English7Q2M4 Student Copy 1

ENGLISH 7
QUARTER 2: MODULE 4
USING VARIOUS SOURCES
SAN JOSE SCHOOL OF LA TRINIDAD, INC.
POBLACION, LA TRINIDAD, BENGUET
QUARTER 2: MODULE 4
Introduction
This module focuses on searching a topic with support from various sources. In your
previous module, particularly module 2, you were taught to search using the search engines. In
this module, you will be again involving yourself to do research, this time using other sources
like the primary and secondary sources. These sources will be discussed here. In addition,
simplifying ideas will be tackled here this way, you may present your topic clearer making it
more understandable.
A. Instruction to the User
These are your general guidelines on how to use this module, please read them carefully:
a) Read and understand the topic.
Read each sentence carefully. Make sure you have understood the lesson before proceeding
to the activities. If there are any clarifications, feel free to contact your subject teacher through
any of the contact information below.
Section Teacher’s Name Mobile Number FB Messenger Account

7A Melody D. Dumalilis 09480743429 Melody Dumalilis
7BCD Breazchelle D. Molina 09464492278 Breazchelle Molina
Only subject-related inquiries are to be entertained. When you contact your teacher, please
indicate your name, grade and section, and your question.. For example, say, “Good morning, I
am Juanita Dela Cruz of Grade 8-St. Matthew. Can I draw the activity instead of using cut-outs
because in our place, we ran out of magazines and newspapers? Thank you!”
b) Answer the activities given on the module. Do not leave anything unanswered.
As much as possible, do not leave the activity sheet blank and pass the activity
unanswered. Please answer the activities with all your might! Remember, the mode of
recording is based on your answered activities, thus, blank means zero or no score.
The most important thing to remember is, do not forget to write your name on the activity
sheet and of course, please write legibly so that the teacher can understand your answers.
c) Follow the instructions given.
Read the instructions carefully and follow them. If the instruction says
underline, underline it; do not circle or draw a box on it. Following instruction
will give you good grades—believe me, it’s true! If you do not follow the
instructions, either you get no score or the teacher will give you a deduction.
d) Each module contains assessments.
The pre-assessment should be answered before proceeding to the content of this module to
measure your prior knowledge.
The post-assessment should be answered after reading the concept notes to measure what
you have learned.
ENGLISH 7: Q2. Module 4

M.Dumalilis (7A) B.Molina (7BCD) Page 2 of 17
These assessments are not recorded, so you do not need to submit them, however these still
needs to be answered to ensure self-check.
e) Key answers are provided.
After the post-assessment, a key answer is given. This key answer is not for you to cheat but
it is for you to check whether you answered and understood the lesson well. Be honest! Always
remember, honesty is the best policy!
f) Enjoy learning by yourselves.
The most important part of learning is to enjoy the gist of it. Hopefully, at the end of this
module, you will love English and enjoy learning! Happy learning indeed!
B. Pre-assessment
ACTIVITY 1. What am I? Study the images below. Through these, guess the two words
that sum up these images, then write its definition. Write your answer in the box.
MYSTEROUS WORD
C O __ O __ __ __ __ M __ N T __ __ __ __ Y
Definition:
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________

ACTIVITY 2. Shopping Time. Below are products that you are to choose. Select one item
in each product that you would like to put in your shopping cart. Draw a line from the
item to your shopping cart. Enjoy shopping!
Name the contents of your shopping cart.

_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
Explain why did you choose these
products/items.
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________

MODULE 4: LESSON 1
TYPES OF SOURCES
Interaction Objectives:
At the end of this module…
Competency: 1. I can compare and contrast primary sources

from secondary sources;
Research a topic with support using 2. I can determine the use of primary and
two or three sources provided, e.g. secondary sources in searching information;
newspapers, website, video, images, 3. Explain how a selection may be influenced
podcast, print based material. by culture, history, environment, or other
factors;
4. I can simplify ideas; and
5. I can make predictions about the contents of
the texts listened to.
Discussion
A. LEARNING TARGET 1: PRIMARY SOURCES AND SECONDARY SOURCES
Our focus in this module is about searching a topic from primary

and secondary sources. This being said, you will be engaged in
searching a particular topic using these sources. Always
remember that for your writing to be reliable and valid, you
support it with sources. Sources are the books, websites, articles,
movies, speeches, and everything else you use to conduct your
research and support your position. Again, without valid sources,
you don’t have a valid piece of academic work. Let us now
discuss and discover what these sources are all about.
Sources of information are often categorized as primary or secondary depending upon their
originality.
PRIMARY SOURCES
A primary source provides direct or firsthand evidence about an event, object, person, or
work of art. Primary sources provide the original materials on which other research is based
and enable students and other researchers to get as close as possible to what actually happened
during a particular event or time period.
Published materials can be viewed as primary resources if they come from the time period
that is being discussed, and were written or produced by someone with firsthand experience of
the event.
Examples of these sources are: speeches, excerpts from radio broadcast and podcast, novels
and short stories, letters, autobiographies and those cited in the image below.

https://ph.images.search.yahoo.com/search/images;_ylt=AwrwJTTtcqlhFFUAoce1Rwx.;_ylu=c2VjA3NlYXJjaARzbGsDYnV0dG9u;_ylc=X1MDMjExNDczNDA
SECONDARY SOURCES
Secondary sources describe, discuss, interpret, comment upon, analyze, evaluate,

summarize, and process primary sources. A secondary source is generally one or more steps
removed from the event or time period and are written or produced after the fact with the benefit
of hindsight.
Secondary sources often lack the freshness and immediacy of the original material
because these sources were created later by someone who did not experience first-hand or
participate in the events or conditions you’re researching.
Examples of these are: biographies, atlas, dictionaries and those mentioned in the images
below.
Ma’am, I am still a bit confused about primary and secondary

sources. Looking at the examples, I saw that the newspaper is in
the primary and appears in the secondary. How can I tell if the
newspaper article is a primary source or a secondary source?

Well, it is true that you can see the newspaper on both kinds of sources,
but observe that they both have different topic. In our definition of these
sources, you would notice that there are words that I highlighted. These
will be your guide in deciding whether a particular text is primary or
secondary. Example, the actual speech of President Duterte that is
published in the newspaper is considered primary sources on the other
hand, if the speech is explained or interpreted by a columnist and
published it in the newspaper then it is secondary sources.
POST-ASSESSMENT
ACTIVITY 1. SOURCE MATTERS
I. IDENTIFICATION. Identify whether the following sources are primary sources or

secondary sources. Write PS for primary sources and SS for secondary sources. Write the
answer on the blank before each number.
________1. A website that summarizes Ancient Phillipine mythology.
________2. A map of the Philippines created during ancient times.
________3. The diary of Anne Frank -a young girl who lived in hiding during the Holocaust.
________4. A newspaper article outlining the effect of COVID 19 to our economy.
________5. A transcript of Barack Obama’s first speech as President.
________6. An interpretation of Barack Obama’s first speech as President.
________7. An ancient Egyptian mummy you saw at a museum.
________8. An original World War I uniform worn by your great grandfather.
________9. A biography of Juan Crisostomo Soto.
________10. An autobiography of Ferdinand Marcos.
________11. A podcast about Filipino Values and attitudes.
Learning Target 2: READING LITERATURE

Now, let’s move on Moving on to another learning target which is reading
literature. You are going to read a short story entitled Miss Phathupats
written by a Filipino writer in the person of Juan Crisostomo Soto. In his
story, he used historical facts to present about a particular Filipino character
and about the creeping colonial mentality during his time. Notice how he
developed the character of Yeyeng who transformed into Miss Phathupats as
the poster girl of colonial mentality.
Miss Phathupats
By Juan Crisostomo Soto
Miss Yeyeng was a young woman who painted a heavy coat of rouge on her face. They say
that her parents were born in a corner of Pampanga, in one of the smallest towns of the province.
Because of this, Miss Yeyeng was a Filipina from head to foot, a Kapampangan to the very tip
of her hair.
Her family, being poor, earned its living by peddling food; and Miss Yeyeng was frequently
seen selling guinatan or bichu-bichu, which she carried in baskets on top of her head and
peddled around gambling places. Up to this time, nothing had changed in the life of this miss.
The revolution ended. The American military government opened schools and assigned
some soldiers to teach there. It happened that Yeyeng—she was still Yeyeng at the time, without
the title “Miss”—had a customer among these soldiers or teacher-soldiers. This customer urged
her to study in the school where he was teaching, so that they would understand each other; as of
then, the soldier would speak in English and Yeyeng in Kapampangan, so Yeyeng already spoke

English; after exactly eight months, on the recommendation of the teacher-soldier, Yeyeng was
sent to another town to be a teacher there.
Once she became a teacher, the people there naturally looked up to her because they saw that
she knew more English than they did.
That was how time passed: Miss Yeyeng hardly ever spoke Kapampangan anymore because,
according to her, she had already forgotten how. She also claimed that Kapampangan was hard
to pronounce and twisted her tongue, which was why she could no longer speak straight
Kapampangan.
When they heard of this, the mischievous people who knew her immediately began to poke
fun at her behind her back. They even went so far as to change her name, calling her by the
clangorous and mocking name of “Miss Phathupats”, a reference to her wide hips, which she
tried hard to constrict by means of a tight corset she wore, with the result that she resembled a
patupat, or tightly bound suman.
From that time, the name caught on and people consequently forgot her nice-sounding
nickname of Yeyeng. She came to be known as Miss Phathupats.
Not long after, there appeared Ing Emangabiran, a Kapampangan newspaper published in
Bacolor. During a fiesta in town X, where Miss Phathupats happened to be, she saw some
people reading it. When she came nearer, however, and saw that the newspaper was in
Kapampangan, she pouted, shook her head in obvious disapproval and said: “Mi no entiende
Kapampangan.”
“Mi no entiende ese Castellano, Miss,” answered a mischievous fellow. He mimicked her
tone of voice.
Those who were around smiled; but because they were well-bred, they concealed their
amusement from the pretty Miss. Even though she knew they were laughing at her, she
continued:
“Frankly, I find much difficulty speaking in Pampangan, and even more so in reading it.”
In the little speech she proceeded to give, she sounded like a fish vendor’s wife, speaking a
smattering of English, Spanish and Tagalog, all of which she mixed up in some sort of
gibberish. The listeners could not contain themselves any longer and burst out laughing.
Miss Phathupats was angered, she faced those who were laughing and asked: “Porque reir?”
“Por el champurao, Miss,” answered the same fellow.
Those who were listening laughed all the more loudly and Miss Phathupats’ temperature
began to rise. One of those standing by said:
“Do not wonder that the Miss does not know Kapampangan: first, because she has long
associated with the American soldiers, and secondly, she is no longer Kapampangan. The proof
of this is that her name is Miss Phatupats.”
At that, all hell broke loose. The explosion was so powerful that Miss Phathupats’ cauldron
burst and from her mouth overflowed the fiery lava of Vesuvius, or in other words, a torrent of
all the dirty words in Kapampangan came rushing out of her fuming mouth.
“Shameless people! Robbers! Swindlers! Sons of ---!” all said in Kapampangan. “Aha! So
she is a Kapampangan, after all,” said the listeners.
“Yes, didn’t you know?” asked one of those who know her, “She is the daughter of old
Gading the Braggart from my barrio.”

The spectators laughed out loud. At that, Miss Phathupats broke into tears and as she wiped
away the tears streaming down her face, she also unwittingly removed the thick coat of makeup
on it. Her face then showed its true color, a color darker than the duhat fruit. When the
spectators saw this, they laughed all the more and said: “Aha! So she is dark-complexioned!”
“Yes, she is an American Negro!”
There was shouting, clapping of hands, and laughter. Miss Phathupats could not take any
more. She stumbled out and said: “Mi no vuelve en este casa.”
“Adios, Miss-who-doesn’t-know-Kapampangan.” “Adios, Miss Alice Roosevelt!”
“Adios, Miss Phathupats!”
That is how they all ganged up on her. And poor Yeyeng left muttering to herself, with her
tail between her legs.
How many Miss Phathupats are there these days, who no longer know Kapampangan or who
are ashamed of Kapampangan just because they can speak pidgin English?
ACTIVITY 2. Read each sentence carefully then encircle the meaning of the underlined
word/s.
1. She was enticed by the soldier to attend his class so that they would be able to communicate
better.
A. persuaded B. interested C. joined D. considered
2. They even went so far as to change her name, calling her by the clangorous and mocking
name of “Miss Phathupats”
A. appealing B. loud C. terrible D. meaningless
3. All folks in the crowd smiled, and because they are refined, they showed wariness to the
Lady.
A. caution about possible dangers or problems.
B. lack of trust;
C. the characteristic of being very cautious or careful
D. not giving sufficient attention or thought to avoiding harm or errors.
4. Yeyeng left mumbling like a fool.
A. to speak with involuntary disruption or blocking of speech
B. speak in order to give information or express ideas or feelings
C. to speak in quiet way that is not clear.
D. to say something or make a sound with your voice
5. Miss Phathupats wept and as she wiped her tears came along the thick powder on her cheeks
A. arrive B. appear C. disappear D. fell down
6. She was humiliated by all of them.
A. to say or do something which makes them feel ashamed or stupid.
B. lack of respect or courtesy
C. a feeling of deep admiration for someone
D. to believe something
7. She proceeded to give, she sounded like a fish vendor’s wife, speaking a smattering of
English.
A. to say or do something which makes them feel ashamed or stupid.
B. lack of respect or courtesy
C. a slight superficial knowledge of a language or subject.
D. a small amount of something.
8. She mixed up English, Spanish, and Tagalog in some sort of gibberish.
A. appealing B. loud C. terrible D. meaningless

ACTIVITY 3. Encircle the correct answer.
1. What was Miss Yeyeng’s occupation at the beginning?

A. farmer B. teacher C. seller D. soldier
2. Based on the story, who served as the first teachers under American rule?
A. Filipino soldiers C. American soldiers
B. Spanish soldiers D. Yeyeng
3. The story took place during the ___________________ colonization in the Philippines.
A. Spanish B. American C. Japanese D. British
4. How did Yeyeng become Miss Pathuphats?
A. She wore a heavy make-up to conceal her dark complexion.
B. She is a simple woman from Pampanga.
C. She did not forget her roots.
D. The environment leads her to become Miss Pathuphats.
5. What does Yeyeng or Miss Phatuphats symbolize in the story?
A. It stands for the relationship between the Americans and Filipinos
B. It symbolizes the colonial mentality of Filipinos
C. It pertains to Yeyeng’s wide hips, which she tried hard to constrict by means of a
tight corset.
D. It symbolizes the Filipinos during the American Colonization.
ACTIVITY 4. Discuss briefly the question below.
1. (Influence of History - As a symbol of colonial mentality) Is the character of Miss Phatuphats

convincing and believable? Why?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. Growing up, what were some of the things that you faced that you believed stemmed from
colonial mentality?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. Reflect on moments in which you felt shame about your background. Why did those feelings
of shame emerge?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Learning Target 3: SIMPLIFYING IDEAS
In your previous module particularly module 3 of first quarter, we tackled how to

summarize and paraphrase. I want you to look back and review that module for you to be
reminded on how to do these again. You will be applying that in doing your culminating
performance task. In summarizing and paraphrasing, you are to express ideas in your own
words. In this particular learning target, you will be guided on how you state ideas in a
simple way for a clearer and understandable output. Sometimes, because of so many ideas
in a writer’s mind, he or she needs to organize by writing down the ideas to group them
accordingly. In simplifying ideas, you, as a writer, must trim them down to make them
clearer. How? Follow the simple steps below:

HERE ARE STEPS IN SIMPLIFYING YOUR IDEAS
1. Focus on the specific topic
What do you want to write about? If you want to talk about sport, what sport in particular? If
you want to talk about basketball, then focus only to that particular sport. Use graphic organizer
particularly the semantic web. This is very helpful in coming up with a specific topic. Using
sports as the topic, the semantic web can look like this:
volleyball
Basketball
boxing
swimming SPORT
arnis sepaktakraw
On the other hand, if you are task to interpret, discuss, explain a particular piece of writing
then this will help you stick to your topic.
2. Write Short, Simple Sentences.
Do you still remember your KISS? It means that you should make your sentences
K- eep
I-t
S-hort; and
S-imple
Some students think that the more ideas or sentences they write for an essay when they are
required by teachers, the higher their grades will be. This is not true. A long essay does not
mean your ideas become clearer. Sometimes, the longer the writing is, the more confused the
reader become. Study the examples below:
Wordy: At this point in time, I cannot seem to understand the reason why they did not
attend the meeting.
Brief/ Concise: At this point, I cannot understand the reason why they did not attend the
meeting.
Wordy: At the present time, the company has about 35 employees.
Brief/ Concise: At present, the company has 35 employees.
Be reminded also to avoid redundancies. Redundancy is when you

use more words than necessary to express something, especially
words and/or phrases in the same sentence that mean the same
thing. Examples are "absolutely essential," "desirable benefits,"
"reply back" or "evolve over time." You can be just as clear saying
"essential" "benefits" "reply" and "evolve."

3. Read and Review
Read what you have written and check where you can omit, add, or clarify your ideas to
make it easier to understand.
4. Avoid jargon when necessary
Using jargon (a language used by a particular group of people) that is not understood by
other readers will just lead to the misinterpretation or misunderstanding of what you have
written. If you cannot avoid using jargon, make sure you define it for the readers. Using
everyday words will surely help.
ACTIVITY 4. Encircle the best answer in each number.
1. Choose the correct sentence.

A. Go and fetch some water for me. C. Fetch some water for me.
B. Go to fetch some water for me. D. Fetch and bring some water for me.
2. Which is the redundant word in the sentence: ‘He ordered for a cup of tea.’
A. ordered B. for C. a D. tea
3. Choose the correct option to complete the sentence: Aurora returned_______.

A. back from the village after she had came to know about her husband’s plan
B. back from the village after she had come to know about her husband’s plan
C. backward from the village after she had come to know about her husband’s plan
D. from the village after she had come to know about her husband’s plan
4. Choose the correct form of sentence from the following.

A. We should come up with a new innovation for doing this task.
B. We should come up an innovation for doing this task.
C. We should come up with an innovation for doing this task.
D. We should come with an innovation doing this task
5. “The priest joined the bride and groom together in holy wedlock.” Which is the incorrect
part of the sentence?
A. the bride and groom C. joined… together
B. holy wedlock D. the
Summary
In this module, you have learned other types of sources, which are the
primary and secondary sources. These sources are very important in the
clarification of information for they give you additional information that is
beneficial to your studies. In addition, you have come to know that in
researching, you need to know how to simplify ideas for a clearer and understanding of your
thought to your readers. Lastly, asking questions while reading a particular topic is a skill that
leads to the understanding of the topic.
References:
Fumar, V. & Del Prado J. (2021). Illuminate: English for the Mind and Heart 7. REX Bookstore,
Inc. Quezon City, Philippines
Antonio, M. (2020). Echoes 7: Philippine Literature. JO-ES Publishing House, Inc. Valenzuela
City, Philippines

Post assessment
Please check your answers on the pre-assessment and post-assessment. This is to determine
Activity 1. Activity 2.
Page 13 of 17
1. SS 1. A
2. PS 2. B
3. PS 3. C
4. SS 4. C
5. PS 5. B
Mysterious Word
what you learned and what you have improved all along this module learning!
6. SS 6. A
7. PS 7. C
8. PS 8. D
9. SS
10. PS
11. PS
Activity 3
1.C 2. C 3. B 4. A 5. D
Activity 4
1. C 2. B 3. D 4. C 5. C
Pre-assessment
M.Dumalilis (7A) B.Molina (7BCD)

Activity 1.

Colonial Mentality
Definition:
it is “a form of internalized oppression that conditions
colonized people to believe that their ethnic or cultural
identity is inferior to Western culture or whiteness.
Therefore, they live their lives striving to be westernized
and learning to hate their indigenous roots.
Key Answers:
Activity 2.
Students may have varied answer.
English 7 Quarter 2 Module 4

SUMMATIVE ASSESSMENT
Detach pages 14-17 and submit to your English teacher.
Name: ____________________________________ Student Number: ______________

Section: ______________________ Date: _____________________
INTEGRATION
Psalm 106:35
But they mingled with the nations
And learned their practices
Explain the relationship of the verse to our lesson. Answer in 3-5 sentences.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
I. MULTIPLE CHOICE. Select the best answer to each statement. Write your answer on
the blank before each number.
_____ 1. A primary source is _________________________________________.

A. a source used often
B. a source found in an important book like an encyclopedia
C. a source created at the time of an event by an individual who was there
D. a source created after an event has happened
______2. What is a secondary source?
A. a source which is someone's second choice to use for research
B. a source created after an event has happened by someone not present at the event
C. a second piece of information written about an event
D. a source created at the time of an event
______3. Which of the following is an example of secondary source?
A. a textbook chapter on World War II and its famous battles
B. Martin Luther King's "I Have a Dream" speech
C. a photograph of an immigrant family arriving at Ellis Island
D. a journal kept by a soldier during the American Revolution
______4. The following are example of Primary sources EXCEPT ______________________.
A. firsthand accounts of someone's experience
B. analysis of events
C. an original document that does not analyze other documents
D. original research
______5. Which is not an example of Secondary source?
A. an analysis of primary sources or events
B. interpretations of original documents
C. sources created later by someone who did not participate in the event
D. original materials
______6. Which of these is NOT an example of a primary source?
A. original uniforms worn at a time in history
B. diaries written at the time of an event
C. film footage of a historical event
D. a poem about World War II from your classmate

______7. A recorded program of talk, music, etc. made available over the Internet as a file that
can be downloaded to a computer or portable device for listening or viewing.
A. newspaper B. podcast C. website D. encyclopedia
______ 8. Which is not an example of colonial mentality.
A. using skin-whitening products
B. wearing branded clothes
C. not staying in the sun for too long
D. patronizing local products
______9. Which is NOT an example of printed materials?
A. podcast B. newspapers C. journals D. textbook
______10. Mrs. Dumalilis asked the students to look for the transcript of the first speech of
President Duterte. What type of sources should the students consult?
A. Primary sources B. Secondary sources
______11. Mrs. Molina gave the students a news article about Manana (/Manyana/) Habit. She
instructed the students to write a reaction paper about it to be featured in the San
Jose School’s newspaper. What type of source is the output of students?
A. Primary sources B. Secondary sources
______12. Which of the following is NOT TRUE in simplying ideas?
A. Remove unnecessary words or details in your writing.
B. Take time to read and review your output.
C. Copy the difficult words of the original writer.
D. Express the difficult words by using simple words.
II. Revise the following sentences to make them concise. Make sure to eliminate or remove
the unnecessary words.
1. The couple is going on a trip to Japan for having a vacation.
_____________________________________________________________________________
2. My teacher whose name is Mr. Antonio is having a trip to Dingalan, Aurora.
_____________________________________________________________________________
3. Before the students left, they ate lunch first.
____________________________________________________________________________
4. The runaway vehicle struck the motorcycle and a pedestrian before it finally came to a stop.
_____________________________________________________________________________
5. All the ingredients were combined together.
_____________________________________________________________________________
6. Technology has brought new innovation in the lives of living people.
_____________________________________________________________________________
7. The boy being interviewed responded by saying short replies.
_____________________________________________________________________________
8. The treasures were found buried underground.
_____________________________________________________________________________
9. Myrna talked about his her future plans.
_____________________________________________________________________________
10. Anyone may join if they would like to join you.
_____________________________________________________________________________

CULMINATING PERFORMANCE TASK
You are to write a reaction paper about colonial mentality answering this question: Is Miss
Phatuphats a victim of colonial mentality?
In answering this, you do not rely only on your knowledge but you are to consult the type of
sources mentioned in this module. Support your reaction using two or three sources (newspapers,
podcast, images, website, or print-based materials). Remember too, that in expressing your
reaction make sure that you are following the techniques in simplifying ideas for a clearer
understanding of your output. Most importantly, in doing your output, make sure that you follow
the rubrics given below.
Exemplary Accomplished Developing Beginning

Criteria
20 15 10 5
1. Topic Consulted other Refers to other Identifies possible No further
Integration/ sources and integrated sources of additional sources information
Additional the information in the information but but does not sought. Did not
Information reaction paper. Used does not integrate integrate them in consult any
and cited 3 varied them into the paper. the paper. Used sources.
sources. Used and cited 2 and cited 1 source.
varied sources.
2. Content Your reaction paper Your reaction paper Your reaction Your reaction
shows an excellent shows a very good paper shows a paper shows a
discussion. You also discussion. You also satisfactory poor discussion.
provided an excellent provided a very discussion. You There is no
critic to the topic. good critic to the also provided a reaction to the
topic. satisfactory critic topic given.
to the topic.
3. Grammar Your reaction paper Your reaction paper Your reaction Your reaction
has 1 grammar error. has 2 -3 grammar paper has 4- 5 paper has more
errors. grammar errors. than 6 grammar
errors.
4. Writing Your reaction paper Your reaction paper Your reaction Your writing is
style demonstrates an demonstrates a very paper difficult to follow.
excellent summary good summary and demonstrates a Steps in
and paraphrase. Steps paraphrase. Steps in good summary and simplifying ideas
in simplifying ideas simplifying words paraphrase. Steps in not applied.
are applied. are applied. of simplifying
words are applied.
4. Write-up Used the introduction, Either one of the Either one of the No structure used
body and conclusion structure is missing. structure is in the paragraph. A
in a brief and precise A title is given. missing. No title is title is given.
manner. An given.
appropriate title is
given.
TOPIC: Colonial Mentality

In your topic integrate your reaction to this question:
Is Miss Phatuphats a victim of colonial mentality?
OUTPUT: Reaction Paper
SOURCES: 1. __________________________ Type of Source: ______________________

2. __________________________ Type of Source: ______________________
3. __________________________ Type of Source: ______________________

YOUR OUTPUT HERE:
TITLE
“Education is a progressive discovery of our own ignorance. Be miserable or motivate yourself.

Whatever has to be done, it's always your choice.”
---David M. Burn


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ENGLISH 7

A. Instruction to the User

a) Read and understand the topic.

Section Teacher’s Name Mobile Number FB Messenger Account

c) Follow the instructions given.

d) Each module contains assessments.

ENGLISH 7: Q2. Module 4

e) Key answers are provided.

f) Enjoy learning by yourselves.

ENGLISH 7: Q2. Module 4

Name the contents of your shopping cart.

ENGLISH 7: Q2. Module 4

Competency: 1. I can compare and contrast primary sources

A. LEARNING TARGET 1: PRIMARY SOURCES AND SECONDARY SOURCES

Our focus in this module is about searching a topic from primary

ENGLISH 7: Q2. Module 4

Secondary sources describe, discuss, interpret, comment upon, analyze, evaluate,

Ma’am, I am still a bit confused about primary and secondary

ENGLISH 7: Q2. Module 4

ACTIVITY 1. SOURCE MATTERS

I. IDENTIFICATION. Identify whether the following sources are primary sources or

Learning Target 2: READING LITERATURE

ENGLISH 7: Q2. Module 4

ENGLISH 7: Q2. Module 4

“Adios, Miss-who-doesn’t-know-Kapampangan.” “Adios, Miss Alice Roosevelt!”

“Adios, Miss Phathupats!”

ENGLISH 7: Q2. Module 4

ACTIVITY 3. Encircle the correct answer.

1. What was Miss Yeyeng’s occupation at the beginning?

ACTIVITY 4. Discuss briefly the question below.

1. (Influence of History - As a symbol of colonial mentality) Is the character of Miss Phatuphats

Learning Target 3: SIMPLIFYING IDEAS

In your previous module particularly module 3 of first quarter, we tackled how to

ENGLISH 7: Q2. Module 4

HERE ARE STEPS IN SIMPLIFYING YOUR IDEAS

1. Focus on the specific topic

2. Write Short, Simple Sentences.

Wordy: At the present time, the company has about 35 employees.

Brief/ Concise: At present, the company has 35 employees.

Be reminded also to avoid redundancies. Redundancy is when you

ENGLISH 7: Q2. Module 4

3. Read and Review

4. Avoid jargon when necessary

ACTIVITY 4. Encircle the best answer in each number.

1. Choose the correct sentence.

3. Choose the correct option to complete the sentence: Aurora returned_______.

4. Choose the correct form of sentence from the following.

ENGLISH 7: Q2. Module 4

M.Dumalilis (7A) B.Molina (7BCD)

ENGLISH 7: Q2. Module 4

English 7 Quarter 2 Module 4

Name: ____________________________________ Student Number: ______________

_____ 1. A primary source is _________________________________________.

ENGLISH 7: Q2. Module 4

1. The couple is going on a trip to Japan for having a vacation.

ENGLISH 7: Q2. Module 4

CULMINATING PERFORMANCE TASK

Exemplary Accomplished Developing Beginning

TOPIC: Colonial Mentality

OUTPUT: Reaction Paper

SOURCES: 1. __________________________ Type of Source: ______________________

ENGLISH 7: Q2. Module 4

YOUR OUTPUT HERE:

Name: ______________________ Student Number:

_ 1. A primary source is _____________________________________.

SOURCES: 1. ____ Type of Source: