Professional Documents
Culture Documents
Toaz - Info 2nd Quarter English PR
Toaz - Info 2nd Quarter English PR
in the Period of
Apprenticeship
CONTENT
Module 1: Expression
and Symbols
Learning Competencies
Discover the conflict presented in literary selections and the need to resolve those conflicts
in non- violent ways
Use the card catalog, the online public access catalog or electronic search engine to locate
specific resources
Employ turn- taking, turn- giving, and topic control strategies in conversations
Use the correct pitch, stress, volume, projections, and rate of speech in conversation
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Module 1: Expression and Symbols
Form is the look or the way the poem is arranged on the page. Poetry, which is written in
lines, may or may not be in sentences. The lines are separated into groups called stanzas. Others,
like haiku, follow strict syllable and line counts.
Sound refers to the sound devices (rhyme, rhythm) and techniques that poets use to
enhance a poem’s mood and meaning.
Imagery involves the use of words and phrases that appeal to the five senses. Poets use
imagery to create a picture in the reader’s mind.
Figurative Language is the creative language that poets use to tell stories, share feelings,
and describe experiences. Poets use figures of speech by choosing words and phrases that make
the readers see ordinary things in new ways.
Write one line of poetry on a piece of paper using the word idea that was selected for the
theme of the poem. Pass the paper to the person on your right.
Read the line or lines of poetry on the paper and then write an additional line. Observe
silence during the process to allow free thinking to occur.
Recite your chain poem to the class.
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Module 1: Expression and Symbols
To a Lovely Woman
(Angela Manalang- Gloria, 1935)
To a Lovely Woman
(Angela Manalang- Gloria, 1935)
Gloria discovered her passion for poetry and painting on the sides while she was a liberal
arts student at the University of the Philippines. She was a fastidious and hardworking student
and graduated summa cum laude. After college, Manalang- Gloria worked briefly for the
Philippine Herald Mid- Week Magazine.
Manalang- Gloria authored Poems, a poetry collection that was first published in 1940.
The collection conatins the best of her early work, unpublished poems written within 1934-1938.
Her last poem, “Old Maid Walking on a City Street,” was her entry to the Commonwealth Literary
Awards.
(http://www.ncca.gov.ph/about -culture-and-arts/articles-on-c-n-a/
arcticle.php?i=23&subcat=13)
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Module 1: Expression and Symbols
1. Read the title and pay attention to its form- shape on the pages, stanzas, number of lines,
and ending punctuation.
2. Circle words or phrases that you do not understand. Use dictionary or context clues to get
their meaning.
3. What are the strong verbs and comparisons in the poem?
4. Do the images remind you of anything?
1. How many comparisons were made by Gloria to the lovely woman? Support your answer.
___________________________________________________________________________
___________________________________________________________________________
2. Can you describe any problem presented in the poem? Can you resolve that problem in a
nonviolent way? How?
___________________________________________________________________________
___________________________________________________________________________
3. How did culture or environment inspire the poet in “To a Lovely Woman”?
___________________________________________________________________________
___________________________________________________________________________
4. Can you relate any poem that you know or have read to these poems? In what way are they
similar or different?
___________________________________________________________________________
___________________________________________________________________________
1. What details from “To a Lovely Woman” suggest that Gloria has been fascinated by a lovely
woman?
___________________________________________________________________________
___________________________________________________________________________
2. Would you describe the tone of “To a Lovely Woman” as a playful, satisfied, sad, or excited?
___________________________________________________________________________
___________________________________________________________________________
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Module 1: Expression and Symbols
Viewing
Poem Recital Video
View poem interpretation (recital) videos online. Check the following questions as you
view the material:
Before Viewing:
What does the poem say through its title?
What do I think is the poem all about?
While Viewing:
What questions would I like to ask about the poem?
After Viewing:
What is the message of the poem?
What did I learn from the poem recital videos?
A phrase is a group of related words or does not have a subject and a verb.
Practice Exercises
The start of the American period made Philippine poetry in English possible. In 1900,
English became the official medium of Instruction in Philippine schools. The period 1910 to
1935 is generally called the Period of Apprenticeship.
The Filipino writers of this time were imitating American and English writers. One
major reason for this is that these writers were college students and young graduates whose
literary education had been largely confined to American and English authors. Thus the
University of the Philippines, which was founded in 1908, became the center of the literary
effort.
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Module 1: Expression and Symbols
1. The nation’s first state university, University of the Philippines, was founded in 1908.
2. It is the national university of the Philippines.
3. It became the center of the literary effort,
4. In September 1910, the first issue of the UP Folio came off the press.
5. The UP follow was replaced by the Philippine Collegian, the official student publication of
UP.
6. It was one of only three tertiary-level campus publication in the Philippines released weekly.
7. This publications was recognized as example of the early attempts of Filipinos at self-
expression in English.
8. In 1920, the Philippine Herald, the first Filipino daily English, was founded.
9. It paid for literary work it published.
10. It also gave a financial rewards to writers in English, especially in short story writing.
A prepositional phrase consists of a preposition, its object (noun or pronoun) and any
words modifying the object.
The hills across the valley of Cana were long and white. On this side, there was no shade
and no trees and the station was between two lines of rails in the sun. Close against the side of
the station there was the warm shadow of the building. In the building is a coffee shop where a
mother and a younger son are enjoying the afternoon. They sat at a table in the shade, outside
the shop. It was very hot and the express from Sinar City would come in an hour. Then the train
came; it shopped at this junction for 5 minutes and went on to Santorini.
(The prepositional phrase with a big laugh is misplaced because it is not the criticism that has a
big laugh.)
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Module 1: Expression and Symbols
1. The period of Apprenticeship in the Philippines was inaugurated by two significant events.
2. In 1925, A.V.H. Jartendrop became the editor- publisher of the Philippine Education
Magazine.
3. This soon became the Philippine Magazine, the most influential literary magazine of the
period.
4. The Manila Tribune was established in the same year.
5. It began publishing a Sunday supplement featuring original short stories and poems written
in English.
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Module 1: Expression and Symbols
The writer Lian was the picture of success, driven by the ambition to
describes the become as good as his father. He built his own real estate
characters. company, where he earned his first millions at a very young age.
But behind the glorious façade was a broken man longing for love
and recognition, scarred from when his mother abandoned him at
the helpless age of 17, Lian longed for someone who can and will
love him unconditionally. Lighting stuck twice when he met the
two women who would change his life forever- Janice and Regine.
Read your chosen fairytale carefully. Read again for the second time. Next, identify the key
points and put them in a Plot Summary organizer like the one on the next page. Concentrate on the
questions and write your responses in the space provided.
Draft
When you have completed the earlier steps. Combine your responses into a well- written
three- or four- paragraph summary.
1. First, introduce by naming the title and author and give your focus statements.
2. Write the body of your paper. Remember that each paragraph should focus on an important
event (Beginning, Event 1, Event 2, Event 3, Climax, Resolution)
3. Connect your ideas or paragraph using transitions. (in the beginning, first, suddenly, later,
then, during, in the meantime, at last)
4. Write a conclusion that will sum up your feelings about the story.
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Module 2: Versions and Descriptions
Module 2: Versions
and Descriptions
Learning Competencies
Discover the conflicts presented in literary selections and the need to resolve those conflicts
in non – violent ways.
Explain how the elements specific to a genre contribute to the theme of a particular literary
selection
Get information from the different parts of a book and from general references in the library
Employ turn- taking, turn- giving, and topic control strategies in dialogs
Use the correct pitch, stress, volume, and projections and rate of speech in dialogs
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Module 2: Versions and Descriptions
By the end of the 19930s, Philippine short story had improved in quality, offering plausible
characterization, a stricter control of language, and interesting situations and themes.
Notable writers were: Paz Marquez Benitez, Paz Latorena, Jose Garcia Villa, Arturo B.
Rotor, Amador Daguio, Loreta Paras Sulit, Carlos Bulosan, Manuel Arguilla, Bienvenidos Santos
and N.V.M Gonzales, Kerima Tuvera, Gilda Cordero Fernando, Aida Rivera Ford, Juan Gatbonton,
and Andres Cristobal Cruz.
There were still remnants of Spanish influence in the use of expressions that were florid
(flowery), sentimental, exaggerated, and bombastic.
Plot and style were influenced by Western culture.
For 3 minutes, brainstorm words and ideas associated with “marriage”. Then, discuss the
words and ideas together for another 5 minutes or less.
Explain why you agree or disagree with these statements.
People should get married before they are 25 years old.
Financial and career success will determine the success of a marriage.
Younger couples are happier than older couples.
Divorce is wrong.
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Module 2: Versions and Descriptions
A Footnote to Youth
(Short Story by Jose Garcia Villa)
The sun was salmon and hazy in the west. Dodong thought to himself he would tell his
father about Teang when he got home, after he had unhitched the carabao from the plow, and
led it to its shed and fed it. He was hesitant about saying it, he wanted his father to know what he
had to say was of serious importance as it would mark a climacteric in his life. Dodong finally
decided to tell it, but a thought came to him that his father might refuse to consider it. His father
was a silent hardworking farmer, who chewed areca nut, which he had learned to do from his
mother, Dodong’s grandmother.
The ground was broken up into many fresh wounds and fragrant with a sweetish earthy
smell. Many slender soft worms emerged from the further rows and then burrowed again deeper
into the soil. A short colorless worm marched blindly to Dodong’s foot and crawled clammily over
it. Dodong got tickled and jerked his foot, flinging the worm into the air. Dodong did not bother
to look where into the air, but thought of his age, seventeen, and he said to himself he was not
young anymore.
Dodong unhitched the carabao leisurely and gave it a healthy tap on the hip. The beast
turned its head to look at him with dumb faithful eyes. Dodong gave it a slight push and the animal
walked alongside him to its shed. He placed bundles of grass before it and the carabao began to
eat. Dodong looked at it without interest.
Dodong started homeward thinking how he would break his news to his father. He wanted
to marry, Dodong did. He was seventeen, he had pimples on his face, the down on his upper lip
was dark – these meant he was no longer a boy. He was growing into a man – he was a man.
Dodong felt insolent and big at the thought of it, although he was by nature low in stature.
Thinking himself man-grown, Dodong felt he could do anything.
He walked faster, prodded by the thought of his virility. A small angled stone bled his foot,
but he dismissed it cursorily. He lifted his leg and looked at the hurt toe and then went on walking.
In the cool sundown, he thought wild young dreams of himself and Teang, his girl. She had a small
brown face and small black eyes and straight glossy hair. How desirable she was to him. She made
him want to touch her, to hold her. She made him dream even during the day.
Dodong tensed with desire and looked at the muscle of his arms. Dirty. This fieldwork was
healthy invigorating, but it begrimed you, smudged you terribly. He turned back the way he had
come, then marched obliquely to a creek.
Dodong stripped himself and laid his clothes, a gray under shirt and red kundiman shorts,
on the grass. Then he went into the water, wet his body over and rubbed at it vigorously. He was
not long in bathing, then he marched homeward again. The bath made him feel cool.
It was dusk when he reached home. The petroleum lamp on the ceiling was already lighted
and the low unvarnished square table was set for supper. He and his parents sat down on the floor
around the table to eat. They had fried freshwater fish, and rice, bananas and caked sugar.
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Module 2: Versions and Descriptions
Dodong ate fish and rice, but did not partake of the fruit. The bananas were overripe and
when one held them, they felt more fluid than solid. Dodong broke off a piece of caked sugar,
dipped it in his glass of water and ate it. He got another piece and wanted some more, but he
thought of leaving the remainder for his parents.
Dodong’s mother removed the dishes when they were through, and went out to the
batalan to wash them. She walked with slow careful steps and Dodong wanted to help her carry
the dishes out, but he was tired and now felt lazy. He wished as he looked at her that he had a
sister who could help his mother in the housework. He pitied her, doing all the housework alone.
His father remained in the room, sucking a diseased tooth. It was paining him, again.
Dodong knew. Dodong had told him often and again to let the town dentist pull it out, but he was
afraid, his father was. He did not tell that to Dodong, but Dodong guessed it. Afterward, Dodong
himself thought that if he had a decayed tooth, he would be afraid to go to the dentist; he would
not be any bolder than his father.
Dodong said while his mother was out that he was going to marry Teang. There it was out,
what we had to say, and over which he had done so much thinking. He had said it without any
effort at all and without self-consciousness. Dodong felt relieved and looked at his father
expectantly. A decresent moon outside shed its feeble light into the window, graying the still black
temples of his father. His father looked old now.
“I am going to marry Teang,” Dodong said.
His father looked at him silently and stopped sucking the broken tooth, The silence
became intense and cruel, and Dodong wished his father would suck that troublous tooth again.
Dodong was uncomfortable and then became very angry because his father kept looking at him
without uttering anything.
His father kept gazing at him in inflexible silence and Dodong fidgeted in his seat.
“I asked her last night to marry me and she said…yes. I want your permission… I… want…
it…” There was an impatient clamor in his voice, an exacting protest at his coldness, this
indifference. Dodong looked at his father sourly. He cracked his knuckles one by one, and the little
sound it made broke the night stillness dully.
Dodong resented his father’s question; his father himself had married early. Dodong
made a quick impassioned essay in his mind about selfishness, but later, he got confused.
“I’m seventeen.”
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Module 2: Versions and Descriptions
“Son, if that is your wish… of course…” There was a strange helpless light in his father’s
eyes. Dodong did not read it. Too absorbed was he in himself.
Dodong was immensely glad he had asserted himself. He lost his resentment toward his
father. For a while he even felt sorry for him about the diseased tooth. Then he confined his mind
dreaming of Teang and himself. Sweet young dreams…
Dodong stood in the sweltering noon heat, sweating profusely so that his camiseta was
damp. He was still as a tree and his thoughts were confused. His mother had told him not to leave
the house, but he had left. He wanted to get out of it without clear reason at all. He was afraid,
he felt. Afraid of the house. It had seemed to cage him, to compress his thoughts with severe
tyranny. Afraid also for Teang. Teang was giving birth in the house; she gave screams that chilled
his blood. He did not want her to scream like that, she seemed to be rebuking him. He began to
wonder madly if the process of childbirth was really painful. Some women, when they gave birth,
did not cry.
In a few moments he would be a father. “Father, father,” he whispered the word with
awe, with strangeness. He was young, he realized now contradicting himself of nine months ago.
He was very young… He felt queer, troubled, uncomfortable…“Your son,” people would soon be
telling him. “Your son, Dodong.”
Dodong felt tired of standing. He sat down on a sawhorse with his feet close together. He
looked at his calloused toes. Suppose he had ten children…What made him think that? What was
the matter with him? God!
He turned to look again and this time, he saw his father beside his mother.
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Module 2: Versions and Descriptions
Dodong felt more embarrassed and did not move. His parent’s eyes seemed to pierce
through him so he felt limp. He wanted to hide or even run away from them.
“Dodong, you come up. You come up,” his mother said.
Dodong did not want to come up. He’d rather stayed in the sun.
“Dodong… Dodong.”
Dodong traced the tremulous steps on the dry parched yard. He ascended the bamboo
steps slowly. His heart pounded mercilessly in him. Within, he avoided his parent’s eyes. He
walked ahead of them so that they should not see his face. He felt guilty and untrue. He felt like
crying. His eyes smarted and his chest wanted to burst. He wanted to turn back, to go back to the
yard. He wanted somebody to punish him.
How kind were their voices. They flowed into him, making him strong.
His father led him into the small sawali room. Dodong saw Teang, his girl-wife, asleep on
the papag with black hair soft around her face. He did not want her to look that pale.
Dodong wanted to touch her, to push away that stray wisp of hair that touched her lips.
But again that feeling of embarrassment came over him, and before his parents, he did not want
to be demonstrative.
The hilot was wrapping the child. Dodong heard him cry. The thin voice pierced him
quietly. He could not control the swelling of happiness in him.
“You give him to me. You give him to me,” Dodong said.
Blas was not Dodong’s only child. Many more children came. For six successive years, a
new child came along. Dodong did not want any more children. But they came. It seemed that the
coming of children could not helped. Dodong got angry with himself sometimes.
Teang did not complain, but the bearing of children told on her. She was shapeless and
thin now, even if she was young. There was interminable work to be done. Cooking. Laundering.
The house. The children. She cried sometimes, wishing she had not married. She did not tell
Dodong this, not wishing him to dislike her.
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Module 2: Versions and Descriptions
Yet she wished she had not married. Not even Dodong whom she loved. There had been
another suitor, Lucio, older than Dodong by nine years, and that was why she had chosen Dodong.
Young Dodong. Seventeen. Lucio had married another after her marriage to Dodong, but he was
childless until now. If she had married Lucio, she wondered, would she have borne him children?
Maybe not, either. That was a better lot. But she loved Dodong…
One night, as he lay beside his wife, he rose and went out of the house. He stood in the
moonlight, tired and querulous. He wanted to ask questions and somebody to answer him. He
wanted to be wise about many things.
One of them was why life did not fulfill all of the Youth’s dreams. Why it must be so. Why
one was forsaken… after love.
Dodong could not find the answer. Maybe the question was not to be answered. It must
be so to make youth Youth. Youth must be dreamfully sweet. Dreamfully sweet. Dodong returned
to the house, humiliated by himself. He had wanted to know a little wisdom but was denied it.
When Blas was eighteen, he came home one night, very flustered and happy. Dodong
heard Blas’ steps for he could not sleep well of nights. He watched Blass undress in the dark and
lie down softly. Blas was restless on his mat and could not sleep. Dodong called his name and
asked why he did not sleep.
Blas raised himself on is elbow and muttered something in a low fluttering voice.
Dodong rose from his mat and told Blas to follow him. They descended to the yard where
everything was still and quiet.The moonlight was cold and white.
“You want to marry Tona,” Dodong said. He did not want Blas to marry yet. Blas was very
young. The life that would follow marriage would be hard…
“Yes.”
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Module 2: Versions and Descriptions
“Son… n-none…” (But truly, God, I don’t want Blas to marry yet…not yet. I don’t want Blas
to marry yet…)
But he was helpless. He could not do anything. Youth must triumph… now. Afterward… it
will be Life.
As long ago Youth and Love did triumph for Dodong… and then Life.
Dodong looked wistfully at his young son in the moonlight. He felt extremely sad and sorry
for him.
A. Think about the short and share your idea. Here are some more ideas and questions to talk
about. Whatever you can, refer back to the text to check your ideas and answer.
1. What did Dodong and Teang feel about their marriage after almost 10 years?
___________________________________________________________________________
___________________________________________________________________________
2. What did Dodong realize after being married for a long time?
___________________________________________________________________________
___________________________________________________________________________
3. What would happen if Dodong object to his son’s decision to marry?
___________________________________________________________________________
___________________________________________________________________________
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Module 2: Versions and Descriptions
1. Did you feel like you are one of the characters in the story? Yes or No? Explain your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Were you able to predict what was going to happen at the end?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. What do you consider the best part of the story? Conflict List
________________________________________ (Check one more)
________________________________________
________________________________________ Character vs. Self
________________________________________ Character vs. character
________________________________________ Character vs. Society
________________________________________ Character vs. Nature
Viewing
Viewing a Photo Story: View 21st Century Learning: Creating a “Photo Story” online and
accomplish the following”
Before Viewing:
What do I think is the photo story all about?
While Viewing:
What questions would I like to ask about the photo story?
After Viewing:
What is the message of the photo story?
What did I learn from the poem recital videos?
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Module 2: Versions and Descriptions
How important are clauses in speaking and writing? Study the rules on clauses and then do
the practice exercises that follow.
The two major types of clauses are main clause and subordinate clauses.
The main clause (sometimes called independent clause) must contain a subject and a verb
and can stand by itself as a complete sentence. A subordinate clause (sometimes called
dependent clause) has a subject and a verb but is only a part of a sentence.
Practice Exercises
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Module 2: Versions and Descriptions
Draft
Join together the main points in an orderly and logical narrative.
1. Use the points to make sentences and add your other sentences, with adjustment, to make
up the body. Make sure that they are in order.
2. Consider the use of transition words (the, however, also, moreover) that help with the
overall structure and flow of the summary. As you write, remember these tips:
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Module 3: Interpretations and Depictions
Module 3:
Interpretations
and Depictions
Learning Competencies
Discover the conflicts presented in literary selections and the need to resolve those conflicts
in non – violent ways
Draw similarities and differences of the featured selections in relation to the theme
Get information from the different parts of a book and from general references in the library
Gather current information from newspapers and other print and non-print media
Predict the gist of the material viewed based on the title, pictures, and excerpts of the
material viewed
Determine the tone and mood of the speaker or characters in the narrative listened to
Use the correct pitch, juncture, stress, volume and projection and rate/speed of speech in
interviews
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Module 3: Interpretations and Depictions
Dialog is everything that the characters say to one another. The words are written as
speech, with the name of the character who is talking at the beginning of the line.
Stage Directions are the playwright’s notes to actors, directors, and readers printed in
italic or enclosed in parenthesis. Stage directions describe”
The props – or objects that actors need during the play.
The sets or scenery – the painted screens, backdrop, and other materials that help a stage
look like a city street woods, etc.
Blocking – the emotions and movements
Theme is the central message the dramatist share with the audience.
Scene and Acts are the divisions of the play. As the setting or the time of the play changes,
a new scene appears. In longer plays, the scene are grouped into a larger units called acts.
How do you choose whom to date? In which places do you meet a date?
How do you start dating? Who ask first? Who pays?
What topics do you think are appropriate to talk about on a first date?
Do you prefer being alone with your date, or bringing a friend along?
Would you go on a blind date? Why or Why not?
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Module 3: Interpretations and Depictions
A. Think about the play, “Wanted: A Chaperon”. Here are some others ideas to talk about.
Whenever you can, refer back to the text to check your ideas and answer.
1. Was Don Franciscos’ decision to get Nena a chaperone right? Why or Why not?
________________________________________________________________________
________________________________________________________________________
2. What Filipino courtship and dating customs/ traditions are highlighted in the play? Are
these custom still practiced today? Why or Why not?
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Module 3: Interpretations and Depictions
________________________________________________________________________
________________________________________________________________________
2. Do you understand each characters after examining them? Yes or No? Explain your answer.
___________________________________________________________________________
___________________________________________________________________________
Viewing
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Module 3: Interpretations and Depictions
The family is not fond of chicken eggs, so they sell them in the market.
Now look for the subject and the predicates of the simple sentences above. Underline the
subject one and the predicate twice in each simple sentence.
Split the compound sentence so that you can produce two simple sentences.
B. Check to see the rules on how to construct simple and compound sentences and how they
help you in writing and speaking.
A simple sentence conveys a sing ideas. It has only one subject and one verb.
Simple Sentence can be very short, consisting of only one word (a noun) for the
subject and one word (a verb) for the predicate. The noun is called the simple
subject, and the verb is the simple predicate.
Simple sentences can be long, even if they have one subject (Noun+Modifiers)
and one predicate (Verb+Other parts). In this case, the noun is the simple subject
and the verb is the simple predicate.
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Module 3: Interpretations and Depictions
Simple sentences can have a verb in any tense (past, present, future)
SUBJECT VERB
Don and Dona are the main characters in the story.
Simple sentences can have both a compound subject and a compound predicate.
Practice Exercises
A. Identify the subject and the predicate in these simple sentences. Circle the simple subject
and underline the simple predicate.
1. After the courtship stage, the girl decides to take the suitor’s offer.
2. The girl will give the favorable answer to the suitor.
3. At times, the suitor waits for the answer for months.
4. In the past, strict parents would give a series of test.
5. The suitor does chores like fetching some water from the well or cutting firewood.
Combined: Music can be used between scene, and it allows the audience to rest
their minds.
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Module 3: Interpretations and Depictions
B. Combine these simple sentences using the FANBOYS to make compound sentences.
1. The play produced during this time was mostly highly emotional. They are not about
emotional experience.
________________________________________________________________________
________________________________________________________________________
2. Some were artificial melodramas. Others are broad comedies.
________________________________________________________________________
________________________________________________________________________
3. American influence on the Filipino drama was less discernable. The contact with
American plays was extensive.
________________________________________________________________________
________________________________________________________________________
4. Foreign plays were often staged in Manila. Drama suffered from public apathy.
________________________________________________________________________
________________________________________________________________________
5. It could not compete with the Zarzuela. It was then at the height of this population.
________________________________________________________________________
________________________________________________________________________
Combined: I don’t put sound effects in my plays; instead, use music cues and
musically background in the entire play.
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Module 3: Interpretations and Depictions
C. Combine the following sentences by using a coordinating conjunction (for, and, nor, but, or,
yet, so)
1. Typically melodies are not good as cues. They could disrupt the listener from the dialog.
___________________________________________________________________________
___________________________________________________________________________
2. Learn how to use musical background. Write your dramas with music in mind.
___________________________________________________________________________
___________________________________________________________________________
3. You may not be actually composing the music. You should understand what to look for and
how to employ it.
___________________________________________________________________________
___________________________________________________________________________
4. Tones may be “happy” or “sad” music. Music suggests many more feelings and emotions;
melancholy, tension, confusion, exhilaration, irony, ecstasy, etc.
___________________________________________________________________________
___________________________________________________________________________
5. The scientist trained my brother well. They helped him find a job when his training was
through.
___________________________________________________________________________
___________________________________________________________________________
D. Use a subordinating conjunction to combine the following sentences. Do not forget the
proper use of semicolon.
1. As dramatist, you must use this powerful tool well. You are “only” the writer.
___________________________________________________________________________
___________________________________________________________________________
2. The best source for dramatic music is classical songs. The have wide emotional variety.
___________________________________________________________________________
___________________________________________________________________________
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Module 3: Interpretations and Depictions
3. It doesn’t matter what music you use. You know how to use it for effect.
___________________________________________________________________________
___________________________________________________________________________
4. As a keen listener, you easily “read” the moods. You hear the chords and motifs.
___________________________________________________________________________
___________________________________________________________________________
5. For live productions, underscoring is about setting a mood. The speed of the drama is
flexible.
___________________________________________________________________________
___________________________________________________________________________
OTHJER RULES:
Combine simple sentence that contain the same subject for they describe the same
person, place, or thing although they complete different actions.
Combine two simple sentences that contain different subjects. If they accomplish the
same action, the sentences can be combined as well.
E. The following sentence share either the same subject or the same verb. Combine the
sentences however you can.
1. Gina walked to the store. His pet dog Maximus walked along with him.
___________________________________________________________________________
__________________________________________________________________________
2. The plant is thirsty. The plant is not getting enough sunlight.
___________________________________________________________________________
___________________________________________________________________________
3. The book fell to the floor. It opened to a page I was researching on.
___________________________________________________________________________
___________________________________________________________________________
4. Why did you say that word? It was extremely rude.
___________________________________________________________________________
___________________________________________________________________________
5. Stop moving. Sit still in your chair.
___________________________________________________________________________
___________________________________________________________________________
28
Module 3: Interpretations and Depictions
In this workshop, add relevant dialog that includes precise words and phrases to
develop the characters and events in your play. Before you write, read these comic strips as
a class.
29
Module 3: Interpretations and Depictions
Draft
A good dialog
should:
On the first one, write a conversation between your main character
and your villain. Note that the conversation will focus on our country’s
Move your story
most important issue on marriage.
forward.
Keep a reader’s attention by using well- chosen words and
phrases as you draft.
Help someone
Note that your dialog should either move your story forward or
who is reading
help you reader get to know your characters.
your book get to
know your
characters.
30
Module 4: Thoughts and Impressions
Module 4: Thoughts
and Impressions
Learning Competencies
Discover the conflicts presented in literary selections and the need to resolve those conflicts
in non – violent ways
Explain how a selection may be influenced by culture, history, environment, or other factors
Gather current information from newspapers and other print and non-print media
Use appropriate techniques and strategies when asking questions and eliciting answers
Observe and use the appropriate gestures (hand-body) that accompany oral language
Use the correct pitch, juncture, stress, volume and projection and rate/speed of speech in
conversations and dialogs
Simplify ideas
31
Module 4: Thoughts and Impressions
Understanding Essay
An essay is a short notification work that deals with one subject. The
essayist might share an opinion, try to entertain or persuade the reader, or
simply describe an incident that has special significance.
Parts of an Essay
Beginning (Opening Gains reader’s interest in your subject
paragraph) Identifies focus or thesis statement that you will develop in the
body of your essay
Body (Middle or Contains the developmental paragraphs
heart of the essay) Support clearly and logically your thesis
Ending (Closing or Ties all the important points in the essay together.
summary Draws a final conclusion leaving the reader with a clear
paragraph) understanding of the topic.
The selection you are about to read is an essay. Try to give yourself a reason to read it by
using your own questions to guide you. Before you read, fill in the K column in the KWL chart. You
can fill in the W column as you need.
K (What do I know about the W (What do I want to know L (What have I learned about it?)
subject of the essay?) about it?)
32
Module 4: Thoughts and Impressions
1. Great changes have taken place in the nature of our social life during the last forty years.
The contact with Americans and their civilization has modified many of our own social
customs, traditions, and practices, some for the worse and many for the better. The
means of communication have improved and therefore better understanding exists
among the different sections of our country. Religious freedom has developed religious
tolerance in our people. The growth of public schools and the establishment of
democratic institutions have developed our national consciousness both in strength and
in solidarity.
2. With this growth in national consciousness and national spirit among our people, we
witness the corresponding rise of a new conception of education – the training of the
individual for the duties and privileges of citizenship, not only for his own happiness and
efficiency but also for national service and welfare. In the old days, education was a
matter of private concern; now it is a public function, and the state not only has the duty
but it has the right as well to educate every member of the community – the old as well
as the young, women as well as men – not only for the good of the individual but also for
the self-preservation and protection of the State itself. Our modern public school system
has been established as a safeguard against the shortcomings and dangers of a democratic
government and democratic institutions.
3. In the light of social changes, we come again to the question: What qualities should
distinguish the educated Filipino of today? I venture to suggest that the educated Filipino
should first be distinguished by the power to do. The Oriental excels in reflective thinking;
he is a philosopher. The Occidental is the doer; he manages things, men and affairs. The
Filipino of today needs more of his power to translate reflection into action. I believe that
we are coming more and more to the conviction that no Filipino has the right to be
considered educated unless he is prepared and ready to take an active and useful part in
the work, life, and progress of our country as well as in the progress of the world.
4. The power to do embraces the ability to produce enough to support oneself and to
contribute to the economic development of the Philippines. Undoubtedly, a man may be,
and often is, an efficient producer of economic goods and at the same time he may not
be educated. But should we consider a man who is utterly unable to support himself and
is an economic burden to the society in which he lives as educated merely because he
possesses the superficial graces of culture? I hope that no one will understand me as
saying that, the only sign of economic efficiency is the ability to produce material goods,
for useful social participation may take the form of any of any of the valuable services
rendered to society trough such institutions as the home, the school, the church and the
government. The mother, for example, who prepares wholesome meals, takes good care
of her children and trains them in morals and right conduct at home, renders efficient
service to the country as well as the statesman or the captain of industry. I would not
make the power to do the final and only test of the educated Filipino; but I believe that in
our present situation, it is fundamental and basic.
5. The educated Filipino, in the second place, should be distinguished not only by his
knowledge of the past and of current events in the world’s progress but more especially
by his knowledge of his race, his people, and his country, and his love of the truths and
ideals that our people have learned to cherish. Our character, our culture, and our
national history are the core of national life and consequently, of our education. I would
not have the educated Filipino ignore the culture and history of other lands, but can he
afford to be ignorant of the history and culture of his own country and yet call himself
educated?
33
Module 4: Thoughts and Impressions
6. The educated Filipino, in the third place, must have ingrained in his speech and conduct
those elements that are everywhere recognized as accompaniments of culture and
morality; so that, possessing the capacity for self – entertainment and study, he may not
be at the mercy of the pleasure of the senses only or a burden to himself when alone.
7. There are, then, at least three characteristics which I believe to be the evidence of the
educated Filipino – the power to do, to support himself and contribute to the wealth of
our people; acquaintance with the world’s progress, especially with that of his race,
people, and the community, together with love of our best ideals and traditions; and
refined manners and moral conduct as well as the power of growth.
Francisco F. Benitez
887-1951
Francisco F. Benitez, born in Pagsanjan, Laguna, experienced the tense political situation his
father was involved with, being a member of the revolutionary congress who was intercepted and
detained by Americans. When peace was restored, Benitez pursued higher education at the newly
Philippine Normal School, being one of the first graduates in 1904. He obtained a degree in Educational
from the Teacher’s College of Columbia and served as educator in a number of Philippine schools.
Soon after the liberation in 1945, President Osmena appointed him Secretary of Instruction until May
1946. He contributed educational articles here and abroad. Among them were the “Educational
Progress in the Philippines” and “Stories of Great Filipinos”.
1. When was the essay most probably written based on the first two sentences?
2. What power does the essayist refer on his statement in number 3?
3. Statement 5 shows that the educated Filipino is not ignorant of his countries of?
A. Think about “What is an Educated Filipino?” Here are some other ideas and questions to talk
about. Whenever you can, refer back to the text to check your ideas and answer.
1. The speaker believes that the Filipino has no right to be considered educated unless
what?
________________________________________________________________________
________________________________________________________________________
2. Has the meaning of education changed, too? What is an educated Filipino according to
the essay? Cite one and explain it in your own words.
________________________________________________________________________
________________________________________________________________________
3. What does this statement mean? Our characters, our nation’s history, environment,
and/or other factors? Explain.
________________________________________________________________________
________________________________________________________________________
34
Module 4: Thoughts and Impressions
Viewing
Viewing a Cartoon: Look closely at the cartoon on the right.
Accomplish the following.
A. Read carefully each sentences below, and then circle all the subordinators that you can find.
Chris is the guy who came over for dinner last Wednesday.
I watched the video while I was doing my art project.
We’ll never be the same since you left.
Now that I found, I won’t let you go.
As we ate, we talked about the outing plans.
B. Take a closer look at the following rules and some examples of subordinators that are used
as conjunctions. Be prepared to do the practice exercises afterwards.
In English, there are lots of subordinators but the most common ones are the following.
35
Module 4: Thoughts and Impressions
Practice Exercises
A. In the sentence below, underline the dependent clause and then circle the subordinator.
Then rewrite the sentence so the dependent clause comes first. Don’t forget to add a
comma. The first sentence has already been done for you.
2. Angelo washes the car in the morning so that his father can drive it in the afternoon.
___________________________________________________________________________
3. The speaker did well in the debate because he research the issues.
___________________________________________________________________________
4. Winning was hard because our team did not know much.
___________________________________________________________________________
5. You can read the book from the library while it is available.
___________________________________________________________________________
1. I am going to do my homework early. I can go to bed before 9:00 p.m (in order that)
___________________________________________________________________________
2. My uncle walks the dog every morning. He drinks coffee and reads the newspaper. (after)
___________________________________________________________________________
3. I like to play “Angry Birds”. My brother likes to play “Four Pics-One Word.” (whereas)
___________________________________________________________________________
4. It’s summertime. The family will take a week vacation. (now that)
___________________________________________________________________________
C. In the sentence below, write a sentence that uses the provided subordinators.
1. Since: ______________________________________________________________________
2. After: ______________________________________________________________________
3. Unless: _____________________________________________________________________
4. Only if : _____________________________________________________________________
5. Even if : ____________________________________________________________________
36
Module 4: Thoughts and Impressions
Original Paraphrase
And thus I shall outgrow this love for you. I need to forget this love
Sooner or later I shall put away To end this passion on you.
This jeweled ecstasy for something new. I hope to find someone new.
Brand me not fickle on that fatal day: Blame me not on that very day
Bereft of change that is my drink and bread, For the change I have in me
I would not love you now. I would be dead. So I better not love you today
Than suffer the pains by tomorrow.
Change by Angela Manalang Gloria
Draft
1. Set the original text aside, and write your paraphrase on a writing paper without looking at
the original.
2. Write down a few words below your paraphrase. This will remind you later how you imagine
using this material. Also, write a keyword or phrase on the top of your writing pad to
indicate the subject of your paraphrase.
3. When you are through, compare your paraphrase with the original.
37
Final Task (Book Talk)
Background
To promote work and try to get others to read their book (short story or poem), authors
often have book readings or book talks.
Description of Task:
Your task is to pose as the author of a book you have read and try to persuade your
classmates to read the same book through a book talk of your own.
During the book talk, you will be responsible for:
1. Reading a small portion (two paragraphs to two pages) of the novel aloud to the class. It is
best to choose a griping or suspenseful part; a part you think will hook others and make
them want to read the book. You should also read with expression and practice beforehand.
2. Giving a brief introduction to the plot development including the setting, characters, and
you want others to read the book, so do not give away too much information. Remember,
you want others to read the book, so do not divulge the entire story.)
3. Giving a brief outline of the theme of the novel, again, without divulging too much
information.
4. Answering questions the audience may have pertaining to the novel.
5. Note: Remember, you are the author and you are promoting your novel, so make sure you
talk it up. The rubric on which you will be graded is below.
Criteria:
Enthusiasm and expression while reading
Fluency while reading
Statement and explanation of theme
Discussion of story elements
BOOK TALK TUBRIC
3 2 1
Enthusiasm and Consistently uses an Somewhat uses an Rarely uses an
Expression While expression while expression while expression while
Reading reading based on the reading based on the reading based on the
content of the content of the content of the
material. material material
Fluency while Reading Consistently reads at a Somewhat reads at a Rarely reads at a pace
peace easily under- pace easily easily understood
stood understood
Errors No errors Few Errors Many errors
9 6 3
Theme The theme is stated The theme is stated The theme is stated
and it is explained with some with little or no
how this theme explanation. explanation.
relates to the story,
the world, and the
students today.
Elements All elements are Two elements are One element is stated.
stated- characters, stated.
setting, and plot.
TOTAL
38
Final Task (Roles Play)
Description of Task:
The students will have taken a quiz on group roles by this point. They will work in
cooperative learning groups to create a skit with each member adopting one of the roles from the
group roles worksheet. They must perform this for the class. Each of the first two sections must be
represented, and only one member is allowed to portray a dysfunctional role. See attached sheet.
The students need to communicate clearly by their actions what roles they are playing. Part of their
grade is based on how easily other students can discern their roles.
Criteria:
The students must clearly portray their roles.
The role play must be long enough so that each student’s role is clearly displayed, but not
longer than 10 minutes.
Each student must contribute ideas to their group’s role play.
39