Abren Pierre B.

Manalo BSED-ENGLISH
III
Ms. Rizza Nabus Assessment of Learning
2

FINAL EXAMINATION

Part I – IDENTIFICATION. Identify the terms referred to in the following statements.

Grade 1. It is a symbol used to represent the achievement or progress of a student.
Periodic Test 2. It refers to the summative assessment of student’s learning at the end of the quarter.
Assignment 3. It is work usually done outside the classroom in preparation for the next lesson.
Cumulative Grade 4. In this method, the final grade gives higher weight on the present grade than the previous
grade.
Averaging Method 5. In this method, the weights of the grade in each grading period are equal.

Part II-A. Indicate the correct characterization of Norm-reference grading system based on the following
statements. Put a check for the correct characterization.

✓ 1. It is also known as “grading on the curve”.

2. The criteria or standard is absolute in this grading system.
3. It promotes cooperation among the students.
4. Percentile rank and stanines are some samples of this grading system.
✓
5. It promotes competition among students.
✓
6. The performance of a student will depend onto the performance of other students in the class.
✓
7. The performance of the students will not be affected by the performance of the whole class.
8. All students may pass the subject or course when they meet the standard set by the teacher.
9. It is useful if the focus is the individual achievement of the students.
✓
10. It cannot be used when the class size is smaller than 40.
✓
Part II-B. Indicate the correct characterization of Criterion-reference grading system based on the following
statements. Put a check for the correct characterization.

1. It is also known as “grading on the curve”.

2. The criteria or standard is absolute in this grading system.
✓
3. It promotes cooperation among the students.
✓
4. Percentile rank and stanines are some samples of this grading system.
5. It promotes competition among students.
6. The performance of a student will depend onto the performance of other students in the class.
7. The performance of the students will not be affected by the performance of the whole class.
✓
8. All students may pass the subject or course when they meet the standard set by the teacher.
✓
9. It is useful if the focus is the individual achievement of the students.
10. It cannot be used when the class size is smaller than 40.

Part III. Write T if the statement is True and F if it is False.

1. The student at proficient level has developed the fundamental knowledge and skills and core
T
understandings, and can transfer them independently through authentic performance tasks.
2. The components for the new grading system for SHS are written work and performance tasks.
F
3. For kindergarten, the descriptions of the learner’s progress in the various learning areas are represented
T
using checklists and student portfolios.
4. The Final Grade in each learning area and the General Average are reported as decimal numbers.
F
5. In the new grading system, a learner who receives a grade of 75 in any subject in a quarter must be given
T
intervention through remediation and extra lessons from the teacher/s of that subject.
6. A Final Grade of 75 or higher in all learning areas allows the student to be promoted to the next grade
T
level.
F
7. For Grades 1-10, a learner who Did Not Meet Expectations in at most three learning areas must take
remedial classes.
8. A learner who incurs absences of more than 20% of the prescribed number of class or laboratory periods
T
during the S.Y. or semester should be given a failing grade and earn credits for the learning area or subject.
9. A numerical rating scale will be used to report on learners’ behavior demonstrating the Core Values.
F
10. Learners who demonstrate behaviors that are not consistent with or do not reflect the core values may
T
need additional psychosocial support from the school.
Abren Pierre B. Manalo BSED-ENGLISH III
Mrs. Mary Day Bayeta Literary Criticism

Direction: Critic The Story of an Hour.

1. Pick out at least five phrases which you think are especially important to the story.
 great care was taken to break to her as gently as possible the news of her husband's death
 she wept at once, with sudden, wild abandonment
 said it over and over under the breath: "free, free, free!"
 Josephine was kneeling before the closed door with her lips to the keyhole
 she had died of heart disease--of the joy that kills

2. Briefly describe why you chose each.

 “great care was taken to break to her as gently as possible the news of her husband's death” – The
phrase signifies how women in the 19th century were expected to be delicate and passive. They were
almost seen as objects needed to be handled with extreme care.
 “she wept at once, with sudden, wild abandonment” – Contrary to other women in that particular era
who become paralyzed when confronted by bad news, Louise showed a strong reaction which goes
against the society’s sexist expectations. Even though she wept, it implied her emotional strength even
with her current condition.
 “said it over and over under the breath: "free, free, free!” – Even with her weak heart, she disregards
her physical limitations and proceeds to demonstrate excitement over the sense of freedom she had
acquired after being widowed.
 “Josephine was kneeling before the closed door with her lips to the keyhole” – Josephine signified the
description of the society of that period. Josephine’s intention was pure, yet in her attempt to protect her
also meant controlling her and taking away her freedom.
 “she had died of heart disease--of the joy that kills” – The phrase ended the story in an intriguing note.
It showed that Louise died due to joy. Although feeling joy was a variable that pushed her to her demise,
its primary cause was actually losing that feeling after feeling it shortly.

3. What makes the story feminist?

The story takes place in the late 19th century wherein the society believes women to be inferior to men,
and viewed as “trophies” which should be handled with serious care. Louise Mallard, a woman with a heart
condition, signifies women and their hunger for freedom during the period.
The story is centered around the concept of female independence and its hindrances. Louise’s ailment
signifies how women are basically forced to become passive. However, she was able to break away briefly after
learning of her husband’s death. This signifies how women from the era can only acquire true independence at
the death of their husband. Even though she felt grief at her husband’s unexpected death, she shortly felt joy as
she whispered “free, free”.
Still, the conclusion implies how society from the period deprived women of their freedom. Josephine
begged her to come out as she felt joy for her newfound independence. This implies that not only men were
intervening with her acquisition of freedom, but also women who has already accepted society’s views upon
them and chose to be compliant.
Overall, there is no doubt that The Story of an Hour is feminist in all aspects.
Abren Pierre B. Manalo BSED-ENGLISH III
Ms. Maria Theresa Ondoy EDUC 10:
T&SC

Directions: Reflect on and address the following:

1. Write your own definition of curriculum leadership.

Curriculum leadership is the process of taking charge or demonstrating the initiative towards significant
roles and activities associated with the planning, designing, implementation, and evaluation of curriculum for
the purpose of achieving its mission and vision. In order to carry out effective curriculum leadership, the tasks
of curriculum leaders are geared towards maximizing the teaching-learning process through rigorous
innovations and reformations related to both the interests and needs of the students. Curriculum leadership
activities shall help ensure academic goals and objectives are thoroughly met.

2. Identify roles of teachers as curriculum leaders that you observed from teachers in your school.

Curriculum leaders perform important tasks, such as:

 Broaden understanding of the teaching and learning process

 Evaluate curriculum materials and the implementation of the curriculum
 Facilitate activities to ensure public understanding of every reform
 Gather important data needed for curriculum planning
 Innovate curriculum and instruction
 Justify the need to innovate, evaluate, and develop curriculum
 Know every learner needs, issues, and interests
 Manage curriculum implementation and curriculum change
 Orient teachers, students, parents, and other stakeholders on the new curriculum
 Provide updated knowledge on the subject they teach
 Select appropriate instructional strategies, method, and approaches
 Train teachers who will implement the curriculum
 Yearn for quality education through a relevant and responsive curriculum

3. What are the challenges that K-12 teachers are currently facing in their school?

Teachers are the main implementers of the curriculum. However, various problems arise during the
process which are subject for evaluation. Aubrey Francisco (2015) identified four main challenges in K-12
Education:

1. Creating opportunities for authentic learning. Students find complexity in learning how to solve
problems that address relevant, real-world matters. This is due to their difficulty in learning the process
for problem-solving which requires a number of steps before reaching to solutions.

2. Supporting students’ non-cognitive and social-emotional skill development. Teachers find it

challenging to support the said aspect as it is heavily different from their view as content experts, as well
as students’ diversity when it comes to non-cognitive and social-emotional skills.

3. Fostering deeper learning. Same as the previous challenge, deeper learning revolves around
non-cognitive skills, which teachers find difficult to nurture as there is no specific “standard” on how to
deal with it.
 4. Supporting students’ ability to solve real world math problems. Teachers find it hard to integrate
real-world problems to mathematics as it would require a redesign of it curriculum structure.

4. What leadership functions of teachers need strengthening?

All leadership functions of teachers are integral for maximizing students’ learning. However, some
areas need improvement more than the others. Here are some of the following:

 Advocate positive curricular reforms to ensure quality

 Conduct research to enhance curriculum content and improve teaching-learning

 Develop appropriate curriculum

 Reflect on different researches that influence the curriculum

 Understand implications of social issues

 Validate the contents of the curriculum

 Crossing out bureaucratic barriers to curriculum implementation

These leadership functions seem to be lacking due to the fact that these roles require the initiative
to be curriculum leaders rather than merely as curriculum implementers. A majority of teachers are still
evidently unready to assume leadership due to bureaucratic barriers.

5. Identify the important traits of teachers as curriculum leaders in 21st century learning.

Curriculum leaders are tasked to be in the forefront of improving the state of education. Therefore, one
must possess various necessary characteristics in order to carry out their roles. Maxwell (1999) identified
qualities required of teacher leaders. These include integrity, commitment, strong communication skills,
expertise, courage, discernment, focus, generosity, initiative, passion, positive attitude, problem-solving
abilities, and responsibility. These traits can also be utilized not only by teacher leaders, but also for curriculum
leaders in performing their functions; and are significant in inspiring other teachers to become curriculum
leaders as well.

6. How can a teacher influence other teachers to become curriculum leaders?

The whole process of becoming a curriculum leader is a meticulous path. However, aspirations to
become one may sprout from seeing another. To be able to inspire others, one must be able to produce results.
A curriculum leader who has effectively improved the status of education shall surely inspire some people to
follow their steps. Showing competence in the field shall attract others into a mindset that they too, can also do
it as their colleague has. Also, it is significant that a curriculum leader motivates others to also become one by
showing the need for more people to take the challenge of enhancing the teaching-learning process. By
providing them an idea of the various of areas of education that needs improvement, they may develop the
initiative to perform the roles of a curriculum leader.
Abren Pierre B. Manalo BSED-ENGLISH III
Mr. Ryan Sotto EDUC 4: TTL
2

Directions: After reading all the documents about copyright laws, answer the following questions:

a) What does copyright law say about a work (e.g. photo, diagram, chart, or whole journal article, which does
not have the © copyright symbol? How will you include these in your project presentation?
A person does not have to use the copyright symbol to obtain copyright symbol for his/her work, regardless
if the person decides to register his/her work. Apparently, owners are required to use a copyright notice on all of
their published works before March 1, 1989, but the use of the copyright symbol has become optional after that.
Therefore, copyright protection has become automatic even without a copyright notice.
To be able to utilize copyrighted resources, one must be familiar with “Fair Use”. Fair use is the use of
copyrighted work for the purposes of criticizing, commenting, news reporting, teaching, creating researches,
and other similar purposes. If someone plans to use copyrighted works for a project presentation, he/she is free
to do so as it falls under “teaching”, as long as he/she cites the sources.

b) Are patchwriting and rephrasing a good remedy to avoid obtaining copyright permission to an existing
work? Why?
Paraphrasing and patchwriting involves rewording passages and adding some changes to a copyrighted
source. Copyright law actually prohibits paraphrasing and patchwriting since it infringes the copyright owner’s
intellectual properties. Even if someone uses different words and sentence structure, he/she is still using
someone else’s ideas. Although paraphrasing and patchwriting reduces the probability that the court will
discover that copyright has been infringed, there are a lot of cases wherein it has found people violating the
law.

c) What does copyright law say about a generally copyright protected work such as chart, diagram, figure,
drawing, photograph or map? Can this be copied without permission? Why?
According to the University of Manitoba (2019), works such as charts, graphs, diagrams, figures, drawings,
maps or photographs are considered complete, stand-alone works and can therefore be used without permission.
However, according to fair dealing, only a “fair amount” is allowed when someone opts to use copyrighted
protected work without getting permission. Canadian University guidelines define a fair amount as 10% or less
of a whole work. This means that if a document has 10 figures, only one figure can be considered fair to use.

d) How is copyright infringement related to plagiarism? Explain.

Copyright infringement refers to unauthorized use or using someone else’s copyright protected work
without the author’s permission. Plagiarism, on the other hand, also involves using copyright protected work,
 but without giving proper credit or citations to the author. It means that he/she is claiming the resource to be
his/her original work.

e) Are the Filipinos covered by the Copyright Laws of other countries?

Countries have different copyright laws. There is no such thing as an “international copyright” that will
automatically protect a work throughout the world. Protection against unauthorized use in a particular country
depends on the national laws of that country (International Trade Administration, 2018). Therefore, Filipinos
are only covered by the copyright laws of the Philippines. Still, copyright laws within the country are heavily
similar with a number of countries which means the issue does not matter too much.

Abren Pierre B. Manalo BSED-ENGLISH

III
Mrs. Evelyn Ferrera EDUC 11: BELSAC

Test 1. Answer the following questions.

1. What is financial literacy? Explain.
Financial literacy is a set of skills and knowledge that allows an individual to effectively understand their
own finances. It deals with one’s ability to make informed and effective decisions with their financial resources.
Overall, it is a life skill regarding how to properly use and manage money.
2. Differentiate budgeting, saving, spending and investing.
 Budgeting – is the process of creating a plan on how to spend your money.
 Saving – is the process of not spending or setting aside money for future use.
 Spending – is the process of using money on various expenses such as buying goods and services.
 Investing – is the process of allocating financial resources for the purpose of potentially generating income or
profit.
3. What are ways of avoiding financial scams?
There are 10 tips to avoid common financial scams (Investopedia):
1. Never wire money to a stranger.
2. Don't give out financial information.
3. Never click on hyperlinks in emails.
4. Use difficult passwords.
5. Never give your social security number.
6. Install Antivirus and Spyware protection.
7. Don't shop with unfamiliar online retailers.
8. Don't download software from pop-up windows.
9. Make sure the websites you visit are safe.
10. Donate to known charities only.
4. When can we say that a person is financially stable?
There are several signs to identify a financially stable person. However, it can be briefly explained as
confidence on one’s financial situation. Even if someone is rich, he/she cannot be identified as financially stable if he
still worries about expenses and not being able to do other activities without stressing over finances. In other words,
it is a mindset that you have enough money and is not worried about bills.
5. How will you integrate financial literacy in the curriculum for related disciplines?
Financial education is an integral part of the curriculum as it can give higher relevance across a range of
subjects such as mathematics, social science, values education, etc. It can be easily integrated through utilizing
various real-life contexts through the curriculum. For example, economics can be better understood by citing
examples on how students can be an effective part of the process within economics, such as production, distribution,
and consumption of goods and services. As an another example, financial literacy can be heavily integrated in math
problems as it can provide relevant references for students on how they shall use money.
6. How do you define cyber/digital literacy and cybersecurity?
Cyber/digital literacy refers to the ability to utilize information and communication technologies in order to
access, assess, create, and communicate information, most especially in the internet.
Cybersecurity pertains to the protection of internet-connected systems, networks, and programs such as
hardware, software, and data from cyber threats or cyberattacks.
7. What do you mean by cyber citizenship?
Cyber citizenship is the rights, privileges and responsibilities required of internet and cellular network users.
However, there are no actual standards of rights for cyber citizens but is based from rights as a real citizen.
Therefore, cyber citizens are still required to respect other people’s rights and observe manners and etiquette when
online. It is everyone’s privilege to use the internet, but should be responsible in using it in order to protect not only
ourselves, but also other cyber citizens.
8. What are netiquette and the process of safety use of digital media? Give examples.
Proper netiquette includes: (1) make sure to you have the correct email address of the receiver when sending
information; (2) check information before sending or posting; (3) reread your message; (4) keep your comments
clean; (5) keep your personal and friends’ information private; (6) watch out for spam emails; (7) think twice before
sending something personal or private; and (8) monitor kids’ messages when they are sending emails.
Process of safety use of digital media includes: (1) be critical of privacy settings of your posts; (2) seek adult
help when in conflict with someone online; (3) give credit to sources you use; (4) use internet purposefully; (5)
verify information; (6) give out certain information only; (7) don’t answer questions that make you uncomfortable;
(8) ask an adult if you decide to meet someone you knew online; (9) be aware of copyright laws; and (10) avoid
hacking.
9. What are the common computer threats and how can these be fixed?

Some of the most common computer threats are computer virus, rogue security software, Trojan horse,
adware and spyware, computer worm, DOS and DDOS attack, phishing, rootkit, SQL injection attack, and MIM
attacks. The following are ways to ensure computer networks are protected:

 Install anti-Virus software.

 Ensure that the anti-virus software is up-to-date.
 Employ a firewall to protect networks.
 Filter all email traffic.
 Don’t run programs of unknown origin.
 Implement a vulnerability management program.
 Make regular backups of critical data.
 Develop an Information Security Policy.
 Monitor logs and systems.
 Develop an Incident Response Plan.
 Restrict end user access to systems

10. What is meant by cyberbullying and cybercrimes? Discuss.

Cyberbullying is a form of bullying or harassment which takes place digitally or through electronic means. It
usually occurs in social media especially among teenagers. It includes sending, posting, or sharing negative, harmful,
false, or mean content about someone else.

Cybercrime is defined as a crime wherein the primary tool used to commit the offense is through the use of
electronic/digital devices. A cybercriminal, usually a person with high level of technological skills, may access a
user’s personal information, confidential business information, and government information. Examples of
cybercrimes are hacking, phishing, spamming, child pornography, etc.

11. How can you practice the processes of internet exploration, source citation, research and data-gathering
protocols and website evaluation?

In internet exploration, one must first be familiar with using search engines. Input user-targeted keywords
about a certain subject in order to start surfing the web. Consider using keywords from research questions and using
synonyms if the keywords do not bring up desired results. Ensure safety and be cautious when visiting websites and
sharing information.
 When it comes to source citation, ensure to record all sites or sources you have used in your research. One
must also be familiar with how to proper cite different kinds of sources as well as the different formats of citations.
Remember that the authors of these sources must be given credit.

In terms of research and data-gathering protocols, the main problem that arises from it is plagiarism, or the
act of stealing someone else’s work. In order to avoid plagiarism, one must not copy any word or sentence from the
original content. Otherwise, quote phrases that was copied word-for-word. Also, practice proper citations by
including a “references” section in your document.

Lastly, there are six steps in order to evaluate a website (Morris, 2018): (1) open the site; (2) skim read; (3)
look for the answer to your question; (4) consider the credibility of the author or website; (5) consider the purpose of
the site; and (6) look for the date.

12. How can cyber/digital literacy be integrated in the teaching learning-process?

There are several ways to integrated cyber/digital literacy in the teaching-learning process. The following are
suggested activities that can help develop digital literacy in the classroom:

1. Use an interactive whiteboard to deliver lessons.

2. Allow students to maintain blogs, wikis, and web pages.
3. Engage in email/video chat exchanges.
4. Utilize storytelling media.
5. Set-up a blog, page, or group and post weekly discussion questions for students.
6. Use video cameras in dramatizations, experiments, and expose students in video production.
7. Engage students in discussions about why various media complements learning while some do not.
8. Think critically about the medium used to present a message.
9. Require an E-Portfolio that would compile their works.
10. Allow students to use digital tools.

Test 2. Analyze the following research abstract and cite its implication on teaching-learning.

1. Financial literacy and financial planning among teachers of higher education: A study on critical factors of
select variables (Surendar and Subramanya, 2018)

Analysis: What are the critical factors in personal financial planning among higher education teachers?

The research revealed that critical in personal financial planning among higher education teachers include
retirement planning, tax planning and control, financial planning, financial capacity and inflation.

Implication: What is the impact of each of the factors on financial literacy and planning among teachers?

Teachers are required to be comprehensive when dealing with money due to the fact that teachers receive a
fairly low salary for the amount of work they do. That being said, it is significant to consider various factors and
skills within financial literacy.

Retirement planning. Teachers will soon need to retire, as everyone should. Therefore, this factor impacts
how a teacher shall save and invest money for the time he/she no longer is eligible to work.

Tax planning and control. People are required to pay taxes based on the amount they are making and the
financial resources they possess. Teachers should be wary of acquiring assets with their low income as it may pose
higher taxes. Also, some teachers control tax by utilizing rules that will lower their taxes such as having kids and
making donations.

Financial planning. Teachers need to effectively deal with their finances in the long run. This impacts how
they save, spend, invest, and budget.

Financial capacity. You should only spend what you earn. Teachers should be smart about how much
financial assets they can have as well as spend. Hence, financial capacity influences how they would spend their
money based on what they earn regularly.

Inflation. Teachers should be wary of how fast money depreciates over time. This impacts how quickly they
spend assets as well as pay off liabilities as it may grow by a staggering amount over time.
2. Teachers beliefs about integrating digital literacy into classroom practice: An investigation based on the
Theory of Planned Behavior (Sadaf and Johnson, 2017)

Analysis: How do teachers perceive digital literacy integration into their classroom, according to the study?

The study shows that teachers perceive digital literacy integration based on their behavioral beliefs (attitude
towards outcomes of a behavior), normative beliefs (social support), and control beliefs (perceived behavioral
control.

Implication: How does the result of the study impact the students?

The study implies that digital literacy integration is highly based on teachers’ “beliefs” about the value of
digital literacy. This implies that students’ digital literacy will greatly depend on whether or not the teachers views
digital literacy valuable. This, however, is a problem since the older generation is less dependent on technology as
opposed to the current generation, which means that they cannot properly appraise the value of digital technology.
Hence, there is a possibility that students will not be able to acquire all the necessary skills needed in the current and
future setting.

Abren Pierre B. Manalo BSED-ENGLISH III

Mrs. Evelyn Ferrera Creative Writing

Directions: Create your own story showing the techniques and elements of a short story.

Arturo and the Pouch

Balleria, a prosperous city within the heart of Luzon, is home to entities of high statuses. Due to it being
near to the sea, it has become the center of trade within the region: a heaven for merchants. The smell of the sea,
the view of the Spanish-inspired homes, the sound of the ships docking; Balleria is truly a paradise. However, it
isn’t true to all.
At the outskirts of Balleria lies Parias, which literally translates to “outcasts”. Parias is an area at the
boundary of Balleria. Antonymous to Balleria, it is quite surprising to see such a place near it to be home to
people. Parias seems to have been abandoned by the government and has left it to die. The barong-barongs, the
filth, and the lingering depression makes it almost unlivable. However, within those makeshift dwellings lives a
young boy named Arturo. Arturo, 11-years-old, lives with her mother, Elena. Elena is almost already bedridden
due to tuberculosis. Day and night, Arturo worries of how long her mother can tolerate her condition. Still, he
tries to make ends meet by scavenging junk in Balleria.
In order to earn money, Arturo collects cans, nails, bottles, basically everything that somewhat has
value. At the end of each day, he sells it to a local junkshop and buys food with the money he earned. However,
he earns so little, about 35 pesos each day, that it can only barely buy a half-kilo of the cheapest rice and a
couple of eggs.
One day, while poking in the dumpsters in Balleria, Arturo sees a man sprinting towards his direction.
The man bumps Arturo, fell, and got up shortly to again run as fast as he could. Although stunned, Arturo
regained his senses after a brief moment. As he shakes of dust from his clothes, he sees a small pouch near his
feet. As he picked it up, gunshots were fired a couple of blocks away. Arturo quickly ran to hide.
At home, he begins to inspect the contents of the pouch. He quickly found four thousand pesos and a
gold seal ring. Ecstatic, he ran to his mother to share the news. However, his mom has always been a righteous
woman. Elena, even as a single-parent, filled in the responsibilities of both a mother and a father. He raised
Arturo to become a fine gentleman. Even though they desperately needed money for her medicines, her
conscience cannot try and take something that is not theirs. That being said, he reminded Arturo of the reasons
why they cannot use the money.
Tears began falling from Arturo’s eyes. Saddened by the decision, he still understood the values
embedded to him by his mother. He hugged his mother and promised her that he shall return it to its rightful
owner. He then remembered that he has not yet fully inspected the pouch. Trying to find clues of its owner,
Arturo browsed in the pouch and found a picture of a woman. He was dazzled of the beauty of the woman. She
was fair-skinned, her eyes were gleaming, and her lips were rosy. Arturo knew it was a clue of the possible
owner of the pouch. However, he thought just letting the police handle the case. He planned to seek assistance
from them at the afternoon after he has earned enough money.
The next day, while scavenging for junk in the plaza, she sees a woman sitting at the bench, seemingly
anxious. Arturo gets the feeling that she has seen the lady somewhere. As sunlight hits her face, he quickly
recognizes her as the woman in the photo. Arturo approached her.
Arturo drew out the pouch from his pocket and undoubtedly gave it to her. The woman was stunned and
for a second, did not understand what was going on. She shortly realized that it was her lost pouch. The
woman’s gloomy face quickly turned bright. All of her concerns quickly vanished. Arturo introduced himself as
the one to find her pouch. The woman introduced herself as Gabriella. Gabriella was so overjoyed of Arturo’s
deed. She told him that the pouch was stolen yesterday by a man. Arturo was now enlightened. As a reward,
Gabriella handed him the four thousand pesos from the pouch. Arturo respectfully declined and said that it
wasn’t their money for them to take. Gabriella was baffled since she was aware of Arturo’s social status based
on how he looked at the time. He was scrawny, filthy, and his clothes tattered. Really curious of the kid,
Gabriella asked Arturo to bring her to his home. Although having second-thoughts, Arturo accepted.
As they reached Parias, Gabriella became wary of the truth behind Balleria. It was evident that they have
abandoned the area and its citizens. Gabriella felt enraged. Upon reaching Arturo’s home, he quickly introduced
her mother, Elena, to her. Gabriella told her the whole story and thanked her for raising her kid, Arturo, as a fine
gentleman.
As they waved goodbye at a distance, Gabriella shouted, “Your honesty will change a lot of people’s
lives!” Arturo barely heard her and continued to wave at the horizon.
The next day, a couple of men in a carriage came to their place knocking. They said that they shall
accompany them to the hospital for her mother’s worsening condition. Arturo knew it was Gabriella’s doing.
They gladly accepted their help. As her mother was regaining health in the hospital, word spread that the current
mayor of Balleria was expelled from office.
A few days later, the new local government announced that citizens of Parias shall be relocated and be
given livelihood as part of the area’s reformation. Apparently, Gabriella is the province’s governor and was in
the city to survey the area as reports was sent that Balleria is not the place people thought it was. After learning
the truth from Arturo, she ordered the impeachment of the previous mayor. The seal ring in the pouch was
actually her symbol and was used to seal important documents, including the reformation for Parias.
Abren Pierre B. Manalo BSED-ENGLISH III
Mrs. Mary Day Bayeta Campus Journalism

Direction: Based on the discussion in Module 15&16, develop a feature story about something you are
interested at. Follow the guidelines on how to introduce and end a feature story. Be guided by the following
criteria.

Be a man: learn how to cook

A man’s heart is through his stomach, but shouldn’t men know how to cook?
I personally have found it funny how people glorify men who knows how to cook when in truth, anyone
who eats should. However, a recent study shows that only 43% of American men cooks as opposed to 70% of
American women, implying the majority of men not being able to cook.
On the contrary, cooking has been my favorite household chore that I couldn’t even see it as a chore
anymore. In fact, I have been cooking every weekday for about three years already and I still very much enjoy
it. How is it possible?
Limitless recipes. The internet is an enormous cookbook. You can literally cook something new every
day for the rest of your life and not even reach a quarter of all of the recipes. That being said, I enjoy being able
to learn and taste something new every now and then but also delight in food I have learned to cook in the past.
Ability to cook your favorite meal. Ever craved for your favorite dish but can’t find someone to cook it
for you? I can’t relate to that since I can cook my favorite meal. If that is not enough reason to cook, then I
don’t know what is.
Creating own recipes. Once you’ve mastered the basics of cooking, you can indulge in creating your
own versions of dishes or even create something totally new. At one point, you would gain confidence and
wouldn’t even bother searching for recipes anymore.
Pride in cooking. All efforts you have put in your cooking is easily paid off by people’s satisfaction.
Seeing people enjoy your dishes gives a sense of pride and accomplishment – the primary reason of my love for
cooking.
 If you are planning to give cooking a shot, here are some beginner tips I have compiled that you would
definitely find useful:
1. Read the entire recipe before you start cooking.
2. Keep your knives very sharp.
3. Prepare ingredients in advance.
4. Smash your garlic for easier peeling.
5. Be wary of high heat.
6. Don’t put food in a cold pan.
7. Don’t leave the kitchen.
Cooking has never been gender-specific. So, if you are a man and still believes women should cook for
men, then I will tell you something: be a man and learn how to cook!