English Edge 6

English
Edge 6
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Intregrated Language
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Virginia O. Caneo, EdD

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ISBN 978-621-405-272-1
EngEdge6 12-2020-03
Table of Contents
Preface, xvii
Acknowledgments, xxiii
unit 1 THE FAMILY, 1

Lesson 1 LOVING YOUR FAMILY, 2

Listening Time, 2
Reading Your Way, 2
“A Stranger Passed By”
Checking Your Understanding, 4
Enhancing Your Vocabulary, 5
Conveying Your Thoughts, 5
Reading to Success, 6
Fostering Your Language Skills, 8
Organizing Your Ideas, 10
Lesson 2 REMEMBERING GRANDFATHER, 11

Listening Time, 11
Reading Your Way, 12
“Grandpa’s Thanksgiving Gift”
Lesson 3 KNOWING MY REAL FRIENDS, 20

Listening Time, 20
“All I Would Ever Need”
Lesson 4 SACRIFICING FOR YOUR LOVED ONES, 28

Listening Time, 28
“Pickle Jar”

Lesson 5 MAKING A DIFFERENCE, 39

Listening Time, 39
“The Best Teacher Ever”
Lesson 6 MY GREAT FATHER, 50

Listening Time, 50
“Dearest Dad”
iv
Lesson 7 CARING FOR “SPECIAL” FRIENDS, 59
Listening Time, 59
“Jeremy’s Egg”

Lesson 8 BEING WITH MOTHER, 68

Listening Time, 68
“Mother’s Path of Life”
Lesson 9 CARING FOR MY BROTHER, 76

Listening Time, 76
“The Love of a Brother”
v
Lesson 10 RISING FROM POVERTY, 88
Listening Time, 88
“Three Sisters and a Brother Who Rose Above”

Culminating Activity, 96
unit 2 COMMUNITY AND COUNTRY, 97

Lesson 1 BEING PREPARED, 98
Listening Time, 98
“Scouts of the Century”
Lesson 2 CARING FOR THE CHILDREN, 108

Listening Time, 108
“The Children of the World”
vi
Lesson 3 CELEBRATING A VICTORY, 118
Listening Time, 118
“Yuuki and the Tsunami”

Lesson 4 SHAKING HANDS FOR PEACE, 129

Listening Time, 129
“A Palestinian and a Jew Find Peace Together”
Lesson 5 CREATING A BEAUTIFUL VILLAGE, 138

Listening Time, 138
“The Fall”
Lesson 6 CHANGING FOR THE BETTER, 154

Listening Time, 154
“The Metal King”
vii
Lesson 7 SHARING YOUR WEALTH, 164

Listening Time, 164

“The Millionaire Miser”
Lesson 8 LOVING UNCONDITIONALLY, 174

Listening Time, 174
“The Princess of Illiac”
Lesson 9 PLAYING YOUR ROLE, 185

Listening Time, 185
“All the World’s a Stage”
viii
Lesson 10 FOLLOWING THE PATH OF VIRTUE, 192
Listening Time, 192
“The World”

unit 3 SCIENCE AND TECHNOLOGY, 199

Lesson 1 SEEING FROM THE LENSES, 200
Listening Time, 200
“Camera Technology”
Lesson 2 CALLING FROM A DISTANCE, 207

Listening Time, 207
“The Cell Phone”
ix
Lesson 3 PRESERVING MOTHER NATURE, 217
Listening Time, 217
“In Tune with Mother Nature”

Lesson 4 SHARING YOUR WEALTH, 224

Listening Time, 224
“The Tale of Two Well Diggers”
Lesson 5 LEADING THE WAY, 233

Listening Time, 233
“The Day the Sun’s Children Came to Help”
Lesson 6 HOLDING ON TOGETHER, 242

Listening Time, 242
“The Winds, the Rain, the Waters”
x
Lesson 7 PLANTING IS FUN, 251

Listening Time, 251

“From Spark to Flame”
Lesson 8 GAZING BEYOND, 257

Listening Time, 257
“Thank You for this Earth, O God”
Lesson 9 FLYING DRONES, 262

Listening Time, 262
“Drones,” 263
xi
Lesson 10 SOARING HIGH IN THE SKY, 269
Listening Time, 269
“The Boy Who Flew Too High”

unit 4 VALUES, 277

Lesson 1 PRAYING TOGETHER, 278
Listening Time, 278
“Five Finger Prayer”
Lesson 2 COLLABORATING WITH ONE ANOTHER, 286

Listening Time, 286
“What Makes a Team Strong?”
xii
Lesson 3 INSPIRING OTHERS, 295
Listening Time, 295
“Top Ten Ways to Inspire Others to Be Their Best”

Lesson 4 APPRECIATING DIFFERENCES, 302

Listening Time, 302
“The Color of Friendship”
Lesson 5 UNDERSTANDING OTHERS, 312

Listening Time, 312
“The Pink Dress”
Lesson 6 FORGIVING FROM THE HEART, 319

Listening Time, 319
“Forgive and Forget”
xiii
Lesson 7 GIVING OUT OF LOVE, 328

Listening Time, 328

“The Gold Slippers”
Lesson 8 LIVING BY YOUR CREED, 335

Listening Time, 335
“A Creed to Live By”
Lesson 9 BEING WITH A TRUE FRIEND, 341

Listening Time, 341
“A True Friend”
xiv
Lesson 10 MISSING DAD, 347
Listening Time, 347
“A Touching Story About Dad”

Glossary, 353
Bibliography, 359
Index, 363
About the Author, 368
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 author 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.
Sharon Hendricks for the poem “My Town” on page 11;

Kerri Warren for the essay “All I Would Ever Need” on pages 20–22;
www.shortkidsstories.com for the story “The Eagle and the Jackdaw” on page 24;
www.poetrypad.com for the poem “A Good Friend is Rare” on pages 24–25;
www.inspirational-words-phrases.com for the short story “Pickle Jar” on
pages 28–30;
www.livinglifefully.com for the short story “Best Teacher Ever” on page 41;
Maureen Tatham for the piece “Dearest Dad” on pages 50–52;
www.annien.com for the short story “Jeremy’s Egg” on pages 59–61;
www.llerah.com for the short story “Mother’s Path of Life” on pages 68–70;
www.values.com for the short story “The Love of a Brother” on pages 79–80
www.shortkidsstories.com for the short story “The Crow and the Pitcher” on page 83;
www.fablesofaesop.com for the short story “The Fox and the Grapes” on
page 83;
www.fablesofeasop.com for the short story “The Farmer and the Stork” on page 84;
Matthew Lundy for the short story “Three Sisters and a Brother Who Rose Above”
on pages 88–89;
Ernesto B. Rojo and Christopher Ragudo on www.mbcenter.org for the story “Being
Prepared Scouts of the Century” on pages 99–101;
Atira Hatton for the short story “The Children of the World” on pages 108–111
www.storiestogrowby.org for the short story “Yuuki and the Tsunami” on
pages 118–121;
Marion Pargamin for the short story “A Palestinian and a Jew Find Peace Together”
on pages 129–132;
Max Lucado for the short story “The Fall” on pages 139–142;
Joseph Jacobs for the short story “The Little Hunchback” on pages 145–149;
www.apples4theteacher.com for the short story “The Metal King” on
pages 154–156;
Aaron Shepard for the short story “The Millionaire Miser” on pages 164–167;
Joseph Jacobs for the short story “How the Wicked Sons were Duped” on page 169;
Sandy Breckenridge for the short story “The Princess of Illiac” on pages 175–178;
www.timesunion.com for the editorial article “A Diet for School Junk Food” on
page 181;
www.poemhunter.com for the play “All the World’s a Stage” by William Shakespeare
on pages 185–186;
www.teacher.depaul.edu for the text “Chicago’s First Leader” on pages 188–189;
www.poemlist.com for the poem “The World” by Gautama Buddha on
pages 192–193;
www.trainingtools.com for the essay “Camera Technology” on pages 200–201;
www.theinventors.org for the text “The Cell Phone” on pages 209–210;
Karleen Bradford for the short story “Who’s Invisible Now?” on pages 212–214;
Karehka Ramey for the essay “Effects of Technology on Children” on page 216;
www.associatedcontent.com for the poem “In Tune with Mother Nature” on
pages 217–218;
Ed Price for the short story “The Tale of Two Well Diggers” on pages 225–226;
Jennifer J for the short story “The Day the Sun’s Children Came to Help” on pages
The Manila Times for the article “The Poor Syndrome” on pages 237–238;
Helen R. Green for the poem “The Winds, the Rain, the Waters” on pages 243–244;
www.values.com for the short story “From Spark to Flame” on pages 251–253;
www.beliefnet.com for the short story “Thank You for this Earth, O God” on
pages 257–258;
Daniel Mitz for the poem “Drones” on pages 262–263;
www.storynory.com for the short story “The Boy Who Flew Too High” on
pages 269–270;
www.pulpithelps.com for the text “Five Finger Prayer” on pages 278–279;
www.hrb-family-business-consulting.com for the text “What Makes a Team Strong”
on pages 286–288;
Michael Angier for the text “Top 10 Ways to Inspire Others to Be Their Best” on
pages 295–296;
www.thelittlethings.com for the text “The Color of Friendship” on pages 302–304;
www.poets.org for the poem “Once More Unto the Breach, Dear Friends in Henry
V, Act III, Scene I” by William Shakespeare on pages 306–307;
www.epistle.us for the short story “The Pink Dress” on pages 312–313;
Vincent Magro-Attard for the short story “Forgive and Forget” on pages 321–322;
www.christinyou.net for the short story “The Gold Slippers” on pages 328-330;
Nancye Sims for the text “A Creed to Live By” on pages 335–336; and
www.inspirationalstories.ee for the short story “A Touching Story About Dad” on
pages 347–348.
The author 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
THE FAMILY
The pride of every Filipino family lies in its values that have been passed on
from generation to generation. The Filipino family today enjoys modern and
progressive living. In many families, both parents find work to provide well for their
children, who are expected to actualize the dreams of their parents by doing
their best in school. In spite of modern ways of living, families continue to uphold
the values and traditions that are uniquely Filipino.
1
Lesson 1
LOVING YOUR FAMILY
In this lesson, you will learn to
• analyze sound devices;
• relate an experience appropriate to the occasion;
• infer meaning of idiomatic expressions using context clues;
• compose clear and coherent sentences using appropriate grammatical

structures; and
• write a poem.
LISTENING TIME
Good listening skills are linked with reading ability. Your listening skills can be
further enhanced by learning about onomatopoeia. This is a sound device that
imitates sounds and noises produced by an animal, person, or a thing.
Listen as your teacher reads the poem “The Bells” by American poet Edgar
Allan Poe (1809–1849).
Visualize and study the poem heard and identify the onomatopoeic sounds
used.
READING YOUR WAY
Your family serves as your inspiration in all your endeavors in life. Your
parents show their love for you in many different ways. Sometimes, there are little
misunderstandings but these are learning experiences that keep the closeness of
the family. The poem you are about to read tells you how a mother shows her love
in various ways.
A Stranger Passed By
Author Unknown
I ran into a stranger as he passed by.

“Oh excuse me, please” was my reply.
He said, “Please excuse me, too;
I wasn’t even watching for you.”
2
We were very polite, this stranger and I.

We went on our way and we said good-bye.
But at home a different story is told,

How we treat our loved ones, young and old.
Later that day, cooking the evening meal,
My daughter stood beside me very still.
When I turned around, I nearly knocked her down.
“Move out of my way,” I said with a frown.
She walked away, her little heart broken.

I didn’t realize how harshly I’d spoken.
While I lay awake in bed,
The voice of God came to me and said,
“While dealing with a stranger, common courtesy you use,
But the children you love, you seem to abuse.
Look on the kitchen floor,
You’ll find some flowers there by the door,
Those are the flowers she brought for you.
She picked them herself, pink, yellow, and blue.
She stood quietly not to spoil the surprise,
And you never saw the tears in her eyes.”
By this time I felt very small,

And now my tears began to fall.
I quietly went and knelt by her bed;
“Wake up little girl, wake up,” I said.
“Are these the flowers you picked for me?”
3
She smiled, “I found them out by the tree.”
I picked them because they are pretty just like you.
I knew you’d like them, especially the blue.”
I said, “Daughter, I am sorry for the way I acted today;

I shouldn’t have yelled at you that way.”
She said, “Oh Mommy that’s okay
I love you anyway.”
I said, “Daughter, I love you too,
And I do like the flowers, especially the blue.”
Do you know what is in the full word for family?

FAMILY = (F) Father (A) and (M) Mother, (I) (L) Love (Y) You.
It is worthwhile to share more time with the family.
Source: www.rogerknapp.com
CHALLENGING YOUR MIND
Answer the following questions based on the poem.

1. Why did the mother yell at her daughter?
________________________________________________________________________
________________________________________________________________________
2. Mother has a different attitude toward her family and the stranger whom she
met. Why do you think she was different in treating people?
________________________________________________________________________
________________________________________________________________________
3. Have you experienced the same situation as the daughter in the poem? How
did you react?
________________________________________________________________________
________________________________________________________________________
4. How would you explain these lines from the poem: “While dealing with a
stranger, common courtesy you use, but the children you love, you seem to
abuse”?
________________________________________________________________________
________________________________________________________________________
5. How would you define family, based on your understanding of the poem?
________________________________________________________________________
________________________________________________________________________
4
Context clues are hints that an author gives to help define a difficult or
unfamiliar word. It may appear within the same sentence as the word to
which it refers, or it may follow in a succeeding sentence.
An idiomatic expression is a word or phrase with a figurative meaning.
Its meaning is different from the expressed words. An example of this is

“blessing in disguise,” which means something good that is not recognized
at first.
Underline the words or phrase that would give the same meaning to the
italicized idiomatic expression.
1. Painting a portrait is a piece of cake for Elisha. It is very easy for her since it is
her talent.
2. Mother and Father see eye to eye when I asked permission to attend an out-
of-town conference for our journalism club at school. They agreed to let me
go with my co-members for three days.
3. Joemar and James had to go back to square one and start their project all
over again because they misunderstood their teacher’s instructions.
4. Emmanuel is the class president and, at the same time, the team captain
of the school’s basketball team. He has the best of both worlds, having the
advantages of both.
5. Celine burns the midnight oil and studies even late at night in order to be one
of the top in class.
CONVEYING YOUR THOUGHTS
Do the following:
1. Form a group with five members each.
2. In your group, discuss and write the common activities and concerns of your
families at home.
3. Make a poster to show how your families manifest politeness and concern for
one another.
4. Be ready to show and explain your poster in class.
5
READING TO SUCCESS
There are words that are used to tell what is happening in the story. These
words help you to hear the sounds they reflect. These words are bound to have
an effect on your senses whether you understand them or not. These words are
called onomatopoeia. Onomatopoeic words help create emphasis.
Onomatopoeia imitates the sounds of people, animals, and things to

give more emphasis to the word presented in the sentence.
Example:
The door creaked as he entered the old mansion.
Ding dong! I hear the bells chiming.
Exercise 1
Read the following short story and encircle the onomatopoeic words you
will find.
We Are One
Anonymous
Once upon a time all the animals on earth were brothers and sisters. Despite
their differences in physical features, they lived together harmoniously.
One morning, Ben the dog left their house to go to the market. Soon, he saw
Sam the frog trying to pull a sack of onions from the pond. Ben said, “Arf! Arf! Sam,
may I help you?” Sam answered, “Ribbit! Ribbit! Yes, please help me. My sack
of onions fell into the pond. It is too heavy for me to carry alone.” Together they
pulled the sack of onions. The sack did not move a bit. The sack was too heavy
even for both of them.
Almost an hour passed. Sam felt very helpless and sad. He told Ben, “Ribbit!
Ribbit! Ben, you may go now. It is just too heavy. I will go back home and tell
Mother I dropped the sack of onions into the pond.” Ben answered, “Arf! Arf!
Sam, do not worry. Let us try pulling again with all our strength.” Sam and Ben tried
again.
After they tried several times, Minnie the chick saw them. She ran to help them
and said, “Chirp! Chirp! May I help you? I may be small but I can help in pulling.”
“Thank you, Minnie. You are so kind,” Sam and Ben replied.
6
Now there were three of them pulling the sack of onions. Slowly, half of the
sack of onions was out of the water.
At that time, Sam’s mother arrived with their cart. She was looking for her
child. She told Sam, “Ribbit! Ribbit! Why did you leave without me? You know you
cannot carry the sack of onions on your own.” She then helped the three pull out
the sack of onions. After a few seconds, the sack of onions was finally out of the
water!
Mother Frog was very grateful to Ben and Minnie who helped their friend Sam.
She said, “Ribbit! Ribbit! Thank you very much for helping each other. I will buy you
lunch in the market.”

During lunch Sam said, “Ribbit! Ribbit! I could not have pulled out the sack of
onions without your help. We were able to do it because we worked together.”
Exercise 2
A. Give the sounds created by the following words.
1. pig : ____________________
2. rooster : ____________________
3. car : ____________________
4. train : ____________________
5. snake : ____________________
6. drink : ____________________
7. kiss : ____________________
8. laughter : ____________________
9. swimming : ____________________
10. sheep : ____________________
B. Choose from the list of words in the box the expression that will complete
each sentence most vividly.
clanging pop clacked

howled gargled clicking
chirping murmured creaked
croaked
1. The _______________ of pots and pans awoke the baby.

2. The bird’s _______________ filled the empty night air.
3. Her heels _______________ on the hardwood floor.
4. The rapid _______________ of the pen irritates me.
5. The cabinet _______________ as it opened slowly.
6. The swamp frogs _______________ in unison.
7
7. Daryl _______________ the mouthwash.
8. The wolves _______________ at the moon.
9. Janet _______________ the answer under her breath.
10. Barbie will cry if you _______________ her balloon.
FOSTERING YOUR LANGUAGE SKILLS

You have learned in your previous English classes about nouns and their
different forms. Nouns can be concrete or abstract, singular or plural.
Plural Forms of Regular Nouns

Most nouns in English are made plural by adding an -s to the singular
form.
Examples: stranger — strangers
daughter — daughters
If a noun ends with an s, ch, sh, x, or z, an -es is added to make the
noun plural.
Examples: kiss — kisses
sketch — sketches
If a noun ends in z, add -es to make the noun plural. In some cases,
another z is added.
Examples: quiz — quizzes
Sanchez — Sanchezes
If a noun ends in y preceded by a vowel, add an -s to the singular
form.
Examples: attorney — attorneys
essay — essays
If a noun ends in y preceded by a consonant, change the final y to i
and add -es.
Examples: history — histories
injury — injuries
If a noun ends with f or fe (but not ff or ffe) change the f to v and add
-es.
Examples: leaf — leaves
shelf — shelves
If a noun ends with o, add -es to its singular form.
Examples: mango — mangoes
tomato — tomatoes
8
Exercise 1
Find in the word hunt puzzle the plural form of the nouns in the box. Encircle
your answer.
auto life gas elf

witch kilo way zero
z e r o e s s n w q w r t e
z x c b n o e w a a d q e l
l i v e s h j k y l x c v v
f r t y e w v q s d s g x e
g a s e s e e r h k i l o s
m n b v c x t z a r g j k i
k l h f g d o w r h s f t b
w i t c h e s a s a u t o s
Exercise 2
Fill in the blanks with the plural form of the nouns in the parentheses.
Several generous (family) _________ proceeded to their (church) _________ to
donate (box) _________ of (tomato) _________, (potato) _________, (loaf) _________
of bread and bottles of jelly. There are also donations of children’s (dress) _________
and (toy) _________.
Many (bus) _________ filled with people from different (city) _________ also
donated goods and (lady)’s _________ accessories like (scarf) _________ and hair
(brush) _________. They also brought (tray) _________ of different (dish) _________.
9
ORGANIZING YOUR IDEAS
Write in the space provided a four-stanza poem about an experience with
your family. Use the plural form of nouns and onomatopoeic words in your poem.
Read your poem aloud for your classmates to listen to and critique.
10
Lesson 2
REMEMBERING GRANDFATHER
In this lesson you will learn to

• analyze sound devices in a text heard;
• infer meaning of idiomatic expressions using affixes;

• analyze poem with four or more stanzas in terms of its elements;
• read aloud grade-level appropriate text with an accuracy rate of 95‒100%;
structures for the pluralization of irregular nouns; and
• write a poem.
LISTENING TIME
Personification is a literary device where inanimate objects show human

characteristics. “The trees danced as the wind passed by” is an example of a
personification.
Listen as your teacher reads the poem “My Town” by Sharon Hendricks.
Identify the phrases that show personification as used in the poem.
My Town
By Sharon Hendricks
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 road as if clinging to life.
Stars in the sky blinked and winked out
While the hail was as sharp as a knife.
Source: www.mywordwizard.com
11
READING YOUR WAY
Do your grandparents live with you? How does it feel to be with a grandmother
or grandfather in your house? Many families in our country are fortunate to have
grandparents with them. They serve as strength and inspiration to value life. The
following story shows how a grandfather is so much remembered and loved
despite his absence.
Grandpa’s Thanksgiving Gift

(Adapted)
We started early morning to prepare for our weeklong vacation in Grandma

and Grandpa’s house in Ilocos. I never thought that it would be our last time to see
our grandfather in that old Spanish home. A man of few words, my grandfather
was now in his late seventies. For the past few months, he had been frequently
seeing Dr. Mendoza to have him checked up. Due to his age, he had acquired
arthritis, heart problems, and diabetes.
With only exciting thoughts for the vacation, we got inside father’s old van
that complained as the key was turned. We hit the road and traveled for almost
seven hours until we reached Ilocos Sur where my grandparents lived. Thank God
we arrived safe and sound.
I saw Grandpa waiting for us by the gate. Grandma was at the door, waving
her hands to welcome us. My cousins, who came from various places, were also
there to meet us. Uncle Jun and his family, who arrived from the USA a week
before, were so excited to see all of us. It was a golden opportunity for all of us to
have this reunion.
12
The old Spanish house had three big rooms upstairs, one of which was assigned
to the girls while the other big room on the first floor was assigned to the boys. That
night, the wind howled but we slept soundly.
At five o’clock in the morning, the alarm clock yelled at us and the morning
sun had friendly greetings to peaceful sleepers. My sister and I set the table in the
dining area while my cousins Glenda, Lorraine, and Abby helped prepare the
large hearty breakfast. When everything was ready, everyone took his/her seat
and all of us ate together.
The day before our reunion, I went to the market with my mother, Auntie
Cely, and Auntie Leny. Going to the market always demanded a lot of time and
energy, as the preparations for a large group were always made into a fun and
lovely time. Everyone enjoyed slicing pork, chicken, and beef, preparing fruit
salad, and cooking around five kilos of pancit. My male cousins Nathan, Marion,
and Jun helped Uncle Louis and Uncle Bill roast the pork and chicken.
Our family reunion is always a grand get-together because we do it once
every three years. There are fun activities, dances, and recreational games where
the winners for each contest were given prizes by our uncles and aunt who came
from abroad.
When it was dinnertime Grandma had her wonderful hot kettle of soup
simmering from her old furnace, with the smell telling us that the food would soon
be ready. That night, I had eaten so much but I seemed to hear the last piece of
chicken calling my name.
13
My grandfather had been in good spirits and happy to have his family around.
It was fun to be with him because he had so much to share about the olden days.
He would invite all the kids to the azotea. We knew most every inch of the old house,
even the old stairs which groaned as we walked on them. Then, we would gather
around Grandpa and he would tell us stories of his experiences during the Second
World War. He would also reminisce the times when he courted Grandma. We
would tease him and tell unending stories until the light had conquered darkness.
Then we would sleep late, enjoying the good old stories of Grandpa’s adventures
in his younger days.
I remember when Grandpa and we, his grandchildren, would go to the farm.
I enjoyed the country roads and the beautiful sceneries and the breeze that blew
like a soft feather into my face, and made such a picturesque landscape as
we wandered around. Grandfather, who was well-known in town as the local
Frank Sinatra, would surprise us and sing his beautiful rendition of “My Way” to the
delight of everyone.
I don’t remember the details of the big meal that year; only that it was a
wonderful family reunion because of the memory that Grandpa helped create.
We can be assured that God has special plans. I think Grandpa knew that that
may have been his last family reunion and wanted to make sure that it would
be special. He passed away the following summer. I felt really sad. How time flies
and waits for no one. Grandma, without a shoulder to cry on, has slowly come to
terms with the demise of Grandpa. She sold the old house we loved so much and
moved to live with our aunt in Florida.
A number of family reunions run through my mind as I recall my youth. But
whenever I see a carabao pulling a cart, it brings back a vivid picture of that
day with my grandparents, cousins, and relatives. I’ll always be grateful that God
allowed Grandpa to share that last memorable family reunion with us.
Answer the following questions based on the story.

1. How did the family celebrate their reunion?
__________________________________________________________________________
__________________________________________________________________________
2. What was Grandpa’s surprise to the children?
__________________________________________________________________________
__________________________________________________________________________
14
3. How would you feel if you were one of the grandchildren?
__________________________________________________________________________
__________________________________________________________________________
4. How do you show your love for your grandparents?
__________________________________________________________________________
__________________________________________________________________________

One way of understanding the meaning of an unfamiliar word is to

analyze the different parts of the word and the meanings of those parts.
Many new words are formed by adding an affix to the root word.
Affixes are word elements added to the root word or the base word.
When affixes are added at the beginning of root words, they are called
prefixes. Examples of this are re- in replace and un- in undecided. When
affixes are added to the end of root words, they are called suffixes.
Examples of this are –ly in usually and –ic in angelic.
There are idiomatic expressions found in the story “Grandpa’s Thanksgiving

Gift.” Analyze the meaning of these expressions. The first one has been done
for you.
Word with
Idiomatic expressions Meaning
suffix/prefix
1. He is a man of few words but quite A man who doesn’t speak poetic – suffix
poetic. much
2. We gas up in Tarlac then excitedly
head for Ilocos.
3. We arrived safe and sound for the
family reunion.
4. It was a rare and a golden
opportunity to be with relatives.
5. Grandmother’s magic touch
in cooking provided much
contentment.
15
6. Grandfather was in good spirits as
he happily told stories of his youth.
7. It was lonely for Grandma without a
shoulder to cry on.
8. She has slowly come to terms with
the death of Grandpa.

Form a group with five to six members. Look for a poem or story that uses
personification. Using reader’s theater, read aloud to the class the poem or story
chosen by your group. Reader’s theater is a style or strategy where the readers
do not memorize the lines from a script. They read it with proper vocal expression.
READING TO SUCCESS
Do you notice that some poems or stories you read include statements or lines
that show how nonliving things act and talk like human beings? When you give
human qualities to an object or animal, it is called personification. It is a literary
device that adds interest or understanding to a poem or story.
Personification
Personification is a figure of speech in which animals or inanimate
objects are given human attributes.
Examples:
The wind blew with all its might.
The trees waved as we passed by the forest.
16
Exercise 1
Underline the word or group of words that show personiﬁcation in each of the
following sentences.
1. It would be our last reunion in that old rambling home.
2. We started out in Dad’s old Studebaker that complained as the key was
turned.
3. Every morning the alarm clock yells at us.
4. I hear the last piece of fried chicken calling my name.
5. The old stairs groaned as we walked on them.

6. Time flies and waits for no one.
7. The morning sun had friendly greetings for peaceful sleepers.
8. Light had conquered darkness as snow fell on the ground.
9. The snow had wrapped a white blanket over the city.
10. The gentle rain caressed her cheeks.
Exercise 2
Read the sentences on the left column of the table. On the right column,
write down the object that is being personified.
Sentence Object being personified

1. The leaf whispered as it fell to the ground
during the early morning.
2. The wind sang her a mournful song.
3. My life came screeching to a halt.
4. It was a pity that the storm attacked the
town with great rage.
5. The thunder shouted and frightened the
entire community.
6. The daffodils swayed their heads as the rain
fell on them.
7. The candle flame danced in the dark.
8. The sun stretched its golden arms across
the plains.
9. The trees dropped their leaves and rested.
10. The sunflowers nodded in the wind.

17
Forming the Plural of Irregular Nouns

Some nouns are easily made plural with a few simple changes such as
adding an –s or –es to the end of the word. Irregular nouns do not become
plural this way.
1. If a noun ends in f, change the f to v and add an -es.

Examples: elf — elves
loaf — loaves
2. If a noun ends in y with a consonant before it, change y to i and add
-es.
Examples: spy — spies
jelly — jellies
3. If a noun ends in o, add -es to the end of the word.
Examples: potato — potatoes
tomato — tomatoes
4. If a noun ends with is, change the ending to es.
Examples: analysis — analyses
crisis — crises
5. If a noun ends in us, change us to i.
Examples: cactus — cacti
radius — radii
6. Several nouns form irregular plurals.
Examples: child — children
woman — women
Exercise 1
Write on the lines the correct plural form of the underlined word in each
sentence.
1. There was an ongoing activity in the large kitchen. ____________________
2. The old Spanish house had three big rooms. ____________________
3. We are never prepared for the things in life. ____________________
4. The woman and the girls would help Grandma set the table. _______________
5. Grandma had been busy raising a large family. ____________________
18
6. We headed for the house in the country where they lived. ____________________
7. Everyone was to gather on the front porch. ____________________
8. Grandma taught the girl how to peel the potato. ____________________
9. The day before the family reunion always demanded a lot of time and energy.
____________________
10. There is a loaf of bread on the table. ____________________
Exercise 2
Fill in the blanks the missing plural nouns in the following poem.
A Plural Poem
We’ll start with house and the plural is _______________
Many kids in the house mean many _______________, not childes.
More than one baby is _______________ .
The plural of father should never be fatheres, but _______________.
Remember that the plural of family is _______________.
And the plural of brother is _______________,
And more than one sister is _______________.
If I think of a porch and the plural is _______________
What do you think is the plural of branch? _______________.
Animal names have plural forms too.

The plural of calf is _______________, wolf is _______________, and mouse is
_______________
And the plural of louse is _______________.
I wonder why the plural of radius is _______________,
And the plural of cactus is _______________.
I know that many goose mean _______________,
Yet many deer mean _______________.
There are no easy rules for irregular nouns,
Just remember the words and pronounce the sounds.

Choose a partner and prepare a three- to four-stanza poem with four lines
each about your grandfather or grandmother. Include values such as respect
and openness that your grandparents taught you. Let your partner read your
poem in class and you will explain how these values have helped you become a
good person.
19
Lesson 3
KNOWING MY REAL FRIENDS
In this lesson you will learn to
• infer the speaker’s tone, mood, and purpose;
• infer the meanings of idiomatic expressions using roots;
• determine the tone, mood, and purpose of the author;

• read aloud grade-level appropriate text with an accuracy rate of
95‒100%;
• compose clear and coherent sentences using appropriate tenses of verbs;
• observe politeness at all times;
• demonstrate tactfulness when communicating with others; and
• demonstrate openness to criticism.
LISTENING TIME
Listen to your classmate read the story. Identify the mood of the story.
READING YOUR WAY
How do you feel when you read a story that evokes some kind of emotional
response from you? What is the feeling or mood that is created by the author’s
words?
Mood is the way a person feels about a particular situations, certain feelings,
and descriptions. It may be happy, sad, angry, among other things.
All I Would Ever Need

Kerri Warren
I had always felt like a misfit in school. My friends, although good and true
friends, were not in the crowd of popular kids in school. Besides, I was sure I was
funny looking. I just didn’t fit the mold.
20
Parading constantly before my eyes was the “fun group,” the popular kids
who were always laughing and whispering. They were never sad or depressed,
skipping their way to school, the best of friends. Teachers loved them, boys loved
them, the whole school loved them. I worshipped them and wanted to be just like
them. I dreamed of the day that they would accept me.
My dream came true when I turned fourteen and tried out for the cheerleading
squad. To my surprise, I was chosen. Almost instantly, I was thrust into the “in crowd.”
I felt like a butterfly coming out of a cocoon. I changed my hair and the way
I dressed. Everyone thought the change in me was fantastic new clothes, a new
group of friends, and a new outlook in life.
Almost overnight, the whole school knew who I was, or at least they knew
my name. There were parties and sleepovers, and of course, cheering at the
games. I was finally one of the popular kids. Everyone had hoped to know, I knew.
Everything I had wanted to be, I was.
Something strange was happening to me, however. The more I was included
with my new group, the more confused I became. In reality, these people were
far from perfect.
They talked behind each other’s back while they pretended to be best
friends. They rarely had a truly good time and they faked their smiles. They cared
about what I was wearing and who I was seen with. But they didn’t care about
who I was, what I believed in, what my dreams were, or what made me who I
was. It was a shock to see them as they really were, instead of as I had thought
they were.
I began to feel a huge sense of loss and disappointment. But worst of all, I
realized that I was becoming just like them, and I didn’t like what was happening
at all. I had to get my life back in order. I concentrated first on finding out who my
real friends were, the ones who listened and who really cared about me.
21
They were the only ones who really mattered. I stayed with the cheerleading
because I really enjoyed it. But I stopped hanging around with only the popular
kids, and I widened my circle of friends. I found out that my real friends had never
left me. They were simply waiting for me to come to my senses. I finally realized
that my real original friends were all I would ever need.
Source: www.chickensoup.com
Answer the following questions based on the selection read.

1. Why did the girl want to join the “fun group”?
__________________________________________________________________________
__________________________________________________________________________
2. What strange thing happened to her when she joined the “fun group”?
__________________________________________________________________________
__________________________________________________________________________
3. Have you ever experienced being a misfit in class? How did you overcome
such experience?
__________________________________________________________________________
__________________________________________________________________________
4. How do you show sincere love for your friends?
__________________________________________________________________________
__________________________________________________________________________

In the previous lesson, you have learned about affixes and root words. Infer
the meaning of the underlined idiomatic expressions in each sentence. Then fill in
the following table appropriately using the underlined words.
1. Kate realized that not winning the contest is a blessing in disguise.
2. Mary Anne burns the midnight oil for tomorrow she will take an entrance exam
for high school.
22
3. “Don’t pry over matters that are not your concern,” Mother said. “Remember,
curiosity killed the cat.”
4. Losing in the finals of the competition did not dampen her spirits. She even
decided to work harder next time.
5. The school cancelled classes because it was raining cats and dogs.

Meaning Affix (Prefix/Suffix) Root word
1.
2.
3.
4.
5.

Find a partner. Make a three- to four-stanza poem about how friends should
treat each other during a difficult situation. You can both discuss what this situation
is all about.
Read your poem in class. Ask your classmates what moral they learned from
your presentation.
READING TO SUCCESS
Tone is the attitude of an author toward a subject. It is expressed by

the sentence structure, point of view, and choice of language.
Examples: formal, relaxed, comic, optimistic
Mood is the emotion or atmosphere of the story that suggests certain

feelings through words and descriptions.
Examples: sad, angry, happy, grumpy
Purpose is the author’s reason for writing.

Examples: to entertain (stories, poems)
to inform (instructions, encyclopedia)
to persuade (advertisement, campaign speech)
23
Exercise 1
Read the short story below and fill in the table with the story’s tone, mood,
and purpose.
The Eagle and the Jackdaw
An Eagle, swooping down on powerful wings, seized a lamb in her talons and
made off with it to her nest. A Jackdaw saw the deed, and his silly head was filled
with the idea that he was big and strong enough to do as the Eagle had done.
So with much rustling of feathers and a fierce air, he came down swiftly on the
back of a large Ram. But when he tried to rise again he found that he could not
get away, for his claws were tangled in the wool. And so far was he from carrying
away the Ram that the Ram hardly noticed he was there.
The Shepherd saw the fluttering Jackdaw and at once guessed what had
happened. Running up, he caught the bird and clipped its wings. That evening
he gave the Jackdaw to his children.
“What a funny bird this is!” they said laughing. “What do you call it, Father?”
“That is a Jackdaw, my children. But if you should ask him, he would say he is
an Eagle.”
Source: www.shortkidstories.com
Tone
Mood
Purpose
Exercise 2
Read the poem and answer the following questions.
A Good Friend Is Rare
Like a twinkle in the night

When the wish you make comes true,
Like a treasure buried deep,
Waiting to be discovered only by you.
Like a hidden jewel that we keep
24
When stumbled upon,
Like a diamond waiting to shine
Once it’s been dusted off.
A good friend is rare,
And the most cherished gem of all.
Source: www.thepoetrypad.com
1. What is the poem about?

_________________________________________________________________________
_________________________________________________________________________
2. What is the tone of the poem?
_________________________________________________________________________
_________________________________________________________________________
3. What is the mood of the poem?
_________________________________________________________________________
_________________________________________________________________________
Simple Tenses of Verbs

A verb is a word that expresses action or a state of being. Verbs play
an important role in communicating the “when” of an idea.
Simple present tense is used when the action being described is
habitual or constant. It is simple because all that needs to be done is to
use the first form of a given verb.
Simple past tense is used to describe a single event in the past without
reference to any other past actions. It is important to know that the simple
past is only for singular events.
Simple future tense is used to describe a single event that has yet to
occur.
Examples:
simple present – I dance with the group.
simple past – I danced with the group.
simple future – I will dance with the group.
25
Exercise 1
Compose sentences using the simple present, simple past, and simple future
tense of the following verbs.
1. join
simple present
__________________________________________________________________________
simple past
__________________________________________________________________________
simple future
__________________________________________________________________________
2. work
simple present
__________________________________________________________________________
simple past
__________________________________________________________________________
simple future
__________________________________________________________________________
3. dance
simple present
__________________________________________________________________________
simple past
__________________________________________________________________________
simple future
__________________________________________________________________________
4. take
simple present
__________________________________________________________________________
simple past
__________________________________________________________________________
simple future
__________________________________________________________________________
5. shout
simple present
__________________________________________________________________________
simple past
__________________________________________________________________________
simple future
__________________________________________________________________________
26
Exercise 2
Fill in the blank with the correct verb tense in each of the following sentences.
1. I (find) _______________ out that my real friends never left me since I separated
from them. (simple past)
2. The girl (feel) _______________ like a hero. (simple past)
3. They (make) _______________ her life more miserable. (simple future)
4. She (know) _______________ about the secret of the cheerleaders. (simple
present )
5. The cheerleaders (think) _______________ that she was good too. (simple past)
6. The group (try) _______________ to win the contest. (simple future)
7. She (choose) _______________ to be with the “in group.” (simple past)
8. The girls (pretend) _______________ to be nice. (simple past)
9. Her friends (realize) _______________ that she was truthful. (simple past)
10. The group (get) _______________ the attention of the boys. (simple past)

Form a group with five members. In your group it is expected that each shows
proper decorum by demonstrating good manners and appropriate behavior in
respect to and appreciation for other people present. Choose a leader and a
secretary in your group.
Plan a simulation of a student council meeting where all of you are officers.
Choose a topic for discussion.
Write your script, incorporating the values of politeness and tactfulness, and
dramatize in class.
27
Lesson 4
SACRIFICING FOR YOUR LOVED ONES
• infer meaning of figurative language using other strategies;
• analyze figures of speech such as simile and metaphor; and
• compose clear and coherent sentences using appropriate

aspects of verbs.
LISTENING TIME
Listen as the reader reads a story about a father’s love. Infer the speaker’s
tone, mood, and purpose.
READING YOUR WAY
The inspirational story you are about to read proves that family is always the
priority of parents. Parents can sacrifice anything for the sake of their children.
Read with understanding and emulate the values shown in the story.
Pickle Jar
The pickle jar, as far back as I can remember, sat on the floor beside the
dresser in my parent’s room. When we got ready for bed, Father would empty his
pockets and toss his coins into the jar.
As a small boy, I was always fascinated by the sounds the coins made as they
were dropped into the jar. They ended with a merry jingle when the jar was almost
empty. Then the tones gradually muted to a dull thud as the jar was filled.
I used to squat on the floor in front of the jar and admire the copper and
silver circles that glinted like a pirate’s treasure when the sun poured through the
bedroom window.
28
When the jar was filled, Father would sit at the kitchen table and roll the
coins before taking them to the bank. Taking the coins to the bank was always
a big problem. Stacked neatly in a small cardboard box, the coins were placed
between Father and me on the seat of his old truck. Each time, as we drove to
the bank, Father would look at me hopefully. “Those coins are going to keep
you out of the textile mill, Son. You’re going to do better than me. This old mill
town’s not going to hold you back.” Also, each time, as he slid the box of rolled
coins across the counter at the bank toward the cashier, he would grin proudly
and say, “These are for my son’s college fund. He’ll never work at the mill all his
life like me.”
We would always celebrate each deposit by stopping for an ice cream
cone. I always got chocolate. Father always got vanilla. When the clerk of the ice
cream parlor handed Father his change, he would show me the coins nestled in
his palm. “When we get home, we’ll start filling the jar again.”
He always let me drop the first coins into the empty jar. As they rattled around
with brief, happy jingle, we grinned at each other. “You’ll get to college on coins,”
he said. “But you’ll get there. I’ll see to that.”
The years passed and I finished college and took a job in another town.
Once, while visiting may parents, I used the phone in their bedroom, and
noticed that the pickle jar was gone. It had served its purpose and had been
removed. A lump rose in my throat as I stared at the spot beside the dresser where
the jar had always stood. My father was a man of few words, and never lectured
me on the values of determination, perseverance, and faith. The pickle jar had
taught me all these virtues far more eloquently than the most flowery of words
could have done.
29
When I married, I told my wife Susan about the significant part the lowly pickle
jar had played in my life as a boy. In my mind it defined, more than anything else,
how much my father had loved me. No matter how rough things got at home, he
continued to doggedly drop his coins in his jar. Even the summer when he got laid
off from the mill, and Mother had to serve dried beans several times a week, not
a single dime was taken from the jar.
On the contrary, as Father looked at me across the table, pouring catsup
over my beans to make them more palatable, he became more determined
than ever to make a way out for me. “When you finish college, Son,” he told me,
his eyes glistening, “you’ll never have to eat beans again… unless you want to.”
The first Christmas after our daughter Jessica was born, we spent the holiday
with my parents. After dinner, Father and Mother sat next to each other on the
sofa, taking turns cuddling their first grandchild. Jessica began to whimper softly,
and Susan took her from Father’s arms. “She probably needs to be changed,” she
said, carrying the baby into my parent’s bedroom to change her diaper. When
Susan came back into the living room, there was a strange mist in her eyes. She
handed Jessica back to Father before taking my hand and leading me into the
room.
“Look,” she said softly, her eyes directing me to the spot on the floor beside
the dresser. To my amazement, there, as if it had never been removed, stood the
old pickle jar, the bottom already covered with coins. I walked over to the pickle
jar, dug down into my pocket, and pulled out a fistful of coins. With a gamut of
emotions choking me, I dropped the coins into the jar. I looked up and saw that
Father, carrying Jessica, had slipped quietly into the room. Our eyes locked, and
I knew he was feeling the same emotions I felt.
Neither one of us could speak.
Source: www.inspirational-words-phrases.com
Answer the following questions based on the selection.

1. What is the pickle jar for?
__________________________________________________________________________
__________________________________________________________________________
30
2. What does the narrator’s father mean when he said, “You’ll never eat beans
again… unless you want to.”
__________________________________________________________________________
__________________________________________________________________________
3. How significant was the lowly pickle jar in the life of the narrator?
__________________________________________________________________________
__________________________________________________________________________
4. Explain the many values that the pickle jar taught him.
__________________________________________________________________________
__________________________________________________________________________
5. What is the general atmosphere created by the author’s words? What is the
feeling that you get from reading the words in the story?
__________________________________________________________________________
__________________________________________________________________________

You have learned that personification is a figure of speech that assigns

qualities of a person to something that is not human. Other examples of
figure of speech are irony and hyperbole.
Irony is an expression that its intended meaning is different from the
actual meaning.
Example: China, don’t burn our flag, that is made in China.
A hyperbole is an exaggerated statement that should not be taken
literally.
Example: I have loved you for a thousand years.
Explain in the speech balloon the meaning of each of the following sentences.
Then write on the line before each number if the sentence is irony, hyperbole, or
personification.
__________ 1. It takes forever for me to finish my assignment in Math.
31
__________ 2. The flowers are begging for water as the weather became hotter.
__________ 3. Monica’s motto is “never say never.”

__________ 4. The sky wept with me last night. It was a very cold night.
__________ 5. Rene has a million pairs of shoes.
What is the tone of the story “The Pickle Jar” and its implication in your life?
What do you think is the mood of the story?
The story tells you that you should develop a foresight. Think of what you would
like to be in the near future.
32
Form a group with four members. Have a dialogue about your future plans.
Discuss your goals and objectives for junior high school. Dramatize your dialogue
in class.
READING TO SUCCESS
Another important skill that you should be able to develop is the ability
to analyze a story and to make appropriate conclusions. This is called inferring.

Inferring makes use of skills in analyzing how characters react to situations, how
the use of language adds color to the story, and how situations present a moral
value.
Inferring Character Traits

To infer the traits of the characters of a story, you should analyze the
way they react to situations, what they say, and what other characters say
about them.
I love this
news article. I am pleased Let’s write our
to meet you. suggestion.
Hello there!
Let’s read this
together.
My pet dog
run to that
direction.
I wish I have
my own TV
in my room.
Prove to me that
Oh! I see my I was wrong.
future. I am a Oh my! This is
doctor. beautiful.
33
Exercise 1
Underline the word in each of the following sentences that best describes the
character’s emotions or feelings.
1. Father never failed to fill the pickle jar with coins. (persevering, honest,
generous)
2. “These are for my son’s college fund. He’ll never work at the mill all his life like
me.” (troubled, hopeful, worried)
3. We would always celebrate each time we deposit in the bank by stopping for
an ice cream cone. (caring, faithful, pleased)

4. “You’ll get to college on coins,” he said. “But you’ll get there. I’ll see to that.”
(determined, greedy, happy)
5. No matter how rough things got at home, Father continued to doggedly drop
his coins in his jar. (sad, persevering, courteous)
6. Even the summer when Father got laid off from the mill, not a single dime was
taken from the jar. (kind, thrifty, tired)
7. “When you finish college, Son,” he told me, his eyes glistening, “you’ll never
have to eat beans again.” (eager, proud, tired)
8. Mother and Father sat next to each other on the sofa, taking turns cuddling
their first grandchild. (contented, loving, friendly)
9. To my amazement, Father filled the old jar again, as if it had never been
removed, the bottom already covered with coins. (faithful, curious, funny)
10. I studied hard to reach my goal as Father expected me to do. (kind,
determined, bitter)
Exercises 2
Identify the traits of the following characters that are worth emulating. Explain
your answer.
1. Father
_________________________________________________________________________
_________________________________________________________________________
2. Mother
_________________________________________________________________________
_________________________________________________________________________
3. Son
_________________________________________________________________________
_________________________________________________________________________
34
Which of the character traits below describe you? Give the reason why you
have these traits. Write your answer in the space provided.
a. patient ____________________________________________________________
b. responsible ____________________________________________________________
c. politeness ____________________________________________________________
d. diligent ____________________________________________________________
e. hardworking ____________________________________________________________
Simile and metaphor are figures of speech that show comparison

between two different things. Simile is a comparison of two things that
share a common feature using the word as or like.
Examples: Joshua is as brave as a lion.
She has eyes like an eagle.
Metaphor is a direct comparison of two things that are not alike. It
uses a word to apply to another.
Examples: Life is a box of chocolates.
Time is a friend.
Exercise 1
Identify whether the sentence uses a simile or a metaphor. Encircle the correct
answer.
1. Chris and Carlo are like two peas in a pod.
simile metaphor
2. Hope is the anchor of the soul.
simile metaphor
3. The eye is the lamp of the body.
simile metaphor
4. Ginny is as wise as an owl.
simile metaphor
5. Hazel sings like an angel.
simile metaphor
Exercise 2
Write on the line before each number if the sentence is a simile or a metaphor.
Then encircle the word or phrase that makes it a simile or a metaphor.
_________ 1. Danica is as proud as a peacock for winning the beauty pageant.
_________ 2. Grandpa always says that love is war.
35
_________ 3. The house was a circus since Mother went on a vacation.
_________ 4. After the last class, Ramil went home as quickly as a flash of lightning.
_________ 5. Her singing voice is like fingernails on a chalkboard.
_________ 6. The road was as slippery as an eel after it rained hard.
_________ 7. Mother says that my sister and I are her sunshine.
_________ 8. She is sleeping in a bed of roses.
_________ 9. “The world is your oyster,” her father always says.
_________ 10. The traveler’s life is as free as a bird.
One of the many ways to improve your language skills is by using correct
tenses of verbs in sentences.
Perfect Tenses of Verbs

Perfect tense is a tense of verb used in describing action that has been
completed. There are three forms of perfect tenses: present perfect, past
perfect, and future perfect.
Present perfect tense describes an action that happened at an
indefinite time in the past or that began in the past and continues in the
present. This tense is formed by using has/have with the past participle of
the verb. Most past participles end in -ed.
Example:
Father has started dropping coins into the jar since I was two years
old.
Past perfect tense describes an action that took place in the past
before another past action. This tense is formed by using had with the past
participle of the verb.
Example:
By the time the jar is filled, I had graduated from grade 6.
Future perfect tense describes an action that will occur in the future
before some other action. This tense is formed by using will have or would
have with the past participle of the verb.
Example:
By the time the jar was filled, my parents would have enrolled me
in high school.
36
Exercise 1
Complete each of the following sentences using the perfect tenses of the
verbs in the parentheses.
1. Father (save) ____________________________________________________________
___________________________________. (past perfect)
2. The coins in the pickle jar (fill) ______________________________________________
__________________________________. (present perfect)
3. Father (work) _______________________________________ at the mill. (future
perfect)
4. Mother (dream) ____________________________________________. (present
perfect)
5. Father (drive) ______________________________________ to the bank. (future
perfect)
6. I (ride) _______________________________________________ in the old. (past
perfect)
7. I (study) _________________________________ hard to reach my goal. (present
perfect)
8. Father (drop) _______________________________________ every penny for his
son. (past perfect)
9. He (feel) __________________________ good after we visit the amusement park.
(future perfect)
10. The jar (stand) ______________________________________ at the corner. (past
perfect)
Exercise 2
Compose a sentence using the perfect tense of each of the following verbs.
Present perfect tense
1. save
__________________________________________________________________________
2. sacrifice
__________________________________________________________________________
3. take
__________________________________________________________________________
Past perfect tense

4. drop
________________________________________________________________________
37
5. finish
__________________________________________________________________________
6. eat
__________________________________________________________________________
Future perfect tense

7. go
__________________________________________________________________________
8. remember
__________________________________________________________________________
9. end
__________________________________________________________________________
10. eat
__________________________________________________________________________

Fill in the graphic organizer with your personal ways of saving for your future.
Write the trait that you should possess in the boxes on the left. On the boxes on
the right, write the ways in order to demonstrate that personal trait and save for
your future.
Then, write an essay based on your answers on the graphic organizer. Read
your work to the class.
38
Lesson 5
MAKING A DIFFERENCE
• analyze sound devices in a text heard;
• infer meaning of figurative language using context clues;
• read with automaticity grade-level, frequently-occurring content area words;
and
structures.
LISTENING TIME
Listen as your teacher reads the story. Analyze the irony and hyperbole from
the text heard.
READING YOUR WAY
Many teachers come and go, but there are some who make a difference
in your life as a student. Do they treat you like their own son or daughter? Are
you determined to get a high grade because of your teacher? The story you are
about to read will definitely inspire you to understand and love your teachers
better.
The Best Teacher Ever
There is a story from many years ago of a primary school teacher. Her name
was Mrs. Thompson. And as she stood in front of the grade 5 class on the very
first day of school, she told the children a lie. Like most teachers, she looked at
her students and said that she loved them all the same. But that was impossible
because there in the front row, slumped in his seat, was a little boy named Teddy
Stoddard.
39
Mrs. Thompson had watched Teddy the year before and noticed that he
didn’t play well with other children, that his clothes were messy and that he
constantly needed a bath. And Teddy could be unpleasant. It got to the point
where Mrs. Thompson would actually delight in marking his papers with a broad
red pen, making bold s and then putting a big “F” at the top of his paper. At the
school where Mrs. Thompson taught, she was required to review each child’s past
records and put Teddy’s off list until last. However, when she reviewed his file, she
was in for a surprise.
Teddy’s first grade teacher wrote, “Teddy is a bright child with a ready laugh.
He does his work neatly and has good manners. He is a joy to be around.”
His second grade teacher wrote, “Teddy is an excellent student, well-liked by
his classmates, but he is troubled because his mother has a terminal illness and life
at home must be a struggle.”
His third grade teacher wrote, “His mother’s death has been hard on him. He
tries to do his best but his father doesn’t show much interest. His home life will soon
affect him if some steps aren’t taken.”
Teddy’s fourth grade teacher wrote, “Teddy is withdrawn and doesn’t show
much interest in school. He doesn’t have many friends and sometimes sleeps in
class.”
By now, Mrs. Thompson realized the problem and she was ashamed of herself.
She felt even worse when her students brought her Christmas presents, wrapped
in beautiful paper and tied with pretty ribbons, except for Teddy’s. His present was
clumsily wrapped in the heavy, brown paper that he got from a grocery bag.
Mrs. Thompson took pains to open it in the middle of the other presents. Some
of the children started to laugh when she found a rhinestone bracelet with some
of the stones missing, and a bottle that was one quarter full of perfume. But, she
stifled the children’s laughter when she exclaimed how pretty the bracelet was,
40
putting it on, and dabbing some of the perfume on her wrist. Teddy stayed after
school that day just long enough to say, “Mrs. Thompson, today you smelled just
like my mother used to.”
After the children left she cried for at least an hour. On that very day, she
quit teaching reading, writing, and arithmetic. Instead she began to teach the
children.
Mrs. Thompson paid particular attention to Teddy. As she worked with him,
his mind seemed to come alive. The more she encouraged him, the faster he
responded. By the end of the year, Teddy had become one of the smartest
children in class and, despite her lie that she would love all the children the same,
Teddy became one of her “teacher’s pet.”
A year later, she found a note under her door. It was from Teddy, telling her
that she was still the best teacher he ever had in his whole life.
Six years went by before she got another letter from Teddy. He then wrote
that he had finished senior high school, third in his class, and she was still the best
teacher he ever had in his whole life.
Four years after that she got another letter, saying that while things have been
tough at times, he’d stay in school, had stuck with it, and would soon graduate
from college with the highest honors. He assured Mrs. Thompson that she was still
the best teacher he ever had in his whole life.
Then four years passed and yet another letter came. This time he explained
that after he got his bachelor’s degree, he decided to go a little further. The letter
explained that she was still the best and favorite teacher he ever had. But now his
name was a little longer—the letter was signed, Theodore F. Stoddard, M.D.
The story doesn’t end there. You see, there was yet another letter that came.
Teddy said he’d met this girl and was going to be married. He explained that his
father had died a couple of years ago and he was wondering if Mrs. Thompson
might agree to sit in the place at the wedding that was usually reserved for the
mother of the groom. Of course Mrs. Thompson did.
And guess what? She wore the bracelet, the one with several rhinestones
missing. And she made sure she was wearing the perfume that Teddy remembered
his mother wearing on their last Christmas together. They hugged each other, and
Dr. Stoddard whispered in Mrs. Thompson’s ear. “Thank you Mrs. Thompson, for
believing in me. Thank you so much for making me feel important and showing
me that I could make a difference.”
Mrs. Thompson, with tears in her eyes, whispered back. She said, “Teddy, you
have it all wrong. You were the one who taught me that I could make a difference.
I didn’t know how to teach until I met you.”
Source: www.livinglifefully.com
41

1. What kind of teacher is Mrs. Thompson?
__________________________________________________________________________
__________________________________________________________________________
2. How is Teddy as a student?
__________________________________________________________________________
__________________________________________________________________________
3. What is Mrs. Thompson’s role as the second mother to Teddy?
__________________________________________________________________________
__________________________________________________________________________
4. Why should teachers love their students?
__________________________________________________________________________
__________________________________________________________________________
5. How does a teacher make a difference in the lives of his/her students?
__________________________________________________________________________
__________________________________________________________________________
In the previous lesson, you have learned about simile and metaphor. Put a
box around the simile or metaphor in each sentence. Then underline the context
clues that explain the meaning of the simile or metaphor used.
1. Father usually goes home late at night because he works like a dog. I admire
him for being very hardworking.
2. Rica is the apple of his eye. She has always been the favorite among the
grandchildren.
3. The class was as busy as a bee to even think of summer vacation. They were
very busy because of the project deadlines and the coming final exams.
4. After the exams, most of the students are couch potatoes. They slack around
the house and watch television all day.
5. The two neighbors are like cats and dogs. They always end up in a petty fight
no matter how hard they try to live in peace.
42
Form a group with four members. Research about an issue or topic on

environment or science and technology and write a report about it in a short
bond paper. Read your report in front of the class.
READING TO SUCCESS
You have learned that there are figures of speech in which words are
used in such a way that their intended meaning is different from their literal
meaning. It may also be a condition that may end up in quite a different
way than what is generally expected. In simple words, it is a difference
between the appearance and the reality. This figure of speech is called
irony.
Irony is a figure of speech that uses words that convey the opposite
of their exact meaning; a statement or situation where the meaning is
contradicted by the appearance or presentation of the idea.
Examples:
I have named my black dog Whitey.
Water, water everywhere, but no drop to drink.
Exercise 1
Choose from the box the appropriate phrase to make each of the following
sentences an irony.
a. does not believe in taking medicine f. burned down

b. gets robbed g. afraid of injection
c. as the sun is shining brightly h. hates to eat what he cooks
d. separated from her husband i. drinking a juice
e. does not contribute a single cent j. with escalator

1. a fire station that _______________________________.
2. a fitness center that _____________________________.
3. a soft drink delivery man who _________________________.
43
4. a police station that _____________________________.
5. it is raining ________________________________.
6. a marriage counselor who _________________________.
7. a pharmacist who _________________________________.
8. a head of a charity institution who ____________________.
9. a chef who ________________________________________.
10. a nurse who_______________________________________.
Exercise 2
Explain why each of the following illustrations are considered to be an irony.
________________________ ________________________ ________________________

________________________ ________________________ ________________________
________________________ ________________________ ________________________
________________________ ________________________ ________________________
________________________ ________________________ ________________________
Another figure of speech that is as interesting as an irony is called a

hyperbole.
Hyperbole is a figure of speech that uses extreme exaggeration to
make a point.
Examples:
• I’m so hungry I could eat a horse.
• She was crying since yesterday that she made a river.
Exercise 1
Give the meaning of each of the following statements.
1. My brother is as tall as a building.
_________________________________________________________________________
44
2. I had to wait in the station for an eternity.
_________________________________________________________________________
3. I have to walk a million miles to see you.
_________________________________________________________________________
4. I have a ton of homework.
_________________________________________________________________________
5. If I can’t buy that new game, I will die.
_________________________________________________________________________
6. He is as skinny as a toothpick.
_________________________________________________________________________
7. This car runs faster than the speed of light.
_________________________________________________________________________
8. He’s got tons of money.
_________________________________________________________________________
9. Her brain is the size of a pea.
_________________________________________________________________________
10. He is older than the hills.
_________________________________________________________________________
Exercise 2
Put a check in the box before each number if the sentence uses hyperbole.
Explain the meaning of the sentence on the lines provided.
1. The test was so long that when I finished it, I was 100 years old.
_____________________________________________________________________
_____________________________________________________________________
2. The paper is as light as feather.
_____________________________________________________________________
_____________________________________________________________________
3. The roads are flooded that I need to use scuba diving vest to cross the
street.
_____________________________________________________________________
_____________________________________________________________________
4. It was so hot that if you dropped an egg on the sidewalk, it would be
fried.
_____________________________________________________________________
_____________________________________________________________________
5. The mayor’s voice was a strong weapon.
_____________________________________________________________________
_____________________________________________________________________
45
6. My teacher is so old; she taught the cave men to build a fire.
_____________________________________________________________________
_____________________________________________________________________
7. My dog is so ugly; he saw himself in a mirror and ran away.
_____________________________________________________________________
_____________________________________________________________________
8. An apple a day keeps the doctor away.
_____________________________________________________________________
_____________________________________________________________________
9. The horse ran in the speed of light.

_____________________________________________________________________
_____________________________________________________________________
10. The streetlight was my security guard.
_____________________________________________________________________
_____________________________________________________________________
Modals
Modals are used before verbs to express permission, possibility,
certainty, and necessity.
Permission
Can, could, and may are modals used to ask permission.
Examples:
Can I borrow a pencil?
May I ask permission to leave?
Ability
Can and could are modals used to talk about a skill or ability.
Examples:
Genevieve can dance well.
Anthony could sing the high notes when he was young.
46
Possibility
Modal verbs such as may, might, could, and must are used to show
possibility. This is formed by adding the modal to the base verb.
Examples:
I may come at 7:00 p.m. after dinner.
The call center agent might work over time.
Certainty
Will, shall, can, and must are modals used to tell how sure speakers are
about what they are saying.
Examples:
The CCTV camera caught the whole incident. The thief will be caught.
She anticipates his call. She shall answer him tonight.
Necessity
Must, have got to, and have to are modals used to express necessity.
Examples:
You have to pass your assignment.
I have got to finish this movie.
You must finish the chores before she arrives.

Exercise 1
Complete each of the following sentences with the appropriate modal verb.
Write can, could, may, have to, or must in the blanks.
1. Teddy _______________ write well when he was in grade 1.
2. The teacher _______________ get to class on time because she will give the
unit test.
3. She woke up early so she _______________ arrive in class on time.
4. Teddy is doing great in class. He _______________ pass all his subjects.
5. He _______________ get over his sorrows when he meets Mrs. Stoddard.
6. She looked at Teddy and almost cried but realized that she _______________
hold back her tears.
7. The boy _______________ now adjust after Mrs. Thompson gave him more
attention.
8. He _______________ get over his mother’s death and take care of himself
because his father cannot take care of him.
47
9. She looked at the boy hoping she _______________ understand her feelings.
10. The student _______________ adjust to his situation now because he feels much
better than before.
Exercise 2
Write mustn’t, don’t, or doesn’t in the blanks to complete the following sentences.
1. You have to meet your teacher this morning. You _______________ be late.
2. You _______________ be overconfident.
3. The concert is free. You _______________ need to pay when you enter.
4. The children _______________ tell lies.
5. She is a rich man’s child. She _______________ have to work so hard.
6. I _______________ watch television every night because I have other important
things to do.
7. The students _______________ need to rush their projects because they were
given enough time.
8. You _______________ bully your classmates.
9. You can borrow my cell phone but you _______________ use it for playing
games.
10. We _______________ miss our classes because it’s almost time for the final
exams.
Every element of a visual image can have a meaning. Visual images can be
read like other texts, and the position of elements within the image, the colors
used, and the lighting can all affect interpretation.
1. Choose a partner and look at the following images carefully.
2. Interpret the images based on your understanding.
3. What can you tell about the colors?
4. How would you connect these images to you as a student?

48
5. Write a short paragraph based on your interpretation. How important are
these images based on the values presented in the story “The Best Teacher
Ever?”
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
49
Lesson 6
MY GREAT FATHER
• analyze figures of speech; and
• read with automaticity grade-level frequently occurring content area words.
LISTENING TIME
Your teacher will assign a student to read a letter of a daughter to her father.
Infer the tone and mood used by the author. Also, identify the purpose of the
author in writing the letter.
READING YOUR WAY
Are you close to your father? Is he like a best friend to you? Sometimes a
father may not show his true emotions. Always remember that a father’s love will
always remain true and sincere.
Dearest Dad
by Maureen Tatham
Dearest Dad,
I am truly blessed for having you as my father. You left a godly legacy that
provided a good foundation to my own journey in life.
Growing up with eight siblings who have different personalities and
idiosyncrasies can be chaotic at times. But I remember what you would always
tell us: “Love one another.” We learned not to let our differences keep us apart.
You also showed us how to love sacrificially. Supporting a big family is not an easy
task. You worked very hard to provide to make sure there was food on the table,
and to send us to school. You always reminded us that though you and Mom
may not be able to give us material wealth as inheritance, you would give us
something better—an education. And you did. You would always give us what
we needed, even if it meant having to do without yourself.
50
In my early years as a full-time worker in the ministry, you did something that
was forever engraved in my heart—you showed what sacrificial love is all about.
You were then recovering from something that affected your lungs. Being a
retiree, you needed all the money you had for your medicine as well as oxygen.
After learning about how I didn’t receive regular paychecks, but lived off of what
other people actually gave (those who pledged to give support for the ministry),
you chose to give me your medicine money instead. My heart was torn between
accepting the love gift you offered and insisting you needed it yourself. “God will
provide for my needs,” you assured me. So I accepted your gift, for I realized that
giving always brought you much joy, and I didn’t have the heart to take that joy
away from you.
Other memories that left an indelible mark on me are those times you neither
accepted bribes nor yielded to pressure. I can still remember the many visitors we
used to have at home. They were rich parents offering money, gifts, even a car
just for you to give a passing grade for their children in your classes. For a family
struggling with finances, I’m sure their offers were very tempting. But they would
always leave with a negative answer, for you lived by the code that to live with
honor is better than wealth. It is also from your example that I learned to value
hard work, pursue excellence, and never stop learning. I also witnessed how you
showed respect and kindness to those who have less in life. As a principal, you
made it a point to always greet and call the security guards and janitors by their
names. You were never in a hurry to leave, and always took time to talk to them,
and to share some jokes. Your genuine interest and care for others touched not
only their lives but mine as well.
Most people saw you as a strict parent, a disciplinarian, and that is true. But
you also showed us another side of you that I truly enjoyed and now miss. You
liked having fun time with us. Memories of you playing and laughing with us will
forever be treasured.
51
Dad, I am so proud to have you as my father. You are not perfect or always
right, but you would be the first to admit that. However, for me, you are great!
Even after twelve years since you went home to be with our Lord, I still miss you. It
seems silly, but I picture you in heaven cheering me on as I continue on my own
journey in life. I love you, Dad!

Love,
Maureen
Source: www.skywriting.net

1. What is Dad’s legacy that provided a good foundation to Maureen’s journey
in life?
_________________________________________________________________________
2. How is Maureen’s dad remembered as a principal?
_________________________________________________________________________
3. Which among Dad’s good deeds do you admire? Why?
_________________________________________________________________________
4. Why is Maureen proud of her father? Are you proud of your father? Why?
_________________________________________________________________________
Choose from the box the appropriate meaning of the italicized word in each
sentence. Write the letter of the correct answer on the line before each number.
a. service in the church f. belief

b. real g. something handed down
c. cannot be erased h. one who is strict
d. monetary resources i. travel
e. characteristics j. disorderly
k. can be eaten
52
______ 1. You left a godly legacy that provided a good foundation for my own
journey in life.
______ 2. Growing up with eight siblings can be chaotic.
______ 3. I worked in the ministry in my early years.
______ 4. Other memories left an indelible mark on me.
______ 5. Father’s genuine interests and care for others touched their lives.
______ 6. Most people saw him as a disciplinarian.
______ 7. I will continue my journey in life as inspired by him.
______ 8. Our family struggled with finances.
______ 9. The eight siblings had different personalities and idiosyncrasies.

______ 10. For you lived by the code that to live with honor is better that wealth.
Your teacher will group you into four. Choose a leader to facilitate the
activity. Brainstorm about the benefits of reading for students like you. Write a
short paragraph about it in your notebook. Encircle the most used words in your
paragraph. Then read the short paragraph in front of the class.
READING TO SUCCESS
Another figure of speech that you should be familiar with is euphemism.

It helps writers to convey those ideas which have become unacceptable in
society and are too embarrassing to mention directly.
Euphemism
Euphemism is a polite expression used in place of a rude expression,
harsh words, or blunt and embarrassing statement in order not to humiliate
or offend somebody.
Examples:
1. Father passed away last year. (died)
2. The student attended remedial classes. (corrective)
53
Exercise 1
Give the meaning of the underlined euphemisms in the sentences.
1. You left a godly legacy that provided a good foundation for my own journey
in life.
_________________________________________________________________________
_________________________________________________________________________
2. You worked very hard to provide for our needs, to make sure there is food on
the table, and to send us to school.
_________________________________________________________________________
_________________________________________________________________________
3. My heart was torn between accepting the love gift you offered and insisting
you needed it yourself.
_________________________________________________________________________
_________________________________________________________________________
4. There are many other memories that left an indelible mark on me.
_________________________________________________________________________
_________________________________________________________________________
5. For a family struggling with finances, I’m sure their offers were very tempting.
_________________________________________________________________________
_________________________________________________________________________
6. You showed respect and kindness to those who have less in life.
_________________________________________________________________________
_________________________________________________________________________
7. You went home to be with our Lord, I still miss you.
_________________________________________________________________________
_________________________________________________________________________
8. Playing and laughing with us will forever be treasured.
_________________________________________________________________________
_________________________________________________________________________
9. Let us help the people who live in the streets.
_________________________________________________________________________
_________________________________________________________________________
10. The sanitation worker collected the garbage.
_________________________________________________________________________
_________________________________________________________________________
54
Exercise 2
Match each euphemism in column A with its meaning in column B.
A B
1. prison camp • • in the streets
2. maid • • visually challenged
3. homeless • • sales representative
4. sick • • the call of nature
5. handicapped • • unable to make ends meet

6. blind • • domestic engineer
7. salesperson • • on the family way
8. poor • • physically challenged
9. the urge to urinate • • rehabilitation center
10. pregnant • • indisposed

Pronouns
There are many ways to develop your skills in grammar, particularly
in forming sentences using pronouns. Pronouns are words that take the
place of nouns. We use pronouns instead of repeating the noun. Some
types of pronouns are personal pronouns and indefinite pronouns.
Personal Pronouns
These pronouns refer to people or things: I, you, he, she, it, we, you,
and they. These are subjective—that is, they can function as subjects.
Example: It is the best gift I ever received.
Indefinite Pronouns
These pronouns do not point to any particular nouns, but refer to
things or people in general. Some of them are few, everyone, all, some,
anything, and nobody.
Example: Everyone is already here.
55
Exercise 1
Fill in the blanks with the correct personal pronoun.
1. _______________ is nice to spend vacation in Baguio during a holiday.
2. _______________ is important to dress well during special occasions.
3. My name is Mr. Roberto. _______________ am a Math teacher.
4. _______________ favorite food is fried chicken.
5. Lenie is my sister. _______________ is now in Canada.
6. These are Elizabeth and Elaine. _______________ are twins.
7. Our car is big. _______________ is new.

8. Marie and Christy are best friends. _______________ travel every year.
9. We live in a farm house. _______________ is five kilometers away from the city.
10. Mr. and Mrs. Dela Peña did not buy the house next door. _______________ find
the house too big.
11. What can _______________ tell me about your family?
Exercise 2
Rewrite the following paragraph using appropriate pronouns.
Dan and Aby are brothers and sisters. One day Dan and Aby went to the
mall to have merienda. Dan and Aby ordered pizza and lasagna. Dan wanted
to order more because Dan was quite tired and hungry. Aby ordered a scoop
of ice cream and Aby found it very sweet and creamy. While eating, Dan and
Aby saw the Cruz family. The Cruz family was having their merienda inside
the restaurant too. Dan and Aby observed that the Cruz family was enjoying
their food together, because the Cruz family was celebrating the birthday
of Mrs. Cruz. The occasion was attended by the five siblings. The occasion
was a happy reunion because two of their children just arrived from abroad.
The two children are both nurses.
56
Fill in the graphic organizer with the correct tone and mood of the given
statements. Choose your answers from the box.
Words That Describe

Mood
Words That
fanciful
Describe
melancholic
Tone
frightening
mysterious amused
frustrating angry
sentimental cheerful
happy euphemistic
sorrowful sad
suspenseful
1. I am truly blessed to have you as my father.
2. We have learned not to let our differences keep us apart.
57
3. You also showed us how to love sacrificially.

4. I realized that giving always brought you much joy.
5. You lived by the code that to live with honor is better than wealth.
58
Lesson 7
CARING FOR “SPECIAL” FRIENDS
• evaluate narratives based on how the author developed the elements of
setting and characters; and
• compose clear and coherent sentences using appropriate pronoun-reference
agreement.
LISTENING TIME
Listen as your teacher reads the story “Jeremy’s Egg.” Take note of the setting
and the characters in the story.
READING YOUR WAY
Do you have any idea what a special child is? A special child is an individual
who has different disabilities. He/She may have physical deformities or learning
incapacities but he/she is as normal in many ways as an ordinary child like you.
You should treat people with special needs well and understand their situation
because they are like your brothers and sisters.
The story you will read is about Jeremy, a little boy who, despite being a child
with special needs, struggled to be as normal as his classmates.
Jeremy’s Egg
Author Unknown
Jeremy was born with a twisted body, a slow mind, and a chronic, terminal
illness that had been slowly killing him all his life. Still, his parents had tried to give
him as normal a life as possible and had sent him to St. Theresa Elementary School.
At the age of 12, Jeremy was only in second grade, seemingly unable to learn.
His teacher, Doris Miller, often became exasperated with him. He would squirm in
his seat, drool, and make grunting noises. At other times, he spoke clearly and
distinctly, as if a spot of light had penetrated the darkness of his brain. Most of the
time, however, Jeremy could make his teacher irritated.
59
One day, she called his parents and asked them to come to St. Theresa
for a consultation. As the Forresters sat quietly in the empty classroom, Doris said
to them, “Jeremy really belongs in a special school. It isn’t fair for him to be with
younger children who don’t have learning problems. Why, there is a five–year
gap between his age and that of the other students!”
Mrs. Forrester cried softly into a tissue while her husband spoke. “Miss Miller,”
he said, “there is no school of that kind nearby. It would be a terrible shock for
Jeremy if we had to take him out of his school. We know he really likes it here.”
Miss Miller sat for a long time after they left, staring at the snow outside the
window. Its coldness seemed to seep into her soul. She wanted to sympathize with
the Forresters. After all, their only child had a terminal illness. But it wasn’t fair to
keep him in her class. She had eighteen other youngsters to teach and Jeremy
was a distraction. Furthermore, he would never learn to read or write. Why waste
any more time trying?
As she pondered the situation, guilt washed over her. “Oh God!” she said
aloud. “Here I am complaining when my problems are nothing compared with
that poor family! Please help me to be more patient with Jeremy.”
From that day on, she tried to ignore Jeremy’s noises and his blank stares.
Then one day, he limped to her desk, dragging his bad leg behind him. “I love
you, Miss Miller,” he exclaimed loudly enough for the whole class to hear. The
other children snickered, and Miss Miller’s face turned red. She stammered, “Wh-
Why, that’s very nice, Jeremy. Now please take your seat.”
Spring came, and the children talked excitedly about the coming of Easter.
Miss Miller told them about the story of Jesus, and then to emphasize the idea of
new life springing forth, she gave each of the children a large plastic egg. “Now,”
she said to them, “I want you to take this home and bring it back tomorrow with
something inside that shows new life. Do you understand?”
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“Yes, Miss Miller!” the children responded enthusiastically—all except for
Jeremy. He just listened intently, his eyes never left her face. He did not even
make his usual noises. Had he understood what she had said about Jesus’s death
and resurrection? Did he understand the assignment? Perhaps she should call his
parents and explain the project to them.
That evening, Miss Miller’s kitchen sink stooped up. She called the landlord
and waited an hour for him to come by and unclog it. After that, she still had to
shop for groceries, iron a blouse, and prepare a vocabulary test for the next day.
She completely forgot about calling Jeremy’s parents on the phone.
The next morning, nineteen children came to school, laughing as they placed
their eggs in the large wicker basket on Miss Miller’s desk. After they completed
their math lesson, it was time to open the eggs. In the first egg, Miss Miller found
a flower. “Oh yes, a flower is certainly a sign of new life,” she said. “When plants
peek through the ground we know that spring is here.” A small girl in the first row
waved her arms. “That’s my egg, Miss Miller,” she called out.
The next egg contained a plastic butterfly, which looked very real. She held it
up, “We all know that a caterpillar changes and grows into a beautiful butterfly.
Yes, that is new life too.” Judy smiled proudly and said, “Miss Miller, that one is
mine.”
Next, she found a rock with moss on it. She explained that the moss, too,
showed life. Billy spoke up from the back of the classroom. “My Dad helped me!”
he beamed.
Then she opened the fourth egg. She gasped. The egg was empty. Surely
it must be Jeremy’s, she thought, and of course, he did not understand her
instructions. If only she had not forgotten to phone his parents. Because she did
not want to embarrass him, she quietly set the egg aside and reached for another.
Suddenly Jeremy spoke up.
“Miss Miller, aren’t you going to talk about my egg?” Flustered, Miss Miller
replied, “but Jeremy, your egg is empty!” He looked into her eyes and said softly.
“Yes, but Jesus’s tomb was empty too!”
Time stopped. When she could speak again, she asked him. “Do you know
why the tomb was empty?”
“Oh yes!” Jeremy exclaimed. “Jesus was killed and put in there. Then His
Father raised him up!”
The recess bell rang. While the children excitedly ran out to the school yard,
Miss Miller cried. The cold inside her melted completely away.
Three months later Jeremy died. Those who paid their respects at the mortuary
were surprised to see nineteen eggs on top of his casket, all of them empty.
Source: www.annien.com
61

1. What kind of student is Jeremy?
_________________________________________________________________________
2. How did Miss Miller treat Jeremy?

_________________________________________________________________________
3. How do you treat other students like Jeremy?
_________________________________________________________________________
4. Have you experienced dealing with children with special needs? What did
you feel?
_________________________________________________________________________
Use a dictionary to find the meaning of the underlined word in each of

the following sentences. Write the meaning on the lines then use the word in a
sentence.
1. Jeremy was born with a chronic terminal illness.
_________________________________________________________________________
_________________________________________________________________________
2. His teacher often became exasperated with him.
_________________________________________________________________________
_________________________________________________________________________
3. He would squirm in his seat.
_________________________________________________________________________
_________________________________________________________________________
4. Jeremy would drool and make grunting noises.
_________________________________________________________________________
_________________________________________________________________________
5. Most of the time he is irritated with his teacher.
_________________________________________________________________________
_________________________________________________________________________
6. It would shock Jeremy to transfer him to another school.
_________________________________________________________________________
_________________________________________________________________________
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7. Doris tried to ignore Jeremy’s noises.
_________________________________________________________________________
_________________________________________________________________________
8. Jeremy listened intently to his teacher.
_________________________________________________________________________
_________________________________________________________________________
9. If plants peek through the grounds, spring is here.
_________________________________________________________________________
_________________________________________________________________________
10. The teacher found a rock with moss.

_________________________________________________________________________
_________________________________________________________________________
Form a group with five members and evaluate the story “Jeremy’s Egg”
based on how the author developed the setting and the characters. Here are
some questions to guide you.
1. Where and when did the story happen?
2. Who are the characters in the story? Describe each character.
3. Describe the hero in the story.
READING TO SUCCESS
Do you love reading stories? What kind of stories do you read? In order to
appreciate what you are reading, it is important that you know the elements of
the story you are reading.
Elements of a Narrative
Setting—the time and place in which the events of a story take place.
Characters—includes the hero and the villain in the story.
63
Exercise 1
Read the following short story and describe the characters and the setting.
The Bundle of Sticks
A father had a family of sons who were perpetually quarreling among

themselves. When he failed to heal their disputes by his exhortations, he determined
to give them a practical illustration of the evils of disunion; and for this purpose he
told them one day to bring him a bundle of sticks.

When they had done so, he placed the bundle into the hands of each of
them in succession, and ordered them to break it in pieces. They tried with all their
strength and were not able to do it.
He opened the bundle, took the sticks separately, one by one, and again put
them into his sons’ hands, upon which they broke them easily.
He then addressed them in these words: “My sons, if you are of one mind, and
unite to assist each other, you will be as this bundle, uninjured by all the attempts
of your enemies. But if you are divided among yourselves, you will be broken as
easily as these sticks.”
Pronoun-Antecedent Agreement
You have learned in the previous lesson that a pronoun is a word that
takes the place of a noun. It is used instead of having to repeat the noun.
It can be easy to identify a pronoun if there is only one antecedent. An
antecedent is a word or phrase which the pronoun refers to or replaces.
Examples:   Lorraine will attend her sister’s debut.
Raffy and Abby enjoyed their family vacation.
The food is good. It satisfied me much.
The students went back to their seats.
In the examples given, the underlined words are the antecedents that
the pronouns (encircled) refer to.
64
Exercise 1
Underline the pronoun in each of the following sentences and encircle its
antecedent.
1. Jeremy was born with a twisted body and a slow mind because of his chronic
terminal illness.
2. Jeremy’s parents had tried to give him the best. They tried to give him a
normal life.
3. His teacher, Doris Miller, often became exasperated with Jeremy because he
shouted most of the time.

4. Miss Miller wanted to sympathize with the Forresters but it wasn’t fair to keep
him in her class.
5. A caterpillar changes and it transforms into a beautiful butterfly.
6. Guilt washed over Miss Miller since she proposed the transfer of Jeremy to
another school.
7. Miss Miller completely forgot about phoning Jeremy’s parents because she
had to attend to her domestic problems.
8. It wasn’t fair to keep him in her class since she had eighteen other youngsters
to teach and Jeremy was a distraction.
9. The teacher did not want to embarrass Jeremy, so she quietly set the egg
aside.
10. The teacher felt embarrased of herself because she realized her mistake.

Exercise 2
Encircle the correct pronoun in each of the following sentences.
1. All citizens who are at least 18 years of age must get (his, her, their) voter’s ID.
2. All the teachers brought (his, her, their) seminar kit.
3. Every girl in the class brought (his, her, their) lunch today; the boys did not.
4. I am not sure (who, whom) will substitute for Mrs. Reyes.
5. After a long day at work, sister and (me, I) like to relax.
6. Since the problem was between Rachel and (me, I), Aris decided not to take
sides.
7. Each of the Boy Scouts got (his, her, their) assignment from the leader.
8. The problem was between the level coordinator and (her, she).
9. The officers got (his, her, their) incentive.
10. The Filipino nation believes in what (it, they) stands for.
65
If you were to make a film about Jeremy’s egg, how would you conceptualize it.
Form a group of four members and fill in the graphic organizer below. Share
your answers to the class.
The elements in a film are the following: setting, characters, plot, casting,
performance, costumes, props and set, lighting, and sound.
Setting is the place and time the story happened.
Characters are the people or other beings involved in the story.
Plot is the development of the story; how the story began, progressed, and
ended.
Casting includes the people involved in the story.
Performance is the way participants act out the story on stage.
Costumes are the clothes used by the participants of the performance.
Props and set are the materials and location needed to give meaning and
color to the story.
Lighting is the way the stage is illuminated using effects that will make every
part of the story more realistic.
Sounds help make the voices clear for the audience to hear clearly and to
add authenticity to the scene.
Setting
Characters
Plot
Casting
Performance
66
Sounds
Lighting
Costume
Props and Sets
67
Lesson 8
BEING WITH MOTHER
• evaluate narratives;
structures;
• show politeness at all times;

LISTENING TIME
Listen to the story about being a mother. What important lesson can you
learn from the story? Try to assess yourself if you are a good son/daughter to your
mother.
READING YOUR WAY
When was the last time you told your mother how much you love her? Your
mother is your source of strength and guide to the right path of your life.
The story you will read shows the sacrifices of a mother for her children from
the time of their birth until the end of her life. Read the story with understanding
and see for yourself how great your mother is.
Mother’s Path of Life
The young mother set her foot on the path of life. “Is this the long way?” she
asked. The guide said, “Yes, and the way is hard. You will be old before you reach
the end of it. But the end will be better than the beginning.”
But the young mother was happy, and she could not believe that anything
could be better than these years. So she played with her children, gathered flowers
for them along the way, and bathed them in the clear streams. As the sun shone
on them, the young mother cried, “Nothing could ever be lovelier than this.”
68
Then the night came... and the storm... the path was dark. The children shook
with fear and cold. The mother drew them close and covered them with her
mantle. The children said, “Mother, we are not afraid, for you are near. No harm
can come to us.”
Then morning came. There was a hill ahead, and the mother and her children
climbed it and grew weary. She would frequently tell the children, “Keep your
patience because we are almost there.” So the children continued to climb.
When they reached the top, they said, “Mother, we would not have done it
without you.”
When the mother laid down at night, she looked up at the stars and thought,
“This is a better day than the last, for my children have learned fortitude in the face
of hardness. Yesterday I gave them courage. Today I have given them strength.”
The next day, strange clouds appeared which darkened the earth... clouds of
war, hate, and evil. As the children groped and stumbled, the mother said “Look
up! Lift your eyes to the light.” The children looked. They saw above the clouds an
everlasting glory, and it guided them beyond the darkness. That night the mother
said, “This is the best day of all, for I have shown my children God.”
The days went on, the weeks, the months, and the years. The mother grew
old and she was little and bent over. But her children were tall and strong, and
walked with courage.
When the way was rough, they lifted her, for she was as light as feather. At last
they came to the top of a hill. They could see a shining road with a golden gate
that opened wide. The mother said, “I have reached the end of my journey. I now
know the end is better than the beginning, for my children can walk alone, and
their children after them.”
69
The children said, “You will always walk with us, Mother, even when you have
gone through the gates.” They stood and watched her as she went on alone. The
gates closed after her. The children said, “We cannot see her, but she is still with
us. A mother like ours is more than a memory. She is a living presence.”
Our mother is always with us. She’s the whisper of the leaves as we walk
down the street. She’s the smell of bleach in our freshly laundered socks. She’s the
cool hand on your brow when we’re not feeling well. Our mother lives inside our
laughter. She’s crystallized in every teardrop we shed. She’s the place we came
from... our first home. She’s the map we follow with every step we take. She’s our
first love and our first heartbreak, and nothing on earth can separate her... Not
time... not space... not even death!
Source: www.llerrah.com

1. Why is Mother’s path of life long and hard?
_________________________________________________________________________
_________________________________________________________________________
2. What does Mother mean when she said, “My children have learned fortitude
in the face of hardness”?
_________________________________________________________________________
_________________________________________________________________________
3. How does your mother teach you to face your difficulties and overcome your
problems?
_________________________________________________________________________
_________________________________________________________________________
4. Explain how your mother shows her love for you and for the other members of
your family.
_________________________________________________________________________
_________________________________________________________________________

70
Encircle in the word puzzle the words found in the box and look for their
meaning in the dictionary. Write the meaning of the words in your notebook.
patience journey crystallize

everlasting weary mantle
courage path fortitude

glory
p p a t i e n c e w q f
p s w q d s f v b k g t
a e f l u n g t m h l s
t h z e a t y q a w o r
h m w i o y y t n x r m
f n o b l v m q y b y m
d g j m a l s r l t q a
s e q j d f a h e b r n
a g w o i e o t s b m t
x a e u w l r z s b n l
z r r r k m a d x y b e
c u t n g o i t a d r n
v o y e l t t q s z r c
q c i y o b u q w y t h
f g n i t s a l r e v e
r f o r t i t u d e b c
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Form a group with five members and brainstorm on the real meaning and
sequence of the story. Base your discussion on the following statements.
1. The young mother set her foot on the path of life.
2. The young mother was happy, and she would not believe that anything could
be better than these years.
3. Then the night came, and the storm; the path was dark, and the children
shook with fear and cold. The mother drew them close and covered them
with her mantle.
4. The next day came strange clouds, which darkened the earth-clouds of war,
and hate and evil. The children groped and stumbled, and the mother said,
”Look up. Lift your eyes to the light.”
5. The days went on, the weeks, the months, and the years, and mother grew
old and she was little and bent. But her children were tall and strong, and
walked with courage.
6. And mother said, “I have reached the end of my journey. And now I know the
end is better than the beginning, for my children can walk alone, and their
children after them.”
READING TO SUCCESS
The plot is a series of events that make up the story. It is organized by

the time in which each event occurred. This is called chronological order
of events. Most narrative stories are constructed around a sequence of
events.
A story follows a plot which tells you the events that make up a story.
Try to analyze this plot diagram.
climax
rising action falling action
exposition resolution
Exposition—the beginning of the story that introduces conflict,

character, and setting.
72
Rising Action—the events before the climax. Characters attempt to
solve the problem but fail.
Climax—the turning point of the story. It is the point of greatest suspense
or action.
Falling Action—the events that occur after the climax.
Resolution—the end of the story where the conflicts are usually solved.
Exercise 1
Arrange the following statements in chronological order. Number the

sentences from 1 to 5.
__________ The young mother set her foot on the path of life. “Is this the long
way?” she asked.
__________ And mother said, “I have reached the end of my journey. And now I
know the end is better than the beginning, for my children can walk
alone, and their children after them.”
__________ The children said, “You will always walk with us, Mother, even when
you have gone through the gates.” And they stood and watched
her as she went on alone, and the gates closed after her.
__________ But the young mother was happy, and she would not believe that
anything could be better than these years.
__________ Then the night came, and the storm; and the path was dark, and the
children shook with fear and cold. The mother drew them close and
covered them with her mantle.
Exercise 2
Arrange the events of the short story based on your answer in Exercise 1. Fill in
the boxes as indicated.
1. Exposition
2. Rising Action
3. Climax
4. Falling Action
5. Resolution
73
As you have learned in your previous English classes, there are rules to follow
in the subject-verb agreement.
Subject-Verb Agreement
1. Subjects and verbs must agree in number. This is the basic rule in the
agreement of subject and verb.
Example: Mother works hard for the children.
2. The words that are found between the subject and verb do not affect
agreement.
Example: The child, who is the youngest among the siblings, is very
loving.
3. Prepositional phrases between the subject and verb usually do not
affect agreement.
Example: The days (of mother) are about to end.
4. If the sentence starts with there or here, the subject is always placed
after the verb.
Example: There is a beautiful place beyond that gate.
Exercise 1
In each of the following sentences, encircle the subject and underline the
correct verb that agrees with the subject.
1. The children (pray, prays) for their mother.
2. Mother’s path of life (is, are) a long way.
3. There (is, are) a long and winding road ahead.
4. The memory of mother (has, have) inspired the children to move on.
5. The gate, which is at the end of the road, (open, opens) upon her arrival.
6. Her children who are tall and strong (walks, walk) with courage.
7. Mother, who glances at her children, (wave, waves) her hand with gladness.
8. Strange clouds, which darkened the earth, (seem, seems) to bring heavy
rains.
9. The sun, beyond the hill (show, shows) radiant rays.
10. The children (wave, waves) good-bye to Mother.
74
Exercise 2
Complete the paragraph by filling in the blanks with the correct form of the
verbs in parentheses.
My parents (sacrifice) _______________ much for our family. They work

hard to send us to good schools. Father, who works in the Middle East, (want)
_______________ to give us the best so we could finish our education. The years
of being away from us (is) _______________ also a big sacrifice on our part. Some-
times we (miss) _______________ him so much especially on Father’s Day and

other special occasions like Christmas. Mother also (miss) _______________ him
but she (show) _______________ a very strong character. She (budget) _________
our expenses well. There (is) _______________ times when we run out of cash but
she is able to address the situation. Mother (seem) _______________ like a
superwoman who is very decisive and dynamic.
This is my family. We may be miles away from Father but we are supportive of
one another.

Fill in the table with your duties and responsibilities to help your parents at home.
Day Time Duties and Responsibilities
Write a paragraph about this and emphasize the values of politeness,

tactfulness, and communication with others as you fulfill your duties and
responsibilities.
75
Lesson 9
CARING FOR MY BROTHER
• evaluate narratives based on how the author developed the element;
• compose clear and coherent sentences using appropriate subject-verb
agreement; and
• demonstrate politeness at all times.
LISTENING TIME
Listen as your teacher reads the story “The King and The Spider.” Take note of
the theme of the story. The theme is the central idea in a story.
READING YOUR WAY
It is important for young readers like you to understand the theme of the story
to help you comprehend what you are reading.
Do you know that authors have reasons why they write such stories? They
write to inform or teach readers about values or personal experiences. Sometimes
an author writes for readers to enjoy his/her story. The author conveys the theme
or the central idea of the story.
Read the story of “The Love of a Brother” and identify the theme of the story.
The Love of a Brother

Anonymous
I was born in a secluded village on a mountain. Day after day, my parents

plowed the yellow dry soil with their backs toward the sky.
One day, I wanted to buy a handkerchief, which all girls around me seemed to
have. So, one day I stole 50 centavos from my father’s drawer. Father discovered
about the stolen money right away. “Who stole the money?” he asked my brother
and me. I was stunned, too afraid to talk. Neither of us admitted to the fault, so he
76
said, “Fine. If nobody wants to admit, both of you should be punished!” Suddenly,
my younger brother gripped Father’s hand and said, “Father, I was the one who
did it!” He took the blame and the punishment for me.
In the middle of the night, all of sudden, I cried out loudly. My brother covered
my mouth with his little hand and said, “Sister, don’t cry anymore. Everything has
happened.” I will never forget my brother’s expression when he protected me.
That year, my brother was 8 years old and I was 11. I still hate myself for not having
enough courage to admit what I did. Years went by, but the incident still seemed
like it just happened yesterday.
When my brother was in his last year of secondary school, he was accepted
in an upper secondary school in the central part of town. At the same time, I was
accepted into a university in the province.
That night, Father squatted in the yard, smoking packet by packet. I could
hear him ask my mother, “Both of our children, did they have good results? Very
good results?”
Mother wiped off her tears and sighed, “What is the use? How can we possibly
finance both of them?”
At that time, my brother walked out, he stood in front of Father and said,
“Father, I don’t want to continue my study anymore, I have read enough books.”
Father became angry.
“Why do you have a spirit so weak? Even if it means I have to beg for money on
the streets, I will send you two to school until you have both finished your studies!”
And then, he started to knock on every house in the village to borrow money. I
stuck out my hand as gently as I could to my brother’s face, and told him, “A boy
has to continue his study. If not, he will not be able to overcome this poverty we
are experiencing.” I, on the other hand, had decided not to pursue my studies at
the university.
77
Nobody knew that on the next day, before dawn, my brother left the house
with a few pieces of worn-out clothes and a few dry beans. He sneaked to my
side of the bed and left a note on my pillow; “Sister, getting into a university is not
easy. I will go find a job and I will send money to you.” I held the note while sitting
on my bed, and cried until I lost my voice.
With the money Father borrowed from the whole village and the money my
brother earned from carrying cement on his back at a construction site, finally,
I managed to get to the third year of my study in the university. That year, my
brother was 17 years old; I was 20 years old.
One day, while I was studying in my room, my roommate came in and told
me, “There’s a villager waiting for you outside!” I thought to myself, “Why would
there be a villager looking for me?” I walked out and saw my brother from afar.
His whole body was covered with dirt, dust, cement, and sand. I asked him, “Why
didn’t you tell my roommate that you are my brother?” He replied with a smile,
“Look at my appearance. What will they think if they knew that I am your brother?
Won’t they laugh at you?”
I felt so touched and tears filled my eyes. I swept away dirt and dust from my
brother’s body. I told him with a lump in my throat, “I don’t care what people
would say! You are my brother no matter what your appearance is. From his
pocket, he took out a butterfly hair clip. He put it on my hair and said, “I saw all
the girls in town wearing it. I think you should also have one.” I could not hold back
myself anymore. I pulled my brother into my arms and cried. That year, my brother
was 20 years old; I was 23 years old.
After I got married, I lived in the city. Many times my husband invited my
parents to come and live with us, but they didn’t want to. They said once they
left the village, they wouldn’t know what to do. My brother agreed with them. He
said, “Sister, just take care of your parents-in-law. I will take care of Mother and
Father here.”
My husband became the director of his own factory. We asked my brother to
accept the offer of being the manager in the maintenance department. But he
rejected it. He insisted on working as a repairman instead for a start.
One day, my brother was on the top of a ladder repairing a cable when he
got electrocuted and was sent to the hospital. My husband and I visited him at
the hospital. Looking at the plaster cast on his leg, I grumbled, “Why did you refuse
the offer of being a manager? Managers don’t do something dangerous like
that. Now look at you; you are suffering a serious injury. Why didn’t you just listen to
us?” With a serious expression on his face, he defended his decision, “Think of your
husband, he just became the director. If I, being uneducated, would become
a manager, what kind of rumors would fly around?” My husband’s eyes filled up
with tears, and then I said, “But you lack in education only because of me!” “Why
do you talk about the past?” he said and then he held my hand. That year, he
was 26 years old and I was 29 years old.
78
My brother was 30 years old when he married a farmer girl from the village.
During the wedding reception, the master of ceremonies asked him, “Who is
the one person you respect and love the most?” Without even taking a time to
think, he answered, “My sister.” He continued by telling a story I could not even
remember. “When I was in primary school, the school was in a different village.
Every day, my sister and I would walk for two hours to school and back home. One
day, I lost one of my gloves. My sister gave me one of hers. She wore only one
glove and she had to walk far. When we got home, her hands were trembling
because of the cold weather. She could not even hold her chopsticks. From that
day on, I swore that as long as I lived, I would take care of my sister and would
always be good to her.”
Applause filled up the room. All guests turned their attention to me. I found it
hard to speak, “In my whole life, the one I would like to thank most is my brother,”
And in this happy occasion, in front of the crowd, tears were rolling down my face
again.
Love and care for the one you love every single day of your life. You may
think what you did is just a small deed, but to that someone, it may mean a lot.
Source: www.values.com

1. Why did the girl steal money from her father’s drawer?
_________________________________________________________________________
_________________________________________________________________________
2. What did the brother promise to take care of her sister?
_________________________________________________________________________
_________________________________________________________________________
3. What are the sacrifices that the brother and sister did to each other?
_________________________________________________________________________
_________________________________________________________________________
4. How would you compare their relatioship to your own with your sibling/s?
_________________________________________________________________________
_________________________________________________________________________
79
Encircle the letter of the correct meaning of the underlined words from the
choices given.
1. I was born in a secluded village on a mountain.
a. poor c. isolated
b. high d. beautiful
2. I was stunned, too afraid to talk.

a. afraid c. surprised
b. quiet d.
disappointed
3. He sneaked to my side of the bed and left a note on my pillow.
a. jumped c. slept
b. slipped d. fell
4. The incident still seemed like it just happened yesterday.
a. happening c. accident
b. problem d. fight
5. I grumbled and asked why he rejected the offer of being a manager.
a. complimented c. praised
b. whispered d. complained
6. He refused the offer of the manager.
a. accepted c. rejected
b. ignored d. pretended
Form a group with four members. Make a poster in white cartolina that shows
how siblings in the family should love and show concern for one another. Then
write a short paragraph about your poster. Make sure to explain this in class.
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READING TO SUCCESS
Character Analysis
Character analysis is a way of evaluating the traits of the characters in
a story, their roles, and the conflicts they experience. It helps you develop
skills in critical thinking, in asking questions, and in drawing conclusions

about the characters.
The author describes the age, gender, race, nationality, and other
distinctive attitudes and behaviors of the different characters in great
detail.
Exercise 1
Encircle the correct answer based on the following excerpts from the story.
I had wanted to buy a handkerchief, which all girls around me seemed

to have. So one day I stole 50 centavos from my father’s drawer. Father
discovered about the stolen money right away. “Who stole the money?”
he asked my brother and me. I was stunned, too afraid to talk. Neither
of us admitted to the fault, so he said, “Fine. If nobody wants to admit,
both of you should be punished!” Suddenly, my younger brother gripped
Father’s hand and said, “Father, I was the one who did it!” He took the
blame and punishment for me.
1. The father’s character is revealed through ___________________.

a. his speech
b. his actions
c. his thoughts
d. the thoughts and comments of other characters
2. The brother’s character is revealed through ___________________.
a. his speech
b. his actions
c. his thoughts
d. the thoughts and comments of other characters
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3. The elder sister is ___________________.
a. a guilty person
b. a great sister
c. a social climber
d. a cry baby
“Every day, my sister and I would walk for two hours to school and back
home. One day, I lost one of my gloves. My sister gave me one of hers. She
wore only one glove and she had to walk far. When we got home, her hands
were trembling because of the cold weather. She could not even hold her
chopsticks. From that day on, I swore that as long as I lived, I would take care
of my sister and would always be good to her.”
4. Which of the following describes the sister?
a. She is caring.
b. She has concern for others.
c. She is considerate.
d. All of the above.
5. “My husband became the director of his factory. We asked my brother to
accept the offer of being the manager in the maintenance department.
But my brother refused it. He insisted on working as a repairman instead for a
start.” Brother’s beliefs show that he ____________________________.
a. enjoys being alone
b. dislikes socializing
c. has no ambition
d. is a simple and humble person
Analyzing Character’s Attitude and Behavior
You get to know characters in the stories through the things they say,
feel, and do. As a reader, you also have to figure out the characters’ traits
based on their thoughts and behaviors.
Exercise 2
Analyze the attitude and behavior of the following characters in the story.
a. Father
b. Brother
c. Sister
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Be guided by the following in doing your analysis.
1. What significant changes in attitude, behavior, and overall character are
evident throughout the course of the story?
2. Explain how a character changes and grows. Most characters go through
changes as a story unfolds.

Theme
Theme is a literary element which tells about the main idea or the
central topic of the story. The theme of a story can be about love, war,
friendship, crime and mystery, among others. There are two types of theme
in a story—the major and the minor theme. The major theme is the most
prevalent and most significant in the story. It can be seen throughout the
whole story. The minor theme, however, can only be seen in some parts
of the story. It is discussed very briefly and does not appear all throughout
the story.
Example: “I Carry Your Heart with Me (I Carry It In),” a poem by E.E. Cummings
The major theme is love. The minor theme is about fate, together-
ness, and desire.
Exercise 3
Read the following short stories and identify its theme. Write your answer on the
table.
The Crow and the Pitcher
In a spell of dry weather, when the Birds could find very little to drink, a thirsty
crow found a pitcher with a little water in it. But the pitcher was high and had a
narrow neck, and no matter how he tried, the crow could not reach the water.
The poor thing felt as if he must die of thirst.
Then an idea came to him. Picking up some small pebbles, he dropped them
into the pitcher one by one. With each pebble the water rose a little higher until
at last it was near enough so he could drink.
Source: www.shortkidstories.com
The Fox and the Grapes
A fox one day spied a beautiful bunch of ripe grapes hanging from a vine
trained along the branches of a tree. The grapes seemed ready to burst with
juice, and the fox’s mouth watered as he gazed longingly at them.
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The bunch hung from a high branch, and the fox had to jump for it. The first
time he jumped he missed it by a long way. So he walked off a short distance and
took a running leap at it, only to fall short once more. Again and again he tried,
but in vain.
Now he sat down and looked at the grapes in disgust.
“What a fool I am,” he said. “Here I am wearing myself out to get a bunch of
sour grapes that are not worth gaping for.”
And off he walked very, very scornfully.
Source: www.fablesofaesop.com
The Farmer and the Stork
A stork of a very simple and trusting nature had been asked by a gay party of
cranes to visit a field that had been newly planted. But the party ended dismally
with all the birds entangled in the meshes of the farmer’s net.
The stork begged the farmer to spare him.
“Please let me go,” he pleaded. “I belong to the stork family who you know
are honest and birds of good character. Besides, I did not know the cranes were
going to steal.”
“You may be a very good bird,” answered the farmer, “but I caught you with
the thieving cranes and you will have to share the same punishment with them.”
Source: www.fablesofaesop.com
Short Story Theme
“The Crow and the Pitcher”
“The Fox and the Grapes”
“The Farmer and the Stork”
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Exercise 4
Fill in the graphic organizer with the title of three of your favorite stories you
have read. Also write their themes.
Title: Title:
Theme: Theme:
Title:
Theme:
In order to make a correct sentence, the words should be coherent with one
another. Therefore, subject-verb agreement means that the subject and verb go
together and should not differ with one another in number.
1. In questions, subjects do not always come before verbs. Identify the
subject before deciding on the proper verb form to use.
Example: Does Father give much attention to his children?
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2. If two subjects are joined by and, they typically require a plural verb
form.
Example: The boy and the girl are helping each other.
3. The verb is singular if the two subjects separated by and refer to the
same person or thing.
Example: Pork and beans is my mom’s favorite dish.
4. If one of the words each, every, or no comes before the subject, the
verb is singular.
Example: Every man and woman is required to vote.

5. If the subjects are both singular and are connected by the words or,
nor, neither/nor, either/or, and not only/but also, the verb is singular.
Example: Neither Janet nor Christine is to blame for the mistake.
Exercise 1
Underline the correct verb that agrees with the subject.
1. Neither brother nor sister (admits, admit) taking the money.
2. Every girl and boy (has, have) experienced being blamed.
3. Does Father (get, gets) angry every time?
4. The father and son (help, helps) each other in the field.
5. One day, Sister (lose, loses) one of her gloves.
6. The family (live, lives) in a mountainous place.
7. Everybody (seem, seems) to be blamed by Father.
8. Neither the parents nor the children (agree, agrees) with the decision.
9. Each child (was, were) given a chance to go to college.
10. Do the children (have, has) to be called one by one?
Exercise 2
Underline the correct verb that agrees with the subject in the paragraph.
My Siblings
We are six siblings in the family. I have two brothers and three sisters.
My brothers who are both in college (go, goes) to a private university,
while my other two sisters who are in high school also (study, studies) in a
private school. When there is no class, everyone (see, sees) to it that we
(take, takes) care of our youngest sister who is only one year old.
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Both of my parents (work, works) in big companies in Metro Manila. But
neither Father nor Mother (come, comes) home late. They (prefer, prefers)
to be home early to help us with our assignments. Father, together with
Mother, (share, shares) quality time with the six of us. We consider them as
ideal parents.

Write a short essay about the value of respect among family members. Have
your work read by a partner. Your partner will critique your essay using a rubric. It
is important that you keep your mind open to constructive criticisms about your
work since they are meant to help you improve your skills.
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Lesson 10
RISING FROM POVERTY
• evaluate narratives based on how the author developed the element;
• compose clear and coherent sentences using appropriate subject-verb
agreement;
• show politeness at all times;

LISTENING TIME
A point of view tells who is narrating the story. Listen carefully as your teacher
reads the following story. Identify the point of view used.
READING YOUR WAY
Three Sisters and a Brother Who Rose Above

by Matthew Lundy
(Adapted)
When my three sisters and I were young, we were with our biological mother
and father, but my mother would leave us all the time and my father had to take
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care of us until we were almost in middle school. I was 12 at the time, my sisters
were 7, 13, and 14. We were taken from our home and split up into different
foster homes because my mother and father were not able to provide for us.
My sisters eventually returned home but I chose to stay in the Permanent Foster
Care. I wasn’t sure if I made the right decision at the age of sixteen but I made
a leap in a sense. Life was still rough for my sisters. My mother left them again
so they lived with my father. A year ago, he started to have dementia. He is in
the latter stage now. He could not feed himself. He is only sixty-seven years old.
People would think we would resent life and hate people, and be into drugs and
do other terrible things but we did not. My oldest sister, who is twenty-four years
old, married a wonderful man and now has two beautiful children—a boy and
a girl. They attend church regularly and she became a pianist at their church.
My second eldest sister is twenty-three years old. She is very involved in church
as well, and is working on getting her college degree in computer graphics. She
plans on getting married soon to a preacher. My youngest sister is eighteen years
old. She just graduated from high school, is very independent, and is going to
college soon. I am twenty-two years old, one semester away from graduating
college with a degree in Sociology, and plan to get my master’s degree leading
to social work.
We have all come a long way and we see each other daily. We have a very
close relationship with one another. We love each other as much or more than
we ever had because we are family and we stick together.
1. What happened to the sisters and the brother when they were young?
_________________________________________________________________________
_________________________________________________________________________
2. What was the decision of the poor parents for their four children?
_________________________________________________________________________
_________________________________________________________________________
3. How did the siblings cope with the difficulties in their family?
_________________________________________________________________________
_________________________________________________________________________
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4. Do you have a close relationship with other people? How do you keep your
good relationship?
_________________________________________________________________________
_________________________________________________________________________

Use a dictionary to give the meaning of the underlined words in each

sentence. Use these words in your own sentence.
1. We were with our biological mother and father.
Meaning: ________________________________________________________________
Sentence: ________________________________________________________________
2. We were taken from our home and split up into different foster homes.
Meaning: ________________________________________________________________
Sentence: ________________________________________________________________
3. I made a leap in a sense.
Meaning: ________________________________________________________________
Sentence: ________________________________________________________________
4. A year ago he started to have dementia.
Meaning: ________________________________________________________________
Sentence: ________________________________________________________________
Form a group with four members. Share to the group a story similar to the
selection about your brother or sister. From all the stories heard, make a summary
of the similarities and differences of your relationship with your other siblings. Read
the best stories in class.
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READING TO SUCCESS
Point of View
Point of view is a literary element that tells who is narrating the story.
The first person point of view uses the pronouns I or we when telling the
story.
Example: I was walking home when I saw my old friend waiting for me
along the convenience store.
The second person point of view uses the pronoun you when telling
the story.
Example: You should follow your dreams.
The third person point of view uses the pronouns he, she, it, they, or a
name.
Example: The two sisters are competing against each other in the
singing contest. They are head-to-head and nobody knows
who will really win.
Exercise 1
Identify the point of view of each of the following sentences. Write whether it
is 1st, 2nd, or 3rd person point of view.
________ 1. I was there when Mother quietly passed away. I stood beside her
when she peacefully closed her eyes and breathed her last breath. I
was the first to see her and the last to forget.
________ 2. They were packing their things up for a three day vacation. Ramon,
Rina, and Raymond were all excited because it will be their first time
to visit their grandparents in Cagayan.
________ 3. You were standing right next to Jean and Claire but you were busy
shuffling through the music in your iPod so you did not see them. They
thought you ignored them but you were not aware of their presence.
________ 4. I was almost running when I passed the eerie abandoned house
along the way home. It was late at night and I was coming home
from school after doing a group project. There was no one on the
street and the lights near the abandoned house were flickering.
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________ 5. You thought that your wallet was left in the gym after you were hurrying
to catch up for the next class. You were worried that someone might
have picked it up already. You asked every one of your classmate
but they have not seen it. You forgot that it was just inside your bag.
Exercise 2
Write situations in your own sentences using the different point of views.
First person point of view
1. _________________________________________________________________________
_________________________________________________________________________
2. _________________________________________________________________________
_________________________________________________________________________
3. _________________________________________________________________________
_________________________________________________________________________
Second person point of view
4. _________________________________________________________________________
_________________________________________________________________________
5. _________________________________________________________________________
_________________________________________________________________________
6. _________________________________________________________________________
_________________________________________________________________________
Third person point of view
7. _________________________________________________________________________
_________________________________________________________________________
8. _________________________________________________________________________
_________________________________________________________________________
9. _________________________________________________________________________
_________________________________________________________________________
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1. If the subject is separated from the verb by words such as along with,
as well as, besides, or not, ignore them and use a singular verb when
the subject is singular. These words and phrases are not part of the
subject.
Examples:
Father, along with the children, is on their way.
The children, as well as mother, are excited.
2. Use a singular verb for distances, periods of time, sums of money,
among other, when considered as a unit.
Examples:
Three miles is not far for a hiker.
Four years is more than enough to wait.
One thousand pesos is big enough for your allowance.
3. Some collective nouns, such as flock, group, couple, or organization,
may take either a singular or a plural verb, depending on their use in
the sentence.
Examples:
The group likes the concert.
The organization intends to help the family.
4. A subject will come before a phrase beginning with of. This is a key
rule for understanding subjects.
Examples:
A bunch of sweet grapes seems good as a present.
A bar of gold is expensive.
Exercise 1
Write the sentences on the lines.
1. Marie (sing, sings) well.

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2. The man with the roses (look, looks) like your brother.

3. The women of Boracay (swim, swims) well.

4. Bill (drive, drives) a cab.

5. The soccer players (run, runs) five miles every day.

6. A group of red-haired ladies (dance, dances) zumba.

7. Father sometimes (cook, cooks) dinner for the family.

8. A flock of sheep (walk, walks) slowly inside the barn.

9. One thousand pesos each (make, makes) the children happy.

10. The players, as well as the coach, (seem, seems) angry with the decision.

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Exercise 2
Write your own sentences using the four rules discussed in Fostering Your
Language Skills.
Rule #1
1.
2.
Rule #2
3.
4.
Rule #3
5.
6.
Rule #4
7.
8.

Write on the lines an essay with the theme “We Are Family and We Stick
Together.” Have your classmate check your work using the rubric for writing.
95
CULMINATING ACTIVITY
Form a group with six to nine members. Study the picture given and make a
story out of it. In a 10-minute role-play, present how this family can be happy.
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UNIT 2
COMMUNITY AND COUNTRY

A community is an organized group of people who live in a common location,

practice common values, show sensitivity of relationship, and respect for beliefs
and common goals. Cooperating in a community entails having knowledge
of community needs and resources, respect for community members, and
involvement in key projects for the good of everyone.
Unit 2 is about community and country. It includes stories, fables, and poems
written by authors and writers of different nationalities. It also covers the different
parts of speech, vocabulary, and comprehension questions to improve critical
thinking and careful analysis of materials presented for the language part.
Its objective is for you to be able to explain standards and to comprehend
written and spoken language.
The stories will help you enhance your competencies in listening, reading,
writing, and speaking.

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Lesson 1
CHILDREN OF THE WORLD

• distinguish various types of informational/factual text;
• infer meaning of borrowed words and content-specific terms using context
clues;
• respond appropriately to the messages of the different authentic texts;
structure; and
• fill out forms accurately and efficiently.
LISTENING TIME
Listen as your teacher gives you a background of the Boy Scouts of the
Philippines who met a tragic death on their way to the 11th World Jamboree in
Greece.
As you listen, take note of the purpose of narrative informational text, which
expresses information about situations read from newspapers and magazine
articles. The news about the Boy Scouts of the Philippines communicates accurate
information about the tragic event, to inform you of the plight of young scouters
who died for our country.
READING YOUR WAY
One of the noblest organizations of the youth is the scouting movement.

This is an organization of young boys and girls whose motto is “Be prepared.” As
you read the story, try to see how these Boy Scouts prepared for an international
jamboree.
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Being Prepared
Scouts of the Century
Written by Ernesto B. Rojo
Condensed by Christopher Ragudo
“Quick to the call ‘Be Prepared’

Come the scouts today.
You’ll find wherever the need
They are there.”
Those were the opening lines of the Jamboree song composed by

Dr. Bonifacio V. Lazcano especially for the Philippine contingent to the 11th World
Jamboree in Marathon, Greece.
The success of the 10th World Jamboree held in Mt. Makiling (Los Baños,
Laguna, Philippines) in 1959 was still fresh in the minds of Filipino Scouts that’s why
many responded when the call for the 11th World Jamboree was announced in
1963. Sons of prominent families applied, so did Scouts who raised funds to join
the historic event. The Philippine Boy Scouts had no inkling that their participation
would make them part of the worldwide scouting history in this most remembered
Jamboree of all time.
After a thorough screening, twenty Scouts were chosen to form part of
the delegation. They underwent rigid training in Manila and Mt. Makiling from
July 8 to the departure date. Dr. Lazcano, the Boy Scouts of the Philippines (BSP)
physician and the contingent’s Scoutmaster, handled the training. Joining him,
as Contingent Assistant Scoutmasters, were veteran Scouters Florante L. Ojeda,
Librado L.S. Fernandez, and Rev. Fr. Jose A. Martinez, a Jesuit priest and also the
contingent’s chaplain. The boys were in good hands.
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Days before they left, on July 23, the contingent went to Malacañang Palace
to pay a courtesy call to then President Diosdado Macapagal, who presented the
Philippine flag to Scouter Lazcano. Earlier, the contingent also visited the Greek
consulate.
Friday, July 26, everybody was prepared. A simple send-off ceremony was
held at the Manila International Airport led by acting BSP National President
Fernando E.V. Sison and Deputy International Commissioner Antonio C. Delgado,
father of Life Scout Ton Delgado who was with the delegation. They exhorted the
Scouts to be good representatives of the BSP and to return as better Scouts.
In their uniform and salakot (native hat), the boys waved good-bye to their
families and other well-wishers as they boarded the KLM plane that would bring
them to Hong Kong, before proceeding to Bangkok for another stopover. That
was the last time their loved ones saw their happy and innocent faces.
It was raining hard in Bangkok, most of the boys prefered to stay in their hotel
rooms, when Aid Scout Observer Chito Albano wrote his message on a postcard:
“Dearest Pa, Ma, Brothers, Sisters, and Everybody,
We arrived in Bangkok at 10:25 p.m. (Manila time) safe and in good condition.
We departed in Hong Kong at 8:45 p.m. (Manila time). I already sent Tio Pati a
postcard. Please pray for me. Thank you.
Love, kisses, and prayers, Chito”
From Bangkok, the contingent boarded the United Arab Airlines Jet Comet
with 39 other passengers. The plane’s senior pilot Mohammad Shoura was a
professional and distinct pilot, being a former pilot of Egyptian President Nasser.
The co-pilot, Ibrahim Rustom, was also an experienced and veteran pilot.
The plane had been informed of a low 800-feet cloud based over Juhu Beach
where it was raining as a no.3 precautionary signal was aloft, warning ships of
rough seas. Visibility was three kilometers.
At 1:30 a.m. of July 28, Sunday, the passengers woke up to the frantic call
of “fasten seatbelts.” The control tower in Santa Cruz Airport in Bombay gave
instructions on landing. The plane maneuvered over the Arabian Sea. It veered to
land, still nine miles off the coast.
Some fishermen of Madh, a town near the crash site, said they heard a loud
explosion. Residents of Versova also reported a loud noise at around 2:00 a.m.
Five hours later, search and rescue operations began.
News of the tragedy spread like wild fire. In Manila, newspapers carried stories
about the crash. Parents and relatives of the group were shocked. A number of
them immediately enplaned to Bombay to join the search.
Everybody was hoping and praying that the boys were safe and alive. They
were so young to die, the bereaved Filipinos exclaimed. “He is not dead,” a
mother wailed. “He promised to return. He cannot be dead.” The Boy Scout broke
his promise: He did not return alive.
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Masses and necrological services were offered as more sympathies poured
in. At a necrological service held at the Rizal Memorial Stadium, BSP President
F.E.V. Sison spoke to parents and kin of the 24 Scouts and Scouters:
“My friends, it is not given to man to bring the dead back to life. But perhaps
it would be wrong or amiss for me to say here that in more than just a symbolic
way these Scouters and Scouts are not dead. They live, and shall continue to live
in our midst. Their spirit of honor, of loyalty to God and country, their allegiance
to the Scout Law of helping people at all times this spirit of honor did not perish in
the Arabian sea; this spirit of honor came back to us with these mortal remains.
And this spirit has entered into thousands of young hearts that look forward to their
scouting days tomorrow. And it has even come back to us who are no longer
young, but who can still remember how real and sacred the sense of honor and
loyalty was in our own scouting days of yesterday.”
On behalf of the parents, Antonio Delgado, father of Scout Jose Antonio,
gave the response:
“For this is the other side of the coin of grief. The glory, the honor, the triumph…
In the forefront of these boys’ minds were always held as shining goals the noble
ideals of the Scout Oath: Honor… Duty… God… Country! These boys kept their
honor, and they kept the faith; and they gave their all for the country… and I am
sure they kept themselves in the friendship of God.”
Source: www.mbcenter.org
Answer the following questions based on the article.

1. What happened to the Philippine Boy Scouts delegation to Greece?
_________________________________________________________________________
_________________________________________________________________________
2. Why was the participation of the 24 Philippine Boy Scouts in the 11th Jamboree
in Greece a part of the worldwide scouting history?
_________________________________________________________________________
_________________________________________________________________________
3. As a student, in what way can you be of service to your country?
_________________________________________________________________________
_________________________________________________________________________
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4. Explain the Boy Scout Oath:
“On my honor, I will do my best, to do my duty to God and my country, the
Republic of the Philippines, and to obey the Scout Law, to help other people
at all times, to keep myself physically strong, mentally awake, and morally
straight.”
_________________________________________________________________________
_________________________________________________________________________

You have learned that context clues are words that mean the same as the
main word they refer to. They come out within the sentence or the preceding
sentence.
Encircle the context clues of the underlined words in the following sentences.
1. The opening lines of the Jamboree song was composed by Dr. Bonifacio V.
Lazcano. It is a celebration for the Scouts.
2. Sons of prominent families applied for the Jamboree in Greece. They are
recognizable people of Manila.
3. They had no inkling that this would be their last. They did not have any hint at
all.
4. They underwent rigid training in Manila and Mt. Makiling. It was a tough
preparation.
5. The contingent also visited the Greek consulate. The group learned much
about Greece.
6. They exhorted the Scouts to be good representatives of the Boy Scouts of the
Philippines. They urged them to be good scouts.
7. The passengers woke up to the frantic call of “fasten seatbelts.” It was a
worried call.
8. The plane veered to land, still nine miles off the coast. It swerved as it moved
faster.
9. Masses and necrological services were offered as more sympathies poured
in. The relatives gave an account of the lives of the deceased boy scouts.
10. Their allegiance to the Scout law is helping people at all times. Their
commitment is beyond question.
102
Form six groups. In your group, brainstorm on the topic “How to be prepared in
case of emergency.” You may also relate your experiences when you encountered
emergency cases at home or any place you have been.
Make a graphic organizer on how you will plan in order to be prepared in case
of emergency. Based on the graphic organizer, make a collage to be posted in
strategic places in your school.
READING TO SUCCESS
Authentic texts are printed materials you encounter in your everyday

life. These texts use language that you do not normally use in a classroom
setting. These texts help you gain knowledge and better comprehend
other materials that you encounter in and out of the school. It also
broadens your vocabulary as these are not limited to one topic only.
Some examples of authentic texts are newspaper articles, classified ads,
billboard advertisements, company websites, among others.
Exercise 1
Paste in the box an article similar to the selection “Being Prepared.” Then
summarize the story on the lines that follow.
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__________________________
__________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Exercise 2
Visit the website of any company. Look for the job openings that are posted
on the website. Choose one job that you like and write the details of it in your
notebook. Highlight the words that are new or unfamiliar to you and find their
meaning in a dictionary. Write the words on the lines below.
1. _________________________________________________________________________
_________________________________________________________________________
2. _________________________________________________________________________
_________________________________________________________________________
3. _________________________________________________________________________
_________________________________________________________________________
4. _________________________________________________________________________
_________________________________________________________________________
5. _________________________________________________________________________
_________________________________________________________________________
Degree of Regular Adjectives

An adjective is a word that describes a noun or noun phrase. There
are two types of adjectives: regular and irregular.
There are three degrees of an adjective: the positive, comparative,
and superlative. The positive degree is the base form of an adjective. It
does not show comparison. The comparative degree shows comparison
between two objects. The superlative degree shows comparison between
three or more things.
The degree of regular adjectives change by adding –er (comparative)
and –est (superlative). However, there are adjectives that can change by
adding more (comparative) and most (superlative).
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Examples:
Positive Comparative Superlative
warm warmer warmest
old older oldest
careful more careful most careful
sensible more sensible most sensible
Order of Adjectives
Adjectives indicating characteristics occur in a detailed order before
the noun, namely: determiner/number, opinion, size, physical quality,
shape, age, color, nationality or proper adjective, material, and purpose
or qualifier.
Order of Adjectives Example #1 Example #2

determiner/number four one
opinion lovely unusual
size small big
physical quality tidy rough
shape square heart-shaped
age old antique
color brown pink
nationality/proper adjective Japanese French
material wood metal
purpose/qualifier cleaning sports
Examples:
My brother has two big, beautiful, fluffy, young, brown Shih Tzus.
(number—size—opinion—physical quality—age—color)
Father collects many dazzling, small, ancient, silver coins. (determiner/
number—opinion—size—age—color)
Exercise 1
Read carefully each of the following sentences. Fill in the blank the correct
degree of the adjective in parentheses.
1. The weather today is (cool) __________ than yesterday.
2. David’s family is the (rich) ___________ among the neighborhood.
3. Diane is (famous) ______________ than Dorothy.
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4. For me, pearls are (precious) _____________ than rubies.
5. Shiela is (pretty) ______________.
Exercise 2
Fill in the blanks with the correct order of adjectives found on the table.
1. Grandfather gave my sister a _____________ _____________ _____________
______________ earrings as a graduation gift.

tiny emerald green heart-shaped beautiful
2. Adrianna met her _____________ _____________ _____________ ______________

cousins yesterday at their family reunion.

half-Japanese two six-year-old lovely

3. Mr. Rodriguez received a pair of _____________ _____________ _____________
_____________ shoes from his children as a birthday gift.

leather black new shiny

4. They live in a _____________ _____________ _____________ _____________
house.
Mediterranean two-story white majestic
5. Aunt Myrna cooked a _________________ _________________ ________________

______________ for grandma’s 90th birthday.

delicious big three-tier white chocolate
A biodata is a document that contains information about an

individual. It is an abbreviated term for biographical data. Personal facts
such as height, weight, date of birth, mother’s maiden name, and father’s
name are included.
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Knowing what to write and how to fill up forms accurately will be helpful as
you grow older. It can be helpful when you are about to enter college or apply
for a job, or when you have transactions with government agencies or private
companies such as banks.
In a short bond paper, create your biodata with the following details.
Remember to put a small line on the details that are not applicable. Leaving the
item blank will make other people think that you missed to fill in everything.
First Name: Middle Name: Last Name:

Address:
Date of Birth: Place of Birth:
Gender: Age: Religion:
Height: Weight: Nationality:
Contact Number: E-mail Address:
Mother’s Name: Father’s Name:
Hobbies/Talents/Skills:
Awards and Recognitions:
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Lesson 2
CARING FOR THE CHILDREN
• respond appropriately to the messages of the different authentic texts;
• read grade-level text with accuracy, appropriate rate, and proper expression;
• compose clear and coherent sentences using appropriate degree of irregular

objectives; and
• plan a composition using an outline/other graphic organizers.
LISTENING TIME
Listen as your teacher gives a background of the plight of the little beggar girl
from Egypt. Do you picture the situation of the little girl? Do you experience this
kind of poverty in our country? How do you feel about it?
Notice that the author tells about a story that she personally experienced.
She tells her story through a personal essay. It is an example of a literary nonfiction,
a type of informational text that tells about an important person, event, or time
period in one’s life.
READING YOUR WAY
There are many poor little boys and girls eating leftovers found in trash cans.
Have you ever thought of helping them? In what way can you show your concern
for them? The story you are about to read is an example of a child trying to survive
through her own efforts.
The Children of the World

by Atira Hatton
On my latest trip to Egypt something happened that I would like to share with
you. This incident is based on my belief that the children of the world are mine
and yours.
One morning as I walked to the souk (street where vendors sell things in small
shops) I saw a little street child. She was only four or five years old.
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This tiny child was picking up old, half-eaten bread from the street and eating
it. She was not asking people for money; she was foraging for food. When I saw
this, I knew I had to do something. I went over and, in my best half-Arabic and
half-English, I tried to speak with her. The dirty little street child looked up with
beautiful brown eyes and stared at me. She stepped back frightened, so I took
her small hand in mine and walked along the shops asking in Arabic, “Do you
speak English?” until I found a man who said, “Yes, why?”
I asked the man to tell the little girl that if she would follow me to the nearest
food cart, I would buy her food. He asked me why I would do such a thing for a
beggar. I told him that she had not begged me for anything and she was eating
off the street.
He told the little girl what I said. Then I asked him, “How much should it cost
me for the pocket bread with beans in it? He smiled and explained two pounds,
or about 50 cents.
He walked with us to the food cart. (I am sure he thought I would hurt the girl
or what) but once there he told the man at the cart what I was doing and helped
me to buy three pocket breads. I gave one to the little one and she ate it as if she
had not eaten for days. The other two I put into a bag and handed to her. She
smiled a wondrous smile and ran off. The shopkeeper smiled too and went back
to his shop.
The next morning on my way to the souk, the little one was waiting. She
obviously knew a good thing when she saw me. I laughed and said, “Okay,
breakfast again?” and repeated the action on the day before, thinking that for
at least 14 days this little one would have breakfast and maybe lunch, depending
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on with whom she was sharing the other pocket breads. The shopkeeper smiled
and so did the cart vendor. We seemed to have become instant friends over this
little deed.
That night I thought about my little street urchin. She was so dirty and smelled
badly. I wondered what else I could do to help her.
The next morning I was off to the souk again but this time I had a bigger plan.
As I came around the corner, right on time, there she was, smiling. I took her hand
and went over the shopkeeper and asked, “Where is there a water?” He thought
I wanted bottled water to drink and I explained, “No I want a faucet, like where
the people wash before prayers.” He looked at me like “now you really are a
crazy American!” And he showed me a little side alley and there was a faucet.
“Okay, here goes,” I thought. “What will these people think? But, oh well.”
I reached into my bag and pulled out a newspaper and laid out a soap bar, a
washcloth, shampoo, and cream rinse (the kind you get in nice little bottles at
good hotels).
Now for the hard part: getting her out of her rags without upsetting everyone.
The water was cold but it was the best I could do. So off came her clothes and I
started soaping her down. She wiggled and squirmed the whole time but I could
tell by the smile on her face that she loved having someone to care for her.
It took two soaping to clean her and all the shampoo to help her smell
wonderful. Out of my bag I pulled a towel and dried her off. Then I pulled out a
little dress from the bag I was carrying. I had bought the dress for a friend’s child
who, I decided, could do with one less dress this year. The little one needed it
more. As I lifted the dress out, and she saw it, her face lit up like any child’s on
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Christmas. It was quite big but she would grow into it. Then I noticed something: a
crowd had gathered. I had been so intent on my clean-up job, I had not noticed.
Now I looked up into the beaming faces of men, women, and children. The
shopkeeper asked why I was helping this child and my answer was, “The children
of the world are mine and yours. If we don’t care for them, who will?”
I told him this child was as much mine as if I had given birth to her; that we are
all responsible for the children, and if one child went to bed hungry then we were
not doing our part.
He turned to the crowd and told them what I had said and they began to
nod their heads “yes.” It was as if in this single little act of helping this child, a
miracle had happened. I bent and wrapped the old dress and soap and things
into a plastic bag and gave to the little one before we went off to get her morning
breakfast. Things had changed—the food vendor would not take money and
gave her food. We hugged and went off to do my work.
The next day, I had many business things to do and didn’t go to the souk.
Then I became ill and was not able to go for five days. On the sixth day I walked
the streets looking for her, and boom! There she was in her new dress. Smiling,
the shopkeeper came running up and said, “Madame, I thought you must have
gone home.” I said, “No, I had been ill.” And he told me not to worry. They had
made sure the little girl had food each day. “But,” he said, “each morning she
would set out looking for you for hours. I tried telling her you had gone home and
she would say ‘no,’ and wait.”
I asked the man that if I gave him forty dollars, would he make sure she was
fed each day; that would cover one year. He said yes and that others would help
as they felt Allah had sent me as a teacher to them. I laughed and thought, “Spirit
at work again.”
The day before I left Cairo, I sat down with the little girl and the shopkeeper
served as translator, and had him tell her I was leaving but she would be fed each
day, and I would try to come back next year. I brought her a bag of fruit bars,
soap, shampoo, and a sweater much too big but would keep her warm. I gave
her 10 pounds.
Where her parents are, I do not know. I only know that one person can make
a difference to a child. If in each trip, I am able to touch a child then I have done
the Spirit’s work.
The children of the world are mine and yours.
Source: www.inspirationalstories.com
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1. What does the author mean when she said that the children of the world are
mine and yours?
_________________________________________________________________________
2. How did the author feel about the street child?
_________________________________________________________________________
3. In what way do you show your compassion to beggars?
_________________________________________________________________________
4. Do you think it is justified to help beggars or street children every time? Why?
Why not?
_________________________________________________________________________
5. Have you ever helped a poor child like the American woman? How did you
feel helping other people?
_________________________________________________________________________
Give the meaning of the underlined words. Choose the letter of the correct
answer from the box below.
a. the basic monetary unit of the United Kingdom

b. to move to and fro with quick jerky or shaking motions
c. to twist about like a worm
d. plainly evident
e. a cloth that is used for washing one’s face and body
f. a narrow street
g. a mischievous and often poor and raggedly clothed youngster
h. to wander in search of food
i. to smile with joy
j. extraordinary; that is to be marveled at
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_______ 1. She was not asking people for money; she was foraging for food.
_______ 2. She smiled a wondrous smile and ran off.
_______ 3. That night I got to thinking about my little street urchin.
_______ 4. He showed me a little side alley and there was a water faucet.
_______ 5-6. She wiggled and squirmed the whole time.
_______ 7. I looked up into the beaming faces of men, women, and children.
_______ 8. The shopkeeper explained that pocket bread costs two pounds.
_______ 9. The little beggar obviously knew a good thing when she saw me.
_______ 10. I reached into my bag and pulled out a newspaper and laid out a
soap bar, a washcloth, shampoo, and cream rinse.
Write in your notebook a personal essay about your experience relating to

the selection “The Children of the World.” Then read it in front of the class with
proper expression.
READING TO SUCCESS
In the previous lesson, you have learned that authentic texts are printed
materials that are not used in a classroom but helps in reading and language
learning of an individual. Other examples of these authentic texts are: restaurant
menus, sales catalogues, travel brochures, maps, blogs, and movie posters.
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Exercise 1
Answer the following questions based on the brochure.
1. Where is Palawan located? How one can go there?
_________________________________________________________________________
_________________________________________________________________________
2. How would you describe Palawan?
_________________________________________________________________________
_________________________________________________________________________
3. What activities can be done in Palawan?

_________________________________________________________________________
_________________________________________________________________________
4. Do you think this brochure says a lot about the place? How did you say so?
_________________________________________________________________________
_________________________________________________________________________
Exercise 2
Cut from a magazine or a travel brochure about a place that you want to
visit. Paste it in your notebook. Then write in the space below the name of the
place or province you want to visit, the reasons why you want to visit, and why
others should travel to that place too.
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Degree of Irregular Adjectives

You have learned in the previous lesson about the degrees of adjective:
positive degree, comparative degree, and superlative degree.
Irregular adjectives, unlike the regular adjectives, do not follow a set

of rules. It does not follow the –er/–est form of an adjective. You have to
change a spelling or the word to form its comparative and superlative
degree.
Examples:
Positive Comparative Superlative

good better best
little less least
Exercise 1
Write in the blanks the correct form of the adjectives and compose sentences
using the other two choices.
good, better, best

1. The little girl felt _______ after taking a bath.
2.
3.
far, farther, farthest

1. The place was the ________ she has gone to.
2.
3.
cheap, cheaper, cheapest

1. Food in the market place was ________ than in any place in Cairo.
2.
3.
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Exercise 2
Write in the blank the correct form of the adjective in the parentheses. Choose
your answer from the boxes below.
1. The girls’ clothes are placed (far) _________ than the men’s apparel.

farther further more far
2. For me, February is the (bad) _________ month in Baguio because it is the
coldest.

baddest worse worst
3. Mt. Pulag has the (many) _________ number of tourists among the mountains
in the north.

more much most
4. Diamonds are the (good) _________ gem to give your mother.

better best goodest
5. Jim has (little) _________ number of books than Joe.

less little lesser
Making an Outline
An outline is a framework that presents the main idea and supporting
ideas of a subject or topic.
To make an outline, you have to do the following:
1. Choose a topic.
2. Identify the purpose of your topic.
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3. Gather relevant facts or information.
4. Write your outline.
Example:
Health Benefits of Listening to Music
I. Psychological benefits of listening to music

a. Music increases happiness.
b. Music decreases stress, and reduces depression and anxiety.
II. Mental benefits of listening to music

a. Music strengthens learning and memory.
b. Music increases verbal intelligence.
c. Music helps raise IQ and academic performances.
III. Physical benefits of listening to music

a. Music improves sleep.
b. Music strengthens the heart and improves recovery time of
patients who are suffering from heart disease.
c. Music boosts immune system and reduces pain.
Choose a topic that you would like to write about and create an outline for
it. Write it on a sheet of paper.
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Lesson 3
CELEBRATING A VICTORY
clues;
• note significant details of informational texts;

• gather relevant information from almanac and encyclopedia;
• compose clear and coherent sentences using appropriate adverbs of
intensity; and
• use appropriate graphic organizers for pre-writing tasks.
LISTENING TIME
Listen as your teacher discusses how to prepare for an earthquake, one of the
most dangerous natural disasters on earth. Notice the type of informational text
that he/she will read.
A procedural text is a type of an informational text that provides a step-by-
step guideline on what to do and how-tos.
Find a partner and draw in a cartolina the procedure that your teacher will
read to the class.
READING YOUR WAY
Do you know what a tsunami is? Do you have any idea how destructive this
wrath of nature is to people? Read the following story and see how a little boy’s
bravery saved his town mates.
Yuuki and the Tsunami

(Adapted)
For as long as people can remember, the shores of Japan have been swept
from time to time by enormous tsunamis. These awful sudden rises of the sea are
caused by earthquakes or by underwater volcanic action. The story of the boy
Yuuki is the story of such a calamity.
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Yuuki lived with his family in the village. His grandfather, who had passed
away several years before, had taught Yuuki much about raising rice crops,
solving disputes, and a great deal about the ways of the world. His grandfather
had been the most respected and wealthiest resident of the village. He was its
headman. Yuuki’s family cultivated the enormous fields of rice that his grandfather
had passed on to them.
Yuuki’s village was nestled by the shore below a mountain. One day, Yuuki
was playing on top of a small mountain. He was watching the preparations below
for a festival that was going to take place that very night to celebrate a wonderful
rice crop.
All of a sudden, Yuuki felt an earthquake beneath his feet. It was not strong
enough to frighten anybody, but Yuuki, who had already felt dozens of shocks,
thought it was odd along slow spongy motion. The houses by the sea, rocked
gently several times, then all became still again. Soon after, Yuuki noticed
something even stranger. The sea darkened all of a sudden and it seemed to be
rushing backward, toward the horizon. The sea was actually running away from
the shore very fast, leaving behind wide stretches of beach that had never been
exposed before.
With a gasp, Yuuki suddenly remembered the words of his grandfather. His
grandfather had told the boy how his own father’s father had told him that just
before a terrible tsunami, the sea suddenly and quickly rolls backward.
“Get back, get back!” shouted the boy. “There is terrible danger!”
“What are you talking about, Yuuki?” laughed one person. “Look at all the
great new shells on the beach!”
“No, no you don’t understand!” cried Yuuki. “You must run away! Up to the
mountain! Everybody!”
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But no one would listen to him. They all laughed in his face and carried on
romping in the new sand and watched the sea roll backward even more.
Desperate, Yuuki could think of only one thing to do. He lit a pine torch and
hurried with it to the fields. There, hundreds of rice-stacks stood golden and dried
in the sun. He touched the torch to the edge of each one hurrying from one
to the other as quickly as his legs could carry him. The sun-dried stacks instantly
caught fire; the strengthening sea breeze blew the blaze forward. Soon the stacks
burst into flame. Terrified, Yuuki ran after his friends and family calling, “Fire! Fire!
Everyone run to the mountains! Quick!”
The people hurried from over the beach like a swarm of ants, though to Yuuki’s
anxious eyes the moments seemed terribly long to him. All the while, the sea was
fleeing even more quickly toward the horizon.
The whole village was moving to the mountain now. The growing multitude,
still knowing nothing, looked horrified at the flaming fields and at the destruction
of their homes and livelihood.
“Yuuki is mad!” cried one of the boys when they had all reached the top. “He
set fire to the rice on purpose. I saw him do it!”
“Yuuki is this true?” said Yuuki’s father and mother, frowning deeply. Yuuki
hung his head.
Just then someone cried. “Look!”
At the edge of the horizon, a long dim line like the shadowing of a coast
thickened as they gazed, and broadened in a way a coastline broadens when
approached it, quickly. For that long thin line of darkness was then returning to
sea, towering like a cliff, and raging swiftly toward them.
“A tsunami!” shrieked the people. Then all shrieks and all sounds and all power
to hear sounds were annihilated by a nameless shock heavier than any thunder,
as the colossal swell struck the shore with a weight that sent a shudder through
the hills, and with a burst of foam like a blaze of sheet lighting. Then for an instant
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nothing could be seen but a storm of spray rushing up the slope like a cloud,
and the people scattered back in panic from the mere menace of it. When they
looked again, they saw a white horror of sea roaring over the place of their homes.
It drew back tearing out the land as it went. Two, three times, five times the sea
struck the land and ebbed; but each time with surges less strong. Then, finally the
sea returned to its normal place and stayed there, though still ranging, as the sea
will do after a hurricane.
On the mountain for a long time no word was spoken. All stared speechlessly
at the desolation below, at the wreckage and debris that was scattered over
what was left of their village.

“I’m sorry I burned the fields,” said Yuuki, his voice trembling.
“Yuuki,” said his father softly, “You saved us all.”
And the villagers swept upon Yuuki and raised him into the air. “We were
going to celebrate our nice harvest tonight,” said one. “But now we’ll celebrate
that we’re all still alive!”
And they cheered with relief and admiration for the brave Yuuki, who, that
day had saved over four hundred lives.
Source: www.storiestogrowby.org

1. How did Yuuki save the people of the village?
________________________________________________________________________
________________________________________________________________________
2. Why did Yuuki set fire on the sun-dried stacks?
________________________________________________________________________
________________________________________________________________________
3. Have you ever done a heroic act before? What did you do?
________________________________________________________________________
________________________________________________________________________
4. What are the values that Yuuki learned from his parents and grandparents?
________________________________________________________________________
________________________________________________________________________
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Underline the word or phrase that gives the same meaning of the italicized word.
1. The shores of Japan have been swept from time to time by enormous tsunamis.
It is a huge turbulent wave caused by earthquake under the sea.
2. Yuuki had already felt the aftershocks. These are dozens of shocks along with
slow spongy motion that occur after the earthquake.
3. Yuuki ran down the mountainside to warn the people of the impending
danger. It is about to happen any time.
4. The growing multitude or big crowd, still knowing nothing, looked horrified at
the flaming fields.
5. All power to hear sounds were annihilated by a nameless shock heavier than
any thunder. It dissolved the sound so fast.
6. The colossal swell struck the shore with a weight that sent a shudder through
the hills. The rolling waves from the sea are really huge.
7. Many people witnessed the spectacular new stretch of ribbed sand. The sand
was formed like a human rib.
8. The huge waves struck the shore with a weight that sent a shudder through
the hills. The hills seem to tremble.
9. The people scattered back in panic from the mere menace of it. It was a big
threat to the people.
10. The people panicked. They were overpowered with fear.
Find a partner and go to the library. Use an almanac or encyclopedia to

enhance your knowledge about tsunamis.
Discuss with your partner the result of your research and draw a picture of a
tsunami on a white cartolina.
Below the picture, write what you should do in case of a tsunami. Share your
work in class.
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READING TO SUCCESS
Informational Texts:
Main Idea and Supporting Details
An informational text is nonfiction writing. Its purpose is to give the

reader information about a specific topic. It usually talks about arts,

sciences, or social studies.
An informational text has a main idea and supporting details. A main
idea is the most important idea in a text. It sums up what the author is trying
to say to the reader. It can be found in the beginning, middle, or end of
the text. The supporting details are phrases or sentences that describe the
main idea.
Example:
Mothers are the best. Mothers love their children uncondition-
ally. They sacrifice a lot in order to provide a loving and healthy
home. They are your best friend and your teacher. They cheer you
up when you feel down and lonely. They teach you what is right
and wrong. They nurture your strengths and love you in your weak-
ness. They are always there for you even when you get old.
Main idea: Mothers are the best.
Supporting details:
1. Mothers love their children unconditionally.
2. They sacrifice a lot in order to provide a loving and healthy home.
3. They cheer you up when you feel down and lonely.
4. They teach you what is right and wrong.
5. They nurture your strengths and love you in your weakness.
6. They are always there for you when you get old.
Exercise 1
Read each paragraph from the story “Yuuki and the Tsunami” and identify its
main idea. Encircle the letter of the correct answer.
1. For as long as people can remember, the shores of Japan have been swept
from time to time by enormous tsunamis. These awful sudden rises of the sea
are caused by earthquakes or by underwater volcanic action.
a. Japan is always swept with enormous tsunamis.
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b. Frequent tsunamis in Japan are caused by earthquakes or underwater
volcanic action.
c. Earthquakes and tsunamis are awful.
2. Yuuki lived with his family in the village. His grandfather, who had passed
away several years before, had taught Yuuki much about raising rice crops,
solving disputes, and a great deal about the ways of the world.
a. Yuuki learned many things from his grandfather.
b. Yuuki lived with his grandfather since he was a young boy.
c. Yuuki’s grandfather passed away.

3. All of a sudden, Yuuki felt an earthquake beneath his feet. It was not strong
enough to frighten anybody, but Yuuki, who had already felt dozens of shocks,
thought it was odd along slow spongy motion. The houses by the sea rocked
gently several times, then all became still again. Soon after, Yuuki noticed
something even stranger. The sea darkened all of a sudden and it seemed to
be rushing backward, toward the horizon. The sea was actually running away
from the shore very fast, leaving behind wide stretches of beach that had
never been exposed before.
a. Yuuki noticed something strange.
b. Yuuki felt an earthquake beneath his feet.
c. Yuuki noticed strange signs of something that can be an impending
disaster.
4. On the mountain for a long time no word was spoken. All stared speechlessly
at the desolation below, at the wreckage and debris that was scattered over
what was left of their village.
a. The people were on the mountain for a long time.
b. The people were shocked with the disaster that has befell them.
c. The people were sad because the tsunami destroyed their village.
5. “Yuuki,” said his father softly, “You saved us all.” And the villagers swept upon
Yuuki and raised him into the air. “We were going to celebrate our nice harvest
tonight,” said one. “But now we’ll celebrate that we’re all still alive!” And they
cheered with relief and admiration for the brave Yuuki, who, that day had
saved over four hundred lives.
a. The villagers were grateful because Yuuki saved them from the tsunami.
b. The villagers were going to celebrate the harvest.
c. The villagers celebrated because they are still alive.
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Exercise 2
Write supporting details for the following main ideas. Then write in the space
provided your own paragraph using the main idea and the supporting details you
wrote.
1. The Philippines has many beautiful beaches.
a. ______________________________________________________________________.
b. ______________________________________________________________________.
c. ______________________________________________________________________.

2. Keeping a journal helps a person in different ways.
a. ______________________________________________________________________.
b. ______________________________________________________________________.
c. ______________________________________________________________________.
3. We should protect and save our oceans.

a. ______________________________________________________________________.
b. ______________________________________________________________________.
c. ______________________________________________________________________.
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4. Earthquakes are among the destructive forces of nature.
a. ______________________________________________________________________.
b. ______________________________________________________________________.
c. ______________________________________________________________________.

5. Having dogs in the family is fun.
a. ______________________________________________________________________.
b. ______________________________________________________________________.
c. ______________________________________________________________________.
Adverbs of Intensity
An adverb describes verbs, adjectives, or adverbs. It is usually found
before the adjective, verb, or adverb that it describes.
Examples: He surprisingly arrived.
She intentionally dropped the coins.
He happily agreed to come with me.
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The following are examples of adverbs showing intensity.
Strong Medium Weak
extremely rather slightly
completely pretty a bit
totally quite not at all
absolutely fairly
really
very
Exercise 1
Write the correct adverb that shows intensity in each of the following sentences.
1. He talks __________ fast all the time.
2. Yuuki run __________ fast.
3. He acted __________ quickly.
4. He __________ stopped to breathe as he run very fast.
5. The boy is __________ regarded for his heroism.
6. The people are __________ sorry for judging Yuuki.
7. Yuuki noticed the earthquake __________.
8. They were __________ amazingly surprised with Yuuki’s bravery.
9. He has __________ burned the fields.
10. Some people were __________ mad at Yuuki.
Exercise 2
Use each of the following adverbs of intensity in a sentence.
1. perfectly
_________________________________________________________________________
2. tremendously
_________________________________________________________________________
3. fantastically
_________________________________________________________________________
4. seriously
_________________________________________________________________________
5. simply
_________________________________________________________________________
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6. unbelievably
_________________________________________________________________________
7. entirely
_________________________________________________________________________
8. hugely
_________________________________________________________________________
9. positively
_________________________________________________________________________
10. unbelievably
_________________________________________________________________________
Using an appropriate graphic organizer, write the things that you should do or
bear in mind before, during, and after a disaster. Do this on your notebook. Then
write an essay about it.
128
Lesson 4
SHAKING HANDS FOR PEACE
• note down relevant information from text heard;
• infer meaning of borrowed words and content specific terms using context
clues;

• read grade-level text with accuracy, appropriate rate, and proper expression;
• gather relevant information from various online references;
structures; and
• write a paragraph composition showing comparison and contrast.
LISTENING TIME
There is a song that goes “Let there be peace on earth and let it begin with
me.” Your teacher will choose pupils who will sing this song. Listen very well to the
song. Take note of relevant information about peace on earth from the song
heard.
READING YOUR WAY
The story you are about to read explains why there should be peace on earth
and let it begin with ourselves.
A Palestinian and a Jew Find Peace Together

by Marion Pargamin
I would like to tell you about a quite extraordinary event that happened to
me during a peace walk organized by a mediation group in Israel. The eight-day
walk took place on the first week of April. It was intended to give an opportunity
for Palestinians and Israelis to walk together, to develop dialogue and self-
introspection, inspired by the ancient traditions that guided people like Mahatma
Gandhi and Martin Luther King, Jr. During these eight days, participants walked
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together from Tel Aviv to Jerusalem, passing by Jewish and Arab towns and
settlements in silence and awareness, declaring a commitment to deep listening
and nonviolence.
Monday, the 8th of April, the last day of the walk, was the eve of the Holocaust
day, a day of deep emotion for the Jewish community. The walk went through
Jerusalem to the foot of the old city walls. I had planned to join the walk in the
morning, but after a sleepless night I decided to join later. In the early afternoon,
I walked up to the walls of the old city to join the walkers. When I got to Jaffa
gate, I found myself in front of a very agitated elderly Arab man exchanging
insults with an elderly religious Jew who was standing at a bus station a few meters
down. They were extremely angry. Some policemen from a Border Police patrol
are trying to calm them down, so that it wouldn’t turn into a fight.
I stood beside the Arab. I spoke to him calmly and asked him to sit down
without reacting to the other’s provocation. I was quite impressed by the restraint
shown by the policemen. They didn’t defend one side or the other and respected
both sides. The bus arrived, the Jewish man boarded the bus and the situation
seemed to have settled down.
Then, a Jewish woman who was there in the queue from the beginning of the
argument took it upon herself to start insulting the Arab, who reacted immediately.
The police had gone and I was left alone to try to calm the situation. I gave my
attention to the Arab who would have stayed quiet if he was not continuously
provoked by the woman. I tried, from a distance, to reason with her but without
success. She stopped a passing police car and said something to the policeman.
I explained to him what was going on. I was so happy that all the policemen in this
situation acted so calmly and helped to restore peace.
Then a Palestinian woman on her way to Jaffa gate burst into the scene. She
jumped to the conclusion that the old Arab was under attack and so she rushed
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in a frenzy to rescue him. She yelled insults at the Jewish woman, and the situation
heated up again. All my attention was now focused on her. She was like a bomb
ready to explode. I tried to explain to her what was going on, but she was furious
with me, screaming out her hatred, her despair, and her pain.
This whole situation was greater than the two of us and took on proportions
beyond our present meeting. This was Palestine accusing Israel. At this moment
I represented Israel for her. She shouted out her sorrow about what was going
on now in the territories, the military incursions into Palestinian towns. She had
family and friends in Jenin and said that our soldiers are war criminals. She was
convinced that we wanted to kill them all. Why do we hate them so much? They
are not responsible for the Holocaust, why should they be paying the price?
Pointing at the Jewish woman, she assured me that in the Arab country from
where this Sephardi woman came, she was treated with honor, as a human being
and yet look at how she behaved with Palestinians now!
She goes on and on, claiming that the Zionists only want to get rid of Palestinians.
I told her, “You see I am a Zionist, and I don’t want to get rid of you. I wish we
could live together as neighbors.” She listened to me. She was almost calm when
I noticed the people of the Walk approaching us slowly, at the top of the street.
They were in a line, a hundred of them, one after the other walking in silence,
slowly, quietly, aware of each step, creating an atmosphere of peace and safety
around them. They were very present. They radiated calm and warmth.
I pointed them out to her and explain that this was the reason I came here,
to join a walk of peace in which Palestinians and Israelis walk together. I told her
about the Walk, it was a message of co-existence and peace; peace at every
step, here and now. I suggested that she join in the line with me. She hesitated
and rejected my offer.
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At this moment they reached us. Several people I know shook my hand
warmly as they went by. A young woman approached her and gave her a kiss.
It appeared that they knew each other. I noticed that she was very moved by
the Walk and the atmosphere it radiated. She was much calmer now, not like the
furious woman I met only several minutes before.
The end of the line passed by us and I wanted to join it. Again, I invited her
and again she declined. I told her that I understand and respect her decision.
Before I left I told her, “I am sure that someday we will succeed in building peace
between us.”
She smiled and replied, “Me too.”

Then to my total surprise, she came close to me and kissed me on the cheeks!
She walked alongside of the line for a while. She told me that she likes this Walk,
that it makes her feel good. She said it gives her relief and that her mood is
much better now. I was very, very moved. I felt overwhelmed by this encounter,
especially by its unexpected ending. Peace was there around the corner! I did
not miss it.
Source: www.weboflove.org

1. What is the eight-day walk of peace?
_________________________________________________________________________
_________________________________________________________________________
2. What happened to the elderly Arab man and the elderly religious Jew?
_________________________________________________________________________
_________________________________________________________________________
3. How did the policemen show restraint while the Arab and the Jew were
arguing?
_________________________________________________________________________
_________________________________________________________________________
4. How would you react to the situation if you were in the place of the author?
_________________________________________________________________________
_________________________________________________________________________
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Give the meaning of the underlined word in the sentence by encircling the
phrase or word that refers or gives clue to the word.
1. The walk of peace was quite an extraordinary event. It was an uncommon
situation.
2. This event was organized by a mediation group in Israel. They were a friendly
group who helped in the intervention for peace.

3. The walk was intended to give an opportunity for Palestinians and Israelis to
develop dialogue and self-introspection. It allows them to examine their own
emotional processes and thoughts.
4. He was quite agitated with an elderly Arab man exchanging insults with an
elderly religious Jew. He wanted to make trouble because he was really upset.
6. I was quite impressed by the restraint shown by the policemen. They practiced
self-control.
7. A Jewish woman who was there in the queue from the beginning of the
argument was waiting in line for quite a long time.
8. The woman rushed in a frenzy to rescue the old Arab. She approached in a
violent action.
Find a partner and talk about how you can achieve peace with people who
have different background from you. It can be differences in religious or socio-
economic background. Write in your notebook an essay about your ideas. Be
prepared to read this in front of the class.
READING TO SUCCESS
Types of Informational Text: Literary Nonfiction
There are four types of informational texts—literary nonfiction, proce-

dural/instructional text, argumentative/persuasive text, and expository
text.
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Literary nonfiction or narrative text is an informational text that gives
accurate information and has beginning, middle, and end. It is usually
written in a story form which uses facts to share information.
Examples: personal essays, speeches, essays, memoirs, news articles,
historical accounts, scientific or technical articles
Exercise 1
Read each of the following narratives and identify its main idea. Write your
answer on the lines.
1. Orion (The Hunter) is the brightest constellation in the sky. You can find Orion
easily from the row of three bright stars which makes Orion’s belt. Nowhere
else in the sky is there such as a row.
Main idea: _____________________________________________________________
_____________________________________________________________
2. Everywhere it goes, the rat spreads contamination. It is a continuing health
menace. Rats carry as many as 35 different diseases. Their fleas spread
bubonic plague and typhus. These two diseases have killed more than 200
million people in four centuries.
Main idea: _____________________________________________________________
_____________________________________________________________
3. Many valuable medicines are obtained from plants. These medicines are
used for the treatment of a wide range of diseases—from simple colds to the
serious infections that call for hospitalization. Hundreds of different kinds of
plants have been used as medicine. Seeds, fruits, leaves, stems, roots, barks,
and plant juice are rich sources of chemicals used in medicines. This is why
plants may rightly be called “Nature’s Pharmacy.”
Main idea: _____________________________________________________________
_____________________________________________________________
4. On her execution day, Joan was allowed communion. Head shaven, she
mounted the stake where she was to be burned. She was given a cross
of twigs by an English soldier who pitied her. As the flames embraced her,
Joan uttered, “Jesus.” The English soldier ran from the human torch crying,
“We have burned a saint!” Centuries after her death, Joan was proclaimed
innocent by the Church to which Joan was ever faithful, but which crucified
her.
Main idea: _____________________________________________________________
_____________________________________________________________
134
5. Fortunately, another important source of paper is waste paper itself. Waste
paper is reclaimed or recycled to produce book paper. The paper we write
on and throw away in the garbage bin can be recycled to form usable paper
again.
Main idea: _____________________________________________________________
_____________________________________________________________
Exercise 2
Research on the Internet an example of literary nonfiction or narrative text.

Paste it in your notebook and identify the main idea and its supporting details.
Include the source of the literary nonfiction you choose.
Adverbs of Frequency
Adverb of frequency is an adverb that tells how habitually or regularly

something is done.
Examples:
always occasionally continually
often sometimes usually
seldom never daily
weekly now rarely
Exercise 1
Rewrite each of the following sentences by adding the adverb of frequency
in the parentheses.
1. The eight-day walk is done between the two nations. (rarely)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. The Jewish woman goes for a walk in the evening. (always)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
135
3. They take water from the well. (sometimes)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
4. She listens to the conversation. (often)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

5. The Arab and the Jew are angry. (often)

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Exercise 2
Fill in the blanks with the correct adverb of frequency to complete each
sentence. Choose from the adverbs in the parentheses.
1. We _______________ dine together because my parents are busy with their
work. (always, usually, rarely)
2. I visit the dentist _______________. (weekly, quarterly, never)
3. _______________ the school service arrives on time. I wonder why they are late
today. (Seldom, Regularly, Normally)
4. We visit our grandparents _______________. (rarely, often, weekly)
5. Mother _______________ shows us that she is tired of every day chores. When we
go home from school, she always seems to be happy to see us. (sometimes,
always, never)
6. The author is _______________ friendly. (hardly ever, frequently, usually)
7. They _______________ look at each other suspiciously. (never, always, seldom)
8. Have you _______________ been to Jerusalem? (never, ever, always)
9. She was reprimanded for being _______________ late. (sometimes, constantly,
generally)
10. They go hiking in the mountains _______________. (monthly, daily, frequently)
136
Comparison and Contrast
Comparison and contrast is a structure in informational texts that

discuss the similarities and differences of two ideas, events, or phenomena.
The following signal words are used for comparison and contrast:

Comparison Contrast
similarly however
equally nevertheless
likewise on the contrary
in the same way nonetheless
same as on the other hand
just as yet
also despite/in spite of
Write in the space provided a 4-paragraph essay showing comparison and

contrast. Choose a topic that you want to write about. It can be about your two
favorite books or movies. Use the linking words mentioned in the discussion.
137
Lesson 5
CREATING A BEAUTIFUL VILLAGE

• note down relevant information from text heard;
• infer meaning of borrowed words and specific terms using context clues;
• self-correct when reading;

• note significant details of informational text;
• compose clear and coherent sentences using appropriate averbs of manner;
and
• revise writing for clarity with correct spelling, appropriate punctuation marks,
and signal words.
LISTENING TIME
Effective note taking comes with good listening and good reading skills. Your
note taking skills can be developed by learning to organize and making your
notes as brief as possible that you can integrate with your own speaking and
writing.
Have you gone to a beautiful village in the province or in your place? What
do you admire in that place? Listen as your teacher reads the story “Mysteries
of Nature.” Note the important details in the story and answer the questions that
your teacher will ask.
Questions:
1. What is a bee’s body?
2. What did scientists discover that enables bees to fly?
3. Goldfish are also called this name because they keep on growing.
4. What fish adapts itself quite remarkably to its environment?
5. Give one reason why trees would stop growing.
6. How trees reproduce?
7. How many weeks was Jingles lost?
8. What was the woman saw at the black chest of the cat to tell it was Jingles?
9. Animal experts compared cats to what animal?
10. What instinct that the cats have to find their way back to their homes?
138

READING YOUR WAY
Parents or older people reprimand you for some actions you do if they know
that they are not good for you or may put you in danger. The following short story
shows a similar situation. Learn the values of obedience as you read through the
selection.
The Fall
by Max Lucado
Long ago, in a land far away and

unlike any you’ve ever seen, there lived
a wise man named Shaddai. Shaddai
was a large man with a tender heart.
He had bright blue eyes and long,
thick beard. When he laughed, which
is something he did often, his cheeks
would lift until his eyes became half-
moons of joy.
When he sang, which is something
else he did often, everything stopped
to listen. Tall aspens could bend.
Squirrels, butterflies, and birds would
pause. Even the children would turn
when they heard his voice. And well
they should. It was for them he sang.
And for them he built a wonderful village. It was more than any child could
dream. The children plunged into the pond fed by the underwater spring. They
shrieked as they soared high on the long swings under the thick-branched apple
trees. They scampered through the grass-carpeted meadows and fruit–filled
orchards. The sun never seemed to set too early, and the night skies always
soothed. And, most of all, Shaddai was always near.
When Shaddai wasn’t in the meadow with the children or in the orchards with
the children, he was in the workshop—with the children. They loved to smell the
sawdust, hear him sing, and watch him carve a chair out of a log or make a table
out of a tree. They would gather around him and take turns laying their tiny hands
flat against his huge hand.
Every night he would gather the children on the grassy meadow and tell them
stories. Spellbound, the children would listen as long as Shaddai—or their weary
eyes—allowed.
139
The children loved Shaddai and Shaddai loved the children. When they
called his name, he dropped whatever he was doing and turned. His giant heart
had a hundred strings—each held by a different child. That’s why he built the wall.
The wall was a stone fence surrounding the village.
With great care Shaddai had laid each rock upon the other. The base of the
fence was wider than two of his strides. The wall rose above Shaddai, even with
his hand stretched skyward. He spent days building the fence. And as he built
he did not sing. A deadly wilderness lay outside the village. As Shaddai built the
fence, he would often pause and look into its shadows. Cruel thorns and savage
beasts and hidden pits filled the dark forest. It was no place for children with soft
skin. Certain death awaited any who would enter. “Beyond the wall is no life.” He
would tell the children in solemn tones. “You were made for my village, not for the
terrible land beyond. Stay with me; it’s safe here.” But in his heart he knew it was
only a matter of time.
The day he placed the final stone on the wall, he returned to his shop, took
a long aspen branch and carved a staff, and stood it in a corner. He would be
ready.
One day a boy ran into Shaddai’s workshop. The sandy haired child with
searching eyes and restless energy brought the maker both joy and concern.
“Shaddai!” In one motion the builder dropped his hammer and turned “What is it
Paladin?”
The boy spoke in spurts as he grasped for air. “The wall… I found an opening.
It’s a large opening, Sire” The boy’s hands stretched to show the size. “Someone
could crawl through it.” Shaddai pulled over a stool and sat down. “I knew it
would be you, Paladin, my child. Tell me, how did you find it?”
140
“I was walking along the wall searching for—”
“Holes.” Paladin paused, surprised that Shaddai knew.
“Yes, I was looking for holes.”
“So you could see out into the forest?”
“I was curious Shaddai. I wanted to know what is so bad out there that you
won’t let us go.”
Shaddai motioned the boy to come. When he got close, the maker cupped
the small face in his hands and lifted it so the boy could look directly into his eyes.
The urgency of the look caused Paladin’s stomach to feel hollow.
“Paladin, listen to me. The regions beyond are not for you. They are not for
me. A journey into the wilderness will bring death. You were not made for those
lands. Let your feet carry you to the many places you can go—not to the one
place you can’t. If you leave here, you will not find the way back.”
Paladin spoke softly, “You will fix the hole then?”
“No, Paladin. I created it.”
“You broke the wall? But you just said you didn’t want us to leave.”
“I don’t want you to leave. But I left the opening when I built the wall”
“But unless you fix it…”
“—the children might leave I know, Paladin. But as long as the children have
to stay, they aren’t really here.”
Paladin didn’t understand, but he didn’t want to ask any more questions.
Uncomfortable, he turned to leave. As he entered the sunlight, he looked back
into the shop.
There sat Shaddai, leaning forward, still looking at Paladin.
Paladin was confused. Part of him wanted the safety of Shaddai’s shop, while
another part drew him toward the fence. He looked again into the shop. Shaddai
was standing now, not moving but standing. His large hand stretched out to the
boy.
Paladin quickly turned away, as if not to see. He walked as fast as he could,
aimlessly at first, then purposely toward the fence. “I won’t get too near,” he said
to himself. “I’ll just peek out.”
Questions came as quickly as his steps. What is this pull I feel… this curiosity?
Why would Shaddai tell me to deny an urge I feel so strongly? Is a desire to see
beyond the fence so wrong?”
By now he was at the hole. Without stopping to think, he lay on his stomach
and squirmed through just far enough to stick his head out the other side. “Why
would a journey there bring death?” Paladin asked himself as he peered at the
forbidden forest “What is it that Shaddai is protecting me from or… keeping me
from?”
As if his knees were moving on their own, Paladin crept further. Soon his body
was through the hole, and he rose slowly to his feet. For several moments he didn’t
141
move. He wondered if something could come out of the trees to hurt him. Nothing
did. He relaxed his shoulders and sighed. “It’s not so bad,” he spoke aloud to
break the silence. “It’s nice out here. What was Shaddai worried about?”
After a dozen more steps he stopped. He hiked the wilderness. “Nothing to
fear here.” For the first time in his young life, he believed that Shaddai was wrong.
“Just wait until I tell the others.” And he turned to go back through the hole. But
the hole was gone.
He stopped and stared. He saw only solid wall. Paladin ran to the fence and
stopped at the very spot where he’d come through. He knew this was the place.
But there was no hole and no sign that there had ever been one. He ran a dozen
steps one way and then a dozen steps the other, nothing.
Suddenly he heard a strange sound in the woods behind him. He swung
around, but he saw nothing. Paladin looked into the forest. No, it no longer seemed
friendly. It was dark and threatening, as if it were about to devour him.
Desperately, Paladin searched the fence. It was too tall to climb over, too
thick to break through. There was no way home. “If you leave here, you will not
find the way back.” Shaddai’s words rang in his mind.
The boy’s eyes were wide with fear. He sat on the ground and hugged his
knees to his chest and began to cry. “Shaddai, Shaddai! I’m sorry. Please come
help me.”
Paladin’s plea had been heard before he spoke it. For as he left Shaddai’s
workshop, the maker had watched him as long as he could. When the boy was
out of sight, Shaddai turned, not to take up his work but to remove his apron. He
hung his tools on the wall. Then he reached into the corner and took the staff, the
one he’d carved after he finished the fence.
Even before Paladin had reached the fence, Shaddai had left the shop. Even
before Paladin had asked help, Shaddai was on the way to give it. Even before
the hole in the fence had closed, Shaddai had opened another. His strong hands
pulled away the rocks until he could see the forest.
With his staff on his side, Shaddai crawled through the hole. He left the village.
He’d made and entered the land for which he wasn’t made and set out in search
of his child.
Source: www.inspirationalarchive.com
142

1. With whom can you compare Shaddai? Why do you say so?
_________________________________________________________________________
2. Why is the forest beyond the wall a dangerous place for children?
_________________________________________________________________________
3. What is Paladin’s intention in going to the region behind the wall?
_________________________________________________________________________
4. If you were in Paladin’s place, would you cross the wall too? Why?
_________________________________________________________________________
5. How did Shaddai show his love and concern for Paladin despite the boy’s
disobedience?
_________________________________________________________________________
Many English words are formed by taking basic words and adding
prefixes or suffixes to them. A basic word to which an affix (prefix or suffix) is
added is called a root word because it forms the basis of a new word. An
example to this is attractive, the root word is attract and the added suffix
is -ive.
Infer the meaning of the italicized words based on context clues.

1. They scampered through the grass-carpeted meadows and fruit-filled
orchards. They ran as fast as they could.
_________________________________________________________________________
2. The base of the fence was wider than two of his strides. His steps were quite
short. He gushed for his breathe.
_________________________________________________________________________
3. The boy spoke in spurts as he grasped for air. He could hardly breathe.
_________________________________________________________________________
143
4. He lay on his stomach and squirmed through just far enough to stick his head
out of the other side. He struggled so hard for several minutes.
_________________________________________________________________________
5. The forest seems to devour him. He felt as if he was going to be eaten.
_________________________________________________________________________
6. The journey into the wilderness was dangerous. It was a perilous trip.
_________________________________________________________________________
7. The children played in the orchards. It was a beautiful plantation of fruits.
_________________________________________________________________________
Form a group with four members. Each member will write five phrases and
sentences on notecards from the story “The Fall.” Each pupil will have a chance
to get a notecard from one of his/her group members and read aloud the phrase
or sentence written. If the pupil reads it correctly the first time, he/she gets to keep
the card. If the pupil does not read it correctly, then the teacher will get the card.
The goal of the group is to keep more cards. The group with more cards left will
win.
This activity will draw attention on every word to help you self-correct when
reading.
READING TO SUCCESS
To improve your reading skill it is important to know how to note relevant

information from a lecture, a lesson, or a speech. There are steps to follow
in order to note significant information.
1. Read the text and decide whether it is appropriate.
2. Scan and look into the reading in order to disregard texts which are
not important. In skimming, you do speed reading and search for
particular information if the passage is relevant. Read summaries,
look at tables, graphs, illustrations, read first sentences in a
paragraph.
144
Read the story “The Little Hunchback” and note the relevant information in
the selection.
The Little Hunchback

by Joseph Jacobs
In the kingdom of Kashgar, situated on the frontiers of Great Tartary, there

lived a tailor and his wife who loved each other very much. One day, when
the tailor was at hard work, a little hunchback came and sat at the entrance
of the shop, and began to sing and play tambourine. The tailor was amused
with the antics of the fellow, and thought he would take him home to divert
his wife. The hunchback agreed so, the tailor closed his shop and they set off
together.
When they reached the house they found the table ready for supper. All
three were sitting before a beautiful fish, which the tailor’s wife had cooked.
Unluckily, the hunchback happened to swallow a large bone and died of
suffocation. The tailor and his wife were very much frightened, for if the police
came to hear of it, the worthy couple can be thrown into prison for willful
murder. In order to prevent this dreadful calamity, they thought of a plan
which would throw suspicion on someone else. They selected a Jewish doctor
who lived close by as the author of the crime. So the tailor picked up the
hunchback by his head while his wife took his feet and carried him to the
doctor’s house. Then they knocked at the door, which opened straight on to
a steep staircase. A servant soon appeared, feeling her way down the dark
staircase and inquired what they wanted.
145
“Tell your master,” said the tailor, “that we have brought a very sick
man for him to cure, and,” he added holding out some money, “give him
this in advance, so that he may not feel he is wasting his time.” The servant
remounted the stairs to give the message to the doctor, and the moment
she was out of sight the tailor and his wife carried the body swiftly after her,
propped it up at the top of the staircase, and ran home.
The doctor was delighted at the news of a patient that he told his servant,
“Get a light and follow me as fast as you can!” He rushed out of his room and
ran toward the staircase. He nearly fell over the body of the hunchback, and
without knowing what it was, kicked it, and rolled it right to the bottom, and
nearly dragged the doctor after it.
“Holy Moses!” he exclaimed, “Why did I not wait for the light? I have killed
the sick man whom they brought me; and if the sacred Ass of Esdras does
not come to my aid, I am lost! It will not be long before I am led to jail as a
murderer.”
Agitated though he was, and with no reason, the doctor did not forget to
shut the house door. He then carried the corpse into his wife’s room.
“It is all over for us!” she wailed, “if we cannot find some means of getting
the body out of the house. Once the sun rises we can hide it no longer! How
were you driven to commit such a terrible crime?”
For a long while the doctor and his wife continued to think of a way to
escape but could not find any that is good enough. But his wife, who had
twice his brains, suddenly exclaimed, “I have thought of something! Let us
carry the body on the roof of the house and lower it down the chimney of
our neighbor, the Mussulman.” So they took up the hunchback and, passed
cords under his armpits, they let him down into the purveyor’s bedroom so
gently that he really seemed to be leaning against the wall. When they felt
he was touching the ground, they drew up the cords and left him.
Scarcely had they got back to their own house when the purveyor
entered his room. He had spent the evening at a wedding feast, and had a
lantern on his hands. He was astonished to see a man standing in his chimney,
but being naturally courageous he seized a stick and made straight for the
supposed thief. “Ah!” he cried, “so its you, and not the rats and mice, who
steal my butter. I’ll take care that you don’t want to come back!” So saying
he struck him several hard blows. The corpse fell on the floor, but the man only
bounded his blows, till it occured to him that it was odd that the thief should
lie so still and make no resistance. “I have murdered a man. Without the help
of Allah I am undone! Cursed be the goods which have led me to my ruin.”
And already he felt the rope around his neck.
But when he got over the shock, he began to think of some way out and,
seizing the hunchback in his arms, he carried him out into the street, and
leaned him against the wall of a shop, then went back home.
146

A few minutes before the sun rose, a rich Christian merchant, who
supplied the palace with all sorts of necessaries, left his house, after a night
of feasting, to go to the bath. Though he was very drunk, he knew that dawn
was at hand, and that all good Mussulmen would shortly be going to prayer.
So he hastened his steps, for someone might see his condition and lest he
should meet someone on his way to the mosque and send him to prison as a
drunkard. In his haste, he jostled against the hunchback, who fell upon him
thinking a thief was attacking him, knocked him down with one blow of his fist.
He then called loudly for help, beating the fallen man all the while.
The chief police of the quarter came running up and found a Christian
ill-treating a Mussulman. “What are you doing?” he asked indignantly.
“He tried to rob me,” replied the merchant, “and very nearly choked
me.”
“Well, you have had your revenge,” said the man, catching hold of his
arm. “Come, be off with you!”
The merchant was summoned before the chief of police and was
questioned about his crime. The hunchback was one of the sultan’s private
jesters, so the chief police resolved to defer sentence of death until he had
consulted his master. He went to the palace and told his story to the sultan,
who answered, “There is no pardon for a Christian who kills a Mussulmen. Do
your duty.”
So the chief of police ordered a gallows to be erected, and sent criers to
proclaim in every street in the city that a Christian was to be hanged for having
killed a Mussulman. When everything was ready, the merchant was brought
from prison and led to the foot of the gallows. The executioner knotted the
cord firmly round the unfortunate man’s neck and was just about to swing
him into the air when the sultan’s purveyor dashed through the crowd and
cried, panting to the hangman.
147
“You are going to kill an innocent man,” he said to the chief of police,
“To kill an innocent man, for it is impossible that he should have murdered a
creature who was already dead. It is bad enough for me to slay a Mussulman
but worse that a Christian who is guiltless suffers through my fault.”
Now the purveyor’s speech was head by all crowd.
“Loosen the cords from the Christian’s neck,” he commanded, turning to
the executioner, “and hang this man in his place.” The hangman did as he
was told. He was tying the cord firmly when he was stopped by the voice of
the Jewish doctor who fought his way through the crowd and reached the
chief of police.
“Worshipful Sir,” he began, “this Mussulman is unworthy of death; I alone
am guilty. Last night, a man and a woman knocked at my door, bringing with
them a patient for me to cure. While the servant was telling me the story, they
seemed to have carried the sick man to the top of the staircase and left him
there. I jumped in a hurry without waiting for a lantern. I fell against something,
which timbled headlong down the stairs and never stopped till it reached the
bottom. When I examined the body, I found it was quite dead, and the coprse
was that of a hunchback Mussulman. Terrified at what we had done, my wife
and I took the body on the roof and let it down the chimney for our neighbor
the purveyor. The purveyor, finding him in his room, naturally thought he was a
thief, and struck the man. He fell down and lay motionless on the floor. Finding
him stone dead, he supposed that the man had died because of hard blows.
But it was a mistake. I only am the murderer although I don’t wish to commit a
crime, I must suffer for it all the same.” The cord was placed round the Jew’s
neck, and his feet had already ceased to touch the ground when the voice
of the tailor was heard.
“Oh, my lord,” he cried, turning to the chief, “how nearly have you caused
death for three inncocent people! But if you will only have the patience to
listen to my tale, you shall know who is the real culprit. If someone has to suffer,
it must be me! Yesterday, at dusk, I was working in my shop with a light heart
when the little hunchback, who was more than half drunk, came and sat in
the doorway. He sang me several songs, went away together. At supper I
helped him to slice a fish, but in eating it, a bone stuck in his throat. He died in
a few minutes. But fearing lest we should be held responsible, we carried the
corpse to the house of the Jewish doctor. I knocked and desired the servant
to beg her master to come down as fast as possible to see a sick man whom
we had brought for him to cure. I placed a piece of money in her hand as
the doctor’s fee. When she disappeared I dragged the body to the top of the
stairs, and then hurried away with my wife back to our house. In descending
the stairs the doctor accidentally knocked over the corpse, and finding him
dead, believed that he himself was the murderer. But now you know the truth,
set him free, and let me die in his stead.”
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The executioner speedily passed the cord round the neck of the tailor,
when the Sultan of Kashgar, who had missed his jester, happened to make
inquiry of his officers as to what has become of him.
“Sire,” they replied, “the hunchback, having drunk more than what’s
good for him, escaped from the palace and was seen wandering about
the town, where this morning he was found dead. A man was arrested for
having caused his death and held in custody till a gallows was erected. At
the moment that he was about to suffer punishment, one man arrived, and
then another, each accusing themselves of the murder. This went for a long
time, and at present the chief of police was engaged in questioning a man
who declared that he alone is the true assassin.”
The Sultan of Kashgar heard these words so he ordered an usher to go to
the chief of police and to bring all the persons concerned in the hunchback’s
death, together with the corpse. The usher hastened on his errand but was
only just in time, for the tailor was positively swinging in air, when his voice fell
upon the silence of the crowd, commanding the hangman to cut down the
body. The hangman, recognizing the usher as one of the sultan's servants,
cut down the tailor, and the usher, seeing the man was safe, sought the
chief of police and gave him the sultan’s message. Accordingly, the chief of
police at once set out for the palace, taking with him the tailor, the doctor,
the purveyor, and the merchant who bore the dead hunchback on their
shoulders.
When the procession reached the palace, the chief of police prostrated
himself at the feet of the sultan and related all that he knew of the matter. The
sultan was so much struck by the circumstances that he ordered his private
historian to write down the exact account of what had passed, so that in
the years to come the miraculous escape of four men who had thought
themselves murderers might never be forgotten.

Source: www.sacred-texts.com
Exercise 1
Analyze the story “The Little Hunchback” and write down relevant information
about the tailor, doctor, purveyor, and the merchant.
Tailor
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
149
Doctor
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
Purveyor
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
Merchant
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
Exercise 2
Look for the word in the story that means the same as the given word or
phrase below. A number after the meaning tells the paragraph in the story where
the word can be found. Write your answer on the lines.
sent for (15) ____________________
1.

2.
disturbed (6) ____________________
3. a supplier (9) ____________________
4. frightening (2) ____________________
5. a dead body (22) ____________________
6. moved quickly (1) ____________________
7. marked with anger (12) ____________________
8. mounted again (3) ____________________
9. a passage for smoke (8) ____________________
10. to move about endlessly (24) ____________________
11. silly, playful actions (1) ____________________
12. one who utters taunts (23) ____________________
13. threw into a flat position (26) ____________________
14. took hold of suddenly by force (9) ____________________
15. an officer who walks before a person of rank (25) ____________________
150
A verb is used to describe an action word. An adjective is a word used

to describe a noun. An adverb is a word that describes an adjective, verb,
other adverb or a word expressing a relation of place, time, circumstance,
manner, cause, degree, and others.
There are different types of adverb and one of these is the adverb of
manner. An adverb of manner is used to tell the way or how something is
done.
Example:
John left the room quickly.
Quickly is the adverb of manner which describes how John left the
room.
Adverb of manner is usually placed after the main verb or after the
object but it can also be used before the verb.
Example:
Zoey softly plays piano.
Softly is the adverb of manner which describes how Zoey plays the
piano.

Exercise 1
Write your own sentence using each of the following adverbs of manner correctly.
1. react angrily
________________________________________________________________________
2. wait anxiously
________________________________________________________________________
3. stand awkwardly
________________________________________________________________________
4. speak cautiously
________________________________________________________________________
5. look closely
________________________________________________________________________
6. drive carelessly
________________________________________________________________________
7. search frantically
________________________________________________________________________
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8. eat healthily
________________________________________________________________________
9. act naturally
________________________________________________________________________
10. wait patiently
________________________________________________________________________
Exercise 2
Encircle the letter of the correct adverb of manner to complete each sentence.
1. The woman reacted _______________ and shouted at the Arab.
a. unexpectedly b. slowly c. nervously
2. The Arab tried to react _______________.
a. politely b. naturally c. unexpectedly
3. I walked up _______________ to the walls of the old city.
a. hurriedly b. coldly c. naturally
4. The Arab was _______________ provoked by the woman.
a. silently b. awkwardly c. continually
5. I am so happy that all the policemen in this situation act so _______________.
a. calmly b. angrily c. impatiently
6. The participants walked _______________ together from Tel Aviv to Jerusalem,
passing by Jewish and Arab towns.
a. lazily b. angrily c. silently
7. The people stood __________________ as the parade moved to a higher place.
a. awkwardly b. patiently c. quietly
8. The police are trying _______________ to calm the angry woman.
a. badly b. desperately c. extremely
9. I notice that she is _______________ moved by the walk and the atmosphere it
radiates.
a. emotionally b. disturbingly c. badly
10. The police tried _______________ to be objective.
a. desperately b. carefully c. immediately
152
Write a prayer on the lines below to express how thankful you are to God.
Check your spelling, punctuation marks, and signal words while writing. Read your
prayer in class.
_________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
153
Lesson 6
CHANGING FOR THE BETTER
• note down relevant information from text heard; and
• infer meaning of borrowed words and content specific terms using affixes
and roots.
LISTENING TIME
Listen well to the reader and understand how the poem “Your Key to Success”
by Prerna C. will inspire you to succeed in your life.
READING YOUR WAY
Read the story and answer the questions that follow.
The Metal King

A German Folktale (Adapted)
Once long ago there was
a high mountain whose rocks
were veined with gold and
silver and seamed with iron. At
times, from a huge dent in the
mountainside, there shot out
roaring, red flames, and clouds
of black smoke. And when the
village folk in the valley below
saw this, they would say: “Look!
the Metal King is at his forge.”
For they knew that in the
gloomy heart of the mountain,
the Metal King and his Spirits of
the Mines wrought in gold and
iron.
154
When the storm raged over the valley, the Metal King left his cavern and,
riding on the wings of the wind, with thundering shouts, hurled his red-hot bolts
into the valley, now killing the peasants and their cattle, now burning houses and
barns.
But when the weather was soft and mild, and the breeze blew about the
mouth of his cavern, the Metal King returned to his forge in the depths of the
mountain, and there shaped plowshares and many other implements of iron.
These he placed outside his cavern door, as gifts to the poor peasants.
It happened, on a time, there lived in that valley a lazy lad, who would neither
till his fields nor ply a trade. He was avaricious, but he longed to win gold without
mining, and wealth and fame without labor. So it came to pass that he set out
one day to find the mountain treasure of the Metal King.
Taking a lighted lantern in one hand, a hatchet in the other, and a bundle of
twigs under his arm, he entered the dark cavern. The dampness smote his cheek;
bats flapped their wings in his face. Shivering with fear and cold, he pressed on
through a long passage under an arched and blackened roof. As he passed
along he dropped his twigs, one after another, so that they might guide him right
when he returned.
He came at last to a place where the passage branched off in two directions—
to the right and to the left.
Choosing the right-hand path, he walked on and at length came to an iron
door. He struck it twice with his hammer.
It flew open, and a strong current of air rushing forth put out his light.
“Come in! Come in!” shouted a voice like the rolling of thunder, and the
cavern echoes gave back the sounds.
Almost overcome by terror and shivering in every limb, the lad entered. As he
stepped forward a dazzling light shone from the vaulted roof upheld by massive
columns, and across the crystal sidewalls flittered curious, shadowy figures.
The Metal King, huge and fierce-eyed, surrounded by the misshapen Spirits of
the Mines, sat upon a block of pure silver, with a pile of shining gold lying before
him.
“Come in, my friend!” he shouted again, and again the echoes rolled through
the cavern. “Come near, and sit beside me.”
The lad advanced, pale and trembling, and took his seat upon the silver
block.
“Bring out more treasure,” cried the Metal King, and at his command the
Mountain Spirits fluttered away like dreams, only to return in a moment and pile
high before the wondering lad bars of red gold, mounds of silver coin, and stacks
of precious jewels.
And when the lad saw all that wealth he felt his heart burst with longing to
grasp it, but when he tried to put out his hand, he found out that he could not
move his arm, nor could he lift his feet, nor turn his head.
155
“Thou seest these riches,” said the Metal King. “They are but a handful
compared with those thou mayest gain if thou wilt work with us in the mines. Hard
is the service but rich the reward! Only say the word, and for a year and a day
thou shalt be a Mountain Spirit.”
“Nay,” stammered the lad in great terror. “Nay, I came not to work. All I beg
of thee is one bar of gold and a handful of the jewels that lie here. If they are mine
I can dress better than the village lads, and ride in my own coach!”
“Lazy, ungrateful wretch!” cried the Metal King, rising from his seat, while his
figure seemed to tower until his head touched the cavern roof. “Wouldst thou
seize without pay the treasures gained through the hard labor of my Mountain
Spirits! Hence, get thee gone to thy place! Seek not here for unearned riches!
Cast away thy discontented disposition and thou shalt turn stones into gold. Dig
well thy garden and thy fields, sow them and tend them diligently, search the
mountain-sides; and thou shalt gain through thine industry mines of gold and
silver!”
Scarcely had the Metal King spoken when there was heard a screeching
as of ravens, a crying as of night owls, and a mighty storm wind came rushing
against the lad; and catching him up it drove him forth along the dark passage,
and down the mountain-side, so that in a minute he found himself on the steps of
his own house.
And from that time on a strange change came over the lad. He no longer
idled and dreamed of sudden wealth, but morning, noon, and evening he labored
diligently, sowing his fields, cultivating his garden, and mining on the mountain-
side. Years came and went; all he touched prospered, and he grew to be the
richest man in that country; but never again did he see the Metal King or the
Spirits of the Mines.
Source: www.apples4theteacher.com

1. Why did the Metal King refuse to give gold and jewels to the lad?
_________________________________________________________________________
2. What did the Metal King want the lad to do in order to have precious stones?
_________________________________________________________________________
156
3. Why should you value work?
_________________________________________________________________________
4. Have you ever worked hard for something you wanted in your life? How did
you do it?
_________________________________________________________________________

Underline the word with prefix in each sentence. Then give its meaning on
the lines.
1. “Look! the Metal King is at his forge.” His ways are unbelievable.
_________________________________________________________________________
2. Curious, shadowy figures unlittered across the crystal sidewalls.
_________________________________________________________________________
3. There was a misfit, lazy lad, who would neither till his fields nor ply a trade.
_________________________________________________________________________
4. He entered the dark cavern with an unlighted lantern in one hand, a hatchet
in the other.
_________________________________________________________________________
5. “Lazy, ungrateful wretch!” cried the Metal King.
_________________________________________________________________________
6. Cast away thy discontented disposition and thou shalt turn stones into gold.
_________________________________________________________________________
Primary sources are firsthand sources which are direct pieces of

evidence.
Examples: interview, legal documents, speeches, video recordings,
and others.
Secondary sources are books which have been published recently,
magazines, newspapers, books, journal articles, speeches, reviews,
research reports, and others. Secondary sources interpret, analyze, and
draw conclusions about the events reported in primary sources. These are
usually in the form of published works such as journal articles or books, but
may include other media such as television or radio documentaries.
157
Divide the class into four groups. In your group, make a collage about
well-known generous people helping others during natural calamities or
difficult times. Present an oral report in class.
Your group may go to the library to search for secondary sources to
support and organize information in your report.
READING TO SUCCESS
Cause and Effect

Many things happen in life for a reason. There is a cause for a certain
event and for sure there is an expected effect. One of the reading skills
that you should develop is to distinguish a cause from an effect.
Recognizing and distinguishing cause and effect help you understand
the important ideas in a story, a passage, or an article. Take note that an
effect happens due to a cause.
Cause is something that happens and effect is something that happens
as a result.
The cause is the why while the effect is the what.
Example: He became rich because he worked so hard.
effect cause
Exercise 1
Identify the cause and effect in each sentence.
1. The lad entered the cave because he was curious.
Cause: _________________________________________________________________
Effect : _________________________________________________________________
2. The village people stayed home and were afraid to go out.
Cause: _________________________________________________________________
Effect : _________________________________________________________________
3. The lad crossed the border so he reached the opening.
Cause: _________________________________________________________________
Effect : _________________________________________________________________
158
4. The lad worked hard and became a millionaire.
Cause: _________________________________________________________________
Effect : _________________________________________________________________
5. The Metal King reminded the lad to seek not in his kingdom for unearned
riches so he would become a fulfilled man.
Cause: _________________________________________________________________
Effect : _________________________________________________________________
Exercise 2
Read the selection and answer the questions that follow.
Changes in our Community
My family has lived in this community for many years now. This is the same
house where my grandmother lived when she was a child. At that time, there
were many big spaces because there were only few houses then.
More people who found the city overcrowded moved in our place. Despite
the new neighbors, it was still a good place to live in. There was a small community
school run by sisters, and people found it to be a good place to stay. Back then
there were many trees, and people had a place to plant and grow fruits and
flowers in their big backyards.
After many years more, people moved in our community and it got crowded.
It has become a populated place and people needed more convenience. The
head of our community proposed to the mayor to allow more investors and soon
big business establishments were constructed. More condominiums and high rise
buildings started to mushroom. As a result there is hardly no open land.
Though it was crowded, people felt that there was more convenience
because fast food chains and convenient stores were near to cater to their
needs. Being crowded is not such a bad change. People opened stores in the
neighborhood, making it more convenient to shop. Schools were quite accessible
and it was easy to go to school without much worry for parents.
More changes kept happening. Schools got overcrowded so they built
another new school building. There was little space to play. Then after several years
they tore up the old building and built a small plaza. Now we have a playground
where we can enjoy playing.
Give the cause and effect of the following statements.
1. Why did the population move to the community?
Cause: _________________________________________________________________
Effect : _________________________________________________________________
159
2. Why did people like the small community even if it was overcrowded?
Cause: _________________________________________________________________
Effect : _________________________________________________________________
3. Why did the head of the community propose to the mayor to allow more
investors to their place?
Cause: _________________________________________________________________
Effect : _________________________________________________________________
4. What was one effect of the many building constructions in their community?
Cause: _________________________________________________________________
Effect : ________________________________________________________________
5. Why did people feel that there was more convenience despite the crowded
place?
Cause: _________________________________________________________________
Effect : _________________________________________________________________
Adverbs of Place and Time
Adverbs of place show or tell about the setting where an event takes
place. It is usually placed after the main verb or after the clause that
it modifies. Some examples of adverbs of place are here, everywhere,
outside, away, and around.
Examples:
Maria looked around but he couldn’t see her puppy.
She looked everywhere for him.
I’m going back to the playground.
Come in!
They built a boat nearby.
He took the baby outside.
The adverbs of time describe how long, how often, or when an action
happened.
Examples:
I went to my grandmother’s house yesterday.
I’m going to school tomorrow.
Mother hugged me today.
160
I will message you later.
I have to leave now.
She bought that puppy last year.
Exercise 1
The following exercises will help you gain better understanding about how
adverbs of place work. Encircle the best answer to complete each sentence.
1. Open the gates when you get _______________.
a. out
b. westward
c. over
2. The boy is hiding _______________ the blankets.
a. on
b. underneath
c. somewhere
3. Will you be going _______________ for fresh air or stay in the air-conditioned
room?
a. around
b. home
c. outside
4. The car went _______________ the hill after the strong rain.
a. up
b. northwards
c. backwards
5. When she saw me waiting, she ran _______________ me.
a. around
b. toward
c. through
6. I went _______________ to see if he was there.
a. around
b. toward
c. through
7. My mom came from _______________ last night.
a. abroad
b. up
c. behind
161
8. The boys walk _______________ the street near the school.
a. toward
b. eastward
c. behind
9. The people gathered _______________ the mosque to pray.
a. toward
b. inside
c. behind
10. The marines stayed ____ and are now eager to come home.
a. overseas
b. all over
c. toward
Exercise 2
Complete the following sentences using the appropriate adverb of time.
Write the letter of the correct answer in the blanks.
1. I called him _______________.
a. last night
b. tomorrow
2. I will see your teacher _______________.
a. tomorrow
b. last week
3. The bus leaves _______________.
a. all day
b. early tomorrow
4. I haven’t talked to her _______________ last week.
a. since
b. for
5. I attended the meeting _______________.
a. yesterday
b. tomorrow
6. I asked him _______________ if she got my e-mail.
a. yesterday
b. later
7. I haven’t eaten a meal_______________________.
a. since this morning
b. often
162
8. I commended her _______________.
a. yesterday
b. in the morning
9. I will do it first thing _______________.
a. tomorrow
b. next week
10. I am driving for him _______________.
a. today
b. last night

Write on a whole sheet of paper an essay about your plans to be successful
and how you will achieve them. Use adverbs of time and place in your essay.
163
Lesson 7
SHARING YOUR WEALTH
• infer meaning of borrowed words and specific terms using context clues;
• read grade-level text with accuracy, appropriate rate and proper expression;
• compose clear and coherent sentences using appropriate prepositions and
prepositional phrases; and

LISTENING TIME
Listen as your teacher reads the first paragraph of the selection. Try to
comprehend the attitude of Sushil. Do you realize what kind of person he is? Do
you know of people who have this kind of attitude? Give your judgment of people
like Sushil.
READING YOUR WAY
Do you know what a miser is? He/She is a selfish person who keeps his/her
wealth to his/her own. This person is not at all generous even to his family, relatives,
and friends. As you read the story, find out what happens to the miser.
The Millionaire Miser

by Aaron Shepard
Sushil was a miser. Though his treasure house was full, he was too stingy to give
away even the smallest coin. And since food cost money, he ate almost nothing,
and starved his family and servants besides.
One morning, as Sushil took his daily walk through town, he saw a young boy
eating a sweet rice dumpling.
164
Sushil’s mouth watered as he made his way home. “If only I could ask my wife
to make me a sweet dumpling,” he said to himself. “But if I wanted one, so would
my wife. And if my wife wanted one, so would the children. And if the children
wanted one, so would the servants. So I had better just keep quiet.”
When Sushil arrived home, he said nothing about a dumpling. But he wanted
one so badly, he felt weak. His legs shook, and he had to go to bed. His wife,
Nirmala, came to him. She asked, “What is wrong, my husband?” Sushil lay
groaning and clenched his teeth. “Is there something you want?” said Nirmala.
Sushil’s face grew red, then purple. At last he squeaked, “I would like a sweet
rice dumpling.”
“That is no problem,” said Nirmala. “We are wealthy enough. Why, I will make
sweet dumplings for the whole town!”
Sushil gasped in horror. “You will make a pauper of me!”
“Well then,” said Nirmala, “I will make dumplings for our family and servants.”
“Why would the servants need any?” said Sushil.
“Then I will make them for us and the children.”
“I am sure the children can do without.”
“Then I will make one for you and one for me.”
“Why would you want one?” said Sushil.
Nirmala sighed and went out, and returned after a while with a single sweet
dumpling. Then she looked on as Sushil, moaning with delight, devoured every
crumb.
Now, it happened that all this was seen by Sakka, the King of Heaven, who
was sitting on his marble throne in his thousand-mile-high palace. “Not in seventy-
seven millennia,” he declared, “have I ever seen such a miser. I will teach this
fellow not to be so stingy.”
165
So the god waited till the next day, when Sushil left for his morning walk. Then
he made himself look just like Sushil and came down to earth. Sakka walked into
Sushil’s house as if he were Sushil himself. In Sushil’s own voice he told a servant,
“Run through the town and invite everyone you see. Today Sushil will share his
wealth!”
When Nirmala heard these words, she cried, “Husband, can this be true?
Heaven be praised for your change of heart!” Then she helped him open the
treasure house.
Soon the people of the town arrived. “Take what you will!” said the pretend
Sushil. “And if anyone who looks like me tries to stop you, drive away the scoundrel!”
“Thanks to Lord Sushil!” cried the townspeople. “The most generous man
alive!” They rushed into the treasure house and loaded themselves with gold,
silver, diamonds, and pearls.
Just then, the real Sushil came home. When he saw his treasure being carried
out the gate, he screamed, “Robbers! Thieves! Put that back! How dare you!” But
the townspeople said, “This must be the one that Lord Sushil warned us about.”
And they chased Sushil halfway across town.
Sushil rushed on to the Rajah’s court. “Your Majesty,” he declared, “the people
of the town are taking all I own!”
“But your own servant invited them!” said the Rajah. “I heard him myself. Did
you not give the order?”
“Never!” said Sushil. “If the order was given, I beg you to bring the one who
gave it!”
So the Rajah sent a messenger. Soon came Sakka, still pretending to be Sushil,
along with Nirmala and the children. The children stared wide-eyed at the two
Sushils, and Nirmala nearly fainted.
166
“Impostor!” screamed Sushil.
“Deceiver!” screamed Sakka.
“I cannot tell the difference between you,” said the bewildered Rajah. He
turned to Nirmala. “Can you say which is the true Sushil?”
Nirmala looked at both men. “Your Majesty,” she said, “may I ask them a
question?”
“Certainly,” said the Rajah. Nirmala turned to Sakka. “Is it better to be generous
to yourself, to your family, to your servants, or to your neighbors?”
“It is best to be generous to all!” answered Sakka. “When you are generous,
others also grow generous, and everyone is wealthier.”

Then Nirmala turned to Sushil. “Is it better to be generous to yourself, to your
family, to your servants, or to your neighbors?”
“To none!” shrieked Sushil. “It is a waste of wealth that can never be regained!”
Nirmala took a deep breath, gathered the children, then drew close to Sakka.
She said, “This is the true Sushil, Your Majesty.”
“But, Nirmala!” cried Sushil. “My wife! My children!”
At that, the god stepped forward, and with a blinding flash of light changed
back to his own shape. “Your Majesty, I am not Sushil but Sakka. I came down
from heaven to teach this man a lesson.”
He turned to the trembling and downcast Sushil. “Do you see? You are so
stingy, even your wife and children deny you.”
Sushil moaned. “There is but one hope for you,” said Sakka. “Will you stop
being such a miser?”
“Well,” said Sushil, “maybe I could be a little more generous.”
“A little more?” demanded Sakka.
“Well, maybe a little more than a little more,” said Sushil.
“You had better be a lot more generous,” said Sakka. “Or I’ll be back!” And
with another flash of light, he vanished.
“Well!” said the Rajah to Sushil. “It seems you indeed have been taught a
good lesson!”
“I suppose so, Your Majesty,” said Sushil. He turned shyly to Nirmala. “Wife?”
he said, holding out his hand.
“Husband!” she said, taking it. “Oh, husband, let us celebrate! I have an idea.
Let us make sweet rice dumplings for the entire town!”
Sushil gasped in horror. His legs shook. He groaned and clenched his teeth. His
face grew red, then purple. Then he squeaked, “All right!”
Source: www.aaronshep.com
167

1. Why did Nirmala choose the “generous” Sushil?
_________________________________________________________________________
_________________________________________________________________________
2. What lesson did Sakka gave to Sushil?
_________________________________________________________________________
_________________________________________________________________________
3. Do you believe that there are many “Sushils” in this world? How do you
distinguish them from other people?
_________________________________________________________________________
_________________________________________________________________________
4. Describe a person whom you feel is a miser. What is the best thing to do to
make him/her realize that being a miser is not good?
_________________________________________________________________________
_________________________________________________________________________
Look for words in the story that have the same meaning as the given words
or phrases below. The number after each phrase tells the paragraph where the
word is. Write the word on the lines.
1. tremble (3) _________________________
2. unwilling to spend (1) _________________________
3. prosperous (5) _________________________
4. very poor person (6) _________________________
5. small particle of bread (13) _________________________
6. a period of thousand years (14) _________________________
7. dishonest person (16) _________________________
8. lose consciousness (20) _________________________
9. pressed tightly together (36) _________________________
10. high-pitched sound (36) _________________________
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Find a partner and read the story “How the Wicked Sons Were Duped.” Partner
A will read aloud while partner B listens and focuses on pronunciation, rate, and
expression. After partner A finishes reading, partner B will offer a feedback on how
partner A reads. Switch roles after partner B gives feedback.
How the Wicked Sons Were Duped

by Joseph Jacobs
A very wealthy old man, imagining that he was on the point of death, sent for
his sons and divided his property among them. However, he did not die for several
years afterward, and miserable years many of them were. Besides, the weariness
of old age, the old fellow had to bear with much abuse and cruelty with one
another trying to please their father, hoping thus to receive more money, but now
they had to receive their patrimony, they cared not how soon he left them—nay,
the sooner the better, because he was only a needless trouble and expense. And
they let the poor old man know what they felt.
One day he met a friend and related to him all his troubles. The friend
sympathized very much with him, and promised to think over the matter, and call
in a little while and tell him what to do. He did so, in a few days he visited the old
man and put down four bags of stones and gravel before him.
“Look here, friend,” said he, “Your sons will get to know of my coming here
today, and will inquire about it. You must pretend that I came to discharge a
long-standing debt with you, and that you are several thousands of rupees richer
than you thought you were. Keep these bags in your hands, and on no account
let your sons get to them as long as you are alive. You will soon find them change
their conduct toward you. Salaam, I will come again soon to see how you are
getting on.”
When the young men got to hear of this further increase of wealth they began
to be more attentive and pleasing to their father than ever before. And thus they
continued to the day of the old man’s demise, when the bags were greedily
opened, and found to contain only stones and gravel!
Source: Soaring to New Heights in Reading 6, 2009
169
READING TO SUCCESS
Procedural/Instructional text
A procedural or instructional text is an informational text that provides
a step-by-step guideline on what to do and how-tos. It uses illustrations or
graphics to show the process properly.
Examples: user guides/manuals, recipes

Exercise 1
Explain the step-by-step procedure on how to wash your hands properly with
the pictures given below. Write your answers on the lines.
1. _________________________________________
_________________________________________
2. _________________________________________
_________________________________________

3. _________________________________________
_________________________________________

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4. _________________________________________
_________________________________________
5. _________________________________________
_________________________________________
6. _________________________________________
_________________________________________
Exercise 2
Do an everyday schedule from Monday to Sunday for a week. Include
everything that you will do from morning until before you sleep. Write this in your
notebook.
Preposition and Prepositional Phrase

One way of learning to use preposition correctly in a sentence is to
make sure that it makes the relationship between words clear and it must
be followed by nouns.
A preposition is used to link nouns, pronouns, or phrases to other words
in a sentence. Prepositions are usually short words, and they are commonly
placed before the nouns.
Example: above, beside, by, down, except, for, on, to, under
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There are more than a hundred of prepositions in the English language.
In addition, there are endless possibilities for creating prepositional phrases.
A prepositional phrase is a group of words that don’t have either a
verb or a subject, and that serves as a unified part of speech. It normally
consists of a preposition and a noun or a preposition and a pronoun.
Exercise 1
Fill in each blank with the correct preposition.

1. It’s nice _______________ know that the princess has found a friend.
2. The boy reminded his mother not _______________ be late.
3. The people knew that she is _______________ the palace.
4. The man asked if she leaves _______________ the palace.
5. She is _______________ a new venture.
6. What is this princess doing _______________ the trees?
7. She looked at the trees _______________ the palace.
8. The king celebrated his birthday _______________ May.
9. He got a piece of cake _______________ the princess.
10. She left _______________ the country to see what was there.
Exercise 2
Underline the prepositional phrase in each of the following sentences.
1. I would rather go to Bicol instead of Marinduque.
2. In spite of the rains, we pushed through with the practice.
3. In case of earthquake, don’t use the elevator to escape.
4. She spoke on behalf of her family.
5. We listened to her complaint to be objective about her concern.
6. The students experienced an exciting trip to the forest.
7. She didn’t allow her sister to attend the party.
8. Mother allowed her to go but on many conditions.
9. We are very impressed with her painting.
10. The visitors congratulated her for a superb performance.
172
Write on the lines how you can show your generosity toward the following people:
underprivileged classmates
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
4. _________________________________________________________________________
street children
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
4. _________________________________________________________________________
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Lesson 8
LOVING UNCONDITIONALLY
clues;
• read grade-level text with accuracy, appropriate rate and proper expression;
and
• write a paragraph showing problem and solution.
LISTENING TIME
Look at the picture. Describe the picture well. Listen to your classmate as
he/she describes the picture. What is the picture all about? Have you seen or
imagined one like this before? How do you feel about this creature?
174
READING YOUR WAY
Do you believe in angels? Have you ever seen one? What does it look like?
The story you are about to read is a fairy tale that tells you of a young angel who
was disguised as a young princess. Read and enjoy this great story that teaches
a lesson about loving someone in their uniqueness.
The Princess of Illiac

by Sandy Breckenridge
This is a fairytale about a princess who lived in a distant land in a country
named Illiac. This tale begins with a great occasion for people living in this quaint
and humble country land. It was in the year 4040 and only a handful of truly
enlightened ones had premonitions of the coming of a special one. It was on a
beautiful spring day in Apralla when a delicate baby princess, whose forthcoming
had not been foreseen by many, was born.
Upon her arrival, many souls of the land looked at her as quite a foreigner.
Why it appeared that she had nubs on her spine where the first sign of wings
were beginning to appear. Those who cared loved her just the same (although it
seemed that she was disfigured in some strange and misfortunate way). Through
the years of her childhood and adolescence, she pretty much kept to herself, for
she really didn’t have that sense of belongingness.
It wasn’t until many years that the princess, who hadn’t any idea of her
angelic and goddess qualities, eventually came to make a magical difference in
the land of Illiac. And soon thereafter, it did not take long before the magic she
possessed spread throughout the planet of Synphonacia, uplifting all who were
touched by the love in her heart. She endured much loneliness in those many
years before her true identity would be embraced and understood.
She concealed her loneliness by keeping to herself and hiding behind the
castle walls. Few people in the community reached out to her, as they had much
difficulty in relating to her unusual nature. Most watched her from afar and their
curiosity seemed to alienate them rather than draw them closer. Although she
glowed with a certain radiance that couldn’t go unnoticed, her unusual features
seemed to separate her from others.
The years passed by and the young princess felt very empty. You see, she
became very lonely. She knew she was really in need of a friend. Then one day
she knew it was time to venture out into the country land in hopes that she may
find her purpose, and perhaps a true friend.
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Because of her isolation, few had witnessed her beauty and only a handful
of souls had witnessed that the small nubs on her spine had incredibly grown into
wings of a great span.
One day she felt a deep desire to travel outside the castle walls. Her loneliness
and isolation were encouraging her to seek out a new friend, she thought. So,
she got up her courage and headed out the gates of the castles. As she moved
about the city, her presence seemed to spark fear in those who laid eyes upon
her. Nonetheless, she continued to stroll through the city, and then out into the
country land, while people watched and stared. They did not understand that
her wings had a use. They looked upon her as quite an unusual sight. For what was
this burden attached to her heavenly looking body?
Eventually, she came upon a merchant, selling herbs and butter bread
beside a small creek. She smiled at him, thinking to herself that this may just be her
new friend. He lazily sat in the sand waiting for customers to show themselves. He
looked up and acknowledged her, “Where have you come from? You are such a
sight to see, with those long heavy arms. How do you carry yourself for long? Here!
You need some nourishment to make it to where you are going!”
He handed her some butter bread. “This is free of charge,” he exclaimed. He
felt that she needed it more than he needed the money.
A tear fell from her eye as she did not understand his response to her. His
perception seemed strange to her, for she did not feel as though she was really
that odd. She accepted the butter bread from him, but with sadness in her heart.
Yet she couldn’t help but extend kindness through her gentle smile and the light
that softly shined through her eyes.
176
She continued her journey, passing soul after soul, while looking into the eyes
of those she passed. Occasionally another’s eyes would meet hers for a second
or two, only to glance away with a peculiar look. It seemed that a true friend was
nowhere to be found. So, she kept on with her journey while still holding hope in
her heart. After some more walking, she noticed that it was time to rest. Up ahead
the princess saw a small cottage that looked as though it was abandoned. What
a perfect spot for her to rest a while before she continued on her journey. As she
approached the cottage she saw a small child playing at a table on the porch.
From this distance it seemed he was making something. As she got closer she saw
that he was making cookies with imaginary dough.

The child looked up at her in awe. He had never beheld such beauty before
his eyes. “Where did you come from?” the boy asked. “Why, I have never felt
such glory in my time here. But I had an idea you were coming to play with me,
for I saw you in a dream. Do you think you could teach me how to be like you?”
the young one exclaimed.
The princess smiled back at him. And just as she was sensing their connection,
she felt a warmth flow through her heart. She knew she had met a dear friend.
And just as she felt this glow in her heart, a flash of knowingness filled her senses.
She suddenly remembered...
She remembered that all she needed to do was focus her attention on love
and all whom she touched would be uplifted. Yet, she was not quite sure what
being uplifted really meant!
The boy grinned from ear to ear, as he reached out his hand to her. The two
began to chuckle, and then a roar of laughter rumbled between them. The boy
outstretched his arms as wide as he could, as he was so intent in mirroring her
presence. Then suddenly wings began to grow outward from his body! They grew
into a beauty so profound that one couldn’t behold his image in a single glance.
He began moving his wings back and forth and up and down with glee,
flapping them while at the same time giggling with delight. The princess was
also struck with great excitement. Then, with such quickness, the boy’s reflection
sparked in the princess another remembrance. A clear vision filled her senses. She
suddenly remembered she could fly!
The two of them began to laugh even louder. It seemed only natural for them
to begin running. So, they ran, and ran, and ran so fast that the wind came up
from behind them and swept them up into the air. The wind carried them and
they ascended up into the sky for the birds and the butterflies to see. In fact, the
wind and their wings eventually carried them back toward the city.
As they embraced the wind they couldn’t help but smile from ear to ear. They
knew they were approaching the city. But, somehow the fear of wondering how
their images up in the sky would be received did not worry them. For they hadn’t
a care in the world. They knew they had a very special friendship, and that the
177
world would be enriched and uplifted by what these two winged ones had to
share. As they flew over the country land and into the city, those who seemed to
be asleep in their movement began looking up. In total amazement by what they
were seeing with their own eyes, they began to lose their fear.
One by one the souls walking upon the land of Illiac fell into the shadow of the
two winged ones. What was so interesting was the quality of the shadow that the
winged ones made. The shadow glistened as a light that is filled with love would.
This heavenly aura began spreading outward extending itself. In a very short time
it had enveloped the whole city. What a sight to behold.
This aura also had a contagious quality to it. People began looking up,
embracing each other, smiling, and laughing. Just as the last person in the land
of Illiac laughed, the magic that the enlightened ones had known and felt in their
hearts came to be...
All the people in the city began to grow wings of their own! And with love
flowing through their hearts, they laughed and laughed. And then they all
began to fly!
Source: www.askalana.com
178

1. Why did people distance themselves from the princess?
_________________________________________________________________________
2. What kind of power did the princess possess?

_________________________________________________________________________
3. What did the princess felt when the merchant handed her some butter
bread?
_________________________________________________________________________
4. How did the princess make a difference in the lives of the people in the city?
_________________________________________________________________________
5. What happened when the last person in the land of Illiac laughed and the
magic enlightened everyone?
_________________________________________________________________________
Underline the context clue that supports the boldfaced words in the sentences
from the story “The Princess of Illiac.” Then use the word in your own sentence.
1. She concealed her loneliness by keeping to herself and hiding behind the
castle walls.
_________________________________________________________________________
_________________________________________________________________________
2. They grew into a beauty so profound that one couldn’t behold his image in a
single glance.
_________________________________________________________________________
_________________________________________________________________________
3. Her loneliness and isolation were encouraging her to seek out a new friend,
she thought.
_________________________________________________________________________
_________________________________________________________________________
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4. It seemed that she was disfigured in some strange and misfortunate way.
_________________________________________________________________________
_________________________________________________________________________
5. They ascended up into the sky for the birds and the butterflies to see.
_________________________________________________________________________
_________________________________________________________________________

Form a group with six members. Role-play the story for better understanding
of the values derived from the selection. Your group may check the class
understanding by asking questions or you can ask them to share brief stories
aligned to the story of the princess.
READING TO SUCCESS
Argumentative or persuasive text is an informational text that intends

to persuade or influence the readers about a certain topic. It provides
evidences to prove the claims of the author.
Examples: opinion/editorials, advertisements, political propaganda,
tourism guides, reviews
Exercise 1
Write a persuasive or argumentative essay about your favorite place. Make
sure to use the things that you learned about persuasive or argumentative text.
After writing your review, exchange work with your classmate then let your
classmate read your work and answer the following questions.
1. Where is your classmate’s favorite place?
2. Why does your classmate love the place?
3. What are the supporting evidence that your classmate wrote in the review?
180
Exercise 2
Read the editorial article that tackles obesity. Answer in your notebook the
questions provided below.
A Diet for School Junk Food

(An Excerpt)
It’s about time. But the diet isn’t complete without palatable alternatives.
Let’s face it: getting kids to eat a decent school lunch has been a challenge
ever since there were children and schools. No doubt a young Plato traded his
stuffed grape leaves for a square of honey-drenched baklava.
Such occasional swaps were perhaps once no big deal, but we’ve come a
long way in just a few decades. Today, childhood obesity is a serious, widespread
problem that has implications for society—from the rising cost of health care to
national security. Once they reach the age to be eligible for military service, one
in four young people today are too overweight to enlist. The Center for Disease
Control calls such temptations competitive foods—foods that lure students, their
appetites, and quite often their loose change away from healthy school lunches.
The numbers and anecdotal evidence suggest that junk food has been
winning this competition, not just in school, but everywhere.
According to the CDC, the percentages of overweight and obese children
have skyrocketed in recent decades. Just 7 percent of children aged 6 to 11 and
adolescents aged 12 to 19 were obese in 1980; in 2010, obesity in both groups
reached 18 percent. More than one-third of children today qualify as overweight.
The reason for the increase isn’t hard to figure out—more empty calories and
not enough physical activity to burn them off.
Source: www.timesunion.com
Questions:
1. What are the reasons why students are getting obese?
2. What did the young Plato trade to his stuffed grape leaves?
3. List down the details that the author used to support the information and
share it to the class.
181
Conjunctions
A conjunction is a part of speech that connects words, sentences,
phrases, or clauses.
A coordinating conjunction is a word that connects two clauses which
are independent of each other and would work even if they stood alone.
There are three main coordinating conjunctions which are and, but, and,
so.
Example:
I had a terrible cough last week. I still went to school.
With coordinating conjunction:
I had a terrible cough last week but I still went to school.
A subordinate conjunction is a word that connects an independent
clause to a dependent clause. An independent clause can stand alone
or it can be a complete sentence.
A dependent clause is a group of words that is reliant to the indepen-
dent clause. It cannot stand alone as a sentence.
Exercise 1
The following exercises will help you gain better understanding about how
subordinating conjunctions work. Encircle the letter of the best answer to complete
each sentence.
1. _______________ meeting the small boy she felt very happy.
a. After c. Before
b. Although d. Even if
2. She likes to meet more people _______________ she feels lonely.
a. although c. whenever
b. because d. so that
3. The princess looked for friends _______________ she went out of the palace.
a. whenever c. after
b. whose d. if
4. _______________ everything was clear the princess joined the merry making.
a. Because c. Although
b. Until d. Now that
182
5. _______________ the other souls saw the light she understood that they are also
like her.
a. As soon as c. Before
b. Because d. Now that
6. _______________ she felt discriminated she just smiled at them.
a. Although c. Whenever
b. Because d. So that
7. _______________ they embraced the wind they couldn’t help but smile from
ear to ear.
a. As c. Because
b. As soon as d. Before
8. _______________ all the people in the city began to grow wings of their own
the sky glistened.
9. _______________ the souls walking upon the land fell, the shadow of the two
winged ones glared all over.
10. _______________ night time the princess knew where she was.
a. As c. Because
b. As soon as d. Before
Exercise 2
Complete the sentences by writing the best coordinating conjunction in the
blanks.
1. Jun was tired _______________ he rested under a tree.
2. He tried to perfect his exam _______________ it was too difficult.
3. To get to Boracay you can take a boat _______________ a plane.
4. Father bought delicious big apples _______________ we ate them together.
5. The hotel was not rated five-star _______________ the food was superb.
6. I want to buy a signature bag _______________ it is quite expensive.
7. Kristine got the highest rating _______________ her mom gave her a prize.
8. There is so much work _______________ everything goes well.
9. Mother made a promise to her _______________ she must fulfill it.
10. The trip was tiring _______________ we all enjoyed it.
183
Try to put yourself in the shoes of the princess who looked differently from
the others. Write an essay about a similar instance in their life where you also felt
that you did not have a sense of belonging in your family or friends because of
a peculiar trait they have and how they managed to embrace their uniqueness.
_________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
184
Lesson 9
PLAYING YOUR ROLE
clues;
• react on the content of the material presented;

structures; and
• demostrate politeness at all times.
LISTENING TIME
Listen to the poem to be read by your classmate. Understand your role in this
world. What do you think is your role as a student? Do you have an idea what your
role on the stage is? Are you the protagonist or an antagonist?
READING YOUR WAY
The world is like a stage with many actors doing their part to complete the
story. The following is a speech by a character in William Shakespeare’s play As
You Like It.
All the World’s a Stage

(An Excerpt from As You Like It )
by William Shakespeare
And all the men and women merely players;

They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages. At first, the infant,
Mewling and puking in the nurse’s arms.
Then the whining schoolboy, with his satchel
185
And shining morning face, creeping like snail

Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress’ eyebrow. Then a soldier,
Full of strange oaths and bearded like the pard,
Jealous in honor, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the cannon’s mouth. And then the justice,
In fair round belly with good capon lined,
With eyes severe and beard of formal cut,
Full of wise saws and modern instances;
And so he plays his part. The sixth age shifts
Into the lean and slippered pantaloon,
With spectacles on nose and pouch on side;
His youthful hose, well saved, a world too wide
For his shrunk shank, and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.
Source: www.poemhunter.com
186
Answer the following questions based on the excerpt.

1. Why is the world compared to a stage?
_________________________________________________________________________
2. Why are men and women considered players in this world?

_________________________________________________________________________
3. Explain this passage: “Men have their exits and their entrances.”
_________________________________________________________________________
4. The poem explains how a baby starts his part in this world as a participant and
continues to reach old age. Explain this as applied to your life. How are you a
participant in the world stage of life?
_________________________________________________________________________
Give the meaning of the underlined word. Encircle the correct answer from
the choices below.
1. The whining schoolboy, with his satchel left.
a. schoolbag c. shoes
b. notebook d. pencil case
2. Sighing like furnace, with a woeful ballad furnace.
a. happy c. sorrowful
b. joyful d. angry
3. The soldier had fair round belly with good capon lined.
a. fowl c. dog
b. cat d. wild animal
4. His youthful hose, well saved, a world too wide for his shrunk shank.
a. fruit c. leaves
b. bud d. stem
5. Sans teeth, sans eyes, sans taste, sans everything.
a. light c. without
b. moon d. morning
187
Form a group with four members and discuss the following passages. Give
your individual reactions about it. Then share the group’s final interpretation in
class.
All the World’s a Stage

And all the men and women merely players;

They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages. At first, the infant,
Mewling and puking in the nurse’s arms.
Then the whining schoolboy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school.
READING TO SUCCESS
An informational or factual text is a nonfiction text and its purpose is

to inform about the natural or social world. There are different types of
informational/factual text and one of those is expository text.
An expository text is an informational text that informs or describes
what a story is about.
Examples: textbooks, reports, news articles, essays, interviews, legal/
government documents
Exercise 1
Note ten important details about the passage. Write the details on the
lines provided.
Chicago’s First Leader
Long before there was a city of Chicago, a brave man moved here. It was
tough to live here then. There were no stores. There were no settlers. It was very
cold in the winter and hot in the summer. There was a lot of snow in winter, too.
So, it was hard to travel. In spring, there was a lot of rain and mud, and that made
it hard to travel as well.
188
Then an early Chicago leader came here. Jean Baptiste Point DuSable was
the first non-Native American to choose to settle in this area. This African American
leader built a cabin on the Chicago river. He started a business by trading with
the Native Americans. He opened a trading post there in the late 1770s. At first, it
was just a small home. Jean Baptiste Point DuSable stayed for more than 20 years
and added to it. His building became the most important place in the area.
Getting things to Chicago was hard. Chicago was a very small town. It was
hundreds of miles away from the closest city. At first, DuSable traded only with the
Native Americans and a few explorers. He would trade tools and other goods for
things that they grew, hunted, or made. As more explorers came to the area, his
trading post became more important. Settlers bought goods as well.
DuSable’s trading post allowed explorers to keep going. They could buy
supplies at his post and then keep traveling further. That trading post helped start
Chicago as a city. When families moved to Chicago to settle, they could get
what they needed to live at the trading post.
At the trading post, settlers bought many things. DuSable sold blankets,
butter, flour, furs, knives, clothes, hats, guns, and gunpowder. Settlers and native
Americans both traded for these goods or paid money.
DuSable was the first person who helped people to come to Chicago and
settle here. So, much later, Chicago declared him the “father” of the city because
he made it possible to settle here.
Today there is a harbor and park honoring DuSable. That park is very close to
the place where he started the first Chicago business. Perhaps the biggest legacy
from DuSable is the location of the city. His trading post was the starting point for
the building of the town that became today’s big city.
Source: www.teacher.depaul.edu
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
4. _________________________________________________________________________
5. _________________________________________________________________________
6. _________________________________________________________________________
7. _________________________________________________________________________
8. _________________________________________________________________________
9. _________________________________________________________________________
10. _________________________________________________________________________
189
Exercise 2
Research about one of the country’s economic or political issues and write a
report about it on a short bond paper.

A dependent clause is a group of words that does not express a

complete thought, but with a subject and verb, and cannot stand alone.
An independent clause is composed of a subject and predicate and
expresses a complete thought.
Exercise 1
Underline the dependent clause and encircle the independent clause in each
sentence.
1. Although the road is rough, the man will always continue his goal to succeed.
2. Many people have different parts on stage, but some do not seem to do their
part well.
3. Once you are done with your script on earth, you will feel very satisfied.
4. By the time they finished their part, everything would have been packed up.
5. Though he has reached old age, he still looks strong.
6. While there is still time, try hard to finish your studies.
7. By the time he graduates, there will be more job openings.
8. After ten years he has reached his cherished dreams.
9. Every time he does his work, he knows he will succeed.
10. Now that the year is over the students shall enter into a new adjustment.
Exercise 2
Write another independent clause to complete each sentence.
1. The students took the exams ______________________________________________
_________________________________________________________________________.
2. Many people saw the incident ____________________________________________
_________________________________________________________________________.
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3. The people liked the decision _____________________________________________
_________________________________________________________________________.
4. The rain poured early this morning _________________________________________
_________________________________________________________________________.
5. Trees were cut ___________________________________________________________
_________________________________________________________________________.
6. The President visited the refugees _________________________________________
_________________________________________________________________________.
7. Several students went home ______________________________________________

_________________________________________________________________________.
8. The doctor declared her safe from dengue ________________________________
_________________________________________________________________________.
9. She gave her cell phone to me ___________________________________________
_________________________________________________________________________.
10. It was a happy reunion __________________________________________________.

Form a group with five to seven members. Each group must prepare a role-
play according to the following scenarios. Show the appropriate polite words to
use in each situation. Present them in front of the class.
1. Your father gives you a puppy for your birthday
2. You accidentally spill someone’s juice
3. You burp or sneeze in the middle of a conversation with your teacher
4. You see your classmate trip and fall
5. You have to yawn when you are listening to your friend’s story
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Lesson 10
FOLLOWING THE PATH OF VIRTUE
• infer meaning of borrowed words and content specific terms using context
clues;
• compose clear and coherent sentences using appropriate coordinating and
subordinating conjunctions; and

LISTENING TIME
Listen as your teacher reads the short poem “Following the Path of Virtue.”
The poem states that there are many problems in this world that we encounter
but it’s all up to us to be good and virtuous.
After listening to the poem what good deeds have you learned?
READING YOUR WAY
The World
by Gautama Buddha
Do not follow a bad law.

Do not live in thoughtlessness.
Do not follow wrong ideas.
Do not be attached to the world.
Arise; do not be thoughtless.

Follow the path of virtue.
The virtuous rests in bliss in this world and in the next.
Follow the paths of virtue; do not follow the wrong path.
The virtuous rests in bliss in this world and in the next.
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Look upon the world as a bubble;
look on it as a mirage.
Whoever looks thus upon the world
is not seen by the sovereign of death.
Come, look at this world resembling a painted royal chariot.
The foolish are immersed in it,
but the wise are not attached to it.
The one who formerly was thoughtless

and afterwards became conscientious,

lights up this world like the moon when freed from a cloud.
The one whose wrong actions are eradicated by good conduct,
lights up this world like the moon when freed from a cloud.
This world is blinded; only a few can see here.

Like birds escaped from the net, a few go to heaven.
The swans go on the path of the sun;
miraculously they fly through the sky.
The wise are led out of this world,
when they have conquered Mara and the tempter’s armies.
Whoever violates the one law, who speaks lies,

and scoffs at another world,
there is no wrong that one will not do.
Misers do not go to the world of the gods;

only fools do not praise liberality
the wise find joy in generosity,
and because of it become blessed in the other world.
Better than sovereignty over the earth,

better than going to heaven,
better than dominion over all the worlds
is the reward of reaching the stream.
Source: www.poemlist.com
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Answer the following questions based on the poem read.

1. How should you look at this world?
_________________________________________________________________________
2. Why should you not be attached to this world?

_________________________________________________________________________
3. As a student, give instances when you should follow the oath of virtue.
_________________________________________________________________________
4. What wrong actions have you done but was gotten rid of by your good
actions?
_________________________________________________________________________
Infer the meaning of the word used in context clue. Underline the context
clues that give meaning to the italicized words.
1. Look upon the world as a bubble, the sparkle that lightens the universe.
2. Look on it as a mirage, which is an illusion of hope.
3. The one whose wrong actions are eradicated by good conduct; they
eliminated the evil.
4. The foolish are immersed in it; they throw themselves into the debt of darkness
5. They speak lies, and scoff at another world. The people mock and make fun
of them.
To develop your skill in writing and thinking critically, choose two of your
classmates and form a triad. Read the poem together and choose two stanzas
that struck your group. Explain these stanzas based on your personal experiences
or based on a particular material that you have read.
194
READING TO SUCCESS
Signal Words
Signal words or transition words are words or phrases that show the
connection between ideas.
Examples:
on the contrary similarly

most of all a significant factor
above all remember that
Exercise 1
Fill in the blanks transition or signal words to complete the sentences.
1. _______________ the foolish are immersed in it, the wise are not attached to it.
2. _______________ evil triumphs over goodness.
3. _______________ a time goodness will overpower evil.
4. _______________ a time, people realize to be virtuous.
5. People _______________ forget the goodness of God.
6. They _______________ entertain negative thoughts about others.
7. The elderly _______________ thought of defying the Lord.
8. _______________ one day man will repent.
9. He _______________ prays for forgiveness though not always.
10. _______________ she does not tell lies, it’s part of her life to be good.
Exercise 2
Provide the signal words to complete the paragraph.
The people in the community cooperate and do bayanihan everytime.
_______________ there are some who do not really care to be involved.
_______________, when they are asked to help they make many excuses and
_______________ they could not also get any help when they need assistance.
_______________ the Barangay Captain invites these people for a meeting
to explain to them the importance of cooperation and collaboration among
the people in the community. _______________ the uncooperative people of the
community realized their mistakes. _______________ they promised to cooperate.
_______________ they showed the goodness in their hearts.
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Coordinating and Subordinating Conjunctions

A coordinating conjunction joins two or more sentences, which are
of the same language structure, to give equal emphasis to a pair of main
clauses.
Remember the mnemonic “FANBOYS” to remember some examples

of coordinating conjunctions.
F - for
A - and
N - nor
B - but
O - or
Y - yet
S - so
A subordinating conjunction joins dependent clause to independent
clause.
Examples: after, although, because, even if, even though, if, since,
until, unless, while, among others
Exercise 1
Change the sentence by providing the appropriate subordinate conjunction.
Example:
The people followed their leader. They finally reached the hill.
After following their leader, they reached the hill.
1. You should follow the law. It is a good way to achieve peace.
_________________________________________________________________________.
2. The person was formerly thoughtless. He became conscientious.
_________________________________________________________________________.
3. This world is blinded. Only a few people can see.
_________________________________________________________________________.
4. Misers do not go to the world of the gods. They are selfish.
_________________________________________________________________________.
5. The virtuous rest in bliss in this world. They will reach God’s home.
_________________________________________________________________________.
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6. It is better to be good always. You will be blessed.
_________________________________________________________________________.
7. Many miracles happen. It is a way to be closer to Him.
_________________________________________________________________________.
8. Let us follow what is good. We will leave a happy life.
_________________________________________________________________________.
9. The wise find joy in generosity. There are many of them.
_________________________________________________________________________.
10. They violated the law. They will be punished.

_________________________________________________________________________.
Exercise 2
Revise each sentence by providing the appropriate coordinating conjunction.
1. The exam is over, we can now relax.
2. They take an exam, the students usually cram.
3. The crowd was unruly, they were forced to disperse.
4. He agreed with his father, he kept quiet.
5. The children have forgotten to play Filipino games.
6. Mother knew about her problem she did not tell father.
7. We can turn back the time, the past years were quite progressive.
8. Such time that you finish your course you have to stay in the dorm.
9. The board exam is over I will visit my parents.
10. I stay in school the whole day, I can save a lot.

Write a composition about the quotation below. You may relate an experience
that you had regarding politeness. What is the lesson that you learned from your
experience?
“Treat everyone with politeness, even those who are rude to you—not
because they are nice, but because you are.”
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The illustrations above show some practices and values of the Filipinos.
Role-play these values and remind your classmates that this is part of our
heritage as Filipinos. Discuss these values as applied to your lives. Some of these
values are still being practiced but many have been forgotten. Write on your
notebook the reasons why this is so.
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UNIT 3
SCIENCE AND TECHNOLOGY

We are living in the age of science and technology. Television, computer,

tablet, cell phone, and other gadgets are some proofs that science and
technology have made life comfortable.
Moreover, medical science has helped mankind to control or cure many
diseases. Science and technology have made life a lot easier and better with the
advancement in the field of medicine. There have been remarkable developments
in education, communication, and agriculture. The global economic output
has increased. By the twenty-first century, with the right application of research,
development, and implications of science and technology, a major difference
could be brought about. Now we appreciate these discoveries because of the
gift of life that science and technology have done.
Unit 3 will take you to the world of science and technology. As you go along,
you will also further enhance your knowledge in English that will help you in
discovering more about the world.
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Lesson 1
SEEING FROM THE LENSES
• note significant details;
• clarify meaning of words using a thesaurus;
• provide evidence to support opinions;
• distinguish text types according to purpose and language features;

• use a particular kind of sentence for a specific purpose and audience; and
LISTENING TIME
You use the skill of note taking for specific details of the passage read or heard.
A good note taker must be a good listener and reader to select and identify the
relevant ideas to the main idea.
Your classmate will read an essay about cameras. As you listen to him/her,
note significant details to prove that modern invention is beneficial but with
disadvantages too.
READING YOUR WAY
Do you like taking pictures? Does someone in your family own a camera?
Do you have many pictures of you and your family? Do you know how it works?
Read the following essay on camera and picture how this gadget developed
over time.
Camera Technology
An Excerpt
We are surrounded by inventions that keep our lives easier. It is hard to

imagine life without modern inventions such as the camera, cell phones, tablet,
television, light bulb, among others. These inventions are the results of hard work
and dedication of many creative and brilliant individuals all over the world.
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In these days of disposable cameras, digital cameras, and camera phones,

it is hard to imagine a time when people couldn’t record their memories in color
with the push of a button.
Before 1888, photography was expensive and the necessary equipment
cumbersome. But then, George Eastman developed roll film and patented the
first portable, handheld Kodak camera. The camera came preloaded with film,
and after taking 100 exposures the owner sent the entire camera to the Eastman
Kodak Company, where the film was removed and developed. Kodak loaded
new film into the camera and sent the pictures and camera back to the owner.
In other words, Eastman’s slogan “You press the button and we do the rest”
was accurate.
The earliest type of camera was called camera obscura, which is Latin for
“dark room.” It consisted of a dark room with a tiny hole for light to come through.
The hole acted like a lens, because it only allowed light to enter as a single narrow
beam. This beam produced a reversed image of outside objects on the wall
opposite the hole.
Camera technology continues to advance. Today’s digital cameras do
away with film altogether. The light is focused onto a semiconductor that records
it electronically, instead of chemically like film does. Then the electronic impulses
are converted into the 1s and 0s of computer language, producing an image
made of tiny colored dots, or pixels. These images can be easily changed, resized,
e-mailed, or uploaded on websites.
Source: www.hometrainingtools.com
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1. Why was photography expensive in the earlier times?
_________________________________________________________________________
_________________________________________________________________________
2. Why does camera technology continue to advance?
_________________________________________________________________________
_________________________________________________________________________
3. Does having a camera improve your learning? Why?
_________________________________________________________________________
_________________________________________________________________________
4. How would life be without inventions?
_________________________________________________________________________
_________________________________________________________________________
Improve your skill in locating meaning of words in a thesaurus, a book of

synonyms and antonyms. Write the meaning of the underlined words by using a
thesaurus.
______________ 1. Disposable cameras offer convenience.
______________ 2. It produced an image made of pixels.
______________ 3. Photography then was expensive and the necessary equipment
cumbersome.
______________ 4. George Eastman developed roll film and patented the first
portable, handheld Kodak camera.
______________ 5. Light entered as a single narrow beam which produced a
reversed image.
______________ 6. The hole acted like a lens.
______________ 7. The reversed image of outside objects, were seen on the wall
opposite the hole.
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Learning on how to provide evidence to support opinions requires critical

thinking. Opinions need to be supported by reliable evidence that would be
accepted as valid to have an academic credibility.
Form a group with six members. Your group is going to identify real or make-
believe gadgets in technology. Real gadgets are what you use almost every day
such as cell phone, computer, and others. Make-believe is a gadget which is

a product of your imagination that will be used in the near future. Explain your
make-believe gadget in class. Include lessons why this will be useful in the future.
READING TO SUCCESS
Different Text Types

The following are some text types and their descriptions:
1. An essay is an artistic literary that can be formal or informal. It expresses
a particular topic.
2. A short story has characters, plot, setting, and theme. It can be read in
one sitting.
3. A fable is a short story where animals are mostly the characters. Life
lessons are always dominant in a fable.
4. A biography is an account of a person’s life, told and written by another
person.
5. An expository is a formal kind of text that usually focuses on serious
matters, elaborates, and explains.
6. A legend is a narrative kind of text that explains the origin of a person,
place, or thing.
7. An epic is a serious, long narrative in a dignified style telling the deeds
of a legendary hero/heroine.
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Exercise 1
Visit the school library and search for examples of each text type. Write the
title of your answers on the lines below.
E ssay
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________

Short story
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
Fable
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
Legend
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
Epic
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
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Asking Permission
When you are in a situation where you need to ask for permission,
make sure that you use words or phrases that is natural.
The simplest way to ask for permission is to use the modal verb can.
Examples:
Can I visit you?
Can we come in, please?
In a more formal situation, where you want to be very polite, you can
use may.
May I borrow your book?
May I read the letter?
Exercise 1
In the conversation below, Marie, Dan, and Liza are speaking informally.
Change their statements in a more formal way.
Marie : Hey, Dan. Did you bring your camera with you?
Dan : Yes. Why?
Marie : Oh! Can I borrow your camera?
Dan : Yes, you can but only for today.
Marie : Can I borrow it tonight?
Dan : Of course not. Just for today. Ask Liza to lend you her digital camera.
Dan : Liza, can you lend your camera to Marie?
Liza : One moment. I’m taking picture of my pet dog.
Marie : Liza, can I borrow it overnight?
Liza : Yeah, here.
Marie : Thanks.
Exercise 2
Rewrite the following sentences in a less formal way of asking permission.
1. Shall we go outside?
_________________________________________________________________________
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2. Would you like to go to a different cabin?
_________________________________________________________________________
3. Could you wait outside please?
_________________________________________________________________________
4. Would you mind if I drive your car?
_________________________________________________________________________
5. You may not stay inside.
_________________________________________________________________________
6. Would you be so kind as to wait outside?
_________________________________________________________________________
7. Please use the other outdoor waiting area.
_________________________________________________________________________
8. May I stay here?
_________________________________________________________________________
9. Would you agree to our decision?
_________________________________________________________________________
10. Please sit at the lobby while waiting.
_________________________________________________________________________
Write five situations in the line below when you can show politeness in asking
for permission.
1. __________________________________________________________________________
2. __________________________________________________________________________
3. __________________________________________________________________________
4. __________________________________________________________________________
5. __________________________________________________________________________
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Lesson 2
CALLING FROM A DISTANCE
• detect biases and propaganda devices used by speakers;
• clarify meaning of words using online resources;
• make a stand based on informed opinion;

• write an editorial article.
LISTENING TIME
Learn to discern biases and propagandas based on the examples given by

your teacher.
Bias is an unfair preference for or against something or someone. It is

a tendency to favor one person from the other or a decision against the
other. Often a bias is an unfair decision.
Propaganda is telling information or thoughts with the purpose of
persuading people about their feelings or actions. It is always biased and
can be negative or positive.
207
Name-calling—attacks on a person instead of issue.

Bandwagon—tries to persuade reader to do, think, or buy something
because it is popular or because “everyone is doing it.”
Emotional Appeal—tries to persuade the reader by using words that
appeal to the reader’s emotions instead of to logic or reason.

Listen as your teacher gives examples of advertisements from television, radio,

and other print media. Identify the biases or propaganda device used in each
example.
208
READING YOUR WAY
The Philippines was once known to be the texting capital of the world because
almost everyone uses a cell phone to send messages to the other people. See if
this is true and prove if the cell phone is really a necessity.
The Cell Phone

The incredible demand for cell phones all over the world is amazing. The
Philippines is not an exception. Today, most Filipinos both young and old have
an access to cell phones. The cell phone helps facilitate communication among
families and friends locally and globally. It also helps keep business transactions
faster and more reliable.
Many Filipinos consider cell phones as one of their most important possessions.
Some cannot do away without a cell phone as it keeps communication lines
open and accessible wherever people may be.
As you travel along the university belt or in busy streets in Metro Manila, you
will not be surprised to see people busy texting or calling from their cell phones.
A cell phone is wireless and mobile means of communication. It is a type
of two-way radio which is called cellular because the system uses many base
stations to divide a service area into multiple cells. Cellular calls are transferred
from base station to base station as a user travels from cell to cell.
The basic concept of cellular phones began in 1947, when researchers
looked at crude mobile (car) phones and realized that by using small cells (range
of service area) with frequency reuse they could increase the traffic capacity
209
of mobile phones substantially. However at that time, the technology to do was
nonexistent.
In 1947, AT&T proposed that the Federal Communications Commission (FCC)
allocate a large number of radio spectrum frequencies so that widespread mobile
telephone service would become feasible and AT&T would have an incentive to
research the new technology.
The FCC increased the frequencies allocation, freeing airwaves for more
mobile phones. AT&T and Bell Labs proposed a cellular system to the FCC of many
small low-powered, broadcast towers, each covering a cell, a few miles in radius
and collectively covering a larger area.

Each tower would use only a few of the total frequencies allocated to the
system. As the phones traveled across the area, calls would be passed fro tower
to tower.
Source: www.theinventors.org

1. Why do many Filipinos consider the cell phone as one of their most important
possessions?
_________________________________________________________________________
_________________________________________________________________________
2. Why is there an incredible demand for cell phones all over the world?
_________________________________________________________________________
_________________________________________________________________________
3. How much do you value your cell phone?
_________________________________________________________________________
_________________________________________________________________________
4. How has your cell phone improved your interpersonal relationship with other
people?
_________________________________________________________________________
_________________________________________________________________________
210
The dictionary is a great help in finding the meaning of words that are difficult
to understand.
One of the world’s leading online sources for English is the Dictionary.com. It
includes definitions, word origins, audio pronunciations, sample sentences, idioms,
and others.
Search for the meaning of the underlined words through www.dictionary.

com. Then use each word in a sentence.
1. The cell phone helps facilitate communication among members of the family.
Meaning : _______________________________________________________________
Sentence: _______________________________________________________________
2. It helps keep business transactions faster and more reliable.
Meaning : _______________________________________________________________
Sentence: _______________________________________________________________
3. Cell phones keep communication lines open and accessible wherever
people may be.
Meaning : _______________________________________________________________
Sentence: _______________________________________________________________
4. Researchers realized that by using small cells with frequency reuse, they could
increase the traffic capacity of mobile phones substantially.
Meaning : _______________________________________________________________
Sentence: _______________________________________________________________
5. Widespread mobile telephone service would become feasible.
Meaning : _______________________________________________________________
Sentence: _______________________________________________________________
An editorial is an article that states a person’s opinion.

Choose a partner and discuss writing an article about cell phones. Write an
editorial about it.
Start your article by motivating the readers and discussing your opinion about
cell phones. Persuade the audience with the truth about cell phones.
211
READING TO SUCCESS
In the previous lesson, you learned the different types of text and one of those
is the expository text.
Expository text has many types, one of those is the temporal sequence.
Temporal sequence is also called chronological sequence. These are

items or events that the author arranged, either explicit or implied.
There are signal words that are used to identify temporal sequence
such as first, second, third, later, next, before, then, finally, after, when,
later, since, now, previously, actual use of dates, among others.
In a story, things happen in a sequence so that the story makes sense.
Understanding the sequence helps you understand the story.
Read the selection and answer the exercise that follows.
Who’s Invisible Now?

by Karleen Bradford
“Don’t sit on Eleanor!” Jane screamed, causing her mother’s best friend to
leap back from the chair on which she was about to sit, and spill her tea. Mrs. Tripp
looked resignedly at Mrs. Lister.
“Eleanor’s still with us, I see,” she said mopping at the spilled tea on her lap
with her handkerchief.
“Really, Jane, this business of your invisible friend is becoming nuisance,” Mrs.
Lister said, running for the paper towels.
“I’m sorry, Mrs. Tripp,” Jane said. “She was just sitting there for a minute waiting
for me to come so we could go up to my room.”
“Er, Jane dear,” Mrs. Tripp said, looking at her over the top of her huge, black-
rimmed glasses, “don’t you think you’d be happier with a real friend? My Susie
would love to see more of you, I know.”
Jane didn’t answer.
Later on, when Mrs. Lister had come in to turn Jane’s light off for the night for
the third time, she looked down at Jane and sighed.
“Mrs. Tripp is right, you know dear. You are really much too old to have an
imaginary friend. That’s what little children do, and you’re nearly ten. Why don’t
you try to forget about Eleanor and play more with Susie. She’s such a delightful,
well-adjusted child.”
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“Eleanor is not imaginary,” Jane replied sulkily. “She’s just invisible, that’s all.
And you’re always telling me to be loyal to my friends, so why shouldn’t that
include Eleanor? And Susie’s not a ‘delightful, well-adjusted child,’ she’s a fink.”
“Really, dear! That word!”
“It’s not a bad word. It’s in the dictionary. I looked it up the last time you told
me not to say it. If it’s all right in the dictionary it should be all right for me, and it
sure describes Susie. Fink: spy, informer, unsavory person, jerk. That’s Susie.”
“Jane! Susie’s certainly not a spy.”
“Oh, yes she is. She’s the one who told my whole class about Eleanor, after
you told her mother. She eavesdropped when you two were talking, and then
she told the whole world. That’s a spy. And she’s a jerk, because Eleanor said so.”
“Oh, dear,” Mrs. Lister sighed, and left the room, forgetting to turn off the light
after all.
Jane sighed too, and turned off the light herself. She didn’t really mind people
not believing in Eleanor—after all, she couldn’t really expect them to but it did
make things difficult at times.
The next morning, as she was coming down the stairs to breakfast, she heard
her mother and father talking. She didn’t mean to eavesdrop—goodness knows,
she wasn’t a spy—but she couldn’t help overhearing what her mother was saying.
“I don’t know what to do about this Eleanor business, I really don’t.”
“Maybe if we got her busy doing other things,” her father suggested brightly.
“Maybe that would take her mind off Eleanor for a while.”
The next week happened to be a holiday, and Jane was certainly kept busy.
Her mother had something different planned for every day of the week: movies
one day, puppet show the next, shopping for shoes the next, visit to Susie’s house
the next. Her father even stayed at home from work one day and took her to the
zoo. She had a marvelous time.
The evening before school started again, her mother and father called her
back into the living room just as she was going to bed.
“Did you enjoy yourself over the holiday?” they asked, looking at her
expectantly.
“Oh, I certainly did.” Jane answered, her eyes shining. “And so did Eleanor.
Every minute of it, except for the visit to Susie’s.” She bounced out of the room.
Her mother looked at her father with despair.
“I give up,” he said, and retreated into his newspaper.
The next day after school, Jane’s mother was waiting for her with a batch of
freshly baked peanut butter, chocolate chip, oatmeal cookies—her very favorite
kind.
“Load up,” she said, her voice unusually stern, “we’re going to take a walk.”
They walked from then until dinner. Jane’s mother explained patiently why
almost ten-year-old girls shouldn’t have imaginary—I mean invisible, she corrected
213
herself quickly—playmates. They admired their neighbor’s lawns and gardens,
stopped in for an ice-cream cone—very unusual this is, so close to dinner time
and after all those cookies, too, thought Jane. They talked about school, then
started back home. Mrs. Lister began to explain all over again about invisible
playmates and almost-ten-year-old girls, but Jane suddenly interrupted her.
“Just a moment, Mom,” she said politely, “Eleanor thinks her mother’s calling
her.”
“Eleanor!” exploded Mrs. Lister. “What have I just been telling you? ELEANOR
DOESN’T EXIST!”
Just then, out of the thin air only a child’s breath away from Jane, a mother’s
impatient voice cried out:
“Really, Eleanor, this business of your invisible friend Jane is becoming a
nuisance. I’ve called you three times for dinner now, will you please come in?”
Source: Soaring to New Heights in Reading 6, 2009
Exercise 1
Read the following events from the selection. Arrange them in the order they
happened in the story by writing 1 to 10.
_________ 1. They walked from then until dinner. Jane’s mother explained
patiently why almost ten-year-old girls shouldn’t have imaginary—I
mean invisible, she corrected herself quickly—playmates.
_________ 2. “Really, Jane, this business of your invisible friend is becoming
nuisance,” Mrs. Lister said, running for the paper towels.
_________ 3. Jane sighed too, and turned the light off herself. She didn’t really
mind people not believing in Eleanor—after all, she couldn’t really
expect them to—but it did make things difficult at times.
_________ 4. Out of the thin air only a child’s breath away from Jane, a mother’s
impatient voice cried out.
_________ 5. The next morning, as she was coming down the stairs to breakfast,
she heard her mother and father talking.
_________ 6. “Oh, yes she is. She’s the one who told my whole class about
Eleanor, after you told her mother. She eavesdropped when you
two were talking, and then she told the whole world. That’s a spy.
And she’s a jerk, because Eleanor said so.”
_________ 7. The next week happened to be a holiday, and Jane was certainly
kept busy.
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_________ 8. “Really, Eleanor, this business of your invisible friend Jane is
becoming a nuisance. I’ve called you three times for dinner now,
will you please come in?”
_________ 9. The next day after school, Jane’s mother was waiting for her with
a batch of freshly baked peanut butter, chocolate chip, oatmeal
cookies—her very favorite kind.
_________ 10. The evening before school started again her mother and father
called her back into the living room just as she was going to bed.
Responding to Questions
When you are asked a question do you sometimes feel that you are
nervous especially if you are not confident of your answer?
This may be because you misinterpreted the question or that only key
words from the question have been heard rather than the full content.
Remember that questions open up ways to explore what other people
might think, not just about the question itself, but also about related topics.
The following steps will improve your skill to respond more effectively to
questions from your audience.
The following are steps to be able to respond correctly to a question.

1. Listen.
2. Pause and think carefully.
3. Understand.
4. Answer the question and stop.
5. Relax and be confident.
6. Communicate and involve.
Exercise 1
Form a big circle and play the question toss. Your teacher will ask a question
about the selection “Who’s Invisible Now?” then he/she will throw a ball to a
student. If the student answers the question correctly then he/she can throw the
ball back to you teacher, if the student can’t answer the question then he/she
is out of the game.
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Exercise 2
Read the essay and answer the questions that follow.
Effects of Technology on Children

by Karehka Ramey
Screen time can make a kid fat. Children who spend more time watching
television, playing video games, using computers often spend less time exercising
and such children tend to eat a lot of snacks which deposit fat in their bodies.
Since they do less movement and exercise, this fat accumulates in the body and
the child will slowly become obese. Obesity can result in diseases like heart failure,
depression, or diabetes and these diseases can be expensive to treat.
Questions:
1. How does screen time make a kid fat?
__________________________________________________________________________
__________________________________________________________________________
2. What is the effect of watching television to the children?
__________________________________________________________________________
__________________________________________________________________________
3. How can you lessen your screentime?
__________________________________________________________________________
__________________________________________________________________________
4. Do you agree that screen time can make a kid fat? Why? Why not?
__________________________________________________________________________
__________________________________________________________________________

Writing an editorial enables you to learn how to gain reliable evidence that
can make your stand stronger. Research is needed to have evidence that can
broaden your knowledge and critical thinking.
Write a three-paragraph editorial article about the use of cell phones in
school. Make your stand strong with reliable supporting evidence. Read it in front
of your class and see if your audience is influenced by your stand.
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Lesson 3
PRESERVING MOTHER NATURE
• detect biases and propaganda devices used by speakers;
• infer meaning of borrowed words using context clues;
• organize information from secondary sources in preparation for writing, re-

porting, and similar academic tasks in collaboration with others;
• use a particular kind of sentence for specific purpose and audience; and
• revise writing for clarity.
LISTENING TIME
Listen as your teacher reads some statements. Identify the biases and propa-
ganda devices used by the writer.

READING YOUR WAY
Try to see the beauty around you and feel the goodness of Mother Nature to
humanity. She provides us with so much treasures and wealth. She gives us fruits in
abundance and fishes of all kinds. What can we do for her in return?
In Tune with Mother Nature
If you listen to the songbirds

As they greet the summer sun,
And love the way the wind can make
The trees sing just for fun.
If you like to hear the ocean

As it drums upon the shore,
And imagine all the whales out there,
And hope they’ll sing some more.
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If you think of all the animals,

As players in a band,
Each with a lovely tune to play
All needed in the land.
And know that as a boy or a girl,

A woman or a man,
You have a vital role to play
In Mother Nature’s plan.
If you honor every little thing

As a part of nature’s treasure,
You’re in tune with Mother Nature,
So let’s all sing her tune together.
Source: www.associatedcontent.com

1. What happens if you honor little things as part of Mother Nature?
_________________________________________________________________________
_________________________________________________________________________
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2. How do you feel when you listen to the song birds?
_________________________________________________________________________
_________________________________________________________________________
3. If you hear the ocean drums against the shore, can you consider this the tune
of Mother Nature?
_________________________________________________________________________
_________________________________________________________________________
4. What does it mean to sing Mother Nature’s tune together?
_________________________________________________________________________
_________________________________________________________________________
Infer the meaning of the underlined word in each sentence. Encircle in

the word hunt the word found in the following sentences which pertains to the
underlined word.
1. They are like players in a band. They are in sync with their group.
2. You have a vital role to play in taking care of our environment. No matter how
small an act, it is important.
3. People should honor every little creature. Every creature, big or small, deserves
respect.
4. You are in tune with Mother Nature’s plan. You are part of a grander design.
5. You are Mother Nature’s treasure. You are more valuable than the jewels of
the earth.

i d e s i g n d r v v
m e g h o n g n e a a
p s n v e e r i s k l
h t n a t r o p m i u
g o v i h a u g p t a
r n n u a v p s e a b
u a l r e s p e c t l
p r a t r b l e c a e
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Primary and Secondary Sources

In writing or reporting, you need to gather information to accomplish
your task. You will need to gather all the resources you can find to prepare
a good report. Such sources of information can be classified as primary or

secondary source.
Primary source is the original source or record about an event, person,
or object which can be in a form of an artifact, a document, diary, or
autobiography.
Secondary source, on the other hand, provides information collected,
analyzed, interpreted, or evaluated from the primary source. Some of
these secondary sources are almanacs, annual reports, articles, books,
dictionaries, encyclopedias, newspapers, and magazines.
Form a group with three members. Pick a topic of your choice and research
about it. Gather information from secondary sources. Then organize and write it
in your notebook. You will use these data in doing the activity in Organizing Your
Ideas.
READING TO SUCCESS
Compare and Contrast

In the previous unit, you have learned about comparison and contrast.
They are used to distinguish the similarities and differences of two persons
based on their behavior, disposition, and personality as two different
individuals. It can also be used for objects, places, and ideas.
The following signal words are used for comparison.
• in the same way • neither
• in addition • similarly
• as well as • like
• both

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The following transitional or signal expressions are used to contrast.
• although • on the other hand
• but • in contrast
• however • while
• conversely • yet
Exercise 1
Fill in the blanks with the correct signal words to complete the sentences.
Choose from the signal words in the box.
as well as while
however
in the same way similarly
1. Gino likes to go to the beach _______________ Jenny likes to go mountain

hiking.
2. Mother and Father have different personalities. _______________, their ways of
raising and disciplining us are the same.
3. Madeline likes to do gardening _______________ baking pastries.
4. Alvin is interested in astronomy _______________ that he is interested in
basketball.
5. Smart phones and tablets are _______________ used by younger generation
today.
Exercise 2
Compare and contrast the two illustrations. Use transition words to show
comparison and contrast of Mother Nature. Write an essay about this on the lines.
__________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Making a Request
When you make a request, you ask someone for something, or you ask
someone to do something. There are a number of ways of asking someone
to do something in a polite and indirect way.
We often use please to make our requests more polite.
Examples:
Could you call the nurse for me, please?
Would you ask Father to sign my report card, please?
Would you mind staying longer, please?
The following is a list of useful expressions for making a request for

something or some action from other people.
1. ...said you were the best person to ask for/about...
2. ...if it’s not too much trouble.
3. ...lend me a hand (with...)
4. ...suggested I ask for your help with...
5. Can/Could I ask you to...?
6. Could I/you by any chance...?
7. Do you think you could...?
8. I heard that you are an expert on...
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Exercise 1
Make a request based on each of the following sentences. Rewrite it using
positive expression in making a request.
1. Aunt Lita asked you to come by our house for dinner.
_________________________________________________________________________
_________________________________________________________________________
2. Greta, help me with my Math assignment.
_________________________________________________________________________
_________________________________________________________________________
3. Get me a drink.
_________________________________________________________________________
_________________________________________________________________________
4. Lola, buy me a new pair of shoes.
_________________________________________________________________________
_________________________________________________________________________
5. I need your help with my Science project.
_________________________________________________________________________
_________________________________________________________________________
Exercise 2
Write a dialogue about talking to the school principal requesting to use the
gym for your practice in speech chorale. Write it in the space provided.

Rewrite your activity in Conveying Your Thoughts. Use appropriate signal
words and punctuation marks. Do this in a short bond paper.
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Lesson 4
SHARING YOUR WEALTH
• make a stand;
• use appropriate strategies to keep a discussion going;
• infer meaning of borrowed words using roots;
• use appropriate graphic organizers in texts read;

• observe accuracy, appropriate rate, and proper expressions in dialogues;
LISTENING TIME
Making a stand is a means to express one’s opinion. The following

expressions help you to make a stand without being rude.
In my opinion…
As far as I’m concerned…
As far as I know…
I believe that…
If you ask my opinion…
In my view/experience...
Personally, I think/believe...
I’d suggest that...
Listen to your classmate as he/she reads the story “A Tale of Two Well Diggers.”
Then make a stand based on the following questions.
1. If you were the first man, will you follow your conviction or strong feeling after
you have prayed? Or will you follow your common sense in finding a solution
to your problem?
2. If you were the second man, will you share the water with the first man or will
you suggest that he find another well to dig?
224
READING YOUR WAY
Do you know where water comes from? Do you have an idea how to get
water from the ground? Read the following story about two men who dig wells.
The Tale of Two Well Diggers

by Ed Price
There was once a man who was forced to dig a well because the one that
he was using had gone dry. The land was parched. It hadn’t rained for months
and the water table was down, so he had no idea where to start digging or how
deep he would have to go. He prayed about it. He had a strong feeling that he
should be digging behind his barn, but his common sense told him to get some
extra insurance.
So he hired a pricey geologist who ran extensive tests on his property. One
day, the geologist returned with an answer.
“Dig over there,” the geologist said, pointing to a stand of birch trees in the
corner of the field. “According to my tests, there is where you will find water. The
man’s neighbor also needed to dig a well. He too prayed about it and got an
equally strong feeling that he should start digging in a dusty gully, next to the first
man’s property line. Without hesitation, the second man started digging at the
spot.
225
The first man hired some workers. They dug all day long and the hole got
deeper and deeper. Still there was no water, only dust.
The day after the second man began digging, he struck a large spring and
barely got out of the hole before it filled up with fresh water and overflowed the
sides. When the first man saw this, he was amazed. All he had to show for his
sweat and money was a dry hole. “How did you do that?” the first man asked his
neighbor. “I’ve been digging for days, but all I have to show is dust.”
“I prayed,” the second man said simply.
“So did I,” said the first man, “but I wanted to make sure. So I hired a geologist
to find the best place to dig. All my money is spent and I still have no water.”
“When I prayed,” the neighbor said, “I immediately had a very strong feeling
to dig here. So I did.”
“Well, you sure hit a gusher.”
The second man rubbed his chin and watched the water bubbling out of
the hole. “I sure did, praise God. But there is much more here than I can use. Why
don’t you lay a little pipe over to your house from my well, that way, we can both
share in God’s bounty.”
The first man was amazed. “Do you mean that? Do you mean that I don’t
have to dig another well?”
“Nope.”
“I don’t know how to thank you,” the first man said, flowing over with gratitude.
“Don’t thank me,” his neighbor replied. “Thank God for the water. And you
can also thank Him that I trusted His answer enough to take the first step, otherwise
we’d both be out of luck.”
Therefore I tell you, whatever you ask for in prayer, believe that you have
received it, and it will be yours.

1. What did the first man do to make sure that he would find water from his
diggings?
_________________________________________________________________________
_________________________________________________________________________
2. Why did the second man share his water?
_________________________________________________________________________
_________________________________________________________________________
226
3. What is the implication of the story in your life?
_________________________________________________________________________
_________________________________________________________________________
4. Explain the line “Therefore I tell you, whatever you ask for in prayer, believe
that you have received it, and it will be yours.”
_________________________________________________________________________
_________________________________________________________________________
Locating roots in words is an excellent way to build vocabulary and

infer meanings of borrowed words. This will help you further explore into
the roots of the English language. Some English words have Latin or Greek
roots.
Examples:
Roots Root word Definition Example
Latin aqua water aquarium, aquamarine
Latin cent one hundred century, percent
Greek auto self autobiography, automobile
Greek logy study of biology, psychology
Identify the meaning of the underlined word in each sentence. Encircle the
word or phrase that gives the meaning of the underlined word.
1. Melanie and her mother are fond of aquatic plants and animals. They find joy
and relaxation in taking care of creatures growing and living in water.
2. Uncle Joey bought a new automatic kettle. It works by itself and there is no
need to turn it off when the water had already boiled.
3. Lola Mena is now a centenarian. She celebrated her 100th birthday last
Saturday.
4. Vanessa’s elder sister, Vivienne, is studying sociology. She is very interested in
studying the development and functioning of human society.
5. Our school had its centennial celebration last week. We are happy to
participate in the school’s 100th founding anniversary.

227
Do the following:
1. Choose a partner and write a short dialogue about taking care of our water.
Make sure to read your dialogue with proper expressions.
2. Dramatize your dialogue in class with your partner. Observe accuracy in your
statements and make the appropriate rate by not talking too fast and use
proper expressions based on your role in the dialogue.
3. Ask your classmates what they learned from the dialogue. Make sure to use
appropriate strategies to keep the discussion going. Pose good questions
which are keys to a productive discussion. These guide questions should
motivate the students to recite and encourage deeper analysis.
READING TO SUCCESS
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 this is a story map. A story map illustrates the beginning up to the end
to show the flow of the story. Likewise, it also practices you to name the
different elements of a story read—the setting, characters, problem or
conflict of the story, and the solution to the problem.
Another example is a Venn diagram. A Venn diagram shows possible
relations between two or more different sets.
Example:
Dog Similarities Cat
friendly, active, and needs good companions, aloof, doesn’t need to

to be exercised, barks pets, mammals, be exercised, quiet,
(especially toward strangers) fur and paws even with strangers,
social/dependent independent
228
Exercise 1
Fill the story map appropriately. Explain your map to your classmates.
Story Map
Title
Setting
Character
Problem
Solution
229
Exercise 2
Using a Venn diagram, show your understanding of the two characters in the
story “The Two Well-Diggers.”
First Man Second Man

Following and Giving Directions
Giving directions uses words that show command. Verbs, transition

words, and prepositions of place are usually used to give directions.
Knowing these key words also help you to follow directions correctly.
Preposition of place Transition words

at then
in when
on since
near, beside while
over for
Examples: When you reach the third block, turn left.

Do not go near the abandoned building.
Wash the dishes after you eat.
230
Exercise 1
Read and follow the directions given. Do it in the space provided below.
Draw a square. Draw a circle inside the square. Write your name inside the circle.
Enclose the square in a triangle. Between the circle and the square draw dotted
lines all over. This will serve as your personal logo.
Exercise 2
Your teacher would like to conduct a home visitation next week. Write in the
graphic organizer sentences that give the directions to your house. Your starting
point is the school. Make sure your directions are accurate and politely explained
to your teacher. Provide landmarks so that it will be easy for him/her to locate
your house.
231
In the previous unit, you have learned how to make an outline. Making an
outline helps you improve the content of your composition. It gives clarity and
coherence to the ideas that you want to write about.
Choose from the topics below what you want to write about. Create an
outline based on the topic you choose.
A. Problems that young people face today
B. Effects of social media on students
C. Books that children read then and now
232
Lesson 5
LEADING THE WAY
• make a stand;
• infer meaning of borrowed words using prefix;
• write an editorial article.
LISTENING TIME
Listen as your teacher reads the article “Cell Phones in Our Schools.” Make
a stand whether to allow cell phones in schools or not. Use proper expressions in
making a stand which you learned in the previous lesson.
READING YOUR WAY
Are you confident about yourself? Are you willing to take a stand about an
issue? In the story, find out how people improved their lives after living in misery
and believing in the gifts of nature to them.
The Day the Sun’s Children Came to Help

Jennifer J (Adapted)
A long time ago, all of the people lived in misery in the harsh climate. The
reason it was so hard was because they didn’t know how to build houses. But
whenever they found shelter, they took it. Usually the shelter would be under a
rocky overhang from a cave, but it didn’t save them from the cold winds and wild
animals.
Since none of the people knew anything about cultivating plants, their main
food were wild leaves, fruits, and roots from trees. The people didn’t know how to
start a fire, so they ate all of their food raw.
233
None of the people knew about laws or a way to live in peace with one
another. Even parents and their young ones could not live together in harmony.
There is only one who felt sorry for them and that was Father Sun.
Father Sun realized that the lives of these poor humans were not improving.
But he knew that he could not leave his place in the great sky to go down to
earth and help these humans create a suitable home. Since he could not leave,
he decided to send his son Mapayapa and his daughter Mabait. Father Sun
instructed them to observe the humans. In disbelief Mabait said, “They have little
knowledge in those big heads of theirs. And they are not confident in themselves,
so they think they can’t make their lives better.” Mapayapa said, “They seem just
a little bit better than animals and that is not how it should be.”
Father Sun gave his children a golden rod and said, “I wish for you to go down
to earth and find a place where this golden rod will sink and where it sinks that is
where we should build a village. You, Mapayapa, my son, shall rule as their king.
You, Mabait, my daughter, shall rule as the queen.”
When they were finally on earth, they found themselves in a beautiful valley
with a big hill on one side. The name of the valley was Rainbow. As they climbed
the hill, they felt that this was going to be the place where they would build their
village. And sure enough it was.
When the rod sunk totally into the ground, the children of Father Sun went to
find all of the humans they could before the sun set.
The next morning they started to build the village.
The children of the Sun taught the humans how to hunt, plant, care for one
another, make houses, cook, and how to make clothes.
Soon the humans had a wonderful life together and the children of the Sun
ruled as their leaders.
Source: www.internet-at-work.com
234

1. Why did the people live in misery a long time ago?
_________________________________________________________________________
_________________________________________________________________________
2. How did Father Sun help the miserable humans?
_________________________________________________________________________
_________________________________________________________________________
3. In what way can you help others?
_________________________________________________________________________
_________________________________________________________________________
4. How good a leader are you? How do you show your leadership?
_________________________________________________________________________
_________________________________________________________________________
Infer the meaning of the underlined word and encircle the affix used in each
of the following sentences. Write the meaning of the word on the lines.
1. A long time ago all of the people lived in misery.
_________________________________________________________________________
2. Parents and their young could not live together in disunity.
_________________________________________________________________________
3. Father Sun helped these humans create an interdependent community.
_________________________________________________________________________
4. They are unsure of themselves so they think they can’t make their lives better.
_________________________________________________________________________
5. The children saw that there were no plantations of any kind.
_________________________________________________________________________
6. The people lived in misery and did not show any sense of responsibility.
_________________________________________________________________________
235
Find a partner and read together the dialogue below. Observe accuracy
and proper expressions in reading the lines.
Jerry : Hi, Fei! How’s the new summer workshop going?
Fei : It’s very exciting and I’m really learning a lot. At the same time, it’s also
quite tiring. I need a break today.
Jerry : How about if we go to lunch together?

Fei : No, I want to do something more active. I have an idea. Why don’t we
go to the park and fly a kite?
Jerry : Are you kidding?
Fei : I’m serious. Flying kites is an ancient tradition here. Look, I have this kite my
uncle gave me.
Jerry : Hey, it’s a butterfly. It must look really cool flying high in the sky!
Fei : So, are you up for it?
Jerry : Okay... But where can we fly a kite in such a big city?
Fei : We can go just down the street, at the Workers Stadium.
Jerry : You can fly kites in the stadium?
Fei : Well, not exactly. But we can fly them in the parking lot. Let’s go!
Jerry : Okay, I’m right behind you!
(Twenty minutes later, they arrive at the north gate of the Workers
Stadium.)
Jerry : Wow! So many kites!
Fei : Watch your step! Don’t get run over by the roller skaters.
Jerry : I have to watch out for those football players too! I didn’t know this is such
a popular place.
Fei : I used to come here as a kid to play, and at night my mother and
grandmother sometimes came to dance.
Jerry : All of these kites are really beautiful. Look at that long one over there. It
looks like a dragon to me.
Fei : That’s right, it is. The dragon is really impressive, but I prefer the bird kite
over there. Don’t you think it’s amazingly graceful?
Jerry : Yes, it looks like a real bird flying! It obviously takes real skill to fly these
special kites. I’m eager to see your butterfly up among the clouds.
Fei : Okay, hold onto the kite while I get the string ready. On the count of
three, let go. One... Two... Three... Here we go!
236
READING TO SUCCESS
Editorial
An editorial is an article that is usually found in newspapers and
magazines. It expresses the opinion of the writer or the organization who
wrote it.
Structure of an Editorial
1. Introduction—states the problem that the writer will talk about.
2. Body—expresses the opinion of the writer.
3. Solution—offered by the writer to answer the problem.
4. Conclusion—emphasizes the main issue being talked about.
Exercise 1
Read the editorial below. Identify the problem or subject being talked about
by the author, the body, solution, and conclusion in the article. Write your answer
on the table.
The Poor” Syndrome

The Manila Times
They don’t join singing contests because they just want to express themselves
in song and, sometimes, in dance if television time allows it.
Filipinos also don’t want to be boxers because they just want to beat the
living daylights out of their hapless opponents.
Aspiring singer or boxer wannabe, the Filipino enters the stage or the ring
because he only wants to lift his family from poverty, which is not a crime no matter
the skeptics sneering at the rather unadulterated concession to an ordinary life.
To be fair, he is just being honest about his reason for signing up, which candor
does not distract from the Filipino warrior—pug or crooner—backing up his story
with real talent (think Rose Fostanes, a caregiver and 2013 X Factor Israel grand
prize winner, or, farther back, legendary boxer Gabriel “Flash” Elorde, for many
years from the mid-1960s the junior lightweight or lightweight world champion).
This year’s first-prize winner of the national singing contest Tawag ng
Tanghalan—Noven Belleza—is a farmer and he proudly identifies himself as one.
237
Another boy of humble roots and ahead of Belleza in achieving glory for
himself and the country—international boxing icon and senator Emmanuel
“Manny” Pacquiao—will always serve as an inspiration to the materially deprived
that they also can make it anywhere, New York (New York) included.
Fostanes, Elorde, Belleza, and Pacquiao are proof that persistence,
perseverance, and patience, with a stroke of good luck thrown into the mix,
could propel ordinary Filipinos to what they want to be if they set their mind to it.
But some Filipinos apparently do not have it in them to carry on with true grit
given their circumstances, opting instead for the easy way out because they are
“poor.”
Their situation likely stems from lack of education, without which they will find
it difficult to land even lowly jobs, thanks to apparent government neglect of poor
students.
Many of them, apparently, are using their “poverty” as an excuse for biting
the bullet and engaging, perhaps, in drug dealing, which assures them a quick
buck.
Their mahirap (poor) mentality, however, can work against their better
judgment, even forcing them to risk it all and getting killed in the process on
suspicion of, say, pushing or selling prohibited substances.
When things settle down and the government’s war on drugs is blamed for
what critics of the Duterte administration call “extrajudicial killings,” the finger-
pointing gains more traction if the alleged victims are “poor.”
The so-called collateral damage has led to these critics accusing the
administration of being anti-poor and pro-rich.
The President himself has dismissed the accusation, insisting that being part of
the drug-dealing circle can actually turn the mahirap (poor) into the mayaman
(rich) overnight.
He could be saying that not all of the poor are saints and that not all of the
rich are sinners, in the same vein that that not all policemen are wolves wearing
wool.
Something has got to give or else we will just be oversimplifying the truth that
the poor cannot be past committing the evil that (rich) men (and women) do.
This is exactly what Vice President Maria Leonor Robredo is doing in airing her
country’s—and that of the Duterte administration that she will be part of at least
until 2022—dirty linen before the 60th United Nations Commission on Narcotic
Drugs annual meeting in Vienna through a nearly six-minute video message.
A highlight of the message, which will have been shown on Thursday,
reportedly is palit-ulo or head-swapping.
Robredo claimed that under this apparent sleight-of-hand, police in “poor”
communities take as hostage either the wife, husband, or relative of a drug
suspect whom they are actually looking for if they cannot find the suspect himself.
238
She offered no evidence of her allegation as to force the President to make
some heads roll.
If the video message made the rounds of the United Nations beyond the Von
Trapps’ native Austria, it would just be unbelievable for the world body to let itself
be taken for a ride in Robredo’s “defense” of the “poor” Filipino.
The rich—and the Vice President is decidedly “not poor”—can actually
capitalize on the “poor” to push their platforms.
Source: www.manilatimes.net
Problem
Body
Solution
Conclusion
Exercise 2
Cut and paste an editorial in your notebook. Identify the problem, the body,
solution, and conclusion in the article. Then write in your notebook your stand if
you agree or disagree with its content.
Expressing Emotions
Sometimes, it is hard to convey emotions when it is in written form.

Usually, a sentence that ends with an exclamation point (!) is used to better
express emotion/s in a sentence.
Examples: Yes! Father is coming back from Dubai this summer. (excited)
It’s a baby girl! (joy)
Ouch! You should be more careful next time! (anger)
239
Exercise 1
Identify the emotion that each sentence conveys. Write your answers on the
line before each number.
____________ 1. I can’t turn on this thing!
____________ 2. I love you so much, Mommy!
____________ 3. Wow! I can’t believe you did this for me.
____________ 4. Those children are so rowdy!
____________ 5. Poor little boy! I can’t bear to see him suffer any longer.
Exercise 2
Write your own sentences that show the following emotions.
1. amazement
_________________________________________________________________________
_________________________________________________________________________
2. sadness
_________________________________________________________________________
_________________________________________________________________________
3. shock
_________________________________________________________________________
_________________________________________________________________________
4. surprise
_________________________________________________________________________
_________________________________________________________________________
5. happiness
_________________________________________________________________________
_________________________________________________________________________
6. panic
_________________________________________________________________________
_________________________________________________________________________
7. pride
_________________________________________________________________________
_________________________________________________________________________
8. sorrow
_________________________________________________________________________
_________________________________________________________________________
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9. disappointment
_________________________________________________________________________
_________________________________________________________________________
10. anger
_________________________________________________________________________
_________________________________________________________________________

Gather and organize information from magazines, journals, science books, or

current news about climate change. Write a three-paragraph editorial about this
in a one whole sheet of paper.
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Lesson 6
HOLDING ON TOGETHER
• remind others to stay on topic;
• infer meaning of borrowed words using suffix;
• use appropriate graphic organizers in text read;

• organize information from secondary sources in preparation for writing,
reporting, and similar academic tasks in collaboration with others;
• revise writing for clarity using correct spelling, appropriate punctuation marks,
and transition/signal words.
LISTENING TIME
Listen to your classmate as he/she reads the poem “The Winds, the Rain,
the Waters.” Practice your skill in being attentive. Keep an open mind and try to
picture what the poem is all about.
242
READING YOUR WAY
Our country often experiences strong typhoons, floods, and other natural
calamities. What do you do to prepare for this wrath of nature? What did you
do when you experienced calamities of this kind? In the poem, find out how the
people planned to rebuild their town again after a terrible disaster.
The Winds, the Rain, the Waters

by Helen R. Green
The gentle winds began to blow,

The trickling rains began to fall,
The rippling waters began to rise,
Not to worry, we have the levee wall.
The raging winds blew harder,
243
The drenching rains came down faster,
The rushing waters rose higher,
We started to worry if the wall would hold.
The winds, the rains, the waters
Came at us with astounding fury,
Lashing out at everything around us,
Our levee wall began to crack.
We started to gather things and leave,
Waiting, wondering when it would stop,
And if everyone got out in time,

The wall had opened up so wide.
The whistling winds had stopped,
The pouring rains had ceased,
But the waters just kept on coming,
Our town was now a lake.
Homes were now a pile of bricks and boards,
Our streets we could not find,
Some of our neighbors we could hear them cry out,
Some we did not know if they survived.
The wrath of nature is hard to understand,
But we all know God has a plan,
We must be strong for those who have lost,
And thank God for all who have survived.
Remember the world was not built in a day,
We struggled to get to where we are,
Let us all have patience now and band together,
Our town and our lives can be rebuilt,
Just remember it all takes a little bit of time.
Source: www.letterstokatrinasurvivors.com

1. Why did the people worry about the strong winds and rains?
_________________________________________________________________________
_________________________________________________________________________
244
2. What did the people do when the wall gave in?
_________________________________________________________________________
_________________________________________________________________________
3. Why should you be strong to face your problems?
_________________________________________________________________________
_________________________________________________________________________
4. Explain the quotation “Remember the world was not built in a day. We
struggled to get where we are.”
_________________________________________________________________________
_________________________________________________________________________

Underline the suffixes found in the sentences. Write the meaning of the word
on the lines.
1. The trickling rains began to fall. They poured drop by drop.
_________________________________________________________________________
_________________________________________________________________________
2. The rippling waters began to rise. They started to flow like small waves.
_________________________________________________________________________
_________________________________________________________________________
3. The levee wall, which was an embankment to prevent overflow, started to
break.
_________________________________________________________________________
_________________________________________________________________________
4. The raging winds blew harder so angry and violent.
_________________________________________________________________________
_________________________________________________________________________
5. The drenching rains came down faster. The floor was soaking wet.
_________________________________________________________________________
_________________________________________________________________________
6. The rains and winds came with astounding fury, their strengths overwhelming.
_________________________________________________________________________
_________________________________________________________________________
7. They started lashing out at everything around us, whipping like a rope.
_________________________________________________________________________
_________________________________________________________________________
8. The wrath or violence and fury of nature is hard to understand.
_________________________________________________________________________
_________________________________________________________________________
245
Find a partner. Choose a natural calamity that you want to research on.
Gather and organize information about the topic from secondary sources and
put it in your notebook. Report the details you have gathered and organized. Be
concise about your report and remind your partner to stay on topic.
READING TO SUCCESS
In lesson 4, you have learned that graphic organizers are tools that
help you understand ideas or selection more clearly. The following are
other examples of a graphic organizer:
A network tree helps organize a set of information in hierarchical order.
Network Tree
Main Idea
Supporting Idea Supporting Idea
Details Details Details Details
A problem and solution map helps organize causes and effects, and
problems and solutions.
Problem and Solution Map
Influence
Cause Effect
Influence
Solution
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A sequential episodic map is also useful for mapping cause and effect.
Sequencial Episodic Map
Main Idea
Cause Effect . . . Cause Effect

Influence Influence Influence
A fishbone map is useful for showing cause-effect relationships that

are complex and nonredundant.
Fishbone Map
1 Detail 1 Detail
e e
us us
Ca Ca
Ca Ca
us us
e e
2 2
Detail Detail
Detail Detail
Exercise 1
Read the following article. Choose the appropriate graphic organizers from
the examples discussed in Reading to Success.
Plastic Bag Bans Work
There is a huge amount of plastic trash floating in the ocean, which endangers
wildlife that eats or gets tangled in it. Reducing the amount of plastic trash in
the ocean doesn’t seem that hard; people just need to use less plastic, such as
247
packaging, drinking straws and plastic bags. But it can be very hard to break
people’s habits.
In 2002, Ireland made a simple change: they started charging a 15 cent
tax on plastic bags at stores, which used to be given away free of charge. They
hoped having to pay for bags would make shoppers bring their own reusable
bags from home, so that there would be less plastic litter along the coasts and in
the countryside.
And it worked! After the tax was put in place, plastic bag use went down 90
percent, and the number of areas that were mostly litter-free went up 50 percent.
Remarkably, it was also hugely popular with shoppers. “We are not aware of
another tax that induces such an enthusiasm and affection from those who are
liable to pay it,” wrote the researchers. Other states and countries have followed
suit and implemented similar plastic bag taxes.
Exercise 2
Using the network tree graphic organizer, plot in your notebook the details
you would write on how Filipinos can protect and conserve the country's oceans
and its marine ecosystem.
Expressing assertiveness means being able to clearly convey what you

want to accomplish or disagreeing without losing respect to the needs or
opinion of others. There are different ways/techniques in asserting yourself.
1. “I” statements
The phrases “I want,” “I need,” or “I feel” express ownership of
your thoughts, feelings, or opinions. Keep in mind that the focus should
be on the problem and not on pointing fingers or blaming others.
Example:
“I feel that I cannot express my ideas better when someone keeps
on interrupting me” instead of “You keep on interrupting me that’s
why I cannot express my ideas fully.”
2. Empathy
Show that you recognize the other person’s perspective of the
situation. Then express what you want or need.
Example:
I understand your sentiment, Ma’am, but we need you to calm
down so that we can understand you.
248
3. Escalation
When your first attempts are not successful in getting your needs
met. The technique involves getting more and more firm as time goes
on.
Example:
I already talked to you about this the other day. If you will not
take appropriate action about this, I will report you to your manager.
4. Ask for more time
Be honest if you need time to compose your thoughts. Sometimes,

being impulsive doesn’t do much help.
Example:
I do not have the details to the project, Ben. I will get back to you
as soon as there is an update.
Exercise 1
Read the excerpt below taken from “Strike Against War,” a speech by Helen
Keller. Highlight or underline the sentences that show assertiveness in the speech.
To begin with, I have a word to say to my good friends, the editors,

and others who are moved to pity me. Some people are grieved because
they imagine I am in the hands of unscrupulous persons who lead me
astray and persuade me to espouse unpopular causes and make me the
mouthpiece of their propaganda. Now, let it be understood once and
for all that I do not want their pity; I would not change places with one of
them. I know what I am talking about. My sources of information are as
good and reliable as anybody else’s. I have papers and magazines from
England, France, Germany, and Austria that I can read myself. Not all the
editors I have met can do that. Quite a number of them have to take their
French and German second hand. No, I will not disparage the editors.
They are an overworked, misunderstood class. Let them remember,
though, that if I cannot see the fire at the end of their cigarettes, neither
can they thread a needle in the dark. All I ask, gentlemen, is a fair field
and no favor. I have entered the fight against preparedness and against
the economic system under which we live. It is to be a fight to the finish,
and I ask no quarter.
249
Exercise 2
Write on the lines an assertive response to the following situations.
1. Your classmate always borrows things from you and does not return them
immediately.
Response: _______________________________________________________________
________________________________________________________________________
2. Your group mates received a higher grade than you did when in fact they
did not even help you in your project.
Response: _______________________________________________________________
________________________________________________________________________
3. A teenager cuts in the line before you where her friend is waiting to pay the
cashier in the grocery.
Response: _______________________________________________________________
________________________________________________________________________
4. You waited 45 minutes before the waiter served your order in a fast food
restaurant.
Response: _______________________________________________________________
________________________________________________________________________
5. Your teacher mistaken you for your classmate and reprimanded you for
something you did not do.
Response: _______________________________________________________________
________________________________________________________________________

From your output in Reading to Success Exercise 2, write an essay using
transition/signal words, appropriate punctuation marks, and correct spelling.
Write this in the space provided.
250
Lesson 7
PLANTING IS FUN
• infer meaning content of specific terms using context clues;
• present a coherent, comprehensive report on differing viewpoints on an issue;
and
• organize information from secondary sources in preparation for reporting.
LISTENING TIME
Listen carefully while someone from the class reads the quote below. Share
your interpretation of this quote and relate it to the story below.
“At times our own light goes out and is rekindled

by a spark from another person. Each of us has cause to think
with deep gratitude of those who have lighted the flame within us.”
—Albert Schweitzer

READING YOUR WAY

From Spark to Flame
Anonymous
When my now 19-year-old daughter was in grade 3, all of Mrs. Mathews’s

students were given a small pot with a bean seed to plant. Green string beans,
it seems, are pretty hardy and the perfect seed to use when promoting green
thumbs in young children. That same plant was also a most unexpected source of
understanding and insight for me.
Once the bean plants had sprouted and flowered, their teacher allowed the
kids to carefully transfer the precious cargo from school to home. Once home,
Shanna scouted around for the perfect location and settled on a sunny south
window sill and then proudly declared, “Soon I can feed the whole family!”
Shanna’s sisters were envious and even our cat looked intrigued which should
have been a warning to me because when I woke up the next morning, I saw
251
that the bean plant had been
maliciously knocked off the
window sill and ripped from its
pot. Its leaves were frayed and
except for a limp thread of stem
that still connected the roots to
the flowering top, it was quite
unrecognizable from the day
before. The plant, it seemed,
was a goner.
I dreaded what I had to tell
Shanna but as I gently began to
explain that the bean plant had
to be put in the compost, her
reaction was not what I expected. She said, “Everything will be okay, Mom. The
plant will get better.”
Without wasting a second in thought she secured the first aid kit from the
bathroom returning with gauze, a tongue depressor, bandages, and a deep
belief that the pathetic-looking, near-dead bean plant would live, thrive, and
even produce food!
I had mixed emotions knowing that she was postponing the plant’s inevitable
trip to the compost bin but I went along with it and helped her wrap bandages.
Days later, to my absolute surprise, the bean plant was standing tall and looking
perky. We were able to remove the bandages and discover a protruding hump
in the stem where its near-fatal stem break had been. It was also amazing to see
that the one and only bean had become plump, almost completely masking the
claw marks that had scarred it.
I don’t know why I hadn’t thought the cat might go for a second round
because it surely did, and this time I ran for the first aid kit! I carefully applied a
heavy blanket of everything from cotton and gauze to colored band aids with
“ouch” written on them and when the medic work was done, I whispered a little
something to the heavens.
Just one week later we were able to take the bandages off and again we
barely found evidence of an attack and there was even a new sliver of green
where a second bean was forming. I was excited and amazed while Shanna had
been expecting nothing less. Back to the window sill it went but this time we built
a fortress of heavy books to keep it safe until our day of bounty.
I set the table beautifully with all the fanfare of a Thanksgiving dinner. The
beans were carefully divided by five, which awarded each person two small
pieces, claw marks and all. They turned out to be the best green beans I had
ever eaten!
252
My daughter never quite understood my exuberance over the significance
of the beans and the valuable “mom” lesson I learned which I carried over into
my work as a youth motivator where I am often brought together with kids and
teens that all desperately need people to believe in them. Now, more than ever,
no matter what I have been told about a child or a teen and their behavior, I see
everyone, no exceptions, with the same eyes and heart that my daughter used
on her broken, beaten up bean plant.
I wonder if it’s a coincidence that later that same week, I stumbled upon a
most appropriate quote by Italian poet Dante (1265–1351): “From a little spark,
may burst a mighty flame.” Especially if you believe.
1. What did Shanna plant?

_________________________________________________________________________
_________________________________________________________________________
2. What did Shanna do when the plant was almost dying?
_________________________________________________________________________
_________________________________________________________________________
3. What attitude of Shanna should you emulate?
_________________________________________________________________________
_________________________________________________________________________
4. Explain the quote by Italian poet Dante: “From a little spark, may burst a
mighty flame.”
_________________________________________________________________________
_________________________________________________________________________

Infer meaning of terms using context clues. Underline the word or phrase that
means the same as the boldfaced word.
1. Green string beans, it seems, are pretty hardy and the perfect seed to use
when promoting green thumbs in young children, so that they can develop
the ability to plant successfully.
253
2. The bean plant had been maliciously knocked off the window sill and ripped
from its pot. It seems it was hatefully destroyed.
3. The leaves were frayed after it was ripped off. It was worn off on the grounds.
4. The pathetic looking, near-dead bean plant should have lived, thrived, and
even produced food. It was a very sad sight.
5. She was postponing the plant's inevitable trip to the compost bin. It was an
unavoidable situation if the plant dies.
6. We built a fortress of heavy books to keep it safe until our day of bounty. It was
a stronghold so that the plant won’t fall again.
7. My daughter never quite understood my exuberance over the significance of

the beans. I was quite in high spirit with the result of her bean plant.
Coherent means logical and consistent. Comprehensive means having wide

understanding or coverage of something clearly. Coherent, comprehensive
insight means having an opinion that is logical, consistent, and something you
can stand firmly because you understand it.
Present a coherent, comprehensive insight on the differences of viewpoints
with your partner.
Partner with your seatmate and discuss the quote “From a little spark, may
burst a mighty flame.” Write what you have discussed in a short bond paper.
You can also include situations in your life where you have seen this quote
applied. Share your insight in class.
READING TO SUCCESS
Read the selection and answer the exercises that follow.
Hi, Mom,
How are you? I wanted you to know that I am all right, and you don’t
have to worry too much. This letter probably surprised you a bit because
you know that I don’t usually write stuff like this, but I thought this may be a
good way to communicate with you.
254
I really enjoyed our school fieldtrip last Monday, we went to the zoo
and saw a lot of animals. I remember when we also went to the zoo when
I was still 5 years old, I was so scared with the animals and you keep on
hugging me to make me feel that I am safe.
My classes are harder now probably because it is already half of the
year, but thankfully, our teachers keep on guiding us with our studies.
How are you there in Canada? I hope you are fine. When are you
going home? Are you attending my moving up ceremony this year? Klare
and Elijah are always looking for you, even I. I always help Dad with the
house chores and with taking care of my siblings. Dad has been making
his full effort for us every day.
We miss you, Mom. I love you.
Love,
Claudette
Exercise 1
Write your answer on the line after every question.
1. Where did Claudette go for their school field trip?
_________________________________________________________________________
2. How many siblings does Claudette have?
_________________________________________________________________________
3. What country does Claudette’s mom work in?
_________________________________________________________________________
4. How old is Claudette the last time she visited the zoo?
_________________________________________________________________________
5. On what school quarter is Claudette having a hard time?
_________________________________________________________________________.
Exercise 2
Rewrite the selection that you read. Write the things that you would want to
tell your mother about.
__________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________
255
Secondary sources are not evidence but they provide interpretation,

analysis, or commentary acquired from the content of primary source ma-
terials. A secondary source material is usually a scholar book, digital or
print document, or journal article that is created by someone who did not
experience directly the events or conditions under investigation.

Exercise 1
Choose one of the given topics below. Gather and organize information from
secondary sources about your chosen topic. Then prepare to report about it in
class.
1. Nature versus technology
2. Relationship of humans with Mother Nature for the past decades
Exercise 2
Compose a short dialogue with your seatmate about “Long Term Effects of
Living in a Technological World.”
Go to the library and read secondary sources about the topic. Share what
you have read and select statements that will support your dialogue.
Dramatize your dialogue. Then give your insights about the topic.

Your teacher will divide the class into three groups. Choose a song either
about technology or nature. Act out the lyrics of the song for better understanding.

256
Lesson 8
GAZING BEYOND
• infer meaning of content-specific terms using context clues;
• present coherent, comprehensive report on differing viewpoints on an issue;
and
• organize information from secondary sources in preparation for writing and

reporting.
LISTENING TIME
Listen to the reading of the prayer “Thank You for this Earth, O God” while
reading silently and appreciate nature as a God-given gift.
READING YOUR WAY
When you look at the beautiful and colorful surroundings—the mountains,

trees, flowers, the rainbow, and many more—have you ever thought of thanking
God for all the glorious things that He bestowed around you? In what way do you
express your gratitude? Read the prayer and try to think how good the Lord is to
you.
Thank You for this Earth, O God

Anonymous
We thank you for this earth, our home.

For the wide sky and the blessed sun, for the oceans and the streams, for the
towering hills and the whispering wind, for the trees and green grass.
We thank you for our senses by which we hear the songs of the birds, and see
the splendor fields of golden brown, and taste of the season’s fruits, rejoice in the
feel of the rain, and smell the breath of fragrant flowers. Grant us a heart opened
to all this beauty, and save us from being so blind that we pass unseeing when
even the common thorn bush is aflame with your glory.
257
For each new dawn is filled with the infinite possibilities for new beginnings
and new discoveries.
Life is constantly changing and renewing itself. In this new day of new
beginnings with God, all things are possible. We restore and renew in a joyous
awakening to the wonder that our lives are and yet, can be. Amen
Source: www.beliefnet.com

1. What is the prayer all about?
_________________________________________________________________________
_________________________________________________________________________
2. Why is the author thankful for his/her senses?
_________________________________________________________________________
_________________________________________________________________________
258
3. Explain the following:
“For each new dawn is filled with the infinite possibilities for new beginnings
and new discoveries.”
_________________________________________________________________________
_________________________________________________________________________
4. How is life is constantly changing and renewing itself?
_________________________________________________________________________
_________________________________________________________________________
5. What are the things of Earth that you are thankful for?
_________________________________________________________________________
_________________________________________________________________________
Encircle the context clues that give meaning to the underlined words in the
following sentences.
1. For each new dawn is filled with the infinite possibilities, which is the
promise of a better day ahead.
2. The common thorn bush is aflame with your glory, the burning of flame full
of love.
3–4. We restore and renew in a joyous awakening to the wonder that our lives
are and yet, can be. We bring back and make good in a happy and start
a good life again.
5. Each new dawn is filled with the infinite possibilities for new beginnings and
new discoveries an endless quest for change.
Presenting a coherent, comprehensive report will develop your skill in writing

and reporting because you will learn to have consistent and united topic that
can be understood by the listeners.
1. Form a group with four members.
2. Compose a four-stanza prayer to show your appreciation of God’s gift to
mankind—Mother Earth.
3. Recite your prayer in class.
4. Explain to the class your prayer for appreciation of God’s creation.
259
READING TO SUCCESS
Procedural text is a text that instructs on how to complete a specific

task and it provides sequenced direction to have successful performed
activities in an efficient, appropriate, and safe way. Signal words such
as first, second, then, before, after, and finally are commonly used in
procedural texts.
It is a skill that can help you to easily do sequencing of events and also,
to do instructional texts. An example of a procedural text is a recipe. Read
the recipe of halo-halo below and take note of the signal words used.
Halo-halo Recipe
Ingredients:
– sweetened red beans – macapuno
– sweetened garbanzos – shaved/crushed ice
– sweetened saba banana – ice cream
– sweetened kamote – ube halaya
– sweetened jackfruit – leche flan
– sweetened kaong – milk
– cooked sago – white sugar
– pinipig

Procedure
First, half-fill a tall glass with your choice of sweets. Then fill it with
shaved/crushed ice. After that, top with ice cream, ube halaya or leche
flan. Finally, serve it with milk and sugar.
Exercise 1
Write the steps on how to make or prepare your favorite snack/food. Use
signal words to show proper sequence of the procedure.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
260
Critical thinking is expected to be applied in using secondary sources

to organize and use information acquired through established research
and communicate in written, oral, and visual forms.
In gathering secondary sources, you must cite the name of the author,
date when it is published or printed, the link if it is from the Internet or the
name of the book.
Exercise 1
Compose a dialogue about the effects of global warming. Do the following.
1. Form a group of four.
2. Brainstorm about this topic.
3. Use secondary sources to help you with your discussion.
4. Organize information from your secondary sources for writing, reporting, and
other task in collaboration with your team mates.
5. Collaborate to make an interesting dialogue and show tactfulness when
communicating with your team.
6. Present your finished output in class.
Exercise 2
Write on a short bond paper an essay about the effects of global warming
with the information you organized from your secondary sources and cite where
you acquired it.

Find a partner and discuss an environmental issue that we are facing today.
Research about this issue/topic. Then present in class a coherent, comprehensive
report on different viewpoints referring to your chosen issue/topic.
261
Lesson 9
FLYING DRONES

reporting, and similar academic task; and
LISTENING TIME
Listen to your classmate who is assigned to read the poem about drones.
Then make a stand whether you are in favor or not in using drones as surveillance
equipment.
Drone
by Daniel Miltz
Speedier than lickety-split

Ready to jump tall structures in a hit
More powerful than an electric bolt
In a solitary bounding jolt.
Look up in the sky!

It's a creature, lowly flying high
Think, itʼs a robot, I admit
Hmm, what is it?
Our own selves underneath, the vapid worn-out drapes

Hallucinogenic lights enlightening our shapes
How be it, the quiet mumble, hereupon
And the hums buzz wavering, of hanger-on
262
Murmuring about outside within sight
Their sharp edges cutting the night
It employs a spying eye
Every which way of the sky
By oneself freaking out
Not realizing what could be about
All by oneʼs lonesome, canʼt unwind at all
The observation in awe and appall.
This is gathering data on—I for one and you

Itʼs looking at all that we do
Why goodness, I bemoan
Why Yes! Itʼs a DRONE!
Source: www.poetrysoup.com
READING YOUR WAY
Drones
A drone, in a technological context, is an unmanned aircraft. Drones are

more formally known as unmanned aerial vehicles (UAV). Essentially, a drone is
a flying robot. The aircraft may be remotely controlled or can fly autonomously
through software-controlled flight plans in their embedded systems working in
conjunction with GPS. UAVs have most often been associated with the military
but they are also used for search and rescue, surveillance, traffic monitoring,
weather monitoring and firefighting, among other things.
263
More recently, the unmanned aircraft have come into consideration for a
number of commercial applications.
In late 2013, Amazon announced a plan to use drones for delivery in the not-
too-distant future. Personal drones are also becoming increasingly popular, often
for drone-based photography.
Other applications include drone surveillance and drone journalism, because
the unmanned flying vehicles can often access locations that would be impossible
for a human to get to.
In late 2012 Chris Anderson, editor in chief of Wired magazine, retired to
dedicate himself to his personal drones company, 3D Robotics. Personal drones

are currently a hobbyist’s item most often used for aerial photography, but the
market and potential applications are both expected to expand rapidly.
In the United States, the Federal Aviation Administration (FAA) is developing
regulations for the operation of unmanned aircraft.
Apart from what they do for the military, drones have already proven
themselves capable sheep herders, delivery boys, tour guides, filmmakers,
archaeologists, and—possibly—spies. Proponents are eager to point out the many
ways they’re going to make our lives better.
“Really, this technology is an extra tool to help an industry be more effec-
tive,” says Gretchen West, the executive vice president for the Association for
Unmanned Vehicle Systems International (AUVSI).
“With precision agriculture, for example, it can take pictures of fields so farm-
ers can identify problems they wouldn’t necessarily see walking through the fields.
In law enforcement, you could find a child lost in the woods more easily than walk-
ing through a field, particularly if there’s bad weather or treacherous ground.”
While it may seem that drones are set to take over our lives, the reality is a bit
more complicated. Drone usage around the world is definitely picking up in the
public sector, but when it comes to commercial activity, many countries have
strict limitations.
Answer the following question based on the article.

1. How useful is a drone to a country?
_________________________________________________________________________
_________________________________________________________________________
264
2. Why are drones used in surveillance and journalism?
_________________________________________________________________________
_________________________________________________________________________
3. Apart from what they do for the military, what are the other things that drones
are capable of doing?
_________________________________________________________________________
_________________________________________________________________________
4. What help can drones do in agriculture?
_________________________________________________________________________
_________________________________________________________________________
5. If you were given a choice would you like to use a drone for surveillance
purposes? Why?
_________________________________________________________________________
_________________________________________________________________________
Underline in each of the following items the context clue that explains the
meaning of the following boldfaced word.
1. Drones can be used for surveillance purposes. It shadows what is being
observed only by being controlled.
2. When there’s bad weather or treacherous ground, drones are important. The
ground maybe dangerous for people to explore.
3. A drone is an unmanned aircraft. It hovers a place controlled by a machine.
4. It can fly autonomously through software-controlled flight plans in their
embedded systems. These software-controlled flight plans are implanted in
the drone.
5. Personal drones are currently a hobbyist’s item. There are collectors of unique
gadgets or electronic items willing to spend money for these.
6. Proponents are eager to point out the many ways they’re going to make our
lives better. The inventors of these gadgets help people a lot.
The class will form into two groups. Discuss among your group the points why
you are for or against using drones. Start a debate about the pros and cons of
using drones. Find out if the use of drones is necessary, beneficial, and practical.
265
READING TO SUCCESS
Informative Essay
Informative essay is a type of writing that focuses on educating

the reader about a certain topic. It is not used for opinions convincing
someone to change its beliefs. An informative essay has to be interesting.

The goal is to make sure that the reader has learned new information.
This type of essay will compare different controversial viewpoints about a
certain topic.
Informative essay has a very simple structure. It needs to have a
beginning, middle, and end.
The beginning or the introductory paragraph needs to include the
topic of the essay. It needs to be catchy and grab the attention of the
reader. There are different ways to write the beginning of an essay. It can
begin with a rhetorical question, use of figurative language, start with a
famous quotation, or begin with a sentence that tells something about the
background of your subject.
The middle or the body paragraph serves as the main bulk of the
essay. It can be written in one or more paragraph that contains all the
information and facts that are needed to support the topic. This is where
the audience will get their questions answered.
The end or the concluding paragraph serves as the conclusion of the
essay. This is where you will summarize the whole essay. It should spur the
reader to learn more about the topic.
Exercise 1
Write an informative beginning or introductory paragraph for the following topics.
1. Robots as learning tools
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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2. Proper use of social media accounts
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Exercise 2
You have learned than an informative essay is a type of writing that provides
interesting information about a certain topic.

Write a three-paragraph informative essay about a new technology or
invention. Go to the library or search the Internet for information and facts to put
in your essay then recite your work to the class.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
An opinion is a viewpoint, or judgment that is not conclusive. It

may deal with subjective matters that don’t have conclusions. What
differentiates fact from opinion is that facts are more likely to be verifiable
while an opinion may be supported by facts and principles, in which case
it becomes an argument. Opinions rarely change without new arguments
being presented. Opinion is a result of a person’s personal perspective
and understanding.
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Exercise 1
You have read the article about drones and how useful it is. What is your
opinion about what you have read? Write your answer below.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Exercise 2
Answer the following questions by completing each sentence.
1. Is it necessary to continue to innovate the current Technology?
In my opinion… _________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. Are you in favor that everyone can now use drones?
My personal view is that… _______________________________________________
_________________________________________________________________________
_________________________________________________________________________

List gadgets or technologies and their possible use aside from what is known
about them. Be prepared to share this in class. Demonstrate openness to criticism
when your teacher asks for your classmates’ opinion about what you shared.
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Lesson 10
SOARING HIGH IN THE SKY
and
reporting, and similar academic task in collaboration with others.
LISTENING TIME
Listen as your teacher explains the comparison of an airplane from how birds
fly. Compare and contrast how their wings flop.
READING YOUR WAY
Since men wanted to fly as swiftly as a bird, many stories and myths surfaced
to prove that it is indeed a possibility for man to fly like a bird.
The story you are about to read is an ancient Greek myth that shows how a
man can prove that he could be like a bird but with some limitations.
The Boy Who Flew Too High
Daedalus was a brilliant architect and inventor. In fact, he was so brilliant

that King Minos of Crete did not want to let him go back to his home in Athens.
Instead, he kept him as a prisoner. Daedalus lived with his son Icarus in a tower of
the palace, and King Minos made him invent weapons of war that would make
his army and navy even more powerful than they already were.
Although Daedalus and Icarus had every comfort they could ask for, the
father longed to return home to Athens. His son hardly remembered his home
city, but he too wanted to leave because he longed to run and play in the open,
rather than live in a tower all day.
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Daedalus looked out over the waves of the Mediterranean Sea, and he
realized that even if they could manage to slip out of the tower and find a little
boat, they wouldn’t be able to sail very far before they were spotted and caught
by one of the ships of King Minos’ navy.
He thought for a long time about the best way to escape, and finally he
came up with a plan, and this is what he did. He told King Minos that he needed
feathers and wax for a new invention that he was working on. When these were
brought to him, he took them up onto the roof of the tower. Here he arranged
them into four lines, starting with the smallest feathers, and followed those with
the longer ones so that they formed gentle curves. He then began to stick the
feathers together with thread in the middle and wax at the base. While he was
working, Icarus played with the wax, squashing it between his finger and thumb,
and when the feathers blew away in the breeze he ran after them and caught
them.
When Daedalus had finished, he showed Icarus his work. He had made the
feathers into two pairs of wings. He fastened the larger pair to his arms, and began
to flap them until his feet took off from the floor and he began to hover in midair.
Icarus laughed with delight and could not wait to try out the smaller pair of wings.
Over the next few days, father and son both practiced with them until little Icarus
was almost as good at flying as his father was.
Then one morning Daedalus said to Icarus, “Now, Son, we are ready to leave
this island for good. We shall fly home to Athens. Although you are now quite
good at flying, you must not forget that it can be very dangerous. Listen to my
instructions and be sure to follow them to the letter. At all times follow me, for I will
find the way home. Do not veer off on a different flight path, or you will soon be
lost. Do not fly too low or your wings will fill with moisture from the waves, and if
they will become too heavy you will sink down. Nor should you fly too high, or the
sun will heat the wax and your wings will fall apart. Have you understood all that
I have said?”
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Little Icarus nodded to show his father that he had understood. Then Daedalus
led his son up onto the battlements of the tower, and like a bird leading her
fledglings from the nest for the first time, he jumped into midair and flapped his
wings, Icarus followed soon after.
If a fisherman or a shepherd had looked up just then, he would have seen two
very unusual birds hovering above the waves. No doubt he would have thought
that they had caught sight of two winged gods. Who could have believed that a
mortal father and son had mastered the art of flight?
Over the seas they sailed, and at first Icarus felt frightened for he had never
ventured very far in his practice flights, but soon he found that he was really good
at flying. In fact, it was the most tremendous fun he ever had. He began to swoop
up and down with the sea gulls. Wow! It was amazing! His father turned round and
called, “Icarus, take care!” and for a while after that Icarus obeyed his father,
and flapped along behind him. But then his wings caught a warm air current, and
he found that he could soar along and upward almost without any effort. This was
the life! He was floating ever so high above the waves and the ships down below
were like tiny little specks.
His father called up to him, “Icarus, remember what I told you. Come down
right now!” Icarus could not hear him however, and his father could not catch up
with him.
Icarus was far too close to the sun, and soon the wax that held the feathers
together began to melt. Gradually his wings began to lose their shape, and some
of the feathers even began to fall off. Icarus flapped his arms frantically, but it was
too late. He had lost the power of flight and down he plunged into the sea.
Source: www.storynory.com

1. Why were Daedalus and Icarus imprisoned by the King?
_________________________________________________________________________
_________________________________________________________________________
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2. What was the bright idea that Daedalus planned to do to escape from the
King’s palace?
_________________________________________________________________________
_________________________________________________________________________
3. How can you relate this story to the modern airplane?
_________________________________________________________________________
_________________________________________________________________________
4. Why did Icarus plunge into the sea?
_________________________________________________________________________
_________________________________________________________________________
The term inference refers to the process of utilizing background knowledge and
observation as well as other known premises to know or determine a conclusion
that makes sense.
Infer the meaning of the underlined words using context clues. Encircle the
meaning of the underlined word in each sentence.
1. Icarus played with the wax, squashing it between his finger and thumb. He
squeezed the wax hard.
2. He began to flap them until his feet took off from the floor and he began to
hover in midair. He fluttered his wings until he went up.
3. Do not veer off on a different flight path, or you will soon be lost. Be careful
not to swerve to a different direction.
4. Daedalus led his son up onto the battlements of the tower. Both father and
son stood near the wall.
5. Icarus felt frightened for he had never ventured very far in his practice flights.
This was a risk to their lives.
6. Icarus flapped his arms frantically, but it was too late. He was hysterical at that
instant.
Write a different ending to the story “The Boy Who Flew Too High.” Write this in
a dialogue form. Present your work in the class with appropriate rate and proper
expressions.
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READING TO SUCCESS
Writing from Different Points of View
First person, second person, and third person points of view refer to
the personal pronouns used in telling a story. Each of the “person” has a
different perspective. The point of view and the three points of view have
singular and plural forms and three case forms.
First person in singular form uses I while in plural form, it uses We. These
pronouns are used when the first person refers to himself/herself or to
himself/herself with others.
Second person is a point of view where the narrator tells the story to
a character using the pronoun you. It is used as a narrative voice, a term
used for the method in which a narrator describes the story.
Third person is a point of view in which a narrator relates all action with
the use of third person pronouns like he, she or it.
Exercise 1
Identify the point of view used in each sentence, Write on the line 1 for first
person, 2 for second person, or 3 for third person point of view.
_________ 1. Daedalus was a brilliant architect and inventor. In fact, he was so
brilliant that King Minos of Crete did not want to let him go back to
his home in Athens.
_________ 2. “Now, Son, we are ready to leave this island for good. We shall fly
home to Athens.”
_________ 3. “Icarus, remember what I told you.”
_________ 4. Over the seas they sailed, and at first Icarus felt frightened for he
had never ventured very far in his practice flights.
_________ 5. He had lost the power of flight and down he plunged into the sea.
Exercise 2
Listen as your teacher reads a news story about a plane crash. Put yourself in
the shoe of a passenger from the plane crash. Using the information you heard,
write in your notebook a short story of what happened while the plane is crashing,
from first person point of view. Then share your work to the class.
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A cartoon is a form of communication that expresses feelings and

several forms of art, including humorous captioned illustrations, satirical
political drawings, and animated film that brings different ideas of symbols
together. Cartoons are a great way to challenge thinking about an issue.
The simple drawings with or without captions are packed with meaning
and stir many responses. Cartoons capture new ideas through humor,
satire and caricature, and bringing together different ideas or symbols.
Exercise 1
Interpret the following cartoons. Think of an issue or topic that can be related
to it and write a brief caption about it.
1. _________________________________________
_________________________________________
_________________________________________

2. _________________________________________
_________________________________________
_________________________________________

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3. _________________________________________
_________________________________________
_________________________________________
4. _________________________________________
_________________________________________
_________________________________________
5. _________________________________________
_________________________________________
_________________________________________

Form a group with five members. Create a display of photos of issues in one
corner of the room. Ask your classmates to move around and write on a piece of
paper their own captions.
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Gather information from primary and secondary sources about the progress
of the Philippines through science and technology. Write an essay about it.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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UNIT 4
VALUES
Unit 4 is about values which are legacies that our ancestors have left us.
These are the important and lasting beliefs or ideals shared by all Filipinos.
Our core values have always been kept intact and are still honored to this
day, that is why we practice the great characteristics and qualities every one of
us is proud of.
Unit 4 includes stories and poems that remind you of our core values as
Filipinos. It also covers vocabulary words to enhance your understanding of difficult
words, kinds of sentences to foster your writing, and listening and thinking skills.
Also covered are graphic organizers to give you a summary of stories and poems
read for better comprehension and simple research to gain knowledge how to
solve everyday problems based on other researches and sources authored by
experts and researchers.
The objective of this unit is for you to know and practice these values, which
are a lasting treasure in our existence as a nation.

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Lesson 1
PRAYING TOGETHER
• restate portions of a text heard to clarify meaning;
• summarize information conveyed through discussion;

• use various types and kinds of sentences for effective communication of
information/ideas; and
• plan a composition using an outline.
LISTENING TIME
Listen as your teacher reads the selection that follows. Choose one item in the
selection. Explain and clarify what it means. Write your answer in a 1/2 sheet of
crosswise paper and prepare to share it in your class.
READING YOUR WAY
It is a religious practice that when we pray we clasp our hands together. Have
you ever realized that your fingers have meanings as you pray? Read further so
that you will have an idea how meaningful your fingers are.
Five Finger Prayer

Anonymous
1. Your thumb is nearest to you.

Begin your prayers by praying for those
closest to you. They are the easiest to
remember. To pray for our loved ones is,
as C. S. Lewis once said, a “sweet duty.”
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2. The next finger is the pointing finger.
Pray for those who teach, instruct, and heal. This includes teachers, doctors,
and ministers. They need support and wisdom in pointing others in the right
direction. Keep them in your prayers.
3. The next finger is the tallest finger.
It reminds us of our leaders. Pray for the president, leaders in business and
industry, and administrators. These people shape our nation and guide public
opinion. They need God’s guidance.
4. The fourth finger is our ring finger.
Surprising to many is the fact that this is our weakest finger; as any piano
teacher will testify. It should remind us to pray for those who are weak, in
trouble, or in pain. They need your prayers day and night. You cannot pray
too much for them.
5. And lastly comes our little finger, the smallest finger of all.
It is where we should place ourselves in relation to God and others. As the
Bible says, “The least shall be the greatest among you.” Your pinkie should
remind you to pray for yourself. By the time you have prayed for the other four
groups, your own needs will be put into proper perspective and you will be
able to pray for yourself more effectively.
Source: www.pulpithelps.com

1. The thumb reminds you to pray for those closest to you. Who are they?
_________________________________________________________________________
_________________________________________________________________________
2. The pointing finger reminds you to pray for those who instruct, teach, and
heal. Who are they? Why should you pray for them?
_________________________________________________________________________
_________________________________________________________________________
3. What does the tallest finger remind you of? Is it important to pray for the
leaders of the country? Why?
_________________________________________________________________________
_________________________________________________________________________
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4. What does the weakest finger remind you to pray for?
_________________________________________________________________________
_________________________________________________________________________
5. The last finger is the smallest but the greatest. Why is it so? What does the little
finger remind you of?
_________________________________________________________________________
_________________________________________________________________________
Enhancing Your Vocabulary Skills

Find the meaning of the word in boldface in each of the following items.
Underline its meaning using context clues.
1. They need support and wisdom or ability to discern in pointing others in the
right direction.
2. Pray for the president, leaders in business and industry, and administrators
who lead the schools in all endeavors.
3. The ring finger is our weakest finger; as any piano teacher will testify and bear
witness to this truth.
4. Your pinkie should remind you to pray for yourself. Your little finger is important
too.
5. Your own needs will be put into proper perspective. You will have the ability
to discern the importance of what you like in life.

The ability to effectively summarize information into a brief and concise way
is a highly valued skill because it facilitates time without so much reading long
narratives.
Choose a partner and summarize information conveyed as a result of your
discussion of the following:
1. Look at and determine the meaning of the pictures of Filipino values presented
at the beginning of this unit.
2. Brainstorm on these values and write a composition about the unique values
of the Filipinos and what makes them worth emulating.
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READING TO SUCCESS
Many things happen in life for a reason. The reason may be good or otherwise.
There is a cause for a certain happening and for sure there is an expected effect.
One of the reading skills that you should develop is to distinguish a cause from an
effect.
Cause and Effect
Recognizing and distinguishing between causes and effects help you

understand the important ideas in a story, a passage, or an article. Take
note that an effect happens due to a cause.
A cause uses signal words or phrases like because, so that, since, and
leads to. An effect uses signal words or phrases like led to, as a result, so, as
an effect, and as a consequence.
Examples:
The boy is lazy to attend his afternoon class so he failed in three
subjects.
Cause: The boy is lazy to attend his afternoon class
Effect: he failed in three subjects
She saved a portion of her allowance every day, as a result, she was
able to buy a new cell phone.
Cause: She saved a portion of her allowance every day
Effect: she was able to buy a new cell phone
Exercise 1
Complete each of the following phrases by giving its corresponding cause.
Write your answer on the lines.
1. You should begin your day by praying for those closest to you because
_________________________________________________________________________
_________________________________________________________________________
2. The fourth finger reminds us to pray for those who are weak, so that
_________________________________________________________________________
_________________________________________________________________________
281
3. Pray for those who teach, instruct, and heal because
_________________________________________________________________________
_________________________________________________________________________
4. The government shapes our nation and guides public opinion since
_________________________________________________________________________
_________________________________________________________________________
5. Your pinkie should remind you to pray for yourself so that
_________________________________________________________________________
_________________________________________________________________________
6. The tallest finger reminds us of our leaders since

_________________________________________________________________________
_________________________________________________________________________
7. The ministers and doctors need support and wisdom in pointing others in the
right direction because
_________________________________________________________________________
_________________________________________________________________________
8. The president and leaders need God’s guidance which will lead to
_________________________________________________________________________
_________________________________________________________________________
9. The fourth finger reminds us to pray for the weak because
_________________________________________________________________________
_________________________________________________________________________
10. The small finger is where we should place ourselves in relation to God and
others because
_________________________________________________________________________
_________________________________________________________________________
Exercise 2
Put a check mark on the possible cause based on the effect in the first column.
Effect Possible Causes

___ joining health clubs.
1. Failures in school might be caused by ___ being a cheerleader.
___ being not interested to learn.
___ health problem.

2. Being absent often might be caused by ___ reading novels.
___ jogging.
282
___ being afraid of her.
3. Meeting your guidance counselor might be
___ seeking advice.
the result of
___ giving her advice.
___ source of inspiration.

4. Liking your teacher could be attributed to ___ checking papers.
___ writing poems.
___ not having an alarm clock.

5. Being tardy every day may be the

___ not doing your assignment.
result of
___ sleeping and waking up late.

Compound Sentence
A compound sentence is a sentence that has at least two independent

clauses joined by a comma, semicolon, or a conjunction.
An independent clause is a clause that can stand alone and has
a subject and verb that forms a complete thought. A conjunction is a
connector used to connect words, phrases, and clauses. Examples of this
are for, and, nor, but, or, yet, or so, because, although, that, even though,
and yet.
Exercise 1
Rewrite the sentences in each item as one compound sentence. Use the
appropriate coordinating conjunction.
1. The little finger is small. They are powerful.
_________________________________________________________________________
_________________________________________________________________________
2. We can pray orally. We can watch a live telecast Mass at home.
_________________________________________________________________________
_________________________________________________________________________
3. Amy wrote a poem about the power of prayer. She just kept it to herself.
_________________________________________________________________________
_________________________________________________________________________
283
4. The little girl clasps her hands. She prayed fervently and quietly.
_________________________________________________________________________
_________________________________________________________________________
5. The fourth finger is our ring finger. It reminds us to pray for the weak.
_________________________________________________________________________
_________________________________________________________________________
6. The tallest finger reminds us of our good President. Some do not like him.
_________________________________________________________________________
_________________________________________________________________________
7. We need to know the importance of our fingers. It is a good reminder what to

pray for.
_________________________________________________________________________
_________________________________________________________________________
8. They wanted to surprise her. They gave her a gift the day before her birthday.
_________________________________________________________________________
_________________________________________________________________________
9. Abby can wait for us at the entrance. She can go in and find us a seat.
_________________________________________________________________________
_________________________________________________________________________
10. Last night the family celebrated Dad’s birthday. They enjoyed so much.
_________________________________________________________________________
_________________________________________________________________________
Exercise 2
Write and, or, but, or so to complete each of the following compound sentences.
1. The students responded well _______________ Amy did not respond at all.
2. The bag contained a doll _______________ the children admired its clothes.
3. The tardy student felt shy _______________ he sat quietly in one corner.
4. The kids were so excited _______________ the little girl felt lonely.
5. Miss Santos asked the kids to keep quiet _______________ they all stopped
doing the activity.
6. One student felt bad _______________ she asked for consideration.
7. The students saw him _______________ they felt very sad.
8. Joey did his assignment _______________ the teacher seemed not to notice his
work.
9. The children talked excitedly about Christmas _______________ they planned
to make small stars.
10. The teacher looked into his eyes _______________ she realized she was wrong.
284
Trace your hands in the space provided and fill in each finger with the names
of your friends or members of your family. Write whom you should pray for in
particular. Refer to the selection in Reading Your Way.
Then write on the palm an outline on how you would write a prayer for each
person mentioned in each finger.
285
Lesson 2
COLLABORATING WITH ONE ANOTHER
• summarize information conveyed through discussion;

• compose a three-paragraph persuasive essay on a chosen topic.
LISTENING TIME
Listen carefully as someone from the class who is a member of a sports team
shares what his/her team does to keep them all intact as a group. Then listen to
him/her as he/she reads the selection that follows. Find a partner and restate the
part which you think is the best trait mentioned in the text.
READING YOUR WAY
Joining a team is a good way to improve your interpersonal relationship. You

have friends who can help you in whatever problems you encounter. You have
people around you who are ever ready to listen to you anytime. But you need to
be loyal to your team. Read ahead and take note of your responsibility as a team
member.
What Makes a Team Strong?
Here are ten traits that are essential to a strong, happy team.
Trait 1: Commitment
The most important trait in strong, happy teams is commitment—commitment
to the team by putting the team first, and commitment to each individual on
the team in helping him/her become everything he/she can. With commitment
286
comes the desire to help team members reach their potential. A winning attitude
is “I’ll forgo my own immediate gratification to help a team member succeed,
because I know the personal joy that I experience when I help another team
member.”
Trait 2: Appreciation
Do you let your team members know that they are appreciated? Do you give
them positive attention? Strong teams focus on the strengths of each other, not
the faults.
If you think your team needs improvement in this area, try serving a compliment
at each practice. You can try saying phrases like: “I really like the way that you…”,
“One of the things I like best about you is…”, “You make me happy when you…”,
“You have real talent when it comes to…”, or “You make me proud when you…”.
Trait 3: Time Together

Healthy teams enjoy being together. They work together, play together, and
enjoy leisure times together. They may be very busy, but they plan time together.
Trait 4: Communication
To understand each other, a team has to be willing to invest the time
necessary to share their feelings and opinions. Because you are a product of your
experiences, each day you are a new person. Without talking and listening to
each other, team members can soon become strangers.
Trait 5: Faith
Praying together, as well as praying for one another, is extremely important
for a strong, happy team. Worshiping together is a bonding experience.
287
Trait 6: Sense of Humor
Happy teams have fun together. They play together. They laugh together.
Having a sense of humor during tense, troublesome moments defuses the tension
and has an immediate calming effect.
Trait 7: Share Responsibility

Flexibility is an important trait in strong teams, especially when it comes to
sharing responsibility and roles. If team members will do whatever is necessary
to meet each other’s needs, even if the task does not happen to be on their list,
everyone is happier.
Trait 8: Common Interests

The more team members have in common, the more they tend to do together.
Having similar interests and developing common goals gives the team something
to look forward to, to plan, and to experience together.
Trait 9: Service to Others

Just as a pond grows stagnant if there is no outlet, so does the team. Rosalynn
and Jimmy Carter, the former first lady and the 39th President of United States,
agreed that nothing (not even the White House experience) brought them as
much joy and satisfaction as they received when pounding nails and painting
walls in houses they were volunteering to build for others. Your own problems and
worries can become insignificant when seen from the perspective of others who
have so much less than you.
Trait 10: Seeking Help

Healthy teams are not problem-free; they just admit to problems and get the
help they need to solve them! The longer a problem drags on without a solution,
the more discouraging team life becomes. Do not allow this to happen.
When you are mature enough to admit you are not perfect and when you
choose to get the help you need, not only will you gain the respect of your team,
but you will find that your goal of living “happily ever after” is attainable after all.
Together everyone accomplishes more!
Source: www.hrb-family-business-consulting.com
288

nswer the following question based on the article.
A
1. What makes a team strong?
_________________________________________________________________________
_________________________________________________________________________
2. Why is commitment the most important trait in strong happy teams?

_________________________________________________________________________
_________________________________________________________________________
3. Why is it important to let your members know that they are appreciated?
_________________________________________________________________________
_________________________________________________________________________
4. How important is commitment to a team?
_________________________________________________________________________
_________________________________________________________________________
Underline the word or phrase that give the meaning of the word in boldface.
Then write on the lines your own sentence using the word.
1. With commitment comes the desire to help team members reach their
potential. Their capability is important to the team.
_________________________________________________________________________
_________________________________________________________________________
2. I will forget my own immediate gratification to help the team succeed. It may
be difficult but this satisfaction is all for our team.
_________________________________________________________________________
_________________________________________________________________________
3. A team has to be willing to invest the time necessary to share their feelings
and opinions. It’s good to give and spend time with other team members in
order to build friendship and camaraderie.
_________________________________________________________________________
_________________________________________________________________________
289
4. Worshiping together is a bonding experience. This connection keeps the team
stronger to achieve their goal.
_________________________________________________________________________
_________________________________________________________________________
5. Having a sense of humor during tense and troublesome moments defuse the
tension and calm the team’s anger.
_________________________________________________________________________
_________________________________________________________________________
6. Flexibility is an important trait in strong teams because adaptability keeps the
team moving.
_________________________________________________________________________
_________________________________________________________________________

Form a group with six members. Brainstorm on the idea of having a good
teamwork in class. Discuss ways how you can maintain teamwork despite your
differences. Share to your classmates what you have discussed as a team.
Conclude by giving them a good advice when you are working with a group.
READING TO SUCCESS
In the previous lesson, you have learned about sentences that use cause
and effect. The cause answers the question “Why it happened?” while the effect
answers the question “What happened?”
Exercise 1
Read the following article and identify if the given sentences are causes or
effects. Check the box of the correct answer.
Students who are victims of bullying are typically anxious, insecure,

cautious, and suffer from low self-esteem, rarely defending themselves
or retaliating when confronted by students who bully them. They may
lack social skills and friends, and they are often socially isolated. Victims
tend to be close to their parents and may have parents who can be
described as overprotective.
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Victims often fear school and consider school to be an unsafe and
unhappy place. The act of being bullied tends to increase some students’
isolation because their peers do not want to lose status by associating
with them or because they do not want to increase the risks of being
bullied themselves. Being bullied leads to depression and low self-esteem,
problems that can be carried into adulthood.
Source: School Psychology Review

1. Students who are victims of bullying are typically anxious and insecure.
Cause Effect
2. Victims tend to be close to their parents and may have parents who can be
described as overprotective.
Cause Effect
3. Victims often fear school.
Cause Effect
4. They do not want to increase the risks of being bullied themselves.
Cause Effect
5. Being bullied leads to depression and low self-esteem.
Cause Effect
6. The bullied rarely defend themselves or retaliate when confronted by students

who bully them.
Cause Effect
7. Being bullied leads to problems that can be carried into adulthood.
Cause Effect
8. They lack social skills and friends, and they are often socially isolated.
Cause Effect
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Exercise 2
Write in your notebook the effect of bullying to students like you.
1. What are the possible effects of bullying to your future?
2. What have you done to address this big problem that you encountered?

Complex Sentence
A complex sentence contains an independent clause and at least
one dependent clause.
In the previous lesson, you have learned what an independent clause
is. It is a clause that can stand alone and has a subject and verb that forms
a complete thought. On the other hand, dependent clause is a clause
that cannot stand alone even though it has a subject and a verb.
Complex sentences are often formed by putting these words at the
beginning of the dependent clause: as, as if, before, after, because,
though, even though, while, when, whenever, if, during, as soon as, as
long as, since, until, unless, where, and wherever. These words are called
subordinating conjunctions.
Exercise 1
Fill in the blank with the appropriate subordinating conjunction to form one
complex sentence.
1. _______________ they put the team first, commitment will be achieved.
2. Strong teams focus on the strengths of each other, _______________ they have
differences.
3. _______________ the team is very busy; they should find time to plan together.
4. _______________ team members do not talk and listen to each other, they
may soon become strangers.
5. _______________ a strong happy team is solid, they pray for one another.
6. _______________ having a sense of humor, troublesome moments defuse the
tension.
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7. _______________ the team has similar interests and develop common goals, it
has something to look forward to.
8. Flexibility is an important trait in strong teams, _______________ it comes to
sharing responsibility and roles.
9. Problems and worries can become insignificant _______________ seen from
the perspective of others who have so much less than you.
10. _______________ team members have things in common, the more they tend
to do work together.
Exercise 2
Rewrite each sentence into a complex sentence. Use the appropriate
subordinating conjunction.
1. Helen is afraid to go to school. She is being bullied.
_________________________________________________________________________
_________________________________________________________________________
2. It is a fearful situation. The bullies approach her.
_________________________________________________________________________
_________________________________________________________________________
3. Helen is worried. Her parents will know about it.
_________________________________________________________________________
_________________________________________________________________________
4. She tries to be strong. She is so afraid.
_________________________________________________________________________
_________________________________________________________________________
5. Her dad is suspicious. Helen did not go to school.
_________________________________________________________________________
_________________________________________________________________________
6. Her mom talked to her. She pretended to be sick.
_________________________________________________________________________
_________________________________________________________________________
7. The teachers also suspected about the bullying. Helen was absent for a week.
_________________________________________________________________________
_________________________________________________________________________
8. Students are staying home. They are worried about their safety.
_________________________________________________________________________
_________________________________________________________________________
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9. The teachers looked for their students. No one attended class.
_________________________________________________________________________
_________________________________________________________________________
10. The principal called for a meeting. Parents complained about their children.
_________________________________________________________________________
_________________________________________________________________________

A persuasive essay is also known as an argument essay. It aims to

convince the reader about a particular idea or point of view that the
author believes in.
In writing a persuasive essay, you should first take a stand on a certain
topic. Choose the side you will take. After you take your side, understand
the opposing views of the topic. Argue your point of view knowing that your
readers may or may not agree with you. You should do your assignment
in thoroughly doing a research on your topic and not just present your
personal opinions or point of view. Your essay should have an introduction
and a body. Lastly, present a strong conclusion that will build strong ending
to your essay.
Choose a tapic below then compose a three-paragraph persuasive essay.

1. Should students who commit cyber-bullying be suspended from school?
2. Should cell phones be banned inside the classroom during class hours?
3. Is K to 12 really helpful for students?
4. Is it okay not to wear uniform in school?
5. Should the teachers give less homework and more activities during class?
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Lesson 3
INSPIRING OTHERS
• infer meaning of borrowed words using roots;

LISTENING TIME
Listen as your teacher reads the following selection. Choose three from the
top ten ways to inspire people and discuss why you think these inspires others to
be the best. Share your summary in class.
READING YOUR WAY
Do you have somebody in mind that inspires you in your studies or in any task
that you do in your everyday life? Or are you a source of inspiration to others? The
essay you are about to read will give you an idea how to inspire others.
Top Ten Ways to Inspire Others to Be Their Best

by Michael Angier
We all know people who are inspiring. But just how does one inspire others?
Here are ten simple ways you can inspire people to be their best:
1. Be a good example. People watch what you do more than they listen to
what you say. Be someone worth emulating.
2. Care about others. People don’t care about how much you know until they
know how much you care. Ask questions. Take a genuine interest in people.
3. Encouragement. Everyone goes through tough times. When you support
people and encourage them through these times, you’ll be inspiring them to
see the best in themselves and in the situation.
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4. Be inspired yourself. Look for people,
ideas, environments, and knowledge
that you find inspiring and motivating.
5. Share from your own experience. You
have more to share than you realize.
Mine the rich experiences of your life
and share your wisdom from your unique
point of view. You may be the only one
who can touch someone with your
inspiring message.
6. Be vulnerable. Be willing to share your
failures as well as your successes. Others
will relate to you. They’ll understand that
they’re not the only ones with challenges.
7. Tell stories. Facts tell and stories sell. They
inspire, too. We learn best from parables
and we all need to develop our own inspiring stories.
8. Be a good communicator. Increasing your ability to communicate effectively
is a critical element for you to inspire others. Watch how you speak and what
you say. Invest in your communication skills.
9. Challenge people. Many of us have had teachers who at times seemed more
like tormentors than mentors. They challenged us to do our best, and we were
better for it. Practice “carefrontation”—the careful and caring confrontation
of others.
10. Read. It may not follow that all readers are leaders, but certainly all leaders
are readers. Stay informed. Share what you read with others. Tell people
about books that have inspired you. Share the knowledge.
Source: www.appleseed.com

1. How do you inspire others?
_________________________________________________________________________
2. Why should you take a genuine interest on others?
_________________________________________________________________________
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3. What inspires you most? Why?
_________________________________________________________________________
4. Why should you share your failures to others?
_________________________________________________________________________
5. How can you stay informed to inspire others?
_________________________________________________________________________

In the previous unit, you have learned that some words are from Greek
or Latin roots. Other examples are the following:
Root Root word Definition Examples

chief, most
Greek arch architect, patriarch
important, rule
biodegradable,
Greek bio life, living matter
biochemistry
Latin ex from, out exact, exclude
Take note of the context clues given and underline the words or phrase that
gives meaning to the italicized root word in each sentence.
1. Rosie considers Annabelle her archenemy. That was until her worst enemy
became her best friend.
2. The P.E. class always starts with proper inhale and exhale breathing exercise.
The students sometimes make fun with each other when they breathe in and
breathe out.
3. Aila and Regine made a biography of each other because their assignment
in English was to write the life story of another person.
4. Marc is nervous because the doctor is going to extract blood from him. The
thought of seeing blood will be drawn out from him makes him faint.
5. Queen Elizabeth II is the longest-reigning monarch. She is one of the chief
rulers and influencers around the world.
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Form a group with five members. Draw in a white cartolina each way
mentioned in the selection that shows how people inspire others. Share your
group’s experiences as you explain your drawing in the class.
READING TO SUCCESS
The problem and solution text type presents a predicament or

concerning issue (problem) and a solution to the said issue. Some signal
words that may indicate this text type are the following: problem, issue,
propose, solution, solve, remedy, prevention, and fix.
Exercise 1
Identify the problems and the solutions found in the essay below. Write your
answers on the table.
Sea turtles are at high risk because of many factors. They are often
traded as pets, lucky charms, food, and medicinal powder in other
countries. The turtle eggs are vulnerable to predators even when they are
buried under the sand and hatchlings are no different. Some turtles that
get to pass through the land predators are no safer in the ocean. There,
the larger predators await. Other larger sea creatures, the fishermen and
poachers, and even the irresponsible throwing of small plastic wastes of
humans can harm and injure a sea turtle, and can even take away its life
easily.
Because of these problems, nongovernment organizations thought of
solutions to help in saving and conserving the life of these sea creatures.
They raise awareness to the public about the issues that face the sea
turtles. They present programs that would encourage communities to
report illegal activities and poachers. They built sanctuaries where the
sea turtles can lay their eggs, far from the predators lurking after the
mother turtle swims back to the ocean. They also assign and train people
in conservatories to treat and take care of the injured turtles that are
washed on the shores.
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Problem Solution
Exercise 2
Based on the essay in Exercise 1, write your own sentences with problem and
solution. Use proper conjunctions in each sentence.
1. __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4. __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
In order to develop effective communication skills, you should use a variety

of sentences to be more effective as a speaker. For effective communication of
information, use compound-complex sentences to develop your skill in language.
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Compound–Complex Sentences
A compound-complex sentence is a sentence with two or more

independent clauses and at least one dependent clause.
Example:
Although I like to attend the seminar, I haven’t had the time to go,
and I haven’t found anyone to accompany me.
• independent clause: “I haven’t had the time to go”
• independent clause: “I haven’t found anyone to accompany me”

• dependent clause: “Although I like to attend the seminar,”
Exercise 1
Underline the independent clause once and the dependent clause twice.
1. Whether you are aware or not, people watch what you do more than they
listen to what you say so you should be cautious.
2. Despite always having the right words, remember that people don’t care
about how much you know because they need to know how much you care.
3. When you support people through tough times, you encourage them and
you give them strength and hope to keep going.
4. Be willing to share your failures and successes even though not everyone will
relate to you because they will all learn from your experiences.
5. Whatever your interests are right now, keep learning and keep growing your
knowledge because it will help you to be the best version of yourself.
Exercise 2
Complete the compound-complex sentences by adding two independent
clauses to the dependent clause. Use subordinate conjunctions.
1. While my mom baked the cake _________________________________________
________________________________________________________________________
2. Since my childhood ____________________________________________________
________________________________________________________________________
3. After reading her letter _________________________________________________
________________________________________________________________________
4. Although it was a tough job _____________________________________________
________________________________________________________________________
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5. Even if the place was far ___________________________________________
________________________________________________________________________
6. After everything has been said and done _______________________________
_______________________________________________________________________
7. Before we started ______________________________________________________
________________________________________________________________________
8. In as much as they did not present ______________________________________
________________________________________________________________________
9. If things will turn out right ________________________________________________

________________________________________________________________________
10. While I imagine you around _____________________________________________
________________________________________________________________________
Go back to your output in Organizing Your Ideas in lesson 2. Revise your essay
and write it on a one whole sheet of paper. Check if there are any misspelled
words. Use appropriate punctuation marks and transition words if necessary.
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Lesson 4
APPRECIATING DIFFERENCES
• summarize the information from a text heard;
• conduct short research projects on a relevant issue;
• read grade-level text with 145 words correct per minute;

LISTENING TIME
Listen as your teacher reads the selection that follows. Then choose a partner
to discuss about what you learned in the story. Summarize and share how the
story “The Color of Friendship” has inspired you.
READING YOUR WAY
What is the reason why you have misunderstandings with your friends or
siblings? Is it because of jealousy, greed, or insecurity? The following story tells
about the beauty and purpose of every one’s uniqueness.
The Color of Friendship

Author Unknown
Once upon a time the colors of the world started to quarrel. All claimed that
they were the best. The most important. The most useful. The favorite.
Green said:
“Clearly I am the most important. I am the sign of life and of hope. I was
chosen for grass, trees, and leaves. Without me, all animals would die. Look over
the countryside and you will see that I am in the majority.”
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Blue interrupted:
“You only think about the earth, but consider the sky and the sea. It is the
water that is the basis of life and drawn up by the clouds from the deep sea. The
sky gives space and peace and serenity. Without my peace, you would all be
nothing.”
Yellow chuckled:
“You are all so serious. I bring laughter, gaiety, and warmth into the world.
The sun is yellow, the moon is yellow, the stars are yellow. Every time you look at
a sunflower, the whole world starts to smile. Without me there would be no fun.”
Orange started next to blow her trumpet:

“I am the color of health and strength. I may be scarce, but I am precious,
for I serve the needs of human life. I carry the most important vitamins. Think of
carrots, pumpkins, oranges, mangoes, and papayas. I don’t hang around all the
time, but when I fill the sky at sunrise or sunset, my beauty is so striking that no one
gives another thought to any of you.”
Red could stand it no longer he shouted out:

“I am the ruler of all of you. I am blood—life’s blood! I am the color of danger
and of bravery. I am willing to fight for a cause. I bring fire into the blood. Without
me, the earth would be as empty as the moon. I am the color of passion and of
love, the red rose, the poinsettia, and the poppy.”
Purple rose up to his full height:

He was very tall and spoke with great pomp: “I am the color of royalty and
power. Kings, chiefs, and bishops have always chosen me for I am the sign of
authority and wisdom. People do not question me! They listen and obey.”
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Finally Indigo spoke, much more quietly than all the others, but with just as
much determination:
“Think of me. I am the color of silence. You hardly notice me, but without me
you all become superficial. I represent thought and reflection, twilight and deep
water. You need me for balance and contrast, for prayer and inner peace.”
And so the colors went on boasting, each convinced of his or her own
superiority. Their quarreling became louder and louder. Suddenly there was a
startling flash of bright lightening thunder rolled and boomed. Rain started to
pour down relentlessly. The colors crouched down in fear, drawing close to one
another for comfort.
In the midst of the clamor, Rain began to speak:

“You foolish colors, fighting amongst yourselves, each trying to dominate the
rest. Don’t you know that you were each made for a special purpose, unique and
different? Join hands with one another and come to me.”
Doing as they were told, the colors united and joined hands.
Rain continued:
“From now on, when it rains, each of you will stretch across the sky in a great
bow of color as a reminder that you can all live in peace. The rainbow is a sign of
hope for tomorrow.”
And so, whenever a good rain washes the world, and a rainbow appears in
the sky, let us remember to appreciate one another.
Source: www.littlethings.com

1. Why did the colors of the world quarrel?
_________________________________________________________________________
_________________________________________________________________________
2. Why did Green claim that he is the most important? How about the other
colors?
_________________________________________________________________________
_________________________________________________________________________
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3. This story represents pride. How do you assess the different colors?
_________________________________________________________________________
_________________________________________________________________________
4. Have you ever experienced being dominated by someone? How did you
react?
_________________________________________________________________________
_________________________________________________________________________

Identify the meaning of the underlined words. Choose the letter of your
answers and write it on the space provided.
_____ 1. The sky gives space, peace, and serenity.
a. calm
b. cloudy
c. misty
_____ 2. I bring laughter, gaiety, and warmth into the world.
a. luck
b. joy
c. hope
_____ 3. Look over the countryside and you will see that I am in the majority.
a. urban area
b. rural area
c. mountain area
_____ 4. He was very tall and spoke with great solemnity.
a. formal
b. cheerful
c. splendor
_____ 5. Indigo said that without him you all become superficial.
a. extraordinary
b. ordinary
c. shallow
_____ 6. Rain started to pour down relentlessly.
a. continuously
b. strongly
c. mildly
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Find a partner and read the following poem. Time your partner and count the
words that he/she was able to read per minute. Let your partner do this to you
also. Fill in the table that follows afterward.
Once More Unto the Breach, Dear Friends

Henry V, Act III, Scene I

by William Shakespeare
Once more unto the breach, dear friends, once more;

Or close the wall up with our English dead!
In peace there’s nothing so becomes a man,
As modest stillness and humility;
But when the blast of war blows in our ears,
Then imitate the action of the tiger:
Stiffen the sinews, conjure up the blood,
Disguise fair nature with hard-favoured rage:
Then lend the eye a terrible aspect;
Let it pry through the portage of the head,
Like the brass cannon; let the brow o’erwhelm it
As fearfully as doth a galled rock
O’erhang and jutty his confounded base,
Swill’d with the wild and wasteful ocean.
Now set the teeth and stretch the nostril wide;
Hold hard the breath and bend up every spirit
To his full height. On, on, you noblest English,
Whose blood is fet from fathers of war-proof!
Fathers that, like so many Alexanders,
Have in these parts from morn till even fought,
And sheathed their swords for lack of argument.
Dishonour not your mothers: now attest,
That those whom you call’d fathers did beget you.
Be copy now to men of grosser blood,
And teach them how to war. And you, good yeoman,
Whose limbs were made in England, show us here
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The mettle of your pasture: let us swear
That you are worth your breeding; which I doubt not;
For there is none of you so mean and base,
That hath not noble lustre in your eyes.
I see you stand like greyhounds in the slips,
Straining upon the start. The game’s afoot:
Follow your spirit; and upon this charge,
Cry ‘God for Harry! England! and Saint George!’
Source: www.poets.org
No. of word per minute
No. of words read correctly
No. of words read incorrectly
READING TO SUCCESS
As a grade 6 student, you are taught how to make a short research project
that will develop your skill to make a full-blown research when you get to higher
grade level.
Conducting a Short Research Project
Research means to “search again.” Its purpose is to search for existing

facts and/or opinions from different sources such as books and other
reading materials. These materials are presented to support an opinion
which you have developed.
Research questions deal with the “how” and “why” questions which
sought answers based on different contentions of experts, theories,
concepts, and moral issues.
Before you can start your research, you need to choose and develop
a research topic. Choose a topic that you are interested in and identify
what you want to find out about it. Form the main topic for your research.
Then, write the subtopics to further expound on the main topic. The main
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topic gives the broader idea of your research while the subtopics narrow
it down to specifics.
Example:
William Shakespeare Main Topic

Early Life Education Works Later Years
Subtopics

In doing your research, you will need different supporting details from
different sources. In the previous unit, you have learned that there are two
types of sources: primary sources and secondary sources.
Primary sources are first hand primary sources which are direct pieces
of evidence. Interviews, legal documents, speeches, and video recordings
are some examples of primary sources.
On the other hand, secondary sources are materials based on the
primary sources. Some of these are magazines, newspapers, books, journal
articles, speeches, reviews, research reports, among others.
Exercise 1
Practice writing your own topic to get more comfortable with them. These will
be your start off in your short research essays.
From the topics below choose one which you are interested to do a research
on. Research on the relevant issues regarding the topics that you choose.
a. New media and the Internet
b. Local tourism/innovations in the travel industry
c. Technological advancements
d. Environmental discoveries, progress, or issues
Go to the library and read about your chosen topic. Gather important details
about it and write it on your notebook. Include the sources of the information you
searched about the topic you have chosen.
308
Exercise 2
Fill in the graphic organizer to narrow down the topic of your choice in Exercise 1.
Main topic
Subtopic Subtopic Subtopic
In the previous lesson, you have learned that a compound-complex

sentence is composed of two or more simple sentences joined by a
conjunction while a dependent clause is a sentence with a subject and
verb but does not express a complete thought.
Example:
If I win the contest, I will try to join a higher level contest again because
I want to get better by being challenged.
Dependent clause: If I win the contest
Independent clause 1: I will try to join a higher level contest again
Independent clause 2: I want to get better by being challenged
Exercise 1
Complete the sentence to form a compound-complex sentence. Write your
answers on the lines.
1. The colors of the world started to quarrel.
________________________________________________________________________
________________________________________________________________________
2. I am the sign of life and of hope.
________________________________________________________________________
________________________________________________________________________
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3. Clearly I am the most important.
________________________________________________________________________
________________________________________________________________________
4. I am the color of health and strength.
________________________________________________________________________
________________________________________________________________________
5. I carry the most important vitamins.
________________________________________________________________________
________________________________________________________________________
6. I am the color of silence.

________________________________________________________________________
________________________________________________________________________
7. You need me for balance and contrast.
________________________________________________________________________
________________________________________________________________________
8. Each convinced of his or her own superiority.
________________________________________________________________________
________________________________________________________________________
9. Rain started to pour relentlessly.
________________________________________________________________________
________________________________________________________________________
10. The colors crouched down in fear.
________________________________________________________________________
________________________________________________________________________
Exercise 2
Complete the dependent clause to form a compound-complex sentence.
1. When the rain poured
________________________________________________________________________
________________________________________________________________________
2. Because of their quarrel
________________________________________________________________________
________________________________________________________________________
3. As if Purple knew what was going to happen
________________________________________________________________________
________________________________________________________________________
4. Whenever a good rain washes the world
________________________________________________________________________
________________________________________________________________________
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5. If you can keep calm
________________________________________________________________________
________________________________________________________________________
6. Until the colors communicate
________________________________________________________________________
________________________________________________________________________
7. While flowers continue to bloom
________________________________________________________________________
________________________________________________________________________
8. Whenever Green speaks

________________________________________________________________________
________________________________________________________________________
9. Since Indigo kept quiet
________________________________________________________________________
________________________________________________________________________
10. Although Red had never considered it
________________________________________________________________________
________________________________________________________________________
Refer to your output in Reading to Success Exercise 1. Write an outline based

on the topic that you chose.
_____________________________________
Title
I.
A.
B.
II.
A.
B.
III.
A.
B.
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Lesson 5
UNDERSTANDING OTHERS
• make connections between information viewed and personal experiences;

LISTENING TIME
Listen to your classmate as he/she reads the following story. Take note of the
important details. Be prepared to summarize the story in front of the class.
READING YOUR WAY
Do you believe in angels? There are many mortal angels in this world and you
see them everywhere. Those who help other people are good angels. Those who
care about their children are your parents who provide you security and attention
are also your angels. But the story you are about to read is about a real angel.
Read further so you will know why.
The Pink Dress

Author Unknown
There was this little girl sitting by herself in the park. Everyone passed by her
and never stopped to see why she looked so sad. Dressed in a worn pink dress,
barefoot and dirty, the girl just sat and watched the people go by. She never tried
to speak. She never said a word.
Many people passed by her, but no one would stop. The next day I decided
to go back to the park in curiosity to see if the little girl would still be there. Yes, she
was there, right in the very spot where she was yesterday, and still with the same
sad look in her eyes.
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Today I was to make my own move
and walk over to the little girl. For as we
all know, a park full of strange people is
not a place for young children to play
alone.
As I got closer I could see the back
of the little girl’s dress was grotesquely
shaped. I figured that was the reason
people just passed by and made no
effort to speak to her. Deformities are

a low blow to our society and, heaven
forbid if you make a step toward assisting
someone who is different.
As I got closer, the little girl lowered
her eyes slightly to avoid my intent stare.
As I approached her, I could see the shape of her back more clearly. She was
grotesquely shaped in a humped over form. I smiled to let her know it was okay.
I was there to help, to talk. I sat down beside her and opened with a simple,
“Hello.”
The little girl acted shocked, and stammered a “hi” after a long stare into my
eyes. I smiled and she shyly smiled back. We talked until darkness fell and the park
was completely empty. I asked the girl why she was so sad.
The little girl looked at me with a sad face and said, “Because, I’m different.”
I immediately said, “That you are!” and smiled. The little girl acted even sadder
and said, “I know.”
“Little girl,” I said, “you remind me of an angel, sweet and innocent.” She
looked at me and smiled, then slowly she got to her feet and said, “Really?” “Yes,
you’re like a little guardian angel sent to watch over all those people walking by.”
She nodded her head yes, and smiled. With that she opened the back of
her pink dress and allowed her wings to spread, then she said, “I am. I’m your
guardian angel” with a twinkle in her eye.
I was speechless—sure I was seeing things. She said, “For once you thought of
someone other than yourself. My job here is done.”
I got to my feet and said, “Wait, why did no one stop to help an angel?” She
looked at me, smiled, and said, “You’re the only one that could see me” and then
she was gone.
And with that, my life was changed dramatically. So, when you think you’re
all you have, remember, your angel is always watching over you.
Source: www.epistle.us
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1. What did the narrator notice about the little girl in the park?
_________________________________________________________________________
_________________________________________________________________________
2. How did the narrator react when he/she saw the girl?
_________________________________________________________________________
_________________________________________________________________________
3. Why did the little girl say that she was different?
_________________________________________________________________________
_________________________________________________________________________
4. Are you an angel in your own way? How?
_________________________________________________________________________
_________________________________________________________________________
Infer meaning of borrowed words in boldface. Encircle the suffix used in each
word. Then using a dictionary, identify its meaning and root word. Write your
answers on the box provided.
1. The next day I decided to go back to the park in curiosity to see if the little girl
would still be there.
Root word
Meaning
2. As I got closer I could see the back of the little girl’s dress was grotesquely
shaped.
Root word
Meaning
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3. As I approached her, I could see the shape of her back more clearly.
Root word
Meaning
4. We talked until darkness fell and the park was completely empty.
Root word
Meaning
5. I was speechless—sure I was seeing things.
Root word
Meaning
Watch the video “Take a Seat, Make a Friend” by SoulPancake on YouTube.

Write on a one whole sheet of paper a similar experience about the video you
watched. Prepare to share it with your class.
READING TO SUCCESS
Research Project on a Relevant Issue
One of the purpose of research is to inform. Preparing a research

report will involve your ability to gather information and think critically
about it, decide what your point of view is concerning the information,
then organize the information carefully.
315
Research in everyday life can be described as a place (e.g., the
home), a temporal aspect (e.g., what happens daily), an attitude (the
unreflective, practical stance), as specific artefacts (everyday objects),
a theoretical approach (focusing on lived experience), an academic
concept, and as a set of experiences.
In the previous unit, you have learned about the different types of
graphic organizers such as story map, network tree, problem and solution
map, sequential episodic map, and the fishbone map. Graphic organizers
help you better take notes for your research. They also help you understand
better your data because it presents it in simplified form.
Exercise 1
Give a brief summary of the story “The Pink Dress” using a graphic organizer.
You may choose which organizer you would like to have provided that the
important parts of the story are found. Write your graphic organizer on the space
provided below.
Exercise 2
Choose a relevant issue that can be used as your topic in a research paper.
Write in a short bond paper an outline using a graphic organizer appropriate for
your topic.
316
Subordinating conjunctions are added to dependent clauses to

complete a compound-complex sentence. After, although, as, because,
before, even though, if, since, though, unless, until, when, whenever,
whereas, wherever, and while are examples of subordinating conjunctions.
Example:
Because she teaches well, the teacher is well loved by her students
even though she is frequently late in class.
Exercise 1
Complete the sentence to form a compound-complex sentence.
1. Although the exam was hard ____________________________________________
_________________________________________________________________________.
2. Many students waited ___________________________________________________
_________________________________________________________________________.
3. Mike is a diligent boy ____________________________________________________
_________________________________________________________________________.
4. It was raining hard _______________________________________________________
_________________________________________________________________________.
5. The little girl was shocked ________________________________________________
_________________________________________________________________________.
6. A stranger passed by ____________________________________________________
_________________________________________________________________________.
7. She spread her wings ____________________________________________________
_________________________________________________________________________.
8. Though many people saw her ____________________________________________
_________________________________________________________________________.
9. She did not look at them _________________________________________________
_________________________________________________________________________.
10. I wish I had a family ______________________________________________________
_________________________________________________________________________.
317
Exercise 2
Write on the lines your own compound-complex sentences with the
appropriate subordinating conjunctions.
1. _________________________________________________________________________
_________________________________________________________________________
2. _________________________________________________________________________
_________________________________________________________________________
3. _________________________________________________________________________
_________________________________________________________________________
4. _________________________________________________________________________
_________________________________________________________________________
5. _________________________________________________________________________
_________________________________________________________________________
Based on your output in Reading to Success Exercise 2, compose a three-

paragraph persuasive essay. Write this on the space provided below.
318
Lesson 6
FORGIVING FROM THE HEART
and transition/signal words;

• observe accuracy, appropriate rate, proper expressions, and correct
pronunciation in oral communication group task;
• use appropriate graphic organizers in texts read.
LISTENING TIME
Listen as your teacher reads the story of “The Prodigal Son.” Take note of the
significant details of the story and how forgiveness was given and received by the
characters. Be prepared to summarize the story in front of the class.
The Story of The Prodigal Son

Based on the parable in Luke 15:11–32
There was a very rich person. He had two sons. The first son was hardworking.
He always obeyed his father. He was a very good person. But the second son was
totally different from the first son. He was lazy. He did not work in his father’s field.
He was disobedient to his father. He wanted to lead a gay and free life.
One day, the younger son said to his father. “Father, give me my share of
property.” The father felt very sad. He divided the property. The second son took
his share of property. He left home with his share. He went to a distant land. There
he made a lot of friends. He spent his property lavishly on his friends, foods, and
drinks. He had many bad habits too. He wasted all the money. Soon he was left
with no money. His friends saw this. They all deserted him one by one.
At that time, there was a famine in that land. He could not get any job. None
of his friends gave him food or money. He was forced to take up a very mean job.
His job was to feed the pigs. Very often he ate the food kept for the pigs. He was
319
very sad about his present conditions. He soon began to think of his father and his
brother. He said to himself, “In my father’s house, even the servants have enough
food. They get good shelter too. But here, I am struggling for food and shelter. I will
go back to my father. I will beg him to take me as his servant.”
So decided, the prodigal son set out for his father’s house. In the meantime,
his father was always thinking of his second son. He would sit near the windows.
He would look out at the road, expecting his son to return home.
One day his father saw his son coming at a distance. He ran out of his house
in great joy. He met his son on the way. His son knelt down. He said, “Father, I am
not fit to be your son. Take me as your servant.”

His father lifted him lovingly. He embraced him. He turned to his servants. He
said, “Bring the best robe. Put it on my son. Put a ring on his fingers and shoes on
his feet. Kill the fatted calf. Prepare a feast. Let us eat and enjoy. My son was lost.
Now he is found.”
The elder son was returning from his work. He heard the sound of the music
and dancing from his house. He asked one of his servants about it. His servant told
him, “Your brother has come. Your father is rejoicing at his return. A fatted calf has
been killed to prepare for a delicious feast and the celebration.”
The first son was angry. He refused to enter his house. The father came out. He
begged his elder son to come in for rejoicing. The elder son said, “I have obeyed
you all these years. I have done all your works. But you never gave me even a kid
to enjoy with my friends. This son wasted all your money and property. And you
order a fatted calf for him!”
His father replied, “My dear son, you are always with me. All my property is
yours. Your younger brother was dead. Now he is alive. He was lost. Now he is
found. Therefore should we not rejoice?”
The elder son understood the love behind the words of his father. He forgot
everything about his younger brother. He decided to take part in the celebration.
He was happy.
Source: www.english-for-students.com
READING YOUR WAY
When you forgive, do you forget? Some people say they forgive but deep
in their hearts they won’t forget what the other person did to them. This kind of
attitude is what the story will tell you. This father and son relationship will surely
touch your heart.
320
Forgive and Forget
by Vincent Magro-Attard
An old man once had an argument

with his only son. He tried to apologize
many times but the young man would not
listen. The father never gave up because
he loved his son with all his heart, but the
son would not give in, because he was
too blinded by his pride.

Years passed and as the man lay in
his deathbed, he made a final attempt
to reconcile with his son, but still he would
not listen and so the father died with a
heart full of grief.
During this time the son too had a
child who had now grown up into a young
adult. To this child he never mentioned
his father and whenever the young man
asked about his grandfather he would tell him never to mention him again.
One day, they too were both involved in a hot argument and his son fled
away as his father did many years before. The man was extremely saddened and
this time he had no pride, but felt completely isolated.
He was afraid that he had lost his son forever and for the first time after many
years he turned to God in prayer. At that moment something filled his heart and
he realized how his father must have felt many years back.
He remembered how he had hurt his father and only at that point he
realized the extent of the hurt he had caused him. The more he thought the more
he understood how unjust he was with his old father, the man who gave him
everything throughout his life.
With these sad thoughts he fell asleep on the couch. Next morning when he
opened his eyes he found himself tucked in his bed and in front of him stood his
son. The man could not believe his eyes, and the two hugged each other while
they cried together.
After a lot of apologies, the young man explained that up till the day before
he felt a lot of hatred toward his father, but during the night he had a strange
dream that touched his heart. He dreamt that an old man was hugging him, and
as he embraced him, all his hatred turned into love. The old man then told him
to forgive and forget. He then explained that as soon as he woke up he came
running to his fatherʼs house.
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At this point the man told his son that on the same night, he learned an
important lesson, and remembered how he had let his father down when he was
younger. The son wanted to know more about his grandfather who he never met
or even saw, and this was the most appropriate time.
The man went to an old bookshelf and fetched an old family album. He
picked an old photograph of his father and when the son saw it, he remained
dumb-founded. The son then explained that the man in the photograph was the
same one he dreamt of the night before.
Source: www.creatingfutures.net

1. Why didn’t the son accept his father’s apology?
_________________________________________________________________________
_________________________________________________________________________
2. What happened when the son had his own child?
_________________________________________________________________________
_________________________________________________________________________
3. Why did his child feel that he was unjust to his father?
_________________________________________________________________________
_________________________________________________________________________
4. Have you forgiven someone who caused you pain? Why? Why not?
_________________________________________________________________________
_________________________________________________________________________
5. What are the common reasons why you argue with your father or mother?
_________________________________________________________________________
_________________________________________________________________________
Underline the meaning of the words in boldfaced letters found in the sentence.
1. An old man once had an argument with his only son. This disagreement had
never been resolved.
322
2. The son was too blinded by his pride. His arrogance affected his father so
much.
3. The father made a final attempt to reconcile with his son. He wanted to settle
their differences in opinion.
4. His father felt completely isolated. He felt so much apart from his son.
5. Forgiving other people helps lessen your anxiety and stress. It makes you less
apprehensive and uneasy whenever around them.

Form a group with four members. Make a script with forgiveness as the theme
Make sure that you use transition or signal words in your script. Check and revise
your script if needed.
Use the script and do a role-play. Observe proper expressions and correct
pronunciation in your presentation.
READING TO SUCCESS
After gathering information about your research, it is time to consider a

particular topic about your choice of interest.
Topic of Research
Start thinking of a topic that interests you. Think of the events in your
everyday life. This is a good basis for research.
If your topic is broad, it must be refined to a question that can be
reasonably addressed in the time and word limit available. Use your initial
reading to help you determine how much your topic needs refining and
the direction it will take. If you find a very large amount of literature on your
topic, or mostly old literature, you probably need to narrow your scope.
This may be achieved by identifying issues of interest within the literature
of your research.
323
Exercise 1
Choose five topics from the topics listed below. Explain your five choices
and write why you are interested to do research about it. Then choose your most
preferred topic.
shopping mathematics bullying

texting drama environment
athletics movies dancing

Topic Reason
1.
2.
3.
4.
5.
Preferred topic:

Exercise 2
With your preferred topic in Exercise 1, go to the library and search for related
literature about it. Write your output on your notebook.
Related literature are a set of texts that come from studies or research-
es about your topic. They may also come from contentions of experts and
authors to show their relation to the topic that you have chosen. These
studies and contentions should reflect the sources where you got the ma-
terials you opt to include in your related literature.
324
Exercise 1
Underline the compound-complex sentences that you find in the following
paragraphs.
On that Monday morning, Mrs. Santos excitedly met her students in their
new classroom, which was renovated for the new school year. Among all the
teachers in that school, Mrs. Santos is one of the most loved teachers because
she is kind, understanding, and approachable. She is considered an excellent
teacher because she sees to it that her lessons are understood and students enjoy
her class. She is well respected by parents, who visit her quite often even if they
live far from the school.
When the students graduate, they see to it that they go back to school to
visit her and bring her fruits and pastries. This is their way of saying thank you to a
teacher whom they love so dearly and will always cherish her motherly concern
for them. Students say that it is not because of the things that she taught them
but it’s the way she lives out her teaching and how she made a difference in their
lives.
Exercise 2
Rewrite the sentences in each of the following items to make a compound-
complex sentence.
1. The father never gave up.
He loved his son with all his heart.
The son would not give in.
He was too blinded by his pride.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
325
2. He made a final attempt to reconcile with his son.
Still he would not listen.
The father died with a heart full of grief.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. He picked an old photograph of his father.
When the son saw it.
He remained dumb-founded.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
4. After the son saw the picture.
He could not believe his eyes.
His father appeared to his son.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
5. Many years passed.
Up to this time he still regrets.
He was never a good son.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
326
Complete the graphic organizer by giving a summary of the story of “Forgive

and Forget.”
Problems

____________________
____________________
____________________
____________________
____________________
Settings Events

Theme
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________

Characters Solutions

____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
327
Lesson 7
GIVING OUT OF LOVE
• infer meaning of terms using context clues;
• conduct short research projects on a relevant issue; and

information/ideas.
LISTENING TIME
Listen as your teacher reads the story “The Gold Slippers.” What touched you
after the reading? Have you ever experienced something like this before? How
would you feel if you were the older brother or younger sister after having been
helped by a generous person?
Summarize the story and share the moral you learned.

READING YOUR WAY
Christmas is a time for sharing. It is a happy time of the year when all people,
young and old, wrap gifts for their loved ones. But there are poor children who
receive no gifts on Christmas Day. What can you do to help them?
The Gold Slippers

Anonymous
It was only four days before Christmas. The spirit of the season hadn’t yet
caught up with me, even though cars packed the parking lot of our local discount
store.
Inside the store, it was worse. Shopping carts and last-minute shoppers jammed
the aisles. “Why did I come today?” I wondered.
My feet ached almost as much as my head. My list contained names of
several people who claimed they wanted nothing, but I knew their feelings would
be hurt if I didn’t buy them anything.
328
Buying for someone who had everything and deploring the high cost of items,
I considered gift-buying anything but fun. Hurriedly, I filled my shopping cart with
last-minute items and proceeded to the long checkout lines. I picked the shortest
but it looked as if it would mean at least a 20-minute wait.
In front of me were two small children—a boy about five years old and a
younger girl. The boy wore a ragged coat. Enormously large, tattered tennis shoes
jutted far out in front of his much-too-short jeans. He clutched several crumpled
bills in his grimy hands. The girl’s clothing resembled her brother’s. Her head was
a matted mass of curly hair. Reminders of an evening meal showed on her small
face. She carried a beautiful pair of shiny, gold house slippers. As the Christmas
music sounded in the store’s stereo system, the girl hummed along, off-key but
happily.
When we finally approached the checkout register, the girl carefully placed
the shoes on the counter. She treated them as though they were a treasure. The
clerk rang up the bill. “That will be $6.09,” she said. The boy laid his crumpled
dollars atop the stand while he searched his pockets. He finally came up with
$3.12. “I guess we will have to put them back,” he bravely said.
“We will come back some other time, maybe tomorrow.” With that statement,
a soft sob broke from the little girl. “But Jesus would have loved these shoes,”she
cried. “Well, we’ll go home and work some more. Don’t cry. We’ll come back,”
he said.
Quickly I handed $3.00 to the cashier. These children had waited in line for a
long time. And, after all, it was Christmas. Suddenly a pair of arms came around
me and a small voice said, “Thank you, Lady.”
“What did you mean when you said Jesus would like the shoes?” I asked.
The boy answered, “Our mommy is sick and going to heaven. Daddy said she
might go before Christmas to be with Jesus.” The girl spoke, “My Sunday school
teacher said the streets in heaven are shiny gold, just like these shoes.”
329
“Won’t mommy be beautiful walking on those streets to match these shoes?”
My eyes flooded as I looked into her tear-streaked face. “Yes” I answered, “I
am sure she will.”
Silently, I thanked God for using these children to remind me of the true spirit
of giving. ‘Tis the season! Remember that it’s better to give than receive.
Source: www.christinyou.net

1. Why were the two children inside the store?
_________________________________________________________________________
_________________________________________________________________________
2. Give the reason why they had to buy the shoes some other day?
_________________________________________________________________________
_________________________________________________________________________
3. What happened to their mother?
_________________________________________________________________________
_________________________________________________________________________
4. What is the gold slipper for as explained by the children?
_________________________________________________________________________
_________________________________________________________________________
5. What lesson did you learn from the story?
_________________________________________________________________________
_________________________________________________________________________
Underline the context clues that give meaning to boldfaced words.

1. The boy wore an enormously ragged coat. It is an extraordinary size for a
small boy like him.
2. Hurriedly, I filled my shopping cart with last-minute items. I was in a rush to
proceed to the long checkout lines.
330
3. When we finally approached the checkout register, the girl carefully placed
the shoes on the counter. She did so with caution because she wanted to
give the best to her mother.
4. With that statement, a soft sob broke from the little girl. The remark really left
an impact to the girl.
5. Silently, I thanked God for using these children to remind me of the true spirit
of giving. Without saying anything directly, the children taught me a valuable
lesson.
Form a group with four members. Using cartolina and other art materials,
make an appropriate graphic organizer to summarize the story of the “The Gold
Slippers.”
Include the following:
• setting
• characters
• hero
• protagonist or the villain
• rising action
• climax of the story
• falling action
• ending
Give the moral or values derived from the story. Present your output in the
class.
READING TO SUCCESS
Problem Statement
After exhausting your resources to select a topic from which to build
your research, the next step is to clearly identify and formulate the problem.
This is very important as the problem statement is a statement that clearly
describes an issue that needs to be addressed. It is like a lens through
which you look at reality, it reduces the difficulty of reality and structures
the research field.
331
The following elements are found in a problem statement:
1. a clear statement that the problem exists, and establishing why it is
important;
2. evidences such as behaviors and conditions that support the existence
of the problem; and
3. statement of methods to solve the existing problem.
Avoid directly putting blame on someone in your problem statement.
Also, avoid naming specific solutions. As much as possible, avoid using a
second-person point of view.
Exercise 1
Think of five different relevant topics that you want to conduct a research on.
Write a problem statement for each of your chosen topics. Fill in the table below.
Topic Problem Statement
1.
2.
3.
4.
5.
Exercise 2
Complete the sentences to give a good problem statement.
1. Children who experience poverty
__________________________________________________________________________
__________________________________________________________________________
2. Hiking increases
__________________________________________________________________________
__________________________________________________________________________
3. Enrolling in a private school
__________________________________________________________________________
__________________________________________________________________________
332
4. Playing war games
__________________________________________________________________________
__________________________________________________________________________
5. Listening to rock music makes
__________________________________________________________________________
__________________________________________________________________________

Improve your skill in identifying a compound from a complex sentence by

answering the following exercises.
Exercise 1
Identify each sentence if it is a compound sentence or a complex sentence.
Write on the line A for compound sentences and B for complex sentences.
_________ 1. It was only four days before Christmas but the spirit of the season
hadn’t yet caught up with her.
_________ 2. When they got home, Father was surprised.
_________ 3. Even though cars packed the parking lot many cars still keep
coming in.
_________ 4. As the Christmas music was being played in the store’s stereo
system, the girl hummed along, off-key but happily.
_________ 5. My feet ached almost as much as my head because my list
contained names of several people who claimed they wanted
nothing.
_________ 6. I picked the shortest line but it looked as if it would mean at least a
20-minute wait.
_________ 7. Silently, I thanked God for using these children because they
reminded me of the true spirit of giving.
_________ 8. Our mommy is sick and going to heaven; Daddy said she might go
before Christmas to be with Jesus.
_________ 9. My Sunday school teacher said the streets in heaven are shiny
gold, just like these shoes.
_________ 10. When I saw the little girl crying, I felt so bad and worried.
333
Exercise 2
Use the following dependent clauses to complete a complex sentence. Write
your answers in your notebook.
1. when you think it’s correct

2. why he took the difficult exam
3. if you need another chance
4. because you treated her well
5. whenever you are away

6. though you know the way
7. although he found the bracelet
8. until the day you come
9. unless you discuss this matter
10. whom we know to be honest
Complete the story map by writing the series of events of the story you have
just read.
Two small children lining up

in front of the cashier
334
Lesson 8
LIVING BY YOUR CREED
• infer meaning of terms using context clue;
• observe accuracy, appropriate rate, proper expressions, and correct pro-
nunciation in oral communication group task;

information/ideas;
• compose a three-paragraph persuasive essay; and
LISTENING TIME
Listen as your teacher reads the poem “A Creed to Live By.” What lessons
can you learn from what you have listened to? Share your answer to the class.
Summarize the information from the poem heard.
READING YOUR WAY
Do you dream that someday you will be a professional? What should you do
to fulfill that dream? Should you work out for this dream? Read silently the poem
with your teacher so that you will learn how to go about fulfilling your dream.
A Creed to Live By
by Nancye Sims
Don’t undermine your worth by comparing yourself with others.

It is because we are different that each of us is special. Don’t set your goals
by what other people deem important. Only you know what is best for you.
335
Don’t take for granted the things
closest to your heart.
Cling to them as you would
your life, for without them life is
meaningless.
Don’t let your life slip through
your fingers by living in the past or for
the future. By living your life one day
at a time you live all days of your life.
Don’t give up when you still have

something to give.
Nothing is really over until the
moment you stop trying.
Don’t be afraid to admit that you are less than perfect.
It is a fragile thread that binds each of us to each other.
Don’t be afraid to encounter risks. It is by taking chances that we learn how
to be brave.
Don’t shut love out of your life by saying it impossible to find. The quickest way
to receive love is to give love; the fastest way to lose love is to hold it too tightly;
and the best way to keep love is to give it wings.
Don’t dismiss your dreams. To be without dreams is to be without hope, to be
without hope is to be without purpose.
Don’t run through life so fast that you forget not only where you have been,
but also where you are going.
Life is not a race, but a journey to be savored each step of the way.

1. Why should you not compare yourself to others?
_________________________________________________________________________
_________________________________________________________________________
2. Why should you live your life one day at a time?
_________________________________________________________________________
_________________________________________________________________________
336
3. Are you afraid to encounter risks? Why? Why not?
_________________________________________________________________________
_________________________________________________________________________
4. Why did the author say that the quickest way to love is to give love?
_________________________________________________________________________
_________________________________________________________________________

Encircle the word or phrase that gives meaning to the underlined word in each
sentence.
1. Don’t undermine your worth. Do not be weakened by the opinion of others.
2. Don’t let your life slip through your fingers. Never let it pass by easily before
your eyes.
3. Don’t be afraid to encounter risks. If you come across such risks, be strong.
4. Don’t set your goals by what other people deem important. Reach for your
aspirations in life.
5. It is a fragile thread that binds each of us to each other. It maybe delicate but
strong.
Form a group with four members. Choose a line/s from the poem and make
a dramatization from it. Observe proper expressions and proper pronunciation of
words.
READING TO SUCCESS
Writing the Research Question

A research question serves to narrow the purpose. It is an answerable
question for a specific concern or problem. It aims to discover, identify,
describe, or explore a specific topic. The question usually begins with how
or what.
Examples:
What is bullying?
How do schools address the problem on bullying?
337
Exercise 1
Write three questions about the problem statement.
1. Many students spend much time in Internet cafes.
a. ____________________________________________________________________
b. ____________________________________________________________________
c. ____________________________________________________________________
2. Going to the mall is one way to remove stress.
a. ____________________________________________________________________
b. ____________________________________________________________________
c. ____________________________________________________________________
3. Many students fail in Mathematics.
a. ____________________________________________________________________
b. ____________________________________________________________________
c. ____________________________________________________________________
4. Reading books sharpens one’s mind.
a. ____________________________________________________________________
b. ____________________________________________________________________
c. ____________________________________________________________________
Exercise 2
Give a relevant topic that interests you. Write a problem statement and give
four questions to narrow down your problem statement. In your notebook, put all
the details that you gathered regarding your chosen topic.
Topic:
Problem Statement:
Research Questions:
1.
2.
3.
338
Different Types of Sentences
In the previous lessons, you have learned about the different types of
sentences used for effective communication which are the following:
Simple sentence—a sentence that has a subject, a verb, and gives a

completed thought.
Compound sentence—a sentence that has at least two independent
clauses that have related idea and joined by a coordinating conjunction.
Complex sentence—a sentence that has an independent clause that
can stand alone and one dependent clause that cannot stand alone.
Compound-Complex sentence—a sentence that contains two or
more coordinate independent clauses and one or more dependent
clauses which are are joined by coordinating conjunctions.
Exercise 1
Identify the type of following sentences. Write S if the sentence is simple, CP
if compound, CX if complex, or CPX if compound-complex. Write the correct
answer on the lines before each number. Put parentheses around the clauses
and label each as independent or dependent before deciding on the type of
sentence.
________ 1. You live in the past or you live for the future.
________ 2. No one will compare me to others, because we are different.
________ 3. To be without hope, life is meaningless.
________ 4. Life is not a race but a journey to be savored each step of the way.
________ 5. Don’t run through life so fast that you forget where you have been.
________ 6. Don’t give up when you still have something to give.
________ 7. It is a fragile thread that binds each of us to each other.
________ 8. Don’t dismiss your dreams because to be without dreams is to be
without hope.
________ 9. Take chance and be brave.
________ 10. The quickest way to receive love is to give love.
339
Exercise 2
Fill the blanks with the correct conjunction to complete each sentence. Then
write on the line before each number whether the sentence is simple, compound,
complex, or compound-complex.
__________ 1. Down the street _______________ into the mall drove the new driver.
__________ 2. Benguet is famous for its strawberries, _______________ it is also
known for its wood carvings.
__________ 3. _______________ it started raining, they got soaked.
__________ New drivers must be careful _______________ they drive,

4.
_______________ the road is slippery.
__________ 5. Compare the new cars today _______________ is quite fast, with the
old mobile _______________ is durable.
__________ 6. It was during the Japanese occupation _______________ the Filipinos
learned Nippongo.
__________ 7. Ms. Ferrer wrote a lot of Science books, _______________ she is well
informed about new science discoveries.
__________ 8. Taxation is always a problem in any nation.
__________ 9. _______________ I was born, my parents lived in Cebu.
__________ 10. Don’t tell me _______________ you can’t find your wallet!

Based on the information gathered from your output in Reading to Success
Exercise 2, compose in your notebook a three-paragraph persuasive essay.
Observe correct spelling, and appropriate punctuation marks and transition or
signal words. Let your classmate check your work and revise if necessary.
340
Lesson 9
BEING WITH A TRUE FRIEND
• infer meaning of terms using context clues;
• observe accuracy, appropriate rate, proper expressions, and correct pro-
nunciation in oral communication group task;

LISTENING TIME
Listen as your teacher reads the story “A True Friend.” Summarize the story
heard. Be prepared to share in class who your true friends are. Then relate your
experiences to the story.
READING YOUR WAY
A True Friend
Anonymous
For as long as I can remember, I have had a friend through a friend of my

mother. My mom and her mom met through a downhill skiing group for people
with disabilities. I am disabled, and her mother is disabled.
We lived about forty-five minutes away from each other so we didn’t really
grow up together, but we spent as much time together as possible. I am a year
older than her, but it never felt like it. Often we spent the night at each other’s
house and, of course, we went on ski trips together with our mothers. We even
went to summer camps together. This was often a challenge, being that she was
able-bodied and I was not. I had gone to YMCA and Girl Scout camps with her for
able-bodied kids. A lot of times there were activities I just couldn’t keep up with,
or sometimes wasn’t able to participate at all.
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A couple of summers, I also tried attending summer camps for kids with
disabilities. These, too, were a bust. While I had a disability, it was pretty mild
compared to most of the kids at these types of camps and I was left terribly bored,
with not nearly enough physical activity for me. I needed to find something in
between the two. I wanted to settle in a happy medium.
One time, this friend of mine and I signed up to go to Girl Scout camp together,
again. I don’t know who decided this, but someone decided to put me with the
younger kids (9 and 10 year olds, when I was already 13), thinking it would give me
more opportunities to keep up and participate. My friend stayed with me with the
young ones. We were both miserable, due to the fact that we were the only girls
in our group that passed the highest levels of tests for things, and there weren’t
enough counselors to take us to do the activities we qualified for. There was even
a big sister program, and we were older than our big sisters!
I will never forget what this friend did for me by sticking with me through the
whole two weeks. She never bailed! And, not only did she stick with me, she did
everything she could to try and make it more fun, for both of us. She didn’t let me
get down about the situation.
My friend is now working on her Master’s and she needed a good friend to
write a short paper on her integrity. She asked me, and this is the story I told in that
paper. When she read it, she had no idea how much her efforts had meant to me
then, or how much they still mean in my life. To me, that is what a true friend is.
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1. What kind of friend is the author trying to describe?
_________________________________________________________________________
_________________________________________________________________________
2. What kept the two girls close to one another?
_________________________________________________________________________
_________________________________________________________________________
3. What is a true friend to you?
_________________________________________________________________________
_________________________________________________________________________
4. Is disability a hindrance in friendship? Why or why not?
_________________________________________________________________________
_________________________________________________________________________
Underline twice the word or phrase that gives meaning to the underlined word.
1. I also tried attending summer camps for kids with disabilities. These, too, were
a bust. It was not working on me.
2. I will never forget what this friend did for me by sticking with me through the
whole two weeks. We were so attached with one another.
3. She never bailed! She was always with her and did not leave her.
4. She needed a good friend to write a short paper on her integrity. She was
such an honest friend.
5. We went on ski trips together with our mothers. It is a winter sport which he
very much enjoyed.
6. I wanted to settle in a happy medium. I wanted to find a balance and a way
to keep me going.
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Form a group with four members. Create a skit that shows instances where
you can express care for a disabled person. Observe proper expressions and
correct pronunciation while delivering your script as a group.
READING TO SUCCESS
With the same group mates, engage in a discussion about a relevant issue
that you like to research on. Then formulate a problem statement and research
questions about the topic.
After choosing your topic, problem statement, and research questions, you
are now tasked to look for enough sources in the library, and refer to books,
journals, and digital sources.
Compile a list of sources you could use for your project. Gather relevant
information from multiple print and digital sources to support your research
product. In this way you develop the ability to judge each source and assess
its overall accuracy and value to the task. Draw evidence from what you read
to support your research. Likewise, practice citing sources and weaving in the
information into their own work.

Exercise 1
Now that you have chosen a research problem, look for references and give
at least ten sources to help you with your research problem statement.
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
4. _________________________________________________________________________
5. _________________________________________________________________________
6. _________________________________________________________________________
7. _________________________________________________________________________
8. _________________________________________________________________________
9. _________________________________________________________________________
10. _________________________________________________________________________
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Exercise 2
Using the data you gathered on the previous activities, write a research paper
together with your group mates. Put your output in a short bond paper. Make sure
to include a title for your research, the problem statement, research questions,
body or content, and conclusion.

Exercise 1
Transform the following compound sentences into complex sentences. Write
your answer on the lines.
1. She tried to help, but she didn’t succeed.
_________________________________________________________________________
_________________________________________________________________________
2. The mother gave her much attention and the daughter realized the sacrifices
of her mother.
_________________________________________________________________________
_________________________________________________________________________
3. Her friend took care of her and she also gave her trust to her friend.
_________________________________________________________________________
_________________________________________________________________________
4. You have to accept your disabilities or you can never move forward.
_________________________________________________________________________
_________________________________________________________________________
5. The friendship has been won but the problem isn’t over yet.
_________________________________________________________________________
_________________________________________________________________________
6. The daughter has improved so much, but she still needs help.
_________________________________________________________________________
_________________________________________________________________________
7. You have to be strong or you can’t achieve your dreams.
_________________________________________________________________________
_________________________________________________________________________
8. Disability is not a problem and everybody must realize it.
_________________________________________________________________________
_________________________________________________________________________
345
9. She is a Masterʼs graduate from a big university and she finished it with flying
colors.
_________________________________________________________________________
_________________________________________________________________________
10. She is a faithful friend and she will always be there for you.
_________________________________________________________________________
_________________________________________________________________________
Exercise 2
Underline the independent clause and encircle the dependent clause in each
sentence.
1. The car screeched and the driver got so nervous.
2. Dance gracefully, or else you will not qualify.
3. The hotel in which we stayed is very grand.
4. I texted him, but he did not reply.
5. I like your intention for I think it is a noble one.
6. I approved the documents because I like the objectives.
7. Either he was kidnapped or went with his group mates.
8. I rushed home because I forgot my project.
9. Dad always agrees with my sister’s proposals.
10. My uncle visited Mom almost every other day.
Choose from below a topic that you would like to write about. Compose
a three-paragraph persuasive essay about your chosen topic. Write this in your
notebook. Then identify the sentences you used if they are simple, compound, or
complex sentences.
1. School mates that have physical disability
2. Children who have special needs
3. Classmates who have learning difficulties such as in reading, mathematics, or
in writing
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Lesson 10
MISSING DAD

information/ideas;
• observe politeness at all times: and
• demonstrate tactfulness when communicating with others.
LISTENING TIME
Listen as your classmate reads the following story about a loving father. Take
note of the important details. Restate portions of the story that made an impact
to you and share their meaning for you.

READING YOUR WAY
Fathers express their care for the children by making them their priority. He
nurtures his children with love and affection through an unconditional and caring
way coupled with discipline. He spends quality time with his children. This goes a
long way even until they grow old and have a family of their own. Find out how a
father’s love affected the heart and life of his daughter.
A Touching Story About Dad

Anonymous
When I was a little girl, I remember that when my dad was repairing something,
he asks me to hold the hammer every time just so we would have a time for a
conversation with each other. I never saw my dad drink or take a night out with
his friends. All he did after work was to take care of his family.
347
I grew up and left home for college and since then, my dad had been calling
me every Sunday morning no matter what. And when several years later I bought
a house, my dad painted it by himself for three days in the 80-degree summer
heat. All he asked of me was to hold his paint brush and talk to him. But I was too
busy in those days, I did not find any time for a conversation with my dad.
Four years ago, when my dad was visiting me, he spent many hours putting
together a swing set for my daughter. He asked me to bring him a cup of tea and
have a talk with him, but I had to prepare for a trip that weekend, so I did not
have time for any long conversations that day.
One Sunday morning we had a telephone talk as usual, I noticed that my
dad had forgotten some things that we discussed lately. I was in a hurry, so our
conversation was short. Few hours later that day came a call. My father was in a
hospital with an aneurysm. Immediately I bought a ticket for a flight and on my
way I was thinking about all missed occasions to have a talk with my dad.
By the time I have arrived in the hospital, my father had passed away. Now
it was he who did not have time for a conversation with me. I realized how little I
knew about my dad, his deepest thoughts and dreams.
After his death I learned much more about him, and even more about myself.
All he ever asked from me was my time. And now he has all my attention every
single day.
Source: www.inspirationalstories.eu
348

1. What happened to the father in the story?
_________________________________________________________________________
_________________________________________________________________________
2. How was the little girl’s relationship with her dad?
_________________________________________________________________________
_________________________________________________________________________
3. Were there occasions that you had no time to talk to your father? What does
this imply to your life as a daughter/son?
_________________________________________________________________________
_________________________________________________________________________
4. How well do you know your father?
_________________________________________________________________________
_________________________________________________________________________

Underline the word/phrase that give meaning to the word in boldfaced letters.
1. My father was in a hospital with an aneurysm. His blood vessel to the brain
could not function.
2. The daughter felt remorse, because her attitude toward her father made her
feel guilty.
3. The daughter had a lot of anxiety about the death of her father and had lots
of worries about it.
4. She is a gregarious person. She is sociable but had no time to talk to her Dad.
5. She is a famous manager, a well-known executive.
6. Now she is reluctant to talk because she was always hesitant to have a
conversation with her dad.
Choose a partner and make a flow chart of the story. Use the appropriate
graphic organizer that will help you explain your work in class. Present your output
in a cartolina.
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READING TO SUCCESS
In the previous lessons, you have learned how to make a research paper. You
learned what is a research and what is a problem statement. You also learned how
to create a problem statement and research questions to narrow your research
topic. In order to write your research paper, you will need different related sources
such as primary and secondary sources in the form of books, magazine and news
articles, and the Internet.

Exercise 1
Choose a topic that you want to discuss. Go to the library and search for
materials that will help you better explain your chosen topic. Write the sources
on a 1/4 index card. Have a separate index card for books, magazine or news
articles, and websites.
Exercise 2
Using the sources you wrote on the index cards, gather relevant information
about your chosen topic and write your research paper on a yellow pad paper.
Include the title and problem statement in your paper.
Exercise 1
Change the given simple sentences into compound sentences. Write your
answer on the right column.
Simple Compound
1. I talk to Father.
2. He enjoys painting.
3. She chose to go.
4. Father died.
5. She regretted what she did.
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6. She missed the train.
7. It was a cloudy day.
8. The car stopped.
9. The day is done.
10. She said goodbye.
Exercise 2
Using the same simple sentences on the Exercise 1, change them into complex
and compound-complex sentences.
Complex Compound-Complex
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Form a group with three members and compose a dialogue about father-
daughter relationship. When communicating between father and son/daughter,
keep the conversation polite and tactful at all times.
351
Using a graphic organizer, summarize what you have learned in this unit.
.
352
GLOSSARY
adjective. A word that describes a noun or noun phrase.
adverb. Word that describes verbs, adjectives, or adverbs.
adverb of frequency. An adverb that tells how habitually or regularly something
is done.
adverb of manner. An adverb that tells the way or how something is done.
adverb of place. An adverb that shows or tells about the setting where an event
takes place.
adverb of time. An adverb that describes how long, how often, or when an action
happened.
affix. A word element added to the root word or the base word.
antecedent. A word or phrase which the pronoun refers to or replaces.
argumentative text. An informational text that intends to persuade or influence
the readers about a certain topic.
authentic text. Printed materials you encounter in everyday life such as newspaper
articles, classified ads, company websites, among others.
bandwagon. A propaganda that tries to persuade reader to do, think, or buy

something because it is popular or because “everyone is doing it.”
bias. An unfair preference for or against something or someone.
biodata. A document that contains personal information about an individual.
cartoon. A form of communication that expresses feelings and several forms of

art, including humorous captioned illustrations, satirical political drawings,
and animated film that brings ideas of symbols together.
casting. Element in a film that includes the people involved in the story.
character analysis. A way of evaluating the traits of the characters in a story, their
roles, and the conflicts they experience.
character. An element of a narrative that includes the hero and the villain.
chronological sequence. See temporal sequence.
climax. The turning point of the story, the point of greatest suspense or action.
comparative degree. Degree of adjective that shows comparison between two
objects.
comparison and contrast. A structure in informational texts that discusses the
similarities and differences of two ideas, events, or phenomena.
complex sentence. A sentence that contains an independent clause and at least
one dependent clause.
compound sentence. A sentence that has at least two independent clauses
joined by a comma, semicolon, or conjunction.
compound-complex sentence. A sentence with two or more independent clauses
and at least one dependent clause.
conjunction. A part of speech that connects words, sentences, phrases, or clauses.
context clue. A hint that an author gives to help define a difficult or unfamiliar
word.
coordinating conjunction. A word that connects two clauses which are
independent of each other and would work even if they stood alone.
costumes. Clothes used by the participants of the performance.
dependent clause. A group of words that is reliant to the independent clause. It

cannot stand alone as a sentence.
editorial. An article that states a person’s opinion.

emotional appeal. A propaganda that tries to persuade the reader by using
words that appeal to the reader’s emotions instead of to logic or reason.
euphemism. A polite expression used in place of a rude expression, harsh words,
or blunt and embarrassing statement in order not to humiliate or offend
somebody.
exposition. The beginning of the story that introduces conflict, character, and
setting.
expository text. An informational text that informs or describes what a story is
about.
falling action. The events that occur after the climax.

future perfect tense. A tense of the verb that describes an action that will occur in
the future before some other action.
hyperbole. An exaggerated statement that should not be taken literally.
idiomatic expression. A word or phrase with a figurative meaning.

indefinite pronoun. Pronoun that refers to things or people in general.
independent clause. A group of words that can stand alone or it can be a
complete sentence.
inferring. A skill analyzing how characters react to situations, how the use of
language adds color to the story, and how situations present a moral value.
informational text. A text type that gives the reader information about a specific
topic.
informative essay. A type of writing that focuses on educating the reader about
a certain topic.
instructional text. See procedural text.
irony. A figure of speech that expresses an intended meaning different from the
actual meaning.
354
lighting. The way the stage is illuminated using effects that will make every part of
the story more realistic.
literary nonfiction. An informational text that gives accurate information and has
beginning, middle, and end.
main idea. The most important idea in a text.

major theme. The most prevalent and most significant theme in the story.
metaphor. A direct comparison of two things that are not alike.
minor theme. A type of theme that can only be seen in some parts of the story,
which is discussed very briefly and does not appear all throughout the story.
modals. Words used before verbs to express permission, possibility, certainty, or
necessity.
mood. The emotion or atmosphere of the story that suggests certain feelings
through words and descriptions.
name-calling. A propaganda that attacks on a person instead or issue.

narrative text. See literary nonfiction.
onomatopoeia. A sound device that imitates sounds and noises produced by an

animal, person, or a thing.
opinion. A viewpoint, or judgment that is not conclusive.
outline. A framework that presents the main idea and supporting ideas of a
subject or topic.
past perfect tense. A tense of verb that describes an action that took place in the
past before another past action.
perfect tense. A tense of verb used in describing action that has been completed.
performance. The way participants act out the story on stage.
personal essay. An example of aliterary nonfiction, a type of informational text
that tells about an important person, event, or time period in one’s life.
personal pronoun. Pronoun that refers to people of things.
personification. A literary device where inanimate objects show human
characteristics.
persuasive essay. It aims to convince the reader/s about a particular idea or
point of view that the author believes in.
persuasive text. See argumentative text.
plot. The development of the story; how the story began, developed, and ended.
point of view. A literary element that tells who is narrating the story.
prefix. An affix added at the beginning of the root word.
preposition. Words used to link nouns, pronouns, or phrases to other words in a
sentence.
355
prepositional phrase. A group of words that don’t have either a verb or a subject.
present perfect tense. A tense of verb that describes an action that happened at
an indefinite time in the past or that began in the past and continues in the
present.
primary source. A direct piece of evidence or source such as interviews, legal
documents, among others.
problem and solution text. A text type which presents a predicament or concerning
issue (problem) and a solution to the said issue.
procedural text. A type of an informational text that provides a step-by-step
guideline on what to do and how-tos.

propaganda. Telling information or thoughts with the purpose of persuading
people about their feelings or actions.
props and set. The materials needed to give meaning and color to the story.
purpose. The author’s reason for writing.
reader’s theater. A style or strategy where the readers do not memorize the lines
from a script but read it with proper vocal expression.
resolution. The end of the story where the conflicts are usually solved.
rising action. The events before the climax where the characters usually attempts
to solve the problem but fail.
secondary source. Sources which have been published that interprets, analyzes,
and draws conclusions about events reported in primary sources.
setting. The element of a narrative that refers to time and place in which the
events of a story take place.
signal words. Words or phrases that show the connection between ideas.
simile. A comparison of two things that share a common feature using the word
as or like.
simple present tense. Simple tense of verb used when the action being described
is habitual or constant.
simple past tense. Simple tense of verb used to describe a single event in the past
without reference to any other past actions.
simple future tense. Simple tense of verb used to describe a single event that has
yet to occur.
sound. An element in the film that helps make the voices clear for the audience
to hear clearly and to add authenticity to the scene.
story map. A graphic organizer that illustrates the beginning up to the end to
show the flow of the story.
subordinate conjunction. A word that connects an independent clause to a
dependent clause.
356
supporting details. Phrases or sentences that describe the main idea.
suffix. An affix added at the end of the root word.
temporal sequence. A type of expository text which includes items and events
that the author arranged, either explicit or implied.
theme. A literary element which tells about the main idea or the central topic of
the story.
thesaurus. A book of synonyms and antonyms.
tone. The attitude of an author toward a subject.
transition words. See signal words.
Venn diagram. A graphic organizer that shows possible relations between two or
more different sets.
verb. A word that expresses action or a state of being.
357
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si.edu/ocean-photos/plastic-bag-bans-work.
Tatham, Maureen. “Dearest Dad.” SkyWriting.Net. http://www.skywriting.net/
inspirational/stories/dearest_dad.html.
The Epistle. “The Little Girl in the Park.” The Epistle. http://epistle.us/inspiration/
littlegirlpark.html.
The Foundation for a Better Life. “A True Friend.” Values.com. http://www.values.

com/your-inspirational-stories/430-a-true-friend.
The Foundation for a Better Life. “From Spark to Flame.” Values.com. https://www.
values.com/your-inspirational-stories/451-from-spark-to-flame.
The Foundation for a Better Life. “The Love of a Brother.” Values.com. http://www.
values.com/your-inspirational-stories/287-the-love-of-a-brother.
The Manila Times. “The ‘Poor’ Syndrome.” The Manila Times Online. Posted March
18, 2017. http://www.manilatimes.net/the-poor-syndrome/317818/.
ThePoetryPad.com. “A Good Friend Is Rare”. The Poetry Pad. http://www.
thepoetrypad.com/friendship-poems/a-good-friend-is-rare.
Warren, Kerri. “All I Would Ever Need.” In Chicken Soup for the Kid’s Soul. http://
www.chickensoup.com/book-story/39529/all-i-would-ever-need.
Webstantaneous Web Marketing, LLC. “The Metal King.” Apples for the Teacher.
http://www.apples4theteacher.com/holidays/labor-day/short-stories/the-
metal-king.html.
362
INDEX
adjective, 104 comparison and contrast, 137, 220
degree of, 104 conjunction, 182, 283
irregular, 115 coordinating, 182, 196
regular, 104 subordinating, 182, 196, 317
comparative, 104 context clues, 5
positive, 104
superlative, 104 editorial, 211, 237
order of, 105 structure of, 237
adverb, 126 body, 237
of frequency, 135 conclusion, 237
of intensity, 126 introduction, 237
of manner, 151 solution, 237
of place, 161 effect, 158, 281
of time, 161 elements in a film, 66
affix, 15 casting, 66
prefix, 15 characters, 66
suffix, 15 costumes, 66
antecedent, 64 lighting, 66
argumentative text, 180 performance, 66
asking permission, 205 props and set, 66
authentic text, 103 setting, 66
sounds, 66
bias, 207 elements of a narrative, 63
biodata, 106 characters, 63
setting, 63
cartoon, 274 euphemism, 53
cause, 158, 281 expository text, 188, 212
character analysis, 81 temporal sequence, 212
chronological order of events, 72 expressing emotions, 239
climax, 73 expressing assertiveness, 248
exposition, 72
falling action, 73 fishbone map, 247
resolution, 73
rising action, 73 giving directions, 230
clause, 182
dependent, 182, 189 hyperbole, 31, 44
independent, 182, 189, 283
idiomatic expression, 5 pronoun-antecedent agreement, 64
indefinite pronouns, 55 propaganda, 207
inferring character traits, 33 bandwagon, 208
inferring, 33 emotional appeal, 208
informational text, 123, 188 name-calling, 208
informative essay, 266 purpose, 23
irony, 31, 43
irregular nouns, 18 reader’s theater, 16
regular nouns, 8
listening skills, 2 related literature, 324

literary nonfiction, 134 research, 307
topic of, 323
main idea, 123 responding to questions, 215
making a request, 222 root word, 143, 227, 297
making a stand, 224
metaphor, 35 secondary source, 158, 220, 256, 308
modals, 46 sentence ,339
mood, 20, 23 types of, 339
complex, 292, 339
narrative text, 134 compound, 283, 339
network tree, 246 compound-complex, 300, 339
noting significant information, 144 simple, 339
sequential episodic map, 247
onomatopoeia, 2, 6 signal words, 195
opinion, 267 simile, 35
outline, 116 story map, 228
subject-verb agreement, 74, 85, 93
personal essay, 108 supporting details, 123
personal pronouns, 55
personification, 11, 16 text types, 203
persuasive essay, 294 biography, 203
point of view, 91, 272 epic, 203
first person point of view, 91, 272 essay, 203
second person point of view, 91, 272 expository, 203
third person point of view, 91, 272 fable, 203
preposition, 171 legend, 203
prepositional phrase, 172 theme, 76, 83
primary source, 158, 220, 308 major, 83
problem and solution map, 246 minor , 83
problem and solution text, 298 thesaurus, 202
problem statement, 331 tone, 23
procedural text, 118, 170, 260 transition words, 195
364
Venn diagram, 228
verb, 25, 36
perfect tense, 36
future perfect tense, 36
past perfect tense, 36
present perfect tense, 26
simple tense, 25
simple future tense, 25
simple past tense, 25
simple present tense, 25

365
NOTES
NOTES
ABOUT THE AUTHOR
Dr. Virginia O. Caneo graduated from University of the East with a degree in
Bachelor of Science in Education major in English and minor in Guidance and
Counselling. She obtained her Master of Arts in Educational Management and
doctorate degree in Educational Management at the De La Salle University.
Her rich experience as an educator has gone a long way being a former
high school principal, chairperson of the Education Department and coordinator

of the MA program at St. Scholastica’s College, Manila, Dean of Education and
Dean of Arts and Sciences of Southville International School and Colleges in Las
Piñas City.
Her outstanding professional career as a lecturer, facilitator, resource person,
teacher trainor, research evaluator, thesis adviser, and author/coordinator of
English and Values Education books contribute to her wealth of knowledge in the
field of education.

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Virginia O. Caneo, EdD

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unit 1 THE FAMILY, 1

Lesson 1 LOVING YOUR FAMILY, 2

Lesson 2 REMEMBERING GRANDFATHER, 11

Lesson 3 KNOWING MY REAL FRIENDS, 20

Lesson 4 SACRIFICING FOR YOUR LOVED ONES, 28

Checking Your Understanding, 30

Lesson 5 MAKING A DIFFERENCE, 39

Lesson 6 MY GREAT FATHER, 50

Fostering Your Language Skills, 64

Lesson 8 BEING WITH MOTHER, 68

Lesson 9 CARING FOR MY BROTHER, 76

Fostering Your Language Skills, 93

unit 2 COMMUNITY AND COUNTRY, 97

Lesson 2 CARING FOR THE CHILDREN, 108

Fostering Your Language Skills, 126

Lesson 4 SHAKING HANDS FOR PEACE, 129

Lesson 5 CREATING A BEAUTIFUL VILLAGE, 138

Lesson 6 CHANGING FOR THE BETTER, 154

Lesson 7 SHARING YOUR WEALTH, 164

Listening Time, 164

Lesson 8 LOVING UNCONDITIONALLY, 174

Lesson 9 PLAYING YOUR ROLE, 185

Fostering Your Language Skills, 196

Culminating Activity, 198

unit 3 SCIENCE AND TECHNOLOGY, 199

Lesson 2 CALLING FROM A DISTANCE, 207

Fostering Your Language Skills, 222

Lesson 4 SHARING YOUR WEALTH, 224

Lesson 5 LEADING THE WAY, 233

Lesson 6 HOLDING ON TOGETHER, 242

Lesson 7 PLANTING IS FUN, 251

Reading Your Way, 251

Lesson 8 GAZING BEYOND, 257

Lesson 9 FLYING DRONES, 262

Fostering Your Language Skills, 274

Culminating Activity, 276

unit 4 VALUES, 277

Lesson 2 COLLABORATING WITH ONE ANOTHER, 286

Fostering Your Language Skills, 299

Lesson 4 APPRECIATING DIFFERENCES, 302

Lesson 5 UNDERSTANDING OTHERS, 312

Lesson 6 FORGIVING FROM THE HEART, 319

Lesson 7 GIVING OUT OF LOVE, 328

Reading Your Way, 328

Lesson 8 LIVING BY YOUR CREED, 335

Lesson 9 BEING WITH A TRUE FRIEND, 341

Fostering Your Language Skills, 350

Culminating Activity, 352

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