NATIONAL READING PROGRAM (Catch-Up Friday)

English 7

Grade Level /
School Tanza National Trade School 7-English
Learning Area
Teaching
Dates and March 01, 2024/7:00 am-10:00 am Quarter Third
Time
Objectives:
1. Enhance learners’ reading and comprehension skills.
2. Promote love for reading through various activities.
Time Activity

I. Pre-reading ACTIVITY 1: ARRANGE ME! (Individual and Oral Game)

Time: 7 – 8 AM Instructions:
1. Have the learners arrange the jumbled letters to reveal the correct
words.
2. Ask them to use the words in making meaningful sentences.
3. Use positive reinforcements (can be plus points or others) to
encourage participation. This may be done in the next activities as well.

Directions: Arrange the jumbled letters to form the correct words. Use
the given definitions to help reveal the words.
1. AGTEENRE – n. a person aged between 13 and 19 years.
ANSWER: TEENAGER
2. NANPRGEYC – n. the term used to describe the period in which a
fetus develops inside a woman's womb or uterus.
ANSWER: PREGNANCY
3. MLFAIY – n. a group of one or more parents and their children living
together as a unit.
ANSWER: FAMILY
4. RGETER – n. a feeling of sadness, repentance, or disappointment
over something that has happened or been done.
ANSWER: REGRET
5. RRMIAGAE – n. the legally or formally recognized union of two
people as partners in a personal relationship
ANSWER: MARRIAGE

ACTIVITY 2: CONCEPT MAP (Group and Written Activity)

Instructions:
1. Divide the class in groups (preferably 5 but may vary depending on
the teacher’s preference).
for TNTS English Department use ONLY
 2. Have the learners complete the concept map below for five minutes
or more. They are tasked to think of the things to consider before
getting married.
3. Ask them to write their answers on a one whole sheet of paper. Then,
a member of the group has to discuss their work in front of the class.

Directions: Complete the concept map about the things that you have
to consider before getting married. Write as much as you could for
higher points. Then, present your work in front of the class.

SOME OF THE
ANSWERS:
1. READINESS
2. FINANCES
3. PATIENCE
4. LOVE MARRIAGE
5. COMPATIBILITY

ACTIVITY 3: SHARE YOUR THOUGHTS! (Individual and Oral

Activity)
Instructions:
1. Allow the learners to share their ideas about the statement below.
2. Let them give real life scenarios that support the given statement.

Directions: Share your thoughts and ideas about the statement given
by Karl Marx. Tell whether you agree or not. Then, cite scenarios that
support your answer.

“History repeats itself.” – Karl Marx

II. During Reading ACTIVITY 1: GUESS THE TITLE! (Individual and Oral Activity)
Time: 8 – 9 AM Instructions:
1. Show a sequence of pictures for the learners to guess the title of the
story.
2. Give clues if the learners are having a hard time decoding the title.
3. Define the terms in the title.

ANSWER:
FOOT + NOTE + TO (SOUNDS LIKE) + YOUTH
ANSWER: FOOTNOTE TO YOUTH
for TNTS English Department use ONLY
 Definition of Terms:
1. Footnote /ˈfo͝otˌnōt/ – n. is a note at the bottom of a page in a
book which provides more detailed information about something that
is mentioned on that page.
2. Youth /yo͞oTH/ - n. a young person, the time of life when one is
young.

ACTIVITY 2: READ ME! (Individual Silent Reading and Group

Reading Aloud Activity)
Instructions:
1. Introduce the writer and the background information of the story
first.
2. Instruct the learners to read the story silently (Individual Silent
Reading).
3. Then, call the assigned learners to read each part of the story aloud
(Group Reading Aloud). Prior to the reading session, there are chosen
learners to read the selection (instructed by teachers of English).
4. Upon finishing the reading aloud activity, check for understanding
through the comprehension questions that follow.

ABOUT THE AUTHOR

Jose Garcia Villa (August 5, 1908 – February 7, 1997) was a
Filipino poet, literary critic, short story writer, and painter. He was
awarded the National Artist of the Philippines title for literature in
1973.

ABOUT THE LITERATURE

Footnote to Youth is a story by Jose Garcia Villa that was
published in 1933. The year the story was published plays an
important role in understanding the story and what it means. The
situation in the Philippines back in the 1930s is very different from
today. It's an indictment of the common Filipino practice of marrying
young and unprepared which was way more rampant in the 1930s
than in the 21st century.

FOOTNOTE TO YOUTH
by Jose Garcia Villa
The Characters:
1. Dodong - a 17-year-old youth wanting to marry his sweetheart
2. Teang - the girl whom Dodong wanted to marry
3. Blas - dodong's eldest son
4. Tona - the girlfriend of Blas
5. Lucio - a former suitor of Teang
6. Dodong’s mother and father – hesitated to let Dodong marry at a
young age but permitted him anyway

Part I - On a sunny afternoon after a hard day's work in the fields,

Dodong decides to tell his father that he wants to marry his sweetheart
Teang. He's only seventeen years old. After a sumptuous dinner, he
spills out his plans to his father. His proposition is met with hesitation
and discouragement. His father tells him that he's too young to get
married. But in the end, his father agrees to his wishes and grants him
the permission to marry Teang.
for TNTS English Department use ONLY
 Part II - Nine months after their marriage, Teang gives birth to her first
son. Dodong experiences a whirlwind of conflicting emotions during
the birthing process - confusion, fear, discomfort, embarrassment, and
guilt. But when he hears the little baby whimper and cry, he swells
with happiness.

Part III - Blas is followed by six more children. Dodong didn't want
any more children, but they came anyway. This makes him angry at
himself sometimes. The parade of children is also taking its toll on
Teang. She often wishes that she's not married. She sometimes wonder
if her life would've been better had she married Lucio, a former suitor
she rejected because he was nine years older than Dodong.

Part IV - Blas is eighteen years old. One night, he tells his father,
Dodong, that he wants to marry his girlfriend, Tona. Like his father
before him, Dodong doesn't want Blas to marry as he's too young. He
knows what's going to happen if Blas marries too early. He gives him
permission to marry anyway. But he does so with sadness in him.

ACTIVITY 3: COMPREHENSION CHECK (Individual and Oral

Activity)
Instructions:
1. Have the learners answer the questions about the story orally.
2. Process their answers.
NOTE: Generic answers are provided. However, answers may vary
depending on the learners’ understanding of the story.

Directions: Answer the following questions about the story “Footnote

to Youth” by Jose Garcia Villa.
1. What is the problem encountered by the characters in the story?
ANSWER: The characters suffered from their decision to marry at a
young age. This became the problem of the three generations of
characters in the story.
2. If Dodong did not marry Teang, what could have been his life?
ANSWER: Dodong probably has a better life (financial stability, healthy
relationship with his partner and others)
3. What do you think will happen if Blas continues to marry Tona?
ANSWER: He will probably regret his decision just like his father
Dodong.
4. In your own understanding of the story, what is the message
conveyed by the author for the youth of today?
ANSWER: Marriage is a sacred union of two romantically involved
people. It should not be taken for granted. The author showed the
consequences of getting married and having a family unprepared.
5. If you were given a chance to be one of the characters in the story,
how are you going to convince Dodong and Blas to reconsider their
decisions of marrying at an early age?
ANSWER: Tell them the consequences of their actions from lack of
experience in life, have them talk to someone knowledgeable about
marriage, etc.
III. Post Reading ACTIVITY 1: YOU CAN DO IT! (Group Activity)
Time: 9 – 10 AM Instructions:
1. Have the learners work in groups.
for TNTS English Department use ONLY
 2. Let them choose the activity they want to do.
3. Give 10 minutes or more for them to finish the task before presenting
in front of the class.

Directions: Apply what you have learned from the story through a
group activity. Choose a task based on your preference.
GROUP 1. Writers’ group
Create a 7-word slogan showing what you have learned from the story.
(use seven words only to convey your message)
GROUP 2. Singers’ group
Think of a song that has a meaningful message for the youth of today
and perform it.
GROUP 3. Actors’ group
Role play a scenario showing the consequences of marrying at an early
age.

ACTIVITY 2: CREATE AN ENDING! (Individual and Oral Activity)

Instructions:
1. Call some of the learners to create an ending to the story.
2. Have them share the reason why they come up with the kind of
ending they chose.

Directions: Make an ending appropriate to the story. Tell the reason

why you come up with the ending of your choice.

If you were to create an ending of the story “Footnote to

Youth”, how are you going to end it?

Prepared by:

KENYROSE LUNGCAY/CLARISSA RAGOS/AIREN CABAÑES/ALVIN

PATINDOL/JEFFREY ZAMORA

Checked by:

LOVELY G. RECOSALEM
HT-III, English Dept.

Approved by:

ROLANDO P. DILIDILI, EdD

Principal IV

for TNTS English Department use ONLY

 NATIONAL READING PROGRAM (Catch-Up Friday)
English 8

Grade Level /
School Tanza National Trade School 8-English
Learning Area
Teaching Dates and
Feb. 29, 2024/7:00am-10:00 AM Quarter Third
Time
Objectives:
A. Enrich your vocabulary by answering the matching type activity.
B. Analyze literature as a mirror to a shared heritage of people with diverse
background;
C. Write a journal narrating your encounter and escape from the wild Tiger.
Time Activity

I. Pre-reading A. Directions: Reflect and answer the following questions below about
Time: 7:00-8:00 honesty.

1. When was the time where being honest was difficult for you
Answer: ________________________________
_______________________________________
2. What does honesty mean to you?
Answer: ________________________________
_______________________________________
3. How do you feel when someone is dishonest with you? Why?
Answer: ________________________
______________________________

VOCABULARY ENRICHMENT
Enrich your vocabulary by completing the activity below. Match
each word in Column A with its corresponding meaning in
Column B. Draw an arrow to show your answer.

Note: A B
The students A. Tricked or deceived someone
will spell and 1. Woods B. According to the customs or usual
practices associated with a particular society,
identify the 2. Exclaimed place, or set of circumstances
meaning of the 3. Pretended
vocabulary C. Spoke and acted with so as to make it
words. They 4. Customary appear that something was the case when in
may also use fact it was not
5. Fooled D. An area of land, smaller than a forest, that
the words in
meaningful covered with growing trees
sentences. E. Cried out suddenly, especially in surprise,
anger, fear, or pain

for TNTS English Department use ONLY

II. While Reading
Time:8:00-9:00 You will read a Korean folklore entitled, “The Woodcutter And The
Tiger”.

THE WOODCUTTER AND THE TIGER

A Korean Folklore

A woodcutter encountered a tiger in the woods. Fearing that he

would soon be the Tiger‘s dinner, he exclaimed: ―You must be my long
lost brother! Our mother cried for you when you left home. She had
dinner ready for you every night, waiting for your return. Sadly, our
mother has just passed away. How happy she would have been had
Note: she known you are alive and well! The woodcutter took out his
One handkerchief and pretended to wipe at his eyes. The tiger turned away,
representative as tears fell down his cheeks, leaving the woodcutter unharmed.
(serves as
character/narrator)
from the class Every year thereafter, on Chesa, the memorial day of the
will read and woodcutter‘s mother‘s death, an offering appeared on her grave -
present the story sometimes a peasant, or even his mother‘s favorite mountain berries.
loudly and The woodcutter did not know where these offerings came from.
creatively.
After a year, the woodcutter noticed that the customary
The teacher will offering had not been placed on his mother‘s grave, and he wondered
facilitate the class what had happened. Out from the bush, three baby tigers appeared,
and can use carrying offerings. They approached the woodcutter and cried: ―You
different must be our uncle! Mother tiger is gone now, and we know how
strategies on important it is for her to honor grandmother by bringing an offering to
answering process her Chesa table beside her grave. We are here to bring offerings for our
questions. grandmother in loving memory of our mother. The woodcutter noticed
that his face had turned suddenly warm and realized that it was his
own tears streaming down his cheeks

- A. After reading the story, you will answer the questions below.
Provide a pad paper for your answers.

1. Who are the characters in the story?

▪ Woodcutter
▪ Tiger
▪ Three Little Tigers
2. What did the Woodcutter do to avoid being eaten by the
Tiger??
▪ The Woodcutter made up a story to trick the Tiger. He told
the Tiger that they were brothers so he can escape from
her. To really make it real, he took out his handkerchief
and wiped his tears.

3. How did the Tiger react when he knew that the Woodcutter
was his sibling?
▪ The Tiger was surprised. He cried and left the Woodcutter
unharmed.

for TNTS English Department use ONLY

 4. What did the Woodcutter notice when he visited the grave
of his mother?
▪ The Woodcutter noticed that there were offerings on the
grave of her mother. This made him wonder as to who is
doing it.

5. What did the three little Tigers do when they saw the
Woodcutter at the grave?
▪ With offerings on their hands, the three little Tigers
delightfully greeted the Woodcutter. They called him uncle
and told him that their Mother Tiger passed away already.
Also, the reason why they were there in the tomb of their
grandmother was to continue how their mother honored
her.

6. Why did the Woodcutter cry when he saw and was greeted
by the three little Tigers?
▪ The Woodcutter cried because he felt guilty of what he did
to the Tiger. He made the Tiger believe that they were
siblings when in fact they were not. He could not believe
how far his lie had gone.

7. What important lesson did you learn from the story?

▪ A lie is a lie. Big or Small, it is still a lie.
▪ Don’t lie because once you betray the trust of someone,
especially your loved ones or friends, you will have
difficulty making up to them. In the end, they will never
believe in you again.
▪ Trust is earned, not given.
▪ Accept sensible answer

III. Post Reading A. Group Discussion: What would you do if you were in the following
Time: 9:00-10:00 situations?
1. While you were walking in the hallway of the second floor of the grade 8
building, you accidentally saw a wallet that contained 1,00.00- peso bill. After
two minutes, a student approached you and asked if you saw a wallet.

2. Tomorrow will be your periodic examination but instead of reviewing your

notes, you played Mobile Legend all night as you needed to ranked up your
hero. Unfortunately, you woke up late. You rushed to your school and when
you reached your classroom, the proctor asked why you were late.

3. Without asking permission, you took your mother's cellphone and brought
it to school. At 1:00 o'clock in the afternoon, you needed to proceed to the
next room as it was time for TVE. Since you were not allowed to bring phone
in your next subject, you put the phone inside your bag and
left with only a notebook and a pen. When you came back, you checked the
phone in your bag, but it was gone. As soon as you reached home, your
mother asked you about her cellphone.

4. Your group was assigned to work on a research paper which will be

submitted in three- week time. Sadly, most of your members were not helping
you do it. They relied on you to finish it, but you also had several projects to
accomplish. Your group didn't make it on time. As a leader, you

for TNTS English Department use ONLY

 were asked to explain why your group wasn't able to submit your research
paper.

B. Pretend that you are the Woodcutter in the story. Write a journal
narrating vividly your encounter and escape from the Tiger.

Prepared:

TRACY J. BACANI JENNA H. MENDOZA ERNESTO G. GODALA JR.

Key Teacher Master Teacher I Teacher I

AIZA P. RAMOS MELISA M. HERPACIO MELVIC BOCAYES

Teacher II Teacher II Teacher I

Checked:

LOVELY G. RECOSALEM
Head Teacher III/English Department

Approved:

DR. ROLANDO P. DILIDILI

School Principal IV

for TNTS English Department use ONLY

NATIONAL READING PROGRAM (Catch-Up Friday)
English 8
KEY TO CORRECTION

PRE-READING
ACTIVITY:
1. Accept reasonable and sensible answer
2. Accept reasonable and sensible answer
3. Accept reasonable and sensible answer

ACTIVITY: VOCABULARY ENRICHMENT (MATCHING TYPE)

1. Woods: An area of land, smaller than a forest, that is covered with growing trees.
2. Exclaimed: Cried out suddenly, especially in surprise, anger, fear, or pain.
3. Pretended: Spoke and acted with so as to make it appear that something was the case
when in fact it was not.
4. Customary: According to the customs or usual practices associated with a particular
society, place, or set of circumstances.
5. Fooled: Tricked or deceived someone
WHILE READING
1. Who are the characters in the story?
Woodcutter
Tiger
Three Little Tigers
2. What did the Woodcutter do to avoid being eaten by the Tiger??
The Woodcutter made up a story to trick the Tiger. He told the Tiger that they were
brothers so he can escape from her. To really make it real, he took out his handkerchief and
wiped his tears.
3. How did the Tiger react when he knew that the Woodcutter was his sibling?
The Tiger was surprised. He cried and left the Woodcutter unharmed.
4. What did the Woodcutter notice when he visited the grave of his mother?
The Woodcutter noticed that there were offering on the grave of her mother. This made
him wonder as to who is doing it.
5. What did the three little Tigers do when they saw the Woodcutter at the grave?
With offerings on their hands, the three little Tigers delightfully greeted the
Woodcutter. They called him uncle and told him that their Mother Tiger passed away already.
Also, the reason why they were there in the tomb of their grandmother was to continue how
their mother honored her.
6. Why did the Woodcutter cry when he saw and was greeted by the three little Tigers?
The Woodcutter cried because he felt guilty of what he did to the Tiger. He made the
Tiger believe that they were siblings when in fact they were not. He could not believe how far his
lie had gone.
7. What important lesson did you learn from the story?
A lie is a lie. Big or Small, it is still a lie.

for TNTS English Department use ONLY

 Don’t lie because once you betray the trust of someone, especially your loved ones or
friends, you will have difficulty making up to them. In the end, they will never believe in you
again.
Trust is earned, not given.
Accept sensible answer
POST READING
GROUP DISCUSSION
Accept sensible answers: Allow students to explore possibilities in answering the hypothetical
situations.

for TNTS English Department use ONLY

 NATIONAL READING PROGRAM (Catch-Up Friday)
ENGLISH 9
Grade Level /
School Tanza National Trade School 9-English
Learning Area
Teaching
Dates and March 1, 2024 Quarter Third
Time
Objectives: At the end of the session, the students should be able to:
1. spell the following words correctly;
2. define the given words through context clues;
3. read the text with comprehension, and;
4. provide appropriate responses to the given questions and tasks.
Time ACTIVITY

I. Pre-reading ACTIVITY 1: SPELLING (Through Pass the Message Game!)

Time: First hour Instructions:
The teacher divides the class into 2 groups, then he/she will pass the word
to the first person in line. The student will whisper the word to another
person, and the word is passed along until the last person writes it on the
board. One point will be given to the winning group that spelled the word
correctly.
1. rehabilitate- [ˌrē(h)əˈbiləˌtāt]
v. restore (someone) to health or normal life by training and therapy after
imprisonment, addiction, or illness.
2. superintendent- [ˌso͞op(ə)rənˈtendənt]
n. a high-ranking official, especially the head of a large urban police
department.
3. cultivated- [ˈkəltəˌvādəd]
adj. refined and well educated:
4. disciplinary- [ˈdisəpləˌnerē]
adj. concerning or enforcing discipline.
5. barracks- [ˈberəks]
n. a building or group of buildings used to house soldiers.
6. privilege- [ˈpriv(ə)lij]
n. a special right, advantage, or immunity granted or available only to a
particular person or group:
7. indoctrinated- [inˈdäktrəˌnāt]
v. teach (a person or group) to accept a set of beliefs uncritically.
8. Illiterate- [i(l)ˈlidərət]
adj. unable to read or write.
9. compatriots- / kəmˈpeɪ·tri·ət /
n. person who comes from your own country:
10. derelicts- [ˈderəˌlik(t)]
n. a person without a home, job, or property.
for TNTS English Department use ONLY
 Context Clues
A context clue can be defined as a clue provided with a text that can
help readers infer meaning, even if they do not understand specific
words within the paragraph.
Context clues are essential in the teaching of reading skills, where
teachers specifically model the use of context clues to assist readers in
reading for meaning and comprehension.
Examples
definition/explanation clues, synonym clues, antonym clues,
inference clues, example clues, and image clues.

Activity 2: Matching Type

Directions: Match column A to column B. Choose only the letter that
is synonymous with the underlined word in the sentence.

Column A Column B

C 1. The campaign aims to A. supervisor

rehabilitate the river's floodplain.
B. corrective
A 2. The superintendent visits
C. restore
the outstanding school in Cavite.
D. camp
E 3. The peasants who cultivated
the land became its owners. E. grow
B4. A soldier will face F. drifter
disciplinary action after going
G. benefit
absent without leave.
H. unlettered
D. 5. The troops were ordered
back to barracks. I. brainwash
G 6. English inheritance law J. countryman
privileged the eldest son.
K. wisemen
I 7. He indoctrinated them in
systematic theology.
H 8. His friends were illiterate.
J 9. Her book was a terrible
warning to his compatriots.
F 10. Derelicts who could fit all
their possessions in a paper bag.

Activity 3:
Directions: Choose at least (5) five words from the list below, then
use them to construct a sentence.

rehabilitate superintendent cultivated disciplinary barracks

privilege indoctrinated Illiterate compatriots derelicts

• Ask them to share their work with the class.

for TNTS English Department use ONLY
II. While Reading ACTIVITY 1: READING TIME!
Time: Second hour Have the students do the following:
A. Silent reading (Give students time to be familiar with the text)
B. Choral reading (Before letting the students read in chorus, have
the chosen representative/s to read the text. Ensure that the
representative follows the discipline in reading by pausing in commas,
and stopping at the period. This will also give them a chance to listen
to how a text or a material should be read.)
C. Solo reading (Ask a volunteer to properly read the text aloud.)

Discuss the text using the guide questions or the comprehension

check.

PRISON WITHOUT WALLS

In 1904, the Iwahig Penal Colony was built. It was a kind of prison
wherein long-term prisoners, most of them life-termers, served their
sentences with comparative freedom. The colony was originally
designed to house an overflow of convicts from Manila's old Bilibid
Prison. Its basic purpose was to reform and rehabilitate criminals
rather than punish them. It is under the supervision of the
superintendent of prisons.

The settlement site was once a 34-square mile of virgin jungle. The first
prisoners hacked out roads, prepared the fields, and planted coconuts
and other fruit-bearing trees. Through the years the colony has
expanded to cover 160 square miles of cultivated land.

Only prisoners with comparatively long sentences are assigned at the

Iwahig Penal Colony. Newly arrived inmates are quartered in
disciplinary barracks for at least six months. They do not have the
same privileges as the old-time colonial. Later, when they are fully
indoctrinated with the rules and regulations of the colony as well as
their duties and obligations, they are assigned to various projects
where they can put their special skills to good use.

Illiterate inmates attend adult education classes handled by teachers

who are fellow convicts. The children of the inmates are educated in
schools and reading centers in the settlement. Medical treatment is
available at the prison's hospital.

The inmates sleep in spacious barrack rooms with no barred windows

to prevent them from breaking out. They are free to marry but must
have the permission of the Director of Prisons to do so. If married,
arrangements could be made for their families to live in the settlement.
They are free to go about within the 160-square-mile limits of the penal
colony.

Like their free compatriots, the inmates work for a living earning from
P500.00 to P1,000.00 a month by farming, fishing, forestry, animal
husbandry, construction, jobs in the coconut and coffee industries,
and handicrafts. The colony's extensive forests provide them with wood
which they can sell. They can fish in the coastal waters or raise poultry
and meat animals for their consumption. But as inmates, they have to
for TNTS English Department use ONLY
 work for the prison, and industries, too, for certain hours and days of
the week.

The atmosphere in the colony is quite good such that some convicts
prefer to stay there permanently even when their sentences expire.
Deserving ex-convicts who choose to stay in the colony permanently
are granted small plots of land for their use. Thus, social derelicts are
turned into useful citizens.

Comprehension Check:

1. When was the prison without walls established?

Answer- In 1904, the Iwahig Penal Colony was built.
2. Why was the prison without walls built?
Answer- It was built to house the overflow convicts from Manila’s old
Bilibid Prison.
3. What kind of inmates are accepted at the Ihawig Penal Colony?
Answer-Only prisoners with comparatively long sentences are
assigned at the Iwahig Penal Colony.
4. What happened to the newly arrived inmates at the Ihawig Penal
Colony?
Answer-Newly arrived inmates are quartered in disciplinary barracks
for at least six months. They do not have the same privileges as the old-
time colonial. Later, when they are fully indoctrinated with the rules and
regulations of the colony as well as their duties and obligations, they
are assigned to various projects where they can put their special skills
to good use.
5. What kind of advantages did the prisoners receive from the
colony?
Answer-Illiterate inmates attend adult education classes handled by
teachers who are fellow convicts. The children of the inmates are
educated in schools and reading centers in the settlement. Medical
treatment is available at the prison's hospital.
Answer- Since the number of possibilities available to inmates within
the colony, responses may differ.

Activity 2: Reflective Act!

Direction: On your paper, do the following tasks.

A. Write a prayer letter to the inmates inside the colony.
B. Share an inspirational saying or some other words of insight with
the inmates to help them work better inside the colony.

III. Post Reading Activity 1: Poster Making!

Time: Third hour
Do this activity in 40 minutes.
Group the students into 4 groups, using any art materials available ask
the students to create a creative image or poster about the Prison
Without Walls. Then, let them write a short insight with the image or
poster that they created.

for TNTS English Department use ONLY

 Rubrics:
Creativity- 25%
Content – 25%
Relevance- 25%
Cleanliness- 25%
Total: 100 %

Activity 2: Presentation Time!

Allotted time: 20mins (5mins per group presentation)

In class, let students have the opportunity to read and present their
work. Please remember to provide feedback or remarks so they can
enhance their performance.

Prepared by:
R. Castro V. Oribello
C. Collano E. Duriman
A. Castillo P. Bale

Checked:
LOVELY G. RECOSALEM
HT III-English Department

Approved:
ROLANDO P. DILIDILI
School Principal IV

for TNTS English Department use ONLY

 PRISON WITHOUT WALLS

In 1904, the Iwahig Penal Colony was built. It was a kind of prison
wherein long-term prisoners, most of them life-termers, served their
sentences with comparative freedom. The colony was originally designed to
house an overflow of convicts from Manila's old Bilibid Prison. Its basic
purpose was to reform and rehabilitate criminals rather than punish them. It
is under the supervision of the superintendent of prisons.
The settlement site was once a 34-square mile of virgin jungle. The first
prisoners hacked out roads, prepared the fields, and planted coconuts and
other fruit-bearing trees. Through the years the colony has expanded to cover
160 square miles of cultivated land.
Only prisoners with comparatively long sentences are assigned at the
Iwahig Penal Colony. Newly arrived inmates are quartered in disciplinary
barracks for at least six months. They do not have the same privileges as the
old-time colonial. Later, when they are fully indoctrinated with the rules and
regulations of the colony as well as their duties and obligations, they are
assigned to various projects where they can put their special skills to good
use.
Illiterate inmates attend adult education classes handled by teachers
who are fellow convicts. The children of the inmates are educated in schools
and reading centers in the settlement. Medical treatment is available at the
prison's hospital.
The inmates sleep in spacious barrack rooms with no barred windows
to prevent them from breaking out. They are free to marry but must have the
permission of the Director of Prisons to do so. If married, arrangements could
be made for their families to live in the settlement. They are free to go about
within the 160-square-mile limits of the penal colony.
Like their free compatriots, the inmates work for a living earning from
P500.00 to P1,000.00 a month by farming, fishing, forestry, animal
husbandry, construction, jobs in the coconut and coffee industries, and
handicrafts. The colony's extensive forests provide them with wood which they
can sell. They can fish in the coastal waters or raise poultry and meat animals
for their consumption. But as inmates, they have to work for the prison, and
industries, too, for certain hours and days of the week.
The atmosphere in the colony is quite good such that some convicts
prefer to stay there permanently even when their sentences expire. Deserving
ex-convicts who choose to stay in the colony permanently are granted small
plots of land for their use. Thus, social derelicts are turned into useful
citizens.
Comprehension Check:
1. When was the prison without walls established?
2. Why was the prison without walls built?
3. What kind of inmates are accepted at the Ihawig Penal Colony?
4. What happened to the newly arrived inmates at the Ihawig Penal Colony?
5. What kind of advantages did the prisoners receive from the colony?

Reflective Act!
Direction: On your paper, do the following tasks.
A. Write a prayer letter to the inmates inside the colony.
B. Share an inspirational saying or some other words of insight with the inmates to
help them work better inside the colony.
for TNTS English Department use ONLY
 NATIONAL READING PROGRAM (Catch-Up Fridays)
English 10
Grade Level / Learning
School Tanza National Trade School 10-English
Area
March 1, 2024
Teaching Date and
8:00-9:00, 9:00-10:00; Quarter Third
Time
and 10:00-11:00
Objectives:
A. read with understanding;
B. define unfamiliar words;
C. observe cooperation and participation in a given task, and;
D. provide appropriate answers to the given questions.

Time Activity
ACTIVITY 1
Directions: Replace each underlined word with a synonym from the word box.
1. Sherlyn went home early because she felt sick.
2. The painting had brilliant shades of blue.
3. The dog curled up under the table.
4. You will need to mix the eggs and flour.
5. My teacher was happy to see me.
6. His uncle brought a birthday gift wrapped in red paper.
7. The fat cat could barely climb up the tree.
8. My dad knows a lot of funny jokes.
9. The cost of the toy was too high.
10. Maricel made a mistake on her math test.
I. Pre-
reading SYNONYMS
A synonym is a word, or in some cases a phrase that has the same meaning as another
word. If the meaning is not exactly the same, the words have very similar meanings in
the context. When two words are synonyms of one another, we call them synonymous
Time: words. Let us take the example of the word “jump”. The words leap, bounce, hop are
all synonymous to jump, i.e. they have the same (or very similar) meanings. Another
8:00 AM - example, beautiful and attractive are synonyms of each other because they both refer
9:00 AM to someone or something that looks good.

ACTIVITY 1 - Answer key

1. ill
2. bright
3. below
4. blend
5. glad
6. present
7. plump
8.hilarious
9. price
10.error
for TNTS English Department use ONLY
 ACTIVITY 2
Directions: Read the paragraph below. Replace each bold word with a synonym that
will add more detail and interest to the paragraph. Write your word on the
correspondingly numbered line.

Mona was having a bad (1) day. First, she spilled her cereal on her nice (2) outfit. Then
she had to go (3) to the bus stop in the rain. When she got to her first class, she was
unhappy (4) to hear there was going to be a pop quiz. It was not a subject she was
good at, and she didn’t do well. At lunch time, the cafeteria was only serving foods she
did not like, and her best friend made her unhappy because she didn’t save her a seat
at the lunch table. In the afternoon, Mona had gym class, which she disliked (5). She
thought her gym uniform was ugly (6) and none of her friends were in her class. After
gym she felt unhappy, and she spoke (7) back to her history teacher and got sent to
the principal’s office. The principal’s secretary called Mona’s mother, and when Mona’s
mother got there, Mona could tell that she was not happy (8). When she got home
Mona’s mother told (9) her that she was grounded. Mona went up to her room and got
on her bed. “Oh well, she thought (10) to herself. “Tomorrow is another day!”

1. wrong, poor, terrible

2. proper. satisfactory, decent.
3. proceed, come. come along
4. sad, brokenhearted, depressed.
5. hated, disfavored, ignored
6. unappealing, unattractive, unbeautiful
7. said, uttered, discussed
8. glad, joyful, cheerful
9. describe, narrate, recite.
10. think, consider, reflect

ACTIVITY 1: READING TIME!

Have the students do the following:
A. Silent reading (Give students time to be familiar with the poem.)
B. Choral reading (Before letting the students read in chorus, have the chosen
representative/s toread the text. Ensure that the representative follows the
discipline in reading a poem.)
C. Solo reading (Ask a volunteer to properly read the text aloud.)

Discuss the poem using the guide questions.

II. While “WEEKEND GLORY”

Reading By: Maya Angelou

Some clichty folks

Time: don't know the facts,
9:00 AM - posin' and preenin'
10:00 AM and puttin' on acts,
stretchin' their backs.

They move into condos

up over the ranks,
pawn their souls
to the local banks.
Buying big cars
they can't afford,
ridin' around town
actin' bored.

for TNTS English Department use ONLY

 If they want to learn how to live life right
they ought to study me on Saturday night.

My job at the plant

ain't the biggest bet,
but I pay my bills
and stay out of debt.
I get my hair done
for my own self's sake,
so I don't have to pick
and I don't have to rake.

Take the church money out

and head cross town
to my friend girl's house
where we plan our round.
We meet our men and go to a joint
where the music is blue
and to the point.

Folks write about me.

They just can't see
how I work all week
at the factory.
Then get spruced up
and laugh and dance
And turn away from worry
with sassy glance.

They accuse me of livin'

from day to day,
but who are they kiddin'?
So are they.

My life ain't heaven

but it sure ain't hell.
I'm not on top
but I call it swell
if I'm able to work
and get paid right
and have the luck to be Black
on a Saturday night.
________________________________________
Analysis:
Weekend Glory is a poem about living life gratefully without comparing yourself to
others. It is known as a song of freedom. Most people use their weekend differently
from other days. They spend the weekend as a very good day and it might be a special
day to meet friends, and family, or even gather at the church. Through this poem,
Maya Angelou breaks the standard of social life. The poem is about her past
experience while working and living in a white society. She destroys the boundaries
of being compared from one to another based on color, economic status, gender, and
race. She explicitly tells people to love themselves, and have a great life which full of
happiness rather than focus on someone else’s life.

The first stanza reflects the reality that happens in the society. Maya Angelou
describes the people who live in wealth do something they like and ignore humanity.
She declares how people have no empathy for others. This stanza gives us an idea
about how the high social class acts in real life while having their weekend. They buy
everything to impress other people. They waste the money they have not earned to
for TNTS English Department use ONLY
 keep their dignity. “Some clichty folks” means that there are people in the same
manner or position doing anything they like without any concerns. Maya Angelou
uses slang words and apostrophes to show an act that is continuously repeated to
show how humans chase popularity in daily life. “Stretch in' their backs” shows how
they act like people who pose like models or someone who owes everything. They dare
to claim the world because they have more money than others do. Some clichty folks.

The second stanza shows that “they” refers to the riches. They buy new houses to
show their power. In line 8, she claims that they even pawn their souls which means
that they have debt in the local bank. These lines imply that they want to impress
and amuse people to show that they have a better life than others. They waste time
showing up in their car, riding in the city “act in bored” showing they are still acting
to be okay. They move into condos up over the ranks, and pawn their souls to the
local banks. Buying big cars they can't afford, rid in' around town act in bored. (Lines
6-13)

The third stanza explains that the rich people keep telling her to go to church to spend
her weekend. They claim she must get better in the church rather than seeing and
commenting on them, because they are in different classes. The word “ought to study”
shows a command state to the woman. They talk like they are always right. They
ought to study me on Saturday night.

The speaker said that she had the best weekend. She is earning money while spending
her fun weekend with her black friends.

ACTIVITY 3
Directions: Read the poem "Weekend Glory" by Maya Angelou. Answer the
questions.
1. What does the speaker describe in the first two stanzas?
2. What happens in the third verse?
3. What is the poem all about?

ACTIVITY 3 - Answer Key

1. The first stanza reflects the reality that happens in the society. Maya Angelou
describes the people who live in wealth do something they like and ignore
humanity.
The second stanza shows that “they” refers to the riches. These lines imply that
they want to impress and amuse people to show that they have a better life than
others.
2. The third stanza explains that the rich people keep telling her to go to church to
spend her weekend. They claim she must get better in the church rather than
seeing and commenting on them, because they are in a different class. The word
“ought to study” shows a command state to the woman. They talk like they are
always right. They ought to study me on Saturday night.
3. Weekend Glory is a poem about living life gratefully without comparing yourself
to others. It is known as a song of freedom. The poem is about the past
experience of the author while working and living in a white society. She
destroys the boundaries of being compared from one to another based on color,
economic status, gender, and race.

ACTIVITY 4
III. Post
Directions: Answer the following questions connected to the recent poem shared in the
Reading
class “WEEKEND GLORY” By: Maya Angelou. Write your answers on a one (1) whole
sheet of paper.
1. How much money will satisfy our desire for wealth?
Time:
_____________________________________________________________________________
10:00 AM
2. If you became a millionaire, would you tell anyone or keep it a secret?
-11:00 AM
_____________________________________________________________________________

for TNTS English Department use ONLY

 3. What do you think would happen to your life if you had a lot of money?
______________________________________________________________________________
4. Does money bring happiness?
______________________________________________________________________________
5. What important lesson did you learn from the poem?
______________________________________________________________________________

ACTIVITY 4 - Answer key

(Answers may vary, answers below are considered as possible answers.)

1. Basic Needs: Money is essential for meeting our basic needs such as food,
shelter, and clothing. Without money, it is impossible to obtain the things we need
to survive but be contented. Being contented with your life means that you're
satisfied with what you have and who you are. Instead of comparing yourself to
others or wishing you had a different life, you feel you're living a life you can stand
behind.
2. Happiness comes from helping others. If you became a millionaire, instead of
buying unnecessary things, continue to live your current lifestyle. Share your
wealth with other people. It depends on the person who you trust to.
3. Help people who are not as privileged as me. It's easy to get caught up in the
race to impress others and lose sight of our true selves. But, let's be clear: living to
impress others is not a fulfilling or sustainable way to live. It can be damaging to
your mental health and overall well-being.
4. Yes, we can but we need to take into account several factors. We should be
responsible enough to handle our expenses.
5. When we compare ourselves to others who are more successful or talented, it's
easy to feel overwhelmed and discouraged, which can negatively impact our mental
health. Another problem with comparison is that it can blind us to our own
progress and growth. We should stop comparing ourselves to others. Be yourself.

Prepared:
NICAH E. BAJADO
Grade-10 English Teacher

Checked:
LOVELY G. RECOSALEM
Head Teacher III, English Department

Approved:

ROLANDO P. DILIDILI EdD

School Principal IV

for TNTS English Department use ONLY

for TNTS English Department use ONLY