7

English
Quarter 3 – Module 3:
Finding Authors’ Influences
English 7
Quarter 3 – Module 3: Finding Authors’ Influences
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education – Region XI

Regional Director: Evelyn R. Fetalvero
Assistant Regional Director: Maria Ines C. Asuncion

Development Team of the Module

Writer: Ma.Cristina A. Santos

Editors: Amer Kasan C. Hasim & Aristine P. Dayot
Reviewer: Ma. Joressi O. Simafranca
Illustrator: Frank Lloyd O. Dela Cruz
Layout Artist: Melanio R. Florino Jr.
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Printed in the Philippines by Davao City Division Learning Resources Management

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Office Address: Elpidio Quirino Ave., Poblacion District, Davao City, 8000 Davao del Sur

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E-mail Address: davao.city@deped.gov.ph

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English
Quarter 3 – Module 3:
Finding Authors’ Influences
Introductory Message
For the facilitator:
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 at home.
Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the learner:

As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different
activities in the module.
As you go through the different activities of this module be
reminded of the following:
1. Use the module with care. Do not put unnecessary mark/s on
any part of the module. Use a separate sheet of paper in
answering the exercises.
2. Don’t forget to answer Let Us Try before moving on to the other
activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking
your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are
done.
If you encounter any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator. Always
bear in mind that you are not alone. We hope that through this
material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

ii
 Let Us Learn
Great day to you dear learner! In this module you will learn how to
identify Authors’ Influences and Purpose through their works. The more you
understand the authors background and influences the better you can
understand the purpose they convey.

May you find significant learning experiences and joy from this
module. Let’s start the fun and learning now.

After going through this module, you are expected to:

1. Skim a selection and make connection while reading.

2. Identify what influences an authors’ writing.
3. Explain the different influences that affects a selection.

Let Us Try

http://violiztah01.blogspot.com/2013/09/blog-post.html

My Brother's Peculiar Chicken

(Alejandro R. Roses )

SUMMARY:

The story was about the weird chicken which Kiko and his brother
found. They coudn't tell whether it is a hen or a rooster. They keep on
arguing to each other because Kiko insisted that the chicken is a rooster for
they saw it on the cornfield fighting another chicken. But his brother is not
convinced for the chicken has no comb or wattles, both disagree to one
another.

They began to ask their mother and father, even the people on their
village like Tasio and Mr. Cruz. But all of them couldn't tell whether it's a
hen or a rooster. And they also thought that it was a "binabae".

1
 So instead, they decide to bring it into the cockpit and make it fight to
a rooster. But during the fight there is a turn of events, things gone different
for what they have expected. A lovesick expression came into the rooster's
eye, instead of fighting, the rooster began to do some love dance but the
peculiar chicken suddenly stub its spur into the rooster and the fight is
over. The brothers couldn't believe what they had saw.

Kiko thinks he convinced his brother that the chicken is a rooster, but
the chicken acts somewhat strange. It began to quiver, and egg came out
and drop into his brothers’.
http://violiztah01.blogspot.com/2013/09/blog-post.html

A. Answer the following questions about the selection.

1. Who found a weird chicken?

A. Tasio
B. Kiko
C. Kiko and his brother
D. Kiko and Mr. Cruz

2. What causes the disagreement of the two brothers?

A. The brothers found a chicken.

B. Each has his own idea of what the chicken is.
C. They couldn’t tell if the chicken is rooster or a hen.
D. The people in the village cannot answer what the chicken is.

3. The statement “they began to ask their mother and father “implies
that _________________________.

A. Filipino children always ask first their parent.

B. Filipino children has the ability to ask around.

C Filipino children respect older people around them.

D. Filipino children believed their parent to answer correctly.

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4. What do you think is the authors’ purpose in writing the selection?

A. To inform

B. To convince

C. To entertain

D. To make explanation

5. What common Filipino culture can be drawn in this?

A. Filipinos love chicken.

B. Filipinos love to disagree.

C. Filipinos love cock fight.

D. Filipinos love to ask around.

B. Read the excerpt inside the box, then answer the question that
follows.

COVID-19 did not stop us Pinoys from celebrating Christmas. What I see as I
scrolled across my Facebook wall the past days are images of families and friends
getting together, sharing meals, and sharing hopes even as the year was tough with
loss and struggles.

Our Pinoy culture is a strange mix of optimism and fatalism. While we remain
optimistic, we also say “bahala na” and risk going out for Christmas grocery to buy
Noche Buena, Christmas mass, or Christmas get-togethers.

An excerpt from an Opinion of Sunstar Davao.

https://www.sunstar.com.ph/article/1881573/Davao/Opinion/Velez-Wishes-and-reconnections

6. The passage stated that ________ did not stop Pinoys from celebrating
Christmas.

A. C-virus

B. Covid-19

C. Swine fever

D. Birds flu disease

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7. What did the writer see across his Facebook wall during Christmas
season?

A. Images of foods on the table.

B. Images of families getting together.

C. Images of friends sharing ideas together.

D. Images of Christmas sales advertisements.

8. It is one of the most common Filipino tradition on a Christmas eve

celebration.

A. Eating meals together.

B. Playing games together.
C. Watching movie together.
D. Having a vacation together.

9. The Filipinos are being known for this positive culture.

A. Being pessimistic.
B. Being nostalgic.
C. Being optimistic.
D. Being outgoing.

10. The writer of this passage wanted the readers to be __________.

A. entertained

B. informed

C. persuaded

D. updated

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 Let Us Study

Activity 1: Just Asking

Direction: This time, I want you to look at the picture, then recall your
learnings about the person below, write your learnings on the text box /
callout below.

Guide questions:

Who is Jose Rizal for you? Why is he called a hero?

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Activity 2: Enhance your Vocab!

DIRECTIONS: You will encounter these unfamiliar words in the selection that
you are about to read. Match the following unfamiliar words to its
meaning on the right column.

____ 1. fist A. to shake or move

____ 2. porch B. to look curiously

____ 3. quiver C. to pass a thread through the eye of a

needle

____ 4. peering D. the hand close as in grasping

____ 5. thread E. a covered area adjoining an entrance

to a building

Activity 3: Read and Connect!

Did you get everything right? Now you are ready to read the
selection. You may read it aloud or silently as you wish. Then make
connection by answering the question on the cloud comment.

Knowing the author is as important as reading the selection itself. It is

because his or her writing pieces are a product of his experiences and other
factors that greatly affect his work. Even our history and environment affect a
work of a writer.

Before reading the story below, read first the background of the author and
find out the influences that affects the selection.

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 Man in Dapitan
By: Loreto Paras Sulit

Background of the author

Mrs. Loreto Paras Sulit was born in Manila on December 10, 1908. She
attended the public schools and took her B.S.E. Magna Cum Laude from the
University of the Philippines. From 1930 - 1941 she taught at Torres and Arellano
High Schools. She then worked as research writer for the Curriculum Division of the
Bureau of Public Schools.

In 1946, she joined the Philippine National Red Cross as assistant supervisor
and Editor of the Junior Red Cross Magazine, while at the Red Cross, she shifted her
focus to short stories for children, publishing several works of that variety at the
Philippine Junior Red Cross Magazine.

Mrs. Sulit was one of the founders of the Writers Club at the University of the
Philippines. Her short stories have been published in many local magazines where
they have won literary awards. Among her prized-winning stories are “The Bolo”,
“Andayas Island”,and “Laarni-A Dream”.
She retired from the public life after retiring from the Red Cross, dying in April
2008, at the age of 99.
https://oldeverything.web.fc2.com/laarni-a-dream-by-loreto-paras-sulit.html

The boys came to know him very well. Their friendship with this lonely
man with the kind voice began one day when the boys could not agree on
the answer to a question in their day's lesson in catechism.

1. What did the boys learn

from Rizal about
settling arguments?

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 As they passed the house where he stayed, they had a discussion in
loud, angry voices, Lope shouting loudest of all. “I tell you that I am right.
My answer is the right one!” Hugo and Felix grinned in mock disbelief. Lope
with the curly heard, quick with his fists, quickly rolled the sleeves of
his camisa

de chino(i). Hugo and Felix also rolled up their sleeves.

“Now, boys, can fists settle an argument? Are you trying to dins out who is
the strongest among you, or are you trying to find out who is right?”
The boys stopped short in their coming fight. Everybody knew everybody
else in Dapitan. So the boys knew that this was the man who had just
arrive in town. They saw someone with an attractive, kindly face. His eyes
could command when he wanted to. The strong line of his jaw reminded the
boys of rocks. It seemed to tell them of something hard and unbreakable. As
they stared at him, he went on to say, “If you want to dins out who is
right, open your books, read the answer very well, and which of you
gave the one exactly like it. One of you may win with his fists, but that
would not prove that his answer is correct.”

His voice died away as he looked toward the sea. It seemed as if he

had fallen into a dream. The boys walked away in silence. At a distance they
stopped and opened their catechisms. The man on the porch smiled to
himself.
After that day whenever the boys passed by the spot, they would eagerly
look for him. Usually he was either reading or writing. When he saw them he
would wave to them.

2. Through what other means

did Rizal demonstrate his
sincerity in helping others?

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 One day Lope took a bunch of ripe mangosteens along with him. He
pulled the other two with him and he shyly offered the fruit. The man's
quick bright smile completely won their hearts. Soon they were all
conversing with him as though he were their favorite uncle. “Boys,” he asked
them, “would you like to learn another language besides Spanish?” I'll
teach you another if you can stay with me half an hour every day about
this time.”

“Whatlanguage, sir?” asked Felix.

“Have your choice—French, English, German.”

The boys looked at him closely. At first they thought he was joking,
but his unsmiling face told them he was serious.

“Let us study English,” suggested Lope.

So English it was. After a week they knew the English names of many
objects in their homes and in the town. They could manage short answers to
questions, greetings, and simple statements.

3. If you had been Lope’s mother,

would you have allowed the man to
perform the eye operation? Why or
Why not?

During the days that followed, Lope, who had been the most interested and
active, appeared to be very absent-minded.
“What is the matter, Lope?” asked the teacher. Lope tried hard to speak in a
steady voice, but he could not stop the quiver of his lips. “It is my mother,
sir. My mother cannot see these days. She is almost blind. The doctor says
she has to go to Manila to be operated on. But father cannot take her to
Manila. We are very poor, sir.”
“Let us go to your mother, Lope. Perhaps I can help her.” He went inside
the house and came out with a black bag. Lope had no chance to refuse.
The man was fully prepared to go with him.

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Lope's mother was sitting on a bamboo chair in the shady portion of the
yard. She inclined her face toward the sounds of coming footsteps. Lope ran
to her and rubbed his face against her left arm. She smiled gently, but the
light did not reach her eyes. There was only sorrow there.

“Mother,” cried Lope excitedly, “someone is here who will help us” Lope
was so sure his friend could help his mother.

His friend was now looking into his mother's eyes, just like any other
doctor peering into them. Lope felt better just to see him examining his
mother's eyes. When Lope's father arrived, there was a hurried consultation
between the two men.

Lope heard his friend say to his father, “It is not serious, really. It will
require only a simple operation if you will let me do it for you.”

From the look on his father's face, Lope knew that he has also
immediately trusted this man. His mother was taken into the house.

Lope waited outside. How long the hours seemed! Would they never
finish? What was happening to his mother?

4. Can a story like this still take place today? why? Or

why not?
5. What do you think is the authors ‘reason for writing
this selection?

At last his father and friend came out. They smiled when they saw Lope's
anxious face. “Don't worry too much, Lope,” said his friend. “Next week your
mother will be able to thread her needle even at night.”

“Sir,” said Lope's father, “in all this excitement my young son has
forgotten to tell me the name of the person we shall always be thankful
and grateful to. May we know the name of Mother's doctor?”

The man smiled briefly. “Well, if you want to remember my name—it is Jose
Rizal,” he said.

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 Were you able to make connection and answer the questions in the
cloud comment?

Write your answers here:

1.
2.
3.
4.
5.

The highlighted words in the selection that you have just read show the
author’s influences in writing a selection.
An author’s influences are the cultural ideas or background,
historical events, environment and other factors that affect his writings.
We are all influenced by the world around us, and have unique,
individual experiences that affect our personality. In the same way, an
author is influenced by his past when he writes. Gender, race and
socioeconomic status also have a huge impact on his writing. Therefore, the
more you know about the author, the better you can understand the
central message of his body of work. Let's look at a several examples of
when a writer's personal life is entwined with their writing.
Let us study the phrases below:
A. “If you want to know who is right, open your books, read the
answer very well, and which of you gave the one exactly like it. “
B. “would you like to learn another language besides Spanish?” I'll
teach you another if you can stay with me half an hour every day
about this time.”
The phrase on example A above will tell the reader that the writer is an
educator/ teacher. The writer is telling the children that the right answer is
found in the book.
And example B shows that the writer is a language teacher, the writer
wanted the children to learn other language.
The phrase below tells us the cultural influence of the writer.
“Everybody knew everybody else”, - is a common Filipino culture
wherein all the people in a community knows each other.

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Further, there are three main reasons or purposes for writing. Any text
that you encounter (whether the menu for your favorite restaurant or
Shakespeare’s Hamlet) will serve one of the three following purposes:
1. Writing to Entertain
The primary purpose of texts that are written to entertain is to amuse
readers. This does not mean that the text must be happy; the text could be a
tragedy, but the main reason for writing the text is to amuse readers.
Examples of Texts that Are Written to Entertain: Stories, Poems, Dramas
Songs
Of course, this is not to say that stories, poems, or plays cannot be
informative. These texts may even express values and ideas that will
persuade readers to view the world differently. Nonetheless, if the text is not
entertaining, readers are unlikely to find enlightenment or be moved by such
a text. Therefore, the primary purpose of any text, poem, play is to entertain
readers.
2. Writing to Inform
The primary purpose of texts that are written to inform is to enlighten the
reader or provide the reader with information about a topic.
Examples of Texts That Are Written to Inform: Expository Essays or Articles
Instructions or Directions
Encyclopedias or Other Reference Texts
Again, the lines separating this difference may blur. A text that is written to
inform may entertain readers. For example, many readers find reading the
newspaper to be very entertaining, but the primary purpose of the majority
of the text is to provide information. From other reference texts, some
readers may learn about ninjas, dinosaurs, or robots solely for enjoyment,
but the author’s main purpose in writing such texts is to inform the reader.
3. Writing to Persuade
In a text that is written to persuade, the author’s primary purpose is to
compel readers to take action, convince them of an idea through argument,
or to reaffirm their existing beliefs.
Examples of Texts That Are Written to Persuade: Advertisements,
Campaign Speeches, Persuasive Letters or Notes
As with the others purposes for writing, there may be crossover with writing
to persuade. For example, readers or viewers may find a television

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commercial to be extremely entertaining. Such a video may even go viral
because so many
people find it enjoyable. Nonetheless, the primary purpose of such a text is
to persuade people to purchase a product or service.
Identifying the Author’s Purpose
Identifying the author’s purpose may be challenging to you, here are three
questions that you can ask yourself to help you identify the author’s
purpose:
1. Is the text a poem, play, or story?
If the text is a poem, play, or story, then it’s safe to say that the author’s
main purpose is to entertain readers. If the text is not a poem, play, or story,
ask yourself the next question.
2. Does the text provide a lot of facts and information?
If the text is primarily providing readers with facts and information, then we
can conclude that the author’s main purpose in writing the text is to inform
readers. If the text does not contain an abundance of what appears to be
factual information, then go to the next question.
3. Is the text attempting to get the reader to do something?
If the text contains many arguments and claims, or a call where the reader
is urged to take action, then the author’s main purpose is to persuade. If the
text does not appear to be persuasive, reanalyze the text and repeat the
process.
https://www.ereadingworksheets.com/free-reading-worksheets/authors-purpose-
worksheets/authors-purpose/

To remember the authors’

purpose, think about this PIE!

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 Let Us Practice

Activity 4. This is

DIRECTIONS: Refer to the reading text above, put for the statement
that shows Filipino culture, environment, characteristics and X if not.

1. Lope rolled the sleeves of his camisa de chino.

2. Everybody knew everybody in Dapitan.

3. Lope took a bunch of ripe mangosteens along with him.

4. Open your books, read the answer very well.

5. The young son did not mention the name of the doctor.

Activity 5. What’s the Buzz

Direction: Copy and explain the part in “Man in Dapitan” that shows the
different influences of a selection.

1. Historical Influence

___________________________________________________________________________
___________________________________________________________________________

2. Cultural background

___________________________________________________________________________
___________________________________________________________________________

3. Environment

___________________________________________________________________________
___________________________________________________________________________

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 Let Us Practice More

Activity 6. Looking Back

Direction: Read and connect with the story below and explain how our
history influenced the selection.

Last Man of Bataan

(An Excerpt)
By: Carlos P. Romulo

I talked with and write about such men as Colin Kelly, Jr. who sank the
29,000 battleship off Luzon; and First Lieutenant Boyd D. Wagner who was
attacked by five pursuit planes at Aparri and brought down two of them in
the air. Boys like these represented the heroic, helpless stand and we were
putting up against Japan. But there were humbler figures no less heroic.
There was the little Filipino telephone girl in San Fernando, La Union,
who refused to leave her switchboard and maintained communication to the
last against the oncoming Japanese; and that frail school teacher in Vigan,
Ilocos Sur- his name is Buenaventura J. Bello- who refused to remove the
American flag from his classroom wall and was shot standing beneath it by
Japanese soldier.

I was a soldier. I learned to work day and night sustained by the catnaps
and by sandwiches and coffee wolfed at my desk. I learned how to raise my
voice on the telephone so that it could be heard above the exploding bombs.
Did I have a home-empty now, in the residential district and a wife and
children, hiding in the provinces from the enemy while Christmas was
coming on?
I hadn’t time to think of these things.

Source: Ricabar, R. (2005) Across Culture in Language and Philippine Culture.

Sampaloc, Manila: St. Augustine Publications, Inc .

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1. Which statement supports that the writer fought during the American-
Japanese war?

A. I was a soldier.

B. We were putting up against Japan.

C. I learned how to raise my voice on the telephone.

D. I talked with and write about such men as Colin Kelly.

2. The persona in the story tells us that the writer was once a ___________.

A. guerilla from Bataan

B. journalist covering the war event

C. soldier during Japanese-American war

D. resident of the province hiding from the Japanese soldier.

3-5. Explain how this reading selection is influenced by our history.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

SCORING RUBRIC

5 4 3 2
EXCELLENT VERY AVERAGE NEEDS
GOOD IMPROVEMENT

The idea is This idea is The writer is

clear and mostly beginning to Topic is defined
focused. It focused, and define the and/or there are
IDEAS holds the has some topic, even too many topics.
reader's good details. though
attention. development is
Relevant details still basic or
enrich the general.
central theme.

16
 Let Us Remember

Activity 7.
DIRECTIONS: Complete the following statements about what you have learned
about authors’ influences and purpose in writing a selection.

I. An authors’ influences are 11.An authors’ purpose the main

_______________________, reason he or she has for writing.

____________________,
_____________________ and The three basic purposes are to:
other factor that affects his
writings. 1. To _____________, mostly tries

An author is influenced by to convince like in an editorial or

his_________________ when he
writes.
The more you know about
the author , the better you
can understand the
_____________________ of his
body of work.
advertisement.
2. To _____________, mostly present
information or explains like in a
textbook or news story.
3. To _____________, mostly to
Provide entertainment like in poem
or funny essay.

17
 Let Us Assess

Activity 8.

I. Instructions: Read the passage and answer the questions below.

‘Give respect’
There are many heroes and heroines who have done big things for the Philippines:
Andres Bonifacio, who sacrificed and gave everything for the sake of the
Philippines; Melchora Aquino, who risked her life to help the Katipuneros; Dr. Jose
Rizal, who is our national hero, and others who sacrificed their lives.

But what is the best thing a 13-year-old girl has done and can do for her country? I
am not a mother who is a hero for neither her child nor a father who is a hero for
his son. I am just a sophomore student, a girl who knows nothing but to eat, sleep,
surf the Internet, watch television and fan-girl over Daniel Padilla. The things I
have done for my country so far are to make my parents proud and to give respect.
I study to make my parents, as well as my teachers, proud. It is not easy to make a
person proud and, at the same time, happy.

I gave relief items to the victims of Super typhoon “Yolanda” before. Yes, it is a big
thing, but for me, giving respect is bigger. It is the biggest thing a 13-year-old girl
can do and give. Giving respect, for me, is the sister of loving and loving is the root
of caring.

Giving respect is the best thing I have done for my country and for the people
around me.

– Maureen Omanito, Grade 8

https://opinion.inquirer.net/85730/be-proud-of-being-a-filipino-even-if-its-not-easy

1. Where do you think Maureen learned about the heroes she mentioned in
her opinion??
A. From her parents.
B. From her teachers.
C. From reading books.
D. From her history class.

2. What is the best thing a 13-year-old girl has done so far for her country?
A. To give respect C. To make her parents proud
B. To make others happy D. To donate to typhoon victims

18
3. What can make a parent’s and teachers proud?
A. To win in a contest
B. To study a lesson
C. To surf in the internet
D. To give to typhoon victims

4. What could be the reason why this opinion was published?

A. To inform
B. To entertain
C. To persuade
D. To describe

5. “Dr. Jose Rizal, who is our national hero, and others who sacrificed their
lives.” In this statement, what influence is being described?
A. History
B. Environment
C. Cultural background
D. Personal background

6-8 Explain why cultural background influenced Maureens ‘writing?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

SCORING RUBRIC
5 4 3 2
EXCELLENT VERY GOOD AVERAGE NEEDS
IMPROVEMEN
T

The idea is clear This idea is The writer is

and focused. It mostly focused, beginning to Topic is defined
holds the reader's and has some define the and/or there
IDEAS attention. Relevant good details. topic, even are too many
details enrich the though topics.
central theme. development
is still basic or
general.

19
II. Direction: Read the summary of the story below and answer the
question that follows.

There is a story in Philippine folklore about a mango tree and a

bamboo tree. Not being able to get as to which was the stronger of the two,
they called upon the wind to make the decision. The wind blew its hardest.
The mango tree stood fast. It would not yield. It knew it was strong and
sturdy. It would not sway. It was too sure of itself. But finally, its roots gave
way, and it tumbled down. The bamboo tree was wiser. It knew it was not as
robust as the mango tree. And so every time the wind blew, it bent its head
gracefully. It made loud protestations, but it let the wind have its way. When
finally the wind got tired blowing, the bamboo tree stood in all its beauty
and grace. The Filipino is like the bamboo tree. He knows that he is not
strong enough to resist the vigorous attack of superior forces. So he yields
and has survived.
This means that the Filipino would accept any kind of life that God would
present to him. For this reason, he is contented, happy and at peace.
To him, as to that oriental poet,” the past is already a dream, and
tomorrow is only a vision; but today, well – lived, makes every yesterday a
dream of happiness and every tomorrow a vision of hope.” The Filipino is
very resilient, he has the ability to recover from any obstacle that comes his
way. Man – made or natural forces, he emerges triumphantly. He never gives
up, no matter how hard life was before and even now… the FILIPINO
remains to be PLIANT like the Bamboo.

https://www.studymode.com/essays/Pliant-Like-The-Bamboo-Copy-69032677.html

9. Recalling our history, the statement “vigorous attack of superior forces”

mentioned in the selection refers to?

A. Different pandemics that Filipinos dealt with.

B. Man-made calamities that Filipinos overcame.
C. Strong natural calamities that Filipinos survived.
D. The different wars that Filipinos had undergone with.

10. What is the Filipino positive characteristic described in the selection?

A. being happy
B. being strong
C. being resilient
D. being contented

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11-15 Explain what influence/s the author had reflected in this selection?
Explain in 3-5 sentences.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

SCORING RUBRIC

5 4 3 2
EXCELLENT VERY GOOD AVERAGE NEEDS
IMPROVEMENT
The writer is
The idea is clear
beginning to
and focused. It This idea is
define the topic, Topic is defined
holds the reader's mostly focused,
even though and/or there are
IDEAS attention. Relevant and has some
development is too many topics.
details enrich the good details.
still basic or
central theme.
general.

Let Us Enhance

Activity 9: Frame and Caption

What influence is referred to by each statement in the box below: history,

cultural background or environment. Write your answer inside the oval.

1. Pliant like a bamboo

2. Heroes and heroines who sacrificed

their life for the country

3.
The wind blew its hardest

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 4. The last man of Bataan

5. The Filipino would accept any

kind of life

Let Us Reflect

Although many people today may not have as much interest in

reading literature, preferring to engage in new forms of entertainment such
as computer games, I believe that literature remains relevant to all of us. It
teaches us about life by exposing us to the lives of different people through
their stories, and from these vicarious experiences, we learn important
lessons and values.

Literature teaches us humanity – to be sensitive and empathetic

towards others. It also provides us an outlet for our thoughts and emotions
and imagination. All these can help address the problems that our world is
facing now, such as increasing intolerance and stress in life. Above all,
Literature teaches us language and the power of communication, a skill we
cannot do without in the 21st century.

– Davyd Tan, Secondary 4 student: https://singteach.nie.edu.sg/issue47-people01

22
 23
Let Us Enhance II.
1. Environment 9. D
2. History 10. C
3. Environment 11-15 Answers may vary
4. History
5. Cultural Background
Let us Assess Activity 6 Activity 5
Activity 8 1.B Answers may vary
I. 2. B Use scoring rubric
1. D 3-5 Answers may vary
2. A
3. B
4. C
5. A
Let Us Practice Let us Study Let Us Try
Activity 4 Activity 1 A. B.
Answers may vary
1.check 1. C 6.B
2.check Activity 2
2. B 7. B
3.check 1.D
4. x 2.E 3. D 8. A
5. x 3. A
4. B 4. C 9. C
5. C
5.D 10. B
Activity 3
Answers May vary
Answer Key
 References

Roses, Alejandro R. “My Brothers Peculiar Chicken, violiztah01.blogspot.com.,

September 2013. http://violiztah01.blogspot.com/2013/09/blog-post.html
Velez, Tyrone, Velez-Wishes- and- reconnection, Sunstar Tybox, January 14, 2021
https://www.sunstar.com.ph/article/1881573/Davao/Opinion/Velez-Wishes-
and-reconnections
Sulit-Paras, Loreto , Laarni a Dream,Oldeverything,
https://oldeverything.web.fc2.com/laarni-a-dream-by-loreto-paras-sulit.html
Sulit-Paras, Loreto, Man in Dapitan, UBD Library.
http://ubdlibrary.wikidot.com/man-in-dapitan
Source: Study. Com.,Academy, Lesson, How an Authors’ Life Influences Literary
Works
https://study.com/academy/lesson/how-an-authors-life-influences-literary-
works.html
Source: Ricabar, R. (2005) Across Culture in Language and Philippine
Culture.Sampaloc, Manila: St. Augustine Publications, Inc.
Source: Navigation, EReading Worksheets
https://www.ereadingworksheets.com/free-reading-worksheets/authors-purpose-
worksheets/authors-purpose/
ENGLISH GRADE 7 LEARNERS MATERIAL, FIRST EDITION 2017
Source: World Health Organization
https://www.who.int/health-topics/coronavirus#tab=tab_1
Source: Easy Teacher Worksheet
https://www.easyteacherworksheets.com/pages/pdf/languagearts/sequence/24.
html
Source: Mallari, Ismael, Pliant Like The Bamboo Copy StudyMode.com. Retrieved
03, 2015
https://www.studymode.com/essays/Pliant-Like-The-Bamboo-Copy-
69032677.html
Gemma Louise Heaton, Be proud of being a Filipino, OpinionINQUIRER.net /
04:50 PM June 12, 2015
https://opinion.inquirer.net/85730/be-proud-of-being-a-filipino-even-if-its-not-
easy

24
For inquiries or feedback, please write or call:

Department of Education – Davao City Division

Elpidio Quirino Ave., Poblacion District, Davao City, 8000 Davao del Sur

Telefax: (082) 224-3274, (082) 222-1672

E-mail Address: davao.city@deped.gov.ph