SS-IIe-1.2);
5. Transcode information from linear to non-linear texts and vice-versa (EN8RC-
IIh-2.15); and
6. Organize information in tables, graphs, and maps. (EN8RC-11h-2.15)
How to Learn from this Module

To achieve the objectives cited above, you are to do the following:
1. Carefully read all the lessons.
2. Take your time on going thru each lesson.
3. Answer the pretest honestly, the purpose of the pretest is for you to determine
your prior knowledge before going thru the lessons and activities.
4. If you have a hard time understanding the lessons and activities, please do take
a break. Having breaks between lessons and activities will give you some space
where you can absorb the lesson well.
5. You can use the internet if you need more information about the lesson.
i
Icons of this Module
What I Need to This part contains learning objectives that
Know are set for you to learn as you go along
the module.
What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with

that of the current one.
What’s New An introduction of the new lesson through

various activities, before it will be
presented to you
What is It These are discussions of the activities as

a way to deepen your discovery and
understanding of the concept.
What’s More These are follow-up activities that are

intended for you to practice further in
order to master the competencies.
What I Have Activities designed to process what you

Learned have learned from the lesson
What I can do These are tasks that are designed to

showcase your skills and knowledge
gained, and applied into real-life
concerns and situations.
ii
What I Know
Multiple
I. Multiple Choice:
Directions: Read and answer the questions below. Select the letter of the best answer from
among the given choices. Write the letter of your answer on the space before each
number.
____1. “I would like you to listen to what I'm saying.”

This statement is an example of what type of assertion?
a. basic assertion c. escalating assertion
b. emphatic assertion d. language assertion
____2. What do you call the assertion that involves the first person pronoun “I,” and is useful
for expressing negative feelings?
____3. “When you don't listen to what I'm saying, I feel unimportant and neglected. I want you
to pay attention and listen to me whenever I am saying something.”
____4. If you don't tell your parents about our scheduled meeting, I'll be forced to go to your
house to personally inform them about it.”
____5. “I know that you're still upset about what happened at school, but I am sure that your
classmate is more upset on what you did.”
____6. As the night ended, the sun splashed across Casey’s bed. He opened his eyes slowly.
The first thing he saw was the beautiful blue ribbon on his bookshelf.
What is the setting of the story?
a. morning, bedroom c. noontime, field

b. evening, bathroom d. morning, office
____7. “I told you not to come back!”, shouted the Barangay Tanod at the strange-looking
teen-ager who ran away as fast as he could out of the open cellphone store. This was
the second time the young man was caught by the Tanod barged into the cash register
of the establishment. The cashier as well as the owner both stood motionless terribly
shocked by the incident.
Who is the antagonist in the selection?
a. Barangay Tanod b. cashier c. teen-ager d. owner
iii
____8. What is the Point of View used in the above selection?
a. First Person b. Personal c. Second Person d. Third Person
____9. Fe is born rich. She grew up enjoying toys, travels, shopping, a good education. She
is surrounded with loving friends and family. She is blest in almost everything. On the
other hand Joy belongs to a homeless family of five who lived on left-over
foods in carenderias and begging to strangers on most of the days with only their
makeshift “kariton” as their home which they push together anywhere they go.
What is the theme of the story?

a. wealth and poverty c. injustice and bias
b. justice and law d. faith and luck
____10. Which element of a story is determined by the narrator or author?
a. Setting b. Point of View c. Theme d. Character
II. Read each statement. Identify what is described. Write the letter of your answer on the
space before each number.
____11. It is an example of a linear text.
a. graph b. table c. novel d. graphic organizer
____12. It helps organize information and categorize and compare data.
a. graph b. table c. concept map d.graphic organizer
____13. It presents numerical data in an organized way.
a. bar graph b. line graph c. table d. concept map
____14. Give the name of the graph shown here.
a. pie graph b. line graph c. bar graph d. table

____15. It is useful in showing the proportional distribution of items that make up one whole
amount.
a. table b. bar graph c. line graph d. pie graph
For items 16-20, use the graph as reference.
iv
Source: shorturl.at/dfQU7
____16. All statements are true except ONE.
a. Banana flavor has the most number of pieces that the other flavors.
b. There are more strawberry flavor than orange.
c. Watermelon and orange are almost of the same quantity.
d. The combined number of banana and watermelon is less than a dozen.
____17. These flavors when combined would have the same quantity as banana.
a. watermelon and orange c. strawberry and orange
b. watermelon and strawberry d. strawberry and banana
____18. This candy has the least number of pieces.
a. orange b. banana c. strawberry d. watermelon
____19. This is the total number of pieces of candies that Will bought.
a. 21 b. 22 c. 23 d. 24
____20. This could be a possible conclusion about Will base on the graph.
a. Will buys candies and sells them to friends.
b. Will is a boy who likes candies.
c. Will has a lot of money to buy different flavors of his favorite candy.
d. Will likes to count things like candies.
v
Lesson
Evaluating The Personal
1 Significance of A Literary Text
What’s In
In the previous module, you learned the lessons about writing and composition. These
lessons helped you a lot in expressing yourself logically and comprehensively through spiral
way of enhancing one’s writing and composition skills; from the basics to a more complex
understanding of things. This skill acquired takes you to a whole experience where in spite of
a technologically advance world we have, the importance of writing and composition has
always been a weapon towards knowledge and communication search. It is really a potent
tool to know how to express oneself through the power of writing and composition.
In this module, another form of learning is truly offered. You will be catered on
enhancing your reading comprehension and will be taking you to a world of wonderful
experience through stories, poems and other pieces of literature this module has especially
made for you. Here, you will learn how to evaluate the personal experience of a literary text,
relate content or theme to previous experiences and background knowledge, react to
assertions made by the author in the text, explain visual-verbal relationship illustrated in tables,
graphs, and information maps found in expository text, transcode information from linear to
non- linear texts and vice-versa and organize information in tables, graphs, and maps.
Before going digging deep to the content of this module, let’s have a short recall of the
fiction and nonfiction examples.
Let’s identify!
Directions: Identify if the examples below are fiction or nonfiction. Write F if it is fiction
and NF if it is nonfiction.
1. novels
2. newspaper
3. prose
4. dramas
5. essays
1
What’s New
Fill in the blanks with the appropriate words to complete your story.
One ________ as I walked down the ______ to pick the newly harvested
mangoes from the _______, something caught my attention. It was a _______ chirping
so sharply on the _______ ground. It rained the previous night so its feathers were
________. I slowly picked it up. Maybe it felt cold, ______ told myself as I held the
poor nestling on my left palm.
After taking the basketful of ripe mangoes on my right hand, I walked fast
towards the _______ of my Lolo Berto. I decided to ask his help on how to keep this
little _______alive until it would be strong enough to return to its mother.
What Is It
1. A setting tells the readers where and when the story takes place. It may describe the
following: time of the day, time of the year, time in history, scenery, weather and
location. Describing the setting entails the use of our senses- sight, smell, touch, taste
and hearing.
Example:
The long and winding road leads to the vast span of green field in the middle of which
is the array of sweet smelling roses that smile with the brilliance of the sun on this
warm summer day.
Where does the event happen?
What time of the year does it happen?
What words are used to describe the scenery?
2. Characters are the “actors of a story”.
They could be: people, animals or creatures. Sometime they could be objects
or things acting like people.
Characters could be protagonist (“good guy”) or antagonist (“bad guy”)
2
Example: Cinderella wanted to join the party like her step sisters, but her wicked step
mom objected.
Whose character is the protagonist? Who is the antagonist?
3. Point of view is determined by the narrator or storyteller. He or she may be the author
or one of the characters in the story.
3.1 Types of Point of View:
- First Person: The main character is the storyteller.
It uses the pronouns I, we, me
- Second Person: The author tells the story directly to the reader.
It uses the pronouns you and your
- Third Person: The author narrates the story but is not part of it.
It uses the pronouns he, she, her, his, it and they
Example: (First Person) I keep on moving towards the direction of the light without any
fear.
(Second Person) You need to rest so that your energy will not be waste
(Third Person) She couldn’t deny his presence for she loved him so dearly.
Source: https://bit.ly/3g7HPUS
There are three distinct modes of third-person narration: objective, limited, and
omniscient.
> Third-Person Objective Narration:
In this mode of narration, the narrator tells a third-person’s story (he, she, him, her),
but the narrator only describes characters’ behavior and dialogue. The narrator does not
reveal any character’s thoughts or feelings. Again, readers will be able to understand
characters’ thoughts and motivations based on characters’ actions and dialogue, which are
narrated; however, the narrator will not explicitly reveal character’s thoughts and/or
motivations in narration. (https://bit.ly/3g7HPUS)
Example: It was noon. The sun was high in the blue sky. The air was filled with the sounds of
lawn mowers and birds chirping. A door opened. A young boy walked outside. A
woman's voice could be heard from the house yelling, "Wait for me, Michael." The
young boy did not wait. He ran to the sidewalk and began jumping. "Yeah! Yeah!
3
Machine gun!" he yelled, pointing an invisible gun in all directions. He took
imaginary shots every few seconds and pantomimed the recoil.
* Here, the narrator doesn’t reveal any character’s thoughts or feelings. Only actions and
dialogue are narrated.
> Third-Person Limited:
When a narrator uses third-person limited perspective, the narrator’s perspective

is limited to the internal workings of one character. In other words, the narrator reveals the
thoughts and feelings of one character through explicit narration. As with objective
narration, readers may be able to infer characters’ thoughts and feelings based on the
behaviors and dialogue of those characters, which are narrated, but the narrator also directly
reveals the central character’s internal perspective. (https://bit.ly/3g7HPUS)
Example: Sid saw the ball floating through the air. He knew it was coming to him. He positioned
himself where he thought it was going to land. Then a large cloud moved in the
sky. The sun blazed and Sid couldn't see anything. "Thump!" the ball landed right
in front of Sid. Coach yelled across the field, "Pick it up, Sid! Throw it to second."
Sid couldn't see the ball in front of him. All he could see were spots. The coach
threw his hat on the ground and continued to yell, "Pick it up, Sid!"
* Here, the narrator reveals the inner thoughts and feelings of a single character (Sid).
> Third-Person Omniscient:

In this mode of narration, the narrator grants readers the most access to characters’ thoughts
and feelings. With third-person omniscient narration, the narration will reveal more than
one characters’ internal workings. The base word omni means “all,” and scient means
“knowing,” so omniscient roughly translates to “all knowing.” In this case the etymology is
accurate, because in omniscient narration, the narrator is all knowing. (https://bit.ly/3g7HPUS)
Example: Brian could not bear to be on the roof of the skyscraper any longer. He wasn't
usually afraid of heights, but the wind was so strong and Rufus kept messing with
him. "Would you try to land on your feet or your head?" Rufus asked with a straight
face. Rufus could tell that he was getting to Brian, which only encouraged him to
keep going. "Let's go look over the edge, Brian," suggested Rufus, knowing full
well that Brian would refuse.
4
* Here, the narrator reveals the thoughts and feelings of more than one character-Brian
and Rufus.
What’s More
A. Fill It Up- Imagine yourself in a mountain setting. Fill in the blanks inside the
box with the needed information.
Where does the story take place? When does the story take place?
_____________________________________ _____________________________________
What do you see in the surroundings? Describe at least three.
__________________________________ __________________________________
B. Protagonist or Antagonist?
Read each statement. Underline the character described. Then identify if the character is
a Protagonist by writing Pr and An if the character is an Antagonist. Write your answer on
the blank.
____ 1. The frontliners show commitment to their job oftentimes sacrificing their own health
and safety.
____ 2. The evildoers lurk around us waiting for the perfect timing to pursue their intentions.
____ 3. The guilty verdict was imposed on the father charged with child abuse.
_____4. Robinhood is portrayed as a person willing to protect and save others.
_____5. The perfect example of unconditional love is Jesus.
C. What’s the Point?

C.1 Identify the point of view used in each statement. Write FP for First Person; SP for Second
Person and TP for Third Person.
5
_____ 1. We immediately jumped over the fence with our hands full of calamansi fruits.
_____ 2. “You better be ready, pal!”
_____ 3. Harry Potter and his friends all went out in search of the lost coin.
_____ 4. “Your time is up. Have yourself a good lunch.”
_____ 5. The three little pigs all learned their lesson on obedience.
_____ 6. The sun is up, shining gloriously leaving behind the thick clouds away.
_____ 7. It seemed like the whole world was on my shoulders.
_____ 8. There is no one to blame, but you and your selfish motives.
_____ 9. Let’s do it together, we can and we will!
_____10. Her long black hair waves like a tide as she walks towards the door.
C.2 Read each situation. Then identify if the point of view is
a. Third Person Objective 13

b. Third Person Limited 12
c. Third Person Omniscient 11
Write only the letter that corresponds to your answer on the space provided.
____11. General Brosnan surveyed the enemy forces and gasped at their sheer
numbers. He knew that his men were better fighters, every last one of them, but were
they that much better? He wanted a second opinion. "Major Miller!" he called to his
subordinate, "Take a look at " Major Miller gazed at the throng with concern and said,
"Look at all those ugly mugs." Major Miller was also quite surprised by the enemy's
numbers, but he felt that today would be as good of a day as any to die.
(https://bit.ly/39yso5B)
____ 12. The Gorlak raiders surrounded Bruce Hand. The one with the red eye said,
"Now we have you, Bruce Hand. Give us the key to your adventure Jeep." Bruce
couldn't allow the Gorlak raiders to get their hands on such advanced technology, but
they had him surrounded. Fear sank through his heart. Suddenly he had an idea.
"Ok," he said, "here's the key." Bruce activated the plasma grenade in his pocket and
tossed it at the red-eyed Gorlak raider. (https://bit.ly/39yso5B)
____ 13. The old man stared at the dog. The dog was sitting on his hindquarters and
staring back at the old man. The old man put his hands on his hips. The dog barked.
The old man reached behind his back and pulled a leather chew from his back pocket.
The dog barked again. The old man smiled and laughed. Then he threw the leather
chew toy. The dog bounded after the chew toy in a manner that shook the pictures
hanging on the walls. The old man laughed deeply. (https://bit.ly/39yso5B)
6
What I Have Learned
Generalization.
Answer each question briefly.
1. What are the important things to remember when describing the setting of a story?
________________________________________________________________
2. Differentiate the roles played by the protagonist and the antagonist.
____________________________________________________________
3. Define what a point of view is.
__________________________________________________________________
What I Can Do
Activity: My Reading Survey
Directions: Below is a reading survey form. Complete the data ask in the form.
My Reading Survey
NAME: DATE:
I like books that are ___________________________________
I am likely to reread material that is_______________________
I dislike books that are _________________________________
My favorite place for reading is __________________________
I would like to read more about __________________________
I would describe the amount of reading that __________________
I do as I am likely to finish a book that _______________________
7
Lesson Relating Content or Theme to
Previous Experiences and
2 Background Knowledge
What’s In
In the previous lesson, you were able to evaluate the personal significance of a literary
text. It is valuable for you as a student so you can dig down deeper into the worth and value of
a text not just its mere details. You were not able only to read on the lines but also read between
the lines. It has enhanced your skills in reading comprehension which will be helpful for you in
order to appreciate the value of reading and turn it into a habit.
This time, you will be confronted with another lesson to learn. It is made especially for
you so that you will come across into the idea of the speaker and be influenced by his thoughts
to move you into actions desirable not only for yourself but for your community and country, in
general. You will eventually relate the content or theme to previous experience and background
knowledge. A famous quote goes like “He who does not know how to look back at where he
came from, will never get to his destination” by Rizal. The lesson that you are expected to learn
enables you to reflect, ponder and move you into actions of compassion, love and servitude.
What’s New
Activity 1: Guess me!
Directions: Determine central idea or the message of a short story that follows. What
do you think does this story reveal about?
Source: https://bit.ly/39gyzLE
8
__________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Note: The message or central idea of the story is what we call the theme.
What Is It
A theme is the message that a reader gets from the story. It is what the writer is saying about
life. A story can have more than one theme. Some common story themes are
friendship, survival, love/hate, war/peace, honesty, life/death, poverty/wealth
greed/generosity, freedom and more. (https://bit.ly/3jNzurV)
Example: Milet is a nurse in a government owned hospital in Cagayan de Oro. Since the
Pandemic broke out she had only gone home a few times. Fearing that she might
put her family in danger, she decided to stay in the hospital six days a week having
only one day for her rest. She only gets in touch with her loved ones through the
internet whenever she gets the chance to. She remains positive that one day
everything will come to an end and people will not anymore be distant from each
other.
Theme/s: service, love, self-sacrifice, hard work, commitment
9
What’s More
Activity 2: Try me
Direction: Identify the theme or central idea of the following short stories from the choices
inside the box. Write you answer inside the box
love trust attitude
hope confidence violence
Source: https://bit.ly/2OIYbY1
10
3
5
11
Activity 3: What’s In a Theme?
Directions: Read each selection. Identify the theme/s of each story. Write your answer on
the space.
1. Kim and Lloyd always walk together to school ever since they were in
Elementary. They share food, toys, secrets and even assignments. When one is
not feeling well, the other would volunteer to take care. When one is angry the
other just keeps quiet. They also have their petty quarrels but they will not end their
day without discussing their differences.
Theme/s: _____________________________
2. Jimmy and his young sister woke up early and walked on foot towards the pile
of garbage to look for things to be recycled and sold. After almost two hours of
going through the heap of garbage, the children hurriedly walked to Mang Nato’s
bodega to sell their items collected for the day. They were paid fifty pesos enough
to buy for breakfast for their hungry stomach. The rest of the day, they will be
picking vegetables in the market to earn some more money to buy food for lunch
and dinner for their sick mother who is left home.
Theme/s: ____________________________
3. During the gold rush, a man who had been mining in Colorado for several
months quit his job, as he hadn’t struck gold yet and the work was becoming
tiresome. He sold his equipment to another man who resumed mining where it had
been left off. The new miner was advised by his engineer that there was gold only
three feet away from where the first miner stopped digging.
The engineer was right, which means the first miner was a mere three
feet away from striking gold before he quit.
Theme/s: _________________________
What I Have Learned

Generalization
Answer each question briefly.
4. What are the important things to remember when describing the setting of a story?
________________________________________________________________
5. Differentiate the roles played by the protagonist and the antagonist.
____________________________________________________________
6. Define what a point of view is.
____________________________________________________________
7. Can a story be without a theme? Give your reason.
____________________________________________________________
12
What Can I Do
Activity # 4: I can do it
Direction: Create a very short story which revolves around the theme
“DISCIPLINE”
3
13
Lesson
Reacting to Assertions Made
3 by the Author in the Text
What’s In
In the previous lesson you learned about the elements of a story namely, characters,
setting, point of view and theme. These elements have so much to do with how the author,
writer or narrator develos the plot or the events that happened in his/her story. The author is
like a captain who navigates how each part of the story unfolds.
What I Need to Know
Did you know that reading great literature exercises the imagination? We enjoy stories;
it is a pleasure to meet characters and to live in their world, to experience their joys and
sorrows. In a practical sense, an active imagination helps us perceive truth, make value
judgments, and deal with the complexities of life in creative ways. It even aids in our ability to
use logic and to reason well.
One of the best approaches for writers to express their personal feelings, beliefs, and
ideas in a direct way is by making an assertion in their works. This let readers to feel that they
should not disagree or dispute what they read or hear; rather, they should accept the idea or
notion as an indisputable fact.
In this lesson, you will be able to react on the assertion made by the author in the text.
What’s New?
The selection which you are about to read is considered the oldest literary piece
believed to have been written 3000 years before Christ. Find out the similarities of Egyptians
and Filipinos in terms of culture, beliefs, respect and love for family and reverence to God as
depicted in this selection.
14
The Two Brothers
Egyptian Folktale
Once there were two brothers. Anpu was the elder, and Bata was the younger. When
their parents died, Anpu was already married and had a house of his own, so he took his little
brother with him and treated him like his son. When the little brother grew to be a young man,
he became an excellent worker. He did the plowing. He harvested the corn, and there was no
one his equal in the whole land. Behold, the spirit of the god was within him.
Every morning, the younger brother followed his oxen and worked all day in the fields,
and every evening, he returned to the house with vegetables, milk, and wood. He laid all these
before his elder brother, and he took with him his bread, and he drove the cattle into the field.
Because Anpu loved his younger brother very much, his wife became very jealous and
she wanted to destroy Bata. One day, when Anpu and Bata were in the fields, they needed
some corn, so Anpu sent Bata home to get some. The younger brother found the wife combing
her hair and said to her, “Get up and give me some corn that I may run to the field for my elder
brother is in a hurry. Do not delay.”
At eventide, Anpu returned home earlier than his brother because Bata had much work
to do in the fields. Anpu was met by his wife, who was crying bitterly. She showed him her
arms and legs which he had painted black and blue and accused Bata of having beaten her
up. She pretended to be in great pain. She did not give him water to wash his hands with. She
did not light the fire for him. She pretended that she was very sick.
Anpu became very angry. He sharpened his knife and waited for Bata in the stable.
When the sun went down, Bata came home as usual, loaded with herbs, milk and wood. As
he entered the door, he saw the feet of his brother and the sharp knife hanging by his side.
The brother sprang from him and Bata fled praying to the god Ra. “My good Lord! Save me
from death, thou who divines the evil from the good.” Ra heard his cry. He made a river flow
between one brother and the other and filled it with crocodiles.
Bata asked his elder brother, “Why do you seek to kill me? Am I not your brother and
have you not always treated me as if you were my father? Has not your wife been as mother
to me? Now since you want to kill me, I shall go to the Valley of the Acacia.”
Anpu answered, “Why did you beat up my wife and almost kill her.”
Bata answered, “I did not do such thing. Have I told you that I have always looked upon her
as my mother?”
So, Anpu went home. He found his wife near the river washing off the black and blue
dye with which she had painted herself. Filled with great anger, Anpu killed his wife and cast
her to the dogs. Then, he sat down, poured ashes on his head and mourned for his younger
brother.
Bata reached the Valley of Acacia. Since there was no one with him, he slew wild
beasts for food, built himself a house and met the Nine Gods who knew of his innocence and
goodness. Ra said to the god Khunumu, “Behold, frame a woman for Bata that he may not
remain alone.” So Khunumu made for Bata a wife to dwell with him. She was indeed more
beautiful than any other woman in the whole land. She was like a goddess, and Bata loved
her very much.
Activity 1: What Do You Think?
1. Why did the wife get jealous of Bata?
15
_________________________________________________________________________
_________________________________________________________________________
_______________________________________________________
2. What did the wife do to get the attention of Anpu? Do you agree with what she had
done? Why so?
_________________________________________________________________________
_________________________________________________________________________
______________________________________________________________________
3. If you were Bata, what would you do? Do you agree with him in leaving the house?
Why so?
_________________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. If you were Anpu, would you believe your wife’s explanation?
_________________________________________________________________________
_________________________________________________________________________
______________________________________________________________________
5. Do you agree with the beliefs and traditions they practice? Which of those bring unity and
harmony? Which do not?
_________________________________________________________________________
_________________________________________________________________________
______________________________________________________________________
What Is It
In the activity above you have read the selection and answered the questions that you
think might be possibly done by the characters. Why all of a sudden you were convinced in
each of the character’s statement? Those are the statements of the author that made you
believed is true and it is called assertion. This is what we are going to learn in this lesson.
Definition of Assertion. It is a stylistic approach or technique involving a strong

declaration, a forceful or confident and positive statement regarding a belief or a fact.
Source: https://bit.ly/30V8zl8
16
Types of Assertion
1. Basic Assertion - It is a simple and straightforward statement for expressing feelings,
opinions, and beliefs such as,
 “I wish I could have expressed this idea earlier, because now someone else
has taken the credit.”
 “Excuse me, first I want to finish my work, then I shall go with you.”
2. Emphatic Assertion - It conveys sympathy to someone, and usually has two parts: the
first encompasses recognition of the feelings or situations of the other person, and the
second is a statement that shows support for the other person’s viewpoint, feelings, or
rights such as,
 “I understand you are busy, and me too, but it is difficult for me to finish this
project on my own. So, I want you to help me complete this project.”
 “I know this is making you angry and frustrated because you have not gotten a
response yet. But I can help you by giving you an estimate of how long it might
take.”
3. Escalating Assertion - It occurs when someone is not able to give a response to a

person’s basic assertions, and therefore that person becomes firm about him or her.
 “If you do not finish this work by 6:00 tonight, I I will engage the services of
another worker.”
 “I really want to finish this point before you start yours.”
4. Language Assertion - It involves the first person pronoun “I,” and is useful for
expressing negative feelings. Nevertheless, it constructively lays emphasis on a
person’s feelings of anger.
 “When you speak harshly, I cannot work with you because I feel annoyed.
Therefore, I want you to speak nicely and then assign me a task.”
 “When I don’t get enough sleep, it affects my nerves and I feel irritated.
Therefore, I try to go to bed earlier.”
Examples of Assertion in Literature

Example #1: Animal Farm (By George Orwell)
Squealer asserts, saying:
“It’s no longer needed, comrade … In Beasts of England we expressed our longing for a
better society in days to come. However, that society has now been established. Clearly this
song has no longer any purpose.”
Look at his language where he gives them information that is obvious, which they have
realized already, and no one can make arguments against it. Thus, no one argued against his
assertion.
17
Example #2: Pride and Prejudice (By Jane Austen)
Elizabeth attempts to defend her family background by asserting:
“I am a gentleman’s daughter.”
In fact, she sets herself free from the exasperating control of snobs like Miss Bingley, Mr.
Collins, and Lady Catherine, and declares:
“I am … resolved.”
Then further says with assertion:
“… to act in that manner, which will, in my own opinion, constitute my happiness,

without reference to you, or to any person so wholly unconnected with me.”
Example #3: Othello (By William Shakespeare)
DESDEMONA:
“I never did Offend you in my life, never loved Cassio
But with such general warranty of heaven
As I might love. I never gave him token.”
In these lines, Desdemona makes a dying assertion that she is innocent, denying Othello’s
accusations. However, blinded by emotion and furious, Othello is resolved to kill her.
What’s More
We just know that when someone makes a statement investing his strong belief
in it, as if it is true, though it may not be, he is making an assertion. What is the purpose in
making an assertion? It is to express ideas and feelings directly.
In the activity below, let us examine your reaction of the following statements taken
from the story you just read earlier.
ACTIVITY 2: Agree or Disagree?
Direction: Read the statement and answer if you agree or disagree. Give a corresponding
reason to your answer.
1. Anpu should not kill his wife because of anger.

Agree/Disagree: ______________
Reason:
_________________________________________________________________________
_________________________________________________________________________
18
_________________________________________________________________________
_____________________________________________________________________
2. The attitude of Anpu’s wife is desirable

Reason:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_____________________________________________________________________
3. Bata is a lazy person.

Reason:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_____________________________________________________________________
4. Anpu stands as a father to his brother Bata.

Reason:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_____________________________________________________________________
5. The conflict of the story starts from where the wife of Anpu find ways to destroy Bata.
Reason:
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________________________
19
What I Have Learned
Activity 3: Generalization
How Do I React?
“Why do you seek to kill me? Am I not your brother and have you not always treated
me as if you were my father? Has not your wife been as mother to me? Now since you want
to kill me, I shall go to the Valley of the Acacia.”
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
What I Can Do
My Editorial Page
Directions: Pick five lines in the story that caught your attention and write your
opinions/reactions to it.
Line 1:” ______________________ Line 4:” ______________________
Opinion/Reaction: Opinion/Reaction:
____________________________ _____________________________
__________________ _________________
Line 2:” ______________________ Line 5: ______________________
Opinion/Reaction: Opinion/Reaction:
____________________________ _____________________________
__________________ _________________
Line 3:” ______________________
Opinion/Reaction:
____________________________
__________________
20
Lesson Explaining Visual-Verbal Relationships
Illustrated in Tables, Graphs, and
4 Information maps found in Expository
Texts
What’s In
In the previous discussion, you learned about how to react to assertions made by the
author in the text. This lesson enables you to determine the point that the author wants to
emphasize so you can make necessary responses that suit to what the author wanted to
convey. In order for you to understand what the author wanted to emphasize, you need to
know how to evaluate the personal significance of the literary text and relate its content to your
personal experiences and background knowledge.
The next lesson to unfold to you talks about how to explain visual-verbal relationship
illustrated in non-linear texts.
What’s New
Now let us read this article. Take note of the italicized portions.
Philippine beaches a magnet for first wave of returning Chinese travelers

By TTG Asia
Posted on 13 May, 2020 14:51
The first wave of Chinese travellers to hit the Philippines’ shores once travel restrictions
are lifted are likely to head to beach destinations such as Boracay, Bohol and Cebu, according
to a recent study by C9 Hotelworks and Delivering Asia Communications.
Social distancing protocols enforced at these locations, which are likely to stick around
post-pandemic, have increased the appeal of these already popular destinations, concluded
the two companies.
21
Conducted in the first week of May among 1,150 respondents from five first-tier cities
in China, the study drew out the preferences of the 700 or so respondents (61 per cent) who
said they were looking to travel to the Philippines this year and beyond.
Of the shortlisted travellers, about 630 were planning to travel to the country in 2020.
When asked which destination in Philippines they would be most likely to visit, most shortlisted
respondents (46 per cent) indicated Boracay, followed by Manila (23 per cent), Bohol (21 per
cent) and Cebu (6 per cent).
Source: https://bit.ly/305UbHK
What is the article all about? ___________________________________________
Where did you start reading the article? ___________________________________
What do these italicized words and figures indicate? _________________________
Now let us look at these figures below.
Figure 1
Source: shorturl.at/djtE2
What is this figure all about? ________________________________________
Can we read it from left to right or right to left? __________________________
22
What do these figures tell us? _______________________________________
What Is It
Point 1: What Is Expository Text?
Expository writing is a mode of writing in which the purpose of the author is to inform, explain,
describe, or define his or her subject to the reader. Examples of expository texts
are textbooks, encyclopedias, scientific books/journals, atlases, directions,
guides, biographies, newspapers. (https://bit.ly/32Z97Jl)
There are five types of Expository Texts.
1. Sequence or Time Order

This type of expository text is often used to present events such as the
French and Indian War (in history class) or cell division (in biology class).
2. Listing (or description)
is used to explain the features of an object or event. Biology textbooks
list the features of reptiles, giving their body temperature, reproductive habits,
eating habits, etc.
3. Compare and Contrast
involves discussing similarities and differences. A Social Studies book
might compare the Government of the United States and the Government of
Great Britain.
4. Cause-Effect
A cause-effect pattern outlines reasons for events. The author
describes an event (such as the American Revolutionary War) and explains
what caused the event and the effects that followed from it.
5. Problem-Solution
A Problem-Solution pattern discusses a problem and then suggest.
Source: https://bit.ly/32Z97Jl
Point 2: What is Linear Text?
Linear text refers to traditional text that needs to be read from beginning to the end.
This type of text has an order or sequence; it’s typically the author of the text who decides the
23
order of the text, or its reading path. Novels, poems, short stories, letters, educational texts,
all those texts we read from the beginning to the end, are linear texts. (https://bit.ly/3jKJstP)
Point 3: What is Nonlinear Text?
Nonlinear text is the opposite of linear text. As its name suggests, it is nonlinear and
non-sequential. The readers do not have to go through the text in a sequential manner in order
to make sense of the text. This type of text has many reading paths since it’s the readers who
decide the sequence of reading, not the author of the text. Some examples include flowcharts,
charts, and graphs (ex: pie chart, bar graphs), graphical organizers such as knowledge maps
and story maps. (https://bit.ly/3jKJstP)
 Pie Chart/Graph: It is useful in showing the proportional distribution of items that make
up one whole amount. It looks like a pie that is divided into different parts.
 Bar Graph: A bar graph can be defined as a chart or a graphical representation of
data, quantities or numbers using bars or strips. (https://bit.ly/3jL290G)
 Bar graphs are used to compare and contrast numbers, frequencies or other
measures of distinct categories of data. (https://bit.ly/3jL290G)
What’s More
Activity 1: Pie graph
Directions: Study the pie graph below. Then answer the questions that follow.
Major Products Exported by the Philippines
Source: shorturl.at/hktIO
Answer the questions.
1. Which is the topmost product that Philippines is exporting? _______________
24
2. Which is the lowest product that Philippines is exporting? ________________
3. What percentage does fishery comprise in comparison with the rest of the
exported products? _____________
 Note: Notice that the line of questioning does not follow a specific sequence
depending on what the reader decides. This is what we call reading path.
Activity 2: Bar graph
Direction: Study the pie graph below. Then answer the questions that follow.
Source: shorturl.at/ckTX1
Answer the questions that follow.

1. How many people like to watch Action? _____________________________
2. Which type of movie ranks last in people’s preference? _____________________
3. Which movies have equal number of people watching? ____________________
25
Activity 3: Birthday Bar Graph
Below is a graph on birthday of students by month in two sections. Answer the
questions that follow.
shorturl.at/dkFHW
1. What is the graph about?
2. What month has the least birthday celebrants?
3. How many birthday celebrants celebrate birthdays every June?
4. Enumerate the pair of months with the same birthday celebrants?
5. How many students are there in these sections?
What I have learned:

Generalization:
1. Why are there tables, graphs and maps used in an expository text?
What I Can Do
What’s my share?
Directions: Create a pie graph of your monthly expenses (like how much is spent in
food, water bill….so on.) Indicate how much your monthly income is.
26
Monthly Income: ________________________________
27
Lesson
Transcoding Information from Linear
5 to Non-linear texts and vice-versa
What’s In
In the previous lesson, you learned how to explain visual-verbal relationships
illustrated in tables, graphs and information maps found in expository text. You found it very
important because visual figures can be easily understood. Since most of us are visual
learners, we can immediately understand things if can we can see it with our eyes. Thus, using
visual representations to mean a fact is of great help.
For our new lesson, you are going enhance deeper your understanding to transcode
information from linear to non-linear text or vice versa.
What’s New
Activity 1 Let’s Identify! Identify the texts below. Write the letter that corresponds to your
answer.
a. letter b. novel c. poem
Dear Mon,
How’s everything with you?
I am writing to you to remind you of the
following things you needed to do to get
your grade card.
First, contact your class adviser regarding
your schedule. Next, tell your parent to
accompany you to school. Lastly, once you
are there, don’t forget to register your name
in the booth where you will also answer a
survey form.
Thank you and best regards.
Kim
https://rb.gy/c4ayc2 shorturl.at/jkNZ3
What kind of text are they? Linear or non-linear text? ______________________
28
What Is It
An overview of the previous lesson tells you something about linear and non- linear
text.
What is the Difference between Linear and Nonlinear Text?
Linear text refers to traditional text that needs to be read from beginning to the end
while nonlinear text refers to text that does not need to be read from beginning to the end.
As their names imply, linear texts are linear and sequential while non-linear are non-
sequential. Thus, there is only one reading path in linear texts, which is determined by the
author. However, nonlinear texts can have multiple reading paths depending on the
readers.
To understand the difference between linear and nonlinear text clearly, look at some
of the examples of both reading paths. Some examples of linear texts include novels, poems,
letters, textbooks, etc. In contrast, flow charts, knowledge maps, digital texts with hyperlinks,
and encyclopedias are some examples of nonlinear text. Furthermore, non-linear allows
readers to you to find specific information more quickly and efficiently.
LINEAR vs. NONLINEAR TEXT
Linear Text Nonlinear Text
DEFINITION Refers to traditional text that Refers to text that does not
needs to be read from need to be read from
beginning to the end. beginning to the end.
READING PATH There is only one reading There are multiple reading
path which is decided by paths. They are determined
the author. by the reader.
CONTENT Typically includes printed Typically include digital
texts. texts.
EFFICIENCY It may take time to find the Allows readers to find more
information readers are efficiently.
searching for.
Source: https://www.differencebetween.com/difference-between-linear-and-nonlinear-text/
29
What’s More
Activity 2:
Linear To Non-Linear Exercises
Source: https://callwithimran.wordpress.com/2016/04/16/linear-to-non-linear-reading-comprehension-exercise/
30
https://callwithimran.wordpress.com/2016/04/16/linear-to-non-linear-reading-
comprehension-exercise/
https://callwithimran.wordpress.com/2016/04/16/linear-to-non-linear-reading-comprehension-exercise/
31
Activity 3: Let’s Take a Tour
Directions: Study the illustration below. Then answer the information asked.
Fill in the blanks based on the above information.

1. Gunung Gading National Park is popularly known as _______________________.
2. Gunung Gading National Park is situated in ______________________________.
3. The height of Mount Gading is _________________metres.
4. To reach the park, visitors should take a _______________________________ or
__________________________.
5. At the park, visitors can stay at _____________________or _____________________.
6. Visitors can go to the park by _____________, ______________ and express bus.
7. One of the attractions of the park is __________________ where people can watch
the flower of _____________________.
8. Other than plants, visitors can also watch various kinds of ____________________.
Shorturl.At/Klqru
32
What I Have Learned
Generalization: Graphic Organizer
Directions: Below is a diagram which you can use to translate or transfer
information from linear to non-linear text. Here, you are creating your own path of reading.
Fill out the details needed.
DIFFERENCES BETWEEN LINEAR AND NON-LINEAR TEXTS
DEFINITION
Linear Non-linear
33
CONTENT
Linear Non-linear
EXAMPLES
Linear Non-linear
34
What I Can Do
Directions: Using the data in the info graphic below, compose a paragraph.
Your work will be rated using the rubric given.
Source: https://bit.ly/2Xap6
35
WRITING ASSESSMENT
EXCELLENT GOOD Almost NEEDS WORK
4 pts 3 pts 2pts 1pts
Writing Process Students Students Students Students

completed all 5 completed 4 out completed 3 out completed 0 to 2
the steps in of 5 steps in the of 5 steps in the steps in the
writing process. writing process. writing process. writing process.
Content Students have Students have Students have Students haven’t

maximize all the written almost written less written about the
facts presented all about the from the facts facts presented
facts presented presented
Organization Paragraph has a Paragraph is Paragraph is Paragraph is

topic sentence, missing either missing both missing both topic
detail sentences the topic topic sentence and concluding
in a logical order, sentence or and concluding sentences and the
and a concluding concluding sentence. details are not in a
sentence. sentence. Details are in a logical order.
Details are in a logical order.
logical order.
Spelling There are 0-2 There are 3-4 There are 5-6 There are more
spelling errors. spelling errors. spelling errors. than 6 spelling
errors.
Grammar & Paragraph has 0-2 Paragraph has 3- Paragraph has 5- Paragraph has
Punctuation./Capt. errors in 4 errors in 6 errors in more than 6 errors
punctuation, punctuation, punctuation, in punctuation,
capitalization, and capitalization, capitalization, capitalization, and
noun-verb and noun-verb and noun-verb noun-verb
agreement. agreement. agreement. agreement.
https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=Q2296C&
36
Lesson Organizing Information in
6 Tables, Graphs, and Maps
What’s In
Let’s connect what you have learned in the previous lesson with the new
lesson.
Activity 1: Let’s Link
Directions: Study the following illustrations carefully and answer the questions that
follow.
https://bit.ly/2Xap6Qc
1. What is the first picture all about?

___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________.
2. What is the second picture all about?

___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________.
3. Are the two pictures related? In what way?
37
___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________.
4. Which one is easier to understand? Why do you say so?

___________________________________________________________________________
__________________________________________________________________________________
________________________________________________________________________________
What I Need to Know
There are two types of texts, the linear and the non-linear text. Linear text refers to
traditional text that needs to be read sequentially from beginning to the end. Nonlinear text
is the opposite of linear text. As its name suggests, the readers do not have to go through
the text in a sequential manner in order to make sense of the text.
Some examples of linear texts include novels, poems, letters, textbooks, and even this
text you are reading. In contrast, tables, knowledge maps, graphics, pictures, and digital
texts with hyperlinks, are some examples of nonlinear text. Furthermore, non-linear allows
readers like you to find specific information more quickly and efficiently.
(https://bit.ly/2WRaned)
What’s New
Activity 2:Name It
Directions: Give three examples of non-linear texts and state where you found them.
No. Examples of Non-linear texts Where did you find them?
1.
2.
3.
What Is It
Types of Non-linear Texts
Some texts only use words to tell a story or give information. Other texts include
tables, concept maps, graphs, and pictures to convey important information which help us
38
understand the text better. These graphics make complex information easier to read and
understand. Different graphics are used for different purposes.
A table presents numerical data in an organized way. Information is presented in
columns and rows. This format makes it easy to compare information.
A concept map or conceptual diagram is a diagram that depicts suggested
relationships between concepts. It is a graphical tool used to organize and structure
knowledge. (https://bit.ly/3g7TnYe)
A graph helps organize information and categorize and compare data. It comes in
different forms such as the bar, line, and pie graph. Generally, it uses columns, lines,
geometric shapes, symbols and pictures to show information.
What’s More
Activity 3. Give It a Name

Directions: Identify the following as table, concept map, bar graph, line graph, or pie
graph.
1. 2. 2.
https://bit.ly/3e643pn https://bit.ly/2ZqKHHc
3. 4. 4.
https://bit.ly/2Y7YiBS https://bit.ly/2ZqKHHc
39
5. 6. 6.
https://bit.ly/2BgSgp https://bit.ly/37FlBpK
What Is It
Tables, maps, and graphs are visual representations used to organize information and
show patterns and relationships.
A table is best used to present numerical data like physical characteristics which shows
height, depth, length, weight, and so on. (https://bit.ly/30QzSyM)
A concept map is a visual organizer that can enrich one’s understanding of a new
concept. It helps one to make meaningful connections between the main idea and other
information. As concept maps come in many forms, they’re easy to construct and can be
used within any content area. (https://bit.ly/2YD8gKI)
A graph shows this information by representing it as a shape. Researchers and

scientists often use tables and graphs to report findings from their research. In newspapers,
magazine articles, and on television they are often used to support an argument or point of
view. (https://bit.ly/2Yc5aOW)
Tables, maps and graphs can be useful tools for helping people make decisions.
However, they only provide part of a story. Inferences often have to be made from the data
shown.
40
What’s More
Activity 4: Situationnaire
Directions: Read the situations below and indicate your responses on the space
provided.
Situation 1: It is Ann’s 13th birthday and she wants to treat her 20 classmates with ice
cream. She asks each one of them which of the four flavors do they want:
chocolate, ube, mango, or buko pandan. How would Ann organize her
classmates’ choices of flavor?
______________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________.
Situation 2: Each of Ann’s classmates chooses one flavor. Seven of her classmates
choose chocolate, six of them choose ube, four of them choose mango, and
three choose buko pandan. Fill in the table with the data:
Ann’s Classmates’ Ice Cream Choices

Flavors Number of Classmates
Situation 3: Ann wants to present the data she has collected from her classmates’ ice
cream choices through a concept map and a bar graph. Label the concept
map and mark the bar graph.
__% 6
__%
__%
_ 4
_ _
__%
_ _
_ 2
% _
_
%
_ 0
%
Chocolate Ube Mango Cookies
and Cream
Ann's Classmates' Ice Cream Choices
41
Processing Questions:
1. How did you represent the data in the text?

___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________.
2. Compare the data which you have answered in the above situations. What is the
difference in data from the text and data represented through a table, concept
map, and bar graph?
___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________.
What Is It
The use of tables, graphs, and maps are very helpful in representing data easier. It
also helps in problem solving and lets us see the big picture. The diagram shows the parts
of the table and a bar graph. Some of the elements are also found in maps.
https://bit.ly/2ZqKHHc
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https://bit.ly/2ZqKHHc
What’s More
Activity 5: Let’s Analyze!

Directions: Organize the contents of the non-linear texts into a linear text
by filling in
the blanks with the correct data. (Choose only 2 out of 3)
https://bit.ly/36laeD6
43
The bar graph shows the data on (1) __________________ from the year 2012 to
2019 in minutes. The graph illustrates an (2) ________ trend in (3) ____ years. In the year
2012, people spent an average of (4) _______ a day on social networking as it gradually
increased to (5) ___________ per day.
B. Organize the contents of the non-linear texts into a linear text through a paragraph.
Remember to observe grammar, spelling, and paragraph structure.
https://bit.ly/36laeD6
______________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
______________________________________________________.
What’s New
Activity 6: Let’s Info-organize!
What time do you sleep at night and what time do you wake up in morning? How much
time do you spend sleeping every night for a week? Create a table, a map, or a graph
indicating the date, time when you start sleeping, time when you wake up, and the total
hours and minutes spent in sleeping for one week starting tonight. Remember to apply the
tips in making a table or graph.
44
Complete the task in paragraph form.
1. Based on the table, map or graph that you created to show how much time you
spent sleeping daily for one week, do you get enough sleep? Why do you say so?
___________________________________________________________________
___________________________________________________________________
______________________________________________________________.
2. Are tables, maps, and graphs helpful in presenting data? Give three (3) reasons.
___________________________________________________________________
___________________________________________________________________
______________________________________________________________.
45
What I Have Learned
Activity 7: Test Time!
Directions. Organize the information on the table, map, and chart to a paragraph form.
1. Fill in the blanks.
To reduce the risk of (1)
___________________________________,
www.health.gov offers the following advices:
wash hands with ________________,
______________ or sneeze with sleeves or
tissues, observe ________________, and
stay at home unless there is an
________________ to leave the house.
https://bit.ly/3dgXNKo
For numbers 2 and 3, write at least one (1) paragraph for the table and another
paragraph for the concept map.
2.
https://rb.gy/3yl9s1
https://rb.gy/3yl9s1
46
3.
https://rb.gy/fxccql
4. Present the data using a pie graph.
Trees play a very important role in all living creatures on Earth. They provide the
oxygen we breathe, and help maintain water supply. Trees are also sources of wood used
in building our homes, fruits that animals and humans eat, and paper which people use in
school and at work.
47
5. Present the data using a concept map.
On May 2020, the Department of Education posted a partial result on the online survey
for the opening of classes for School Year 2020-2021. The following are the results. Out
of 1000 individuals who answered the survey as to when will the schools open, 25%
answered July, 20% answered August, 40% answered January, and 15% answered June
2021.
What I Can Do
Making Family Budget

Interview your parents on how much money your family spends for a week and note
the breakdown of the expenses. Present the data through a non-linear text of your choice.
Key to Answers
RUBRICS
K to 12 Grade 10 – English Learner’s Material (2015)
48
CRITERIA 5 4 3 2 1
Visual Graphics (uses color, content of photos and

graphics that represent the argument and convey
persuasive messages)
Text Representation Captions (uses words and phrases
that call up strong feeling; uses logical and emotional
appeal; examples, statistics to prove one’s stand; has
convincing tone)
Organization (has logically organized arguments, facts,
and reasons around a particular point)
Impact (convinces the audience to accept ideas and moves
them to action)
TOTAL
Summary
In reading any forms of literature such as fiction, drama, and poetry, the reader
engages in either direct or indirect way on how the author, writer, or narrator presents his/her
story. First, you have learned the elements of a story where you entered into the mind and
feelings of the writer and relate it to your personal experiences. These elements are character,
setting, point of view and theme. Then, you expressed your own reaction to a writer’s
assertions giving you the chance to think deeply your own stand on a statement or issue
presented to you. Lastly, you were introduced into interpreting information either in linear texts
through visual illustration or non-linear texts through verbal presentation. Linear text follows
a sequential pattern of reading path that is from beginning to end. On the other hand, non-
linear text does not follow a sequential pattern thus, it may have more than one reading path.
In all lessons, you were given a free hand on your creativity in exploring ways of expressing
your thoughts and ideas. All of these elements hopefully have helped you develop your interest
and love for reading.
Assessment
Multiple Choice:
I. Directions: Read and answer the statements below. Select the letter of the best answer
from among the given choices. Write the letter of your answer on the space before
each number.
____1. 1. It is the appropriate assertive response to criticism, such as "you're so annoying!"

a. "At least I have friends."
49
b. "It's whatever."
c. "It's because you always bother me."
d. Get up on in their face every time you see them.
____2. Boys are stronger than girls.
a. fact
b. opinion
c. assertion
d. reason
____3. The way one responds to a situation could be recognized based on their
a. emotion
b. physical behavior
c. verbal language
d. all of the above
____4. This statement demonstrates assertive behavior.
a. "I guess", "I wonder if you could", "I can't"
b. "I think", "I feel", "I want"
c. "What do you think?", "I don't think so"
d. "You'd better be", "if you don't watch out
____5. An assertion sentence does all of the following EXCEPT
a. introduces the main idea
b. answers the questions asked in the prompt
c. gives the topic of the paragraph
d. gives the readers viewpoint
____6. All except ONE describes a theme.
a. the lesson in a story c. the main idea and details of a story
b. the message of a story d. the moral in a story
____7. Shan saves his money by walking from school to his home every afternoon. He
does this because he wants to give Nanay Selya a special gift on her 70th birthday.
Nanay Selya is his next door neighbor, a woman who lives all by herself in her tiny
house made of scrap materials collected from the nearby junk shop of Mang Felix- the
mean owner of the town’s oldest junkyard who hardly smiles. She survives by selling
cans and metals to Mang Felix who buys them at a very low amount. Nanay Selya
used to live with her son, but when he got married, he decided to relocate to the city to
find a better job leaving her mother behind. In one of their afternoon chats, Nanay
Selya told Shan that all she wanted for her birthday is a new pair of slippers to replace
her old, worn-out pair. Shan promised himself that he would raise money to buy the
old woman’s wish.
The character of the story who is portrayed as the antagonist.
b. Shan b. Mang Felix c. the son d. Nanay Selya
____8. Determine the Point of View used in the above selection.

a. First Person c. Third Person Limited
b. Second Person d. Third Person Omniscient
____9. Lee-an is finishing the final trimmings of her special moist chocolate cake. On top of
it stands a Spiderman mini figurine - her brother Geeno’s favorite Disney character.
She checks her watch, a quarter before three. Just in time for the day’s event. Nanay
fixes the number balloon 9 beside the tarpaulin on the wall. She too is busy attending
to the girls and boys arriving one after the other carrying gifts on one hand. The
50
playground is now slowly filled with children. The warm sun is just perfect for a game
or two before food is served.
Choose the best description of the story’s setting.
a. Geeno’s 9th birthday celebration in mid-afternoon at the family home’s playground

b. Lee-an’s 9th birthday celebration at the family home’s kitchen
c. Nanay’s birthday party at quarter before three at the family garden
d. Geeno’s birthday party with Spiderman and friends at his Lolo’s home
____10. Which element of a story is determined by the narrator or author?
a. Setting b. Point of View c. Theme d. Character
II. Read each statement. Identify what is described. Write the letter of your answer on the
space before each number.
____11. It is a visual organizer that can enrich one’s understanding of a new concept.
a. graph b. concept map c. novel d. table
____12. It is NOT a non-linear type of text.
a. concept map b. graph c. letters d. flowchart
____13. It presents numerical data in an organized way.
a. bar graph b. concept map c. line graph d. table
____14. It is useful in showing the proportional distribution of items that make up one whole
amount.
a. bar graph b. graphics c. line graph d. pie graph
____15. It uses columns, lines, shapes and symbols to show information to help organize and
compare data.
a. concept map b. graph c. digital texts d. table
For items 16-20, use the graph as reference.

Number of Purchases of Face Masks at Pinoy Pharmacy for the Period May 4-10, 2020
https://rb.gy/qaegjp
51
____16. All statements are true except ONE.
a. The horizontal axis tells the days of the week.
b. The vertical axis tells the number of face masks sold in a week.
c. The graph uses shades and proportion.
d. The number of masks sold is not constant.
____17. It is the day with the highest number of face masks sold.
a. Friday b. Sunday c. Thursday d. Wednesday
____18. It is the total number of masks sold from Friday to Saturday.
a. 75 b. 80 c. 85 d. 90
____19. This statement is true.
a. An equal number of face masks were sold on Tuesday and Friday.
b. A large number of face masks were sold on Wednesday.
c. The sales on Friday increased as compared to that on Sunday.
d. The sales on Monday doubled on Saturday.
____20. This could be a good interpretation of the graph.
a. People buy face masks to protect themselves from virus.
b. There is always a demand for face masks every day of the week.
c. Customers prefer Pinoy Pharmacy than other drugstores.
d. Pinoy Pharmacy has loyal customers.
52
53
LESSON 2
What is the article all about?
Answer: Philippines beaches a amagnet for first wave of returning Chinese travelers
Where did you start reading the article?
Answer: From left to right, then top to bottom
What do these italicized words and figures indicate?
Answer: Number of respondents
FIGURE 1
What is this figure all about?
Answer: The figure is about the visitor’s arrival to the Philippines
Can we read it from left to right or right to left?
Answer: Left to right
What do these figures tell us?
Answer: It tells us about the number of people who arrive to the Philippines from year 2015 to 2019.
Activity 1: Pie Graph
1. Which is the topmost product that Philippines is exporting?
Answer: Crop
2. Which is the lowest product that Philippines is exporting?
Answer: Agricultural activities and services
3. What percentage does fishery comprise in comparison with the rest of the exported products?
Answer: 19% over 100% or 19/100
Activity 2: Bar Graph
1. How many people like to watch Action?
Answer: 5
2. Which type of movie ranks last in people’s preference?
Answer: Drama
3. Which movies have equal number of people watching?
Answer: Comedy and Sci.Fi.
LESSON 1
A. Setting (answers may vary)
B. Character Posttest Pre-test
Pr 1. Frontliners 1.b 1. a
An 2. Evildoers 2.c 2. d
An 3. Father 3.d 3. c
Pr 4. Robinhood 4.b 4. d
Pr 5. Jesus 5.d 5. b.
6.c 6. a
C. Point of View 7.b 7. c.
1. FP 8.d 8. d
2. SP 9.a 9. a
3. TP 10.b 10. b
4. SP 11.b 11. c.
5. TP 12.c 12. a.
6. TP 13.d 13. c
7. FP 14.b 14. b
8. SP 15.d 15. a
9. FP 16.c 16. c.
10. TP 17.c 17. b.
11. C 18.d 18. d
12. B 19.a 19. a.
13. A 20.b 20. b
Key to Answers
54
LESSON 6
ACTIVITY 1: Let’s think
1. The first pictures show a news article about the COVID19 cases in the country.
2. The second paragraph is a table representing the data from the news.
3. Yes they are related because they contain almost the same information.
ACTIVITY 2:
(Answers may vary)
ACTIVITY 3
1. concept map
2. table
3. concept map
4. line graph
5. bar graph
6. pie graph
ACTIVITY 4: SITUATIONNAIRE
Situation 1: Ann can organize her classmates’ choices by creating a table, listing the flavors and
making a tally of the choices.
Situation 2:
Flavors Number of Classmates
Chocolate IIIII-II
Ube IIIII-I
Mango IIII
Buko pandam III
Situation 3
ACTIVITY 5:
A. 1. Daily Time Spent on Social Networking
2. increasing
3. 8
4. 90 minutes
5. 153 minutes
B. Answers may vary
ACTIVITY 6 and 7
Answers may vary
LESSON 5
What kind of text are they? Linear or non-linear?
Answer: A and C Linear text
ACTIVITY 1: LINEAR TO NON-LINEAR EXERCISES
Answer: (in any order)
Alternate source (1. Meat and 2. Grains)
Functions (3. Water circulates through our blood and lymphatic system. 4. Transporting oxygen and
nutrients to cells 5. Removing waste through urine and sweat)
When it is necessary to increase intake (6. When suffers vomiting, 7. Diarrhea or 8. Undergoes
physical exercise)
Substance that contributes to dehydration (9. Alcohol and 10. Caffeine)
ACTIVITY 4: Graphic Organizer
(Answers may vary)
REFERENCES
5 Easy Activities for Teaching Point of View.(n.d.). Retrieved from

https://www.thoughtco.com/easy-activities-for-teaching-point-of-view-4175985
5 Important Elements of a Short Story.(n.d.).Retrieved from

Storyhttps://users.aber.ac.uk/jpm/ellsa/ellsa_elements.html retrieved on June 7, 2020
Charts and Graphs - Choosing the Right Visual For Your Data (n.d.). Retrieved from
https://www.mindtools.com/pages/article/Charts_and_Diagrams.htm
Examples of Assertion. (n.d.). Retrieved from: https://brainly.ph/question/1598712
Hasa.,(18 June, 2018). Difference Between Linear and Nonlinear Text Retrieved from
https://www.differencebetween.com/difference-between-linear-and- nonlinear-text/#
Horizontal Bar Graph-Definition with Examples. Retrieved from

https://www.splashlearn.com/math-vocabulary/geometry/bar-graph
K to 12 Grade 10 – English Learner’s Material (2015)
Lapid, M. (2013). Introduction to Chinese and Japanese Literature. In J. Serrano (Ed.)English

communication arts and skills through afro-asian literature (pp. 2-114). Quezon City:
Phoenix Publishing House
Literary Devices. 2020. Assertion - Examples And Definition Of Assertion. [online] Retrieved
from: <https://literarydevices.net/assertion/>
Miano, D.( 2020). LM Gr 8 English 2Nd Quarter. [online] Academia.edu. Retrieved from:
<https://www.academia.edu/37002900/LM_Gr_8_English_2nd_Quarter>
Philippine beaches a magnet for first wave returning Chinese travelers.(2020 May
13).Retrieved from https://www.ttgasia.com/2020/05/13/philippine-beaches-a-magnet-
for-first-wave-of-returning-chinese-travellers/
Point of View Worksheets.(n.d.). Retrieved from https://www.ereadingworksheets.com/point-

of-view-worksheets/point-of-view-worksheet-01/preview/
“Three Feet From Gold”. 23 Best Inspirational Short Stories with a Motivating Moral
Retrieved from https://www.developgoodhabits.com/inspirational-stories
Wright, D.( 2019). Why Read Literature? | Memoria Press. [online] Memoria Press.
Retrieved from: https://www.memoriapress.com/Articles/Why-Read-Literature/
55
.
For inquiries and feedback, please write or call:
Department of Education – Bureau of Learning Resources (DepEd-BLR)
Department of Education – Division of Gingoog City

Office Address: Brgy. 23, National Highway,Gingoog City
Telefax: 088 328 0108/ 088328 0118
E-mail Address: gingoog.city@deped.gov.ph
56

2nd Quarter - Reading Comprehension

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2nd Quarter - Reading Comprehension

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Quarter 2 - Module 2

Published by the Department of Education – Division of Gingoog City

Development Team of the Module

Reviewer: Levie D. Llemit, PhD

Printed in the Philippines by DepEd, Region X

What is It : Tables, Maps, Graphs……………………………………………… 40

What I Need to Know

At the end of this module, you should be able to:

How to Learn from this Module

What I know This is an assessment as to your level of

What’s In This part connects previous lesson with

What’s New An introduction of the new lesson through

What is It These are discussions of the activities as

What’s More These are follow-up activities that are

What I Have Activities designed to process what you

What I can do These are tasks that are designed to

____1. “I would like you to listen to what I'm saying.”

What is the setting of the story?

a. morning, bedroom c. noontime, field

Who is the antagonist in the selection?

a. Barangay Tanod b. cashier c. teen-ager d. owner

What is the theme of the story?

____10. Which element of a story is determined by the narrator or author?

a. Setting b. Point of View c. Theme d. Character

a. pie graph b. line graph c. bar graph d. table

For items 16-20, use the graph as reference.

Where does the event happen?

What time of the year does it happen?

What words are used to describe the scenery?

2. Characters are the “actors of a story”.

Characters could be protagonist (“good guy”) or antagonist (“bad guy”)

Whose character is the protagonist? Who is the antagonist?

3.1 Types of Point of View:

- First Person: The main character is the storyteller.

It uses the pronouns I, we, me

It uses the pronouns you and your

It uses the pronouns he, she, her, his, it and they

> Third-Person Objective Narration:

> Third-Person Limited:

When a narrator uses third-person limited perspective, the narrator’s perspective

> Third-Person Omniscient:

What do you see in the surroundings? Describe at least three.

C. What’s the Point?

C.2 Read each situation. Then identify if the point of view is

a. Third Person Objective 13

I like books that are ___________________________________

I am likely to reread material that is_______________________

I dislike books that are _________________________________

My favorite place for reading is __________________________

I would like to read more about __________________________

I would describe the amount of reading that __________________

I do as I am likely to finish a book that _______________________

Theme/s: service, love, self-sacrifice, hard work, commitment

love trust attitude

hope confidence violence

What I Have Learned

What I Need to Know

4. If you were Anpu, would you believe your wife’s explanation?

Definition of Assertion. It is a stylistic approach or technique involving a strong

3. Escalating Assertion - It occurs when someone is not able to give a response to a

Examples of Assertion in Literature

Squealer asserts, saying:

Elizabeth attempts to defend her family background by asserting:

Then further says with assertion:

Line 1:” Line 4:”

Line 2:” Line 5:

5. At the park, visitors can stay at _or _.

6. Visitors can go to the park by _, __ and express bus.