6

English
Quarter 1 – Module 3:
Make Connections Between
Information Viewed
and Personal Experiences
English – Grade 6
Alternative Delivery Mode
Quarter 1 – Module 3: Make Connections Between Information Viewed
and Personal Experiences
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Irish M. Ramos

Editor: Mary Joy C. Manlapaz
Reviewer: Korina I. Buensuceso & Franklin R. Lopez
Illustrator: Ercielyn T. Guinto
Layout Artist: Irish M. Ramos
Cover Design: Marlon Q. Diego

Management Team:
Schools Division Superintendent
Asst. Schools Division Superintendent
Chief Education Supervisor, CID
Education Program Supervisor, LRMDS
Education Program Supervisor, AP/ADM
Education Program Supervisor, English
District Supervisor, Hermosa
Division Lead Book Designer
District LRMDS Coordinator, Hermosa
School LRMDS Coordinator
School Principal
Lead Layout Artist, English
Lead Illustrator, English
Lead Evaluator, English
: Romeo M. Alip, PhD, CESO V
: Roland M. Fronda, EdD, CESE
: Milagros M. Peñaflor, PhD
: Edgar E. Garcia, MITE
: Romeo M. Layug
: Ilynne S.J. Samonte
: Ronie S. Mendoza
: Leo C. Enriquez
: Mayrica S. Pineda
: Irish M. Ramos
: Melanie S. Bugay
: Abbie A. Tumbokon
: Jethro M. Nocom, English
: Mildred B. Famorcan, EdD
: Ailene L. Libao, English

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Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
E-mail Address: bataan@deped.gov.ph
 6

English
Quarter 1 – Module 3:
Make Connections Between
Information Viewed
and Personal Experiences
Introductory Message
For the facilitator:

Welcome to the English – Grade 6 Alternative Delivery Mode (ADM) Module

on Making Connections Between Information Viewed and Personal Experiences!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.

ii
For the learner:

Welcome to the English – Grade 6 Alternative Delivery Mode (ADM) Module

on Making Connections Between Information Viewed and Personal Experiences!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an
active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in
the module.
This part includes an activity that aims to
What I Know check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of
What is It the lesson. This aims to help you discover
and understand new concepts and skills.
This comprises activities for independent
What’s More practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to
process what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or
skill into real life situations or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.

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 In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of
the lesson learned.
This contains answers to all activities in the
Answer Key
module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module is designed and written to help you make meaningful connections
between the texts you are reading or viewing and your personal experiences.

Upon accomplishing this module, you are expected to:

1. Make connections between information viewed and personal experiences
(EN6VC-IVd-1.4).

What I Know

I. Choose the letter of the best answer.

_____ 1. Which statement does not describe what texts are?

a. Texts are written words, statements, or paragraphs that we make sense of.
b. Texts do not include visual media.
c. Texts may include photographs, illustrations, films, advertisement, and
the like.
_____ 2. Which of the following is a set of texts?
a. pictures, films, and graphs
b. posters, advertisements, and essays
c. Both a and b are sets of texts.
_____ 3. Complete the statement. Making connections is ______________________.
a. choosing an appropriate book to read
b. making meaning from a text
c. visualizing the events that happen in a story
_____ 4. To which do you connect the texts you are reading or viewing?
a. self, another text, and the world
b. to what the teacher says and does
c. to your experiences alone

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_____ 5. If you make connections to what you are reading or viewing, you ________.
a. can be proud of yourself
b. stand out in among your friends
c. understand the text better

II. Study the illustration below. Tell the kind of connection made to the illustration
by the sentences in each item. Write only the letter of the correct answer.

A – Text-to-self B. Text-to-text C. Text-to-world

_____ 6. My grandmother is good at making kakanin or rice cakes. I remember

going with her to peddle her homemade delicacies around our
neighborhood.

_____ 7. Isko, the character from the comics I read, is also good at climbing the
poles used in palo sebo. I wish I could play traditional games with my
childhood friends, too.

_____ 8. My brother is the Sangguniang Kabataan chairperson. Last fiesta, I

helped him make the colorful triangle shapes for the banderitas. They
made the celebration more colorful!

_____ 9. When Kapuso Mo, Jessica Soho, featured the Pahiyas festival in Quezon,
I was attracted to the colorful decorations in the people’s houses made
of their harvested crops.

_____ 10. It was not easy learning to play the trumpet. I needed a lot of practice
to control my breathing. But learning to play an instrument was a nice
experience for me.

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Lesson Making Connections Between
1 Information Viewed and
Personal Experiences

Hello there!

A curious learner like you always tries to make sense of things and happenings. As
you read books, watch television, browse the internet, or even stroll around, you
discover a lot of things that seem interesting to you. By making connections, you
come to understand and appreciate them. And today, you will learn about making
connections between the information you view and your experiences.

3
 What’s In

In the previous module, you learned about the values presented in visual media.
Learners your age are exposed to many things that can be sensed by the eyes.
Visual media help you gain information about our world and even beyond.

Before you continue, I’d like you to do the activity below. Let’s see if you are good at
analyzing visual media.

Each number contains a set of illustrations and jumbled letters. Your task is to
guess the Filipino values by arranging the jumbled letters given. The
illustrations serve as clues to the answer.

Illustration Jumbled Letters Answer

1.

FAILSNUSEFHT

2.
NATISMLIANO

3.
OSHYTTLIAIP

4.
CRTYAEIYTI

5.
PYOTSVIIIT

4
 Notes to the Teacher
This module prepares the learners to make connections between
information viewed and their personal experiences.

What’s New

Unlocking Difficulties

Infer the meaning of each underlined word by using the sentence as a clue. Write
only the letter of the correct answer.

_____ 1. Maria mumbles as she lies to her mother about her low grades. If Maria
mumbles, her mother can’t ____________________.
a. understand the way she speaks
b. look at her appearance
c. love her sincerely

_____ 2. Most members of the Ayta tribe have kinky hair. Their hair looks unique
and beautiful. How will you describe their hair?
a. curly b. straight c. ugly

_____ 3. The sack of rice is so heavy that Remy has to drag it to the kitchen. How
does she bring the sack of rice to the kitchen?
a. by asking someone to carry it
b. by carrying it
c. by pulling it

_____ 4. Juanito comes from the Badjao tribe. He feels discriminated as his
classmates do not like being friends with him. Do his classmates accept
Juanito?
a. no b. yes c. not sure

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You will find those underlined words in the story on the next page.

Keep going.

Have you ever felt being different from other people? Does that difference make
you happy or sad? Why? Read the story below. Find out how Rommel learns to
accept and love himself for who he is.

Difference not Different

“I am not going to school anymore, Nanay.”

There is sadness in the voice that has echoed in Aling Pinang’s ears. She stops
fanning the charcoal stove in front of her as if her hand has frozen stiff. She
tightens her grip to the small carton piece in her right hand. In a flash, she
remembers herself twenty-two years early—a young girl on her knees, crying in
front of a man tying a bolo knife on his waist, as he was heading out to the farm.
He was a man of small built. But that particular day, he looked huge and
frightening in young Pinang’s eyes. That was Pinang’s father telling her not to go to
school ever again.

“Help your Ateng Mila sell kamoteng-kahoy. Earn money. In that case, you’ll be
useful to the family,” her father said coldly.

Aling Pinang gives a sigh. She stands up and looks behind her to see the owner of
that sad voice. It is her son, Rommel, hand clutching a black, worn-out bag with
head bowed down. Her son, now twelve, looks as if all his hopes in life has run out.

“Why?” asks Aling Pinang.

“I…. I am different,” mumbles Rommel as tears well in his eyes.

“Aren’t we all?”

Aling Pinang walks closer towards her son and strokes his curly hair. Rommel
steps back from his worried mother.

“It’s because of this kinky hair that I am different! And this skin too!”

Feeling sorry for Rommel, Aling Pinang sighs once more. She gently grabs him by
the shoulder. Aling Pinang can’t help herself but give her Rommel a tight hug.

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 Have you met someone who has the same
features as Rommel? What would you tell a
person who hates his/her looks?

______________________________________________
______________________________________________
______________________________________________
______________________________________________

That night, as they would go to sleep, Aling Pinang tries to comfort Rommel.

“Are you asleep?” Aling Pinang asks softly.

“Don’t wake me up early for school tomorrow, Nanay. I won’t be going even if you
drag me out of bed.”

“Are you sure?”

“Uhmm,” affirms Rommel.

“Alright Romy. But before you sleep, I want you to hear a story.”

Aling Pinang sits on the edge of his son’s papag and begins telling him a story to
cheer him up. Upon hearing her mother’s story, Rommel raises himself up from the
papag as if hope has come to find him again.

“Nanay, be sure to wake me up early tomorrow,” says Rommel with a big smile on
his face.

What story do you think does his mother told

Rommel about?

______________________________________________
______________________________________________
______________________________________________

If you were Rommel, who could encourage you

to go to school despite your problem? What
words would you like to hear from him/her?

______________________________________________
______________________________________________
______________________________________________

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The next day, Rommel skips his way cheerfully to school. He does not mind the
long, rough, and uneven road ahead. He hums happily to himself until he reaches
school.

“Good morning, class. Yesterday, I told you that you would be narrating a story
about a person whom you look up to,” begins Miss Emy.

The teacher gazes around at each of her pupils, who all look nervous. Rommel
confidently raises his hand and takes the courage to speak in front first.

Miss Emy praises Rommel for taking the courage to volunteer himself. She asks
her pupils to listen to Rommel as he begins sharing a story.

“Once there was this kid—someone my age. He was like me, an Ayta.”

Rommel narrates how this kid grew up to overcome poverty, difficulties, and
discrimination to be the first-ever Ayta to graduate from the well-known Bataan
University.

“Instead of wearing a toga, this person made history not just by being the first Ayta
to graduate from that university. He was also the first one to ditch the toga and
wear a loincloth (bahag) on his graduation day,” Rommel says proudly.

Have you heard of a similar story? Whose story

is it?
______________________________________________
______________________________________________
______________________________________________
Is the person in Rommel’s story worth
admiring? Why?
______________________________________________
______________________________________________
______________________________________________

“Who is that person?” asks his classmate.

“That person is my inspiration. Today, he tirelessly fights for the rights of the
members of the Ayta community in Bataan. We can still live peacefully in the land
of our ancestors because of him. That person, the man I look up to… my father.”

All his classmates are amazed.

Rommel continues, “My father is not different. He makes a difference.”

8
From that day onwards, Rommel has never felt bad of being an Ayta. He learns to
accept and love himself. He doesn’t hate his skin that reflects the color of the earth
anymore. Anyway, it is what’s inside him that defines who he is.

“I will also make a difference, a history,” Rommel promises himself.

Who is your inspiration? How does he/she

inspire you?

______________________________________________
______________________________________________
______________________________________________

What are the good traits of this person?

______________________________________________
______________________________________________
______________________________________________

Comprehension Check

1. Who are the main characters in the story?

___________________________________________________________________________

2. What did Rommel tell his mother when he got home from school?

___________________________________________________________________________

3. Why did Rommel feel different from his classmates?

___________________________________________________________________________

4. How did Aling Pinang convince her son to continue going to school?

____________________________________________________________________________

5. What made Rommel accept his difference from others that he once thought of
negatively?

____________________________________________________________________________

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6. Would you be friends with a member of the indigenous community like Rommel?
Why or why not?

_____________________________________________________________________________

7. Do you also have someone who serves as your inspiration? Who is it? How does
he/she inspire you?

______________________________________________________________________________

8. Explain this line, “It is what’s inside you that defines who you are.”

______________________________________________________________________________

What is It

You have just read Difference not Different in which the provided illustrations
and questions helped you make connections.

Making connections is making meaning from a text (Draper, 2010).

When you make connections, you are able to understand what you read. You
are like assembling jigsaw puzzle pieces. In your mind, all the data are not
scattered pieces as they form a whole picture that you can understand. Hence,
making connections when reading a text is truly necessary.

But wait, don’t be confused!

A text does NOT only refer to the messages you send to your family and
friends through your cellphone. A text is anything that gives meaning/s to
the person who examines it.1 Texts are NOT limited to written materials,
such as books, magazines, or newspapers.1 They may be in the form of
pictures, movies, paintings, television shows, songs, political cartoons,
online materials, advertisements, maps, works of art, and the like. 1

1 Carol Burnell et al., "The Word On College Reading And Writing",

https://Openoregon.Pressbooks.Pub/Wrd/Chapter/What-Is-A-Text/, 2017, licensed under CC-BY-NC 4.0
available on https://creativecommons.org/licenses/by-nc/4.0/, Paraphrased from the original text.
1 Ibid.
1 ibid

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What connections can you make?

Draper (2010), an educator in Australia, explains the three types of connections

that learners like you should make to understand texts.

1. Text-to-self Connection - the connection made between the text and the
reader's personal experience

Example: I have a classmate who is an Ayta. I look up to him because despite

poverty, he is always cheerful and hopeful.

2. Text-to-text Connection - the connection made between a text being read (or
viewed) to a text that was previously read

Example: Rommel reminds me of a character in a comic book. They both used to

hate how they looked. But in the end, they realized that it is what in
their hearts that matter the most.

3. Text-to-world Connection - the connection made between a text being read and
something that occurs in the world

Example: Many members of the indigenous group in the Philippines experience

discrimination. Sometimes, we Filipinos, judge them because of their
looks.

Draper (2010) also provides questions that may help you in making connections.

Text-to-self Text-to-text Text-to-world

• What does this • What does this
• What does this remind remind me of in remind me of in the
me of in my life? another book I’ve real world?
• How does it differ from read? • How is this text
my life? • How is this text similar to things
• Has something like this similar to other that happen in the
ever happened to me? things that I have real world?
• How does this relate to read? • How does it differ
my life? • How does it differ from things that
• What were my feelings from other books happen in the real
when I read this? that I have read? world?
• Have I changed my • Have I read about
thinking as a result of something like this
reading this? before?
• What have I learned?

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Let us have some examples for a better understanding. Study the table below.

Text

Dirt and soil cover the palm of

his hands. But among
everything Mang Erning has,
those dirty hands are what he
is most proud of. Those are
the hands that feed the whole
nation.
“If I’d live for another forty
years, I’d still be tilling this
land… my treasure… my life,”
he thinks to himself.

Text-to-self Text-to-text Text-to-world

My Tito Franklin is When I was in the I feel sorry towards

a farmer. Many times, I
see him in dirty, long-
sleeved shirt. His hands
and feet are covered in
mud. But I am not
ashamed to have an uncle
like him because he works
hard all day to provide for
his family.
4th grade, I read about a
farmer who brought home
a goose. The goose laid
golden eggs, so the farmer
thought he was going to
get rich. The story did not
end happily because the
farmer was too greedy.
the farmers during the
ECQ because many of
their harvested crops
were wasted. They could
not deliver them to the
markets easily because of
the lockdown. I wish
President Duterte would
help them.

The stronger you are connected to a text, the better you understand it. And the
better you comprehend something, the more you remember it.

Let’s try to deepen your comprehension of the lesson with the next activities.

Are you ready?

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 What’s More

Independent Activity 1

Look at the table below. Provide answers to the 2 nd and 3rd column based on the
scenes or lines taken from the story. Box your answer. The first item has been
done for you.

Kind of
Connection
Scene/Line from the story Question Prompted by
the Question
Do you feel sad when text-to-self
SAMPLE

others don’t seem to like

There is sadness in
you? text-to-text
Rommel’s voice.

YES NO text-to-world
Has there been a time text-to-self
when you don’t feel like
“I am not going to school,
1 going to school? text-to-text
Nanay.”

YES NO text-to-world
Have you read a story text-to-self
wherein the character has
Aling Pinang tells Rommel a
2 a supportive parent? text-to-text
story.

YES NO text-to-world
Are all school-age children text-to-self
in the Philippines able to
Rommel happily goes to
3 go to school? text-to-text
school the next day.

YES NO text-to-world
Do you know a famous text-to-self
He tirelessly fights for the personality who stands for
4 rights of the members of the people’s rights? text-to-text
Ayta community in Bataan.
YES NO text-to-world
Do you make friends with text-to-self
others based only on their
It is what’s inside him that
5 looks? text-to-text
defines who he is.

YES NO text-to-world

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Independent Activity 2

Think of the image of our Philippine flag as you do this activity.

Put a cross mark (X) before the sentences that do not make meaningful
connections to the image in your mind.

_____ 1. The flag symbolizes our freedom. By seeing it, I am reminded of the
heroism of our brave Filipino heroes.

_____ 2. Years ago, I heard the news about a young girl who saved the Philippine

flag from a heavy flood. At a young age, she expressed her love for the

country.

_____ 3. There is a flag in our school. Miss Korina, my adviser, has a good
handwriting.

_____ 4. I waited for my friend by the flagpole. I don’t like that he made me wait for
so long.

_____ 5. I saw a picture of Emilio Aguinaldo waving the Philippine flag in Kawit,
Cavite. If I were born during that time, I would have cried tears of joy at
that moment.

_____ 6. The Philippine flag has many colors. The colors are red, blue, white, and
yellow.

______ 7. The Philippine flag waving in the air reminds me of the hardships that
Filipino athletes endure to bring honor to our country.

_____ 8. Our classroom is beside the flagpole. It is spacious and nice.

Were you able to answer Activity 2? Great!

Let’s have another one.

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Independent Activity 3

Get a one-peso coin. Whose image is printed on it?

Tell the kind of connection made by the sentences to the image on the one-peso
coin. Write only the letter of the correct answer.

A – Text-to-self B. Text-to-text C. Text-to-world

_____ 1. My eye doctor father reminds me of Rizal. He is a hero himself for he treats
people in barrios without asking for payment.

_____ 2. A character in the novel I read, reminded me of our national hero. They
were both aware of their countrymen’s hardships, so they fought for their
freedom.

_____ 3. We are lucky to have dedicated Filipino frontliners during this time of the
pandemic. If Rizal were alive, he would’ve been proud of them.

_____ 4. I want to be like Rizal when I grow up. I want to show my love for the
Philippines by dedicating my life to serving other people.

_____ 5. Heroes are everywhere. Ordinary people can be heroes when they do good
to others without asking for anything in return.

_____ 6. I am fond of writing like Dr. Jose Rizal. I write poems and essays about our
beloved country.

_____ 7. A character in a story reminds me of Rizal. She prefers peaceful means to

attain goals instead of yielding her sword to fight.

_____ 8. There are many heroes among us. People who selflessly devote themselves
to the common good are very inspiring.

Were you able to do Activity 3?

Good job!

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 What I Have Learned

Let’s sum up what you have learned in this module by filling in the missing word
on each blank.

What is making connections?

o Making connections is _____________________ from a text.

What happens when you make connections when reading?

o When I make connections, I _____________________ the text I am reading.

What connections can you make?

o There are three types of connections we can make. These are ______________,
___________________, and ____________________.

Can you recite what you have learned today?

You did it! You are impressive.

What I Can Do

Analyze the poster below and make your connections to it by completing the
statements in the boxes that you will see in the next page.

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 We are different shades in a palette.
Each shade is special in its own way.

We are different shades in a palette. Each shad is special in its own way.

I like this image because it tells us that ____________________________________

______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________________________ .

This poster reminds me of ______________________________________________

_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________ .

I feel ______________________________________________ because _________________

_____________________________________________________________________________
_____________________________________________________________________________
_________________________________________________________________________ .

17
 I remember ____________________________ because _________________________
_____________________________________________________________________________
_____________________________________________________________________________
___________________________________________________________________________ .

I read somewhere that ____________________________________________________

_____________________________________________________________________________
_____________________________________________________________________________
___________________________________________________________________________ .

The criteria below shall be the bases for your score. The highest point is 12.

CRITERIA 4 3 2 1
Substance / Relevance to the poster

Sentences
▪ meaningfulness
▪ clarity
▪ organization
Conventions
▪ spelling
▪ punctuation
▪ capitalization
▪ grammar

Have you made a lot of connections with the poster?

You are doing great, clever one!

18
 Assessment

I. Choose the letter of the best answer.

_____ 1. What is the best definition of texts?
a. Texts are not limited to written texts but also include photographs,
illustrations, films, advertisement, and the like.
b. Texts are purely made up of words and phrases which are meant to be
understood.
c. Texts only refer to messages that you send to your family and friends
through your cellphone.

_____ 2. Which of the following is a set of texts?

a. Nido commercial, drawing of Mount Samat, and a film about Lapu-lapu
b. Leron-leron Sinta song, picture of a carabao, and a map of Luzon
c. Both a and b are sets of texts.

_____ 3. Complete the statement. Making connections is ______________________.

a. identifying an error in someone’s statement
b. making meaning from a text
c. telling the facts from a story read

_____ 4. To which do you connect the texts you are reading or viewing?
a. self, another text, and the world
b. to what the teacher says and does
c. to your experiences alone

_____ 5. If you make connections to what you are reading or viewing, you ________.
a. can study independently
b. get high grades on examinations
c. understand the text better

19
II. Study the illustration below. Tell the kind of connection made to the illustration
by each sentence. Write only the letter of the correct answer.

A – Text-to-self B. Text-to-text C. Text-to-world

_____ 6. While on the bus with my mother, I saw this landmark on our way home
from Manila. Those soldiers are heroes and should not be forgotten.

_____ 7. From my Araling Panlipunan book, I learned about how World War II
affected the Philippines. The bravery of these soldiers who risked their
lives fighting during the war must be remembered by the younger
generation.

_____ 8. Why am I reminded of the Bonifacio Monument located in Tondo

whenever I see this statue in Dinalupihan? I’ve recently seen Bonifacio’s
monument during Mayor Isko’s interview on TV.

_____ 9. My older brother is a soldier. Whenever he comes back home from

Mindanao, I feel so joyful.

_____ 10. Soldiers help people in times of crisis. Being a soldier is a noble job.

20
 Additional Activities

Choose a task below that you can do well. The criteria on how you will be graded
are listed on the next page.

Watch a local news report on TV

or Youtube related to COVID19.
Draw the scene that captured
your attention in a bond paper.
Under your drawing, write three
sentences that express the
connections you made from your
creation.

Watch a lyric video of the Fight Song by Rachel

Platten on Youtube. This song has become a
source of encouragement for our frontliners and
those who are affected by COVID19. Write a short
paragraph on ½ crosswise paper about what this
song reminded you of.

Make a comic strip about your

personal experience during the
community quarantine. You are free
to choose the number of panels in
your work. Use a clean sheet of paper
for the activity.

21
The criteria below shall be the bases for your score. The highest point is 20.

CRITERIA 4 3 2 1

Sentences
▪ meaningfulness
▪ clarity
▪ organization

Conventions
▪ spelling
▪ punctuation
▪ capitalization
▪ grammar

Creativity

Neatness / Legibility of writing

Timeliness

Did you enjoy doing your task? That’s awesome!

22
Let’s do a self-check.

Put a check ( √ ) inside the box that corresponds to your answer.

This is a self-check so please answer honestly.

NOT
YES NO
SURE

Can I define making connections?

Do I know what texts are?

Can I make connections between the text and myself?

Can I make connections between the text and

another text?

Can I make connections between the text

and what is happening in the world?

This is where Quarter 1 – Module 3 ends. You’ve done a good job completing it.

23
 24
Assessment:
1. a
Additional 2. c
Activities 3. b What I Can Do
4. a
Pupils output may
5. c Pupils answer may
vary. Their work
6. A vary
shall be graded
7. B
using a rubric.
8. C
9. A
10. C
What’s More
What’s More What’s More
Independent
Independent Independent Activity 1
Activity 3 Activity 2
In column 2,
1. A 6. A 1. 6. x answers may vary.
2. B 7. B 2. 7.
3. C 8. C 3. x 8. x In column 3:
4. A 4. x 1. text-to-self
5. C 5. 2. text-to-text
3. text-to-world
4. text-to-world
5. text-to-self
Comprehension Check:
1. The main characters in the story are Rommel and Aling Pinang.
2. Rommel told his mother that he doesn’t want to go to school
anymore.
3. Rommel feels different from them because of his physical
appearance.
4. Aling Pinang tells him an inspiring story.
5. He was inspired by how his father made a difference in the world
despite the difficulties that came his way.
6-8. Answers may vary
What I Know:
What’s New 1. b
What’s In 2. c
Unlocking 3. b
Difficulties 1. faithfulness
2. nationalism 4. a
1. a 5. c
2. b 3. hospitality
4. creativity 6. A
3. b 7. B
4. a 5. positivity
8. A
9. C
10. A
Answer Key
References

Burnell, Carol Burnell, Jaime Wood, Monique Babin, Susan Pesznecker, and Nicole
Rosevear. "The Word On College Reading And Writing". Open Oregon
Educational Resources, 2017.
https://openoregon.pressbooks.pub/wrd/chapter/what-is-a-text/.

Draper, Deborah. "Comprehension Strategies: Making Connections". Debbie Draper

Educational Consultant, 2010. https://debbiedraper-
educationalconsultant.vpweb.com.au/.

25
For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: bataan@deped.gov.ph