ST. JOSEPH SCHOOL – HIJAS DE JESUS, INC.

San Miguel, Jordan, Guimaras

School ID: 403991
SY 2022-2023
TATAK HIJAS: KAPATID SA KAPWA

ENGLISH 8: MODULE 4
JUNIOR HIGH SCHOOL
TOPIC: “THE NAHOON” written by an African writer, POINT OF VIEW;
AND AFFIXES AND ROOT WORDS

NAME: SECTION: SCORE:

TEACHER: GRADE LEVEL: QUARTER TARGET DATE:

Ms. Joneza G. Camilao Grade 8 1St Week 4
Welcome to Module 4
At this time, there are places that are experiencing drought especially during dry season. There is also a shortage of potable
drinking water. This is because most of the bodies of water are already polluted because of man’s greediness and improper waste
disposal. As you go along with this module you will be guided with this essential question: “ What happens if the bodies of water run
dry or become filthy because sufficient care was not given to them?”

In this module you will study about the Poem entitled “ The Nahoon” written by an Africa Writer, Point of View; and Affixes and Root
Word.
Enjoy Studying!
OBJECTIVES:
At the end of this module, you will be able to:
Explain how the elements specific to a genre contribute to the theme of a particular literary selection.
Describe the notable literary genres contributed by African writer.
Identify the distinguishing features of notable African poetry.
Identify the narrator’s point of view (1st person, 3rd person objective, 3rd person limited and 3rd person omniscient.
Analyze the structure of words (affixes, and root words)
Appreciate the value of stewardship by making a short story about taking care of our rivers.
VALUE FOCUS:
Take cares, helps develop and preserves the natural resources

GENERAL INSTRUCTIONS:
Pick a place and time. Everyone has their own idea about the best place and time to study.
Plan your time and study consistently.
Review and revise.
Take breaks.
Ask for help and stay motivated.
Read and understand the lessons presented.
Follow the given instructions in each activity.
Answer the different activities HONESTLY and COMPREHENSIVELY.
Reach me through messenger or text for any clarification. I am happy to serve you all the time.

OPENING PRAYER:
As you begin your study period, be in the loving presence of the Triune God as you make the sign of the cross.
(In the name of the Father, and…)
Then, with all your heart, say the following prayer:
Almighty Father,
You have brought us to the light of a new day:
Keep us safe the whole day through from every sinful inclination.
May all our thoughts, words and actions aim at doing what is pleasing in your sight.
We ask this through our Lord Jesus Christ, Your Son, who lives, and reigns with you and the Holy Spirit, one God, forever
and ever. Amen. St. Candida Maria de Jesus, pray for us.
(In the name of the Father, and of the Son, and of the Holy Spirit. Amen)

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 Activity 1: PICTURE TALK
DIRECTONS: Study the pictures below. Identify what kind of bodies of water it depict and describe them using one (1)
adjective.Write your answer on the space provided.

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Lesson 1: “The Nahoon”

Activity 2: IT’SREADING TIME

“The Nahoon”
William Charles Scully

I II

Where the breath of the ocean encumbers
The air with its languorous balm
And weaves o’er the forest that slumbers
The spell of its health-giving calm
There the spirit of peach hath its dwelling,
And rich round the wanderer’s feet
In the groves where clear waters are welling
The dream-fragrant lotus blooms sweet.
III
The lagoon like a scimitar gleaming
In the conqueror ocean’s strong hand
Pierces through the bright hills that, a-dreaming
Through seasons and centuries stand
Whilst the tide, with its message of greeting,
Sweeps up from the surf to the rills
And the murmurous joy of their meeting
The valley with melody fills.
IV

Here each season, like spring, is a revel
Or flower and sunshine and song
And leads to the banquet its novel
Delights in a wildering throng
As a pageant of beauty, with guerdon
Of richness to spirit and sense
Come the days bearing hither their burden
Of sweets for the hours to dispense.
Down rocks that the lichen makes hoary
The garlanded tendril-bloom trail
To the woods where the wing of the lory
The scarlet geranium strikes pale
O’er the aloe the honey-birds quiver
Like emeralds, feathered with flame
While the kingfisher’s plunge sends a shiver
Of light through the depths of the stream.

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 V VI

Sweet orchids, in shadow reposing
Sigh scents on the path of the bee
Bright lilies in splendour enclosing
Woo butterflies over the lea
Soft moss, for a dryad fit pillow
Droops thick over tree-trunk and stone
In the depths of each fern-brimming hollow
Where the moistening sea’s breath is blown
O’er a league of fair woodland and meadow
Rich in flower and grass and soft fern
Where the antelope couches in shadow
And the curlew pipes over the tarn
Lie the infinite waters of wonder
Man’s terror and scourge and delight
That rave with the tempest in thunder
Or laugh like a child in the light.

VII VIII
Here the silence at midnight is shattered Yet the heart that is weary of beating
By the cry of the breakers in pain Finds here from its fever surcease
When the strength of their legion is scattered And grief of compassion finds greeting
And their might as curbed with a chain Where the war song of waters is peace
Here the snowstorms of foam, fierce as fire Where the roar of the strife –smitten world
Shine bright ‘neath the stars that they hide Is drowned in the chant of the sea
When the resonant surges retire Lo! The banner of peace is unfurled
From the rock that their rage hath defined. And the soul in its thraldom is free.

A Treasury of South African Poetry and Verse/W.C. Scully.(2016, February 2). In Wikisource. Retrieved 9:45, July 7,2020, from
https://en.wikisource.org/w/index.php?title=A _Treasury_of_South_African_Poetry_and-erse/W._C._Scully&oldid=6095565

Activity 3:DEEPEN YOUR UNDERSTANDING

Did you enjoy reading the poem? This time, answer the following questions in a sentence composed of not more than
10 (ten) words.

1. The poem talks about a river in South Africa. What is a river?

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2. What animals are mentioned in the poem?
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3. According to th epoem, what breaks the silence of midnight?
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4. What line tells us that the river is already old?

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5. Why is the body of water likened to the sprimg season?
INFERENTIAL
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6. What do you think is the author’s attitude towards the river?

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EVALUATIVE 7. What do you think is the meaning of the last two lines of the poem?
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INTEGRATIVE 8. What is the function of rivers in society?

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9. To what extent should the river and its resources be utilized?
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Lesson 2: POINT of VIEW

The POINT OF VIEWis the angle fron which the story is told or the information comes.A narrator tells the story. There are two
categories of tge narrator’s points of view, namely first person and third person.

1. First Person
The narrator is this point of view is one of the characters in the story, whether he/she is major or minor.It uses the pronoun I in telling
the story.This point of view provide firsthand information with directness and immediacy. However, it has setbacks regarding the
amount of information he/she can reveal, because he/she only relies on what he/she sees and experiences. Thus, there are events
that he/she does not have access to and therefore cannot be told in the story.

2. Third Person
The narrator in this point of view is not a character in the story. There are three types of the third person narrator’s point of view,
namely third person objective, third person limited, and third person omniscient.

 The THIRD PERSON OBJECTIVE plainly presents what the characters do or say, giving no room for interpretations. The
task of interpreting what the characters do or sayis left to the readers. Dialogues in short stories are examples of viewpoints
in the third person objective.
 The THIRD PERSON LIMITED means that the viewpoint is limited only to one charcater: the narrator only tells what that
cahracter knows. He/she cannot tell what the other characters think, do,or feel.
 The THIRD PERSON OMNICIENT means thst the narrator knows everything about the story. He/she can tell what the
chraacters are thinking, doing, and feeling as well as the interpret their behaviors and experience.
All three categories of the third person narrator’s point of view use the pronouns, he, she it in telling the story.

Activity 4: IMAGINE…DO…VALUE
Situation: Imagine a river that is full of garbages with no fishes living in it. This means that the river is already dying.
Task: You will make a SHORT story following the guide questions below. Use either the first or third person’s narrator’s point of
view in writing your story. Use the space below for your story.
GUIDE QUSETIONS:
If that river can talk, what do you think will it say to you?
As a Josephian, what will you do to save it from dying?

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Lesson 3: AFFIXES & ROOT WORDS
Many English words are formed and structured with the combination of root words and affixes.
A ROOT WORD, also known as base word, is where the affix is being attached to form a new word. It has its own meaning; thus, it
can stand alone. Examples: love, happy, beauty, joy and rich
AFFIXES are letters that cannot stand alone. Examples: in-,-un,-ful,and –ly.

If you have knowledge on word structure and word formation is an effective way to decode the meaning of a word. Now, are you
ready to learn different examples of affixes? Sit back and relax as we will make our journey to the world of affixes.

There are two common types of affixes in the English language: prefix and suffix.
1. PREFIX- are letters added before a root word that gives the word new meaning or grammatical role. Here are some of the
commonly used prefixes.
Example Meaning Word with Affix Structural Analysis Meaning
Anti- Opposing Anticlimax Anti- + climax Opposing climax
Circum- Around Circumnavigate Circum- + navigate Navigate around
Counter- Opposite Counteract Counter- + act Opposite act
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 Dis- Not disallow Dis- + allow Not allow
Extra- More than Extraordinary Extra- + ordinary More than ordinary
Inter- Between, among Interisland Inter- + island Between islands
Macro- Large Macroeconomics Macro- + economics Large economics
Mis- Wrongly Misinterpret Mis- + interpret Wronly interpret
Post- After Postgame Post- + game After game
Pre- Before Prewar Pre- + war Before war
Un- Opposite of Unskilled Un- + skilled Opposite of skilled

2. SUFFIX- are letters aadded before after the root word to make a new word. There are two ways to add sufffixes:
A. INFLECTIONAL-
Inflection occurs when suffixesare added to a base words that changes its number, tense, degree of comparrison, among others.
Here is the example of inflection:

Base Word Suffix Inflection

Tomato -es Tomatoes

Walk -ed Walked

Heavy -er heavier

The singular noun tomato when added with –es changes to its plural form, tomatoes.
The present tense walk added with –ed changes to its past tense walked.
The positive adjective heavy when added with –er changes to its comparative form heavier.
Inflection therefore does not affect a word’s meaning or calss, i.e., the base and its inflected words still belong to the same
category.
B. DERIVATIONAL

Base Word Suffix Inflection

Teach -er teacher

Beautiful -ly beuatifully

Simple -fy simplify

The verbteach when added with –er becomes teacher, a noun.

The adjectivebeautiful when added with-ly becomes beutifully, an adverb.
The adjectivesimple when added with –fy becomes simplify, a verb.
Derivation therefore changes the part of speech.
Here are some examples of most commonly used suffixes:

Example Meaning Word with Affix Structural Analysis Meaning

-ance State,quality or process Extravagance Extravagant + -ance State of being
extravagant

-er Comparative Happier Happy + -er More happy

-dom State of Freedom Free + -dom State of being free
-ish Having the quality of Stylish Style-ish Having the quality of
being in style
-ful Full of Hopeful Hope + -ful Full of hope
-less Without Cordless Cord + -less Without cord
-ness State of being Thickness Thick + -ness Stete of being thick
Example Meaning Word with Affix Structural Analysis Meaning
-able Capable of being Lovable Love + -able Capable of being loved
-acy State of quality Adequacy Adequte + -acy State of being
adequate
-an Noun or person Statistician Statistics + -an Person who does
statistics

CLOSURE

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 “We humans as a caretaker of our Mother Earth, a place where we live, must keep our rivers clean for it provides life.”

CLOSING PRAYER
As you end your study period, be in the loving presence of the Triune God as you make the sign of the cross.
(In the name of the Father, and of…)
Then, with all your heart, say the following prayer:
Jesus Christ, Eternal Word, who chose Mother Candida Maria de Jesus as a collaborator in the mission of leading men and
women to the Father, we ask through her intercession, that, following her example, we may serve you faithfully and proclaim your
Gospel constantly.
Glory to the father, and to the son and to the Holy Spirit. As it was in the beginning, is now, and ever shall be world without
end. Amen.
“In Jesus we have everything, without Him, everything we have is lost.”
St. Candida Maria de Jesus, pray for us.
St. Joseph, pray for us.
In the name of the Father, and of the Son and of the Holy Spirit, Amen.

REFERENCES:
 Integrated English for Effective Communication 8 (Afro-Asian Literature) by Anne Margareth Mallari, et al.:
Phoenix Publishing House 2019
 Prayers: Courtesy from Official Face book Page of Fr. Kenneth Masong: Retrieved July 9, 2020 at 3:30 a.m.
 Pictures are retrieved from the following page on July 6, 2020 at 5:30 p.m.
www.google.com._images(omana)www.google.com._images(worldlandforms);
www.google.com._images(ScienceClarified); www.wikipedia.com.ph(Lake-
Wikipedia);www.google.com._images(scientrificAmerican);www.google.com._images(alamystockphoto)

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Signature over PRINTED NAME OF THE STUDENT Date

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Signature over PRINTED NAME OF THE PARENT/GUARDIAN Date

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