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Intregrated Language
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ISBN 978-621-405-271-4
EngEdge5 12-2020-04
Table of Contents
Preface, xvii
Acknowledgments, xxiii
unit 1 MYSELF, FAMILY, AND FRIENDS, 1

Lesson 1 LOVING MOTHER, 2

Listening Time, 2
Reading Your Way, 2
“My Mom Only Had One Eye”
Checking Your Understanding, 4
Enhancing Your Vocabulary, 5
Conveying Your Thoughts, 6
Reading to Success, 6
Fostering Your Language Skills, 8
Organizing Your Ideas, 10
Lesson 2 A FAMILY IN THE FARM, 12

Listening Time, 12
Reading Your Way, 12
“The Adventures of ‘Chikken’ the Horse: The Racing Star”
Lesson 3 A MIRACLE, 28
Listening Time, 28
“A Miracle”
Lesson 4 THE THINGS WE LEARN, 35

Listening Time, 35
“Riches”
Lesson 5 FAMILY PRAYER, 43

Listening Time, 43
“Family Prayer”
Lesson 6 MY FAMILY, MY WORLD, 50

Listening Time, 50
“The Praying Hands”
iv
Lesson 7 LOVING THE YOUNG ONES, 58
Listening Time, 58
“A Prayer for My Daughter”

Lesson 8 CARING FOR OTHERS, 67

Listening Time, 67
“The Little Boy”
Lesson 9 THINGS MONEY CAN’T BUY, 75

Listening Time, 75
“Money Versus Family”
Lesson 10 A HAPPY FAMILY, 82

Listening Time, 82
“The Happy Family”
v
Culminating Activity, 90
unit 2 COMMUNITY AND COUNTRY, 91

Lesson 1 COMMUNITY AND COUNTRY, 92
Listening Time, 92
“Unity is Strength”
Lesson 2 UNDERSTANDING PEOPLE, 102

Listening Time, 102
“Carl’s Garden”
Lesson 3 THE WORLD IS MINE, 113

Listening Time, 113
“The World is Mine”
vi
Lesson 4 UNITY, 120

Listening Time, 120

“Jerry and the Dragons”
Lesson 5 GOING THE SAME DIRECTION, 135

Listening Time, 135
“The Sparrow”
Lesson 6 STANDING SIDE BY SIDE, 142

Listening Time, 142
“United We Stand, Divided We Fall”
vii
Lesson 7 BEING THE WAY YOU ARE, 149

Listening Time, 149
“A Strange New Trail”

Lesson 8 LIVING IN HARMONY WITH NATURE, 158

Listening Time, 158
“Four Harmonious Friends: Symbol of Connection
Interdependence”
Lesson 9 BEING INDIFFERENT, 164

Listening Time, 164
“Be Indifferent”
viii
Lesson 10 ASSESSING YOURSELF, 171
Listening Time, 171
“Which Are You?”

unit 3 IN THE WORLD OF TECHNOLOGY, 179

Lesson 1 LEARNING ABOUT TECHNOLOGY, 180
Listening Time, 180
“Kids Learning Digital Skills Before Life Skills”
Lesson 2 TECHNOLOGY AND FOCUS, 187

Listening Time, 187
“How Technology Is Changing the Way Children
Think and Focus”
ix
Lesson 3 TECHNOLOGY AND SCIENCE, 194
Listening Time, 194
“Electricity and Magnetism”

Lesson 4 EFFECTS OF TECHNOLOGY, 201

Listening Time, 201
“Technology”
Reading To Success, 204
Lesson 5 LEARNING TODAY, 207

Listening Time, 207
“Are Students Becoming Too Reliant on Technology?”
Lesson 6 TECHNOLOGY… ARE YOU IN OR OUT?, 214

Listening Time, 214
“Technology Park”
x
Lesson 7 TECHNOLOGY… MY FRIEND, 219

Listening Time, 219

“Mail”
Lesson 8 HOW I VIEW TECHNOLOGY, 227

Listening Time, 227
“The Digital Divide”
Lesson 9 TECHNOLOGY THEN AND NOW, 233

Listening Time, 233
“Takeover of Technology”
xi
Lesson 10 MAN VERSUS TECHNOLOGY, 239
Listening Time, 239
“Man Versus Machine”

unit 4 ME AND THE WORLD I LIVE IN, 245

Lesson 1 ME AND MY NATURE, 246
Listening Time, 246
“The Worship of Nature”
Lesson 2 I LEARN WITH MY COMMUNITY, 254

Listening Time, 254
“Children Learn What They Live”
xii
Lesson 3 I HELP BUILD A BETTER WORLD, 261
Listening Time, 261
“Community Helpers”

Lesson 4 BAYANIHAN IN MY COUNTRY, 270

Listening Time, 270
“Definitely Filipino: Bayanihan”
Lesson 5 I LOVE MY WORLD, 277

Listening Time, 277
“10 Modern Ways to Express Filipino Nationalism”
Lesson 6 I LOVE YOU, MOTHER NATURE, 284

Listening Time, 284
“Mother Nature”
xiii
Lesson 7 THANK GOD FOR THE WONDERFUL WORLD, 292

Listening Time, 292

“Great, Wide, Beautiful, Wonderful World”
Lesson 8 WHAT A WONDERFUL WORLD, 297

Listening Time, 297
“Earth Dancer”
Lesson 9 UNDER THE SEA, 306

Listening Time, 306
“‘Dead Whale’ of the Philippines Reminds Us That Ocean
Pollution Is Getting Out of Control”
xiv
Lesson 10 WONDERS OF MOUNTAINS AND FIELDS, 312

Listening Time, 312
“Mountain Story”
Glossary, 317
Bibliography, 323
Index, 327
About the Authors, 336
xv
Preface
The English Edge series provides content-rich text to motivate learners to

read and communicate confidently in English through learning and applying
key language concepts. Each book in the series is an integration of language
and reading, which encourages the pupils to become active learners, proficient
speakers, and independent readers, writers, and thinkers. The series focuses on
developing positive attitudes among learners and on motivating their thoughts
and feelings. It also promotes learning through collaboration, respecting others’
opinions, and showing polite attitude toward one’s peers. The activities in each
lesson promote high quality interactions between learners and teachers. Most of
the lessons in reading and language are designed for small groups and individual
work where graphic organizers, simulation, poster-making, and other hands-on
activities are employed to actualize the translation approach, which is one of the
salient points of the book.
Units 1 to 4 provide reading materials and reflective questions to enhance the
reading and listening skills of the learners. Likewise, the language part covers the
parts of speech to develop the speaking and writing skills of the pupils. The book
is organized in four units based on the following format, which covers the basic
competencies prescribed in the K to 12 Curriculum for English.
LISTENING TIME
• K to 12 curriculum focus: listening comprehension, phonological
awareness, phonics and word recognition
• Listening comprehension will be developed here. Instruction to the
learners for the listening portion and a discussion of the competency
will be provided.
READING YOUR WAY

• Features different literary selections that teach learners different
values and strengthens literary appreciation
Checking Your Understanding
• Reflective/metacognitive questions
Enhancing Your Vocabulary

• K to 12 curriculum focus: vocabulary/vocabulary development,

spelling, alphabet knowledge
• Vocabulary exercises ranging from simple to complex
Conveying Your Thoughts
• K to 12 curriculum focus: oral language, fluency

• Performance tasks/group work
Reading to Success
• K to 12 curriculum focus: reading comprehension

• Literary concepts with exercises are provided here
Fostering YOUR LANGUAGE SKILLS
• K to 12 curriculum focus: grammar

• Grammar exercises ranging from simple to complex
Organizing Your Ideas
• K to 12 curriculum focus: writing/composition, study strategy, book

and print knowledge, handwriting, attitude
• Values integration expressed in writing exercises
xviii
Culminating Activity
• One interdisciplinary activity (such as role play, drama, writing
activity, etc.) that targets most, if not all, of the competencies
developed in the unit
xix
ACKNOWLEDGMENTS
The authors and publisher would like to thank the following persons and
institutions without whose support, the publication of this worktext would have not
been possible at all.
Academic Tips for “My Mom Only Had One Eye” on page 2; “The
Adventures of ‘Chikken’ the Horse: The Racing Star” by Christopher del Cruz on
page 12 Poets.org for “Mother o’ Mine” by Rudyard Kipling on page 21, “She Dwelt
Among the Untrodden Ways” by William Wordsworth on page 22, “When You Are
Old” by William Butler Yeats on page 22, “Where Go the Boats?” by Robert Louis
Stevenson on page 23, and “The Character of a Happy Life” by Sir Henry Wotton on
page 23; Jeanne D. Rhein for “Riches” on page 35; Moral Stories for “Little Boy’s
Love for His Family” on page 38, “The Praying Hands” on page 50, “Unity is Strength”
on page 92, “Helping Others” on page 257, “Goes Around, Comes Around” on
page 273; Public Domain Poetry for “A Prayer for my Daughter” by William Butler
Yeats on page 58; tnellen.com for “Dinnertime Chorus” on page 64 and “My
Town” on page 64; Mark Burton “The Little Boy” on page 67; KidsWorldFun for
“Money Versus Family” on page 75; Nursery-Rhymes-Fun for “The Happy Family” on
page 82; Guy Belleranti for “Talking About Penguins” on page 96; MotivateUs for
“Carl’s Garden” on page 103; Dr. Tennyson Guyer for “The World Is Mine” on page
114; C.L. Vinson for “Jerry and the Dragons” on page 120; Aesop Fables for “The
Happy Family” by Hans Christian Andersen on page 129; Ivan Turnegev for “The
Sparrow” on page 135; Michael Rogers for “United We Stand, Divided We Fall” on
page 142; Marion E. Gridley for “A Strange New Trail” on page 149; NexusNovel
for “Four Harmonious Friends: Symbol of Connection Interdependence” on
page 158; Chris Cade for “Be Indifferent” on page 164; Charles Benvegar for “Which
Are You?” on page 171; Nicole Bogart for “Kids Learning Digital Skills Before Life
Skills” on page 180; Psychology Today for “How Technology is Changing the Way
Children Think and Focus” on page 187; Austin Barlow for “Technology” on page
190; May Swenson for “Southbound on the Freeway” on page 194; Esther Pang
Hui Min for “Technology” on page 201; World Stories for “Are Students Becoming
Too Reliant on Technology” on page 208; Christina Rossetti for “A Birthday” on
page 214; Philip B for “Technology Park” on page 215; Poem Hunter for “I Wandered
Lonely as a Cloud” by William Wordsworth on page 220; Amy LV for “Mail” on
page 221; Ramya Nagarajan for “The Digital Divide” on page 227; Hello Poetry for
“Takeover of Technology” on page 233; eVirtualGuru for “Man versus Machine”
on page 239; John Greenleaf Whittier for “The Worship Of Nature” on page 246;
Scribd for “Why the Giraffe’s Neck Is Long” on page 250; Doreen for “Children
Learn What They Live” on page 254; CanTeach for “Community Helpers” on
page 261; Apples4theTeacher for “Hofus, The Stone Cutter” on page 264; Driftwood
Journeys for “Definitely Filipino: Bayanihan” on page 270; Weekly Reader for “A
Natural Solution” on page 275; Luz Leanie M. Reyes for “10 Modern Ways to Express
Filipino Nationalism” on page 277; Family Friendly Poems for “Mother Nature” on
page 284; William Brighty Rands for “Great, Wide, Beautiful, Wonderful World” on
page 292; Sara R. for “Earth Dancer” on page 297; Alice Dow for “Mother Earth
and Her Children” on page 299; Bea Ram for “‘Dead Whale’ of the Philippines
Reminds Us That Ocean Pollution Is Getting Out of Control” on page 306; and
Indian Child for “Mountain Story” on page 312.
The authors and publisher have made every effort to obtain permissions for
all copyrighted works used in this book. If you have a copyrighted work in this
publication and you have not given us permission, please do contact our office
so we may make the appropriate corrections and citation in subsequent printings.
xxiv
UNIT 1
MYSELF, FAMILY, AND FRIENDS

Our family is the center of our lives and the top of our priorities. Our parents
love and care for each other and for us, their children. They have the sacred duty
to rear us in love and righteousness, to provide for our physical and spiritual needs,
and teach us to love and serve one another. Grandparents also play an essential
part in the family. They are our source of inspiration and guidance in our decisions
and family endeavors.
1
Lesson 1
LOVING MOTHER
In this lesson, you will learn to
• note significant details;
• infer the meaning of compound words based on context clues;
• identify the elements of a literary text;
• self-correct when reading;

• compose clear and coherent sentences using appropriate grammatical
aspect of verbs; and
• plan a two- to three-paragraph composition using an outline.
LISTENING TIME
Listen as your teacher reads the story of a mother who sacrificed so much
for the love of his son who is ungrateful and disrespectful. Note significant details
in the story and relate it to your experiences. What are some instances that your
mother or father did much sacrifice for you? How did you show your gratitude to
them?

READING YOUR WAY
A mother’s love has no equal. They sacrifice a lot for their children whom they
love. The following story shows how a mother can love her son even when he
disowns and despises her.
My Mom Only Had One Eye

Author Unknown
My mom only had one eye. I hated her. She was such an embarrassment. She
cooked for students and teachers to support the family.
There was this one day during elementary school when my mom came to say
hello to me. I was so embarrassed.
2
How could she do this to me? I ignored her, threw her a hateful look, and ran
out. The next day at school one of my classmates said, “Your mom only has one
eye!” and the whole class burst out laughing.
I wanted to bury myself. I also wanted my mom to just disappear. I confronted
her that day and said, “If you’re only going to make me a laughing stock, why
don’t you just die?”
My mom did not respond. I didn’t even stop to think for a second about what
I had said, because I was full of anger. I was oblivious to her feelings.
I wanted out of that house, and have nothing to do with her. So I studied real
hard, and got a chance to go abroad to study.
Then, I got married. I bought a house of my own. I had kids of my own. I
was happy with my life, my kids, and my comfortable life. Then one day, Mother
came to visit me. She hadn’t seen me in years and she didn’t even meet her
grandchildren.
When she stood by the door, my children laughed at her, and I yelled at her
for coming over uninvited. I screamed at her, “How dare you come to my house
and scare my children! Get out of here! Now!” And to this, my mother quietly
answered, “Oh, I’m so sorry. I may have gotten the wrong address,” and she
disappeared out of sight.
One day, I received a letter inviting me to our school reunion. I decided to go
but I lied to my wife that I was going on a business trip. After the reunion, I went to
our old shack, just out of curiosity.
3
My neighbors said that she died. I did not shed a single tear. They handed me
a letter that she had wanted me to have.
“My dearest Son,

I think of you all the time. I’m sorry that I came to your house and scared your
children.
I was so glad when I heard you were coming for the reunion. But I may not be
able to even get out of bed to see you. I’m sorry that I was a constant embarrassment
to you when you were growing up.
You see, when you were very little, you got into an accident, and lost your eye.
As a mother, I couldn’t stand watching you having to grow up with one eye. So I
gave you mine.
I was so proud of my son who was seeing a whole new world for me, in my
place, with that eye.”
With all my love to you,

Your mother

Adapted from www.academictips.org
CHALLENGING YOUR MIND
Answer the following questions based on the story.

1. Why does the son hate his mother?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. If you were the son and came to know the big sacrifice that your mother did
for you, what will you do?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. What kind of son is he? If you were the mother, what could have you done?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4
4. Politeness is one value that children should practice in their life. How can you
show your respect and polite attitude toward your parents?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Compound Words
A compound word is two different words that form a new meaning
when put together. It can be in a closed form. This type of compound
word means that the two words are put together as one word to form a
new meaning.
Examples: moon + light = moonlight
fire + works = fireworks
A compound word can also be in open form. This type of compound
word means that the two words are not separated but when read together
they form a new meaning.
Examples: ice + cream = ice cream
post + office = post office
Identify and encircle the compound word in each sentence. Then underline
the words or phrase that gives meaning to the compound word.
1. The next day at school one of my classmates said, “Your mom only has one
eye!” We are all members of the same class but they treat me differently.
2. I confronted her that day and said, “If you’re only going to make me a
laughing stock, why don’t you just die?” I was really angry because I became
an object of ridicule.
3. She hadn’t seen me in years and she didn’t even meet her grandchildren.
She was not allowed to see the children of her son because of her condition.
4. I lied to my wife that I was going on a business trip. She thought that I was just
going on a trip for business purposes.
5. She chose to lose her eyesight than for his son to lose his future. She gave up
the ability to see clearly for the sake of love.
5
CONVEYING YOUR THOUGHTS
Find a partner and write a three-paragraph essay about a mother’s love and
sacrifice. Use compound words in your essay and underline each. Include your
explanation of the quotation below.
“A mother’s love for her child is like nothing else in the world. It knows no law,
no pity: it dares all things and crushes down remorselessly all that stands on its
path.”
—Agatha Christie
When you are done writing, read to your partner your finished essay. Self-
correct your reading if you have mispronounced a word. Your partner will take
note of the words that you have mispronounced. Then have your partner read to
you the essay. Take note of the words that he/she mispronounced. After this, re-
read the essay together until you read all the words correctly.
READING TO SUCCESS
Elements of a Literary Text

A literary text has different elements. A story, poem, or drama can
have the following elements:
• The characters are the people in the story. The protagonist is a main
character or group of characters in the literary text. It is considered as the
hero of the story. The antagonist is the opposing character or group of
characters in the literary text. It is considered as the villain of the story.
• The setting tells about when and where the story or literary text took place.
• The theme tells about the central idea or belief of a literary text.
• The point of view expresses how the author chooses to narrate the literary
text.
• The plot simply tells what happens in a literary text. It summarizes the
beginning, middle or climax, and the end of a literary text. The climax is
where the tension of the story happens. It is also the turning point of a story.
• The conflict is where the main character struggles against another character
or element in the text. It can be the character against another character,
or against nature, society, technology, or against himself/herself.
6
Exercise 1
Fill in the graphic organizer below with the literary elements of the story “My
Mom Only Had One Eye.”
Exercise 2
Summarize the story “My Mom Only Had One Eye.” Include the details you
wrote in Exercise 1. Write your summary in the space provided below.
7
FOSTERING YOUR LANGUAGE SKILLS
Aspects of Verbs
A verb is a word that is part of a sentence used to describe an action
or condition. There are four aspects of a verb: simple, perfect, progressive,
and perfect progressive. An aspect is a verb form that expresses time-
related characteristics of an action such as its duration, completion, or

repetition.
The simple aspect is used to describe an action that is neither on-
going nor completed. The action being described takes place habitually.
Aspect Definition Example

Simple past describes a past event or a I went to the mall with my
state of being, or an action that family every weekend last
usually occurred in the past but month.
no longer does
Simple present describes a habitual action that I am going to the mall with
still occurs in the present my family.
Simple future describes an action that will I will go to the mall with my
happen in the future family.
The perfect aspect is used to describe an action that has already

been completed but is still linked to the present time.

Past perfect describes an action that began We had visited the
and was completed in the past. orphanage.
The word had is usually used
with the main verb.
Present perfect describes an action that We have visited the
began in the past and is now orphanage.
completed. The words has or
have are usually used with the
main verb.
Future perfect describes an action that will be We shall have visited the
completed in the future. The orphanage by next week.
words will have or shall have are
usually used with the main verb.
8
Exercise 1
Compose clear and coherent sentences using the following aspect of verbs
as indicated.
1. embarrass (simple present)
__________________________________________________________________________
__________________________________________________________________________
2. shout (simple past)
__________________________________________________________________________
__________________________________________________________________________
3. disappoint (simple future)
__________________________________________________________________________
__________________________________________________________________________
4. throw (past perfect)
__________________________________________________________________________
__________________________________________________________________________
5. disappear (present perfect)
__________________________________________________________________________
__________________________________________________________________________
6. study (future perfect)
__________________________________________________________________________
__________________________________________________________________________
7. respond (simple past)
__________________________________________________________________________
__________________________________________________________________________
8. stand (simple present)
__________________________________________________________________________
__________________________________________________________________________
9. think (present perfect)
__________________________________________________________________________
__________________________________________________________________________
10. cry (future perfect)
__________________________________________________________________________
__________________________________________________________________________
9
Exercise 2
Using the words in the parentheses, complete the sentences with the
appropriate verb aspect. Write on the line before each number if it is simple past,
simple present, simple future, past perfect, present perfect, or future perfect.
___________ 1. Every day father (drive) __________ his kids to school.

___________ 2. My brothers, Adrian and Dan (work) ___________ as judo instructors
in Makati.
___________ 3. Please keep quiet, Baby Lyn (sleep) __________. 4. Ella (need)
___________ to bring umbrella because it might rain tonight.
___________ 5. I can’t hear what the teacher (say) ____________ because
everybody is talking so loud.
___________ 6. Tessie (write) _______________ a book about Science and
Technology.
___________ 7. The boys (go) ______________ for a movie tonight.
___________ 8. The printer (produce) _____________ quality work that is why we
are loyal to them.
___________ 9. We (deliver) _____________ the books tomorrow.
___________ 10. The principal (determine) _______ the number of deliveries this
afternoon.
ORGANIZING YOUR IDEAS
Outline
An outline is a way to present ideas and topics in an organized manner.
It is usually used in writing summaries of a story or text. It can also be used in
organizing thoughts and points in preparation of writing a paper.
An outline should have a title. It should also have a main topic and
subtopics. A main topic refers to main idea or general ideas. The subtopics
are the details that support the main topic.
10
The following format is used in doing outlines:
_________(Title)_________
I. (Main topic 1)
A. (Subtopic 1)
B. (Subtopic 2)
II. (Main topic 2)

A. (Subtopic 1)
B. (Subtopic 2)
Think of a two- to three-paragraph story about a mother’s love with a different

ending as the story “My Mom Had Only One Eye.” Create an outline of how you
would write the story. Write this in the space provided.
11
Lesson 2
A FAMILY IN THE FARM
• identify the elements of literary texts;
• infer meaning of unfamiliar words based on given clues;
• read aloud grade level appropriate text with an accuracy of 95-100%;
• use appropriate body movements/gestures;

• compose clear and coherent sentences using appropriate aspects of verbs;
and
• plan a two- to three-paragraph composition using a graphic organizer.
LISTENING TIME
Listen as your teacher reads a poem about a father. Take note of the
characters, the setting, and the theme of the poem.
READING YOUR WAY
There are bonds that can never be broken even when one is already gone.
The story that follows show a bond that is strengthened through pure love of a
daughter to her father and vice versa. Nothing can separate a parent’s true love
for his/her child, not even death.
The Adventures of Chikken” the Horse: The Racing Star

by Christopher dela Cruz
Once there was a farm called the small farm It was smaller than the town’s
big farm called the big farm. But the small farm was well known because of its
high production of fruits and vegetables on account of the industrious animals
that always helped the farmer called Mr. Farmer with the farm operations.
Leading the three carabaos that helped with the plowing was Mr. Old
Carabao. He was so kind but so old that his skin could make a good leather shoe
or bag for people who want to wear good leather shoe or bag.
Leading the pigs was Mrs. Pig who was the mother of twenty-eight piglets in
the farm. She was the wife of Mr. Pig, the father of the twenty-eight piglets in the
12
farm. They were a big, happy, and healthy pig family that the thought always
made Mr. Farmer happy.
Leading the chicken group was Mr. Rooster who always looked after the
thirty-two hens who laid eggs on their nests. He was the kindest and the wisest
animal in the small farm. All the other animals consulted him about their work and
some about their love life.
Leading the four dogs was Black Dog who helped with the formation and
security of all the other animals in small farm. He was so black all over like his
ruthless attitude toward every animal in the farm. The three other dogs—White
Dog, Brown Dog and Spotted Dog were as ruthless as him.

Leading the horse line was Father Horse, the husband of Mother Horse. They
had a son called Chikken D’ Horse. The three of them helped Mr. Farmer transport
all the fruits and vegetables to the town market.
One day, Father Horse and Chikken D’ Horse were helping Mr. Farmer with
the delivery of dozens of fruits and vegetables to the market. Father Horse was
carrying three sacks of a variety of vegetables and five sacks of rice on his back.
He was so tired but did not complain. Chikken D’ Horse was carrying Mr. Farmer
and two sacks of lemon on his back. He was so tired.
“Father, why do we have to do all of these? I am so tired and the sun is too
hot that it makes me sweat all around my body.”
“Chikken, it’s our job. We must help Mr. Farmer deliver the goods to the
market. All the other animals do their own tasks. All farm horses do this,” his father
explained.
“But it’s unfair. You are also tired. I can see sweat all over your own body. Why
can’t you ask Mr. Farmer to help us carry these sacks?”
“Mr. Farmer is our master. All horses have their masters and they should follow
them. We are horses of his farm therefore we should follow Mr. Farmer.”
“But I bet we can have other masters. Farm work is very tiresome. Father, are
there any masters who make their horses their master?”
“I don’t know, Son. We are just only farm horses.”
“I don’t want to be just a farm horse then,” Chikken said to himself.
As they approached the market, Mr. Farmer started unloading the sacks of
fruits and vegetables from the horses’ back. Other people around them were so
busy with buying and selling while Chikken was still preoccupied with the thought
of how he would be able to have another kind of life. Incidentally, the wind blew
a piece of photograph to where he was standing. He looked at it and saw a
picture of a graceful horse that was called the Stallion of the Race. Stallion of the
Race had all the smiles of victory on his face. A number of people had gathered
around him and they looked like as if they were making praises to the Stallion of
the Race. Chikken, struck with the hopeful sight, picked up the picture with his
mouth and kept it till they were back at the small farm.
13
Night came and all the other animals in the farm were preparing to rest
except for Chikken who was looking at the picture of Stallion of the Race. After
some thought, he walked through the barn and headed to Mr. Rooster.
Mr. Rooster was counting the chickens when the door opened. He was
surprised to see Chikken D’ Horse.
“And what brought you here at this time of the twilight?” Mr. Rooster asked.
“Black Dog and his company are not far from biting you back to your stable.”
“I just want to ask if you know who the horse is in this picture,” replied Chikken
as he showed Mr. Rooster the picture of Stallion of the Race.
“Well, can’t you read, boy? It says, ‘Stallion of the Race,’” said Mr. Rooster.
“He is indeed the Stallion of the Race, the great stallion of the exciting horse race.
He is the horse hero of this town. For all I know, he used to be the delivery pony
from the big farm until he decided to have a new career and that was to be a
racing star.”
“Wow! A racing star,” exclaimed Chikken.
“Yes, boy. A racing star who races on a track with a jockey riding on his back.
He is the most coveted horse in your kingdom,” informed Mr. Rooster.
“My name is Chikken. Will you please stop calling me boy?” protested Chikken
who got really annoyed whenever he was not called by his name.
“So, Chikken, as you wish,” said Mr. Rooster as all the other chicken started to
gather around them, laughing.
“You will be the biggest and the ugliest chicken in the world if you insist to be
called Chikken,” said Ms. White hen. You are not a chicken. You can’t lay eggs
and crow in the morning. You are a horse, boy.”
“But my name is Chikken D’ Horse and I will be a racing star and be called the
Racing Star,” replied Chikken proudly.
“To be a racing star, you should be in a race, Chikken,” said Mrs. Hen
sarcastically.
“Stop it,” announced Mr. Rooster. “Black Dog must be around the corner.” He
turned to Chikken. “Chikken, you are a promising farm horse. You can make us
proud one day without being a racing star.”
“But I don’t want do be just a farm horse. I am so sick and tired with all the
work. I just want to be a racing star and be called The Racing Star.”
“Life here in the farm may be hard but it’s a harder big world out there, boy.
It would be best for you to stay.”
The sound of Black Dog and his company was fast approaching the livestock.
Chikken picked up Stallion of the Race’s picture with his mouth and started to
leave the chicken dormitory.
“Mr. Rooster, thank you for your advice. I think I have to go. By the way, please
don’t forget that my name is Chikken D’ Horse and I will soon be a racing star and
be called The Racing Star.”
14
“As you wish, Chikken, as you wish,” said Mr. Rooster. “Go back fast to the
stable now like a racing star before Black Dog finds you.”
As Black Dog and company approached the chicken dorm, Chikken was
already lying in his stable gazing at a star.
And so, Chikken decided to leave the Small Farm that night without asking
permission from his parents, gaiting silently as he could so as not to be heard by
the dogs and the other farm animals around. It was already dawn when he made
it to the market where he found the photograph of Stallion of the Race. When he
came upon a stray cat that could stand with his hind legs, he asked him directions
to the racetrack.
“You hit the right cat to ask,” said the stray cat that could stand with his hind
legs. “I’m about to go there in an hour. You can come with me.”
“Do you happen to know the horse in this picture,” inquired Chikken,
showing the photograph of Stallion of the Race. “Mister…”
“You can call me Tom. Sure I know the guy. I used to be his agent.”
“Really?” Chikken was aghast. “I want to be like him, Mr. Tom. Can you be my
agent?”
“Take it easy, bony pony. It’s not that easy.” He started to walk on his hind
legs, leading Chikken to the racetrack. “Don’t you even wonder what I am doing
wandering in the streets? That horse in the pic of yours ditched me, became too
proud of himself, started disrespecting me and forgetting our friendship.”
“My name is Chikken, Mr. Tom. I…”
“And just call me Señor Tom,” interrupted the cat. “I hate the sound of mister.
Señor is better. I’m an Italian immigrant, you know.”
“Okay, Señor Tom. From now on, you will be my boss, my agent.”
“Wait a minute! I haven’t said anything about that. And besides, I’m not that
powerful anymore. My connections with the racetrack big bosses were all cut out
because of that Stallion of the Race.”
“What happened?”
“A long story.” They halted by the entrance. It’s an enormous place with
enormous walls and lots of vendors waiting for would-be spectators to sell their
products. There were fish and seashells being sold by Mr. Fisherman; different
garments and apparels being sold by Ms. Gypsy who was an Egyptian who
traveled all the way from uptown down to the town stadium, hoping for a big
sale; and of course, tickets were sold by Mr. Ticketmaster for the race which would
be held that morning.
“Tickets,” shouted Mr. Ticketmaster. He started selling just before the ticket
booth opened. “Get yourself an early ticket! Don’t waste time on the queue later.”
“Can we buy tickets now, Señor Tom?” asked Chikken.
“Listen to me. The boy selling tickets doesn’t know we could speak. We’re
not even allowed to go inside. We’ll go by the backdoor. Let’s just wait for the
jockeys.”
15
“The jockey who rides Stallion of the Race? Will he let us in? Oh, boy!”
“Don’t be so naïve. Of course he won’t. But we’ll get through. Just don’t be
too conspicuous.
And soon, the jockeys arrived and came inside the track using the backdoor.
Chikken and Señor Tom followed suit without being noticed.
“Where is Stallion of the Race?”
“Shhh… Don’t even bother to speak till we get inside.”
They were finally inside the stadium. Race organizers, administrators, and
officials started swarming all over the place. After a while, spectators came. Then,
TOOT-TOTO-TOT-TOTOT!!! It was the horn announcing the arrival of Stallion of the

Race. Chikken could not hide his amusement the first time he set his eyes to this
celebrity in person whom he admired the most. His eyes didn’t blink even once
when the race started until the first set. Señor Tom looked at Chikken with pity.
He thought he was just a poor farm horse whose dream to be one of the likes he
idolized was just a mere dream.
“Poor bony pony,” Señor Tom said to himself loud enough for Chikken to hear.
“Who’s the poor bony pony?”
“You. Look at yourself. You’ll never going to be like him. Stop dreaming,
Chikken.”
“I may be bony but I’m not frail as you think I am. I am sick and tired with all
of you underestimating what I can do.” Chikken got really angry and when the
gun-signal for the second set of the race was shot, the race officials, spectators
and participating horses were flabbergasted as he headed toward the starting
line to join the race.
“Chikken!” cried Señor Tom.
But nothing could stop Chikken from fulfilling his dream. He ran and ran down
the track, cutting five horses. Soon cheers from the audience roared and they
were shouting for the excitement and surprise that Chikken was giving them. But
he was too far from winning. Stallion of the Race was running faster, tripling his
speed. After two lapses, the other horses were all tired but they all kept running
with the whippings of their jockeys. Chikken had grown tired too and slowed down
a bit.
“Don’t quit now, Chikken! You can do it!” It was Señor Tom, encouraging
Chikken to win the race.
“I’m so tired,” whispered Chikken to himself, almost considering going back
to the Small Farm.
They were in the final lap when Chikken stumbled to his feet. He was breathing
hard and his body was in tremendous pain. He closed his eyes and imagined
the smell of the panoramic view of the farm in the afternoon, the fragrance of
the field in the morning and the fresh water in the swamp near the barn of Mr.
Farmer. How he wished he was back in the farm, never mind the farm duties he
16
had to accomplish. When he opened his eyes, he was invigorated not by the
thought of his wishful thinking but by the sight of Mr. Old Carabao, Mrs. Pig, Mr. Pig,
Mr. Rooster, Father Horse, Mother Horse, and, to his astonishment, Mr. Farmer who
was holding a placard with the scribbled words: Chikken – THE SMALL FARM’S
RACING STAR. They were standing just outside the track, all smiling proudly at
Chikken. Tears were already streaming down his face and he almost gaited
toward them when he heard his father cheer, “Go, Son! You can do it. Don’t give
up! Reach for your star!”
“Time is running out so you better run faster than time itself, Chikken,” yelled
Mr. Rooster.
Chikken staggered and started to run in a speed of lightning. He did not
feel pain any longer. He was running with the image of his farm friends, family,
and master on his mind. He was happy and such happiness made him run after
the other horses that had already overtaken him during his rest. Cheers from the
crowd got louder as he moved closer to Stallion of the Race. And before the race
was over, they were at the same distance, ten feet from the finish line.
“Chikken! Chikken!” The sound of his name was now being heard all over
the stadium. The Small Farm animals and Mr. Farmer were jumping, shouting,
and nervously anticipating for Chikken to win which happened. Chikken broke
the record for beating Stallion of the Race since he started running on the race.
But the race officials did not give the gold medal to Chikken since he was not
an official contestant and no jockey was riding on his back. But lots of them,
even people from the crowd, huddled around the Small Farm team to have their
pictures taken with Chikken. In an instant, he became a star. He thanked Señor
Tom for helping him find the stadium. He also thanked his family from the Small
Farm who now believed that Chikken is a real star.

1. What did Chikken aspire to be?

__________________________________________________________________________
__________________________________________________________________________
2. How did Chikken fulfill his dream of being a racing star?
__________________________________________________________________________
__________________________________________________________________________
17
3. What kind of a horse is Chikken?
__________________________________________________________________________
__________________________________________________________________________
4. What did you learn from the story?
__________________________________________________________________________
__________________________________________________________________________

Compound Words
A hyphenated compound word is a combination of two or three
different words that are connected by a hyphen to form a new meaning.
Examples:
merry + go + round = merry-go-round
mother + in + law = mother-in-law
one + sided = one-sided
Exercise 1
A. Match the compound word in column A with its meaning in column B. Write
the letter of the correct answer on the line before each number. Then use
the compound word in your own sentence. Write your sentences in your
notebook.
A B
______ 1. empty-handed a. orally communicated
______ 2. front-runner b. in utter confusion or disorder
______ 3. quick-tempered c. easily angered
______ 4. word-of-mouth d. a leading contestant
______ 5. topsy-turvy e. having or bringing nothing
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B. Read again the poem “Daddy’s Day.” List down the compound words used
in the poem. Identify each according to its type. Write on the box O if it is
an open compound word, C if it is closed compound word, or H if it is a
hyphenated compound word.
1. _______________________ 6. _______________________
2. _______________________ 7. _______________________
3. _______________________ 8. _______________________
4. _______________________ 9. _______________________
5. _______________________ 10. _______________________

Form a group with five members. Prepare your interpretation of the poem
“Daddy’s Day” and write your own script based on the poem. Present this using
a reader’s theater. A reader’s theater is a style of theater where actors do not
memorize their lines but read them straight from the script.
Discuss with your group mates how you will do your group presentation in a
way that it will be understood by the class. Use appropriate body movements and
gestures, facial expression, and proper tone as you deliver your lines. Make sure
that you read the words in your script accurately.
READING TO SUCCESS
Theme
Theme is a literary element that tells about the central idea or belief
of a literary text. A literary text has at least one theme. This can be love,
coming of age, betrayal, family, nature, among others. It can be identified
through the character of the story, his/her experiences, and conversations
within the story.
19
Examples:
Pride and Prejudice by Jane Austen — love and friendship
War and Peace by Leo Tolstoy — war
Sherlock Holmes by Arthur Conan Doyle — crime and mystery
Exercise 1
List down three of your favorite stories in the graphic organizers that follow.
Identify the theme of the story and the situation that best describes its theme.
1.

2.
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3.

Exercise 2
Read each poem and identify its theme. Write your answer on the line.
1. Theme: ___________________________________
Mother o’ Mine
by Rudyard Kipling
If I were hanged on the highest hill,

Mother o’ mine, O mother o’ mine!
I know whose love would follow me still,
If I were drowned in the deepest sea,

I know whose tears would come down to me,
If I were damned of body and soul,

I know whose prayers would make me whole,
21
2. Theme: ______________________________________________
She Dwelt Among the Untrodden Ways

by William Wordsworth
She dwelt among the untrodden ways

Beside the springs of Dove,
A Maid whom there were none to praise
And very few to love:
A violet by a mossy stone

Half hidden from the eye!
—Fair as a star, when only one
Is shining in the sky.
She lived unknown, and few could know

When Lucy ceased to be;
But she is in her grave, and, oh,
The difference to me!
3. Theme: __________________________________________
When You Are Old

by W. B. Yeats
When you are old and grey and full of sleep,

And nodding by the fire, take down this book,
And slowly read, and dream of the soft look
Your eyes had once, and of their shadows deep;
How many loved your moments of glad grace,

And loved your beauty with love false or true,
But one man loved the pilgrim soul in you,
And loved the sorrows of your changing face;
And bending down beside the glowing bars,

Murmur, a little sadly, how Love fled
And paced upon the mountains overhead
And hid his face amid a crowd of stars.
22
4. Theme: ____________________________________________
Where Go the Boats?

by Robert Louis Stevenson
Dark brown is the river.

Golden is the sand.
It flows along for ever,
With trees on either hand.
Green leaves a-floating,

Castles of the foam,
Boats of mine a-boating—
Where will all come home?
On goes the river

And out past the mill,
Away down the valley,
Away down the hill.
Away down the river,

A hundred miles or more,
Other little children
Shall bring my boats ashore.
5. Theme: _________________________________________
The Character of a Happy Life

by Sir Henry Wotton
How happy is he born and taught

That serveth not another’s will;
Whose armour is his honest thought,
And simple truth his utmost skill!
Whose passions not his masters are;

Whose soul is still prepared for death,
Untied unto the world by care
Of public fame or private breath;
23
Who envies none that chance doth raise,
Nor vice; who never understood
How deepest wounds are given by praise;
Nor rules of state, but rules of good;
Who hath his life from rumours freed;

Whose conscience is his strong retreat;
Whose state can neither flatterers feed,
Nor ruin make oppressors great;
Who God doth late and early pray

More of His grace than gifts to lend;
And entertains the harmless day
With a religious book or friend;
—This man is freed from servile bands

Of hope to rise or fear to fall:
Lord of himself, though not of lands,
And having nothing, yet hath all.
Source: www.poets.org
Aspects of Verbs
Progressive and perfect progressive are two other aspects of verb.
The progressive aspect refers to continuous action that happens over a
period of time. The verb usually ends with -ing.

Past progressive describes actions that Pippa was walking her
continually happened in the dog around the park all
past but did not continue in the morning.
present
Present progressive describes actions that are Pippa is walking her dog
continuously happening up to around the park.
the present
24
Future progressive describes actions that will begin Pippa will be walking her
and continue in the future dog around the park every
morning.
The perfect progressive aspect of a verb refers to the completed

portion of an ongoing action. The verb usually involves have been or had
been with the verb that ends in -ing.

Past perfect describes a continuous action They had been working on
progressive that had taken place and was their research paper the
completed in the past entire night.
Present perfect describes a continuous action They have been working on
progressive that began in the past and their research paper since
continues to the present last night.
Future perfect describes a continuous action They will have to be
progressive that will continue and be working on the research
completed in the future paper until tomorrow night
to finish everything.
Exercise 1
Rewrite the given sentences using the aspect of the verb asked.
1. Her mommy tried to tell her that she probably should stay home.
Past progressive:
_________________________________________________________________________
2. He taught me to ride my bike.
Future perfect progressive:
_________________________________________________________________________
3. Mother is proudly watching her daughter who was wise beyond her years.
Past perfect progressive:
_________________________________________________________________________
4. The little girl felt her father’s presence.
Present progressive:
_________________________________________________________________________
5. The students squirm as they waited for their fathers.
Present perfect progressive:
_________________________________________________________________________
25
Exercise 2
Rewrite the following sentences using the different aspects of the verb being
asked. Write your answers in the table below.
1. Our family went to see my father’s parents in La Union.

Aspect Sentence
Past progressive
Present progressive
Future progressive
Past perfect progressive
Present perfect progressive
Future perfect progressive
2. Dan attends painting lessons every summer.
Aspect Sentence
Past progressive
Present progressive
Future progressive
Past perfect progressive
Present perfect progressive
Future perfect progressive
26
Using graphic organizers in a text read develops skills in analyzing

a story. It is also an effective way to understand the story clearly. An
example of a graphic organizer is a network tree. It helps organize a set of
information in hierarchical order.
Main Idea
Supporting Supporting
Idea Idea
Details Details Details Details
Using a network tree, present how would you write a three-paragraph essay
about the topic “My Father, My Best Friend.” Then proceed to writing your essay
on a one whole sheet of paper. Draw your network tree on the space provided
below.
27
Lesson 3
A MIRACLE
• identify the elements of literary texts;
• infer the meaning of affixed words based on their antonyms;
• summarize narrative texts based on elements of a literary text;
• compose clear and coherent sentences using appropriate modals;

• write a composition based on the prepared outline;
• observe politeness at all times; and
• show tactfulness when communicating with others.

LISTENING TIME
Listen as your classmate reads the story “A Miracle.” Take notes and identify
the elements in the literary text.
READING YOUR WAY
A Miracle
A little girl went to her bedroom and pulled a glass of jelly jar from its hiding
place in the closet. She poured the coins out on the floor and counted them
carefully. The total had to be exactly perfect. No chance here for mistakes.
Carefully placing the coins back in the jar and twisting on the cap, she slipped
out the back door and made her way six blocks to Rexall’s Drug Store with the big
red Indian Chief sign above the door.
She waited patiently for the pharmacist to give her some attention, but he was
too busy at this moment. She twisted her feet to make a scuffing noise. Nothing.
She cleared her throat with the most disgusting sound she could muster. No good.
Finally she took a quarter from her jar and banged it on the glass counter. That
did it!
28
“And what do you want?” the pharmacist asked in an annoyed tone of

voice. “I’m talking to my brother from Chicago whom I haven’t seen in ages,” he
said without waiting for a reply to his question.
“Well, I want to talk to you about my brother,” Tess answered back in the
same annoyed tone. “He’s really, really sick... and I want to buy a miracle.”
“I beg your pardon?” said the pharmacist.
“His name is Andrew, and he has something bad growing inside his head, and
my Daddy says only a miracle can save him now. So how much does a miracle
cost?”
“We don’t sell miracles here, little girl. I’m sorry, but I can’t help you,” the
pharmacist said, softening a little.
“Listen, I have the money to pay for it. If it isn’t enough, I will get the rest. Just
tell me how much it costs.”
The pharmacist’s brother was a well-dressed man. He stooped down and
asked the little girl, “What kind of a miracle does your brother need?”
“I don’t know,” Tess replied with her eyes welling up. “I just know he’s really
sick, and Mommy says he needs an operation. But my Daddy can’t pay for it, so
I want to use my money.”
“How much do you have?” asked the man from Chicago.
“One dollar and eleven cents,” Tess answered barely audibly. “And it’s all the
money I have, but I can get some more if I need to.”
“Well, what a coincidence,” said the man, smiling. “A dollar and eleven
cents—the exact price of a miracle for little brothers.”
He took her money in one hand and with the other hand he grasped her
mitten and said “Take me to where you live. I want to see your brother and meet
your parents. Let’s see if I have the miracle you need.”
That well-dressed man was a surgeon specializing in neurosurgery. The
operation was completed free of charge, and it wasn’t long until Andrew was
home again and doing well.
29
Mom and Dad were happily talking about the chain of events that had led
them to this place.
“That surgery,” her mom whispered, “was a real miracle. I wonder how much
it would have cost?”
Tess smiled. She knew exactly how much a miracle cost... one dollar and
eleven cents... plus the faith of a little child.


1. What did the little girl do with her money?
__________________________________________________________________________
__________________________________________________________________________
2. Why did she bang the money on the glass counter?
__________________________________________________________________________
__________________________________________________________________________
3. How would you describe the faith that the little girl showed?
__________________________________________________________________________
__________________________________________________________________________
4. If you were the little girl, how would you solve the problem of your sick brother?
__________________________________________________________________________
__________________________________________________________________________
5. Have you ever experienced a miracle? What kind of miracle is it?
__________________________________________________________________________
__________________________________________________________________________
Antonyms are words that are exactly the opposite of a given word.
Sometimes, an antonym can be easily made by adding a prefix.
Examples:
able – unable possible - impossible
likely – unlikely adequate - inadequate
30
Underline the word or phrase that gives the antonym of the italicized word in
each item.
1. The girl placed the vase carefully on the table. If she was careless, then the
vase will break and she will be reprimanded by her parents.
2. The total had to be exactly perfect. Getting an inexact total would mean
that he calculated the figures wrong.
3. The boy was being impatient even though his brother told him to wait patiently
at the bench.
4. She heard a barely audible sound from the gym. It was almost inaudible that
she thought it was just the wind rustling the leaves.

5. Their parents were happily talking about what happened that they cannot
afford to share unhappy news about school today.
Choose a partner and answer the word puzzle about antonyms. Look for the
antonyms of the following underlined words inside the box. Encircle the correct
opposite words inside the box.
s n b c f q q w r w e a k t
m q w e r e r u t y u i o y
a a s d f y f g i g g h j o
l z w e t z c v b e n m k u
l w e r t y u i i o t p d n
y p a t i e n t h b v c d g
o i u y t g v u n k i n d n

1. The boys started to laugh.
2. The old man is grateful.
3. The surgeon is kind.
4. The lady is noisy talking on the phone.
5. The operation is a big help to the family.
6. The little girl showed a strong character.
7. The pharmacist is impatient.
8. It is a dry day today
31
READING TO SUCCESS
In the previous lessons, you have learned about the elements of a literary text.
Answer the following exercises based on the story “A Miracle.”
Exercise 1
Fill in the graphic organizer with the elements of the story.
Conflict Setting
THE
MIRACLE
Theme Character
Plot
32
Exercise 2
Summarize the story through an outline based on your answers in the graphic
organizer in Exercise 1. Write your answer in a one whole sheet of paper.

Modals
A modal is a type of auxiliary or helping verb that is used to express
ability, possibility, permission, or obligation.
Examples:
1. can/could/be able to
2. may/might
3. shall/should
4. must/have to
5. will/would
Exercise 1
Fill the blanks with the correct modal. Choose your answer from the box.
can may shouldn’t has to would

could might must not will won’t
be able to should have to
1. __________ Shaira read many books when she was in Kinder.

2. __________ you teach me how to dance the mambo?
3. The students __________ finish the project on time. The teacher is absent.
4. You __________ want to buy more biscuits for your friends.
5. You __________ review your lessons every night.
6. You __________ delay your project. Or else you can’t meet the deadline.
7. You __________ tell Anna about the surprise visit.
8. Liza __________ register or she won’t be able to vote.
9. The officers __________ have their oath taking tonight.
10. The owner of the house __________ be happy with your sudden decision to
transfer to another house.
33
Exercise 2
Complete each of the following sentences with the appropriate modal.
Encircle the letter of the correct answer.
1. _______________ you speak Italian?
a. May b. Can c. Have
2. “Where are the participants?” “They _______________ be with the Director.”
a. might b. mustn’t c. Is to
3. You look sick. You _______________ see a doctor.
a. should b. ought c. are to

4. You _______________ come. You have no place in the car.
a. must not b. need not c. ought not
5. _______________ we stay or leave?
a. Will b. Would c. Shall
6. It’s almost midnight. She _______________ be here soon.
a. should b. can c. would
7. Baby is sick. _______________ you buy medicine for her?
a. Shall b. May c. Could
8. You _______________ help me if you don’t have time. I can do the job myself.
a. aren’t able to b. don’t have to c. aren’t going to
9. _______________ you help me?
a. May b. Shall c. Will
10. You _______________ go into that place. No one is allowed there.
a. don’t have to b. mustn’t c. don’t know how to

Prepare an outline of a short story to show tactfulness and politeness in
dealing with other people aside from your family. Emphasize values you have
experienced when you were a child, and how your parents taught you good
manners and proper conduct when dealing with other children like you. Then
write this on a short bond paper as a short story.
34
Lesson 4
THE THINGS WE LEARN
• identify the elements of a literary text;
• infer the meaning of unfamiliar words based on synonyms;
• summarize narrative texts based on literary elements;
• compose clear and coherent sentences using appropriate modals; and

• write two- to three-paragraph composition based on the prepared outline.
LISTENING TIME
Listen as your teacher reads the poem “Riches.” Take note of the elements
found in the poem. Be ready to discuss your answer in class.
READING YOUR WAY
Riches
by Jeanne D. Rhein
They say that times were tough then,

That money was very tight.
But I remember my childhood,
And I know that can’t be right.
Mom would cook our dinner,

Dad came home at five,
We were all sitting at the table,
Waiting for him to arrive.
35
We wouldn’t eat from a microwave,

Or a restaurant down the street,
We all ate Mom’s home cooking,
And boy, that can’t beat!
We didn’t eat in front of the TV,

Or with a phone in our hand,
We weren’t plugged into a stereo,
bopping to the latest band.
We would all sit at the table,

Everyone in his/her place,
There were never any surprises,
We recognized every face.
Brothers to the left of me,

Sisters to the right,
That’s the way we ate dinner,
Every single night.
We laughed, we joked, we talked, we ate,

We were a family don’t you see,
Though some may have been raised poor,
You can see it wasn’t me.
We ate collards, we ate biscuits,

We ate fatback and black-eyed peas,
We said yes, Sir, we said no Sir,
We said thank you, Ma’am, and please.
36
So when you talk of family life,
Or how it used to be,
Though many had more money,
None were as rich as me.

Answer the following questions based on the poem.

1. How would you describe the childhood of the author of the poem?
__________________________________________________________________________
__________________________________________________________________________
2. What kind of family does she?
__________________________________________________________________________
__________________________________________________________________________
3. How would you compare your own family to the authors?
__________________________________________________________________________
__________________________________________________________________________
4. What is your idea of a harmonious family?
__________________________________________________________________________
__________________________________________________________________________
Synonyms are a set of words that are similar or have a related meaning
to one another. These words help you not to be redundant in your writing
or oral activity, especially when you want to avoid repeating the same
words over and over. Some words you have in mind might not be the most
appropriate word, which is why finding the right synonym can come in
handy.
Examples:
consent – agree answer – response
ask – inquire angry – mad
37
Give the synonym of the underlined words found in the poem. Use a dictio-
nary if necessary.
1. They say that times were tough then. _____________
2. But I remember my childhood ___________
3. Waiting for him to arrive. _________________
4. Though some may have been raised poor. _______________________
5. There were never any surprises _____________________________

Form a group of three and discuss the lessons you learned from the poem. You
may focus on family conversations at home or particularly during meal time. How
do you communicate to your parents and other siblings tactfully and politely?
READING TO SUCCESS
Read the story below and answer the following exercises.
Little Boy’s Love for His Family

Author Unknown
I was walking around in a Big Bazaar store doing shopping when I saw a cashier
talking to a boy couldn’t have been more than 5 or 6 years old. The cashier said,
“I’m sorry, but you don’t have enough money to buy this doll.” Then the little boy
turned to me and asked, “Uncle, are you sure I don’t have enough money?”
I counted his cash and replied, “You know that you don’t have enough money
to buy the doll, my dear.” The little boy was still holding the doll in his hand. Finally,
I walked toward him and I asked him who he wished to give this doll to. “It’s the
doll that my sister loved most and wanted so much. I wanted to gift her for her
birthday. I have to give the doll to my mommy so that she can give it to my sister
when she goes there.” His eyes were so sad while saying this.
“My sister has gone to be with God. Daddy says that Mommy is going to see
God very soon too, so I thought that she could take the doll with her to give it to
my sister.” My heart nearly stopped. The little boy looked up at me and said, “I told
Daddy to tell Mommy not to go yet. I need her to wait until I come back from the
mall.” Then he showed me a very nice photo of him, where he was laughing. He
38
then told me “I want Mommy to take my picture with her so my sister won’t forget
me. I love my mommy and I wish she doesn’t have to leave me, but Daddy says
that she has to go to be with my little sister.”
Then he looked again at the doll with sad eyes, very quietly. I quickly reached
for my wallet and said to the boy. “Suppose we check again, just in case you do
have enough money for the doll?” He said, “Okay, I hope I do have enough.” I
added some of my money to his, without him seeing and we started to count it.
There was enough for the doll and even some spare money.
The little boy said, “Thank you, God, for giving me enough money!” Then he
looked at me and added, “I asked last night before I went to sleep for God to
make sure I had enough money to buy this doll, so that Mommy could give It to
my sister. He heard me! I also wanted to have enough money to buy a white rose
for my mommy, but I didn’t dare ask God for too much. But He gave me enough
to buy the doll and a white rose. My mommy loves white roses.”
I finished my shopping in a totally different state from when I started. I couldn’t
get the little boy out of my mind. Then I remembered a local newspaper article
two days ago, which mentioned a drunk man in a truck, who hit a car occupied
by a young woman and a little girl. The little girl died right away, and the mother
was left in a critical state.
The family had to decide whether to pull the plug on the life-sustaining
machine, because the young woman would not be able to recover from the
coma. Was this the family of the little boy? Two days after this encounter with
the little boy, I read in the newspaper that the young woman had passed away.
I couldn’t stop myself. I bought a bunch of white roses and I went to the funeral
home where the body of the young woman was exposed for people to see and
make last wishes before her burial. She was there, in her coffin, holding a beautiful
white rose in her hand with the photo of the little boy and the doll placed over her
chest. I left the place teary-eyed, feeling that my life had been changed forever.
The love that the little boy had for his mother and his sister is still, to this day,
hard to imagine. And in a fraction of a second, a drunk driver had taken all this
away from him.
Source: www.moralstories.org
39
Exercise 1
Fill in the graphic organizer to show the summary of the story.
Climax
Rising Action Falling Action
Beginning Ending
Exercise 2
Summarize the story based on the elements of a literary text you identified in
Exercise 1. Write your summary in your notebook.
Uses of Modals
Modals are used to ask or give permission, talk about a skill or ability,
give advice, request or offer, or express a strong belief.
Purpose Example
asking or giving permission can, could, may
talking about a skill or ability can, could
saying something important or giving advice must, should
asking for a request or giving an offer would
expressing strong belief must
40
Exercise 1
Complete the sentences by encircling the correct modal in the parentheses.
1. He (could, can) be exhausted after the long trip to Bicol.
2. She (might, may) prefer to rest in the resort house.
3. You (should, might) walk along the shore and enjoy the sunset.
4. When your parents leave you (must, might) stay in your house.
5. Some burglars (might, could) enter your house and steal your belongings.
6. Hiking Mt. Pulag (could, can) be risky if you are not used to mountain climbing.
7. You (should, could) research the weather up there to be prepared.

8. You (must, can) take your cell phone with you.
9. Your mom (might, should) call you anytime.
10. (Could, Can) we pull over at the next gasoline station?
Exercise 2
Compose clear and coherent sentences using the following appropriate
modals and topics.
1. might (happy family)
__________________________________________________________________________
__________________________________________________________________________
2. could (father)
__________________________________________________________________________
__________________________________________________________________________
3. might (mother)
__________________________________________________________________________
__________________________________________________________________________
4. must (brother)
__________________________________________________________________________
__________________________________________________________________________
5. can (sister)
__________________________________________________________________________
__________________________________________________________________________
6. should (grandmother)
__________________________________________________________________________
__________________________________________________________________________
7. may (grandfather)
__________________________________________________________________________
__________________________________________________________________________
41
8. would (baby)
__________________________________________________________________________
__________________________________________________________________________
9. should (beach)
__________________________________________________________________________
__________________________________________________________________________
10. can (glass of water)
__________________________________________________________________________
__________________________________________________________________________

Do the following:
a. In your notebook, make an outline of what you did during the family gathering
from the setting to the end of the family activity.
b. Compose a two- to three-paragraph composition based on your outline.
c. Read your work in class and share your good memories with your classmates.
42
Lesson 5
FAMILY PRAYER
• analyze sound devices;
• infer the meaning of unfamiliar blended words;
• read with automaticity grade-level frequently occurring content area words;
• analyze a poem in terms of its elements such as sound devices;

• compose a clear and coherent sentences using appropriate subordinating
conjunctions; and
• write a two-stanza poem.
LISTENING TIME
Listen as your teacher reads the following sentences. Then share what you
noticed in each sentence.
1. Aunt Andrea ate apples and apricots around August.
2. Cathy’s cat clawed her couch, creating chaos.
3. Fred’s friends fried French fries for Friday’s food.
4. Dan’s dog dove deep in the dam, drinking dirty water as he dove.
5. Olly’s owl out-performed ostriches.
READING YOUR WAY
Family Prayer
Thank you, God, for my fabulous family,

Our life so hearty and happy.
Thank you for my parents so kind;
My comfort in them I find.
My dad an energetic and fantastic father,

Our model and strength to aim further,
Thank you for my dad, so great, so amazing, so awesome,
So doting, never haughty, and handsome.
43
My mom whose love is unwavering and so understanding,
So concerned and inspiring.
Thank you for my mother so kind;
A great example of fidelity, so fine.
My sister so magnanimous I cannot measure,

Her concern I will forever treasure,
Thank you for her understanding and care,
For her love she unselfishly share.
My brother who protects me all the way,

Keeps me safe from harm, what can I say.
Thank you, God, for his courage and seamless strength,
and for his personification of patience at great length.
My baby sister so telegenic and amiable

So gentle, so meek and adorable,
Thank you, God, for our fascinating baby;
Our source of joy so cuddly.
We stay together in good times,

And help each other through trying times,
We face challenges that come our way
Thank you, God, for guiding us every day.
Amen.
44
Answer the following questions based on the prayer.

1. What kind of family is the family in the prayer?
__________________________________________________________________________
__________________________________________________________________________
2. How would you describe the father in the family?
__________________________________________________________________________
__________________________________________________________________________
3. What does your family do through trying times?
__________________________________________________________________________
__________________________________________________________________________
4. What challenges do you encounter in your family? How do you solve these
challenges?
__________________________________________________________________________
__________________________________________________________________________
A blend is a word formed by merging the sounds and meanings of two

or more words.
Examples:
camera + recorder = camcorder
documentary + drama = docudrama
emote + icon = emoticon
Give the blend word of the underlined word in the sentence.

Choose your answers from the box and write the letter of the correct answer
on the line before each number.
a. situation + comedy
b. sports + broadcast
c. television + photogenic
d. simultaneous + broadcast
e. breakfast + lunch

45
_______ 1. We had brunch together with my family.
_______ 2. My baby sister is so telegenic and amiable.
_______ 3. The family listened to the simulcast about the news.
_______ 4. The family watched a sitcom.
_______ 5. Mike read the sportscast last night.

Form a group with three members. Find a resource in the library containing
blend words. This can be about mathematics or science. Copy on a one whole
sheet of paper the paragraph or article that has blend words. Then encircle the
blend words used in the text. Read it in front of the class and let them identify the
blend words.
READING TO SUCCESS
Alliteration
Alliteration is a literary device that repeats a speech sound in a
sequence of words that are close to each other. The words usually begin
with a consonant to give stress to its syllable.
Examples:
She sells seashells by the seashore.
Mona’s microphone made much noise.
Exercise 1
Fill in the blank with the appropriate word that repeat the speech sounds in
each sentence. Box the word from the parentheses.
1. Helen’s ________ has heat hopefully. (home, hoard, high)
2. Leny’s locker ________ like leaping leopards. (let, looks, lists)
3. Mike’s microphone ________ much music. (must, made, missed)
4. Nestor’s nephew ________ new notebooks now. (needs, never, neatly)
5. Ralph’s ________ rose rapidly and ran round the room. (rooster, raven, razor)
46
6. Sara’s seven sisters slept ________ in the sand. (soundly, sincerely, sleepily)
7. Teddy took ________ of tools to make toys for tots. (tons, tables, tasks)
8. Mr. Miller made money more in March and __ (mine, May, mittens)
9. Vivien’s very vulnerable ________ vanished. (vent, vase, valor)
10. Winnie walked ________ while wondering where Wally was. (willfully, wearily,
willingly)
Exercise 2
Read again the poem “Family Prayer” in Reading Your Way and look for
alliterations. List down in the graphic organizer the words or lines with alliterations.
Subordinating Conjunction
Subordinating conjunction is an important part of a complex sentence
which includes an independent and a dependent clause.
47
An independent clause is basically a complete sentence. This
clause can stand alone. A dependent clause cannot stand alone, thus,
introduced by a subordinating conjunction.
Subordinating conjunctions indicate a place, time, or cause-and-
effect relationship such as words after, although, as, because, before, if,
since, until, where, when, which, while, or that.
Examples:
Since the time the little boy made a wooden bowl out of wood,
his dad realized his mistakes.

Subordinating conjunction: Since
Dependent clause: the time the little boy made a wooden bowl out
of wood,
Independent clause: his dad realized his mistakes.
Exercise 1
Fill in the blanks with the correct subordinate conjunction. Choose the correct
answer inside the box.
since after so that until

because that even if
1. Grandfather is in tears _____________ he ate alone in the corner.

2. He hasn’t joined his son _____________ he was separated from him.
3. The son told him _____________ he has to have another table.
4. Mother told him to go and play _____________ he finished his homework.
5. The wife went to the store _____________ she can buy a wooden bowl.
6. The son made a wooden bowl _____________ father did not allow him.
7. You eat there _____________ you learn not to spill.
8. He is thin _____________ he could not eat much.
9. Everything seems well, _____________ she came.
10. _____________ now I still remember his good deeds.
48
Exercise 2
Underline all the subordinating conjunctions found in the composition.
After the clock strikes six

And before the sun rises,
I go quietly to the bathroom,
Because my brother is still sound asleep.
Since the school bus fetches as at seven thirty,
I hurry up with my breakfast while my brother takes a bath.

Although we take our time to prepare for school;
As soon as the bus comes we are ready for another day.

Write in your notebook a two-stanza poem about how your grandfather
and grandmother show their love and care to you and your other siblings. Use
subordinating conjunctions in your poem.
49
Lesson 6
MY FAMILY, MY WORLD
• infer the speaker’s tone, mood, and purpose;
• infer the meaning of unfamiliar words based on given context clues;
• read with automaticity grade-level frequently occurring content area words;
• analyze simile and metaphor in a sentence as figures of speech;

• compose clear and coherent sentences using appropriate correlative
conjunctions;
• revise writing for clarity using appropriate punctuation marks;
• observe politeness at all times;
• show tactfulness when communicating with others; and
• use formal or informal English when appropriate to task and situation.
LISTENING TIME
Listen as your teacher reads the story “The Praying Hands.” Will you be willing
to do the same sacrifice for the sake of your loved one? Infer the author’s purpose
and mood.
READING YOUR WAY
The Praying Hands

Anonymous
Back in the fifteenth century, in a tiny village near Nuremberg, lived a family
with eighteen children. Eighteen! In order to merely keep food on the table for this
mob, the father and head of the household, a goldsmith by profession, worked
almost eighteen hours a day at his trade and any other paying chore he could find
in the neighborhood. Despite their seemingly hopeless condition, two of Albrecht
Durer the Elder’s children had a dream. They both wanted to pursue their talent
for art, but they knew full well that their father would never be financially able to
send either of them to Nuremberg to study at the academy.
50
After many long discussions at night
in their crowded bed, the two boys finally
worked out a pact. They would toss a coin.
The loser would go down into the nearby
mines and, with his earnings, support his
brother while he attended the academy.
Then, when that brother who won the toss
completed his studies, in four years, he would
support the other brother at the academy,
either with sales of his artwork or, if necessary,

also by laboring in the mines.
They tossed a coin on a Sunday morning after church. Albrecht Durer won
the toss and went off to Nuremberg.
Albert went down into the dangerous mines and, for the next four years,
financed his brother, whose work at the academy was almost an immediate
sensation. Albrecht’s etchings, his woodcuts, and his oils were far better than
those of most of his professors, and by the time he graduated, he was beginning
to earn considerable fees for his commissioned works.
When the young artist returned to his village, the Durer family held a festive
dinner on their lawn to celebrate Albrecht’s triumphant homecoming. After a
long and memorable meal, punctuated with music and laughter, Albrecht rose
from his honored position at the head of the table to drink a toast to his beloved
brother for the years of sacrifice that had enabled Albrecht to fulfill his ambition.
His closing words were, “And now, Albert, blessed brother of mine, now it is your
turn. Now you can go to Nuremberg to pursue your dream, and I will support you.”
All heads turned in eager expectation to the far end of the table where Albert
sat, tears streaming down his pale face, shaking his lowered head from side to
side while he sobbed and repeated over and over, “No... no... no... no.”
Finally, Albert rose and wiped the tears from his cheeks. He glanced down
the long table at the faces he loved, and then, holding his hands close to his right
cheek, he said softly, “No, Brother. I cannot go to Nuremberg. It is too late for me.
Look... look what four years in the mines have done to my hands! The bones in
every finger have been smashed at least once, and lately I have been suffering
from arthritis so badly in my right hand that I cannot even hold a glass to return
your toast, much less make delicate lines on parchment or canvas with a pen or
a brush. No, Brother... for me it is too late.”
More than 450 years have passed. By now, Albrecht Durer's hundreds
of masterful portraits, pen and silver-point sketches, watercolors, charcoals,
woodcuts, and copper engravings hang in every great museum in the world,
but the odds are great that you, like most people, are familiar with only one of
Albrecht Durer’s works. More than merely being familiar with it, you very well may
have a reproduction hanging in your home or office.
51
One day, long ago, to pay homage to Albert for all that he had sacrificed,
Albrecht Durer painstakingly drew his brother’s abused hands with palms together
and thin fingers stretched skyward. He called his powerful drawing simply
“Hands,” but the entire world almost immediately opened their hearts to his great
masterpiece and renamed his tribute of love “The Praying Hands.”
Source: www.moralstories.org


1. What kind of living condition does the family have?
__________________________________________________________________________
__________________________________________________________________________
2. How did the two brother solve their predicament regarding the studies? What
was their agreement?
__________________________________________________________________________
__________________________________________________________________________
3. What happened to Albert’s hand after four years of working in the mines?
__________________________________________________________________________
__________________________________________________________________________
4. What is your insight about their agreement in order that both boys could finish
their studies? Is this agreement fair for both? Why? Why not?
__________________________________________________________________________
__________________________________________________________________________
5. If you were in the same situation, what would you do to achieve your dream
with your brother or sister?
__________________________________________________________________________
__________________________________________________________________________
Give the synonyms of the words in bold letters used in context clues.
1. Albrecht’s etchings, his woodcuts, and his oils were far better than those of
most of his professors. The drawings were quite impressive.
52
2. The bones in every finger have been smashed at least once, and broken due
to hard labor.
3. Albert could not even make delicate lines on parchment or canvas with a
pen or a brush. His hands were so frail and weak.
4. He has been suffering from arthritis so badly in his right hand which is a joint
pain or joint disease.
5. Albrecht renamed his tribute of love “The Praying Hands” which pays homage
to Albert who sacrificed so much for his studies.
Form a group of three and research for a text or article about a famous artist.
Share with the class the article or text by reading it to them. Write this on a one
whole sheet of pad paper and underline the words that were most used in the
text.
READING TO SUCCESS
Simile and Metaphor

A figure of speech is a group of words or a phrase that you use to
convey another meaning instead of the literal one. It is used to clarify and
describe something or someone in more detail. Simile and metaphor are
examples of figures of speech.
Simile involves comparison of one thing with another. These things are
of different kind but are used to describe more clearly the object being
referred to. The words like and as are commonly used.
Examples:
Her smile is as bright as the sun .
She sleeps like a log .
In the first sentence, the smile was being compared to the sun. The
second sentence, the manner of sleeping is being compared to a log. A
log does not move; so therefore you can conclude that the person does
not move while he sleeps.
53
Metaphor is an implied comparison. This means that the word or
phrase used to describe one thing is applied to another.
Examples:
1. Enzo is a night owl.
2. Books are keys to your imagination.
3. Your brain is a computer.
Exercise 1
Use the following examples of simile in a sentence.

1. as cute as a kitten
__________________________________________________________________________
__________________________________________________________________________
2. as busy as a bee
__________________________________________________________________________
__________________________________________________________________________
3. like a box of chocolates
__________________________________________________________________________
__________________________________________________________________________
4. as different as night and day
__________________________________________________________________________
__________________________________________________________________________
5. as thin as a toothpick
__________________________________________________________________________
__________________________________________________________________________
6. slept like a log
__________________________________________________________________________
__________________________________________________________________________
7. as strong as an ox
__________________________________________________________________________
__________________________________________________________________________
8. clean as a whistle
__________________________________________________________________________
__________________________________________________________________________
9. deep as the ocean
__________________________________________________________________________
__________________________________________________________________________
54
0. brave as a lion
1
__________________________________________________________________________
__________________________________________________________________________
Exercise 2
Explain the metaphor in each statement.
1. My life is a dream come true!
__________________________________________________________________________
__________________________________________________________________________
2. Her long hair is an ocean of waves.
__________________________________________________________________________
__________________________________________________________________________
3. The music of her laughter filled the room.
__________________________________________________________________________
__________________________________________________________________________
4. A book is a key that unlocks imagination in your mind.
__________________________________________________________________________
__________________________________________________________________________
5. Her diary was her best friend, guarding her secrets quietly.
__________________________________________________________________________
__________________________________________________________________________
6. The teeth of the crocodile are little white knives.
__________________________________________________________________________
__________________________________________________________________________
7. The bird fired a white missile, which exploded on my windshield.
__________________________________________________________________________
__________________________________________________________________________
8. The wind blew its whistle.
__________________________________________________________________________
__________________________________________________________________________
9. He is the lion in the fight.
__________________________________________________________________________
__________________________________________________________________________
10. Pia is the peacock among all contestants.
__________________________________________________________________________
__________________________________________________________________________
55
Correlative Conjunctions
A correlative conjunction connects words, phrases, or clauses that
are considered equal. If you connect two subjects with a correlative
conjunction, the second subject must agree with the verb that follows.
Examples:
both/and if/then not only/ but also rather/than
either/or just as/so neither/nor as many/as
Exercise 1
Encircle the correlative conjunction in each of the following sentences.
1. She is both intelligent and beautiful.
2. I will either go for a hike or stay home and watch TV.
3. Mabel’s family is neither rich nor famous.
4. He is not only smart, but also very frank.
5. Would you rather read or spend the day at the mall?
6. Neither Rea nor her friends Nancy and Connie love outing.
7. Either Sam and Carol or their friend Aries likes reading.
8. Both Carene and her brother like ice skating.
9. There are as many curtains as there are windows.
10. She’d rather play the drums than sing.
56
Exercise 2
Complete each sentence with the correct correlative conjunction. Choose
your answers from the box.
not/but neither/nor the/the better

just as/so if/then whether/or
as/as not only/but also either/or
both/and
1. You _____________ do your project _____________ prepare for to receive a

failing grade.
2. He is _____________ handsome _____________ brilliant.
3. _____________ is she beautiful, _____________ she is intelligent.
4. _____________ the basketball team _____________ the football team is doing
well.
5. _____________ the cross country team _____________ the swimming team are
doing well.
6. You must decide _____________ you stay _____________ you go.
7. _____________ many students will unite to help _____________ many typhoon
victims will receive help from their civic project.
8. _____________ more you practice chess, _____________ you will be at it.
9. Football is ________ popular _____________ baseball.
10. Basketball is _____________ just an addiction _____________ it is a sport.

With the information you used in the activity in Conveying Your Thoughts, write
a script talking about the famous artist you have researched about. Use correlative
conjunctions and use appropriate punctuation marks. In your script, you may use
formal or informal English when appropriate but be sure to show tactfulness when
communicating with others and observe politeness in your speech at all times.
Present the script you wrote with the same group you have in Conveying Your
Thoughts.
57
Lesson 7
LOVING THE YOUNG ONES
• distinguish reality form fantasy;
• infer the meaning of clipped words based on given context clues;
• recount events effectively;
• analyze personification, simile, and metaphor as figures of speech; and

• compose clear and coherent sentences using appropriate coordinating
conjunctions.
LISTENING TIME
Listen as your teacher reads the sentences from the story “The Little Old
Woman Who Lived in a Shoe.” Distinguish reality from fantasy. Reality happens in
real life while fantasy is impossible to happen in real life. Write your answer in your
notebook and be prepared to explain your answer.
READING YOUR WAY
Read the poem below and answer the questions that follow.
A Prayer for My Daughter

by William Butler Yeats
Once more the storm is howling, and half hid

Under this cradle-hood and coverlid
My child sleeps on. There is no obstacle
But Gregory’s wood and one bare hill
Whereby the haystack- and roof-levelling wind,
Bred on the Atlantic, can be stayed;
And for an hour I have walked and prayed
Because of the great gloom that is in my mind.
58
I have walked and prayed for this young child an hour

And heard the sea-wind scream upon the tower,
And under the arches of the bridge, and scream
In the elms above the flooded stream;
Imagining in excited reverie
That the future years had come,
Dancing to a frenzied drum,
Out of the murderous innocence of the sea.
May she be granted beauty and yet not

Beauty to make a stranger’s eye distraught,
Or hers before a looking-glass, for such,
Being made beautiful overmuch,
Consider beauty a sufficient end,
Lose natural kindness and maybe
The heart-revealing intimacy
That chooses right, and never find a friend.
59
Helen being chosen found life flat and dull
And later had much trouble from a fool,
While that great Queen, that rose out of the spray,
Being fatherless could have her way
Yet chose a bandy-leggèd smith for man.
It’s certain that fine women eat
A crazy salad with their meat
Whereby the Horn of Plenty is undone.
In courtesy I’d have her chiefly learned;
Hearts are not had as a gift but hearts are earned

By those that are not entirely beautiful;
Yet many, that have played the fool
For beauty’s very self, has charm made wise,
And many a poor man that has roved,
Loved and thought himself beloved,
From a glad kindness cannot take his eyes.
May she become a flourishing hidden tree

That all her thoughts may like the linnet be,
And have no business but dispensing round
Their magnanimities of sound,
Nor but in merriment begin a chase,
Nor but in merriment a quarrel.
O may she live like some green laurel
Rooted in one dear perpetual place.
My mind, because the minds that I have loved,

The sort of beauty that I have approved,
Prosper but little, has dried up of late,
Yet knows that to be choked with hate
May well be of all evil chances chief.
If there’s no hatred in a mind
Assault and battery of the wind
Can never tear the linnet from the leaf.
An intellectual hatred is the worst,

So let her think opinions are accursed.
Have I not seen the loveliest woman born
60
Out of the mouth of Plenty’s horn,
Because of her opinionated mind
Barter that horn and every good
By quiet natures understood
For an old bellows full of angry wind?
Considering that, all hatred driven hence,

The soul recovers radical innocence
And learns at last that it is self-delighting,
Self-appeasing, self-affrighting,
And that its own sweet will is Heaven’s will;
She can, though every face should scowl
And every windy quarter howl
Or every bellows burst, be happy still.
And may her bridegroom bring her to a house

Where all’s accustomed, ceremonious;
For arrogance and hatred are the wares
Peddled in the thoroughfares.
How but in custom and in ceremony
Are innocence and beauty born?
Ceremony’s a name for the rich horn,
And custom for the spreading laurel tree.

Answer the following question based on the poem.
1. How long did the poet pray for his daughter? Why?
__________________________________________________________________________
__________________________________________________________________________
2. What was the first thing that the poet prayed for his daughter?
__________________________________________________________________________
__________________________________________________________________________
3. What does the line “Hearts are not had as a gift, but hearts are earned”mean?
__________________________________________________________________________
__________________________________________________________________________
61
4. Why do you think did the poet pray that his daughter “become like a flourish-
ing hidden tree”?
__________________________________________________________________________
__________________________________________________________________________
5. What do you think your parents pray for you? If you will have a prayer for your
siblings, what would your prayer be?
__________________________________________________________________________
__________________________________________________________________________
Clipped Words
A clipped word is a word shortened because of common use.
It is typically an abbreviation of a word so that it can be easily spelt or
remembered.
Examples:
Clipped word Original word

ad advertisment
mic microphone
bike bicycle
phone telephone

Identify the original word of the clipped word in each sentence based on the
context clues given. Write the original words in the box.
1. Doc has not been around because he went out of town to heal the sick in the
nearby barrios.

2. My cousin is staying in a dorm. Her parents wanted her in that boarding school
because they are sure it is safe.
62
3. Shiela and Mae took an entrance exam in a private school yesterday. They
are likely to pass the tests.

4. Teens today are different from the adolescents of the past decade.

5. There is a ballet class audition at the gym later. Normally the basketball team
practices there but they will give way for the auditions.
Form a group with four to five members. Listen to the short story that your
teacher will read. Recount the events effectively by reenacting the situations. You
can paraphrase the dialogues as long as the essential parts of the story are there.
READING TO SUCCESS
Personification
Personification is a figure of speech where human characteristics
are attributed to a thing, an idea, or an animal. Inanimate objects are
portrayed as if they have the ability to act like human beings.
Examples:
The wind whispered through dry grass.
The flowers danced in the gentle breeze.
The fire swallowed the entire forest.
63
Exercise 1
Underline the personification used in each poem.
1. Dinnertime Chorus
The teapot sang as the water boiled
The ice cubes cackled in their glass
the teacups chattered to one another.
While the chairs were passing gas.
The gravy gurgled merrily

As the oil danced in a pan.
Oh my dinnertime chorus
What a lovely, lovely clan!
2. My Town
The leaves on the ground danced in the wind
The brook sang merrily as it went on its way.
The fence posts gossiped and watched cars go by
which winked at each other just to say hi.
The traffic lights yelled, “Stop, slow, go!”
The tires gripped the ripped as if clinging to life.
Stars in the sky blinked and winked out
While the hail was as shard as a knife.
Exercise 2
Write P if the figure of speech used is personification, M if metaphor, or S if
simile.
______ 1. His love for his mother is like a red rose.
______ 2. You are my sunshine.
______ 3. Malia’s hair is as black as coal.
______ 4. The trees danced as the wind sang.
______ 5. Her voice is a lullaby.
______ 6. Stars wink at the moon every night.
______ 7. Mrs. Antonio’s stare is as cold as ice.
______ 8. Tori is drowning in a sea of grief because she lost her beloved dog.
______ 9. The leaves formed a circle as the wind passed by.
______ 10. Rabbits played hop scotch.
64
Coordinating Conjunction
A coordinating conjunction connects two or more clauses, words,
parts of speech in a sentence. The words for, and, nor, but, or, yet, and so
are words used as coordinating conjunctions.
Examples:
Charmaine doesn’t like to eat cabbage but she loves broccoli.
Esther is allergic to cats yet she owns four of them.
Exercise 1
Complete each of the following sentences with the correct coordinating
conjunction. Encircle the letter of the correct answer.
1. Do you want plenty of cheese in your pizza ________ do you like more
pineapple?
a. for b. and c. or
2. My favorite sports are badminton ________ volleyball.
a. or b. but c. and
3. Marianne wanted to go to the pool ________ she was not allowed until she
finished her food.
a. and b. yet c. but
4. She is a vegetarian ________ she does not eat meat.
a. nor b. and c. so
5. Teddy will be late in his tutorial class, ________ he was stuck in traffic.
a. for b. or c. nor
Exercise 2
Compose your own sentences using the following coordinating conjunctions.
Write your answers on the lines.
1. yet
__________________________________________________________________________
__________________________________________________________________________
2. but
__________________________________________________________________________
__________________________________________________________________________
65
3. nor
__________________________________________________________________________
__________________________________________________________________________
4. for
__________________________________________________________________________
__________________________________________________________________________
5. so
__________________________________________________________________________
__________________________________________________________________________

Show the differences and similarities of the three kinds of conjunctions using
the graphic organizer. In the colored part of the graphic organizer, write the
similarities of each.
Coordinating Subordinating
Conjunction Conjunction
Correlative
Conjunction
66
Lesson 8
CARING FOR OTHERS
• distinguish reality from fantasy;
• infer the meaning of unfamiliar words based on the given context clues;
• analyze hyperbole as a figure of speech;

• compose clear and coherent sentences using transition words used to add
and compare;
• compose a skit; and
• observe politeness at all times.
LISTENING TIME
Listen carefully as your teacher that reads the story “The Little Boy.” Take note
of the situations that it can happen in real life. Be prepared to write your answers
on the board when your teacher calls you.
READING YOUR WAY
The Little Boy

by Mark Burton
Sally jumped up as soon as she saw the surgeon come out of the operating
room. She said: “How is my little boy? Is he going to be all right? When can I see
him?”
The surgeon said, “I’m sorry. We did all we could, but your boy didn’t make it.”
Sally said, “Why do little children get cancer? Doesn’t God care anymore?
Where were you, God, when my son needed you?”
The surgeon asked, “Would you like some time alone with your son? One of
the nurses will be out in a few minutes, before he’s transported to the university.”
Sally asked the nurse to stay with her while she said good-bye to her her son.
She ran her fingers lovingly through his thick, red curly hair.
“Would you like a lock of his hair?” the nurse asked.
67
Sally nodded yes. The nurse cut a lock of the boy’s hair, put it in a plastic bag
and handed it to Sally. The mother said, “It was Jimmy’s idea to donate his body
to the university for study. He said it might help somebody else. I said no at first, but
Jimmy said, ‘Mom, I won’t be using it after I die. Maybe it will help some other little
boy spend one more day with his Mom.” She went on, My Jimmy had a heart of
gold. Always thinking of someone else. Always wanting to help others if he could.”
Sally walked out of Children’s Mercy Hospital for the last time, after spending
most of the last six months there. She put the bag with Jimmy’s belongings on the
seat beside her in the car. The drive home was difficult. It was even harder to enter
the empty house. She carried Jimmy’s belongings, and the plastic bag with the
lock of his hair to her son’s room. She started placing the model cars and other
personal things back in his room exactly where he had always kept them. She laid
down across his bed and, hugging his pillow, cried herself to sleep.
It was around midnight when Sally awoke. Laying beside her on the bed was
a folded letter. The letter said:
“Dear Mom,
I know you’re going to miss me; but don’t think that I will ever forget you or
stop loving you, just ‘cause I’m not around to say I love you. I will always love
you, Mom, even more with each day. Someday we will see each other again. Until
then, if you want to adopt a little boy so you won’t be so lonely, that’s okay with
me. He can have my room and old stuff to play with. But, if you decide to get a girl
instead, she probably wouldn’t like the same things us boys do. You’ll have to buy
her dolls and stuff girls like, you know.
Don’t be sad thinking about me. This really is a neat place. Grandma and
Grandpa met me as soon as I got here and showed me around some, but it will take
a long time to see everything. The angels are so cool. I love to watch them fly. And,
you know what? Jesus doesn’t look like any of his pictures. Yet, when I saw Him, I
knew it was Him. Jesus himself took me to see God!
And guess what, Mom? I got to sit on God’s knee and talk to Him, like I was
somebody important. That’s when I told Him that I wanted to write you a letter, to
tell you good-bye and everything. But I already knew that wasn’t allowed. Well,
you know what, Mom? God handed me some paper
and His own personal pen to write you this letter. I
think Gabriel is the name of the angel who is going
to drop this letter off to you.
God said for me to give you the answer to one of
the questions you asked Him ‘Where was He when I
needed him?’ God said He was in the same place with
me, as when His son Jesus was on the cross. He was
right there, as He always is with all His children.
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Oh, by the way, Mom, no one else can see what I’ve written except you. To everyone
else this is just a blank piece of paper. Isn’t that cool? I have to give God His pen back
now. He needs it to write some more names in the Book of Life. Tonight I get to sit
at the table with Jesus for supper. I’m sure the food will be great.
Oh, I almost forgot to tell you. I don’t feel pain anymore. The cancer is all gone.
I’m glad because I couldn’t stand that pain anymore and God couldn’t stand to see
me hurt so much, either. That’s when He sent The Angel of Mercy to come get me.
The angel said I was a special delivery! How about that?
Signed with love from God, Jesus, and me.”
Source: www.faithhub.net

1. What did Sally feel before when the surgeon told her the bad news about her
son?
__________________________________________________________________________
__________________________________________________________________________
2. What happened to Jimmy?
__________________________________________________________________________
__________________________________________________________________________
3. What is the letter all about?
__________________________________________________________________________
__________________________________________________________________________
4. Do you think the story can happen in real life? Why or why not?
__________________________________________________________________________
__________________________________________________________________________
5. If you will be given a chance to write a letter after you pass away, to whom
will that letter be addressed? Why? What will be the content of the letter?
__________________________________________________________________________
__________________________________________________________________________

69
Give the meaning of the unfamiliar words in boldface by boxing the context clues.
1. The surgeon, and the other medical doctors who performed the operation,
gave their best to revive the life of the boy.
2. The operating room was filled with silence. Despite the room having all the
surgical equipment, none of it can save his life.

3. Cancer has taken away his life. The tumors spread throughout his body in a
matter of time..
4. His body will be taken to the university, where scholars will study further the
disease that took him away.
5. The angel told the boy that he was a special delivery. He was a special
package to be delivered to heaven.
Recount the events in the story “The Little Boy.” Form a group with three
members and present the story in a drawing in proper sequence. Retell to the
class each event or situation in the story using drawings per one Oslo paper.
READING TO SUCCESS
Hyperbole
Hyperbole is a figure of speech that uses unreal exaggeration to

emphasize a situation.
Examples:
I am so hungry I could eat a horse.
My new shoes are killing me.
Alex never stops talking.
70
Exercise 1
Use each of the following hyperboles in a sentence.
1. polar bears wearing jackets
__________________________________________________________________________
__________________________________________________________________________
2. eat a horse
__________________________________________________________________________
__________________________________________________________________________
3. ton of chores to do
__________________________________________________________________________
__________________________________________________________________________
4. stout as an elephant
__________________________________________________________________________
__________________________________________________________________________
5. thin as a toothpick
__________________________________________________________________________
__________________________________________________________________________
Exercise 2
Read the following poem and underline the hyperboles used. Explain each
hyperbole and write your explanation in a 1/2 sheet of paper.
Home of the Giants

by Christopher dela Cruz
Our house is so big

That inside you can fit
A majestic cruise ship,
With millions of chimps.
Ten giants sleep inside,

Every room is a pride.
In our kitchen you can cook
All the fish that you can hook.
Our door is a mountain,

The windows are caves,
The roof is a fluffy cloud,
All of which I am so proud.
71

Transition Words Used

to Add and Contrast
A transitional device is used to link words or phrases and carry a
thought from one sentence, paragraph, or idea to another. It helps to
avoid breaking a train of thought in a text. Some devices are used to show
addition or comparison of two or more ideas in a text.
to add again, also, and then, and, besides, further, furthermore,

in addition,
moreover, next, not only/but also, too, what’s more
to contrast against, although, but, by comparison, compared to,
however, in contrast, instead meanwhile, nevertheless,
on the contrary, on the other hand, otherwise, whereas,
yet

Exercise 1
Complete the following sentences with the appropriate transitional device.
Fill in the blank with your answer from the box.
1. Jessie and Maybelline have seen the movie twice, _____________ now they
want to see it again.
and further in addition
2. Katherine can speak Chinese and English. She can _____________ speak a
little Korean.

moreover also furthermore
3. Thea got a perfect score. _____________, her best friend Sheena got only 85
percent.
But Otherwise However

72
4. She has to pass the project on time, _____________ her overall performance in
class will be affected.
otherwise on the other hand instead addition

5. Mrs. Carlos gave us a group project _____________ to the many requirements

she gave us for the long weekend.
in addition furthermore moreover

Exercise 2
Use the following transitional devices in your own sentence.
1. besides
__________________________________________________________________________
__________________________________________________________________________
2. on the contrary
__________________________________________________________________________
__________________________________________________________________________
3. too
__________________________________________________________________________
__________________________________________________________________________
4. whereas
__________________________________________________________________________
__________________________________________________________________________
5. nevertheless
__________________________________________________________________________
__________________________________________________________________________
6. again
__________________________________________________________________________
__________________________________________________________________________
7. furthermore
__________________________________________________________________________
__________________________________________________________________________
8. in addition
__________________________________________________________________________
__________________________________________________________________________
73
9. although
__________________________________________________________________________
__________________________________________________________________________
10. meanwhile
__________________________________________________________________________
__________________________________________________________________________


Form a group of three and compose a skit using hyperboles. Make sure that
you observe politeness in your dialogue. Present it in class and let them identify
the hyperboles you used.
74
Lesson 9
THINGS MONEY CAN’T BUY
• analyze sound devices such as onomatopoeia;
• clarify meaning of words using a thesaurus;
• analyze euphemism as a figure of speech;

• compose clear and coherent sentences using transition words used to prove
or show exception; and
• read grade-level text with correct pronunciation and clarity.
LISTENING TIME
Listen as your teacher some reads sentences. Take note of the words used.
Identify the onomatopoeic words used in each sentence.
Onomatopoeia is a sound device that makes use of the sound

produced by the object to describe it.
Examples:
She turns her cell phone in silent because the beeping makes her
annoyed.
I hear the train go choo! choo! every six o’clock in the morning.
READING YOUR WAY
Money Versus Family

Author Unknown
Rama’s family was very big. Rama was a hard worker and he is the sole bread
winner of the family. He had three kids—two sons and a daughter. He lived with his
father and mother. Rama used to work very hard to feed his family.
75
He worked for more than 16 hours a day. His children could not see him, for he
would leave home early in the morning before they woke up and reached home
around midnight when children would sleep every day. The entire family eagerly
wait to spend quality time with him and the children missed him so much.
The children were excited about Sundays as their father would spend the entire
day with them. Unfortunately, to meet the increasing household and educational
expenses, Rama took a weekend job requiring him to work even on Sundays. The
children were very shattered and even Rama’s wife and parents too!
The typical routine continued for several weeks, and years passed. All the
hard work of Rama earned him a lot of benefits and he was offered a promotion
with attractive increment.
The family moved to a new house, got better clothes, and ate healthy and
delicious food. However, as usual, Rama continue to earn more and more money.
One day his wife asked him, “Why are you running for money? We can be happy
with what we have now.”
Rama replied, “I want to give the best available in the world to all of you and
want you to stay happy always.”
Two years passed and Rama hardly spent time with his family. The children
yearned to have their father at home. Meanwhile, the sincere efforts of Rama
reaped him a fortune. He was offered partnership and share in profits. He continued
to earn more and more wealth.
Now, Rama’s family was one of the richest families in the city. They had all the
facilities and luxuries. Still, Rama’s children strove to meet their father as he was
hardly seen at home.
His children became teenagers and they were not kids anymore. Now, Rama
earned enough wealth to provide a luxurious life to his next five generations.
76
Rama’s family went to their beach house to spend their vacation. His daughter
asked, “Dad will you please spend one day at home and stay with us here?”
Rama replied, “Yes, Darling, tomorrow for sure, I will join you for the lunch and
be with you all for next few days. I’m tired from work and I need refreshment!”
The entire family became very happy.
Unfortunately, the next day, none in Rama’s family were alive as they were
washed out in a tsunami!
Rama was too busy even to hear the news about the tsunami. When he tried
to reach his beach house, he saw sea and water everywhere and screamed for
his family, He could not even find the dead bodies of his family.
He could never have them again, could not even see them, and even by
paying millions he could not get them back to life!
He remembered his wife’s words, “Why are you running for money? We can
be happy with what we have now.”
Source: www.kidsworldfun.com

1. Why did Rama work very hard?
__________________________________________________________________________
__________________________________________________________________________
2. Do you think Rama is right when he said that he is working very hard to give
his family the best and what will make them happy?
__________________________________________________________________________
__________________________________________________________________________
3. Is money all that matters for Rama? Why or why not?
__________________________________________________________________________
__________________________________________________________________________
4. What lesson did you learn from this story?
__________________________________________________________________________
__________________________________________________________________________
5. If you were Rama, how would you respond to your daughter asking for your
time?
__________________________________________________________________________
__________________________________________________________________________
77
Use a thesaurus to find the synonym of the following underlined words.

1. He is the sole bread winner of the family.
__________________________________________________________________________
2. The children were very shattered and even Rama’s wife and parents too!
__________________________________________________________________________
3. He was offered promotion with attractive increment.

__________________________________________________________________________
4. The children yearned to have their father at home.
__________________________________________________________________________
5. The sincere efforts of Rama reaped him a fortune.
__________________________________________________________________________
Recount an important event in your life that made you realize the importance
of your family. Share your story in class emphasizing the value of a parent or a
member of your family.
READING TO SUCCESS
Euphemism
Euphemism is a figure of speech wherein words that are considered to
be harsh or unpleasant are replaced with polite expressions.
Examples:
The family mourns because Lola passed away. (instead of died)
The old man lived on the streets since his family left him. (instead
of homeless)
78
Exercise 1
Choose from the box the correct euphemism to complete the sentence. Then
write on the line the meaning of the phrase.
answer the call of nature pre-loved garments

vertically-challeged casualties
big-boned
1. They are selling their ____________________ for half the price.

Meaning: _______________________________________________________________
2. Among the class, Cherry is the most ____________________.
Meaning: _______________________________________________________________
3. Matthew is quiet ____________________ for his age.
Meaning: _______________________________________________________________
4. She excused herself to __________________________________________________.
Meaning: _______________________________________________________________
5. There are many ____________________ during the airstrike in the warzone.
Meaning: _______________________________________________________________
Exercise 2
Identify the meaning of each of the following euphemisms and use it in your
own sentence. Write your sentence on the line.
1. correctional facility
__________________________________________________________________________
2. differently-abled
__________________________________________________________________________
3. visually-impaired
__________________________________________________________________________
4. laid-off
__________________________________________________________________________
5. departed
__________________________________________________________________________
79
Transition Words Used

to Prove and Show Exception
Some transition words are used to prove something or show exception.

because, besides, evidently,

To prove for the same reason, for,
furthermore, moreover, obviously, since
despite, in spite of, nevertheless, once in a
To show exception
while, sometimes, still, however, yet
Exercise 1
Fill in the blanks with the appropriate transition words. Choose from the words
in the box.
since sometimes still

in spite because
1. Angelo was late in his first class _______________ he missed the school bus and
had to commute.
2. She had to leave the practice early _______________ she had to go to the
doctor for her monthly check-up.
3. _______________ of the heavy rain, Eloisa managed to be in class for her final
examination.
4. George loves to play basketball after school but _______________ he just wants
to be at home and watch TV.
5. Anikka _______________ wants to be friends with Jenica and Andrea even
though they moved to another school.
80
Exercise 2
Write a short essay about your family using the transition words used to prove
and show exception. Encircle the transition words that you used.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Read to the class the essay you wrote in Exercise 2 of Fostering Your Language
Skills. Read it with correct pronunciation and clarity.

81
Lesson 10
A HAPPY FAMILY
• analyze sound device such as assonance;
• clarify meaning of words using dictionary;
• analyze irony as a figure of speech;

• compose clear and coherent sentences using transition words used to show
time and sequence; and
• show tactfulness when communicating with others.
LISTENING TIME
Listen as your teacher reads a poem. Identify the sound device assonance
used in the poem.
Assonance is a sound device where the same vowel sound is repeated

in two or more nearby words. The words does not necessary begin with the
same letters.
Example: Men sell the wedding bells.
READING YOUR WAY
The Happy Family

Author Unknown
Once upon a time there was an odd little family living in the woods. There
were four in all:
A rat, a raven, a tortoise, and a gazelle.
All day the animals were away from home hunting food.
The rat caught beetles which had hidden under leaves. He visited fields and
barns. Now and then he went to a hen house.
82
The tortoise found plenty of insects in the woods and fields and did not object
to a toadstool now and then.
The raven visited grain fields where he often met the rat.
The gazelle ate grass wherever he could find it. When he could not get grass,
he ate the sprouts of trees.
At night all met at their home in the woods and talked of what had happened
to them through the day. This is one of their adventures:
One day when the gazelle was out feeding, a hound scented his tracks and
followed him. The gazelle heard the hound bark and darted off like the wind.
The hound followed until worn out with running; then he gave up the chase. The
gazelle stopped to eat grass. He was hungry and a long way from home.
That evening when the animals returned home they missed the gazelle.
The raven asked, “How does it happen that the gazelle is not home? Is he
tired of us already?”
“No, indeed,” said the rat. “I am sure that he is not. If I were a bird I should fly
away at once to find him. I know that he would be here if he could get here.”
“I will see if I can find him,” said the raven, and he flew away. After a while
he spied the gazelle, who had been caught in a net. He was trying hard to free
himself, but the ropes that bound him were too strong for him to break. The raven
flew back home to get the help of the rat.
“Oh, Rat,” he said, “follow me. Our friend, the gazelle, is caught in a net.
Come and gnaw the ropes and set him free!”
The raven flew away and the rat followed. As the rat left home, he said,
“Tortoise, you had better stay at home. You go so slowly that you cannot reach
the gazelle in time to help. We shall soon be back, I hope.”
As soon as the raven and the rat were out of sight, the tortoise said, “I cannot
stay here and do nothing. I may be needed. I will hurry as fast as I can,” and he
started off.
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The raven reached the gazelle first. He said, “Cheer up, the rat is coming to
set you free.”
Soon the rat arrived. He began at once to gnaw the ropes. He had just set
the gazelle free when a hunter came along. The gazelle sprang to one side into
the bushes, the raven flew into a tree, and the rat ran into a hole in the ground.
The hunter looked about for the gazelle, but could not find him. He was very
angry.
Just then the tortoise came up. The hunter picked him up and put him into his
bag for his supper.
The raven whispered to the gazelle, “The hunter is carrying off our tortoise.”
As soon as the gazelle heard this, he came out of his hiding place and limped
along as if he were lame.
The hunter saw him. He threw down his bag and ran after the gazelle, thinking
that he could easily catch him; but the gazelle kept ahead of him. At last the
hunter could run no more. He went back to get his bag, tired and cross, but sure
of a supper.
But what do you suppose had happened while he was gone? The rat had
gnawed a hole in the hunter’s bag and set the tortoise free, and both had run off.
It was now quite dark, and all the animals went home. That was the happiest
evening of their lives. Each one had done something for the others, and all were
safe, and it was good to be at home.
Souce: www.nursery-rhymes-fun.com

Answer the following questions about the story.
1. Why is the little family described as odd?
__________________________________________________________________________
__________________________________________________________________________
2. What happened to the gazelle one day?
__________________________________________________________________________
__________________________________________________________________________
3. How did the gazelle save the tortoise?
__________________________________________________________________________
__________________________________________________________________________
84
4. How did each one show concern for one another?
__________________________________________________________________________
__________________________________________________________________________
5. It is great to help each other despite your differences. Do you experience this
with the members of your family?
__________________________________________________________________________
__________________________________________________________________________

Give the meaning of each of the following words in bold letters. Use a
dictionary to to find its meaning.
1. A hound scented the gazelle’s tracks and followed him.
__________________________________________________________________________
__________________________________________________________________________
2. The gazelle heard the hound bark and darted off like the wind.
__________________________________________________________________________
__________________________________________________________________________
3. Come and gnaw the ropes and set him free!
__________________________________________________________________________
__________________________________________________________________________
4. The gazelle limped along as if he were lame.
__________________________________________________________________________
__________________________________________________________________________
5. The gazelle stopped to eat grass.
__________________________________________________________________________
__________________________________________________________________________
Recount the events in the story “The Happy Family.” Choose a partner and
use a graphic organizer to retell the events in order. Explain your graphic organizer
in the class.
85
READING TO SUCCESS
Irony
Irony is a figure of speech that signifies the opposite of the expression
being used. It is typically used for humorous or emphatic effect. It is also
used to express sarcasm in a situation.
Examples:
Rats are infesting the office of the pest control service.
“What a beautiful day it is!” Molly said when she was greeted by
heavy rains and thunder when she came out of their house to go to
school.
Exercise 1
Underline the irony used in each sentence. Explain why it is considered an
irony.
1. The name of the biggest dog in the neighborhood is Mr. Small.
__________________________________________________________________________
__________________________________________________________________________
2. “I’m fine!” Helga shouted when she was asked why she was crying.
__________________________________________________________________________
__________________________________________________________________________
3. A firefighter’s house was caught in a fire.
__________________________________________________________________________
__________________________________________________________________________
4. There was an incident of robbery near the police station.
__________________________________________________________________________
__________________________________________________________________________
5. The chef became very hungry after cooking for many customers in the
restaurant.
__________________________________________________________________________
__________________________________________________________________________
86
Exercise 2
Research examples of irony then use them to create a short story. Write the
examples below and write the short story in your notebook.
1. __________________________________________________________________________
2. __________________________________________________________________________
3. __________________________________________________________________________
4. __________________________________________________________________________
5. __________________________________________________________________________
6. __________________________________________________________________________
7. __________________________________________________________________________
8. __________________________________________________________________________
9. __________________________________________________________________________
10. __________________________________________________________________________
Transition Words Used to Show Time and Sequence
Transition words can be used to show time and sequence in a sentence.
afterward, finally, immediately, later, next,

to show time
previously, soon, then, thereafter
after, afterward, at this point, at this time, first,
to show sequence second, third, following this, next, simultaneously,
soon, then

Exercise 1
Use the appropriate transition words to show the correct sequence of the
story “The Happy Family.”
after after a while at this time

Then finally
87
Once upon a time there was an odd little family living in the woods. There
were a rat, a raven, a tortoise, and a gazelle. Raven flew away to find the gazelle.
_______________ he found the gazelle caught in a net. The raven cannot help
him get out so he asked for help. _______________ he came back with the rat.
The rat gnawed the ropes and let the gazelle free. _______________ the tortoise
was caught by the hunter. _______________ seeing the tortoise, the other three
had a plan. The gazelle tried to lure the hunter so the rat can set the tortoise
free. Gazelle run fast until _______________ the hunter became very tired and did
not realize that the tortoise too was gone. The four came home together doing
something for each other.
Exercise 2
Write your now sentence using of the following transition words that show time.
1. as soon as
_________________________________________________________________________
2. eventually
_________________________________________________________________________
3. immediately
_________________________________________________________________________
4. later
_________________________________________________________________________
5. afterward
_________________________________________________________________________
6. then
_________________________________________________________________________
7. now
_________________________________________________________________________
8. until
_________________________________________________________________________
9. before
_________________________________________________________________________
10. all of a sudden
_________________________________________________________________________
88
Write on the space provided a letter to either to your mom, dad, sister, or
brother stating your love for them. Also apologize for the things you have said
or done against them and state the things that they have done that hurt you.
Recount the events in your life where you have hurt them or they hurt you in any
manner. Show tactfulness in your letter.
89
CULMINATING ACTIVITY
Form a group with six members. Brainstorm and write a short skit about the
value of family. Use dialogues that show what you learned about compound
words, modals, subordinating and coordinating conjunctions, and figures of
speech such as simile, metaphor, and personification.
90

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English

Virginia O. Caneo, EdD

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Main Visayas Mindanao

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Printed in the Philippines

unit 1 MYSELF, FAMILY, AND FRIENDS, 1

Lesson 1 LOVING MOTHER, 2

Lesson 2 A FAMILY IN THE FARM, 12

Lesson 4 THE THINGS WE LEARN, 35

Lesson 5 FAMILY PRAYER, 43

Lesson 6 MY FAMILY, MY WORLD, 50

Fostering Your Language Skills, 65

Lesson 8 CARING FOR OTHERS, 67

Lesson 9 THINGS MONEY CAN’T BUY, 75

Lesson 10 A HAPPY FAMILY, 82

unit 2 COMMUNITY AND COUNTRY, 91

Lesson 2 UNDERSTANDING PEOPLE, 102

Lesson 3 THE WORLD IS MINE, 113

Lesson 4 UNITY, 120

Listening Time, 120

Lesson 5 GOING THE SAME DIRECTION, 135

Lesson 6 STANDING SIDE BY SIDE, 142

Lesson 7 BEING THE WAY YOU ARE, 149

Checking Your Understanding, 152

Lesson 8 LIVING IN HARMONY WITH NATURE, 158

Lesson 9 BEING INDIFFERENT, 164

Fostering Your Language Skills, 174

Culminating Activity, 178

unit 3 IN THE WORLD OF TECHNOLOGY, 179

Lesson 2 TECHNOLOGY AND FOCUS, 187

Fostering Your Language Skills, 199

Lesson 4 EFFECTS OF TECHNOLOGY, 201

Lesson 5 LEARNING TODAY, 207

Lesson 6 TECHNOLOGY… ARE YOU IN OR OUT?, 214

Lesson 7 TECHNOLOGY… MY FRIEND, 219

Listening Time, 219

Lesson 8 HOW I VIEW TECHNOLOGY, 227

Lesson 9 TECHNOLOGY THEN AND NOW, 233

Fostering Your Language Skills, 243

Culminating Activity, 244

unit 4 ME AND THE WORLD I LIVE IN, 245

Lesson 2 I LEARN WITH MY COMMUNITY, 254

Fostering Your Language Skills, 267

Lesson 4 BAYANIHAN IN MY COUNTRY, 270

Lesson 5 I LOVE MY WORLD, 277

Lesson 6 I LOVE YOU, MOTHER NATURE, 284

Lesson 7 THANK GOD FOR THE WONDERFUL WORLD, 292

Listening Time, 292

Lesson 8 WHAT A WONDERFUL WORLD, 297

Lesson 9 UNDER THE SEA, 306

Lesson 10 WONDERS OF MOUNTAINS AND FIELDS, 312

Culminating Activity, 316

About the Authors, 336

The English Edge series provides content-rich text to motivate learners to

READING YOUR WAY

Enhancing Your Vocabulary

• K to 12 curriculum focus: vocabulary/vocabulary development,

Conveying Your Thoughts

• K to 12 curriculum focus: oral language, fluency

• K to 12 curriculum focus: reading comprehension

Fostering YOUR LANGUAGE SKILLS

• K to 12 curriculum focus: grammar

Organizing Your Ideas

• K to 12 curriculum focus: writing/composition, study strategy, book

MYSELF, FAMILY, AND FRIENDS

_ 1. Every day father (drive) his kids to school.

5. _ 10. _