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 3 & 4

JUNIOR HIGH SCHOOL
TOPIC: ADDITIONAL INFORMATION ABOUT AFRICAN LITERATURE, STORY MAPPING; STORY TELLING; & MAKING
PREDICTIONS

NAME: SECTION SCORE

TEACHER: GRADE LEVEL: QUARTER TARGET DATE:

MS. MAE JOY G. TORRES Grade 8 First Week 3 & 4
INTRODUCTION
Congratulations for the job well done in Module 1 and 2.
Indeed, you have already had an ample of knowledge about African Literature which is the main focus of Quarter 1.
Welcome to Module 3. In this module, your quest about African literature will be enriched and don’t forget to think of the following
essential questions as we go through this module: (1) How is making predictions helpful in understanding ideas and messages? (2)What
does literature reveal about African character? (3) How do Africans respond to the challenges of modernity as revealed in their literary
pieces?
All of the lessons presented in this module are anchored in the content standard and performance standards given by the Department of
Education. Specifically, the discussion and the activities presented here are the following: (1) Additional information about African
Literature, (2) Story Mapping; (3) Story Telling, and (4) Making Predictions.
OBJECTIVES:
At the end of this module, you will be able to:
Organize ideas using a story map.
identify the steps on how to deliver a story creatively
Predict the gist based on pictures.
Identify the distinguishing features of notable African chants, poems, folktales, and short stories
Show appreciation to the characteristics and features of African literature.
Generate ideas and their relationships.
Present ideas using a variety of graphic organizers
VALUE FOCUS:

a. A person who is service- oriented (Takes responsibility and commits oneself to the given task)
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:
Dear God, I want to thank you for the work you are doing in my life. I am so grateful for every
new opportunity that this day may bring. Your Grace is so amazing. As I grow stronger, my
faith in you grows deeper and I am so thankful. I know that the plan you have for my life will
slowly unfold with each new day. I will be patient as change comes because I know you are in
charge. Help me to help others today. God, I pray for the hurting; for those whose lives have
been impacted by the disastrous touch of addictions; for the families torn apart and especially
for the children left to wonder and grieve. God, give them your peace and guide them gently through this day. Amen)
excerpt from: www. Pinterest.ph
I ask this through Christ, our Lord .Amen. (In the name of the Father, and of the Son, and of the Holy Spirit. Amen)

Lesson 1: AFRICAN LITERATURE:An Additional Information

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 A
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C
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t
L
n
a
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i
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f
.
(excerp from: PEAC Learning Module in English)

Characters
Setting
Plot

Theme

rubric(see attached page).

Examples
Activity 1: READING TIME!
DESCRIPTION: Here is text about African literature. There is also a link that will lead you to additional information about African
Literature. Read and reflect so that you can answer the questions that follow:
PROCESS QUSETIONS:
1. What does literature reveal about African character?
2. How do Africans respond to the challenges of modernity as revealed in their literary pieces?

ACTIVITY 2: WISE MAPPING!

Who are the charcters involved?

When and where did the story take place?
Click to these links for more:

https://wendybelcher.com/african-literature/
african-arts-literature/
This site shows a literary background of African
Literature.

http://www.infoplease.com/encyclopedia/
entertainment/african-literature.html
This site shows more information about African
literature

http://www.enotes.com/topics/African-literature
This site gives additional facts about African
Literature.

Wasn’t it fun? Were you able to answer the Process questions? I am sure that you have answered the questions after reading African
Literature and the additional links, therefore my CONGRATULATIONS TO YOU! 

DESCRIPTON: After reading in the different sources about the Literature of Africa, I am sure that you trully appreciate it. With this, make
a map of what you have understood of the readings you have done by supplying information in the following diagram.

Lesson 2: STORY MAPPING

A STORY MAP is a comprehension strategy that uses visual representations or graphic organizers to help readers determine the
elements of the story. The elements of a story that are usually highlighted in the story map are setting, characters, conflict, plot and
theme.
Story Element

Events: What are the important events in the story?

Conflict: What is the problem in the story?
Resolution: How was the conflict solved?
What is the unerlying message of the story?

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Activity 3: TRACE AND MAP IT!
DESCRIPTIONS: Analyze the folktale “The King’s Magic Drum” by completing the story map below. You will be evaluated using the
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CHARACTERS
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SETTING
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EVENTS
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CONFLICT
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RESOLUTION
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THEME
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Lesson 3: STORY TELLING

Storytelling is an activity that involves interaction between a storyteller and the listeners through the use of words and actions to reveal
the elements of the story. It is more than just telling a story out loud; for it is a creative experience that allows people to realize the power
of spoken words.

Why tell stories?

It improves one’s verbal skills.
It heightens the imagination.
It passes on values and wisdom.
How do you tell a story creatively?
Get in a comfortable position and be confident.
Take a deep breath and establish eye contact with the audience.
Imagine the story in your mind; then, describe the images that you see focusing on sensory details (color, smell, taste, sound
and movement)
Vary your voice according to the chraacters and mood of the story.
Make use of props to help the listeners visualize the events in the story.
Use body language susch as gestures and facial expressions to tell the story.
Hold the sttention of the audience with dramatic and unexpected movements.
Lastly, speak with your heart and have fun.
Lesson 4: MAKING PREDICTIONS
MAKING PREDICTIONS is a strategy that readers normally use to guess what might happen next in the story. It involves using clues
such as pictures, titles, and headings and connecting them to the reader’s prior knowledge and personal experience. This reading
strategy may be best done and remembered by following the simple formula:

+ + =
Successful readers make predictions before, during, and after reading. They always anticipate what they are about to read, refine, and
revise their thinking, then verify their predictions as they continue reading. Thus, one can conclude that making predcictions strengthens
both the comprehension and thinking skills of the reader.

Activity 4: OPEN-MINDED PREDICTIONS

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Picture 1(photo credit: pinterest ) Picture 2 (photo credit:
kalpart)Picture 3(photo credit: bilingual kidspot)

( For Picture 1)CLUES ( For Picture 2)CLUES ( For Picture 3)CLUES

What important details are described in
the pictures?
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+_______________________________
+ +
What important details are described in
the pictures?
_______________________________
_______________________________
_______________________________
_______________________________
What important details are described
in the pictures?
______________________________
______________________________
______________________________
______________________________
____

+ +
( For Picture 1) YOUR EXPERIENCE
What do you know about the clues found
in the pictures?
_________________________________
_________________________________
_________________________________
===
_________________________________
____________________________
( For Picture 2) YOUR EXPERIENCE
What do you know about the clues
found in the pictures?
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
+
( For Picture 3) YOUR EXPERIENCE
What do you know about the clues
found in the pictures?
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________

= = =
( For Picture 1) YOUR PREDICTION ( For Picture 2) YOUR PREDICTION ( For Picture 3) YOUR PREDICTION
What do you think is the story about? What do you think is the story about? What do you think is the story about?
CLOSURE
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LESSON 5: “THE NAHOON” written by an African writer, POINT OF VIEW;

AND AFFIXES AND ROOT WORDS

Activity 1: PICTURE TALK

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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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“The Nahoon”

Activity 2: IT’S READING TIME

Read the poem entitled, “The Nahoon” by William Charles Scully on pages 27-29 and answer the questions under
Deepen your understanding on page 30. Writes your answers on a sheet of paper.

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.

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  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?

TITLE:______________________________________________
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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
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 suffixes are 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

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 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
“Just like in making predictions,before concluding to something, or before having any judgement, you have to weigh certain things in
order not to hurt someone. “

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:
Almighty God, I give you thanks, for all the graces you have given upon us.I thank you for letting me learn about Your will, and Your
commandments, and for keeping alive the faith in my hearts. Lord, I also Thank you for helping me not to give up when we I mistakes. I
pray that you will continue to support and guide me in everything I do according to your will. Amen.excerpt from: www. Pinterest.ph
“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.

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 Please leave your comments/query here
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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

REFERENCES:
 Integrated English for Effective Communication 8 (Afro-Asian Literature) by Anne Margareth Mallari, et al.: Phoenix
Publishing House 2019
 English Communication Arts and skills through Afro-Asian Literature by Lapid,et al, Phoenix Publishing House.)
 PEAC Learning Module in English Quarter 1

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Parent’s Signature Over Printed Name

STORY MAP RUBRIC

ACTIVITY 3
Descriptors Advanced Proficient Approaching Developing
(4) (3) (2) (1)
Setting Time and place are Time and pace are Time and place are There are incorrect
specified and are fully adequately described described with very little information about time
described. detail. and place.
Characters All main characters’ All main characters’ Only some main Some important
names, including their names and roles are characters’ names and characters are missing
roles and descriptions, are listed. roles are listed. and lack description.
clearly listed.
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 Plot Main events are listed in Main events are listed Some important events There are incorrect
the order that they but lack some important are missing. No conflict events listed. No
happened. Correct and descriptions. or resolution. conflict and resolution.
clear information about the
conflict information about
the conflict and resolution
are provided.
Theme All story elements The majority of the story Only a few of the story It is difficult to
contribute to the overall elements contribute to elements contribute to determine the theme.
theme. the overall theme. the overall theme. Story elements do not
lead to the overall
theme.

RUBRICS FOR RATING ACTIVITY 2 RUBRICS FOR RATING ACTIVITY 4

5 points- The student presented 5relevant ideas.
Supporting details are arrangedin well- organized
manner.
4 points- The student presented 4 relevant ideas.
Supporting details are arranged in organized well-
manner.
3 points-The student presented 3 relevant ideas
but supporting details are arranged in unorganized
manner.
2 points-The student presented 2 relevant ideas
with no supporting details.
1 point- The student presented an irrelevant
idea/s.
0 point- No answers at all.
5 points- The student presented 3relevant ideas.
Supporting details are arranged in well- organized
manner.
4 points- The student presented 2 relevant ideas.
Supporting details are arranged in organized well-
manner.
3 points-The student presented 1 relevant idea but
supporting details are arranged in unorganized
manner.
2 points-The student presented 1 relevant idea with no
supporting details.
1 point- The student presented an irrelevant idea/s.
0 point- No answers at all.

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