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8
English
Quarter 3 – Module 1:
Examining Biases
CO_Q3_English 8_ Module 1
English – Grade 8
Alternative Delivery Mode
Quarter 3 – Module 1: Examining Biases
First Edition, 2020
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8
English
Examining Biases
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
What I Need to Know
This module is developed based on the Most Essential Learning Competency

(MELC) presented in the English 8 curriculum guide for the third quarter. This module
is split into self-contained units with their own activities and notes for further reading.
Also, this module focuses on the importance of recognizing biases found in
texts. Understanding these biases will help you examine unfair and baseless opinions
made by some authors on a certain issue. Hence, the lesson will enable you to become
critical and active readers that are able to discern and evaluate messages.
The Most Essential Learning Competency (MELC) covered in this module is to
examine biases (for or against) made by the author, EN8RC-IIIg-3.1.12.
Objectives:
As a learner of this module, you are expected to:

1. determine the concept of bias;
2. identify the author’s biases in given statements;
3. recognize if the message of the author is for or against a certain issue;
4. evaluate biases found in text by determining the author’s use of diction and
evidences; and
5. create a message that promotes fair and unbiased writing.
What I Know
Before we start the discussion, find out how much you know about the lesson.
If you get perfect in this assessment, you can skip this module. If you get at least one
or more mistakes, proceed with this module.
Directions: Analyze the questions carefully. Choose the letter of the correct answer.
Write your answers on a sheet of paper.
1. This refers to an author’s expression of his/her own opinion on a

particular issue without examining and presenting enough evidences.
A. bias
B. judgment
C. objective
D. subjective
2. Which of the following factors influences a person to be biased?
A. evidences
B. experiences
C. facts
D. reality
1 CO_Q3_English 8_ Module 1
3. Below are true about bias, EXCEPT:
A. presenting both sides of the issue
B. telling only a part of the issue at hand
C. putting across an unfair or one-sided opinion
D. being subjective as opposed to being objective
4. Which of the statements below helps a person determine the author’s

biases?
A. Use of diction and evidence
B. Use of credentials
C. Use of personal thoughts
D. Use of words
5. “Fathers are always responsible in making decisions than mothers.”

Which of the words below makes the statement biased?
A. always
B. decision
C. making
D. responsible
6. “Pageants are amazing platforms that promote different advocacies such as

women empowerment, child protection, and environmental conservation.”
A. amazing
B. conservation
C. different
D. protection
7. “To have a vaccine for COVID-19 before the opening of classes on August
24, 2020 is unbelievable.”
Which of the words below makes the sentence biased?
A. before
B. opening
C. unbelievable
D. vaccine
8. “Buying a brand new android cellphone is a waste of money.”

Which of the words in the statement shows bias?
A. brand new
B. buying
C. money
D. waste
9. Which of the following statements is an example of unbiased writing?
A. Filipinos are the best singers in the world.
B. High school dropouts will not be successful in life.
C. Asians have a diverse and rich cultural heritage.
D. Students who are good in Science and Math are brainy.
10. Which of the following statements expresses bias?

A. The Earth rotates around its own axis.
B. Jose Rizal is our country’s national hero.
C. Putting rubbing alcohol is the best way to kill bacteria and viruses.
D. COVID-19 is an infectious disease caused by a new strain of
coronavirus.
11. Which of the following statements does NOT manifest bias?

A. Filipinos are considered the best English speakers in the world.
B. Women leaders are better than men when handling a health crisis.
C. Research studies are undertaken to help improve human condition.
D. Online games are the main cause of mental health problems among
teenagers nowadays.
12. Which statement of the writer expresses bias?

A. This bag is made of leather.
B. This shampoo uses organic ingredients.
C. This perfume costs twice the price of a sack of rice.
D. The car that he bought was impossible to purchase given its price.
13. Which of the following statements shows the positive view of the author
about mobile games?
A. It distracts teenagers from their academic priorities.
B. It enhances the analytic and critical skills of players.
C. It promotes messages about violence among teenagers.
D. It negatively affects their physical and psychological health.
14. Which of the following statements shows the negative view of the author
about social media?
A. It breeds cyber bullying and depression.
B. It can be an avenue for business opportunities.
C. It develops the information and communication skills (ICT) and
creativity of teenagers.
D. It allows people to create online communities and friendship.
15. What should an author do to avoid being biased? The author must…
A. present evidences to support personal opinions
B. present solid evidences on both sides of an issue
C. use words and expressions that appeal to the readers
D. use words and expressions to convince readers to take a stand
What’s In
Now that you have assessed how much you know and do not know about the
topic let us proceed in learning more about examining bias. First, let us review what
you have learned about the previous lesson through the activity below.
Directions: Read the sentences carefully. Put a check mark (√) if the sentence
connotes a positive message and a cross-mark (x) if it is negative. Write your answers
on a separate sheet of paper.
 1. People should stay at home during pandemic.

 2. Washing of hands is optional.
 3. Wearing a face mask is a must.
 4. People are not following social distancing.
 5. Using rubbing alcohol regularly is important.
The sentences above conveyed positive and negative opinions about a certain
issue. Opinions, for or against, are based from personal views that may be biased.
Hence, it is important to examine biases that could influence one’s judgment on a
particular issue. You will learn more about this as you proceed to the other parts of
this module.
What’s New
As mentioned people can be easily swayed by differing viewpoints, it is, however,
interesting to note what factors explain how and why people are influenced by bias.
This section will give you an idea about these factors.
Activity: Pick Your Favorite

Directions: Pick your favorite between the given options below. Then, give your reason
for choosing such. Write your answers on a separate sheet of paper.
1. Basketball or Volleyball
Reason: _______________________________________________________
2. English or Math
Reason: _______________________________________________________
3. Mobile Legends (ML) or Defense of the Ancients (DOTA)

Reason: _______________________________________________________
4. Kpop (Korean Pop) or OPM (Original Pinoy Music)

Reason: _______________________________________________________
5. Facebook or Instagram
Reason: _______________________________________________________
Self - Check
 What made you choose your answers in the activity?
 Were your reasons based on facts or personal preferences?
 What factors come into play when you choose based on your personal
preferences? (experience, upbringing, trend, environment, culture, etc.)
While it may sometimes be harmless to choose based on personal preferences;

however, there are instances when these may easily make you biased in believing
certain types of information. This may result to you forming biases which may later
on turn into a belief that can alter your attitude towards an issue.
Hence, in this module, you will learn how to examine biases especially in
tackling issues and informing your beliefs. This will help you make sound judgments
on given situations.
What is It
In this part of the module, you will learn the concept of bias and ways to
determine the author’s biases.
What is bias?
Bias refers to an author’s expression of his/her own opinion on a particular

issue without examining and presenting enough evidences. This arises from the
author’s thinking which may be influenced by personal beliefs, culture, attitudes,
preferences, and past experiences.
To further understand bias in writing, refer to the illustration below
.
BIASED WRITING UNBIASED WRITING
Subjective Objective
Unfair presentation of the Fair presentation of the
issue issue
Focuses on one side Focuses on both sides
When does an author become bias?
An author becomes bias when he/she persuades the reader to believe on

his/her own stand of the issue by giving inaccurate information or false impression
even with or without the intention of misleading the readers.
How do you determine the author’s biases?
To determine the author’s biases and to understand his/her underlying

purpose, you must look at the use of evidence and diction.
Evidences can be in a form of facts and information, testimonies and direct

observations, scientific and legal findings, and anecdotes and philosophical evidences.
Diction refers to the words or expressions that help convey the stand of the
author towards an issue. These words and expressions may indicate a positive or
negative connotation or meaning.
The table below shows an example of a word with a positive and a negative
connotation.
Positive Connotation Negative Connotation

My new neighbor is a mature woman. My new neighbor looks too
mature in that dress.
The word ‘mature’ means that the The word ‘mature’ means that the
woman is well-mannered. This woman looks old in her dress.
implies the author’s positive view This implies the author’s negative
towards the woman. view towards the woman.
Here are some guide questions to check the author’s use of evidence.
 Does the author present more positive evidences to support one side of an
issue?
 Does the author present more negative evidences to disprove one side of an
issue?
Here are some guide questions to check the author’s diction.

 Does the author use more positive words and expressions to present one side
of an issue?
 Does the author use more negative words and expressions to present one side
of an issue?
Let’s use the guide questions above when we read and examine the paragraph
below:
Summer vacation is the favorite season for most people. Some go to the
beach; others go to the mountains. These places will make them feel closer to nature.
However, having a vacation by the sea differs from having a vacation in the
mountains.
People can swim, surf, or dive on the beach. Others can pick up shells, go
sunbathing, or even play volleyball. Also, the sound of the sea waves hitting the
shore can make people feel more relaxed. While sitting on wooden chairs, people can
watch the sun as it sets down.
On the other hand, people can also explore the mountain side to experience
the strong and fresh air. People can hike and do bonfire. However, hiking in the
mountains can be dangerous because of the presence of wild animals and the danger
of falling.
Whichever, people choose, they can experience a lot of enjoyable adventure.

Yet, there are many things people can do in the beach than in the mountain.
Following the guide questions given in the discussion, let’s analyze the
evidences and the diction used by the author.
Going to the Beach Going to the Mountain

 can swim, surf, or dive  has a strong and fresh air
 can pick up shells, go sunbathing,  can hike and do bonfire
or even play volleyball  can be dangerous
 can make people feel more relaxed  presence of wild animals and the
 can watch the sun as it sets down danger of falling
For the evidences:

Based on the table above, you will notice that the author has presented more
positive evidences of going to the beach than going to the mountain.
You will also notice that there is an unfair presentation of the evidences. The
author emphasized the dangers on going to the mountain but failed to present the
dangers on going to the beach like drowning.
For the diction:
The author used more positive words such as highlighting the benefits of going
to the beach, but he/she used negative words when referring to going to the mountain
such as dangerous and danger. These words give a negative impression to the readers
making the author biased as he/she was favoring one idea over the other. He/she
also failed to present both advantages and disadvantages about going to the beach
and going to the mountain in a more balanced and objective way.
What’s More
After you have examined the biases of the writer in the previous
activity, let’s practice further what you have learned from the discussion by doing the
following activities. First, you need to exhibit your understanding of the concept of
bias through semantic webbing and differentiating biased from unbiased statements.
Next, you will look into diction to examine bias. Lastly, you will be evaluating the
author’s bias.
ACTIVITY 1: Semantic Web

Directions: Fill in the semantic web with words or phrases that relate to the word
“Bias”. Write your answers on a separate sheet of paper.
Self – Check:
 Are the words/phrases related to bias?

 Do the words/phrases convince you about the definition of bias?
ASSESSMENT 1: Biased or Not Biased
Directions: Put a check mark (√) if the sentence is biased or a cross-mark (x) if it is
not. Write your answers on a separate sheet of paper.
____ 1. Brand Z Bath Soap is endorsed by dermatologists in the Philippines.
____ 2. Brand Z, the bath soap I used, is the leading brand in the Philippines.
____ 3. Basketball is the best sports in the world.
____ 4. Basketball is one of the most widely played sports in the world.
____ 5. Carrot growers believe that carrots should be part of our daily diet.
____ 6. Carrots are a good source of Vitamin A which is good for the eyesight.
____ 7. Mothers nurture best the emotional intelligence of their children.
____ 8. Study says that children’s intelligence is inherited from mothers.
____ 9. Generally, most of the students find Mathematics difficult.
____ 10. Boys are more inclined to learning Mathematics.
Activity 2: Am I Positive or Negative

Directions: Read the paragraph below. Identify the sentences that signify positive or
negative bias. Copy the graphic organizer and write your answers on a separate sheet
of paper.
Mining for Minerals

Rocks that contain minerals are called ore. Mining is the process
of digging to find ore. If the ore is close to the surface, miners can create an open-
pit mine
We need mines because we need to have minerals. We use minerals to make
things such as toothpaste, medicine, and airplanes. But mines also create
problems.
Working in mines can be dangerous. Miners can be trapped underground if

a tunnel collapses. Miners breathe dangerous gases and rock dust in the mine that
can make them very sick. Mining can put dangerous pollution into the
environment. Mines can destroy habitats that animals rely on to survive. Some
mining companies try to repair the habitat. Damage to animal populations might
be permanent.
Positive Negative
Self – Check:
 Have you identified the sentences that convey a positive and negative
meaning?
 How do these sentences lead to an author’s bias?
Assessment 2: Pick Me!
Directions: Pick out the words or expressions that make the sentence biased. Write
your answers on a separate sheet of paper.
1. Women are very sensitive compared to men.
2. We will never gain any benefit from playing mobile games.
3. Filipinos are the best English speakers all throughout Asia.
4. By giving aid to his people, the governor is a hero to his constituents.
5. Divorce of parents always tears children's self-esteem.
6. Love is the most powerful force that spins the earth.
7. Men are better drivers than women.
8. Elderly people are no longer productive at work.
9. Chubby kids are prone to get sick.
10. Marrying at an early age is a disgrace.
Activity 3: For Or Against
Directions: Based on the given paragraphs, identify the idea which the author favors.
Write the word FOR under the topic if the author is biased towards it. If not, write
AGAINST. Write your answers on a separate sheet of paper.
1. Topic: Dog vs Cats
Dogs and cats are the commonly domesticated animals.

Dog Cat
However, dogs are a better choice for they are fun to play with,
and they can be trained as service dogs to help humans. Cats,
_____ ______
on the contrary, can only serve as a house pet.
2. Topic: Soda vs Juice
I like soda better than juice. I prefer soda because it is

Soda Juice
not too sweet unlike juice. Though juice tastes good, soda has
this acidity that make you burp.
_____ ______
3. Topic: Phase out Jeepneys vs Retain Jeepneys
Phase Jeepneys have been one of the main modes of transport in

Retain
out Jeepneys the Philippines. They are also the livelihood source of many
Jeepneys Filipinos, However, they often cause road congestions and traffic
_____ ______ jams. Also, they are obsolete that may compromise the safety of
the passengers and may pose a threat to the environment. As
such, these jeepneys do not meet the standard of modernization
of a public utility vehicle. With these, phasing them out appears
to be a much better choice.
Self – Check:
 Do the paragraphs above show bias?

 Did you find the words or expressions that make the author biased?
 Are you in favor with how the author presented the topic/s?
Assessment 3: Evaluating Biases
Directions: Complete the table by citing the evidences that show that the author is
for and against the topics. Then, determine which of the two topics the author favors
more. Write your answers on a separate sheet of paper.
1. Dogs and cats are the commonly domesticated animals. However, dogs are
a better choice for they are fun to play with, and they can be trained as service dogs
to help humans. Cats, on the contrary, can only serve as a house pet.
Evidence presented for Evidence presented for Based from the
Dogs Cats evidences, which
between the two does
the author favor
more?
2. I like soda better than juice. I prefer soda because it is not too sweet
unlike juice. Though juice tastes good, soda has this acidity that make you burp.

Soda Juice evidences, which
the author favor
more?
3. Jeepneys have been one of the main modes of transport in the Philippines.
They are also the livelihood source of many Filipinos. However, they often cause road
congestions and traffic jams. Also, they are obsolete that may compromise the safety
of the passengers and may pose a threat to the environment. As such, these jeepneys
do not meet the standard of modernization of a public utility vehicle. With these,
phasing them out appears to be a much better choice.
Phasing out Jeepneys Retaining Jeepneys evidences, which
the author favor
more?
What I Have Learned
After you have examined and evaluated biases, let’s check what you learned
from the discussion and the given tasks by doing the activity below.
Directions: Respond to the three prompts based on the learning you gained in this
lesson. Write your answers on a separate sheet of paper.
Three things that I learned from the lesson:

1. __________________________________________________
2. __________________________________________________
3. __________________________________________________
Two things that I liked from the lesson:

1. ___________________________________________________
2. ___________________________________________________
One question that I still want to ask:

1.______________________________________________________________
________________________________________________________________
What I Can Do
Congratulations, you have made it this far! You have performed varied activities
which added more to your knowlegde. This time, apply what you have learned in a
more defined context.
Directions: Read the text below. Then, examine and evaluate biases made by the
author about the issue on social media by completing the paragraph below. Write your
answers on a separate sheet of paper.
The Consequences of Social Media
Social media is never without consequences. First, most people who

seek attention may post their pictures or videos for them to gain likes and
views without knowing that they are already compromising their privacy.
Also, news on social media that is readily available and has a wider reach
is not always objectively written and bias-free. Lastly, social media which
appears to embrace self-expression and freedom now allows more and more
people to disrespect other people online thru bashing. People love to air
their subjective criticisms to the point that they make dummy accounts
just to rant and ruin the reputation of personalities they oppose. While it
may be true that social media has benefits, we might want to consider being
more careful about its consequences.
I find the article entitled _____________ biased because the author used words
that purely favors one side of the topic. These words are
____________________________________________________________________.
Also, the evidences found in the text are more on the _______________ side of the
issues. These evidences are ________________________________________________________
____________________________________________________________________.
More so, the author failed to point out that _________________________________________
____________________________________________________________________.
To avoid such bias, the author should have ________________________________________.
Assessment
After getting a lot of practice in examining bias, let us measure your
understanding of the lesson.
Directions: Analyze the questions carefully. Choose the letter of the correct answer.
Write your answers on a sheet of paper.
1. This refers to an author’s expression of his/her own opinion on a particular

issue without examining and presenting enough evidences.
A. bias
B. judgment
C. objective
D. subjective
2. Which of the following factors influences a person’s bias?

A. evidences
B. experiences
C. facts
D. reality
3. All of the following statements are true about bias, EXCEPT:

A. presenting both sides of the issue
B. telling only a part of the issue at hand
C. putting across an unfair or one-sided opinion
D. being subjective as opposed to being objective
4. Which of the statements below helps a person determine the author’s

biases?
A. Use of diction and evidence
B. Use of credentials
C. Use of personal thoughts
D. Use of words
5. “Fathers are always responsible in making decisions than mothers.”

A. always
B. decision
C. making
D. responsible
6. “Pageants are amazing platforms that promote different advocacies such as
women empowerment, child protection, and environmental conservation.”
A. amazing
B. conservation
C. different
D. protection
7. “To have a vaccine for COVID-19 before the opening of classes on August
24, 2020 is unbelievable.”
What word makes the sentence biased?
A. before
B. opening
C. unbelievable
D. vaccine
8. “Buying a brand new android cellphone is a waste of money.”

Which of the words in the statement shows bias?
A. brand new
B. buying
C. money
D. waste
9. Which of the following statements is an example of unbiased writing?

A. Filipinos are the best singers in the world.
B. High school dropouts will not be successful in life.
C. Asian people have a diverse and rich cultural heritage.
D. Students who are good in Science and Math are brainy.
10. Which of the following statements expresses bias?

A. The Earth rotates on its own axis.
B. Jose Rizal is our country’s national hero.
C. Putting rubbing alcohol is the best way to kill bacteria and viruses.
D. COVID-19 is an infectious disease caused by a new strain of coronavirus.
11. Which of the following statements does NOT manifest bias?

A. Filipinos are considered the best English speakers in the world.
B. Women leaders are better than men when handling a health crisis.
C. Research studies are undertaken to help improve human condition.
D. Online games are the main cause of mental health problems among
teenagers nowadays.
12. Which statement of the writer expresses bias?

A. This bag is made of leather.
B. This shampoo uses organic ingredients.
C. This perfume costs twice the price of a sack of rice.
D. The car that he bought was impossible to purchase given its price.
13. Which of the following statements shows the positive view of the author
about mobile games?
A. It distracts teenagers from their academic priorities.
B. It enhances the analytic and critical skills of players.
C. It promotes messages about violence among teenagers.
D. It negatively affects their physical and psychological health.
14. Which of the following statements shows the negative view of the author
about social media?
A. It breeds cyber bullying and depression.
B. It can be an avenue for business opportunities.
C. It develops the information and communication (ICT) skills of teenagers.
D. It allows people to create online communities and friendship.
15. What should an author do to avoid being biased? The author must…
A. present evidences to support personal opinions
B. present solid evidences on both sides of an issue
C. use words and expressions that appeal to the readers
D. use words and expressions to convince readers to take a stand
Additional Activities
Let’s further enrich what you have learned about the lesson on examining
biases by doing the activity below.
Activity: Infographic Making

Directions: Create an infographic that show 3 tips on how to avoid biased writing
on a separate sheet of paper. A rubric is given as your guide.
Criterion 3 POINTS: 2 POINTS: 1 Point: Score

Exceed Meet Needs Work
Expectation Expectation
Topic/Purpose The topic/ The topic/ The topic/
purpose of the purpose was purpose of the
infographic somewhat infographic
was clear and broad and did was not clear
concise. not allow and concise.
viewer to
understand
the purpose.
Data Data of the Data of the Data of the
infographic infographic infographic
was accurate was somewhat was not
and relevant accurate and accurate and
to topic relevant to was not
topic. relevant to
topic.
Layout The The graphics The graphics
infographic were had nothing to
had a great somewhat do with the
layout, with applicable to topic and had
applicable the a poor layout.
graphics. infographic, There was an
creating an overload of
average text.
layout.
Color/Font The font was The font was The font was
legible and the somewhat not legible and
color scheme legible and the the color
enhanced the color scheme scheme
infographic. didn't affect detracted from
the the
infographic. infographic.
Sourcing Citations for Citations for No citations of
the some of the the
infographic's sources used infographic's
sources were were included sources were
included. included.
Total Score
CO_Q3_English 8_ Module 1 18
What I Know What’s More
Pre-Test/Assessment Activity 1
1. A Answers may vary
2. B Assessment 1
3. A
4. A 1. 
5. A 2. 
3. 
6. A
4. 
7. C 5. 
8. D 6. 
9. C 7. 
10. C 8. 
11. C 9. 
12. D 10. 
13. B
Activity 2
14. A
15. B Positive Words:
amazing, better, great,
reliable, strongly believe
What’s In Negative words:
impossible, never, sad to note
1. √
unrealistic, unbelievable
2. X
3. √
4. X Assessment 2
5. √ 1. very sensitive
2. never
What’s New 3. best
4. hero
Answers may vary 5. always tears
6. most powerful
7. better
8. no longer
9. prone
10. disgrace
Answer Key
Activity 3
1. Dog – FOR; Cat – AGAINST Assessment
2. Soda – FOR; Juice – AGAINST
1. A
3. Phase out Jeepney – FOR;
2. B
3. A
Assessment 3 4. D
1. 5. A
- fun to play - can only The author 6. A
with serve as a favors the 7. C
- can be house pet. dog more. 8. D
trained as 9. C
service dogs
10. C
to help
humans. 11. C
12. D
2. 13. B
- doesn’t - juice tastes The author 14. A
taste as smoother favors the 15. B
sweet as juice soda more.
- has more
bite to it.
3.
Answers may vary
- main reason - one of the The
of road main author
congestions transportations favors
and traffic - source of the
jams livelihood of phasing
- are already many Filipinos out
obsolete jeepneys
- no longer more.
safe for
passengers
and the
environment
- not meet the
standard of
modernization
of a public
utility vehicle
What I have learned
Answers may vary
What I can do
Answers may vary
References
Lehman DR, Lempert RO, Nisbett RE. The effects of graduate training on reasoning:
formal discipline and thinking about everyday‐life events. Am Psychol.
1988;43(6):431‐442.
Gpisd.Org, 2020.
https://www.gpisd.org/cms/lib01/TX01001872/Centricity/Domain/2148/Week%2
09.pdf.
Study.com. 2020. [online] Available at: <https://study.com/academy/practice/quiz-
worksheet-identifying-biases- assumptions-stereotypes-in-texts.html>
[Accessed 23 July 2020].
"Using Text Evidence to Identify Bias and Exaggeration - SAS". Pdesas.Org, 2020.
https://pdesas.org/module/content/resources/26562/view.ashx.
2021. https://rappler.com/nation/statements-against-anti-terror-bill-sb-1083.
For inquiries or feedback, please write or call:
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Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph

8
English
Using Propaganda Techniques
English – Grade 8
Quarter 3 – Module 2: Using Propaganda Techniques
First Edition, 2020
over them.


Writers: Rodel O. Ramos Jr., Shiela May P. Lacia, Redentor G. Bandoy
Editors: Ponciano G. Alngog, Gemma B. Espadero, Isabel L. Loayon
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Tomas M. Ferrol III, Ardelyn L. Glodobe, Vanessa R. Natulla
Illustrator : Julien A. Espinoza, Cris Vincent O. Ybanez, Jason Villena
Layout Artist : Julien A. Espinoza, Ronald T. Bergado
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Eric C. Cabaluna
Printed in the Philippines by Department of Education – Caraga Region

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8
English
Using Propaganda Techniques

Thank you.
What I Need to Know
This module is developed based on the most essential learning competency

(MELC) presented in the English 8 curriculum guide for the third quarter. The lesson
found in this module is divided into individual parts of activities and notes for further
reading.
This lesson is an attempt to help you learn how to analyze intention of words
or expressions used in propaganda techniques.
In sum, the material can be used for individualized instruction working through
topic by topic. In this respect, we hope that the module will itself be put to use
productively in different ways that nonetheless contribute to its underlying aims: to
save our learners from dropping out and to develop an awareness of reading among
our learners, where reading the word is a part of reading the world.
The most essential learning competency in this module is to analyze intention

of words or expressions used in propaganda techniques (EN8V-lllg-26).
Objectives:

1. identify the different propaganda techniques;
2. evaluate the words and expressions as tools used in propaganda
techniques;
3. demonstrate the importance of understanding the intentions of words
used in a propaganda;
4. examine a propaganda in terms of techniques and intention of words
used.
What I Know
Before we start discussing the lesson, let us find out how much you know about
the topics covered in this module. However, if you get one or more mistakes, proceed
with the module.
1 CO_Q3_English 8_ Module_2
Directions: Read each question below and choose the letter of the correct answer.
Write your answers on a separate sheet of paper.
1. What particular technique is used which is intended to make consumers accept or

approve something without looking closely at evidences?
A. advertisement
B. commercial
C. announcement
D. propaganda
2. What type of propaganda uses appealing phrases which are closely associated with
highly valued concepts and beliefs but without offering any supporting information
or reason?
A. card stacking
B. glittering generalities
C. name-calling
D. soft soap
3. What propaganda technique is intended to damage the image of the competitor by

using names that evoke fear or hatred such as, “racist, dictator, and communist”?
A. card stacking
C. name-calling
D. plain folks
4. Which propaganda technique presents a negative quality of a person, entity, object,

or value to discredit it and make the other option more acceptable?
A. loaded words
B. plain folks
C. simplification
D. transfer
5. What propaganda technique is used in the statement,

“Things go better with Coke”?
A. card stacking
C. name-calling
D. plain folks
6. What propaganda technique is commonly used in the world of advertising

because buyers are on the lookout for real experiences?
A. card stacking
B. name-calling
C. plain folks
D. soft soap
1. "I love visiting you folks in the city because people are wholesome,
hardworking, and family – centered.” Which propaganda technique is used in
the statement?
A. glittering generalities
B. name-calling
C. plain folks
D. soft soap
2. Which propaganda technique attempts to influence an audience by using

words with strong emotional appeal or may also portray stereotypes that
cannot be supported by concrete evidences?
A. bandwagon
B. card stacking
C. loaded words
D. simplification
3. “A superstar mother talks about her experience of using the diaper that she
prefers for her baby and the advantages of using it.” What propaganda
technique is used in the situation?
A. loaded words
B. simplification
C. testimonial
D. transfer
4. What propaganda technique is used by drug manufacturers in their

advertisements that seems to hide the possible harmful side effects of their
products?
A. card stacking
B. name-calling
C. plain folks
D. soft soap
5. “In a school election, a voter is confused on who he is going to vote for

school president, but because most of his classmates and friends love
“candidate X”, he decided to go along with the choice of the majority.”
What propaganda is used in the situation?
A. bandwagon
B. loaded words
C. name-calling
D. simplification
6. Which propaganda technique is intended to reduce the critical issue into a
simple one by using a catchy expression to persuade uninformed
listeners?
A. loaded words
B. simplification
C. soft soap
D. testimonial
7. “A brand of snack food is loaded with sugar and calories; however, the
commercial boasts that the product is low in fat, implying that it is also low in
calories.” What propaganda technique is used in these details?
A. card stacking
B. name-calling
C. plain folks
D. soft soap
14. Which statement uses soft soap propaganda technique?

A. You are a criminal! You don’t deserve to be elected.
B. My actions of service for you are my best work in life.
C. I am the right person to be voted because of my visible services.
D. I know that you are wise voters. The future of this country is in your
hands.
15. What do you think is the right thing for you to do if you see a propaganda
of a slimming tablet with a promo sale of buy 1 take 1 and sold at a very
cheap price and you really want to lose weight?
A. Not buy the product until I can prove that it is effective.
B. Immediately buy the product for its very good offer.
C. Buy the product because of its convincing promotion.
D. Conduct a thorough research on the product especially for possible
negative side effects of the product before buying it.
Module
Using Propaganda
2 Techniques
What’s In
In the previous module, you have encountered one of the issues of the information age
which is the unavoidable presence of biases found in texts. Here is a poster telling that
bias is everywhere; hence, it is important to carefully examine texts.
Directions: Convince the readers that examining biases is important by completing

the graphic organizer below. Write your answers on a separate sheet of paper.
 Reflect on the words and strategies that you used in attempting to convince
readers. Do you think they are enough for you to be able to persuade them that
examining biases are really important?
 There are actually different ways to convince an audience as we present ideas

and facts.
 You will learn more about the power and intentions of words and expressions
in convincing others as you go through this module.
What’s New
Directions: As you go along with this lesson, you will learn a great deal about the
power of words in convincing and influencing others.
Read the comic strip below and answer the guide questions that follow. Write your
1 2
3 4
1. Did the saleslady successfully convince the customer to buy the product?
______________________________________________________________________
_____________________________________________________________________
2. What words or phrases were used by the saleslady to convince the
customer?
______________________________________________________________________
_____________________________________________________________________
3. If you were the customer, which particular technique used by the seller
in of the comic strip do you think would convince you the most?
______________________________________________________________________
_____________________________________________________________________
4. Do you think that the techniques used here are effective? Why or why
not?
______________________________________________________________________
______________________________________________________________________
What is It
How do you decide which product to buy or what idea to support? Looking for
facts to make informed choices is an excellent idea, but equally important you
also need to understand the words and expressions used and recognize the
intention behind those words. Are they facts, or are they merely false claims
disguised as facts intended to convince you?
In this part of the module, you will learn more about the nature of propaganda,
its types, and eventually how to analyze the intention behind the words and
expressions used.
Propaganda. It is a form of communication that is aimed at influencing the

attitudes, perspectives and emotions of people or communities toward some
cause or position by presenting only one side of an argument. It is usually
repeated and presented over a wide variety of media in order to attract the
interests of a greater majority.
Types of Propaganda Techniques. There are a number of ways and/or

techniques on how to persuade people to buy products, accept ideas, and avail
services.
1. Card Stacking. This is a technique that shows the product’s best

features, tells half-truths, and omits its potential problems.
In this picture, the facts

Example:
about the product are selected and
presented, which most effectively
strengthen and support the claims of
the product endorser.
The propaganda uses card stacking

technique because the milk in the poster
claims to have no trans-fat but it hides the
truth of the possible negative side effects
of their product.
2. Name-calling. This is the use of names that may evoke fear or hatred
among the viewers. The name-calling technique links a person or
idea, to a negative symbol. The most obvious type of name-calling
involves bad names such as racist, dictator, terrorist, rebel,
protester, idiot, liar and monster.
Example:
The picture shows a
person holding a placard stating
derogatory words such as racist
and spineless complicit pigs.
The propaganda uses
name-calling because the use of
the above-mentioned words
creates a negative image to the
person or organization.
3. Plain Folks. This is the use of common people to sell or to promote a

product or service. Advertisements appear to associate a person or
groups of individuals to be one of common people or the masses. This
technique is commonly used in the world of advertising because
buyers are on the lookout for real experiences.
Example: In this picture, a
successful security guard who
graduated Cum Laude is
drinking a kind of coffee which
seems to be enticing to common
people. A husband and father, he
is a common person representing
a larger number of consumers.
This picture uses plain

folks propaganda technique
because it uses common people
to sell or to promote a product or
service.
4. Glittering Generalities. This is the use of words or ideas that evoke a
positive emotional response from an audience. Virtue words are often
used. For better effect, brands appear to use hyperboles, metaphors, or
lyrical phrases to attract more attention.
Example:
In this picture, the
beautiful places in Surigao del
Sur is being shown with an
appealing tagline that says, “A
Shangrila by the Pacific” to
attract the tourists.
This shows an
example of glittering
generalities because it uses
the word Shangri-La which
also means paradise, a word
that evokes a positive
Source: https://tinyurl.com/y9odqtbw emotional response from an
audience.
5. Soft Soap. This is the use of flattery or insincere compliments designed

to get the audience on the side of the speaker.
Example:
In this scenario, the
salesman is trying to convince the
lady to buy the dress that he is
selling by flattering and
complimenting her. He uses the
word gorgeous instead of ma’am or
miss. He says, “You look stunning.
The dress would fit on you.”
This shows an example of

soft soap propaganda technique
because the salesman uses flattery
or insincere compliments to
convince the costumer.
6. Bandwagon. This is a technique that persuades people by showing them
that everyone else are doing the same thing. It also implies that one must
accept or reject an idea because everyone else is accepting or rejecting it.
Example:
Maria has doubts about
joining investment schemes that
promise a high return of interest for
a short period of time. Because her
family and friends are doing it, she
decided to invest her money,
anyway.
This is an example of a
bandwagon propaganda technique
because Maria was pressured to
accept the idea of joining an
investment scheme knowing that
everyone is doing it.
7. Testimonial. This is a technique wherein a famous or seemingly

authoritative person recommends a product or service, and vouches for its
value.
Example:
A famous singer drinks a

bottled water, then she smiles
and yell, “Things never change.
Ever since I started singing, this
drink has always been best for
me, for my voice, and for my
family!”
testimonial propaganda
technique because a famous
personality recommends a
product and speaks for its value.
8. Transfer. This is a technique used in propaganda and advertising known
as association. This technique of projects positive or negative qualities of a
person, entity, object, or value to another in order to make the second more
acceptable or discredit it.
Example:
An influential female group
wearing blonde hairstyle rocks on
stage and exclaims, “She bangs!”
Teenage girls imitate the

trending blonde hairstyle of this
famous group because it gives
them a positive feeling of being one
of them.
transfer propaganda technique.
Because imitating the group of
artists’ hairstyle gives them a
positive feeling of acceptance.
9. Simplification. This is used to reduce crucial issues to basic ideas and

packages them with catchy slogans and images. It usually targets uninformed
readers or customers.
Example: An important person in the

community declares “We made it!”
The person deliberately

announces victory against a massive
health issue experienced by the
country despite the increasing
number of cases of the disease.
simplification propaganda technique
because the person reduces the
critical issue into a simple one by
using a catchy expression to
persuade uninformed listeners about
the real health status.
10. Loaded Words. This technique uses words in attempting to influence an
audience by using emotional appeal or stereotypes that cannot be supported
by concrete evidences.
Example:
A campaign poster has a
photo of a political candidate and a
screaming phrase, “Change to be
Better”. The poster does not tell us
anything else, neither about how
supporting the candidate will mean
change to be better, nor about how
we will get change by supporting
him.
This is an example of loaded

words propaganda technique
because it uses an expression that
is stereotypically used by political
candidates and is generally
appealing to the emotions of the
audience which cannot be
supported by solid evidence.
What’s More
Now that you have learned about different propaganda techniques, it is time to find
out how much you have understood the lesson. The activities that follow will help
you assess your understanding of the topic.
Activity 1. Look Who’s Talking
Directions: Analyze and identify the propaganda technique used in each situation
below. Select your answer from the word bank and write it on a separate sheet of
paper.
WORD BANK
Card Stacking Testimonial Name-Calling
Transfer Loaded Words Simplification
Soft Soap Bandwagon Plain Folks
Glittering Generalities
1. ____________. A beach resort has its poster with a picture of a beautiful view and
a tagline that says, “Experience real paradise!,” designed to attract tourists.
2. ____________. A political candidate is labelling his opponent a “corrupt leader”.
3. ____________. A common family is shown in an advertisement happily or excitedly

having noodles for their dinner.
4. ____________. A seller of a handbag says to the customer, “You’ll look elegant

with this bag on you!”
5. ____________. A make-up brand says that its products will make you look young
and beautiful but it doesn’t tell you the possible side effects of the chemicals in
products do to your skin.
6. ____________. An avid fan feels good about herself as she uses the shampoo
patronized by her favorite model endorser.
7. ____________. A student argues to his teacher that it is better to submit his

project very late than never submitting it at all. The student contends that it is
a lesser evil to do so. However, the manner of the student seems off since he is
just playful talking to the teacher about it even if the situation is a serious matter
in school.
8. __________. Maria has doubts about buying products online, but since most of
her friends are doing it she dismisses her doubts and went ahead to buy some
products online.
9. ___________. A leader in his speech says, “We are making a tremendous progress
in our economy,” but he did not discuss facts nor present statistics to support
his claim.
10. __________. Holding a toothpaste, a beauty queen smiles and tells everyone that
the product can really whiten teeth and freshen one’s breath.
Assessment1. 3-2-1 Exit Ticket!
Directions: Based on the activity 1, fill in the graphic organizer below. Write this on
a separate sheet of paper.
3 Give at least three 2 Cite two (2) most 1 Give at least one (1)
(3) propaganda powerful words or common feature of the
techniques that are phrases that you propaganda
most interesting to consider effective in techniques.
you. convincing you or
other people.
______________________ ____________________
______________________ ______________________
________________ __________________
Activity 2
Directions: Identify what words or phrases in the given tagline or statement in the
propaganda which are used to convince the audience to buy the product or accept the
idea. Write your answer on a separate sheet of paper.
1.
Tagline:
“Coke makes your day cooler.”
Answer: ______________________________
2.
Statement:
I am grateful to be in front of these
beautiful and smart people.
Answer: _________________________________
3.
Statement:
Beware! Terrorists are everywhere.
Answer: ________________________________
4.
Tagline:
Smart kids choose Bonakid!
Answer: ________________________________
5.
Tagline:
“Amazing sugar-free muffins: healthy
sweets that brighten your day!”
Answer: ______________________________
6.
Statement:
I never expect to be cured from cancer using this

Miracle Drink within three months. The doctor
gave me only six months to survive but God
granted my prayers through this food
supplement. Try it yourself and it will never fail
you!
Answer: _________________________________
7.
Statement:
Nothing to worry! Statistics shows that the

number of Covid-19 deaths in the country is
only a bit of the country's total population.
Answer:
_________________________________
8.
Statement:
I decided to buy this cellphone because
everybody else is using it. The cellphone
has latest cutting-edge technology which
is sought by many.
Answer:
____________________________________
9.
Tagline:
"An apple a day keeps the doctor away.” A
father reminds his son as he slips two
apples into the lunch bag of his son.
Answer:
____________________________________
10.
Tagline:
"The Hope of humanity”
Answer: ____________________________
Assessment 2:
Directions: Based on activity 2, fill out the table below. In the first column, identify
the propaganda technique used in each tagline or statement. In the second column,
write the words or phrases you think are powerful and convincing, and in the third
column, write the corresponding meanings of the words or phrases. Do this on a
separate sheet of paper.
Item Propaganda Powerful words or

Meaning
no. Technique phrases
Glittering In times of bad mood, Coke

1. …cooler
Generalities can make your day cooler.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Activity 3 Watch and Learn
Directions: List five advertised products and their corresponding taglines on the table
below. Look for advertisements from available resources like television, radio,
newspapers, or posters. Do this on a separate sheet of paper.
Example:
Product Tagline
Rejoice Shampoo -------------“Smooth, with perfume all day long.”
PRODUCT TAGLINE
1.
2.
3.
4.
5.
Assessment 3
Directions: Based on activity 3, analyze the intention of words and expressions used
in the taglines and answer the questions that follow. Do this on a separate sheet of
paper.
1. Which of the taglines do you think are more enticing for people to buy the product
or accept the idea?
____________________________________________________________________________
Reasons: ___________________________________________________________________
2. Which information in the tagline do you find less convincing?
____________________________________________________________________________
Reasons: ___________________________________________________________________
3. Which information in the tagline do you think is based on facts?
____________________________________________________________________________
Reasons: ___________________________________________________________________
4. Which information in the tagline is quite biased?
____________________________________________________________________________
Reasons: ___________________________________________________________________
What I Have Learned
Wow, you made it this far! After accomplishing the three activities and
assessments in What’s More, let’s check what you have learned.
Today I have learned that propaganda is ___________________________

___________________________________________________________________________________
___________________________________________________________________________________
______________________________________________________________
I have also learned that propaganda has different types of techniques such as
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I have understood that words and expressions play an important role in a

propaganda because_______________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Therefore, I commit _______________________________________________________________

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
What I Can Do
Now that you have gained insights about propaganda techniques, it is time for
you to apply your understanding to real-life situations.
Directions:
Situation: Analyze the situation below. Then, write a reaction paper of at least
three paragraphs following the guide questions that follow.
A teenager is troubled by pimples on her face. She tried different
beauty products but her problem still persists. She searched for remedies
online and she came across an advertisement that says
“The face and body cream that you will surely love. Whitens the skins,
removes pimples, decreases eye bags and prevents scar formation in just
seven days! It has oil-control formula that leaves your face naturally radiant,
smooth, and shine-free. It is hypo-allergenic and dermatologically tested to be
mild even on sensitive skin.”
The product was put on sale and she immediately availed the buy-
one-take one promo. After using it for several days, in her dismay her
pimples worsened and she noticed dark spots on her face.
Guide Questions:
 What propaganda technique is used in the situation? What words or

phrases do you think helped convince the customer to patronize the
product?
 In terms of language used, does the propaganda achieve its purpose? How?
 Did the teenager make the right decision of immediately buying the product
online? Why or why not?
 If you were the customer, would you do the same thing as the teenager did
in the situation? Why?
 How have your knowledge about propaganda technique so far influence
your decision-making in supporting ideas, buying products, and availing
services?
Reaction Paper Writing Rubric
(10-point Total Scale)
CRITERIA INDICATOR DESCRIPTION SCORE

GRAMMAR Follows the 4- The paragraphs are free from
AND grammatical rules errors in grammar and in any of
LANGUAGE and language the language mechanics mentioned
MECHANICS mechanics such as (spelling, punctuation, and
spelling, capitalization).
capitalization, and
punctuation. 3- The paragraphs have one to five
errors in grammar and in any of
the language mechanics mentioned
(spelling, punctuation, and
1-4 points capitalization).
2- The paragraphs have six to ten

errors in grammar and in any of
the language mechanics mentioned
(spelling, punctuation, and
capitalization).
1- The paragraphs have more than

ten errors in grammar and in any
of the language mechanics
mentioned (spelling, punctuation,
and capitalization).
CONTENT Presents reaction 4- The composition very clearly
on the type of presents a reaction on propaganda
propaganda techniques and thoroughly
techniques and evaluates the words and
thoroughly expressions used to convince the
evaluate the person to buy the product or support
words and the idea.
expressions used
to convince the 3. The composition clearly
1-4 points person to buy the presents a reaction on
product or support propaganda techniques and
the idea. evaluates the words and
expressions used to convince the
person to buy the product or
support the idea.
2- The composition fairly presents

a reaction on propaganda
techniques and fairly evaluates
the words and expressions used to
convince the person to buy the
product or support the idea.
1- The composition does not
present a reaction on propaganda
techniques and poorly evaluates
the words and expressions used to
convince the person to buy the
product or support the idea.
ORGANIZATI Considers how the

4 The composition is very well
ON essay is
introduced and organized. Main arguments from
concluded and the introduction down to the
how main conclusion are very smoothly
arguments are connected with transitions.
1-4 points connected with the
use of transitional 3- The composition is well
devices organized. Main arguments from
the introduction down to the
conclusion are smoothly
connected with transitions.
2- The composition is fairly
organized. Main arguments from
conclusion are fairly connected
with transitions.
1- The composition is not
organized. No transitions are used
to connect main arguments from
conclusion.
Assessment
Now that you have learned and understood the lesson on using propaganda
techniques, this part of the module will help you re-assess how much you have
understood the lesson.
Directions: Read each question and choose the letter of the correct answer. Write
1. What particular technique is used which is intended to make consumers accept or

approve something without looking closely at evidences?
A. advertisement
B. commercial
C. announcement
D. propaganda
2. What type of propaganda uses appealing phrases which are closely associated with
highly valued concepts and beliefs but without offering any supporting information
or reason?
A. card stacking
C. name-calling
D. soft soap
3. What propaganda technique is intended to damage the image of the competitor by

using names that evoke fear or hatred such as, “racist, dictator, and communist”?
A. card stacking
C. name-calling
D. plain folks
4. Which propaganda technique presents a negative quality of a person, entity, object,

or value to discredit it and make the other option more acceptable?
A. loaded words
B. plain folks
C. simplification
D. transfer
5. What propaganda technique is used in the statement,

“Things go better with Coke”?
A. card stacking
C. name-calling
D. plain folks
6. What propaganda technique is commonly used in the world of advertising because

buyers are on the lookout for real experiences?
A. card stacking
B. name-calling
C. plain folks
D. soft soap
7. "I love visiting you folks in the city because people are wholesome, hardworking,
and family – centered.” Which propaganda technique is used in the statement?
A. glittering generalities
B. name-calling
C. plain folks
D. soft soap
8. Which propaganda technique attempts to influence an audience by using words
with strong emotional appeal or may also portray stereotypes that cannot be
supported by concrete evidences?
A. bandwagon
B. card stacking
C. loaded words
D. simplification
9. “A superstar mother talks about her experience of using the diaper that she
prefers for her baby and the advantages of using it.” What propaganda technique
is used in the situation?
A. loaded words
B. simplification
C. testimonial
D. transfer
10. What propaganda technique is used by drug manufacturers in their

advertisements that seems to hide the possible harmful side effects of their
products?
A. card stacking
B. name-calling
C. plain folks
D. soft soap
11. “In a school election, a voter is confused on who he is going to vote for
school president, but because most of his classmates and friends love
“candidate X”, he decided to go along with the choice of the majority.”
What propaganda is used in the situation?
A. bandwagon
B. loaded words
C. name-calling
D. simplification
12. Which propaganda technique is intended to reduce the critical issue into
a simple one by using a catchy expression to persuade uninformed
listeners?
A. loaded words
B. simplification
C. soft soap
D. testimonial
13. “A brand of snack food is loaded with sugar and calories; however, the
commercial boasts that the product is low in fat, implying that it is also low in
calories.” What propaganda technique is used in these details?
A. card stacking
B. name-calling
C. plain folks
D. soft soap
14. Which statement uses soft soap propaganda technique?

B. My actions of service for you are my best work in life.
C. I am the right person to be voted because of my visible services.
D. I know that you are wise voters. The future of this country is in your
hands.
15. What do you think is the right thing for you to do if you see a propaganda
of a slimming tablet with a promo sale of buy 1 take 1 and sold at a very
cheap price and you really want to lose weight?
A. Not buy the product until I can prove that it is effective.
B. Immediately buy the product for its very good offer.
C. Buy the product because of its convincing promotion.
D. Conduct a thorough research on the product especially for possible
negative side effects of the product before buying it.
Directions: Look for products, ideas, and services advertised in the television, radio,
newspapers, social media, or even through direct selling. Then, fill in the table below
with the necessary information. Do this on a separate sheet of paper.
Product/ Idea Propaganda Words or Phrases Intention

Advertised Technique Used to Convince
E.g. To convince customers by
Jollibee Glittering “Bida ang Saya!” generalizing the idea of
Generalities experiencing great joy when
dining at Jollibee
1.
2.
3.
4.
5.
CO_Q3_English 8_ Module_2 26
What I Know What’s In What’s More
Pre-Test
1. D Answer may vary Activity 1
2. B
What’s New 1. Glittering Generalities
3. C
4. D 2. Name Calling
5. B 1. Answers may vary 3. Plain Folks
6. C 2. “Whitens your skin 4. Soft Soap
7. D in 7 days” 5. Card Stacking
8. C “100% Organic” 6. Transfer
9. C 7. Simplification
“Newest product”
10. A 8. Bandwagon
11. A “You look beautiful
9. Loaded Words
12. B today!”
10. Testimonial.
13. A 3. Answers may vary
Assessment 1
14. D 4. Answers may vary
15. D Answers may Vary
Activity 2 What I Have Learned
Answers may vary Answers may vary
Assessment 2
Propaganda techniques
2. Soft Soap What I Can Do
3. Name-Calling Answers may vary (Use the Poster
4. Plain Folks Rubrics for your guide as to rating of
5. Card Stacking output)
6. Testimonial
7. Simplification Assesment
8. Bandwagon 1. A
9. Transfer 2. A
10. Loaded Words 3. C
4. D
Powerful words or phrases 5. B
Answers may vary 6. D
Meaning 7. B
8. A
Answers may vary 9. C
10. C
11. A
12. B
13. C
Activity 3 14. D
15. D
Viewing of Commercials
Answers may vary Additional Activity
Assessment 3
Answers and Reasons may vary Answers may vary
Answer Key
References
"Types Of Propaganda Techniques: A Detailed Explanation - Ibuzzle". 2020.

Ibuzzle. https://marketingwit.com/types-of-propaganda-techniques.
2020. https://www.cleverism.com/7-propaganda-techniques-for-students-to-
understand/.
"Propaganda". 2020. Slideshare.Net.

https://www.slideshare.net/bkind2animals/propaganda-2303677.

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

8
English
Determining Various Social,
Moral, and Economic Issues
Discussed in Text Listened to
CO_Q3_English8_Module3
English – Grade 8
Quarter 3 – Module 3: Determining Various Social, Moral, and Economic Issues in Text
Listened to
First Edition, 2020
over them.


Writers: Angelyn P. Duenas
Editors: Ponciano G. Alngog, Gemma B. Espadero, Fe E. Lagumbay
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Tammy C. Catubig, Vanessa R. Natulla, Gemma B. Espadero,
Marvelous Estal, Jeanette Isidro
Illustrator: Julien I, Espinoza, Jason Villena, Creative Arts specialist
Layout Artist: LRMS Tandag City, Ferdinand D. Astelero
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Printed in the Philippines by ________________________

Tel. No: (085) 342-8207, Telefax No.: (085) 342-5969
8
English
Determining Various Social,
Moral, and Economic Issues
Discussed in Text Listened To
This Self-Learning Module (SLM) is prepared so that, you, our dear learners,
can continue your studies and learn while at home. Each SLM is composed of
different parts. Each part should guide you step-by-step as you discover and
understand the lesson prepared for you.
Pre-tests are provided to check how much you already know about the lesson.
It will also give your facilitator an idea about the progress that you are making in the
SLM. At the end of each module, you need to answer the post-test to self-check your
learning. Answer keys provided for each activity and test. We trust that you will be
honest in using these.
of this SLM. Use a separate sheet of paper in answering the exercises and test. And
Thank you!
What I Need to Know
This module is designed and written to help you enhance your listening skill.
It focuses on determining various social, moral, and economic issues found in
listening texts. As such, it will help you understand issues or conditions associated
with difficult decisions and disagreements that need to be addressed within a
community, a society, or a nation.
The Most Essential Learning Competency (MELC) covered in this module is to
determine the various social, moral, and economic issues discussed in the text
listened to. (EN8LC-III-7.4)
Objectives:
Specifically, you are expected to:
1. identify the various social, moral, and economic issues discussed in

listening texts;
2. analyze the causes and effects of the various issues;
3. express opinions on social, moral, and economic issues discussed in a
text listened to;
4. suggest possible solutions to the social issues presented; and
5. relate personal experiences pertaining to the issues discussed.
What I Know
Before you start, find out first how much you know about the lesson in this module
by answering the pre-test. If you get a perfect score, you may decide to skip this
module; but if you get one or more mistakes, you need to go through this module
and complete all the activities.
Pre-Test
Directions: Read each question comprehensively, and pick out the letter of
best answer. Write your answers on a separate sheet of paper.
1. Which of the following best describes a social issue?

A. It causes an increase in unemployment.
B. The people recognize the situation as a huge problem.
C. Only overseas workers consider the issue as a problem.
D. It involves a difference in beliefs and preferences of people.
1 CO_Q3_English8_Module3
2. Which of the following can be categorized as a social issue?
A. increasing population
B. cheating during exam
C. high prices of commodities
D. low agricultural production
3. What issue reflects the scarcity of resources which are deemed insufficient
to satisfy human wants and needs?
A. social issue
B. moral issue
C. economic issue
D. public issue
4. Which of the following is a primary indicator of an economic issue?

A. increased crime rate
B. rising dropout cases
C. differences in beliefs
D. high unemployment rate
5. Which of these factors is NOT part of a moral issue?

A. difference in beliefs or preferences
B. poor regard of the common good
C. lack of compassion for others
D. price increase in basic commodities
6. Which of the following can be considered as a moral issue?

A. abortion
B. hunger
C. pollution
D. unemployment
7. What kind of issue is presented in the following situation?

Children die quietly in some of the poorest villages on earth because the
families cannot afford medical services.
A. social issue
B. moral issue
C. economic issue
D. psychological issue

High fuel costs and soaring commodity prices, together with fears of global
recession, are worries of all countries.
A. social issue
B. moral issue
C. economic issue
9. Which of the following situations shows a moral issue?
A. A job seeker finds it difficult to land a job.
B. A family experiences financial crisis due to the pandemic.
C. A father resorts to stealing to support his family.
D. A community sees a surge in drug addiction cases.
10. Which of the following situations reveals a social issue?

11. Which of the following situations poses a moral issue?

A. A school conducts symposium about bullying.
B. A community works together for a clean-up drive.
C. A group of students cheats in an examination.
D. A group of people stages a hunger strike on the street.
12. Which of the following situations presents a social issue?

D. A group of people is having a hunger strike on the street.
For items 13 -15, read the following transcript taken from a listening text and
answer the following questions.
Lack of sex education, peer pressure, and early sexual engagement

are just three of the many causes of teenage pregnancy. In the Philippines,
teenage pregnancy has become a social problem.
Peer pressure and lack of education result in early sexual engagement
that leads to early pregnancy. With very little knowledge about sex and
pregnancy, many adolescent girls find themselves in a dilemma about the
situation oftentimes without the knowledge of their parents. These
teenagers, however, do not know that such pregnancy can be a huge health
risk.
Teenage pregnancy is associated with high risk of health problems to

the mother and the baby. Infections from sexually transmitted disease,
premature birth, abortion, postpartum depression are just four of the many
health problems. Therefore, teenage pregnancy is not just a social issue, but
it is also a health issue.
13. What specific societal problem is discussed in the text?
A. peer pressure
B. lack of education
C. students dropouts
D. teenage pregnancy
14. What type of issue is the problem discussed in the text?

A. social issue
B. moral issue
C. economic issue
15. Which of the following statements is true about the issue on teenage
pregnancy based on the text?
A. Teenage pregnancy is an economic problem.
B. Teenage pregnancy is solely caused by peer pressure.
C. Teenage pregnancy can result in many health problems.
D. Teenage pregnancy can be solved through sex education.
What’s In
In your previous lesson, you have learned how to analyze propaganda techniques.
Work on the following activities to recall what you have learned about the previous
topic.
Activity 1: Memory Recall
Directions: Read each question below. Then, write the letter of the best answer on a
1. What propaganda technique uses these words, “racist, dictator and
communist”?
A. plain folks B. card stacking
C. name-calling D. glittering generalities
2. Which of the following propaganda techniques is applied in the advertisement

below?
A. soft soap B. plain folks
C. name-calling D. card stacking
Source: https://kimspireddiy.com/keto-oreo-cookie-brownies-best-low-carb-recipe-
breakfast- treat- desserts-snack-for-ketogenic-diet-gluten-free-sugar-free/
3. In an advertisement, a dentist visits a rural area, introduces a brand of

toothpaste, and teaches the farmers and their families how to properly brush
their teeth using the toothpaste. What propaganda technique is used in the
advertisement?
A. plain folks B. name-calling
C. card stacking D. glittering generalities
4. You saw an advertisement of a slimming tablet sold cheaply in a buy 1

take 1 basis. You got interested because you really wanted to lose weight.
What do you think is the right thing to do?
A. Buy it because of its beautiful propaganda.
B. Buy it immediately because it has a good offer.
C. Prove that the product is effective before buying it.
D. Research on the positive and negative effects of the product before
buying it.
5. Which of the following statements uses a soft soap propaganda technique?

B. My actions of service to the people are my best works in life.
C. I know that you are wise voters. The future lies in your hands.
D. I am the right person to be elected because of my accomplishments.
Activity 2: Issues in Pictures
Directions: Identify the social issues reflected in each image. Use the clues
provided and supply the missing letters to complete the words in
the boxes. Do this on a separate sheet of paper.
c l a b
(source: https://pulitzercenter.org/projects/philippines-gold-mines-child-labor-economy-
poverty-compressor-mining)
u e l o y t
(source: https://www.thenewfederalist.eu/unemployment-in-the-globalization-age?lang=fr)
h n g
(source: https://www.quora.com/What-are-some-examples-of-social-issues)
u a n r f f k g
(source: https://pages.stolaf.edu/ein/disciplines/sexual-ethics/)
u l y n
(source: https://sciencenorway.no/bullying/bullying-negatively-impacts-both-the-bully-and-the-
victim-of-bullying/1582298)
The pictures used in the activity show issues or problems in the society. Do they
seem familiar? These issues will be introduced to you in the succeeding part of
the lesson.
What’s New
In this part of the module, you will discover various issues that you normally hear
over the radio, on television, or on social media. They are issues that affect you and
the people around you. How common are these issues in your area? How do they
affect you and your loved ones? Continue working on the activities and consider your
own personal experiences especially those related to the various social, economic,
and moral issues around you.
Activity 1: Issue in a Snapshot
Directions: Identify the issue shown in the picture. Then, complete the concept map
below by filling in the boxes with possible causes of the issue identified.
Copy the graphic organizer and write your answers on a separate sheet
of paper.
(Photo Source: pixabay.com/photos/philippines-slums-manila)
Self-Check:
 What issue is reflected in the picture?

 What do you think are some of the reasons why such issue exists?
 Have you observed this issue or problem in your community? How serious is
it in your area?
 Aside from the issue presented in the picture, what other social and economic
problems have you heard, seen, or experienced?
What is It
You have already analyzed the issue on poverty in the picture analysis you did in the
previous activity. What are common types of issues in the society? What type of
issue is poverty?
As you read and listen, reflect on whether you have seen, heard, or experienced the
issues presented in this section.
What is an issue?
An issue is an important problem or topic that people in the society argue about or
discuss since it negatively affects many people in the society. It could be a social,
moral, or economic issue.
What are common issues in the society?

The following are common issues in the society:
A. SOCIAL ISSUES prevent the society from functioning at the most desirable level.
An issue becomes a social issue under the following circumstances:
 The issue involves people in the society.
 The public, as a whole, recognizes the situation as a problem.
 A large segment of the population sees the situation as a valid concern.
 The situation can be alleviated through the joint actions of the citizens.
Examples:
The image reflects an issue on drug
addiction.
Drug addiction or the use of
prohibited drugs can cause the drug user to
neglect his responsibility towards his family,
children, career, education, and health.
Thus, it is a social problem that can
adversely affect not only the lives of the drug
addicts, but also their families and the
entire community.
(Source: https://www.mapsofindia.com/my- india/society/drug-abuse-causes-and-solutions )
The image reflects the issue on
crimes.
Crime is a social issue and at the

same time a moral issue since it affects the
safety and security of citizens and it is
against the values and beliefs of the people.
It is prohibited by the law as it is harmful or
offensive to the people or the society.
(Source: https://www.tes.com/lessons/kIn87SW7F8txaQ)
The image reflects the issue on

poverty. Poverty is described by the World
Bank Organization as hunger, lack of
shelter, being sick, and not being able to see
a doctor. It is further defined as not having
access to school, not having a job, fear of the
future, and living a kind of hand-to-mouth
existence.
It is a social problem since a large

segment of the population experiences such
situation and sees it as a valid concern.
(Source: https://richmondvale.org/en/blog/6-main-causes-of-poverty-in-the-world)
Activity 2: Think Before you Click!

Directions: Listen to the news report in the following link and answer the
questions below.
LINK: Failon Ngayon: Anti Cyberbullying Act of 2015

https://www.youtube.com/watch?v=wBX2PhfSGn4
1. What issue is discussed in the news report?

2. What are the causes of this problem?
3. How does the issue affect the victims?
4. What possible solutions are presented in the report?
5. What possible solutions do you suggest to address the problem?
B. MORAL ISSUES are situations or actions that do not conform to the shared norms
and values, culture, and beliefs distinguished by a certain community or social
setting.
An issue becomes a moral issue under the following circumstances:
 It is against the values, beliefs, and preferences of the people in the society.
 It involves behavior patterns that bring the individual repeatedly into conflict
with the society.
 It involves actions which have the potential to harm others or the persons
themselves.
Examples:
The image reflects an issue on
abortion.
Abortion involves the termination of

pregnancy. While other countries consider
abortion as legal, it is a moral issue in the
Philippines and is regarded a grievous sin.
This action is against the norms and values
of the people, the church, and the society.
It is illegal under the law of the land and is
highly condemned.
(Source: https://seosamhgrianna.wixsite.com/website/single-post/2018/04/10/Bodily-Autonomy---
A-Cynical-Slogan-of-the-Abortion-Industry)

stealing.
Stealing is an act of taking away

someone else’s possession without
permission. It is morally and illegally
wrong as it is against the ethical standard
of the society and it also violates the law of
the land.
(Source: https://www.vectorstock.com/royalty-free-vector/thief-stealing-wallet-cartoon-vector-
11328052)

corruption.
Corruption is a criminal offence
that constitutes the illegal use of public
power to gain private interest. This may be
done by a person, a group of people or an
organization entrusted with authority.
(Source: https://www.esquiremag.ph/politics/opinion/philippines-corruption-perceptions-index-
a00290-20190130)
Activity 3: Pro or Against
Directions: Listen to the discussion on the issue on abortion and complete the grid
below.
LINK: https://www.youtube.com/watch?v=CsNXKKGXXts
Issue:
Speakers’ Arguments
Claire Padilla Rizalito David
Have you heard of this issue? How serious is the issue in your area?
Based on the arguments of the two speakers you have listened to, who
do you agree with? Why?
What do you think needs to be done to address the problem?
C. ECONOMIC ISSUES are situations that reflect the scarcity of resources which are
deemed insufficient to satisfy human wants and needs.
An issue becomes an economic issue under the following circumstances:

 It involves inflation or the increase of price of basic commodities and services
affecting a large number of people.
 It involves an increase of unemployment or not having a job to earn ones living.
 It involves poverty caused by underlying factors such as lack of education,
cultural and religious discrimination, overpopulation, unemployment and
corruption.
Examples:

unemployment.
Unemployment happens when

someone who has the ability to work
cannot find a suitable job.
Unemployment becomes an
economic issue when a large number of
population lacks the opportunity to find a
job and could therefore not support basic
needs.
(Source: https://researchleap.com/unemployment-factor-international-migration/)
The image reflects an issue

on inflation.
Inflation rate refers to rise and fall of
prices of commodities at a specific time or
period. Inflation becomes an issue when
there is an abrupt increase of price of basic
commodities and services making people
unable to have the capacity to provide for
their needs and wants.
(Source:https://www.iconfinder.com/icons/2579931/cost_high_cost_increase_price_increase_rising_c
osts_icon)
The image reflects an issue

on poverty.
Aside from being a social issue,

poverty is also an economic issue making it
a socio-economic issue.
Poverty becomes an economic issue

when it affects the people’s economic
activities. It means people can hardly
provide for their food, shelter, education,
and health.
(Source: https://www.habitatforhumanity.org.uk/blog/2018/09/relative-absolute-poverty/)
Activity 4: The Goal
Directions: Listen to an explanation on poverty from the United Nations and work
on the following activities.
LINK: https://youtu.be/A2O1HU6FMfk
1. What is the first development goal of the United Nations?

_____________________________________________________________
_____________________________________________________________
2. Is poverty the same for everyone? How is poverty described?

_____________________________________________________________
_____________________________________________________________
3. Why is poverty a big challenge?

_____________________________________________________________
_____________________________________________________________
4. What example images of poverty have you experienced, observed, or heard? Relate
them here and explain how you felt at the time you experienced poverty directly
or indirectly.
Example: I saw a mother begging for food for her emaciated baby. I felt terrible
because I could only give the mother PhP 20.00 – the amount I saved from my
allowance for the day.
_____________________________________________________________
_____________________________________________________________
5. What can you do to end poverty right now in your own city?
_____________________________________________________________
_____________________________________________________________
Activity 5: Listening to Issues

Directions: Follow the link and listen to the video clip on different types of
listening and complete the table below.
LINK: https://youtu.be/22gzvSindTU
Types of Listening Purpose & Process When this type of

listening is usually
used
1. Appreciative
2. Comprehensive
3. Empathetic
4. Analytical/Critical
Listening
What types of listening did you employ when you listened to the different issues?
When you listened to the different social, economic, and moral issues, you used more
of comprehensive listening and critical listening.
In comprehensive listening or informational listening, you listen to understand the

ideas presented in the text. You distinguish between the main ideas or key points
and the supporting details that further describe or prove the main ideas. Supporting
details can come in the form of explanations, descriptions, examples, situations or
events, data, and statistics. Thus, you need to listen closely for you to understand
the main message of the speaker.
You also need to use critical listening to analyze and evaluate the credibility of the
writer’s message. In critical listening, you distinguish between facts and opinions of
the speaker. You also analyze the pieces of evidence used to support arguments or
claims before you agree or disagree to the ideas of the speaker.
What’s More
In this part of module you will undertake more challenging tasks. Work on the
following activities and apply comprehensive and critical listening strategies as you
listen to various social, economic, and moral issues.
Activity 6. A Web of Issues

Directions: Complete the semantic web below by supplying each box with a word or
phrase that you can associate with social, moral, and economic issues. Copy the
semantic web and write your answers on a separate sheet of paper.
Moral issue
Issues Social issue
Economic
issue
Self-check:
 Were you able to give words or phrases that relate to social, moral, and
economic issues?
 Did these words or phrases help you develop a clear understanding of
various social, moral and economic issues?
Activity 7: What must be done

Directions: Listen to the story on how to overcome depression during difficult times.
Identify the issue presented in the story and answer the questions that follow.
Source Motivation2study. (2018 Jan. 15). Fight Depression-Powerful Study

Motivation. [Video file]. https://www.youtube.com/watch?v=1I9ADpXbD6c
Link: https://www.youtube.com/watch?v=1I9ADpXbD6c
Issue: _________________________________________
1. What issue does the audio-visual clip present?

_______________________________________________________________
_______________________________________________________________
2. Why is this condition hard for everyone suffering from it?

_______________________________________________________________
_______________________________________________________________
3. How can you fight depression according to the speakers?

_______________________________________________________________
_______________________________________________________________
4. How will you help a friend suffering from this condition??

_______________________________________________________________
_______________________________________________________________
5. What must be done to avoid depression?

_______________________________________________________________
_______________________________________________________________
Activity 8: Causes and Effects

Directions: Listen to one of the following talks. Then, analyze the causes and effects
of the social issue presented in the talk you chose. Copy the cause and effect chart
and write your answers in a separate sheet.
 Cyberbullying
LINK: https://www.youtube.com/watch?v=qA1TJjJgdz8
 Human/Sex trafficking
LINK: https://www.youtube.com/watch?v=9r-Am1Rko0g
 Malnutrition
LINK: https://www.youtube.com/watch?v=5op2vDa_GgY
Issue listened to:
Type of issue:
Causes Effects
Does the problem also happen in the Philippines? What do you think needs to be
done to address the issue?
What I Have Learned

What insights have you learned from this module? What skills did you learn? How
has the lesson made you more aware of the issues in the society?
Activity 9. My Realizations
Directions: Complete the paragraph with what you have learned, realized, and
resolved. Copy the chart and write your answer on a separate sheet.
1. In this lesson, I learned that…

__________________________________________________________
__________________________________________________
______________________________________________________
2. Becoming aware of the issues by listening critically is

important because…
______________________________________________________
______________________________________________________
______________________________________________________
3. I think, in my own little way, I can help address the

various issues or problems by…
______________________________________________________
______________________________________________________
______________________________________________________
What I Can Do
Activity 10. Issues Around You

Directions: Apply what you have learned by completing the table below. Write the
various problems observed in your community, identify the type of issue and give
some suggestions in solving the problems. Copy the chart and write your answers in
a separate sheet.
Type of What problems are Why is it an issue? What suggestions

Issue observed in the can you give to
community? solve the issue?
Social 1.
2.
Moral 3.
4.
Economic 5.
6.
Activity 11. Taking Action

Directions: The issues you have listened to in this module affect many people.
Inspire others to positively address the issues through a slogan.
Rubric for the Slogan
CRITERIA 5 – Point Scale Score
Content 5 The slogan is exceptionally attractive

because it uses colors and drawings to
support the message. It clearly
expresses the message of the given topic;
the words used are clear and create
impact.
4 The slogan is attractive because it uses

colors and drawings to support the
message. It expresses the message of the
given topic but the words do not create an
impact on the readers.
3 The slogan is fairly attractive with the
use of colors. It expresses a message that
is somewhat related to the given topic.
2 The slogan is poorly done. It does not

express the message of the given topic.
1 The slogan is very poorly done. It is

incomplete.
Assessment
Directions: Read each question comprehensively, and pick out the letter of
best answer. Write your answers on a separate sheet of paper.
1. Which of the following best describes a social issue?

A. It causes an increase in unemployment.
B. The people recognize the situation as a huge problem.
C. Only overseas workers consider the issue as a problem.
D. It involves a difference in beliefs and preferences of people.
2. Which of the following can be categorized as a social issue?

A. increasing population
B. cheating during exam
C. high prices of commodities
D. low agricultural production
3. What issue reflects the scarcity of resources which are deemed insufficient
to satisfy human wants and needs?
A. social issue
B. moral issue
C. economic issue
D. public issue
4. Which of the following is a primary indicator of an economic issue?

A. increased crime rate
B. rising dropout cases
C. differences in beliefs
D. high unemployment rate
5. Which of these factors is NOT part of a moral issue?

A. difference in beliefs or preferences
B. poor regard of the common good
C. lack of compassion for others
D. price increase in basic commodities
6. Which of the following can be considered as a moral issue?
A. abortion
B. hunger
C. pollution
D. unemployment

Children die quietly in some of the poorest villages on earth because the
families cannot afford medical services.
A. social issue
B. moral issue
C. economic issue

High fuel costs and soaring commodity prices, together with fears of global
recession, are worries of all countries.
A. social issue
B. moral issue
C. economic issue
9. Which of the following situations shows a moral issue?

10. Which of the following situations reveals a social issue?

11. Which of the following situations poses a moral issue?

D. A group of people stages a hunger strike on the street.
12. Which of the following situations presents a social issue?

D. A group of people is having a hunger strike on the street.
For items 13 -15, read the following transcript taken from a listening text and
answer the following questions.
Lack of sex education, peer pressure, and early sexual

engagement are just three of the many causes of teenage pregnancy.
In the Philippines, teenage pregnancy has become a social problem.
Peer pressure and lack of education result in early sexual
engagement that leads to early pregnancy. With very little
knowledge about sex and pregnancy, many adolescent girls find
themselves in a dilemma about the situation oftentimes without the
knowledge of their parents. These teenagers, however, do not know
that such pregnancy can be a huge health risk.
Teenage pregnancy is associated with high risk of health

problems to the mother and the baby. Infections from sexually
transmitted disease, premature birth, abortion, postpartum
depression are just four of the many health problems. Therefore,
teenage pregnancy is not just a social issue, but it is also a health
issue.
13. What specific societal problem is discussed in the text?

A. peer pressure
B. lack of education
C. students dropouts
D. teenage pregnancy
16. What type of issue is the problem discussed in the text?

A. social issue
B. moral issue
C. economic issue
17. Which of the following statements is true about the issue on teenage
pregnancy based on the text?
A. Teenage pregnancy is an economic problem.
B. Teenage pregnancy is solely caused by peer pressure.
C. Teenage pregnancy can result in many health problems.
D. Teenage pregnancy can be solved through sex education.
To further enrich what you have learned, do the last activity.
Directions: Listen to the text on Unemployment in the Philippines issue and

complete the graphic organizer below. Visit this link to listen to the audio,
https://www.youtube.com/watch?v=sdsz-t540WI&t=72s.
Based on my own understanding of the listening text, unemployment is

__________________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________.
CO_Q3_English8_Module3 22
What’s In
1. C
What’s New
2. D Activity 1
3. A Possible answer: Answer may vary
4. D
5. C
6. child labor
7. unemployment
8. hunger What I have Learned
9. human trafficking Answers may vary
10. bullying
What I can Do
Answers may vary
Assessment
1. B
2. A
What’s More 3. C
Activity 1 4. D
Answer may vary 5. D
6. A
Activity 2 7. C
1. Depression 8. C
2. Answer may vary 9. C
3. Answer may vary 10. D
4. Answer may vary 11. C
5. Answer may vary 12. D
13. D
Activity 3 14. A
Answer may vary 15. C
Assessment 3
Answer may vary
Additional Activity
Answers may vary
Answer Key
References
Celebrating Diversity through World Literature English Learner’s Material

First Edition 2015. Department of Education. Accessed May 29, 2020.
HIV/AIDS in the South-East Asia region: progress and challenges.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5353351/.Accessed
July 17, 2020.
Introduction to Unemployment. https://courses.lumenlearning.com/boundless-
economics/chapter/introduction-to-unemployment/ Accessed August 5,
2020
Lyon A. (2018 April 27). Types of Listening Skills [YouTube]. Retrieved from
https://youtu.be/22gzvSindTU
Morals. https://ethicsunwrapped.utexas.edu/glossary/morals. Accessed August

3, 2020
Motivation2study. (2018 Jan. 15). Fight Depression-Powerful Study Motivation.

[Video file]. Retrieved from
https://www.youtube.com/watch?v=1I9ADpXbD6c
Poverty, Socio-Economic Issues.

http://www.kprschools.ca/en/staff/wellness/equity/povertysocioeconomici
ssues.html Accessed August 5, 2020
Quizzes- In Class Quiz Flashcards | Quizlet", Quizlet, 2020,

https://quizlet.com/202034206/quizizz-in-class-quiz-flash-cards/..
Accessed May 30, 2020.
Social Issues: Definition and Examples.Study.com. https://study.com/

academy/practice/quiz-worksheet-what-is-a-social-issue.html.
Accessed May 29, 2020.
Social Problems. ProProf Quizzes. https://www.proprofs.com/quiz-school

/quizshow.php?title=social-problems&q=1.
Accessed May 29,2020.
Social Problems in a Diverse Society. Pearson Education Companion

Website. https://wps.prenhall.com/ca_ph_kendall_socprobs_1/
15/3996/1023051.cw/index.html. Accessed May 30, 2020.
Social Problems: Who Makes Them?. https://www.open.edu.
Accessed April 20,2020
Tejvan Pettinger, "Types Of Economic Crisis - Economics Help", Economics

Help, 2020,
https://www.economicshelp.org/blog/2294/economics/economic-
problem, Accessed April 20,2020
Universal Declaration of Human Rights. https://www.amnesty.org/en/what- we-
do/universal-declaration-of-human-rights/. Accessed July 17, 2020.
Vaughn, Lewis. The Power of Critical Thinking. Oxford University.

https://global.oup.com/us/companion.websites/9780199385423/student/
ch11/mcq/. Accessed May 30, 2020.
“What is the Distinction Between Moral Actions and Nonmoral Actions?”.

https://www.k12reader.com. Accessed April .
IMAGES
https://kimspireddiy.com/keto-oreo-cookie-brownies-best-low-carb-recipe-
breakfast- treat- desserts-snack-for-ketogenic-diet-gluten-free-sugar-free/
https://pulitzercenter.org/projects/philippines-gold-mines-child-labor-economy-
poverty-compressor-mining
https://www.thenewfederalist.eu/unemployment-in-the-globalization-age?lang=fr
https://www.quora.com/What-are-some-examples-of-social-issues
https://pages.stolaf.edu/ein/disciplines/sexual-ethics/
https://sciencenorway.no/bullying/bullying-negatively-impacts-both-the-bully-
and-the-victim-of-bullying/1582298
pixabay.com/photos/philippines-slums-manila
https://www.mapsofindia.com/my- india/society/drug-abuse-causes-and-
solutions
https://www.tes.com/lessons/kIn87SW7F8txaQ
https://richmondvale.org/en/blog/6-main-causes-of-poverty-in-the-world
https://www.youtube.com/watch?v=wBX2PhfSGn4
https://seosamhgrianna.wixsite.com/website/single-post/2018/04/10/Bodily-
Autonomy---A-Cynical-Slogan-of-the-Abortion-Industry
https://www.vectorstock.com/royalty-free-vector/thief-stealing-wallet-cartoon-
vector-11328052
https://www.esquiremag.ph/politics/opinion/philippines-corruption-perceptions-
index-a00290-20190130
TEXTS
https://www.youtube.com/watch?v=CsNXKKGXXts
https://researchleap.com/unemployment-factor-international-migration/
https://www.iconfinder.com/icons/2579931/cost_high_cost_increase_price_increa
se_rising_costs_icon
https://www.habitatforhumanity.org.uk/blog/2018/09/relative-absolute-poverty/
https://www.youtube.com/watch?v=A2O1HU6FMfk
https://www.youtube.com/watch?v=1I9ADpXbD6c
https://www.youtube.com/watch?v=5op2vDa_GgY
https://www.youtube.com/watch?v=9r-Am1Rko0g
https://www.youtube.com/watch?v=qA1TJjJgdz8

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

8
English
Analyzing Literature as a
Mirror to a Shared Heritage
CO_Q3_English8_Module 4
English – Grade 8
Quarter 3 – Module 4: Analyzing Literature as a Mirror to a Shared Heritage
First Edition, 2020
over them.


Writers: Rey Ariel I. Dagami, Redentor Bandoy, Shela May P. Lacia
Editors: Gemma B. Espadero, Ponciano G. Alngog, Lanie Lagumbay
Reviewers: Gladys S. Asis, Maria Dinah D. Abalos, Pepsi C. Lopez,
Ma. Fe C. Climaco, Tammy C. Catubig, Maricyl A. Feliza,
Ardelyn L. Glodobe, Vanessa R. Natulla, Pinky Rosarie E. Laurente
Marvelous B. Estal, Jeanette R. Isidro,
Illustrators: Julien A. Espinoza, Jason Villena
Layout Artist: Julien A. Espinoza, LRMS Tandag City
Isidro M. Biol, Jr.
Maripaz F. Magno
Jeanette R. Isidro
Gemma B. Espadero
Eric C. Cabaluna

Tel. No: (085) 342-8207, Telefax No.: (085) 342-5969
i
8
English
Mirror to a Shared Heritage
Thank you!
What I Need to Know

(MELC) presented in the English 8 MELC curriculum guide. The lesson found in this
module is divided into independent units with their own activities and notes for
further reading. This lesson helps you on how to analyze literature as a mirror to a
shared heritage of people with diverse backgrounds.
The module is thus structured in terms of certain kinds of progression. The
reading texts and activities focus on Afro-Asian literature which brings the students
to the wonderful continents of Africa and Asia as a mirror to a shared heritage. With
these, you will be able to inculcate a deeper appreciation of Philippine culture and
those of the other countries.
In sum, the material can be used for individualized instruction working
through topic by topic. In this respect, we hope that the module will itself be put to
use productively in different ways that nonetheless contributes to its underlying aim:
to save our learners from dropping out and to develop an awareness of reading among
our learners, where reading the word is a part of reading the world.
The most essential learning competency in this module is to analyze literature

as a mirror to a shared heritage of people with diverse backgrounds.
Objectives:

1. define literature and its elements;
2. identify the elements of a given literary piece;
3. analyze the culture reflected in the text with other cultures; and
4. write a composition appreciating literature as a reflection to a shared
heritage of people.
1 CO_Q3_English8_Module 4
What I Know
Before we start discussing the lesson found herein, find out how much you
know about the coverage of this module. The result of this pretest will determine
whether you will proceed or skip the module. If you get a perfect score in this
assessment, you can skip the module. If you get one or more mistakes, proceed with
the module.
Directions: Read and analyze the following questions carefully. Write the letter
of your answer on a separate sheet of paper.
1. What is a body of written works such as poetry, novels, history, biography,

and essays that reflects the background of a certain culture?
A. epic B. literature C. poetry D. prose
2. Which type of literature is a product of a writer’s imagination?

A. feature B. fiction C. parable D. non-fiction
3. What is defined as the sequence of events that occurs from the first to the
last line of the story?
A. character B. plot C. point of view D. setting
4. Which type of literature is based on facts and talks about real people,
places, and events?
A. features B. fiction C. non-fiction D. sci-fi
5. What part of a plot refers to the conclusion or ending of a story?

A. climax B. falling action C. rising action D. resolution
6. “Ravana abducted Sita and forced her to be his wife. Rama came to rescue Sita.
He fought and confronted Ravana and his evil brothers. Finally, Rama killed
Ravana and freed Sita.” What type of conflict is used by the author?
A. man vs. man C. man vs. society
B. man vs. self D. man vs. supernatural
7. “Long ago, the kingdom of Ayodhya was ruled by a wise king. Ayodhya is part
of the Ancient Sarayu in India.” What literary element is emphasized from this
statement?
A. character B. plot C. setting D. theme
8. “While it is true that Rama’s stepmother, the second wife, is against Rama to be
crowned as the next king, Ravana is considered as the main antagonist of the
story Ramayana.” What literary element is emphasized in the text?
For items 9 and 10, choose your answers from the following sequence of
events from Ramayana.
A. Rama, the son of King Dasharata, was the prince of Ayohdya. In a
neighboring city, the ruler's daughter named Sita chose Rama as her
bridegroom at a ceremony called a Swayamvara.
B. The ten-headed Ravana, the ruler of Lanka, devised a plan to abduct Sita
and sent a magical golden deer which Sita desired her lover to hunt.
While Rama was away, Ravana grabbed Sita and carried her off to Lanka.
C. A mighty battle took place. Rama killed several of Ravana's brothers and
then Rama confronted him. Finally, Rama killed Ravana and he freed Sita.
D. After Sita had gained her freedom from Ravana, she proved her purity through
the trial by fire. Then, they returned to Ayodhya and Rama became the king.
E. As Rama became the king, he ruled Ayodhya with Ramrajya - an ideal
time when everyone does his or her duties and responsibilities.
9. The rising action of the story consists of the conflicts and complications that
the main character faces. Which of the above events shows the rising action of
the story Ramayana?
10. Climax is the greatest point of interest or turning point of a story. Which of
the above events shows the climax of Ramayana?
11. Theme is the central meaning or idea that the writer conveys to the reader.
What do you think is the theme of the story Ramayana?
A. seeking happiness
B. doing one’s duties
C. forgiving and forgetting
D. giving importance to wedding
12. “Ravana devised a plan to abduct Sita. He sent a magical golden deer which Sita
desired Rama to hunt. A long time had passed, but Rama didn’t return. Thus,
Lakshmana went off to find his brother.” – Ramayana. What point of view is
used by the author?
A. first person C. third person
B. omniscient D. all of these
13. “I was standing in the dark. I was scared and cold. Then, I felt something on my
shoulder, and it was a hand. I was trying to get away, but it wouldn’t let me go.
I screamed as loud as I could, but no one heard me.” – In the Dark. What
point of view is used by the author?
14. What values are evident in the Ramayana?

A. trust and hatred
B. pride and prejudice
C. loyalty and responsibility (dharma)
D. humility and thriftiness
15. Literature reflects the culture of a certain place. In Ramayana, Rama shows
his undying love to Sita by risking his life just to protect her. Which of the
following Filipino culture mirrors this value?
A. A husband remains loyal to his wife no matter what trials come along.
B. A husband remembers the wedding anniversary with his wife.
C. A husband works hard in order to provide food for his family.
D. A Filipino family loves gathering especially during special occasions.
Lesson
1 Mirror to a Shared Heritage
What’s In
.
This time, recall what you have learned in the previous module on
determining various social, moral, and economic issues.
Directions: The following items are lifted from the different articles concerning
problems in our society. Choose the letter of the best answer and write it on a
1. Which of the following constitutes a social issue?
A. It is only important to politicians.
B. It is a problem that is only seen overseas.
C. It has been around for thousands of years.
D. It prevents society from functioning normally.
2. Which of the following can be categorized as a moral issue?
A. A teenage girl gets pregnant.
B. A boy throws garbage into a pond.
C. A mom takes away her son's phone for not listening to her.
D. A group of teens spends much time on playing online games.
3. Transmission of COVID-19 continues to affect the work of people across the
world. What issue is evident in this situation?
A. moral
B. social
C. economical
D. psychological
4. In some of the poorest villages across the globe, children are dying from
diseases that are preventable and curable. What issue is evident in this
situation?
A. moral
B. social
C. economical
D. psychological
5. High fuel costs, soaring commodity prices, and fears of global recession
affect the developing countries. What issue is evident in this situation?
A. moral
B. social
C. economical
D. psychological
These issues speak about universal themes of human life. Do you think these
issues are also reflected in literature? You will find out as you explore some literary
pieces of Afro-Asian Literature.
What’s New
As you go along with this module, you will be reading the story Ramayana, an
epic from India.
The story was written by Maharshi Valmiki, a Hindu sage who lived around the
beginning of the first millennium B.C. He is referred to as the 'adikavi', the original
creator of the Hindu 'sloka' - a verse form in which most of the great epics such as
Ramayana, Mahabharata, Puranas, and other works are composed.
The Ramayana is an ancient Sanskrit comprising of 24,000 verses in seven
cantos. The epic contains the teachings of the very ancient Hindu sages. It is one of
the most important literary works of ancient India which greatly influenced art and
culture in the Indian subcontinent and South-East Asia.
Directions: Read the summary of the Ramayana and do the activity that follows.
The Story of Ramayana

by Maharshi Valmiki
Long ago, Dasharatha, the wise king of Ayodhya of Sarayu, India had three
wives. Though the King had three wives, he didn’t have any children with them. The
Chief priest Vasishta advised the king to make fire sacrifice to obtain a blessing from
the gods.
After the gods were
pleased, one of them appeared
out of the flame and handed him
a pot full of nectar. The god told
the king to share the nectar with
his three queens namely
Kausalya, Kaikeye, and
Sumitra.
While the nectar had
been shared, the three queens
gave birth to sons: Kausalya had
Rama; Kaikeye had Bharatha;
and Sumitra had twins
Lakshmana and Shatrughna. A
sage took the boys out to train
them in archery.
In a neighboring city, the ruler's daughter was named Sita. When it was time
for Sita to choose her bridegroom, at a ceremony called a Swayamvara, the princes
were asked to string a giant bow. No one else could even lift the bow, but as Rama
bent it, he did not only string it but also broke it into two. Sita indicated that she
chose Rama as her husband by putting a garland around his neck. The disappointed
suitors were watching.
King Dasharatha, Rama's father,
decided it was time to give his throne to his
eldest son Rama and retired to the forest to
seek moksha. Everyone seems pleased. This
plan fulfilled the rules of dharma because an
eldest son should rule and, if a son can take
over one's responsibilities, one's last years may
be spent in a search for moksha.
In addition, everyone loved Rama.
However, Rama's stepmother, the king's
second wife, was not pleased. She wanted her
son, Bharata, to rule. Because of an oath
Dasharatha had made to her years before, she
got the king to agree to banish Rama for
fourteen years and to crown Bharata even
though the king, on bended knee, begged her
not to demand such things. Broken-hearted,
the devastated king could not face Rama with
the news that Kaikeyi must tell him.
Rama, always obedient, was as content
to go into banishment in the forest as to be crowned king. Sita convinced Rama that
she would always be at his side and his brother Lakshmana also begged to
accompany them. Rama, Sita, and Lakshmana set out to the forest.
Bharata, whose mother's evil plot had won him the throne, was very upset
when he found out what had happened. Not for a moment he did consider breaking
the rules of dharma and becoming king in Rama's place. He went to Rama's forest
retreat and begged Rama to return and rule, but Rama refused. "We must obey
father," Rama says. Bharata then took Rama's sandals saying, "I will put these on
the throne, and every day I shall place the fruits of my work at the feet of my Lord."
Embracing Rama, he took the sandals and returned to Ayodhya.
Years passed and Rama, Sita, and Lakshmana were very happy in the forest.
Rama and Lakshmana destroyed the rakshasas (evil creatures) who disturbed the
sages in their meditations.
One day a rakshasa princess named Shurpanakha tried to seduce Rama, and
Lakshmana wounded her and drove her away. She returned to her brother Ravana,
the ten-headed ruler of Lanka (Sri Lanka, formerly Ceylon), and told her brother, who
is always attracted to beautiful women, about lovely Sita.
Ravana devised a plan to abduct Sita. He sent a magical golden deer which
Sita desired Rama to hunt. A long time had passed, but Rama didn’t return. Thus,
Lakshmana went off to find his brother. Before leaving Sita, Lakshmana drew a
protective circle around Sita and warned her that she would be safe if she would stay
within the circle. As they went off, Ravana, who could change his shape, appeared
as a holy man begging alms. The moment Sita stepped outside the circle to give him
food, Ravana grabbed her and carried her off to his kingdom in Lanka.
Rama was broken-hearted when he returned to the empty hut and could not
find Sita. A band of monkeys led by Hanuman offered to help him find Sita. Ravana
carried Sita to his palace in Lanka, but he could not force her to be his wife. So, he
put her in a grove and alternately sweet-talked her and threatened her in an attempt
to get her to agree to marry him. Sita would not even look at him but thought only
of her beloved Rama. Hanuman, the general of the monkey band could fly since his
father was the wind, and he flew to Lanka and found Sita in the grove, comforted
her, and told her Rama would come soon and save her.
Ravana's men captured Hanuman, and Ravana ordered them to wrap
Hanuman's tail in cloth and to set it on fire. With his tail burning, Hanuman hopped
from house-top to house-top, setting Lanka a fire. He then flew back to Rama to tell
him where Sita was.
Rama, Lakshmana,
and the monkey army built a
causeway from the tip of
India crossing over to Lanka.
A mighty battle took place.
Rama killed several of
Ravana's brothers and then
Rama confronted ten-headed
Ravana. Rama finally killed
Ravana and freed Sita. After
Sita gained her freedom from
Ravana, she proved her
purity through the trial by
fire. Then, they returned to
Ayodhya and Rama became
the king.
As Rama became the king, he ruled Ayodhya with Ramrajya - an ideal time
when everyone does his or her duties and responsibilities. Source:
https://www.litcharts.com/lit/the-ramayana/summary.
Shaping Interpretation
Fill in the graphic organizer by answering the question inside each balloon.
1. Who is the
eldest son of King
Dasharata?
2.Who is the
6. What is the
lover of
name of the
Rama?
Kingdom ruled
by Rama’s
father?
RAMAYANA
3. Who is the
10-headed
5. What trait of enemy of
Rama Rama?
do you like the 4. Who is the
most? general of
the band of
monkeys?
 What do you call the place where the story happened?
 What refers to the people present in the story?
The answers to these questions are some of the elements of the story. You will find
out more about these as you explore this module.
What is It
In this part of the module, you will learn the meaning of literature, its
elements, and how it reflects the culture of other group of people similar to your own.
What is Literature?
Literature. It refers to a body of written works such as poetry, novels, history,
biography, and essays that reflects the background of a certain culture. It is derived
from the Latin word litaritura/litteratura which means “writing formed with letters.”
There are a number of ways that literature is classified. The most basic types of
literature are fiction and non-fiction.
What are the Types of Literature?
1. Fiction. It is a type of literature that is a product of a writer’s imagination. It can
be inspired by actual or completely made-up events. It is usually created through
the use of clear details that we recognize or that move us in some ways.
Examples:
The story “The Soul of the Great Bell” is a Chinese fiction retold in English
by Lafcadio Hearn. The story is all about a girl named Ko-Ngai, a virgin maiden,
who sacrificed her life to save her father Kouan-Yu from the anger of the Son of
Heaven and Yung-Lo. Her blood was the main ingredient to successfully make the
great bell.
Another example of fiction is the “Story of the Aged Mother,” a Japanese
folktale by Matsuo Basho. It is about a son and his mother going through struggles
because of the unkind ruler who issued cruel orders which included among others,
sending the elderly to the mountain to be abandoned and left to die. However, the
son took good care of his mother. Meanwhile, the governor ordered that whoever
could bring him a rope made of ashes would be honored. It was the mother’s
wisdom that saved the entire town when the son revealed that it was his aged
mother’s brilliant idea to make the order possible. The governor, in the end,
denounced his previous order of killing all aged people.
2. Nonfiction. It is a type of literature that is based on facts. It is a writing about
real people, places, and events which include biographies, auto-biographies, and
interviews.
Example:
“Long Walk to Freedom” is an autobiography, a self-written story, of Nelson Mandela
who was a South African activist and former president (1918-2013).
What are the Elements of a Story?
1. Setting. It refers to the time and place in which the action of the story
happens.
Example:
In Ramayana, there is more than one setting such as Ayodhya, Lanka, and the
forest (place). The story happened a long time ago (time).
2. Plot. It is defined as an interrelated sequence of events in a story where each

event affects the other, thus showing the cause-and-effect relationship. The
illustration below shows the sequence of events of the story Ramayana.
Guide Questions:
CLIMAX
A mighty battle took place. Rama killed several

of Ravana's brothers and then Rama
confronted
him. Finally, Rama killed Ravana, and he freed
Sita.
RESOLUTION
EXPOSITION As Rama became the king, he

ruled Ayodhya with Ramrajya - an
Rama, the son of King ideal time when everyone does his
Dasharata, was the prince of or her duties and responsibilities.
Ayohdya. In a neighboring city,
the ruler's daughter
named Sita chose Rama
as her bridegroom at a
A plot has six elements:
a. Exposition/Initial Action. This is the very beginning of a story. In this
part, authors usually introduce the major characters and setting to the reader.
In the illustration above, the author introduces the place Ayohdya as the setting
and presents the characters King Dasharata, Rama, and Sita.
b. Rising Action. This is the part when tension starts to build. It usually
involves facing and conquering minor conflicts, which is what keeps the plot moving
forward.
In the illustration above, the tension started when Ravana devised a plan to
abduct Sita.
c. Climax. This is the part of the story where the characters finally have to
face and solve the major conflict. This is the "peak" of the plot or the highest point of
interest where all the tensions of the rising action lead to the success or failure of
the hero.
In the illustration above, Rama solved the major conflict when he fought and
killed Ravana to save Sita.
d. Falling Action. This is everything that happens after the climax but
before the resolution. This is when the tension lessens and starts bringing the
action to a close.
In the illustration above, the tension started to lessen when Rama saved Sita,
returned to Ayodhya, and became the king.
e. Resolution/Denouement. This is the conclusion or ending of a story.

In the illustration above, the story ended when Rama ruled Ayodhya in peace
and harmony with his people.
3. Character. It refers to a person, an object, an animal, or imaginary creature
personified in the story. There are two types of characters: the protagonist and the
antagonist.
a. Protagonist. It is the main character who does heroic acts in the
story.
In the story Ramayana, Rama is the protagonist since he does the heroic acts
of saving Sita and winning the battle against Ravana.
b. Antagonist. It is also a main character who opposes the protagonist in
some way.
Ravana is considered as the main antagonist of the story Ramayana.
4. Conflict. It refers to the problem that the main characters have to face. The
conflict of the story has four major types: man vs. man, man vs. self, man vs.
society, and man vs. supernatural.
Man vs. man. It is the conflict of the story in which the struggle is between
the protagonist and the antagonist. In this conflict, the protagonist wants
something, and the antagonist obstructs the protagonist from getting what he
wants.
Example:
In Ramayana, the author illustrates man vs. man conflict when Rama fought
against Ravana who abducted Sita.
Man vs. self. It is a conflict that takes place within the character himself. It
often involves the character in making a decision between right and wrong.
Example:
Dasharatha had a conflict within himself in his decision to set Rama into
banishment even against his own will.
Man vs. society. It is a conflict that occurs when the character has a conflict
with the government, cultural, or societal tradition.
Example:
In Ramayana, the author shows man vs. society when everyone including the
band of monkeys fought against Ravana to save Sita.
Man vs. supernatural. It is a conflict that happens when the protagonist faces
a struggle against a god, gods, and supernatural forces.
Example:
In Ramayana, the author depicts man vs. supernatural type of conflict when
Rama and Lakshmana fought against Rakshasas or the evil creature.
5. Point of View. This is the angle of narration or the perspective from which the
story is told. It can be classified as first person and third person.
a. First Person. The narrator is a character in the story who can reveal only
personal thoughts and feelings. It uses the personal pronoun I.
Example:
“I was standing in the dark. I was scared and cold. Then, I felt something on
my shoulder, and it was a hand. I was trying to get away, but it wouldn’t let me go. I
screamed as loud as I could, but no one heard me.” – In the Dark
b. Third person. This is when the narrator is removed from the story and tells
it from an outside perspective. To do this, the narrator uses personal pronouns like
"he," "she," and "they" to refer to the characters in the story.
Example:
“Ravana devised a plan to abduct Sita. He sent a magical golden deer which
Sita desired Rama to hunt. A long time had passed, but Rama didn’t return. Thus,
Lakshmana went off to find his brother.” - Ramayana
Note: There are other types of point of view other than these two, but the first person
point of view and the third person point of view are the common ones.
6. Theme. It refers to the central idea or message of a story.
In Ramayana, the author illustrates man vs. self-type of conflict when King
In Ramayana, the theme is about showing love and doing one’s duties and
responsibilities, or known as dharma. Rama showed his love to Sita by saving her
from the enemy. He also performed his duties and responsibilities as a king, husband,
son, and brother, respectively.
Sources: https://literaryterms.net/.
https://education.seattlepi.com/types-conflict-can-found-narrative-
3739.html.
What’s More
This time, you will be shaping your interpretation in analyzing literature using
different activities.
Activity 1. 2-3-1 Challenge!

Directions: Read the story below and do the following activity. Write your
answers in your activity notebook.
In the Dark
There I was, standing in the dark. No one was there but me and the night.
All I could do was stand there and not move. If I moved, I would fall into the
black pit. I was scared and cold. I tried to scream, but all you could hear was
my echo. I was trying to feel my way without moving, but I couldn’t feel anything.
I felt something on my shoulder, and it was a hand. I was trying to get away,
but it wouldn’t let me go. Then the hands pushed me into the black pit. I
screamed as loud as I could, but no one heard me. I tried to stop myself from
falling, but I kept on falling. Then a hand from under me stopped me from falling;
the hand that stopped me was my mother’s.
1
2 3
Describe the
Give a one-
sentence ending
about what might
List down the feelings of the
two characters main character happen to the
in three words. character in the
found in the
story.
story. ________________
________________ __________________
____________________ __________________
____________________
________________
Assessment 1.
Directions: Based on the story “In the Dark,” answer the following questions
below. Cite the sentences from the text to prove your answer.
 What point of view is used by the author?
_________________________________________________________________
Evidence/line from the text:
___________________________________________________________
 What is the theme of the story?
___________________________________________________________
Evidence/line from the text:
___________________________________________________________
 What societal issue is mirrored in the story?
___________________________________________________________
Activity 2.
Directions: Read the following excerpt. Then, using the character chart
below, give at least three words to describe the following
characters. Write your answers in your activity notebook.
 Lord Krishna
 The future Lord Krishna was born into dangerous circumstances. His

uncle, the evil King Kamsa, had been told that Krishna's mother would give birth
 a son who would destroy him. So, the king imprisoned his sister and killed her
to

children. But when Krishna was born, his father spirited him away to be raised
 another family.
by

Though young and gentle, Krishna had great wisdom bestowed upon him

by Lord Vishnu. In those days, Krishna lived in Vrindavan, a holy town in Uttar

Pradesh, northern India. Each year, the people there made offerings to Indra, the

fierce ruler of clouds and rain, hoping to soothe Indra’s temper. Krishna clearly

recognized that Indra was neither generous nor sincere; he was selfish, haughty,

and unworthy of respect.
 Shaping Interpretation
 1. IfKrishna
you were thought of teaching
to decide, how wouldIndra
youa lesson
write aso hefor
title told thestory?
this people. “Indra is
a bully we need not serve. Instead, it makes more sense to worship Govardhan,
________________________________________________________________________
our
 2.mountain
How would that supports
you compare us. Let
the us honorin
characters kind
thisGovardhan,
story? who unselfishly
shares
 her lush forests and urges the clouds to shower us.” The
________________________________________________________________________ people agreed
with Krishna’s idea.
 3. How does the legend make clear that Krishna was wise and honorable?
 4. HowAfterwill youhad
Indra connect
known the this,
character
he flewof into
this story to the
a mighty character
rage. “Theseinfarmers
Activity 1? What brings them in common? What
ignore me to worship a mountain on the advice of a child? What an insult! makes them I shall
different?
severely punish them!”Writeheyour answer inIndra
thundered. the concept
orderedmapthe below.
clouds to send furious

winds and driving rains to Vrindavan. The storm terrified the people who fearfully

sought help from young Krishna.

 With supreme calmness, grace, and power, Krishna lifted Govardhan into
the air using only the little finger of his left hand. He steadfastly held the mountain

like an umbrella, protecting Vrindavan for seven stormy days and nights.

 With this, Indra acknowledged his error. He ceased the storm and deeply
apologized to Krishna. Thus, this made humans learn not to give in to disaster
and become resilient.
Source: https://www.hindustantimes.com/more-lifestyle/krishna-janmashtami-
2019-the-story-of-lord-krishna-s-birth/story-4E62vFF3DszD9fwLMR7oPJ.html
LORD KRISHNA
KRISHNA INDRA GOVARDHAN
________________ ________________ ________________

________________ ________________ ________________
________________ ________________ ________________
Assessment 2
Directions: Based on the story “Lord Krishna,” fill in the plot diagram below. Write
your answers in sentence form. Do this in your activity notebook.

 Climax
 ________________________________
 ________________________________
 ________________________________
 _______________________________












 Activity 3
 Directions: Read and analyze the poem below and do the activity that follows.
My Childhood Sweetest Memory
By Gemma B. Espadero
The power of traditional culture can gratify
hand pounding of paddy is a great sight
the power of a mortar with a pestle is missing
for this kind of power is greatly seen
as the traditional milling process of rice grain
But as time passes by, this culture dies;
As technology brings changes this time
The emerging issues on pollution arise,
I wish I could turn back the hands of time;
Where the traditional milling process survived,
For I was once a pounder of this paddy
And it lives in my childhood sweetest memory
Think of your childhood sweetest memory. Then, compare or contrast the writer’s
sweetest memory with yours. Write your answers under the corresponding column.
Be guided by the sentence starters provided for you. Do this in your activity
notebook.
MY CHILDHOOD SWEETEST MEMORY
WRITER YOU
The sweetest memory of the writer is My sweetest memory is _____________

________________________________ ____________________________________
________________________________ ____________________________________
________________________________. ____________________________________.
Assessment 3
The picture below illustrates the setting and the characters in the poem. The
characters are talking about the traditional Filipino way of rice milling. What do
you think are the values that the old woman wanted to inculcate to the young
woman? Fill in the blanks to complete the response.
I never thought that traditional

milling could be this laborious! I
wonder how you were able to
endure this for a long time,
Grandma.
My child, this has taught

me _____ and ______. I
hope you
________________________
________________________.
Complete the composition below by following the sentence starters as your guide.
My Resolution
I have been unaware of the way of life of the Filipinos in the past. Now, I learned
that we Filipinos have always been hardworking and patient. These values served
as the legacy of our ancestors.
As a youth of today, I realized that the value of hard work is important
because_____________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________.
Also, I understand that I could be more patient by ________________________

______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________________
__________________________________________________________________________.
Therefore, I will become ___________________________________________________

______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________________
___________________________________________________________________________.
What I Have Learned
Let us check how far you have learned from this lesson by filling in the boxes
below.
Today I have learned that literature is _________________

 ________________________________________________________

 ________________________________________________________

The elements of literature discussed in this module are

 ________________________________________________________

 _______________________________________________________.



I believe that countries are rich in cultural heritage and

share good values like _______________ through their
literature.
Knowing the cultural heritage of other Asian countries, I

want to ______________________________________________.
I’ve realized that literature is important because ________

________________________________________________________
________________________________________________________
_______________________________________________________.
What I Can Do
Directions: Below is the table consisting the list of information of some of the
works in Afro-Asian Literature. Read them carefully and do the activity that follows.
LITERATURE STORY AUTHOR TYPE SUMMARY SETTING THEME

African Babu's Stephanie The story captured the Ancient Love for grandson
Song Stuve- Fiction tender relationship Tanzania in
Bodeen between a Tanzanian child East Africa
Bernardi
and his grandfather Babu.
Bernardi lived with his
grandfather who supported
them by making toys.
Bernardi wished he could
go to school, but they could
not afford it. When a tourist
offered a handsome price
for the music box Babu
gave him as a present,
Bernardi regretfully sold it,
giving the money to Babu.
Babu used the money to
pay for his grandson's
school, and he started
working on a new music
box.
Japanese The Matsuo Fiction The “Story of the Aged Ancient Love for Parent and
Story Basho Mother” tells about the Mountain valuing the wisdom
of the story of the son and his in Japan of the aged people
Aged mother going through
Mother struggles because of the
unkind ruler who issued
cruel orders. The orders
included sending the elderly
to the mountain to be
abandoned and left to die.
However, the son took good
care of his mother.
Meanwhile, the governor
ordered that whoever could
bring him a rope made of
ashes would be honored. It
was the mother’s wisdom
that saved the entire town.
The son revealed that it was
his aged mother’s brilliant
idea to make the order
possible. The governor in
the end, denounced his first
order of killing all aged
people.
Chinese The Retold by The story “The Soul of Chinese Love for parent and
Soul of Lafcadio Fiction the Great Bell” is all about a temple Sacrifice
the Hearn girl named Ko-Ngai, a virgin
Great maiden, who sacrificed her
Bell life to save her father
Kouan-Yu from the anger of
the Son of Heaven and
Yung-Lo. Her blood was the
main ingredient to
successfully make the great
bell.
Philippine Ibong Francisco Fiction Ibong Adarna tells the story Kingdom of Love for parent,
Adarna Baltazar of an ailing king who sent Berbania, sacrifice, and
his three sons to search for Mt. Tabor forgiveness
the Ibong Adarna, a
mythical bird, as the only
cure to his illness. As a
reward of whoever catches
the bird to be brought to
the king, will inherit the
throne.
Guide Questions:
 What values are presented in the stories?
 How are you going to apply these values in your life?
Using the guide questions above, make a two-paragraph essay showing your
reflection to the above mentioned Afro-Asian literary works. Your essay will be
graded according to the critera set in the rubrics below.
My Reflectionss
The human values that are found in the stories are ________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
I am going to apply these values in my life through ________________________

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Composition Writing Rubric
(10-point Total Scale)
CRITERIA DESCRIPTION INDICATORS SCORE

MECHANICS Adheres to the 5- The paragraphs are free from
grammatical rules grammatical errors.
of standard
formal English on 4- The paragraphs have one to four
parts of speech, grammatical errors.
spelling,
capitalization, 3- The paragraphs have five to eight
1 -5 points and punctuation grammatical errors.
2- The paragraphs have nine to twelve

grammatical errors.
1- The paragraphs have more than twelve

grammatical errors.
CONTENT Presents a 5- The composition clearly presents a

reflection on the reflection of the values taken from the given
values taken from stories and clearly relates four (4) values
the given stories to life.
and relates these
values to life. 4- The composition clearly presents a
reflection of the values taken from the given
stories and relates three (3) values to life.
1-5 points 3- The composition fairly presents a

stories and relates two (2) values to life.
2- The composition fairly presents a

stories and relates one (1) value to life.
1- The composition poorly presents a

stories and does not relate values to life.
Assessment
Congratulations for having reached this far! This time, check what you have
learned in this module by answering the test that follows.
Directions: Read and analyze the following questions carefully. Write the letter of
your answer on a separate sheet of paper.
1. What is a body of written works such as poetry, novels, history, biography,

and essays that reflects the background of a certain culture?
A. epic B. literature C. poetry D. prose
2. Which type of literature is a product of a writer’s imagination?

A. feature B. fiction C. literature D. non-fiction
3. What is defined as the sequence of events that occurs from the first to the
last line of the story?
A. character B. plot C. point of view D. setting
4. Which type of literature is based on facts and talks about real people,
places, and events?
A. features B. fiction C. non-fiction D. sci-fi
5. What part of a plot refers to the conclusion or ending of a story?

A. climax B. falling action C. rising action D. resolution
6. “Ravana abducted Sita and forced her to be his wife. Rama came to rescue Sita.
He fought and confronted Ravana and his evil brothers. Finally, Rama killed
Ravana and freed Sita.” In this situation, the struggle is directly set between the
protagonist and the antagonist. What type of conflict is used by the author?
A. man vs. man C. man vs. society
B. man vs. self D. man vs. supernatural
7. “Long ago, the kingdom of Ayodhya was ruled by a wise king. Ayodhya is
part of the Ancient Sarayu in India.” What literary element is emphasized
from this statement?
8. “While it is true that Rama’s stepmother, the second wife, is against Rama to be
crowned as the next king, Ravana is considered as the main antagonist of
the story Ramayana.” What literary element is emphasized in the text?
For items 9 and 10, choose your answers from the following sequence of
events of the story Ramayana.
A. Rama, the son of King Dasharata, was the prince of Ayohdya. In a
neighboring city, the ruler's daughter named Sita chose Rama as her
bridegroom at ceremony called a Swayamvara.
B. The ten-headed Ravana, the ruler of Lanka, devised a plan to abduct Sita and
sent a magical golden deer which Sita desired her lover to hunt.
While Rama was away, Ravana grabbed Sita and carried her off to Lanka.
C. A mighty battle took place. Rama killed several of Ravana's brothers and
then Rama confronted him. Finally, Rama killed Ravana, and he freed Sita.
D. After Sita had gained her freedom from Ravana, she proved her purity
through the trial by fire. Then, they returned to Ayodhya and Rama became
the king.
E. As Rama became the king, he ruled Ayodhya with Ramrajya - an ideal
time when everyone does his or her duties and responsibilities.
9. The rising action of the story consists of the conflicts and complications
that the main character faces. Which of the above events shows the
rising action of the story Ramayana?
10. The climax is the greatest point of interest or turning point of a story.
Which of the above events shows the climax of the story Ramayana?
11. The theme is the central meaning or idea that the writer conveys to the
reader. What do you think is the theme of the story Ramayana?
A. seeking happiness B. doing one’s duties
C. forgiving and forgetting D. giving importance to wedding
12. “Ravana devised a plan to abduct Sita. He sent a magical golden deer which
Sita desired Rama to hunt. A long time had passed, but Rama didn’t return.
Thus, Lakshmana went off to find his brother.” – Ramayana. What point of
view is used by the author?
13. “I was standing in the dark. I was scared and cold. Then, I felt something on my
shoulder, and it was a hand. I was trying to get away, but it wouldn’t let me go.
I screamed as loud as I could, but no one heard me.” – In the Dark. What
point of view is used by the author?
14. What values are evident in the story Ramayana?

A. trust and hatred
B. pride and prejudice
C. loyalty and responsibility (dharma)
D. humility and thriftiness
15. Literature reflects the culture of a certain place. In the story Ramayana of
India, Rama shows his undying love to Sita by risking his life just to protect
her. Which of the following Filipino culture mirrors this value?
A. A husband remains loyal to his wife despite the trials that they met.
B. A husband works hard in order to provide the needs of his family.
C. A husband remembers the wedding anniversary with his wife.
D. A Filipino family loves gathering especially during special occasions.
This part of the module will help you sharpen your knowledge in analyzing
literature as a reflection to a shared heritage of people with different backgrounds.
Activity 1. Let’s Draw!
Directions: Dig up some local legends from your place by asking your parents,
guardians, or even the elders. You may also research local stories from books or
any online sources. Then, draw one scene that reflects the cultural heritage of your
locality. Provide a brief description of your drawing. Do this on a separate sheet of
paper. Be guided by the rubric for scoring below.
FOR DRAWING
CRITERIA INDICATORS SCORE

5 4 3 2 1
CLARITY OF The illustration The illustration The illustration The illustration The illustration
ILLUSTRATION presents a very presents a presents a fair presents a presents an
Clarity of the clear message clear message message poor message unclear
message reflecting reflecting reflecting reflecting message
depicted in the cultural cultural cultural cultural reflecting
picture heritage of your heritage of heritage of heritage of cultural
locality. your locality. your locality. your locality. heritage of
your locality.
VISUAL The illustration The illustration The illustration The illustration The illustration
APPEAL is very neat. It is neat. It is neat. It is neat, but it is not neat,
Neatness and displays a very displays displays less displays a and it
creativity of creative and creative and creative and poor displays a
visuals very harmonious less application of poor
harmonious application of harmonious lines and application of
application of lines and application of styles. lines and
lines and styles. styles. lines and styles.
styles.
FOR BRIEF DESCRIPTION
LANGUAGE The brief The brief The brief The brief The brief
MECHANICS description is description description description description
Correctness free from contains two contains four contains six contains more
of grammar, errors in any or three or five errors or seven than seven
spelling, of the errors in any in any of the errors in any errors in any
punctuation, language of the language of the of the
and mechanics language mechanics language language
capitalization mentioned mechanics mentioned mechanics mechanics
(grammar, mentioned (grammar, mentioned mentioned
spelling, (grammar, spelling, (grammar, (grammar,
punctuation, spelling, punctuation, spelling, spelling,
and punctuation, and punctuation, punctuation,
capitalization) and capitalization) and and
capitalization) capitalization) capitalization)
CO_Q3_English8_Module 4 26
What I What’s More
Know Activity 2
Pretest
1. Krishna: brave, strong, powerful
1. B 2. Indra: boastful, firce, high-tempered
2. B 3. Govardham: unselfish, humble, kind
3. B
4. C Assessment 2
5. C
1.Exposition: Krishna lived in Vrindavan. Each year, the people there made offerings to
6. A
Indra, the fierce ruler of clouds and rain, hoping to soothe Indra’s temper. Krishna
7. C
clearly recognized that Indra as selfish, haughty, and unworthy of respect.
8. A
9. B
10. C 2. Rising Action: Krishna thought of teaching Indra a lesson so he told the people not to
11. B worship Indra anymore, but worship Govardhan instead.
12. C
13. A
14. C 3. Climax: After Indra knew this, Indra flew into a mighty rage. winds and driving rains
15. A to Vrindavan. The storm terrified the people, who fearfully sought help from young
Krishna. With supreme calm, grace, and power, Krishna lifted Govardhan into the air
What’s In using only the little finger of his left hand.
1. D 4.Falling Action: Indra gave up and lost the battle with Krishna
2. A
5. Resolution: With this, Indra acknowledged his error. He ceased the storm and deeply
3. C
4. B apologized to Krishna. Thus, this made humans learn not to give in to disaster and
5. C become resilient.
What’s New What’s More Assessment
Task 1 Posttest
1. Rama Activity 3
2. Sita
3. Ravana 1. Writer: The sweetest memory 1. B
4. Hanuman of the writer is when she had
2. B
5. Brave – Answers may once experienced the
3. B
vary traditional way of milling rice.
6. Ayodhya 4. C
2. You: Answer may vary
5. C
What’s More Assessment 3 6. A
Activity 1 231 7. C
Challenge 1. Answer may vary 8. A
2. Mother and child 9. B
3. Scared, sad, worried 10. C
1. Answers may vary 11. B
12. C
Assessment 1 13. A
1. First person point of view 14. C
Evidence: I Additional Activities 15. A
2. Abortion
Evidence: LITERARY ANALYSIS
3. Abortion Answers may vary
Evidence:
Answer Key
References
“Literary Terms.” 2019. Literary Terms. 2019. https://literaryterms.net/.
“Types of Conflict That Can Be Found in a Narrative.” 2013. Seattlepi.Com. 2013.

https://education.seattlepi.com/types-conflict-can-found-narrative-
3739.html.
“LitCharts.” n.d. LitCharts. https://www.litcharts.com/lit/the-

ramayana/summary.
“LitCharts.” n.d. LitCharts. Accessed July 27, 2020.

https://www.litcharts.com/lit/the-ramayana/prologue.
“What Is the Classification of Literature According to Purpose and Content?” n.d.

ENotes. Accessed July 27, 2020. https://www.enotes.com/homework-
help/what-classification-literature-according-purpose-438265.
Celebrating Diversity through World Literature English Learner's Material.

Department of Education.

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

8
English
Using Cohesive Devices
English– Grade 8
Quarter 3– Module 5: Using Cohesive Devices
First Edition, 2020
over them.


Writer: Jeneffer E. Fraga
Editors: Ponciano G. Alngog, Fe Lagumbay
Reviewers: Gemma B. Espadero, Pinky Rosarie E. Laurente, Marvelous B. Estal,
Juliet C. Tiujongco, Camela G. Lerio, Cleofe Q. Arado, Mary Ann O.
Gocela, Cherryl A. Adante, Aprilyn Joy A. Quezada
Illustrator: Julien A. Espinoza, Jason Villena
Layout Artist: LRMS Tandag City, Krysta Lynne I. Fuertes
Isidro M. Biol, Jr.
Maripaz M. Magno
Jeanette R. Isidro
Gemma B. Espadero
Eric C. Cabaluna

Tel. No: (085) 342-8207, Telefax No.: (085) 342-5969
8
English
Using Cohesive Devices

Thank you.
What I Need to Know
Hello learner! Have you experienced difficulty connecting your ideas and
coming up with a well-organized message? Have you heard any speech which you
find difficult to understand? Well, this module is carefully crafted to help you use
and understand cohesive devices in various types of speech.
Moreover, this module has different activities that are highly engaging which
will help you understand the functions and application of these cohesive devices.
Hopefully, this will guide you through your writing. This will also help you write
cohesively.
The Most Essential Learning Competency (MELC) covered in this module

focuses on the use of appropriate cohesive devices in various types of speech.
Objectives:
 classify the different types of cohesive devices;

 use appropriate cohesive devices in a paragraph;
 create a speech using appropriate cohesive devices; and
 realize the importance of using cohesive devices in a speech.
What I Know
The test you are about to take is a pre-assessment which will determine how
well you know the module you are about to explore. If you get all the items correctly,
you can skip the module. However, if you get one mistake, you have to proceed and
complete the activities.
Activating Your Prior Knowledge!
Directions: Choose the appropriate cohesive devices in completing the following

sentences. Write only the letter of your answer on a separate sheet of paper.
1. Will you cook my favorite food______ will I just buy it?

A. and C. or
B. but D. so
2. You can borrow my laptop ___________you will use it carefully.
A. and C. even if
B. as long as D. so
3. Joy is going to finish her online work ______ the internet connection is poor.
A. also C. even if
B. and D. or
4. Pedro eats his dinner early _______ he needs to finish his assignment.
A. but C. such as
B. because D. while
5. ________having their online classes, the children were assisted by their parents.
A. Although C. Such as
B. Because D. While
6. During their virtual graduation rites, Berto was awarded with highest honors;
________his parents were truly proud of him.
A. and C. or
B. but D. so
7. COVID - 19 pandemic threatens the health of the people; ____________, health
protocols are imposed.
A. and C. however
B. as a result D. or
8. Althea said that she didn’t know Mr. Jose. _______denied knowing _______.
A. He, her C. She, him
B. He, him D. She, her
9. Bullying is not good as it affects emotional and psychological behavior of an
individual. Most victims of bullying experience physical, emotional and mental health
issues. What cohesive device is applied in the given sentences?
A. Pronouns C. Synonyms
B. Repetition of words D. Transitional devices
10. The mountainsides are fertile and abound in vegetation, but the lowlands are
rocky and barren. Which then is the meaning of barren?
A. dry C. unproductive
B. hard D. productive
11. Only the ashes of the big building remained after the conflagration. Which of the
following is the meaning of conflagration?
A. earthquake C. flood
B. fire D. disaster
For items 12 to 13, identify what type of text is being asked or shown in each item.
12. What type of text contains a list of instructions to follow?
A. demonstrative C. narrative
B. informative D. persuasive
13. What type of text tells a story/real event that has happened to some characters
in a specific place and time?
“Good news, we have a SPECIAL OFFER! Buy one cellphone TODAY and you will
get a pocket Wi-Fi for FREE! You will surely love it because of its advanced
features with 24mp front and back camera. It is also a water-resistant phone.
You don’t want to miss this SPECIAL offer! Call NOW…”
14. In the above paragraph, how is the word “and” used?

A. to add information C. to compare two things
B. to show contrast of ideas D. to show reason
15. Which among these sentences uses a cohesive device correctly?
A. I want to enroll this school year, but I want to continue learning.
B. I want to enroll this school year, unless I want to continue learning.
C. I want to enroll this school year, yet I want to continue learning.
D. I want to enroll this school year, because I want to continue learning.
Lesson
1 Using Cohesive Devices
What’s In
In your previous module, you learned about analyzing literature as a mirror

of people’s shared heritage. Similarly, maintaining unity in writing shares that
characteristic of literature. In making sure meaning is clearly conveyed, we consider
writing in the most cohesive way. In this activity, you will be assessed on the extent
of your learning from the previous lesson in connection with the current topic.
Memory Check!
Directions: Read the passage below. Answer the following questions. Write only the
letter of your answer on a separate sheet of paper.
The Man with the Coconuts

Adapted story from Mabel Cook Cole, Philippine Folk Tales
One day, there was a man who had been in the forest to gather his
coconuts. He loaded his horse heavily with them. On his way home, he met a boy
and a girl whom he asked on how long it would take him to reach the house.
"If you go slowly," said the boy, looking at the load on the horse, "you will
arrive very soon; but if you go fast, it will take you all day."
The man could not believe this strange speech, so, he hurried his horse.
However, the coconuts fell off and he had to stop to pick them up. Then, he
hurried his horse all the more to make up for lost time; still, the coconuts fell off
again. Many times he did this, and it was night when he reached home.
1. Where did the story take place?

A. in the farm C. in his house
B. in the forest D. in the city
2. How will you describe the character in the story?
A. boastful C. disobedient
B. kind D. impatient
3. What do you think is the message of the passage?
A. Never listen to the advice of others.
B. Being close-minded is good for you.
C. Accepting help from others is a bad thing.
D. If you rush things out, you will never finish your work on time.
4. In the second paragraph, how is the word “but” used in the sentence?
A. to add information C. to show result
B. to show contrast of ideas D. to express reason
5. Which among the choices express the functions of the above highlighted words?
A. They give connections of ideas.
B. They show unity of ideas.
C. They make sentences clear and easy to understand.
D. All of the above.
What’s New
Like any form of writing, literature also requires cohesiveness. At this point,
it is important to learn how cohesion can best be achieved. Specifically, what devices
can writers take advantage to come-up with a well-organized message?
Directions: Read the dialog below.

Yes Ma’am. This is Anna. How are
Hello? Is Anna on the line? I am you Ma’am? I’ve been inside our house,
Mrs. Cruz, her adviser in Grade 8. since the day the government declared
that it is not safe to go out. I miss going to
school, I miss listening to your
discussions, and I also miss talking with
my classmates. However, my parents tell
me to stay home because they are
concerned of my safety.
Despite the situation we are in
Anna, I’m happy to hear all these things
from you. You really love going to school.
Even I, myself, miss school and my
students so much. Although we are facing Wow, that sounds great
a pandemic right now, the Department of Ma’am! Therefore, we do not
Education still puts an effort towards have to worry anymore. My
helping you continue schooling. So, the parents will be pleased to know
department offers different learning these. Since we have internet at
modalities such as online modular, home, I think I can do online.
television or radio-based instruction and Thank you so much for reaching
blended learning. Your parents should out to me Ma’am. Stay safe and
not worry, for the department considers God bless.
everyone’s safety.
You are welcome Anna.

Send my regards to your
parents. Stay healthy and
enjoy learning.
Self Check:
 What is the dialog all about?

 What is the concern of Anna’s parents in enrolling her to class this school
year?
 How did Mrs. Cruz convince Anna and her parents to attend school?
Now that we know what they talked about, let us look closely the cohesive devices
used in this conversation.
 In the first response of Anna, how did she explain to her teacher about her
whereabouts during the present situation?
She told her teacher that she was in her house since the day that the
government declared that it is not safe to go out.
The use of “since” expresses time describing when she started to stay
inside their house. It can also express cause or reason like in the statement,
"Since we have internet at home, I think I can do online.”
 In the response of Mrs. Cruz regarding Ana attending school, how is the word
“although”used?
Although in the sentence expresses reason and provide an option to
answer the problem mentioned in the situation.
 Try deleting the words despite and although, what do you think will happen
to the statements above?
Without those words, the statement seems choppy and disconnected.
The ideas presented look as if they are not unified.
 Why is it important that our ideas are interconnected?

It is important for us to be understood by the readers as well as for
clear presentation of ideas.
 How can we ensure that our ideas are linked together? What devices should
we use?
We can ensure that our ideas are linked together if we know the
functions and purposes of the different cohesive devices.
What is It
Now that you learned about how to make ideas flow through cohesive devices,
let us learn more about other strategies to achieve cohesion. Well, this part of the
module will teach you different connectors called cohesive devices which you can
use in writing.
Study the sentences below. These are some responses which are taken from
the previous dialogue.
1. Stay healthy and enjoy learning 3. However, my parents told me
with us. to stay home and stop schooling
because they are concerned of my
2. Therefore, we do not have to worry safety.
anymore.
As you can see in the given sentences, you will notice that there are word
connectors used to link your ideas to make your sentence clear and easy to
understand.
1. Stay healthy and enjoy learning with us.
In the first sentence, the word “and” is used to add something to the previous
idea. It connects the ideas of “Stay healthy” and “enjoy learning with us.” Also, you
will notice that both statements start with verbs “stay” and “enjoy”. Thus, apart from
using the word connector “and”, using parallel structures as seen in the example
may be used to achieve cohesion.
2. Therefore, we do not have to worry anymore.
In the second sentence, the word “therefore” is used to give or show

conclusion. With the efforts of the Department of Education with regards to students
attending classes, Anna and her parents therefore, do not have to worry about her
enrolment. Also, you will notice the use of the pronoun “we” which apparently refers
back to Anna’s parents. The use of pronoun is also another cohesive device that you
can take advantage. When you keep on referring to the same idea, it makes ideas
stick together.
3. However, my parents told me to stay home and stop schooling because

they are concerned of my safety.
In the third sentence, the word “but” shows contrast of ideas. Also, the word
“because” shows reason. So, in the sentence, because Anna’s parents are concerned
of her safety.
Apart from using these connectors, it was also evident that there were a couple
of repetitions evident in the dialogue. What words were repeated? The words school
and stay were repeated. Also, the idea of the pandemic which was suggested by the
following phrases the situation right now and pandemic are repeated. Thus, another
way of achieving cohesion is through repetition of ideas or words.
This time, let us discuss more about cohesive devices.
Cohesion in writing may be achieved through the following means:

1. Repetition of words or ideas. This helps to focus your ideas and to
keep your reader on track.
Example:
Most people find contemporary art difficult to understand.
Contemporary art is purposely abstract, leaving the viewers
wondering what they are looking at.
2. Use of synonyms for key words and phrases. Synonyms are words
that have essentially the same meaning, and they provide some variety
of word choices, helping the reader to stay focused on the idea being
discussed.
Example:
At the end of the run, he was suddenly afraid. The height of

the tree terrified him.
3. Pronouns / Determiners. This, that, these, those, he, she, it, they,
and we are useful pronouns for referring to something previously
mentioned. Be sure, however, that what you are referring to is clear.
Example:
Mr. Noviel Fraga is the CEO of Fraga Fisheries and Company.

He became the CEO in 2018.
4. Use transitional devices (linkers, conjunctions or connectors).

These are words which give cues to the readers on the relationships
between sentences, joining sentences together.
The most common cohesive device used is the use of transitional devices. They
are sometimes called linking words, linkers, connectors, or transitional words. These
are words or group of words that show the relationship between sentences and
paragraphs of a text or speech. These are words like ‘For example’, ‘In conclusion’,
‘however’, and ‘moreover’.
We use them to link sentences, paragraphs or any pieces of texts. In other

words, cohesive devices make our ideas coherent, consistent and organized.
Inappropriate use of these can affect the flow of thoughts or ideas expressed in the
sentence.
The common transition words are shown below.
Cohesive Devices
Type: Cohesive Description Examples
Devices
Conjunctions
He gains more
for explaining
1. Coordinating for weight, for he eats
why
Conjunctions too much sweets.
These conjunctions
connect words, the same, similar His favorite snacks
phrases, and and or equal; without are apples and
clauses of equal contrast bananas.
value. Clauses or
equal value are
for two non-
called independent He doesn’t like soft
nor contrasting
clauses and can drinks, nor hard
grammatically,
stand on their own liquors.
negative items
as separate
sentence.
I eat vegetables, but
but I never eat junk
for contrast
foods.
Would you like bread

an alternative or cookies with your
or
coffee?
He is still young, yet

contrast, despite,
he is already very
yet something
responsible.
for showing the He was very hungry,

so consequence of so he ate the
something remaining fruits.
because, so As he was feeling

to express cause
that, as, sick, Pedro didn’t go
or reason
since to work yesterday.
Cohesive Devices
Type: Cohesive Description Examples
Devices
2. Subordinating
Conjunctions before, after,
to express time
until/till, The baby cries
The clause when, as soon whenever he feels
beginning with the as, whenever, hungry.
subordinating while
conjunction is
always the I’ll lend you my
subordinate unless, if, even phone, provided
to express
clause, which if, in case, that you will use it
condition
depends on the providing carefully.
main clause and
cannot exist
without it. Joy loves outdoor
although, even to express
activities, whereas
though, contrast or
her sister prefers to
whereas concession
stay home.
also, besides,
It rained hard;
finally,
3. Adverbial moreover, lightning
furthermore, in adding something
Conjunctions flashed and thunder
addition,
boomed.
moreover, still,
These are words
that join
independent Sleeping early makes
clauses into one also, as well, me feel relax; also,
comparing
sentence. A alike, similarly makes me active for
conjunctive adverb the next day.
helps you create a
shorter sentence.
When you use a at the same I wanted to finish
conjunctive adverb, time, in answering my
put a semicolon (;) contrast, in activity in this
contrasting
before it and a spite of, on the module; even if, it
comma (,) after it. other hand takes longer time to
even if do it.
certainly, Following health

definitely, protocols is; indeed,
emphasizing
indeed, in fact very important for us
to be safe.
for/as an
There are different
example, for
symptoms of COVID-
instance, in
19; namely, cough,
other words, giving example
fever and sore
namely, such
throat.
as
as … as, both
Neither the minors
… and, either
nor the senior
… or, neither showing equality
citizens are allowed
… nor,
to go out during the
not only … but
pandemic.
also
as it was/has
been said, in
COVID-19 is a
conclusion,
summarizing, serious disease;
finally, in
concluding hence, we need to
short, in other
follow health
words, hence
protocols.
Other correlative devices used in listings are shown below.
Example:
first(ly)
finally
listings I love the Philippines a lot.
in the first place
Firstly, I love its museums.
then
Secondly, I love its people.
to conclude
Finally, I love its tourist
to begin
attractions.
next
Other ways of achieving cohesion are through repetition of words and ideas,
use of synonyms, pronouns and determiners as provided in the examples on page 9.
It is important to remember that the goal is to make the ideas stick together so that
unity in meaning is achieved.
Cohesive devices may slightly vary as they appear in different text types.
Below are some examples:
Text types may be informative, persuasive, narrative, and

demonstrative. Below are the different types of speeches with
examples. Try to study the cohesive devices used. The
passages are followed by questions. Try answering it on your
own. Enjoy learning!
1. Informative Text – This text serves to provide interesting

and useful information to your audience. Some examples of
informative speeches are found below:
Example:
Posting of health protocols is a must. It directs the people on how to follow
physical distancing in the workplace namely, maintaining distance between
employees and avoiding mass gatherings. Moreover, posting it at the entrance of
every establishment is also advised. Furthermore, establishing daily disinfection
procedures like, placing hand washing stations and checking of body temperature
are strictly practiced. These are simple precautionary measures for the prevention
of virus transmission.
 What do you think is the text all about?

If you think that it is about posting health protocols, then you are correct.
 How is “namely” used in the second sentence?

The connector “namely” was used to give examples. In giving information,
it is important to show examples for clarity of the purpose.
2. Demonstrative Text –This type of text teaches you something. They differ from
other types mostly because the writer shows its readers how to do things. Below is
an example:
Example:
How to Wash Your Hands Properly
According to the World Health Organization (WHO), you need to wash your
hands properly so that you can protect yourself against infection.
Wash your hands with soap and water, then, dry them thoroughly. If not,
use alcohol-based hand rub.
Washing your hands properly should be as long as singing the "Happy
Birthday" song twice. Here are the steps: first, you need to wet hands with water;
second, apply enough soap to cover up all hand surfaces; third, rub hands palm
to palm; fourth, palm to palm with fingers interlaced; fifth, back to fingers to
opposing palms with fingers interlocked; sixth, rotational rubbing of left hand;
seventh, rotational rubbing of backwards and forwards with clasped fingers of
right hand and left hand and vice versa; then, rinse hands with water; and finally,
dry thoroughly with a single use of towel.
 Why do we need to wash our hands properly?
If you answered, “we need to wash our hands for us to be clean and to
avoid acquiring the virus”, then, you got it right.
 How are the highlighted words used in the passage?
The highlighted words are called cohesive devices. They are used to show
the proper sequence or steps on how to wash your hands properly.
 In writing a demonstrative speech, the cohesive devices to be used show steps

or manner of how things should be done. In the paragraph, the highlighted
words are the appropriate cohesive devices to be used in demonstrating how
to wash hands properly.
3. Persuasive – this text is used to convince the readers or listeners to change

the way they think, do, so they begin doing something new. Below is an example:
Example:
Why go out when it is much safer at home? Why don’t you reflect and
ponder on lessons brought about by this pandemic rather than blame others?
Why do you always have to rant or complain on social media about the
government’s work when you can be of help to it?
My dear friends, this pandemic will never be gone if, we, the people, will
not help our government officials and front liners prevent it. The only way we can
be of help to them is to follow the implemented policies and health protocols.
Hence, let us help altogether to heal our country as one!
 What is being emphasized in the text?
It emphasized the need to act during these trying times. We can be of

help to them by simply following the implemented policies on health
protocols.
 What do you think is the purpose of the writer?

The purpose of the writer is to persuade or convince people to be of help
to the government.
 Are the cohesive devices used appropriate in presenting the ideas of the
passage?
Yes. It connects appropriately one idea to the others. It makes the

passage easy to understand.
4. Narrative — A narrative text is used to tell a story, often one that is based on
personal experience. Below is an example:
Example:
On Saving
As a young teen, Camella does not enjoy much of her teenage life unlike
the other teenagers do. Her weekends are spent on looking for work so, she can
earn her allowance. She spends two hundred pesos a week. One hundred pesos
for her lunch, eighty pesos for her fare and twenty pesos for classroom dues.
She earns more than what she needs for the week. Moreover, on
Saturdays, her routine would be to go to a distant relative and wash clothes to
earn one hundred pesos. In the afternoon, she volunteers weeding at her
neighbor’s garden for a small fee.
Furthermore, on Sundays after church services, she would iron out her
teacher’s uniform for one hundred pesos. Despite her weekend routine, she
remains to be one of the smartest in class.
 What is the text all about?
You are correct! The text narrates how Camella juggles work to earn
money.
 What is the purpose of the writer?
The purpose of the writer is to narrate how Camella spends her

weekends and her manner on saving money.
 Are the cohesive devices used appropriate in presenting the ideas of the
passage?
Yes. It shows unity and organization of ideas. It makes the narration

clear and easy to understand.
From the four types of text discussed, it is evident that cohesive devices may
slightly vary in different text types. Nevertheless, they are important in making ideas
flow and organizing information in the paragraph.
What’s More
After learning about the different cohesive devices used in different text types,
I guess you are ready to practice what you learned in the next set of activities. Are
you ready? The following activities and assessments are carefully designed in
preparation for you to use cohesive devices in connecting ideas to form sentences
and paragraphs. Good luck and enjoy!
Activity 1.a: Classify Me!

Directions: Look at the linking words inside the box. Classify them based on
purpose. Use the organizer below. A sample answer is already given. Write your
Unless yet if although

as soon as before after because
so that until firstly
Contrasting of
Ideas: (2)
Expressing Time: Giving Condition:

Cohesive
(4) (2)
Devices
before
Expressing cause or
reason: (2)
Activity 1.b: Match Me!
Directions: Match each word to its synonym. Choose the letter of your answer.
Write them on a separate sheet of paper.
A. B.
____1. giggle A. cry
____2. angry B. laugh
C. mad
____3.speak
D. smart
____4. clever
E. talk
_____5. rich
F. wealthy
Assessment 1.a: Fill Me!

Directions: Fill in the blanks with coordinating conjunctions For, And, Nor, But, Or,
Yet, So (FANBOYS) correctly. Write them on a separate sheet of paper.
Example:
Your sister called today _but_ her voice couldn’t be heard well.
1. My mother will go to the market ________ buy some fruits.

2. I have just finished eating dinner, ___________I am already full.
3. Why don’t you call Isabel _______you to know what time she’s coming over
tonight?
4. Don’t tell John about our surprise celebration for his birthday ______ share
our plans to his friends.
5. I am planning to buy a new laptop ______ my money is not enough.
Assessment 1.b: Choose Me!

Directions: Choose a synonym from the box to replace a word in each sentence.
Copy the sentence in a separate sheet of paper. Underline the word in the sentence
and write the replacement word.
loyal new polite safe vacant weak
1) The guards made sure the plane was secure. ____________________

2) My dog is a faithful friend. ___________________
3) The old woman was very frail. ____________________
4) It is always nice to be courteous to others. ____________________
5) The abandon house was empty. ____________________
Activity 2: Which is Which?
Directions: Read the two texts below. After which, answer the questions that follow
on a separate sheet of paper.
A B
Cellphones are important for Although cellphones are important for
students in terms of communication, students in terms of communication,
cellphones should still be regulated in they should still be regulated in school
school. It is used for educational unless it is used for educational
purposes. This is due to several purposes. This is due to several
reasons: disrupting the learning reasons such as, disrupting or
process, tempting students to cheat, disturbing the learning process,
tempting or attracting students to
making others feel inferior or worst,
cheat, making others feel inferior or
making way to cyber bullying.
worst, making way to cyber bullying.
1. Which do you think is better, text A or B?

2. What is the main difference between the two given selections?
3. What are the cohesive devices used?
4. What do you think is the importance of using cohesive devices in writing?
5. What type of text is used?
6. Apart from the use of transition words, are there other cohesive devices
evident in the text?
Assessment 2: Below is an excerpt or portion of a text which lacks cohesive

devices. Complete it by choosing your answers from the words inside the parenthesis.
Write the words on a separate answer sheet.
I could not imagine how I become what I am today 1. (and, for) _____ it was
really different before. I stand before you now as a teacher. It was seven years ago,
3. (so, yet) ______ I could still imagine as if it were just yesterday. I used to carry
bags containing vegetables 4. (such as, for) ______ okra, eggplant and bamboo
shoots. I would sell them to the neighborhood where my playmates would 5. (not
only, either) ________ laugh at me, and tell stories of our poor family, 6. (but also,
nor) _______ bully me. 7. (However, Moreover) _______, I did not mind them 8.
(because, so that) I needed to surprise my mother. I am secretly buying her
medicines.
Four years after, I did not climb the hills to get vegetables anymore instead I
climbed the stage where my healed mother pinned more ribbons on me. Now, I still
carry my bag no longer with vegetables to sell but with the harvested fruits of hard
work namely wisdom, knowledge and values. I carry them free for you as long as,
you promise that you would put them in your bags too. 9. (However, Hence) ______
my dearest students it really matters how you carry your bag. It can be heavy at
times and it does not hurt much to take a break. Rest and carry on. Never forget that
there are people willing to help. 10. (Yet, So) _________ as your classmate, do you
want me to help you carry your bag too?
Activity 3: You Complete Me!
You’re almost done! This time, I want you to complete the passage. Write your
answers on a separate answer sheet.
Directions: Choose the appropriate cohesive devices from the choices inside the box
to complete the passage. Then, identify the type of text used. Write your answer on
a separate sheet of paper. Some items may have the same answers.
finally but even if and while

so that on the other hand however because
when whenever
One day, John drove his car for work. (1) _________he was on his way, he noticed that
the road was under repair. He needed to find a way (2)______ he could reach his
destination early.
(3) _________he arrived, he was instructed by his boss to work with Ian on their next
project. (4)_______, he is not yet familiar with Ian. He was hesitant to reach out to
him (5)________he heard that he was boastful and arrogant. (6)_________, Ian
approached him (7)______ discussed details about the project. (8)_______ he felt
awkward working with him (9)______ he had no choice.
As the days went on, John noticed that Ian was the opposite of what he heard.
(10)______they worked as a team and finished their project successfully.
Assessment 3:
Directions: Write your own sentences on a separate sheet of paper using the given
transitional words. Please observe the use of appropriate pronouns. Two points each.
Example: John and Ian are well appreciated by their boss because of their
outstanding performance.
while
1. __________________________________________________
although
2. __________________________________________________
unless
3. __________________________________________________
such as
4. __________________________________________________
moreover
5. _________________________________________________
What I Have Learned
Let’s check what you have learned.
I have learned that

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_______________________________________________________.
I have realized that

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________.
Therefore, I conclude that
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________.
What I Can Do
Choose one among the pictures below and write any type of text about it in 3-5
sentences using cohesive devices. Please be guided with the rubric on the next page.
Write your answer on a separate sheet of paper.
1. ______________________________
______________________________
______________________________
2. ______________________________
______________________________
______________________________
3. ______________________________
______________________________
______________________________
Criteria You made it! Just Okay Try Again Score
5 3 1
Relevance to the All ideas are Some ideas Few ideas
picture related to the are related are related
picture
Cohesive devises used Ideas are well Some ideas Ideas are
(Appropriate use of organized and are well illogically
transitional words, cohesive organized and arranged
synonyms, devices are cohesive
pronouns/determiners, used devices are
repetition of words/key appropriately used
terms) appropriately
Correct usage Committed no Committed 1- Committed
errors 2 errors 3 or more
errors
TOTAL
Assessment
Gauge My Learning!
Directions: Choose the appropriate transition words in completing each sentence.
Write your answer on a separate sheet of paper.
1. Which among these sentences uses a cohesive device correctly?

A. I want to enroll this school year, yet I want to continue learning
B. I want to enroll this school year, but I want to continue learning.
C. I want to enroll this school year, unless I want to continue learning.
D. I want to enroll this school year, because I want to continue learning
2. Will you cook my favorite food______ will I just buy it?
A. and C. or
B. but D. so
3. Pedro eats his dinner early _______ he needs to finish his assignment.
A. but C. such as
B. because D. while
4. You can borrow my laptop ___________you will use it carefully.
A. and C. even if
B. as long as D. so
5. Joy is going to finish her online work______ the internet connection is poor.
A. also C. even if
B. and D. or
“Good news, we have a SPECIAL OFFER! Buy one cellphone TODAY and you will get
a pocket WIFI for FREE! You will surely love it because of its advanced features with
24mp front and back camera. It is also a water-resistant phone. You don’t want to
miss this SPECIAL offer! Call NOW…”
6. In the above paragraph, how is the word “and” used?

A. to add information C. to compare two things
B. to show contrast of ideas D. to show reason
7. Althea said that she didn’t know Mr. Jose. _______denied knowing _______.
A. He, her C. She, him
B. He, him D. She, her
8. Only the ashes of the big building remained after the conflagration. Which of the
following is the meaning of conflagration?
A. earthquake C. flood
B. fire D. disaster
9. ________having their online classes, the children were assisted by their parents.
A. Although C. Such as
B. Because D. While
10. During their virtual graduation rites, Berto was awarded with highest honors;
________his parents were truly proud of him.
A. and C. or
B. but D. so
11. COVID - 19 pandemic threatens the health of the people; ____________, health
protocols are imposed.
A. and C. however
B. as a result D. or
12. The mountainsides are fertile and abound in vegetation, but the lowlands are
rocky and barren. Which then is the meaning of barren?
A. dry C. unproductive
B. hard D. productive
13. Bullying is not good as it affects emotional and psychological behavior of an
individual. Most victims of bullying experience physical, emotional and mental health
issues. What cohesive device is applied in the given sentences?
A. Pronouns C. Synonyms
B. Repetition of words D. Transitional devices
For items 14 to 15, identify what type of speech is being asked or shown in each item
14. What type of speech contains a list of instructions to follow?
15. What type of speech tells a story/real event that has happened to some
characters in a specific place and time?
Additional Activity
Directions:
Write a persuasive text out of the picture below in 3-5 sentences. Then, use the
cohesive devices in connecting your ideas. Refer to the rubric provided. Use another
sheet of paper for your answer.
Criteria You made Just Okay Try Again Score

it!
5 3 1
Relevance to the picture All ideas are Some ideas are Few ideas
related to the related are related
picture
Cohesive devises used Ideas are Some ideas are Ideas are
(Appropriate use of well well organized illogically
transitional words, organized and used arranged
synonyms, and used appropriately
pronouns/determiners, appropriately the cohesive
repetition of words/key the cohesive devices
terms) devices
Correct usage Committed Committed 1-5 Committed
no errors errors 6-above
errors
TOTAL
What’s More What I Know
Activity 2 1. C
1. Speech B 2. B
2. Cohesive Devices 3. C
3. Transitional 4. B
words(Although, unless, 5. D
such as, and); synonyms 6. D
(disrupting/disturbing, 7. B
tempting/attracting) and 8. C
pronouns 9. B
4. It makes the speech 10.C
coherent, consistent and 11.B
organized 12.A
5. Informative text 13.C
14.A
What’s More 15.D
Assessment 2
1. for What’s In
2. or 1. B
3. yet 2. D
4. such as 3. D
5. not only 4. B
6. but also 5. D
7. however What’s More
8. because Activity 1.a
9. hence Express time:
10.so 1. before
What’s More 2. until
Activity 3 3. after
1. while 4. as soon as
2. so that Contrasting of ideas
3. when 1. although
4. however 2. yet
5. because Giving condition
6. on the other hand 1. if
7. and 2. unless
8. even if Express cause or reason:
9. but 1. because
10.finally 2. so that
What’s More 3.
Assessment 3 Activity 1.b
1. A sentence using while 1. B
2. A sentence using although 2. C
3. A sentence using unless 3. E
4. A sentence using such as 4. D
5. A sentence using moreover 5. F
What I Have Learned
ANSWERS MAY VARY
Answer Key
What I Can Do What’s More
ANSWERS MAY VARY Assessment 1.a
Assessment
1. And
2. So
1. D
3. For
2. C
4. Nor
3. B
5. But
4. B
5. C
Assessment 1.b
6. A
7. C 1) The guards made sure the
8. B plane was secure. - safe
9. D
2) My dog is a faithful friend. -
10. D
11. B loyal
12. C 3) The old woman was very
13. B frail. - weak
14. A 4) It is always nice to be
15. C courteous to others. - polite
5) The abandon house was
empty. -vacant
References
Basic Types of Speech. Accessed July 25, 2020. https://www.ismckenzie.com/4-

basic-types-of-speeches/.
Coherence. Accessed March 9,2021. http://home.ku.edu.tr/~doregan
/Writing/Cohesion.html.
Cohesion in text and speech. Accessed May 12, 2020. https://engexam.info/

cohesion-in-english/.
Conjunctions and Conjunctive Adverbs. Accessed July 28, 2020.

http://www2.estrellamountain.edu/faculty/stonebrink/ESL032/conjunction2/con
junction2.html.
Corona Virus Key Messages. Accessed May 13, 2020. https://www.who.int/docs/

default -source/coronaviruse/key-messages-and-actions-for-covid-19-prevention-
and-control-in-schools-march-2020.pdf?sfvrsn=baf81d52_4.
Editorial Cartoon on Covid19 Pandemic. Accessed May 13, 2020.

https://www.google.com/search?q=editorial+cartoon+on+the+new+normal+during+
covid19&tbm.
Elements of Literature. Accessed May 15, 2020. http://mreskew.pbworks.com

/w/file/fetch/57851811/element.
Grammar bank on Cohesive Devices. Accessed May 12, 2020.

https://www.grammarbank.com/cohesive-devices.html.
Key Messages and Actions for COVID-19 Prevention and Control in Schools. Accessed
May 13, 2020. https://www.who.int/docs/default-source/coronaviruse /key-
messages-and-actions-for-covid-19-prevention-and-control-in-schools-march-
2020.pdf?sfvrsn=baf81d52_4.
Cole, Mabel C. Philippine Folk Tales. Chicago: A. C. McClurg, 1916. Accessed May
15, 2020. https://www.pitt.edu/~dash/philippines.html.
Tandag City Government Action on COVID19. Accessed May 13, 2020.

https://www.facebook.com/covid19advisories/photos/pcb.135365628099682/135
389821430596/?type=3&theater.
Types of Cohesive Devices. Accessed May 12, 2020. https://englishpost.org/types-
cohesive-devices/.
"WHO | Clean Hands Protect Against Infection". Who.Int, 2020.

https://www.who.int/gpsc/clean_hands_protection/en/.

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

8
English
Using Parallel Structures
CO_Q3_English8_Module 6
English – Grade 8
Quarter 3– Module 6: Using Parallel Structures
First Edition, 2020
over them.


Writer: Zyx Raxie R. Cuartero, Edna H. La Torre, Mhera Q. Talisic,
Rosalinda A. Awa, Rodel O. Ramos
Reviewers: Gemma B. Espadero, Pinky Rosarie E. Laurente, Marvelous B. Estal
Gladys S. Asis, Rowena A. Ga, Generosa A. Tolentino, Rhoda M. de los
Santos, Ricky L. Pedralba Fe Lagumbay, Tammy C. Catubig, Vanessa R.
Natulla
Illustrator: Jayson O. Villena
Layout Artist: LRMS Tandag City
Isidro M. Biol, Jr.
Maripaz M. Magno
Jeanette R. Isidro
Gemma B. Espadero
Printed in the Philippines
Ericby
C. ________________________
Cabaluna

Tel. No: (085) 342-8207, Telefax No.: (085) 342-5969
8
English
Using Parallel Structures
Thank you!
What I Need to Know

presented in the week 3 of the English 8 curriculum guide for the third quarter. The
lesson found in this module is split into self-contained units with their own activities
and notes for further reading.
This lesson helps you on how to use parallel structures. It is also anchored with
different activities that are highly engaging and thus, helps you effectively
understand the role to play of these structures; in what they are doing in a sentence;
and guide you through your writing or giving a speech.
Furthermore, in this module, the learner will be adept in improving their writings to
a more consistent one and thus, gives justice to the structure and context of the
writing.
The Most Essential Learning Competency (MELC) covered in this module is using
parallel structures.
Objectives:
Specifically, you are to:
1. define parallel structures;

2. familiarize the rules on parallel structures;
3. express appreciation on the rules of parallel structures;
4. differentiate coordinating conjunction from correlating conjunction;
5. identify errors in parallel structures; and
6. write sentences using parallel structures correctly.
What I Know
The test you are about to take is a pre-assessment which will determine how well
you know the module you are about to explore. The result of this test will decide
whether you still need to take this lesson or skip to the next one.
If you get all the 15 items correctly or 100%, you can skip the module. However, if
you get one mistake, you have to proceed with the module.
Directions: Select the word or phrase that needs to be changed to make the
sentence correct. Some sentences contain no error at all. Write the letter of your
choice on a separate sheet of paper.
1. After class hours, the students went to the plaza, to the mall, and home.
A. After class C. the plaza E. No error
B. the students went D. and home
2. Public places require not only face masks but also wearing face shields.
A. Public places C. face masks E. No error
B. not only D. wearing face shields
3. In an earthquake, residents are advised to duck, to cover, and to hold.

A. In an earthquake C. to cover E. No error
B. to duck D. to hold
4. Both the children and their mother love going to the park to see birds.
A. the children C. going to the park E. No error
B. their mother D. to see birds
5. Raymond spends his summer fishing, camping, and a swim.

A. Raymond spends C. fishing E. No error
B. his summer D. a swim
6. Our sun is not only a dwarf star but also a green star.
A. sun C. a dwarf star E. No Error
B. is D. a green star
7. To live a healthy life, one must eat a well-balanced diet and exercise.
A. To live C. a well-balanced diet E. No error
B. a healthy life D. exercise
8. The farmers not only export rice but also coffee to certain parts of country.
A. The farmers C. but also coffee E. No error
B. not only export D. to certain parts
9. A conducive learning atmosphere requires noise-free environment, well-lit
room, and ample space.
A. conducive learning C. well-lit room E. No error
B. noise-free D. ample space
10. Being a prolific artist, he was able to compose a song, writing a poem, and
paint portraits.
A. a prolific artist C. compose a song E. No error
B. he was able D. writing a poem
11. The heavy rainfall caused severe flooding and landslide.

A. heavy rainfall C. severe flooding E. No error
B. caused D. landslide
12. Glenn wanted either soup or vegetable for dinner.

A. wanted C. vegetables E. No error
B. soup D. dinner
13. Cacao beans are roasted on low temperature to become cacao powder and
make cacao nibs.
A. are roasted C. cacao powder E. No error
B. low temperature D. make cacao nibs
14. The mangoes from Guimaras are fresh, sweet, and juicy.
A. mangoes C. sweet E. No error
B. fresh D. juicy
15. Filipino Fiesta is characterized not only by colorful parades but also by
delicious meals.
A. Filipino Fiesta C. colorful parades E. No error
B. characterized D. delicious meals
Lesson
1 Using Parallel Structures
What’s In
In school, you are expected to write a lot of things, from essays to research work. To
help keep ideas freely flow, you need to use appropriate conjunctions.
Directions: Rewrite the following passages by filling the blank spaces with
suitable linking words from the list given at the end of each passage.
1. Typhoon Auring was expected to land in Caraga last February. ___________ the
rescue team have to be ready on that day. ___________ those who live near the
coastal areas ________ mountains were advised to evacuate ___________ many of
them did not listen.
(although, and, but, moreover, therefore)
2. Social Media is one of the most powerful tools that we have today. Facebook,
Twitter, _______ Instagram are just some of leading social media platforms. In just
a click of a button we can connect to people anywhere in the world. Shopping is
______ made easier through e-commerce _______ you don’t need to go to the mall.
Students can access videos ________ makes learning more fun.
(also, and, that, what, which)
3. Tandang Sora lived a heroic life during the Spanish Era. She was best known
for nursing the wounded Andres Bonifacio ______ some Katipuneros in 1896. ______
she risked her life by providing food and shelter to the rebels. She was interrogated
when she was captured by the Spaniards _____ she did not reveal the Katipunan
hideout. __________ of this she was deported to Guam.
(and, because, but, that, therefore)
4. Balangay, sometimes called as barangay, is a wooden boat found all over the
Philippines used as trading ships ever since the colonial era. _______, one of the oldest
balangay was carbon dated as early as 320AD in Butuan City. _______, it was also
used as warships against colonizers _____ raiders. The Balangay was proclaimed as
the National Boat ________ of its large historical and economic contributions.
(and, because, in fact, moreover, since)
What’s New
Do you like listening to songs? The next activity is just right for you. It is not just
entertaining, but also educational. Have fun!
Directions: Please find time to watch and listen to this music video. If internet
connection is not available in your area, make use of the lyrics below.
Then, Pick-out phrases or words joined by the conjunctions. Write
https://www.youtube.com/watch?v=P8ymgFyzbDo
Far Over the Misty Mountain Cold
Clamavi De Profundis
Far over the Misty Mountains cold, On silver necklaces they strung
To dungeons deep and caverns old, The flowering stars, on crowns they
We must away, ere break of day, hung
To seek our pale enchanted gold. The dragon-fire, on twisted wire
The dwarves of yore made mighty They meshed the light of moon and
spells, sun.
While hammers fell like ringing bells, Far over the Misty Mountains cold,
In places deep, where dark things To dungeons deep and caverns old,
sleep, We must away, ere break of day,
In hollow halls beneath the fells. To claim our long-forgotten gold.
For ancient king and elvish lord Goblets they carved there for
There many a gleaming golden hoard themselves,
They shaped and wrought, and light And harps…
they caught,
To hide in gems on hilt of sword (Source: Musixmatch
What is It
To improve the clarity of your writing, it is important to remember the equality of

your sentence structure. This module was designed to help you better understand
the importance of Using Parallel Structures.
Parallel Structure means using the same construction for sentence elements
that are the same in function.
Below are three rules to consider when checking for Parallel Structure in your
writing:
1. Parallel Structure should be used when elements are joined by coordinating
conjunctions:
Incorrect: I am allergic to the dog’s hair and how it smells.

Correct: I am allergic to the dog’s hair and smell.
2. Parallel Structure should be used when writing elements in the form of a
list or a series:
Incorrect: The class valued respect, honesty, and being on time in a
teacher.
Correct: The class valued respect, honesty, and promptness in a
teacher.
3. Parallel Structure should be used when comparing or contrasting elements (A is
better than B or X is less than Y):
Incorrect: James enjoys reading more than to write.

Correct: James enjoys reading more than writing.
Note: If the sentence includes time signals that indicate the action
happening at different time or will happen in the future, disregard this rule.
Example:
Edna is an industrious student, an obedient daughter, and a loyal friend.
In the use of parallel structure, grammatical balance should be observed. If parallel

structure is not observed there will be a disruption of rhythm, thus there will be
grammatical unbalance.
More Examples:
1. Toni Gonzaga is a multi-talented celebrity. Singing, acting, and being a host

are some of her talents. No error
What do you think is the error in the sentence?
You are correct! The answer is “being a host”, it is the error in the
sentence.
Explanation:
In the list of talents that Toni Gonzaga has, two items are gerunds, or verbs
being used as nouns ("singing" and "acting"), whereas "being a host" is a phrase. Thus,
"being a host" does not fit with the parallel structure, and should be changed to
"hosting.”
2. I live in a condominium on a higher floor than my boss. No error
What do you think is the error in the sentence?
You are correct! The answer is “boss”, it is the error in the sentence.
Explanation:
Only like things can be compared. "My apartment" can be compared to
"that of my boss" or my "boss”
Correct: I live in a condominium on a higher floor than my boss’

apartment.
Correlative Conjunctions and Parallel Structure
Correlative Conjunctions
either/or neither/nor not/but
not only/but(also) both/and
To use parallel structure in a sentence, words/phrases joined together by

correlative conjunctions should be of the same grammatical level or structure.
Wrong: The mall requires not only wearing face masks but also face
shields.
Right: The mall requires wearing not only face masks but also face shields.
In the example above the first part of the sentence, not only, joins the verb wanted.
While the second part, but also, joins the direct object face masks. To achieve
parallel structure, you must join two elements of the same grammatical level.
Neither - Nor Mistakes

The elements joined together by correlative conjunctions should be equal to achieve
parallel structure.
An example:
Wrong: For the talent contest, she neither wanted to sing nor to
dance.
Right: For the talent contest, she wanted neither to sing nor to
dance.
Either - Or Mistakes
Some examples:
Wrong: Either you answer your modules or attending online classes.
Right: Either you answer your modules or attend online classes.
What’s More
Parallelism is just easy, right? To put those lessons to test, answer the following
activities and assessments.
Activity 1
Directions: Make a sentence out of the following pairs of words or phrases.
Example: laughed and cried
Possible Answer: She laughed at her jokes and cried at her misfortunes.
1. cooked and cleaned

_______________________________________________________________
2. cleaning, cooking, and washing
_______________________________________________________________
3. studying but playing
_______________________________________________________________
4. to study, to work, and to marry
_______________________________________________________________
5. not only sings but also plays
_____________________________________________________________________
Assessment 1
Directions: Choose the letter that contains the phrases/ words that make it
parallel. Write your answers on a separate sheet of paper.
1. During the lockdown, people were either baking, dancing, or ____________.

A. garden C. planted
B. gardening D. planting
2. In my free time, I enjoy reading books more than ____________________.

A. watch movies C. watching movies
B. watched movies D. will watch movies
3. The mangoes that my mother bought from the market are fresh and
__________.
A. sweet C. sweetest
B. sweeter D. getting sweet
4. Learning a new language is not only inspiring but also _____________.
A. challenge C. challenged
B. challenging D. will challenge
5. There are a lot of activities you can do on the beach. You can build a
sandcastle, swim in the sea or _________________.
A. chill in the cottage C. chilled in the cottage
B. chilling in the cottage D. will chill in the cottage
Activity 2
Directions: Read the sentences below. Write P if the sentence is parallel and write NP
if not parallel. Write your answers on a separate sheet of paper.
1. These mangoes are ripe, juicy and sweet.

2. A lot of tourists are expected to visit the beach and the museum.
3. Voters should not only be wise but also vigilant.
4. Organic vegetables are being sold in the market like eggplant, potato, carrots
and a lot of cabbage.
5. The beach is famous for its fine and white sand.
Assessment 2
Directions: From your answers in Activity 2, copy the sentences that are NOT
PARALLEL and rewrite them to form coherent sentences. Write your
NP The shampoo advertisement promises long, shiny, and fragrance hair.
P The shampoo advertisement promises long, shiny, and fragrant hair.
Ready Begin:
1. NP ____________________________________________________________
P____________________________________________________________
2. NP ____________________________________________________________
P ____________________________________________________________
3. NP ____________________________________________________________
P ____________________________________________________________
4. NP ____________________________________________________________
P ____________________________________________________________
5. NP ____________________________________________________________
P ____________________________________________________________
Activity 3
Directions: Read the following sentences. Then, decide whether or not it contains
an error in parallel structure. If the sentence has No Error write NE, if
the sentence has an Error, write E then underline the word or phrase
that ruins the sentence. Write your answers on a separate sheet of
paper.
Example:
a. The children sweep the floor, wash the dishes, and water the plants every
morning before they answer their modules. NE (No Error)
b. After answering their modules, Sheila likes watching Tiktok videos while
Diego likes to play mobile legends. E (Error)
1. The house is not only warm but also cozy. ____
2. She met with her friends and talked to them. ____
3. Her mother noticed not only her lack of enthusiasm but also her lack of self-
confidence. ____
4. Do you like milk, tea, or coffee? ____
5. A lot for students have raised their questions and a lot of concerns. ____
6. My grandmother is a great cook. She can either make you delectable dessert
or a sumptuous meal. ____
7. At the farm, my grandfather raises a lot of animals like chickens, cows, pigs,
and several ducks. ____
8. For our class we bought several school supplies including pen, fastener,
stapler and a lot of paper.
9. During summer vacation we not only visited the farm but also the pond. ____
10. Her garden is full of blooming flowers and colorful butterflies. ____
Assessment 3
Directions: From your answers in Activity 3, fix the sentences with errors in
Parallel Structure. Rewrite the correct structure below and underline
the words or phrases that correct the error. If the sentence has no
error, just skip to the next number. Write your answers on a separate
sheet of paper.
Example:
After answering their modules, Sheila likes watching Tiktok videos
while Diego likes to play mobile legends. E (Error)
Correct Structure:
After answering their modules, Sheila likes watching Tiktok videos
while Diego likes playing mobile legends.
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
4. ____________________________________________________________________
5. ____________________________________________________________________
6. ____________________________________________________________________
7. ____________________________________________________________________
8. ____________________________________________________________________
9. ____________________________________________________________________
10. ___________________________________________________________________
What I Have Learned
Now, check what you have learned. Answer the following questions.
1. What are parallel structures?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________.
2. What are the three rules to consider when using parallel structures
in your writing?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________.
3. Are using parallel structures in writing or in giving a speech
important? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
______________________________________________.
4. What are the advantages and disadvantages of parallel structures in
writing a composition?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________.
What I Can Do
If you made it this far, Congratulations! You’re a step closer to the finish line. This
time you have to show what you can do with what you have learned.
Directions: Rewrite each of the following sentences, correcting any errors

in parallelism. Write your answers on a separate sheet of paper.
1. My sister can sometimes be a great friend or a worst foe.
2. Sweeping the floor, washing the dishes, and water the plants are house chores
expected of me.
3. My father brought home a lot of lemons, so my mother will make either a

lemonade or bake a lemon pie.
4. Juan Luna, a great Filipino Hero, was a decorated painter as well as a great
sculptor.
5. COVID-19 did not only exhausted our medical front liners but also closing a
lot of businesses.
6. For her 16th birthday, Sheila wanted a beach party, a lot of gifts, food.
7. Being a student athlete requires arduous training and rigorous discipline.
8. Going out of your house means not only wearing face mask but also face
shield.
9. Several diseases in the past like polio, measles, rotavirus, and chickenpox
were eradicated because of vaccines.
10. The mangoes are ripe, sweet, and juicier.
Assessment
Directions: Select the word or phrase that needs to be changed to make the
sentence correct. Some sentences contain no error at all. Write only the letter of
your best choice on a separate sheet of paper.
1. After class hours, the students went to the plaza, to the mall, and home.
A. After class C. the plaza E. No error
B. the students went D. and home
2. Public places require not only face masks but also wearing face shields.
A. Public places C. face masks E. No error
B. not only D. wearing face shields
3. In an earthquake, residents are advised to duck, to cover, and to hold.

A. In an earthquake C. to cover E. No error
B. to duck D. to hold
4. Both the children and their mother love going to the park to see birds.
A. the children C. going to the park E. No error
B. their mother D. to see birds
5. Raymond spends his summer fishing, camping, and a swim.

A. Raymond spends C. fishing E. No error
B. his summer D. a swim
6. Our sun is not only a dwarf star but also a green star.
A. sun C. a dwarf star E. No Error
B. is D. a green star
7. To live a healthy life, one must eat a well-balanced diet and exercise.
A. To live C. a well-balanced diet E. No error
B. a healthy life D. exercise
8. The farmers not only export rice but also coffee to certain parts of country.
A. The farmers C. but also coffee E. No error
B. not only export D. to certain parts
9. A conducive learning atmosphere requires noise-free environment, well-lit

room, and ample space.
A. conducive learning C. well-lit room E. No error
B. noise-free D. ample space
10. Being a prolific artist, he was able to compose a song, writing a poem, and
paint portraits.
A. a prolific artist C. compose a song E. No error
B. he was able D. writing a poem
11. The heavy rainfall caused severe flooding and landslide.

A. heavy rainfall C. severe flooding E. No error
B. cause D. landslide
12. Glenn wanted either soup or vegetable for dinner.

A. wanted C. vegetables E. No error
B. soup D. dinner
13. Cacao beans are roasted on low temperature to become cacao powder and
make cacao nibs.
A. are roasted C. cacao powder E. No error
B. low temperature D. make cacao nibs
14. The mangoes from Guimaras are fresh, sweet, and juicy.
A. mangoes C. sweet E. No error
B. fresh D. juicy
15. Filipino Fiesta is characterized not only by colorful parades but also by
delicious meals.
A. Filipino Fiesta C. colorful parades E. No error
B. characterized D. delicious meals
Additional Activity
Just one last step for this module. Have you seen a Molave tree? What are its
distinct characteristics? What things can you compare it with?
Directions: Read the following essay and answer the questions that follow. Write
Grow and Be Like the Molave

Manuel L. Quezon
Manuel L. Quezon was the first President of the Philippines. He was a member
of the Philippine Assembly in 1907 to 1909, resident commissioner to the US Congress
in 1909-1916, and president of the Philippine Senate in 1916-1935. He was elected
president on September 17, 1935.
As president of the land, Quezon worked hard for the independence of our
country, the development of the people and for a national language.
National strength can only be built on character. A nation is nothing more or

less than its citizenry. It is the people that make up a nation and, therefore a nation
cannot be stronger than its component parts. Their weakness is its failings, their
strength its power. Show me a people composed of vigorous, sturdy individuals of
men and women healthy in mind and body, courteous, brave, industrious, self-
reliant, and purposeful in thoughts as well as in actions, imbued with sound
patriotism and a profound sense of righteousness, with high social ideals and strong
moral fibers-and I will show you a great nation that will not be submerged. A nation
that will emerge victorious from trials and bitter strife of a destructed world. A nation
that will live forever, sharing the common task and advancing the welfare and
promoting the happiness of mankind.
The upward climb of mankind has been universal. In the human landscape,
there are peaks and valleys, and deep chasms. Generally, there is a need for potent
social upheavals, volcanic in proportions, to raise the lower levels to grow at heights.
The battle for existence and the survival of the fittest has ever the rule of life,
in nature and among men.
It is a heroic task to awaken and apply these faculties so that our people
should become what rightly they should be: morally virile, refined, persevering,
public-spirited.
I want our people to grow and be like the molave, strong and resilient, unafraid
of the raging flood, the lightning or the storm, confident of its own strength.
We are Orientals. Orientals are known for their passivity and placidity. In the
world of humanity, we look upon a quiet lake from which adventures and
enterprising may reap enjoyment and gain. I refuse to allow Filipinos to be so
regarded.
We shall be a flowing stream, a rippling brook, a deep and roaring torrent full
of life, of hope, of faith and of strength. Through self-discipline, we shall harness all
our energies so that our power spreading over the length and breadth of this land
will develop its resources, advance its culture, promote social justice and secure
happiness and contentment to all the people under the aegis of liberty and peace.
Think
1. What is the basis of national strength, according to the essay? Do you agree?
Explain your answer.
2. What are the peaks, valleys and deep chasms which could hinder the upward
climb of mankind?
3. What does the author want the Filipino to be? Can this goal be achieved?
4. What values must we possess to be able to achieve the author’s perceived goal
for us?
5. Does paragraph number five (5) have parallel structures? Why?
CO_Q3_English8_Module 6 21
What I Know What’s More
What’s In What’s New
1. D Activity 1
2. D 1. and, moreover, Task 1
3. E Answers may
although, but,
4. E Watch Video vary
therefore
5. D Task 2
2. and, that, also, Assessment 1
6. E dungeon deep
which, what
7. D and cavern cold
3. because, but, ancient king 1. C 2. B
8. B
9. E whether, and elvish lord 3. B
10. D therefore, that shaped and 4. A
11. E 4. as, in fact, wrought, and light they 5. B
12. E moreover, and, caught
13. D since moon and sun Activity 2
14. E dungeon deep
1. P
15. E and cavern cold
2. P
3. P
4. NP
5. P
What’s More What I Can I Do? Answers Key
Activity 3 Suggested answers: Assessment
1. NE 1. D
1.We must either raise revenues or reduce
2. E expenses. 2. D
3. NE 2.Fatalists deny the importance of such 3. E
4. NE things as wealth, good looks, and a good 4. E
5. E reputation. 5. D
3.In his farewell address to the army, the 6. E
6. NE
general praised his soldiers for their 7. D
7. E 8. B
unsurpassed courage and thanked them
8. E 9. E
for their devotion.
9. NE 4.The crowd that had gathered outside the 10. D
10. NE court was loud and angry. 11. E
Assessment 3 5.The police have a duty to serve the 12. E
community, safeguard lives and property, 13. D
Answers may protect the innocent against deception, 14. E
vary. and respect the constitutional rights of all. 15. E
6.Dr. Jose Rizal, the country’s National
Hero, was an excellent literary critic as
well as a great Opthalmologist.
7.The Espaderos were cheerful,
knowledgeable, and generous traveling
companions.
8.The delegates spent the day arguing with
one another rather than working together
to find common solutions. Additional Activity
9.My sister's promotion means that she will
be moving to another province and taking Answers may vary
the children with her.
10. A company is responsible not only to its
shareholders but also to its customers and
employees.
Answer Key
References
De Rivera, Lina D. and Lourdes M. Ribo. VP SEDP Series English for High
School II. First Edition 1990 Vibal Publishing, pp.138-139.
Lessons, Download, Grammar Rules, Online Exercises, Online Tools,

Grammar Checker, and Word Counter. "English Grammar Lessons".
English Grammar, 2020. https://www.englishgrammar.org/lessons/.
"Parallelism Practice | Parallel Structure (Practice) | Khan Academy".

Keyosa.Com, 2020. https://www.keyosa.com/search/parallelism-
practice.
"Grammar.Com". Grammar.Com, 2020. https://www.grammar.com/rule-of-

parallel -structure. Accessed May 27, 2020

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

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8

Published by the Department of Education

Development Team of the Module

Printed in the Philippines by

Department of Education – Caraga Region

Office Address: Learning Resource Management Section (LRMS)

Pre-tests are provided to measure your prior knowledge on lessons in each

This module is developed based on the Most Essential Learning Competency

As a learner of this module, you are expected to:

1. This refers to an author’s expression of his/her own opinion on a

4. Which of the statements below helps a person determine the author’s

5. “Fathers are always responsible in making decisions than mothers.”

6. “Pageants are amazing platforms that promote different advocacies such as

8. “Buying a brand new android cellphone is a waste of money.”

10. Which of the following statements expresses bias?

11. Which of the following statements does NOT manifest bias?

12. Which statement of the writer expresses bias?

 1. People should stay at home during pandemic.

Activity: Pick Your Favorite

3. Mobile Legends (ML) or Defense of the Ancients (DOTA)

4. Kpop (Korean Pop) or OPM (Original Pinoy Music)

While it may sometimes be harmless to choose based on personal preferences;

Bias refers to an author’s expression of his/her own opinion on a particular

BIASED WRITING UNBIASED WRITING

An author becomes bias when he/she persuades the reader to believe on

How do you determine the author’s biases?

To determine the author’s biases and to understand his/her underlying

Evidences can be in a form of facts and information, testimonies and direct

Positive Connotation Negative Connotation

Here are some guide questions to check the author’s diction.

Whichever, people choose, they can experience a lot of enjoyable adventure.

Going to the Beach Going to the Mountain

For the evidences:

ACTIVITY 1: Semantic Web

 Are the words/phrases related to bias?

____ 3. Basketball is the best sports in the world.

____ 7. Mothers nurture best the emotional intelligence of their children.

____ 8. Study says that children’s intelligence is inherited from mothers.

____ 9. Generally, most of the students find Mathematics difficult.

____ 10. Boys are more inclined to learning Mathematics.

Activity 2: Am I Positive or Negative

Mining for Minerals

Working in mines can be dangerous. Miners can be trapped underground if

Assessment 2: Pick Me!

1. Women are very sensitive compared to men.

2. We will never gain any benefit from playing mobile games.

3. Filipinos are the best English speakers all throughout Asia.

4. By giving aid to his people, the governor is a hero to his constituents.

5. Divorce of parents always tears children's self-esteem.

6. Love is the most powerful force that spins the earth.

7. Men are better drivers than women.

8. Elderly people are no longer productive at work.

9. Chubby kids are prone to get sick.

10. Marrying at an early age is a disgrace.

Activity 3: For Or Against

1. Topic: Dog vs Cats

Dogs and cats are the commonly domesticated animals.

2. Topic: Soda vs Juice

I like soda better than juice. I prefer soda because it is

Phase Jeepneys have been one of the main modes of transport in

 Do the paragraphs above show bias?

Assessment 3: Evaluating Biases

Evidence presented for Evidence presented for Based from the