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ENGLISH
Quarter 2 - Module 3:
Comparing and Contrasting
the Presentation of the Same Topic
in Multimodal Text

Department of Education - MIMAROPA Region

English – Grade 8
Alternative Delivery Mode
Module 3: Compare and Contrast the Presentation of the Same
Topic in Different Multimodal texts
First Edition, 2020

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over them.

Published by the Department of Education, MIMAROPA Region

Regional Director: Benjamin D. Paragas, CESO V
OIC, Assistant Regional Director: Atty. Suzette T. Gannaban-Medina
CLMD Chief: Mariflor B. Musa

Development Team of the Module

Writer: JOLYVEEB A. BERNABE, JOFEL A. BERNABE
Language/Content Editors: LEVI M. DALUMPINES, LILIAN A. SAN JOSE
AVEGAIL A. CONSTANTINO
Reviewer: NANCY J. ALASKA, MADELITA Z. LUCIDO
Illustrator: JOSEPH PRINCE GARY O. MALAGDAY JR., LOUIE J. CORTEZ
Layout Artist:
Management Team:
BENJAMIN D. PARAGAS, CESO V ATTY. SUZETTE T. GANNABAN -MEDINA
Director IV Chief Administrative Officer
Regional Director OIC, Office of the Assistant Regional Director
MARIFLOR B. MUSA NATIVIDAD P. BAYUBAY, CESO VI LOIDA P. OLAVARIO
Chief CLMD SDS ASDS

FELIX M. FAMARAN AURELIA B. MARQUEZ

ASDS CID Chief
FREDDIE REY RAMIREZ EDNA C. OABEL NANCY J. ALASKA RODGIE DEMALINAO
EPS, LRMDS EPS - English Division EPS LRMDS Supervisor

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Office Address: Department of Education, MIMAROPA Region – (CLMD)
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Introductory Message

For the facilitator:

Welcome to the Grade 8 Self-Learning Module (SLM) Explaining visual-

verbal relationships illustrated in tables, graphs and maps using expository
texts.

This module was collaboratively designed, developed and reviewed by

educators from the Schools Division of Palawan to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic
constraints in schooling.

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

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

Notes to the Teacher

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

As a facilitator, you are expected to orient the learners on how to use

this module. You also need to keep track of the learners' progress while
allowing them to manage their own learning. Furthermore, you are expected
to encourage and assist the learners as they do the tasks included in the
module. Facilitator or teacher should also pay attention on the cards the
students will place in every activity for you to find out which activity is difficult
for them to do that needs your guidance and assistance.

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For the learner:

Welcome to your new exciting learning journey!

This module is specifically created for you grade 8 students as a
modality of learning in response to the crisis that we are facing due to COVID-
19 Pandemic. This module contains engaging and interesting activities that
will develop your skills and intellect that is useful and appropriate in the new
normal.

This module was written suitable for a 21st Century learner like you
that aims for the students to be multi-skilled and globally competitive in all
aspects of learning. The lessons to be discussed in this module will assist you
in understanding how to evaluate and make judgment about a range of texts
using sets of criteria through various methods and strategies appropriate to
your abilities and capabilities.

As you work on each activity presented in this module, you will feel the
real enjoyment and pleasure it offers. Discover and realize the true meaning
of your own learning journey.

What I Need to Know

The learning competency to meet in this module is:

• Compare and contrast the presentation of the same topic in different
multimodal texts.
At the end of the lesson, the students are expected to:
1. Determine the elements of a short story
2. Present the elements using different multimodal texts

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 What I Know

Directions: Read and answer the questions carefully. Write the letter of the
correct answer in your answer sheet.

1. What is common among the Philippines, China, and Japan?

A. tea ceremony
B. emperor as rulers
C. traditions influenced by religion
D. bowing of heads as a form of greeting

2. You are going to give a Chinese friend a gift as a token of appreciation

for a wonderful friendship. What should you do to show that you are
giving the gift whole-heartedly taking into consideration their
culture?
A. wrap your gift in white paper
B. wrap your gift in red and gold
C. wrap your gift in transparent plastic
D. wrap your gift with colorful wrappers

3. As part of the Asian continent, Filipinos share the same values and
traditions with the Japanese. What values are common among these
groups of people?
A. family-oriented, hardworking, religious
B. family-oriented, hardworking, superstitious
C. goal-oriented, hardworking, nature-enthusiast
D. goal-oriented, hardworking, religious

4. Your Iranian friend messaged you in Facebook. He said he will be

having a vacation here in the Philippines for a week. You offered him to
stay in your house. Your mother was having a hard time already
thinking of the menu you will have during your friend’s visit. Since you
have learned their customs in your history subject, what is the best
food you can offer to him?
A. Bread, fresh fruits, black tea
B. Rice, fried pork, coffee, fresh fruits
C. Rice, fried pork, unleavened bread, coffee
D. Rice, unleavened bread, fried chicken, black tea, fresh fruits

5. Most of the themes in African Literature focus on freedom, independence,

equality and economic freedom to name a few. What do these lines from
the African story of creation reveal about their values?
A West African creation tale explains how two spirit people were
accidentally sent down to earth by the sky god. Lonely, the people
decided to create children from clay, but feel they must hide them when
the sky god comes down. Because they are hidden in fire, the children

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 soon turn to various shades based on how long they had been exposed
to the heat. Over time, these clay children grow up and move to various
regions of the earth, ultimately populating it (Fader).
A. Africans follow their religion.
B. Africans are hardworking people.
C. Africans value people’s differences.
D. Africans entertain themselves through tales.

6. Which of the following is considered as one of the elements of a short

story?
a. character c. exposition
b. denouement d. climax

7. What literary piece is an invented prose narrative shorter than a novel

usually dealing with a few characters?
a. Short story b. Legend c. Poem d. Myth

8. Which is synonymous to mood or atmosphere in the story?

a. climax c. setting
b. denouement d. character
9. What is the proper order of the plot?
a. denouement-climax-exposition-falling action-rising action
b. rising action-exposition-climax-denouement-falling action
c. exposition-rising action-denouement-falling action-climax
d. exposition-rising action-climax-falling action-denouement

10. This element of short story is the central point of the story.
a. Conflict b. Theme c. Setting d. Character

11. What do you call to the element that shows time and place of the story?
a. Character b. Conflict c. Setting d. Theme

12. What figurative language is presented in the given lines of the poem?
“It must be able to hide
What it seeks like a bride”
a. Hyperbole b. Metaphor c. Simile d. Personification
13. What literary piece usually has figurative language and is interpreted
deeper than its literal meaning?
a. Short story b. Legend c. Poem d. Myth
14. What element of the story shows the logical arrangement of events with a
beginning, middle and end?
a. exposition c. plot
b. character d. conflict
15. From age 10 on, most girls again speak better than boys, and women
generally do better than man on speech and language tasks. The sentence
shows _______________.
a. Compare and contrast b. Problem and solution
b. Cause and effect d. All of the above

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 What’s In

Oh well, in your previous

lessons, I am sure that you
Hello! Welcome to our new module
learned lots of Afro-Asian
of the week. I am sure that you will
culture. Why don’t we review
learn more in the series of activities
it first?
we prepared for you.

Directions: Give your opinion about the culture of African and Asian
countries using a bubble map. In every bubble, write a word/s or phrase/s
that state/s your idea about their culture.
1. 2.

4.
JAPAN CHINA

3. 4.

PHILIPPINES
AFRICA

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 What’s New

ENRICHING VOCABULARY

ACTIVITY 1
Directions: Rearrange the jumbled letters in column A with the help of the
given pictures in column B. Write your answer in column C.

A B C

1. X M A A T N I ___ ___ ___ ___ ___ ___ ___

2. A N E C ___ ___ ___ ___

3. K I R S C T ___ ___ ___ ___ ___ ___

4. G A I R B N A ___ ___ ___ ___ ___ ___ ___

5. I D E W K C ___ ___ ___ ___ ___ ___

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ACTIVITY 2

Directions: In the puzzle below, find the words that are being described by
the given definition.

C O N F L I C T P O
R H Q W E R Y T U I
S A A J K L Z C Z X
E S X R B M N T L P
T Q C V A N B M A L
T D F G H C B V K O
I D H F M G T H J T
N L Y T H E M E B A
G I X M D Q L S R J
A W E R T P Y U I O

1. A time and place the story occurs

2. A person or animal that does the action in the story
3. A problem of the story
4. The series of events happen in the story
5. The overall idea of the story

What Is It
Hey Alyana, do you know
that Singapore is rich in
culture? And the people
there respect each other?
Oh John, yeah! I agree!
Sometimes, the simplest
person can be the most
truthful person you will ever
meet.

Indeed! Will you ride in a

Uhmm.. Let’s see how this taxi with a driver willing to
Singaporean shares his share his personal stories?
story as a taximan. Let us
read “The Taximan’s Story.”

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 Lesson COMPARE AND CONTRAST THE PRESENTATION
1 OF THE SHORT STORY AND PICTURE

Note: The selection below is using a colloquial language. (used when people are
speaking in an informal way).

The Taximan’s Story is about a taximan who criticizes youngsters

for being immature and lacking of moral values because they became
social escorts and wandering around hotels, but it turns out that his
beloved daughter was one. Also, despite his verbal dislike, he earns
money by bringing the youngsters to these places.

THE TAXIMAN’S STORY

by Catherine Lim

Very good, Madam. Sure, will take you there in plenty good time for
your meeting, Madam. This way better, less traffic, less car jams. Half hour
should make it, Madam, so not to worry.
What is it you say, Madam? Yes, yes, haha, been taximan for twenty
years now, Madam. Long time ago, Singapore not like this–so crowded so
busy. Last time more peaceful, not so much taximen, or so much cars and
buses.
Yes, Madam, can make a living. So, so what to do. Must work hard if
wants to success in Singapore. People like us, no education, no capital for
business, we must sweat to earn money for wife and children.
Yes. Madam, quite big family–eight children, six sons, two daughters.
Big family! Ha! ha! No good, Madam. In those days, where got Family Planning
in Singapore? People born many, many children, every year, one child. Is no
good at all. Today is much better. Two children, three children, enough, stop.
Our government say stop.
Lucky for me, all my children big now. Four of my sons working–one a
businessman, two clerks, one a teacher in Primary school, one in National
Service, one still schooling, in Secondary Two. My eldest daughter, she is twenty
plus, stay at home, help the mother. No, not married yet–very shy, and her
health not so good, but a good, obedient girl. My other girl–Oh, Madam! very
hard for father when daughter is no good and go against her parents.
Very sad, like punishment from God Today, young people not like us
when we are young. We obey. Our parents say don’t do this; we never do.
Otherwise, the cane. My father cane me, I was big enough to be married, and
still, got caning. My father he was very strict, and that is good thing for
parents to be strict. If not, young boys and girls become very useless. Do not
want to study, but run away, and go to night clubs and take drugs and make
love.
You agree with me. Madam? Today, young people they are very trouble
to their parents. Madam, you see this young people over there, outside the
coffee-house? See what I mean, Madam? They are only schoolboys and

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schoolgirls, but they act like big shots, spending money, smoking, wearing
latest fashion, and making love.
Ah Madam, I know, I know! As taximan, I know them and their habits.
Madam, you are a teacher, you say? You know or not that young schoolgirls,
fifteen, sixteen years old, they go to school in the morning in their uniforms
and then after school, they don’t go home, they have clothes in their
schoolbag, and they go to public lavatory or hotel and change into these
clothes, and they put make-up on their face. Their parents never know. They
tell their Mum got school meeting, got sports and games, this, that, but they
really come out and play the fool.
Ah, Madam, I see you surprise, but I know, I know all their tricks. I take
them about in my taxi. They usual is wait in bowling alley or coffee house or
hotel, and they walk up, and friend, friend, the European and American
tourists, and this is how they make fun and also extra money. Madam, you
believe or not when I tell you how much money they got? I say! Last night,
Madam, this young girl, very pretty and made-up, and wear sexy dress, she
told me take her to Orchid Mansions–this place famous, Madam, fourth floor
flat–and she open her purse to pay me, and I say! All American notes–ten-
dollar notes all, and she pull one out and say keep change! As she has no time
already.
Madam, I tell you this, every month, I got more money from these young
girls and their American and European boyfriends in my taxi, more than I get
from other people who bargain and say that they don’t want go by meter and
wait even for ten cents change. Phui!! Some of them really make me mad. But
these young girls and their boyfriends don’t bargain, they just pay, pay, and
they make love in taxi so much they don’t know if you go round and round
and charge them every meter for riding!
I tell you, Madam, some of them don’t care how much they spend on
taxi. It is like this: after 1p.m. taxi fare double, and I prefer working this time,
because naturally, much more money. I go and wait outside Elroy Hotel or
Tung Court or Orchid Mansions, and such enough, Madam, will have plenty
business. Last Saturday, Madam, no joking, on one day alone I make nearly
one hundred and fifty dollars! Some of it for services. Some of tourists don’t
know where, so I tell them and take them there, and that’s extra money.
Ah Madam, if I tell you all, no end to the story. But I will tell you this,
Madam. If you have young daughter and she say Mummy I got meeting today
in school and will not come home, you must not say, Yes, yes, but you must
go and ask her where and why and who, and you find out. Today young people
not to trust, like young people in many years ago.
Oh, Madam, I have a daughter and I love her very much, and she is so
good and study hard. And I see her report cards and her teacher write ‘Good
work’ and ‘Excellent’ so on, so on. Oh, Madam, she my favorite child, and I
ask her what she want to be after left school, and she says go to University.
None of my other children could go to University, but this one, she is very
smart and intelligent–no boasting, Madam–her teachers write ‘Good’ and
‘Excellent’, and so on, so on, in her report cards. She studies at home, and
help the mother, but sometimes a little lazy, and she say teacher want her to
go back to school to do extra work, extra coaching, in her weak subject, which

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is Math, Madam. So, I let her stay back in school and day after day she come
home in evening, then she does her studies and go to sleep.
Then one day, oh Madam, it makes me so angry even now–one day, I in
my taxi driving, driving along and hey! I see a girl looking like my Lay Choo,
with other girls and some Europeans outside a coffee-house but I think, it
cannot be Lay Choo, how can, Lay Choo is in school, and this girl is all dressed
up and make-up, and very bold in her behavior, and this is not like my
daughter at all. Then they go inside the coffee-house, and my heart is very,
very–how you describe it, Madam, my heart is very ‘susah hati’ and I say to
myself, I will watch that Lay Choo and see her monkey tricks.
The very next day she is there again I stop my taxi, Madam, and I am
so angry. I rush up to this wicked daughter and I catch her by the shoulders
and neck, and slap her and she scream, but I don’t care. Then I drag her to
my taxi and drive all the way home, and at home I thrash the stupid food and
I beat her and slap her till like hell. My wife and some neighbors they pull me
away, and I think if they not pull me away, I sure to kill that girl. I lock her
up in her room for three days, and I ashamed to tell her teacher, so I just tell
the teacher that Lay Choo is sick, so please to excuse her.
Oh, Madam, how you feel in my place? Make herself so cheap, when
her father drive taxi all day to save money for her University. What is it,
Madam? Yes, yes, everything okay now, thank you. She cannot leave the
house except to go to school, and I tell her mother always check, check in
everything she does, and her friends–what sort of people they are…What,
Madam? Oh, so sorry, Madam, cannot wait for you to finish your meeting.
Must go off, please to excuse me. In a hurry, Madam. Must go off to Hotel
Elroy–there plenty people to pick up. So very sorry, Madam, and thank you
very much.

PROCESS QUESTIONS:

1. Who tells the story?

2. What are the attitudes/behaviors of the teenagers in the story?
3. Do you want to be like the teens in the story? Why or why not?
4. What kind of father is the taximan?

What’s More

In this part of the module, you will learn the Elements of Short Story.
We prepared series of activities about the elements, comparison and
contrast, and real-life lessons.

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What is a CHARACTER?
Character is the person in the story. The characters in the story have
personalities too complicated to describe in full.

Example: Baldo, Leon, Maria, Labang (the Cow) and the father of Leon
and Baldo.

ACTIVITY 1
Directions: The taximan and Lay Choo are the two characters in the previous
story. In this activity, draw an object that you may compare to each character.
CHARACTERS OBJECT BEING COMPARED

1. Taximan

2. Lay Choo

What is a SETTING?

Setting is the time and place in which the action occurs. The scenes
described help supply the atmosphere needed for the story.

Example: A night in the farm at Nagrebcan, La Union.

ACTIVITY 2
Direction: Write a free verse poem with at least four (4) lines to describe the
setting of the story.

___________(Title)__________
by ____________

______________________________
______________________________
______________________________
______________________________

You did a good job! You can now be a great cartoonist or a poet.

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 In this part of the module, you will make a comparison about the love
of a father to his children, especially to his daughter. This will engage you
more to the plot and theme of the story.

What is PLOT?

Plot is the action in a story. It is usually a series of related incidents

which build and grow as the story develops. There are five elements in a plot
which make up the plot line.

Climax

Rising Action Falling Action

Exposition Denouement

Example:

• (exposition) Baldo waits his brother, Leon, and Maria at the station to
move at Nagrebcan.
• (rising action) When Leon’s father doubts Maria that she can’t live in the
province because she grew up in City.
• (climax) Leon’s father gives Maria different challenges in order to prove
her love to Leon.
• (falling action) Baldo tells his father that Maria doesn’t have any problem
regarding their journey at waig.
• (denouement) Maria and Leon go upstairs to meet Leon’s father.

ACTIVITY 3
Directions: Write the Plot of the story through the given story map.

Since you are

familiar with rising
the different exposition climax
action
elements of a
short story, I
am sure you
can answer denouement falling
this activity ☺ action

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What is THEME?
THEME is the subject of a talk, a piece of writing, a person’s thoughts,
or an exhibition; a topic.
Example: Be patient on whatever difficulties have gone through us to
achieve success.

ACTIVITY 4

Directions: Compare and contrast the picture (A) with the paragraph (B)
using the Venn diagram based on the theme of the story you read.

A B

Oh, Madam, how you feel in

my place? Make herself so cheap,
when her father drive taxi all day to
save money for her University. She
cannot leave the house except to go
to school, and I tell her mother
always check, check in everything
she does, and her friends–what sort
of people they are…

A B

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ACTIVITY 5
Directions: Compare and contrast the two pictures of places in
Singapore. Give at least three (3).

A B

Picture A SIMILARITIES Picture B

1.
2.
3.

What I Have Learned

ACTIVITY 1
Directions: Complete the paragraph below by putting phrase/s from the
pool of words in the box below.
After reading The Taximan’s Story, I learned that the Singaporean
people are (1) ______________________. Their values/attitudes have similarities
to the Filipino people like (2) _____________________ at the same time (3)
__________________ in the modernization of their country. Teenagers nowadays
tend to (4) _________________ that lead them to (5) __________________. The
major theme of this story is (6) __________________.

• respectful and approachable

• fail their studies
• flexible to adapt
• do unnecessary activities
• the comparison of young and old generation
• observant

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ACTIVITY 2
Directions: Complete the Problem-Solution Table below. List at least three (3)
problems that you encountered in the text and write the possible solution in
each problem.

A TAXIMAN’S STORY

PROBLEM SOLUTION
1. 1.
2. 2.
3. 3.

Your reflections of what you have learned!

What I Can Do

ACTIVITY 1-A

Directions: Complete the given phrase below by relating your real-life

experience to the theme of the text.

1. As a teenager, I should ________________________________________________.

2. As a daughter/son, it is good to ________________________________________.
3. If I were a parent, I would ______________________________________________.

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ACTIVITY 1-B

Directions: Tell whether the given statement is true or false. Write T if it is

true and F if it is false.
_____1. A Taximan’s Story is all about modernization that
results into lacking of values of the teenagers.
_____2. Lay Choo is a good example of a daughter that should
be admired by the young ones.
TRY _____3. A taximan is a loving father in the story.
ME!! _____4. Singapore is now one of the well-developed cities
around the world.
_____5. A taximan only shows the point of view of a father.

What is CONFLICT?

Conflict is the central struggle between people or forces.

Example: When Leon’s father doubted Maria that she can’t live in the
province because she grew up in City.

ACTIVITY 2

Your previous year was about Philippine Literature and one of

the stories you read was entitled “How my Brother Leon Brought
Home a Wife” by Manuel Arguilla.
Your next task will be related to this story, so here’s an
excerpt of “How my Brother Leon Brought Home a Wife” for you to
answer the given activity.

How My Brother Leon Brought Home a Wife

(An excerpt)

Baldo meets his brother’s wife, Maria. As Baldo sees his older brother’s wife, he
describes her as lovely, tall, and beautiful. Upon their journey to Leon’s home, Leon is
wondering why Baldo drove them to the waig instead of the camino real, Baldo answers
that he drove the waig because their father told him to do so. The waig route will serve
as test to Maria if she can live in the province which differs a lot from the city where she
lives in, but then, it seems like Maria likes Leon’s province, she describes this as beautiful,
fresh air, clean, and free of dust. During their journey, Maria is worried if Leon’s father
and family will like her. When they arrive home, father talks to Baldo asking what
happened during their travel, the father asks Baldo if Maria is afraid in their place, Baldo
answers that Maria is not afraid and instead, she enjoys the journey.

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Directions: Compare and contrast the theme of the A Taximan’s Story and
How my Brother Leon brought Home a Wife with the use of Venn Diagram.

A Taximan’s Story Similarities How my Brother Leon

brought Home a Wife

What I Can Do on My Own

Whoa! I have learned a lot

about the story of a That’s great! Let’s
taximan… learn more from it.
It’s really FUN!

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ACTIVITY 1. Elements of a Short Story
Directions: Match the elements of a short story in column A to its description
in Column B. Write the letter of your answer in your activity notebook.

Column A Column B

a. One of the theories that the coronavirus

evolved naturally and crossed into humans
_____1. Character from an animal species, most likely a bat.
b. Different countries help one another to fight
_____2. Setting against the pandemic.
c. Our Mayor sends help to his fellowmen.
_____3. Conflict
d. Taytay is located in Northern Palawan.
_____4. Plot
e. Corona Virus came from China. After a
couple of months, it spread to its neighboring
countries. The people had panic buying
because of the sudden lockdown. Now, we are
still facing this pandemic and still waiting for
_____5. Theme its vaccine.

What I Can Do More

ACTIVITY 1
Directions: Think of two (2) places that you’ve been to. Then, write a
paragraph that shows similarities and differences of the two places. A
paragraph should consist of at least 10 sentences. Your activity will be graded
based on the given rubrics.

___________________________________
Title

_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________________.

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 RUBRICS IN WRITING A PARAGRAPH

LEVEL OF PERFORMANCE
CRITERIA
5 4 3 2 1
Content The content There are 1-2 There are 3-4 There are 5-6 There are 7-
is related to sentences sentences sentences 10 sentences
the theme. that are not that are not that are not that are not
related in the related in the related in the related in the
theme. theme. theme. theme.
Grammar The There are 1-3 There are 4-6 There are 7-9 There are
(Spelling) grammar, incorrect incorrect incorrect more than 10
spelling are usage of usage of usage of incorrect
all correct. grammar, grammar, grammar, usage of
spelling and. spelling. spelling. grammar,
spelling.
Structure The There is no There is There is no There are no
(Indention, indention indention but indention indention indention,
Margin and and margin has margin and correct and margin margin and
Punctuation and and correct usage of but correct incorrect
Mark) punctuation usage of punctuation usage of usage of
marks are punctuation marks but punctuation punctuation
constructed marks. has no marks. marks.
correctly. margin.
Organization The There are 1- There are 3- There are 5- There are
of ideas presentation 2- ideas that 4- ideas that 6- ideas that more than 7
of ideas are misaligned. misaligned. misaligned. ideas that
organized. misaligned.

ACTIVITY 2
Directions: Consider your home as your short story. Fill out the graphic
organizer below to have your answer.

ELEMENTS OF THE SHORT STORY

CHARACTERS SETTING CONFLICT THEME PLOT

(Who are the (Where is your (What is/are the (What is/are the (What happened
people and pets house located? problem/s you lesson/s you in your house
in your house?) What is the encountered learned in your today from
weather?) today) house today?) morning to
evening?)

20
 Lesson COMPARE AND CONTRAST THE PRESENTATION
2 OF THE POEM AND PASSAGE

What I Need to Know

The competency to meet in this module is:

• Compare and contrast the presentation of the same topic in different
multimodal texts.
At the end of the lesson, the students are expected to:
1. Simplify the text through comparison and contrast.
2. List the similarities and differences of the given topic.
3. Compare and contrast your prediction and the interpretation of the
poem.
4. Describe a poem through a concept map.
5. Interpret a poem using acronym.

What’s In

Congratulations for accomplishing your Week 1 Module! On

our second week, you will encounter different kinds of text to
interpret to get its main idea. I hope you’ll learn a lot from it. Good
luck!
LET’S REVIEW!
Directions: Complete the given organizer below by putting the information
needed inside the box.

ELEMENTS OF A SHORT STORY

21
 What’s New

There are difficult words you will encounter in reading the poem. Let us
familiarize the words given below.

ENRICHING VOCABULARY

Directions: Add the following numbers in column A with corresponding

letters to form into a word to be written in column B. Your definitions are in
column C.

A B
1. 13 + 1 + 7 + 9 + 3 + 1 + 12
2. 19 + 12 + 5 + 14 + 4 + 5 + 18
3. 13 + 21 + 19 + 9 + 3 + 1 + 12
4. 2 + 15 + 23 + 19
5. 12 + 21 + 13 + 9 + 14 + 1 +
14 + 3 + 5
C
A power that allows people to
do impossible things
Thin especially in an
attractive or graceful way
Having the pleasing qualities
of music
The rower closest to the front
of a boat
The quality of producing
light or very bright color

ACTIVITY 1
KWL – CHART
Directions: For the whole discussion of the poem, you need to complete the
KWL Chart below. In this part of your activity, list words/phrases of your
understanding about the title “A Poem Must Be Magical” in the column of
What you KNOW and What you WANT To know. Write at least five (5).

A POEM MUST BE MAGICAL

What you WANT to

What you KNOW know What you LEARNED

1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.

22
 What Is It

There are many techniques and strategies you can use for most
types of reading assignments. These techniques and strategies will also
help you to interpret and understand different texts to improve your
reading proficiency and comprehension.

A Poem Must Be Magical

Jose Garcia Villa (Filipino)

First, a poem, must be magical,

Then Musical as a sea-gull.
It must be a brightness moving
And hold secret a bird’s flowering.
It must be slender as a bell.
And it must hold fire as well.
It must have the wisdom of bows.
And it must kneel like a rose.
It must be able to hear
The luminance of dove and deer.
It must be able to hide
What it seeks like a bride.
And over all I would like to hover
God, smiling from the poem’s cover.

The poet uses figurative language as metaphor and simile to

describe how a poem should be written and presented. The lines make
the reader to become imaginative and go beyond reality. He used the
God’s creation to symbolize the beauty of the poem. He compared this
poem using words and phrases to become poetically artistic.
What’s More
ACTIVITY 1
Directions: Make a description of A Poem Must Be Magical by listing the
important word/s or phrase/s used in a poem. Use the graphic organizer
below.

A Poem Must
Be Magical

23
ACTIVITY 2
Directions: Put a happy face (☺) if the statement is TRUE and put a sad face
() if the statement is FALSE. Prove your answer.

_____1. The poem shows different comparison.

_____2. The last line of the poem shows that the Creator is happy.
_____3. The figure of speech used in the italicized line is metaphor.
_____4. There are six comparisons presented in the poem.
_____5. The poem widens the imagination of the readers.

What’s More

Let us test your comprehension today. Are you ready?

People wonder why men and women seem to do better at different tasks.
Experts have discovered some facts about male and female development. First,
girls generally learn to speak earlier and better than boys, and boys have more
speech problems. Far more boys than girls stutter, for example: boys catch up by
age eight, though. From age 10 on, most girls again speak better than boys, and
women generally do better than man on speech and language tasks. Meanwhile,
teenage boys tend to do better than teenage girls on tests with mazes. The same
is true for men and women. Even after match research, no one can tell why there
are these differences in males and females.

Try to answer me!

1. What are the facts mentioned in the article above?
2. How do men and women differ from each other?
3. Do you agree about the facts stated?

ACTIVITY 1

How did you understand the text presented above? Did you notice
the similarities of a man and a woman? Let’s find out!

Directions: Give at least three (3) descriptions on how men and women are
being described in the text.

24
 MEN • Description

WOMEN • Description

ACTIVITY 2
Direction: For each topic below, write one sentence that compares and one
that contrasts.

1. Topic: Your Teacher and Parent

Compare: ________________________________________________________________
Contrast: ________________________________________________________________

2. Topic: Your School and House

Compare: ________________________________________________________________
Contrast: _______________________________________________________________________

What I Have Learned

KWL – CHART
Directions: Complete the KWL Chart below. In this part of your activity, list
words/phrases of your understanding about the title “A Poem Must Be
Magical” in the column of What you LEARNED. Write at least five (5).

A POEM MUST BE MAGICAL

What you WANT to

What you KNOW know What you LEARNED

1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.

25
 What I Can Do

ACTIVITY 1

Directions: Compare your output written in the three columns of KWL Chart.
Write the similarities and differences of your answer in each column.

Comparing and Contrasting

What you KNOW What you LEARNED

SIMILARITIES
______________________________
______________________________
______________________________

DIFFERENCES

_______________ _______________
_______________ _______________
_______________ _______________

Directions: Complete the acrostics below by writing your interpretation of a

poem A Poem Must Be Magical. Continue the example below.

M- mysterious in the world of reality

Y - __________________________________________
S - __________________________________________
E - __________________________________________
L - __________________________________________
F - __________________________________________

26
 What I Can Do on My Own

Let’s find out how much you have learned on this module.

Directions: Read and answer the questions carefully. Write the correct
answers in your answer sheet.

A. For items 1-5, refer to the excerpt below.

The Tale of the Woodcutter and the Tiger

Korean folklore recalls the tale of a woodcutter who encounters a tiger in the
woods. Fearing that he would soon be the tiger’s dinner, he exclaimed: “You must be
my long-lost brother! Our mother cried for you when you left home. She had dinner
ready for you every night, waiting for your return. Sadly, our mother has just passed
away. How happy she would have been had she known you are alive and well!” The
woodcutter took out his handkerchief and pretended to wipe at his eyes. The tiger
turned away, as tears fell down his cheeks, leaving the woodcutter unharmed.

Every year thereafter, on Chesa, the Memorial Day of the woodcutter’s

mother’s death, an offering appeared on her grave sometimes a peasant, or even his
mother’s favorite mountain berries. The woodcutter did not know where these
offerings came from.

One year, the woodcutter noticed that the customary offering had not been
placed on his mother’s grave, and he wondered what had happened. Out from the
bush, three baby tigers appeared, carrying offerings. They approached the
woodcutter and cried: “You must be our uncle! Mother tiger is gone now, and we
know how important it is for her to honor grandmother by bringing an offering to her
Chesa table beside her grave. We are here to bring offerings for our grandmother in
loving memory of our mother.” The woodcutter noticed that his face had turned
suddenly warm and realized that it was his own tears streaming down his cheeks.

1. What is the theme of the story?

a. Sacrificing for someone you love
b. Courage and devotion to the family
c. The trick on how to escape near death
d. Finding one’s lost family member

2. The woodcutter meets a terrible tiger in the woods, ready to eat him up for
lunch, so he fooled him that he must have been his long-lost brother. What
element of short story is it?
a. Climax b. Theme c. Conflict d. Plot
3. What character trait does the tiger show in the third paragraph of the
story?
a. Honesty and faithfulness b. Trust and confidence
c. Respect and devotion d. Loving and caring

27
4. What is the setting of the story?
a. Mountain tribe c. In the foot of the mountain
b. Village d. Woods

5. If you were the woodcutter, what would be your own way of saving
yourself from the tiger?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

B. Choose the appropriate word to complete the sentences below. Write your
answer in your answer sheet.

Bow Cane Wicked Taximan Slender

6.Asian’s body are more __________ than the Americans and Europeans.
7.Pirena, the villain, is the __________ among the Sanggres in Encantadia.
8.My grandfather uses __________ to help him walk.
9.Some of the jobs of the middle-class families in Singapore is being a
__________.
10. When we sail on a boat, I prefer to sit at the __________.

What I Can Do More

ACTIVITY 1
SEQUENCING OF EVENTS

Directions: Arrange the pictures given according to the sequence of events in the story “The Singa”.

a. b.

c.

28
 c. d.

e. f.

e. f.

e f
RUBRICS

10 Points 9 Points 8 Points 7 Points

Were able to sequence 6 Were able to Were able to Were able to sequence 3
events correctly. sequence 5 events sequence 4 events events correctly.
correctly. correctly.

Choose only one from Activity 2 and 3 which you prefer to perform.

Activity 2.
Directions: In your answer sheet, describe your home through a drawing.
Be guided with these criteria.
RUBRICS IN DRAWING

LEVEL OF PERFORMANCE
CRITERIA
5 4 3 2 1
Creativity Successful Proficient Uses the Uses 1-3 Expresses
visually technically elements of elements of ideas
creative creative visual arts visual arts to without
using the using the using

29
 elements of elements of to express express elements of
visual arts. visual arts. ideas. ideas. visual arts.

Content The content There are 1- There are 3- There are 5-6 There are 7-
is related to 2 objects 4 objects objects that 10 objects
the theme. that are not that are not are not that are not
related in related in related in the related in
the theme. the theme. theme. the theme.

Neatness Appropriate Appropriate The colors The colors No color

color and color but are not are dull and and there
no sign of there are really dull there are lots are lots of
erasure. lots of and there of erasures. erasures.
erasures. are lots of
erasures.

ACTIVITY 3
Directions: Make a poem (with rhyme and meter) on how you describe your
family. A poem must consist of 2 stanzas and each stanza has 4 lines. Be
guided with the given rubrics.

____________________________
(Title)

_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________

_____________________________________________
_____________________________________________
_____________________________________________
____________________________________________

RUBRICS IN POEM WRITING

LEVEL OF PERFORMANCE

CRITERIA 5 4 3 2 1

The content There is 1 There are 2 There are 3 There are 4

Content is related to idea that is ideas that ideas that are ideas that
the theme. not related are not not related in are not
in the related in the theme. related in
theme. the theme. the theme.

30
 There are 8 There are 7 There are 6 There are 5 There are 4
Structure lines and lines and lines and lines and has lines and
has meter has meter has meter no meter and has no
and rhyme. and rhyme. and rhyme. rhyme. meter and
rhyme.
Consists of Consists of Consists of Consists of Consists of
Presentation figurative symbolism appropriate 1-3 more than 4
language appropriate words in inappropriate inappropria
and words in describing. words in te words in
appropriate describing. describing. describing.
words in
describing.

31
 What’s More 32
What I Can Do
More Activity 1 Activity 4
1.(Answer may vary) (Answer may vary)
Activity 1 2. (Answer may vary)
(Answer may vary) Activity 5
Activity 2 Activity 2 1. (Answer may vary)
(Answer may vary) (Answer may vary) 2. (Answer may vary)
3. (Answer may vary)
Activity 3
(Answer may vary)
(What I Can Do
On My Own) What Is It
Activity 1 (Process Questions)
1. C 1. The Taximan
2. D 2. They are modern, free, and liberated
3. E 3. Answer may vary
4. A 4. He is loving and sacrificing father
5. B
What’s New
What I Can Do
ENRICHING VOCABURALRY
Activity 1-A Activity 1 Activity 2
1. T 1. Taximan 1. Setting
2. F 2. Cane 2. Character
3. T 3. Tricks 3. Conflict
4. T 4. Bargain 4. Plot
5. F 5. Wicked 5. Theme
Activity 2
(Answer may vary) What’s In
What I Have Learned 1. (Answer may vary)
2. (Answer may vary)
Activity 1
1.respectful and approachable 3. (Answer may vary)
2. observant 4. (Answer may vary)
3. flexible to adapt
4. do unnecessary activities What I Know
5. fail their studies (Pretest)
6. the comparison of young and old 1. C 9. D
generation 2. B 10. B
3. A 11. C
Activity 2 4. D 12. C
1. (Answer may vary) 5. C 13. C
2. (Answer may vary) 6. A 14. C
3. (Answer may vary) 7. A 15. A
8. C
OF THE SHORT STORY AND PICTURE
Lesson 1: COMPARE AND CONTRAST THE PRESENTATION
Answer Key
What I Can Do On My 33 What I Can Do More
Activity 1
Own
1. E
A
2. B
1. B
3. C
2. C
4. D
3. C
5. F
4. D
Activity 2
5. (Answer may
(Answer may vary)
vary)
Activity 3
B
(Answer may vary)
6. Slender
7. Wicked
8. Cane What Is It
9. Taximan
10.bow Activity 1
(Answer may vary)
What I Can Do Activity 2
1. ☺
Activity 1 2. ☺
(Answer may vary) 3. 
4. 
5. ☺
What I Have Learned
(Answer may vary) What’s New
ENRICHING
What’s More VOCABURALRY
(Try to answer me!)
Activity 1 1. Magical
1. -Females speak earlier 2. Slender
than males 3. Musical
- Females speak more 4. Bows
clearly than males 5. Luminance
- Males solve mazes
better as teens than Activity 1
females (Answer may vary)
2. They differ in learning
how to speak languages
and solve mazes. What’s In
3. (Answer may vary)
(in any order)
Activity 2 Setting
(Answers may vary) Character
Conflict
Activity 3
Plot
1. (Answers may vary)
2. (Answers may vary) Theme
OF THE POEM AND PASSAGE
Lesson 2: COMPARE AND CONTRAST THE PRESENTATION
Answer Key
References

INTERNET
1. https://miraflorredula.wordpress.com/2012/11/18/the-taximans-story-
by-catherine-lim/
2.https://www.google.com/search?q=sacrifice+father&tbm=isch&ved=2ahU
KEwj778Wu5p7qAhViyosBHS5yBlQQ2-
cCegQIABAA&oq=sacrifice+father&gs_lcp=CgNpbWcQAzIECCMQJzIECAAQQ
zICCAAyBggAEAgQHjIGCAAQCBAeMgYIABAIEB4yBggAEAgQHjIGCAAQCBA
eMgYIABAIEB4yBggAEAgQHlDvgwFY74MBYJKGAWgAcAB4AIAB9wGIAfcBk
gEDMi0xmAEAoAEBqgELZ3dzLXdpei1pbWc&sclient=img&ei=g471XruiDOK
Ur7wPruSZoAU&bih=657&biw=1349&hl=en#imgrc=1p0yS96Pc3NIKM
3.https://www.everyculture.com/Sa-
Th/Singapore.html?fbclid=IwAR1aI0sah562yl_oq0V4HexLdd4BAO76EH_uJ
AU9Dk9J5uYvy9hnGrDyzpw
4.https://prezi.com/rvngjyu3zzy3/the-taximans-
story/?fbclid=IwAR2R0q8w5TvrHESZC_9AgCoEgjKLtOOdTMnlTwZQkZAmcl
yF6BMGOiE8pCI
5.https://prezi.com/rvngjyu3zzy3/the-taximans-
story/?frame=b4d63448581d972a92700e9bda1a1d6f5a7858dd&fbclid=IwA
R2ln0Q7vTNgMWh6WFokfTA7psZleXphKPmdLliMsQsJ-nYeixsZ0cTvTm4
6.https://literaryanalysisphillit.weebly.com/how-my-brother-leon-brought-
home-a-
wife.html?fbclid=IwAR0FMNpjXgIvslyjid31F64EQHBLTtoGM2q_HB3u9a495s
rpyn7HztIJ710

BOOK
7. K-12 English 8 Learner’s Material
8. Northcutt, Ellen, et. al. Steck-Vaughn Pre-Ged Wrting. PC&F, Inc; United
States of America. 2018.
9. Northcutt, Ellen, et. al. Steck-Vaughn Pre-Ged Reading. PC&F, Inc; United
States of America. 2014.
10. Murray, Andrew V. High School Subjects for Self-Study. Success Unlimited
Enterprises; Quezon City, Philippines. 2018. Volume 1.
11.Lesson Plan in English 8-Third Quarter, Rona D. Ramos, Grade-8 English
Teacher, Quezon National High School, 2019.
For inquiries or feedback, please write or call:

Department of Education – MIMAROPA Region

Meralco Avenue, corner St. Paul Road,

Pasig City, Philippines 1600

Telephone No: (02) 6314070

Email Address: mimaropa.region@deped.gov.ph