CATCH-UP FRIDAY ACTIVITY SHEET IN READING (For Grade 9 Light Refresher)

March , 2024

Name ___________________________________ Grade & Section: __________________

PRE-READING ( 30 minutes )

TASK 1 : (15 minutes)

DIRECTION: Write common word used in daily conversation to mean the same thing as the formal
language:

Formal Language Less Formal Language

1. Perpetuity c__n__i__u__t__on
2. Merit g__o__n__ss
3. Posterity chi__d__en
4. Illiberality unf__i__n__ss
5. Mitigate l__g__t__n
6. Authority c__ntr__l
7. Emulation i__i__ati__n
8. Discord d__sag__e__m__nt
9. Disposition per__o__a__ity
10. Misfortune t__o__ble

TASK 2: (15 minutes)

DIRECTION: Choose your partner and create a dialogue using these words in a casual conversation.
Write the lines in the dialogue box.

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 DURING READING (30 minutes)
Independent Silent Reading (10 minutes)
DIRECTION: Read the verses that follow and find out why love is incredible? Take note also of the
author’s tone, mood, and purpose for writing.

"Of Parents and Children"

by Francis Bacon

The joys of parents are secret, and so are their griefs and fears. They cannot utter the one, nor they will not
utter the other. Children sweeten labors, but they make misfortunes more bitter. They increase the cares
of life, but they mitigate the remembrance of death. The perpetuity by generation is common to beasts; but
memory, merit, and noble works are proper to men. And surely a man shall see the noblest works and
foundations have proceeded from childless men, which have sought to express the images of their minds,
where those of their bodies have failed. So the care of posterity is most in them that have no posterity.
They that are the first raisers of their houses are most indulgent towards their children, beholding them as
the continuance not only of their kind but of their work; and so both children and creatures.
The difference in affection of parents towards their several children is many times unequal, and
sometimes unworthy, especially in the mother. As Solomon saith, "A wise son rejoiceth the father, but an
ungracious son shames the mother." A man shall see, where there is a house full of children, one or two of
the eldest respected, and the youngest made wantons; but in the midst some that are as it were forgotten,
who many times nevertheless prove the best. The illiberality of parents in allowance towards their children
is a harmful error, makes them base, acquaints them with shifts, makes them sort with mean company,
and makes them surfeit more when they come to plenty. And therefore the proof is best when men keep
their authority towards their children, but not their purse. Men have a foolish manner (both parents and
schoolmasters and servants) in creating and breeding an emulation between brothers during childhood,
which many times sorteth to discord when they are men, and disturbeth families. The Italians make little
difference between children and nephews or near kinsfolks, but so they be of the lump, they care not
though they pass not through their own body. And, to say truth, in nature it is much a like matter,
insomuch that we see a nephew sometimes resembleth an uncle or a kinsman more than his own parent,
as the blood happens.
Let parents choose betimes the vocations and courses they mean their children should take, for then they
are most flexible; and let them not too much apply themselves to the disposition of their children, as
thinking they will take best to that which they have most mind to. It is true that if the affection or aptness
of the children be extraordinary, then it is good not to cross it; but generally the precept is good, Optimum
elige, suave et facile illud faciet consuetudo, or Choose what is best; custom will make it pleasant and
easy. Younger brothers are commonly fortunate, but seldom or never where the elder are disinherited.

D. TASK 3: ( 20 minutes )
Answer the following:
1. Name some of the challenges of parenting according to the essay.
2.Name the advices given by the writer to parents.
3. Identify and list the words that show action.

POST READING (90 minutes)

Determining the Tone, Mood ,Technique ,and Purpose of the Author

Tone is the author’s attitude about the subject. Mood is the feeling the poet made the readers feel. He can
make us feel nostalgic, happy , sad, etc. The author’s purpose , as the term implies, is the author’s intention
for writing the piece. His intention may be just to share and inform the readers about his experience , but he
may also try to persuade the readers to believe or agree on something.

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TASK 5 (30 minutes)
DIRECTIONS: Read the statements that follow about “incredible Love” Write T if it expresses the tone,
M if it expresses the mood, and P if it expresses the purpose.

_____1. If I were to speak with eloquence in earth’s many languages, and in the heavenly tongues
of angels, yet I didn’t express myself with love , my words would be reduced to the hollow
sound of nothing more than a clanging cymbal.
_____2. If I were to be so generous as to give away everything I owned to feed the poor, and to
offer my body to be burned as a martyr, without the pure motive of love, I would gain
nothing of value.
_____3. Love is large and incredibly patient.
_____4. Love refuse to be jealous when blessing comes to someone else.
_____5. Love is not easily irritated or quick to take offense.
_____6. Love never stops loving.
_____7. My understanding is incomplete now but one day I will understand everything.
_____8. There are things that remain : faith ,hope and love- yet surpasses them all.
_____9. So above all else, let love be the beautiful prize for which you run.
_____10. Love remains long after words of knowledge are forgotten.

TASK 6 : FUN AND LEARN (50 minutes)

A. ACTIVITY 1

Give each student 12 index cards. Have students cut the index cards in half lengthwise making two 5 x 1.5 –
inch cards from each index card. Students will now have a set of 24 cards . On the first 12 cards, students will
write mood words , and on the second set of cards, students will write tone words.

Here’s how it works:

Select four events for students to tell how they felt when the event occurred (e.g. First day of School, Scolded
by parents, Scolded by Teachers, When they see their crush). Students will think of three mood words for
each event and write one on each card. None of the words may repeat in any of the 12 cards. On the reverse
sides of the cards , students will write sentences explaining the words selected.

B. ACTIVITY 2

Now have students use the remaining 12 index cards to write tone words based on the given four events in
Activity 1.

Example of Tone Words Example of Mood Words

 optimistic frightened
 formal happy
 matter-of-fact mysterious
 angry dreamy
 suspicious surprised
 straightforward annoyed
 scholarly gloomy
 emphathetic suspenseful

Note: Some words may fit into both the mood and tone categories.

DIRECTION: Write sentences on the back of the cards explaining the words choices , it will
become clear if they understand the concept.

TASK 9: REFLECTION (10 minutes)

DIRECTION: Reflect on what you have learned for the day.

QUESTIONS ANSWER
What have I learned?
What have I improved on?
What do I want to share?

Prepared by:

CRISTINA D. MERCADO DOMINGA C. BANCORO JOMIELYN R. RAMOS

Teacher II Teacher III Teacher II

Checked by:

GRACE M. LUNA, PhD CONCEPCION M. CERVANTES

Head Teacher II Head Teacher II

BABY JANE M. ESTAMINA ANAIS V. GERONIMO

Master Teacher I Master Teacher I

Noted by:

MARIVIC M. DIMACULANGAN
Principal IV