English 7

English – Grade 7
Quarter 1 – Module 3: Reading Intensively to Find Answers to Specific
Questions
Edition, 2020

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Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

Writer: Jerome V. Bautista

Editor: Francis Christian Alvez
Coordinator: Rhoda S. Belarmino
Layout Artist: Marisol Aspuria Baguisi
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Aurelio G. Alfonso EdD
OIC-Assistant Schools Division Superintendent
Victor M. Javeña EdD
Chief, School Governance and Operations Division and
OIC-Chief, Curriculum Implementation Division

Education Program Supervisors

Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio PhD (EsP)
Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

Printed in the Philippines by the Department of Education – Schools Division of Pasig City
 English 7
Quarter 1
Self-Learning Module 3
Reading Intensively t o Find Answers to
Specific Questions
Introductory Message

For the Facilitator:

Welcome to the English 7 Self-Learning Module on Reading Intensively to

Find Answers to Specific Questions.

This Self-Learning Module was collaboratively designed, developed, and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and

independent learning activities at their own pace and time. Further, this also aims
to help learners acquire the needed 21st-century skills especially the 5 Cs, namely:
Communication, Collaboration, Creativity, Critical Thinking, and Character 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 learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:

Welcome to the English 7 Self-Learning Module on Reading Intensively to

Find Answers to Specific Questions.

The hand is one of the most symbolized parts of the human body. It is often
used to depict skill, action, and purpose. Through our hands, we may learn, create,
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an
active learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the

lesson at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from

the entire module.
 EXPECTATIONS

This is your self-instructional learner module in English 7. All the

activities provided in this lesson will help you learn and understand
Reading Intensively to Find Answers to Specific Questions.

PRETEST

Directions: Let’s begin in the household chores. Below are the jumbled
sentences from a paragraph on how to gut or clean a fish. Arrange the
following sentences in logical/chronological order for the paragraph.
Number the sentences from 1-8.

_____ Keep the knife blade shallow so you don’t puncture the intestines.
_____ Rinse the cavity out with a good stream off the water and wash the
skin. Some fish have dark tissue lining the abdominal cavity that can be
scraped off to prevent strong, oily flavor.
_____ Remove the head if you like after rinsing the cavity out.
_____ To begin, put the fish on the table or cutting board. Insert the knife tip
into the fish’s belly near the anal opening and move the blade up along the
belly, cutting to the head.
_____ Spread the body open and remove all of the entrails, locate the fish’s
anus and cut this out in A “V” or notch shape.
_____ Your clean fish is now ready to be cooked.
_____ Some fish have a kidney by the backbone. Remove it by scraping it out
with a spoon or your thumbnail.
_____ Clean your fish table immediately, collect the gut, head, and scales
and discard them properly.
 RECAP

Intensive reading involves reading large quantities of materials,

directly and fluently. Reading for different purposes like skimming and
scanning is good. Intensive reading develops critical thinking. This is
because the reader must know how to observe, identify, analyze, interpret,
infer, evaluate, explain, solve problems, and make decisions.

LESSON

Intensive Reading has different purposes. They are the following:

information searching, general comprehending, new information learning,
information evaluating and synthesizing, summarizing, and paraphrasing.

Another technique, the SQ3R Method introduced by Francis Pleasant

Robinson in his book, Effective Study (1946), where S stands for Survey; Q
for questions; and the 3Rs for Read, Recite, and Review. This SQ3R method
makes use of not just one but four methods all rolled into one or working as
a united family to develop students’ comprehension very well and it is very
strategy commonly used.

As the years go by, intensive reading has its evolution to help more
the students to comprehend and identify their difficulties in reading. The
SMART reading framework has been designed to assist teachers and
parents to develop confidence in teaching a small number of proven
cognitive strategies that can be readily learned and applied by students. No
resources need to be purchased, and no special text selections are required.
The five key strategies that students learn as part of the SMART framework
are:

Setting up for reading – predicting and developing graphic organizers

Making mind pictures – actively visualizing detail
Asking questions – formulating Wh questions to ask of oneself or one’s peers
Recording information – writing keywords and identifying new information
Testing my brain – self-monitoring by paraphrasing the main ideas and re-
reading if necessary

The SMART Reading intensive framework develops evidence for the

effectiveness of the reading ability of student training in comprehension for
students with learning difficulties is substantial. Meta-analyses by
Sencibaugh (2007), Berkeley, Scruggs, and Mastropieri (2010), and Ciullo,
Lo, Wanzek, and Reed (2016) have all confirmed the efficacy of the approach.

Let us try this to read and what is the real purpose of the family?

Family Unity
He commanded them that there should be no contention one with another, but that
they should look forward with one eye, having one faith and one baptism, having their
hearts knit together in unity and love one towards another. [Mosiah 18:21]
The Carter family has six children. Mark, the oldest, has served a mission for the
Church. All the other children plan to serve missions too. The Carter children are good
students, and they have many friends. Mark attends college, and the youngest child, Susan,
is in second grade.
Brother Carter is active in his priesthood quorum. He often does kind things for the
people he home teaches. Sister Carter enjoys teaching her Sunday School class. Both
parents attend the temple regularly, and the family faithfully attend ward meetings and
activities.
One weekend Mark Carter went with his roommate, Blaine, to the Jackson house.
On the way back to school, Mark said, “You have a great family. They seem so close and
 happy. I wish my family could be like that.”
Blaine replied, “Yeah, I really love to go home.”
“Well,” said Mark, “I love my family, too, but I sure hate to go home. The younger
kids fight with each other constantly. Mom and dad are gone all the time, too. When they
are home, they’re always shouting at us because they seem to be in such a hurry.
“What a good time we had eating dinner at your house—everyone talking about
what they did during the day. Everybody wanted to share what was going on in their lives
with the rest of the family. Afterward, everyone cleaned off the table and did the dishes.
“Mealtime at our house is a completely different story. Mom calls the children to
come to the table, but they come dragging in one at a time. We’re rarely all at the table
when dad blesses the food. He says the blessing when he sits down at the table whether or
not anyone else is there. We all eat in a hurry. Then everyone scatters to avoid doing the
dishes.
“I sometimes think that if we could have a family home evening it would help. But
everyone usually has something else he’d rather be doing like watching television,
working on homework, talking to friends on the telephone, or preparing a lesson for
Church. Yet, mom and dad seem to think we’re doing all right as a family.”
-From Bible Community

Guided Practice

1. What is missing in Mark’s family?

__________________________________________________________________

2. What do you think makes a happy family?

__________________________________________________________________

3. Do you think your family is more like Mark’s or Blaine’s?

__________________________________________________________________

4. When have we felt unified, working together, and caring about each
other?

__________________________________________________________________
Let’s have another practice:
Read the paragraph taken from “Letter to His Father” by Franz Kafra, then
answer the following questions.

Dear Father,
You asked me recently why I maintain that I am afraid of you. As usual, I was
unable to think of any to answer your questions, partly for the very reason that I am afraid
of you, and partly because an explanation of the grounds for this fear would mean going
into far more details than I could even approximately keep in mind while talking. And if I
now try to give you an answer in writing, it will still be very incomplete, because even in
writing this fear and its consequences hamper me concerning you and because (anyway)
the magnitude of the subject goes far beyond the scope of my memory and power of
reasoning.

Questions:

1. Who are the characters in the letter?

__________________________________________________________________

2. What is the big problem stated in the letter?

__________________________________________________________________

3. Why is the writer afraid of his father?

__________________________________________________________________

4. When does the writer feel afraid of his father?

__________________________________________________________________

5. How can the writer find courage to ask his own father about his big
problem?
__________________________________________________________________
 ACTIVITIES

I. Arrange the story of Unity in the family to a chronological event

from 1 to 5. Write your answers in the blank spaces.

_____ “I sometimes think that if we could have family home evening

it would help. But everyone usually has something else he’d rather
be doing like watching television, working on homework, talking to
friends on the telephone, or preparing a lesson for Church. Yet,
mom and dad seem to think we’re doing all right as a family.”

_____ The Carter family has six children. Mark, the oldest, has
served a mission for the Church. All the other children plan to
serve missions too. The Carter children are good students, and
they have many friends. Mark attends college, and the youngest
child, Susan, is in second grade.

_____ “Well,” said Mark, “I love my family, too, but I sure hate to go
home. The younger kids fight with each other constantly. Mom and
dad are gone all the time, too. When they are home, they’re always
shouting at us because they seem to be in such a hurry.

_____ One weekend Mark Carter went with his roommate, Blaine,
to the Jackson house. On the way back to school, Mark said, “You
have a great family. They seem so close and happy. I wish my
family could be like that.”

_____ Blaine replied, “Yeah, I really love to go home.”

II. Part of intensive reading is identifying misspelled words and being
able to correct them. Choose the correctly spelled word for each
sentence. Encircle the letter of the answer.

1. __________ is the plural form of Madame.

a) Madames
b) Mesdames
c) Mesdame
d) Mesdams

2. She felt __________ after the party.

a) exhilarated
b) exhilirated
c) exhilerated
d) exhilarated

3. Everyone experienced proper __________.

a) accomodation
b) acomodation
c) accomadatiom
d) accommodation

4. The group __________ her to stay.

a) advise
b) advice
c) advises
d) advices

5. __________ research paper got a grade of 95?

a) Who’s
b) Who is
c) Who’se
d) Whose
 WRAP-UP

Intensive reading uses the following strategies. Indicate what each

acronym stands for.

1. SQ3R _____________________________________________________________

2. 3Rs _____________________________________________________________

3. SMART _____________________________________________________________

VALUING

What does the verse below suggest?

He commanded them that there should be no contention one with

another, but that they should look forward with one eye, having one faith and
one baptism, having their hearts knit together in unity and love one towards
another. (Mosiah 18:21)
 POSTTEST

Directions: Read the selection carefully. Then answer the questions about it.

The Togetherness of Family

(Excerpts)
The family is the world in microcosm, the arena for individual and social
development, and the workshop of civilization. The primary function of the family is to
ensure the continuation of society, both biologically through procreation, and socially
through socialization. Given these functions, the nature of one's role in the family changes
over time. Nuclear Family. The nuclear family is the traditional type of family structure.
Single Parent Family. The single-parent family consists of one parent raising one or more
children on his own, Extended Family, Childless Family, Step Family, and Grandparent
Family. Family is important because it provides love, support, and a framework of values
to each of its members. Family members teach each other, serve one another, and share
life's joys and sorrows. Families provide a setting for personal growth. Family is the single
most important influence in a child's life family relationships are important. They: make
children feel secure and loved, which helps their brains develop, help you and your
children respect differences of opinion as your children develop more independence. give
children the skills they need to build healthy relationships of their own. Five Ways to Build
a Support System Among Family Members: Share appreciation. Show your family
members that you care about them, Quality family time. “This may consist of occasional
family mealtimes, recreation time, Healthy communication, Develop strong problem-
solving skills, and Individual accountability. Strong family and successful family God is
always the epicenter and heart of their powerful family.

1. What is the function of the family?

A. The primary function of the family is to ensure the continuation of
society, both biologically through procreation, and socially through
socialization.
B. The primary function is to destroy the unity of family in society.
C. The primary function of the family is to give happiness.
 D. All of the above.

2. What are the seven types of a family?

A. Father, mother, sister, brother, baby, grandparents, and cousins
B. Nuclear Family, Single Parent Family, children on his own, Extended
Family, Childless Family, Step Family, Grandparent Family.
C. Parents, Siblings, Neighborhood, Society, Friends, Relatives, World.
D. Family, Society, Country, Friends, Community, World, Universe.

3. Why is family so important?

A. Family is important because it provides love, support and a framework
of values to each of its members
B. Family members teach each other, serve one another, and share life's
joys and sorrows.
C. Families provide a setting for personal growth. Family is the single
most important influence in a child's life
D. All of the above.

4. How does your family help you?

A. Family games and outing.
B. Family financial supports.
C. Family reunions, traveling abroad, buying foods, and expensive
material things, without prayer.
D. Family relationships are important; they make children feel secure
and loved, which helps their brains develop.

5. How do you support your family when they need you?

A. Buying expensive gifts for the family.
B. Traveling abroad with the family.
C. Share appreciation, Quality family time, Healthy communication,
develop strong problem-solving skills, Individual accountability
D. Watching movies together, outdoor activities, community service,
church service, and hosting of different parties.
 KEY TO CORRECTION

7
4
5. D 3 8
5. C 4. C 2 3
4. D 3. A 4 1
3. D 2. A 1 6
2. B 1. B 5 5
1. A II. I. 2
Posttest Activities Pretest

References

Books:
Manlincon, M., Suarez, C., Galindarez,, L., & De Castro, R., (2014). Communication
in Action through Philippine Literature 7 based on K-12 Curriculum. Manila.
Magallanes Publishing House, Inc.
Antonio, Ma.T., Sarte, M., Inigo, Ma. E., Tangonan, O.L., (2017). Reading and
Writing Skills for Senior High School Students. Malabon City. Mutya Publishing
House, Inc.
Alferez, S.M., (2009). MSA all college Admission Tests Reviewer for schools like UP,
Ateneo, De La Salle, UST. Cainta Rizal Philippines. MSA Publishing House.
Padilla, Edward John., (2013). English major guide. Sampaloc, Manila. MET Review
Publishing House.

WEBSITES:
https://www.families-first.net/uploads/userfiles/files/FL_Youth_02.pdf
http://efpinternational.org/unity-based-family
www.grammarbook.com
commom.deped.gov.ph
https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-
curriculum/grade-1-to-10- subjects/