English - q2

MAKING CONNECTIONS
 a critical reading comprehension strategy
 helps student make meaning of what they are reading
 helps student retain information
 makes students engage more with the text itself
TYPES
1. TEXT TO SELF
 relating oneself with the text being read
 relating what you have heard, read, watched to a personal experience or
knowledge
2. TEXT TO TEXT
 relating what you are reading to a book/text you have read before
3. TEXT TO WORLD
 linking a text to what is happening around you
ONE ACT PLAY
 a short piece of drama that consists of only one act
 there is a complete drama within one act
FIGURES OF SPEECH:
 METAPHOR - implicitly compares two unrelated things, typically by stating that
one thing is another (don't use “like” or “as”)
 SIMILE - describes something to be something else, but uses the words “like” or
“as” to do so
 IMAGERY - uses vivid description that appeals to a readers’ senses (5 senses) to
create an image or idea in their head
 PERSONIFICATION - gives human characteristics to nonhuman things or
inanimate objects
FREE VERSE POEM
 poetry that doesn't use any strict meter or rhyme scheme
 an open poem
PROSE VS POETRY
PROSE POETRY

written in sentences forming a paragraph written in lines forming stanzas/verses

observes strict grammar, punctuation, and has loose grammar and punctuation
capitalization

usually straightforward, ordinary, and natural uses figurative language and rhythmical

informal, logical, practical emotional

essays, novels, journals, blogs, etc lyric - sonnet, ode

dramatic - tragedy, comedy
narrative - epic, ballad
ELEMENTS OF A STORY TYPES OF CONFLICTS
 setting - man vs man
 character - man vs society
 plot - man vs self
 conflict - man vs nature
 theme - man vs technology
  tone - man vs supernatural
ELEMENTS OF A PLOT
 exposition
 rising action
 climax
 falling action
 resolution/denouement
TYPES OF CHARACTERS
CHARACTER DESCRIPTION

Protagonist hero of the story

Antagonist villain of the story

Round extrovert (a character whom we know a lot

about)

Flat introvert (a character whom we know little

about)

Static remains the same throughout the story; no

change happens

Dynamic changes due to events in the story (traumatic

character)
TYPES OF CHARACTERIZATION
CHARACTERIZATION DESCRIPTION

direct direct description from the story

indirect characterized by the thoughts and actions

(inferring)
STORIES/POEMS & AUTHORS
STORY/POEM AUTHOR DESCRIPTION

Psalm of life Henry Wadsworth Longfellow

Thank you, ma'am (James) Langston Hughes -February 1, 1902 - May 22,
1976
-considered as one of the
earliest innovators of the
literary art form jazz poetry
-best known for his work
during Harlem Renaissance
-wants to uplift the lives of
black people
-from Harlem

Sorry, Wrong Number Lucille Fletcher

 A raisin in the sun
Lorraine Hansberry -born on may 19, 1930, in
chicago, illinois
-wrote "A raisin in the sun"
(inspired by the poem ‘Harlem
by Langston Hughes)
-A play about a struggling
black family
-she died because of pancreatic
cancer

Mother to son (James) Langston Hughes

Driving Miss Daisy Alfred Uhry

THANK YOU, MA'AM — Langston Hughes (summary)

A “large woman with a large purse that ha[s] everything in it but hammer and nails”is walking home
late at night when a teenage boy runs up to her and tries to steal her purse (Paragraph 1).He loses his
balance and falls, and the woman “kick[s] him right square in his blue- jeaned sitter” before hauling
him to his feet (Paragraph 1). She questions why he tried to rob her before remarking that his face is
dirty and that she intends to wash it for him. The boy protests meekly but can’t extricate himself, and
the woman— introducing herself as Mrs. Luella BatesWashington Jones — drags him home with
her.Leaving the door behind her open, Mrs. Jones pulls the boy into her apartment and asks what his
name is. He introduces himself as Roger, and she instructs him to wash up. As he does, he asks
whether Mrs. Jones is going to hand him over to the police. She says that she isn’t and offershim
dinner instead, remarking that he must have been hungry to resort to stealing. Roger admits that he
wanted the money to buy a pair of blue suede shoes. To his surprise, Mrs. Jones doesn't scold him but
instead reflects, “I were young once and I wanted things I could not get”(Paragraph 35).As Mrs. Jones
makes dinner, Roger positions himself where she can see him, finding that he wants her to trust him;
he even offers to go to the store for her, though Mrs. Jones declines. The two sit down to eat, and Mrs.
Jones tells him about her job at a beauty shop.After dinner, Mrs. Jones gives Roger $10 to buy a pair
of blue suede shoes, warning him to“behave [him]self” in the future (Paragraph 45). He thanks her,
although as she closes the door behind him, he wishes he could say more. The two never see one
another again.
PSALM OF LIFE — Henry Wadsworth Longfellow
 known for its optimism and the theme-right attitude of life
 The poet gives out the message that pleasure or sorrow is not the goal of life. We
should realize life is shorter and quicker.
 Life is like a battlefield and we should not let ourselves be driven like cattle.
 We should fight bravely as heroes.
 The poet points out that the past and future are of no significance.
 We should concentrate on making the best out of the present.
 We may also follow the footsteps of great men who had laid their footsteps on the
sands of time.
SORRY, WRONG NUMBER — Lucille Fletcher
Sorry, Wrong Number tells the story of Mrs. Elbert Stevenson an invalid woman confined to her bed,
who becomes increasingly frantic as the story progresses. The drama begins with Mrs.Stevenson
attempting to call her husband, who is working late. Frustrated with the busy signal, she seeks the
help of the operator who connects her through to what she assumes is her husband's office phone.
Instead of hearing his familiar voice, she listens in on a conversation where two men are plotting a
murder. The victim is a woman, home alone, who lives near a bridge. The men plan for the attack to
take place just as the train crosses the bridge, so the sound will mask any screams from the
victim.Horrified by what she hears, Mrs. Stevenson calls the operator to demand that she trace the
source of this call. The operator explains that only the police can push through a request like that, and
so begins 20 minutes of calls to the police, telephone operators, and even to the phone company's
Chief Operator as Mrs. Stevenson attempts to alert someone to the gravity of the situation. None Of
the people she talks to will acknowledge that she is in any danger. Meanwhile, the audience learns
that Mrs. Stevenson has been confined to her bed for 12 years with anxiety issues. No one on the
phone has the answers she's seeking and her anxiety mounts, building suspense that her health may be
at risk.The drama culminates in a scene were Mrs. Stevenson becomes certain that she's the target of
themurder; after all, she lives near a train that crosses a bridge, and when she hears that her husband
has left town on business, she knows that she will be at home alone at the designated time for the
attack. In the final minutes she hears an intruder listening on the downstairs phone, and then she picks
out footsteps coming up the stairs. She hastily calls the police for help, and just before they answer the
phone, her terrified screams let the audience know that she has been caught by the killer.The drama
ends when the police ask about the nature of the caller's emergency. The killer picks up the phone,
explains that he's fine, and says that he never meant to dial the police. He apologizes for dialing a
wrong number and hangs up.
A RAISIN IN THE SUN — Lorraine Hansberry
A Raisin in the Sun portrays a few weeks in the life of the Youngers, a Black family living on
the South Side of Chicago in the 1950s. When the play opens, the Youngers are about to receive an
insurance check for $10,000. This money comes from the deceased Mr. Younger’s life insurance
policy. Each of the adult members of the family has an idea as to what he or she would like to do with
this money. The matriarch of the family, Mama, wants to buy a house to fulfill a dream she shared
with her husband. Mama’s son, Walter Lee, would rather use the money to invest in a liquor store
with his friends. He believes that the investment will solve the family’s financial problems forever.
Walter’s wife, Ruth, agrees with Mama, however, and hopes that she and Walter can provide more
space and opportunity for their son, Travis. Finally, Beneatha, Walter’s sister and Mama’s daughter,
wants to use the money for her medical school tuition. She also wishes that her family members were
not so interested in assimilating into the white world. Beneatha instead tries to find her identity by
looking back to the past and to Africa.
As the play progresses, the Youngers clash over their competing dreams. Ruth discovers that she is
pregnant but fears that if she has the child, she will put more financial pressure on her family
members. When Walter says nothing to Ruth’s admission that she is considering abortion, Mama puts
a down payment on a house for the whole family. She believes that a bigger, brighter dwelling will
help them all. This house is in Clybourne Park, an entirely white neighborhood. When the Youngers’
future neighbors find out that the Youngers are moving in, they send Mr. Lindner, from the Clybourne
Park Improvement Association, to offer the Youngers money in return for staying away. The
Youngers refuse the deal, even after Walter loses the rest of the money ($6,500) to his friend Willy
Harris, who persuades Walter to invest in the liquor store and then runs off with his cash.
In the meantime, Beneatha rejects her suitor, George Murchison, whom she believes to be shallow
and blind to the problems of race. Subsequently, she receives a marriage proposal from her Nigerian
boyfriend, Joseph Asagai, who wants Beneatha to get a medical degree and move to Africa with him
(Beneatha does not make her choice before the end of the play). The Youngers eventually move out of
the apartment, fulfilling the family’s long-held dream. Their future seems uncertain and slightly
dangerous, but they are optimistic and determined to live a better life. They believe that they can
succeed if they stick together as a family and resolve to defer their dreams no longer.
CHARACTERS, DREAMS, DESCRIPTION
CHARACTER DREAM DESCRIPTION

Ruth Younger own a house; escape poverty wife of Walter Lee Younger

Big Walter own a house dead husband of Lena

Younger; dead father of Walter
and Beneatha Younger

Lena Younger own a house wife of Big Walter, mother of

 Walter Lee and Beneatha
Younger

Walter Lee invest in a liquor store son of Lena and Big Walter;
brother of Beneatha Younger;
Father of Travis Younger

Beneatha Younger study medicine daughter of Lena and Big

Walter; Sister of Walter Lee

Travis Younger Son ofd Ruth and Walter Lee

George Murchison suitor of Beneatha

Joseph Asagai Nigerian friend/suitor of

Beneatha

Willy Harris the man who ran away with

Walter Lee's investment money
(scammer)

Bobo friend of Walter Lee

Karl Lindner the man who offered to buy

Younger family's new house
MOTHER TO SON — Langston Hughes
 uses the metaphor of a staircase to depict the difficulties and dangers one will face in
life.
 a mother’s warning to her son about the stairs one is forced to climb throughout life
 a free verse poem
 a mother giving an advice to her son that amidst hardships in life, never look back
and to always keep on going even if it the way is complex
DRIVING MISS DAISY — Alfred Uhry
The play spans a period of twenty-five years in an unbroken series of segments. At the beginning of
the play, Daisy Werthan, a seventy-two-year-old, southern Jewish widow, has just crashed her brand
new car while backing it out of the garage. After the accident, her son Boolie insists that she is not
capable of driving. Over her protests, he hires a driver— Hoke Coleburn, an uneducated African
American who is sixty. At first, Daisy wants nothing to do with Hoke. She is afraid of giving herself
the airs of a rich person, even though Boolie is paying Hoke's salary. She strongly values her
independence, so she also resents having someone around her house.For the first week or so of Hoke's
employment, Daisy refuses to let him drive her anywhere. He spends his time sitting in the kitchen.
One day, however, he points out that a lady such as herself should not be taking the bus. He also
points out that he is taking her son's money for doing nothing. Daisy responds by reminding Hoke that
she doesn't come from a wealthy background, but she relents and allows him to drive her to the
grocery store. She insists on maintaining control, however, telling him where to turn and how fast to
drive. On another outing, she gets upset when he parks in front of the temple to pick her up, afraid that
people will thinking she is giving herself airs.
One morning Boolie comes over after Daisy calls him up, extremely upset. She has discovered that
Hoke is stealing from her–a can of salmon. She wants Boolie to fire Hoke right away. Her words also
show her prejudice against AfricanAmericans. Boolie, at last gives up. WhenHoke arrives, Boolie
calls him aside for atalk. First, however, Hoke wants to give something to Daisy–a can of salmon to
replace the one he ate the day before. Daisy, trying to regain her dignity, says goodbye to Boolie.
Hoke continues to drive for Daisy. She also teachers him to read and write. When she gets a new car,
he buys her old one from the dealer.
When Daisy is in her eighties, she makes a trip by car to Alabama for a family birthday party. She is
upset that Boolie will not accompany her, but he and his wife are going to New York and already
have theater tickets. On the trip, Daisy learns that this is Hoke's first time leaving Georgia. Suddenly,
Daisy realizes that Hoke has taken a wrong turn. She gets frantic and wishes aloud that she had taken
the train instead. The day is very long. It is after nightfall that they near Mobile. Hoke wants to stop to
urinate, but Daisy forbids him from doing so as they are already late. At first Hoke obeys her, but then
he pulls over to the side of the road. Daisy exclaims at his impertinence, but Hoke does not back
down. Hoke is exceedingly loyal to Daisy, but not so loyal that he does not use another job offer as
leverage to get a pay raise. He tells Boolie How much he enjoys being fought over.One winter
morning, there is an ice storm. The power has gone out and the roads are frozen over. On the
telephone, Boolie tells Daisy he will be over as soon as the roads are clear. Right away, however,
Hoke comes in. He has experience driving on icy roads from his days as a delivery man. When Boolie
calls back, Daisy tells him not to worry about coming over because Hoke is with her.
In the next segment, Daisy is on her way to the temple, but there is a bad traffic jam. Hoke tells her
that the temple has been bombed. Daisy is shocked and distressed.She says the temple is Reformed
and can't understand why it was bombed. Hoke tells his own story of seeing his friend's father hanging
from a tree, when he was just a boy. Daisy doesn't see why Hoke tells the story—it has nothing to do
with the temple—and she doesn't even believe that Hoke got the truth. She refuses to see Hoke's
linkage of prejudice against Jews and African Americans. Though she is quite upset by what has
happened, she tries to deny it. Another ten years or so has passed. Daisy and Boolie get into an
argument about a Jewish organization's banquet for Martin Luther King, Jr. Daisy assumes Boolie
will go with her, but he doesn't want to. He says it will hurt his business. Daisy plans on going,
nonetheless. Hoke drives her to the dinner.At the Last Minute,she offhandedly invites Hoke to the
dinner, but he refuses because she didn't ask him beforehand, like she would anyone else. As Daisy
gets older, she begins to lose her reason. One day Hoke must call BooliebecauseDaisyishavinga
delusion. She thinks she is a school teacher and she is upset because she can't find her students'
papers. Before Boolie's arrival, she has a moment of clarity, and she tells Hoke that he is her best
friend.
In the play's final segment, Daisy is ninety-seven and Hoke is eighty-five. Hoke no longer drives;
instead, he relies on his granddaughter to get around. Boolie is about to sell Daisy's house—she has
been living in a nursing home for two years. Hoke and Boolie go to visit her on Thanksgiving. She
doesn't say much to either of them, but when Boolie starts talking she asks him to leave, reminding
him that Hoke came to see her. She tries to pick up her fork and eat her pie. Hoke takes the plate and
the fork from her and feeds her a small bite of pie.
CHARACTER & DESCRIPTION:
CHARACTERS DESCRIPTION

Daisy Werthan widow, the lady whom Hoke works for

Hoke Coleburn driver of Daisy Werthan

Boolie Werthan son of Daisy Werthan

I FRENCH - QUARTER 2
To know the kind of nouns, it is best to always learn them with
articles :
MASCULIN: (UN/LE) FÉMININ: (UNE/LA)
un moulin une tarte
un rouleau une pomme
un chemin une porte
un rideau une cafetière
Anything that ends with e is féminin, except for those words ending in a-g-e, i-n,
m-i-n, e-a-u, i-s-m-e.
Sometimes, the ending of the word can help you define the gender,
but not always
MASCULIN: a-i-t
a-g-e (with accents)
EXCEPTIONS : la plage, une cage, une page
Sometimes, the masculin and féminin words are different
MASCULIN: le frére FÉMININ: la soeur
Others have a fixed gender
EXAMPLE: le pére - for fathers
la mére - for mother
Some of the words can be both masculine and feminine depending on
the article being used
EXAMPLE: Masculin - un touriste
Féminin - une touriste
Certain professions do not exist for féminin or masculin
EXEMPLES: le médecin - doctor
la médecine - medicines
COUNTRIES (PAYS)
Anything that ends in any other vowels aside from e or consonants is
considered masculin
EXCEPTION:
 mexique
 suriname
 mozambique
 belize
 cambodge
 zimbabwe
Certain countries are plural but have a gender
EXAMPLE: les maldives - féminin
Certain countries don't have articles but have a gender
EXAMPLE: Madagascar - féminin
WEATHER
Question: Quel temps fait-il? — How's the weather?
Answer:
 Il fait beau - the weather is nice
 Il y a du soleil/C’est ensoleillé - it's sunny
 Il fait chaud - it's hot
 Il pleut/Il y a de la pluie - it's raining
 Il fait froid - it's cold
 Il y a des nuages/C’est nuageux - it's cloudy
 Il y a du vent - it's windy
 Il y a de la neige/Il neige - it's snowing
 Il y a des orages - there's a storm
ADDITIONAL TERMS
 le tonnère - thunder
 des éclairs - lightning
 parapluie - umbrella
 coup de soleil - sunburn
 coup de chaleur - heatstroke
SEASONS
1. Le printemps - spring
2. L’été - summer
3. L’automne - autumn
4. L’hiver - winter
CONJUGATION
 verb: manger (eat)
PRONOUN CONJUGATION

Je Je mange

Tu Tu manges

Il/Elle/On Il/Elle/On mange

Nous Nous mangeons

Vous Vous mangez

Ils/Elles Ils/Elles mangent

PRONOUNS
 Je - I
 Tu - You (informel)
 Il/Elle/On - He/She/We
 Nous - We
 Vous - You (formel
 Ils/Elles - They
LIKES/DISLIKES
 aimer - like
  adorer - love
 détester - hate
 Je n’aime pas - dislike
PRONOUN AIMER ADORER DÉTESTER N’AIME PAS

je j’aime j’adore je déteste je n’aime pas

tu tu aimes tu adores tu détestes tu n’aimes pas

il/elle/on il/elle/on aime il/elle/on adore il/elle/on déteste il/elle/on n’aime

pas

nous nous aimons nous adorons nous détestons nous n’aimons

pas

vous vous aimez vous adorez vous détestez vous n’aimez pas

ils/elles ils/elles aiment ils/elles adorent ils/elles détestent ils/elles n’aiment

pas

PRONOUN CONJUGATION
Pronoun Verbe Avoir (to have) verbe être (to be)

je ai suis

tu as es

il/elle/on a est

nous avons sommes

vous avez êtes

ils/elles ont sont

POSSESSIVE PRONOUN
pronoun masculin feminin plurel

je mon ma mes

tu ton ta tes

il/elle/on son sa ses

nous notre notre nos

vous votre votre vos

ils/elles leur leur leurs

Filipino - q2
HAIKU & TANKA
HAIKU
 nagmula sa Japan
 ginawa noong ika-15 siglo ng mga Hapon
 hati ng taludtod ng 5-7-5
 maaaring magkapalit ang pagkakasunod-sunod ng bilang ng pantig ngunit
kailangang may kabuuang 17
 binubuo ng tatlong linya
 karaniwang paksa ang kalikasan at pag-ibig
TANKA
 nagmula din sa bansang Japan
 ginawa noong ika-18 na siglo ng mga Hapon
 may hating taludtod na 5-5-7-7-7
 maaaring magkapalit ang pagkakasunod-sunod ng bilang ng pantig ngunit
kailangang may kabuuang 31
 binubuo ng limang linya
 karaniwang paksa ang pag-ibig, pag-iisa, at pagbabago
PABULA
 isang maikling kwento na nagmula noong unang panahon
 ang mga tauhang gumaganap ay mga hayop na nagsasalita at kumikilos
 ang mga suliranin ay nilulutas sa pamamagitan ng matalinong gawa na katulad ng
tao sa kanilang paglutas ng suliranin
 isang mahalagang katangian ay ang pag-iiwan ng isang makabuluhang aral sa
mambabasa, kahit na kathang-isip ito
 ginagamit din ang mga hayop bilang tauhan sa kwento upang maaliw ang mga
mambabasa at dahil rin na madaling maisasalamin ng mga hayop ang katangian
ng tao
 AESOP ang tinaguriang ama ng pabula
PAGKIKLINO
 tumutukoy sa antas ng kahulugan na ipinahihiwatig o ang tindi nitong naipapahayag
 isa rin itong paraan upang mapabuti ang mga kasanayan sa bokabularyo
 ang mga salita ay maingat na pinipili sapagkat magkaiba ang tindi o antas nito at
hindi kailanman dapat gamitin na palitan
 ang nasa pinaka babang hakbang ay ang salitang may pinakamababa ng antas ng
kahulugan at ang nasa pinakamataas na hakbang naman ay ang mga salitang may
pinakamatinding sidhu ng kahulugan
ARGUMENTONG TEKSTO SA NAPAPANAHONG ISYU

teksto kung saan pinagtatanggol ng manunulat ang posisyon sa isang paksa o usapin

pinagtatanggol ito gamit ang mga ebidensya mula sa personal na karanasan, kaugnay
na mga literatura at pag-aaral, ebidensyang kasaysayan at resulta ng empirical na
pananaliksik
 pagtatanggol, sa madaling salita
MGA ELEMENTO
1. PROPOSISYON
 pinagtatalunan
 pahayag na inilaan upang pagtatalunan ng mga manunulat
2. ARGUMENTO
 ebidensya
 paglalatag ng mga dahilan at ebidensya upang makatwiran ang isang panig
KATANGIAN AT NILALAMAN (5Ms)
1. Mahalaga at napapanahong paksa/isyu
2. Maikli ngunit malaman at malinaw
3. Malinaw at lohikal na transisyon
4. Maayos ang pagkakasunod-sunod ng mga talata
5. Matibay na ebidensya para sa argumento
PARAAN NG PAGSUSULAT
1. Kunin ang atensyon ng mambabasa sa unang linya/unang talata
2. Magbigay ng karagdagang impormasyon tungkol sa pinagtatalunan
3. Gumawa ng koneksyon sa pagitan ng mga impormasyon at isyu na gustong pag-
usapan
4. Magbigay ng mga solusyon na suportado ng mga facts
5. Sa huling talata, ibuod ang lahat ng puntong ibinigay sa mga mambabasa
IBA’T IBANG PARAAN NG PAGSISIMULA AT PAGWAWAKAS NG
MAIKLING KWENTO

sa pamamagitan ng paggamit ng iba’t ibang estilo, napapanatili ng manunulat ang
kawilihan ng kanilang mambabasa
1. PAGLALARAWAN NG TAUHAN
 paglalarawan ng mga tauhan sa anyo at emosyon
2. PAGSASALAYSAY
 paglalarawan kung ano ang ginagawa o galaw ng isang tauhan sa isang
takdang oras/panahon
3. PAGLALARAWAN NG TAGPUAN
 paglalarawan sa paligid o oras at jung anong oras naganap ang isang eksena
4. USAPAN O DAYALOG
 matutukoy sa mga panipi o quotation marks
 ito ang pag-uusap ng dalawa o higit pang tao
5. MAHALAGANG KAISIPAN
 ito ay ang paniniwala ng isang tauhan kung saan umiikot ang kwento
 a thought that lingers throughout the story
6. KAGULAT-GULAT
 ito ay ang paggawa o pagtatapos ng kwento sa di inaasahan
BALIK-TANAW
 ito ay isang maikling seksyon ng isang maikling kwento tungkol sa nangyari sa
nakaraan
 flashback
DAGKATHA
 ito ay mas maigsi kaysa sa maikling kwento
 karaniwang naglalaman ng tatlong daan hanggang isang libong mga salita
 tinatawag ding flash fiction o dagling katha
DULA

isang uri ng panitikan

naglalarawan ng buhay na ginaganap sa isang tanghalan

hinahati sa mga yugto at eksena
BAHAGI NG DULA
 YUGTO — bawat paghahati ng dula
 TANGHALAN — pagbabago ng ayos ng entablado
 TAGPO/EKSENA — paglabas-masok ng mga tauhang gumaganap sa tanghalan
ELEMENTO NG DULA
 ISKRIP O NAKASULAT NA DULA - pinakakaluluwa ng dula ang lahat ng bagay
na isasaalang-alang sa dula ay makikita dito pati na ang mga dayalogo
 GUMAGANAP O AKTOR - nagsasabuhay sa mga tauhan sa iskrip nagbibigkas sa
mga dayalogo tagapagganap ng damdamin
  TANGHALAN - anumang pook na pinagpasyahang pagtanghalan ng isang dula
 TAGADIREHE/DIREKTOR - nagpapakahulugan ng iskrip
 MANONOOD - tagasaksi ng dula
URI NG DULA
 KOMEDYA - ang wakas ay kasiya-siya sa mga manonood dahil nagtatapos na
masaya sapagkat ang mga tauhan ay nagkakasundo
 TRAHEDYA - nagwawakas sa pagkasawi o pagkamatay ng mga pangunahing
tauhan
 MELODRAMA - kasaya-saya rin ang wakas nito bagamat may ilang malungkot na
bahagi
 PARSA/SAYNETE - gumagamit ng mga pagpapatawang pisikal, ang paggamit ng
sinadyang kalokohan, at malawak na di-makakatotohanang pagganap at may layuning
magpatawa

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Gateway drugs like alcohol, nicotine, and marijuana can lead to serious health issues and potentially
open the door to the use of more harmful substances. Alcohol can cause liver disease, heart disease,
stroke, and cancer. Nicotine is highly addictive and can lead to various types of cancer, heart disease,
stroke, and lung diseases. Regular marijuana use can lead to addiction and affect brain development.

It's always best to avoid drug use and seek help if struggling with substance abuse. 🌈

Stimulants like cocaine, amphetamines, and methamphetamines can have harmful effects such as
addiction, mental health problems like paranoia and aggression, physical health issues like heart
disease and lung damage, and the risk of fatal overdose. It's important to seek help if you or
someone you know is struggling with substance abuse, as there are resources available for support

and treatment. 🌸

Hallucinogens are drugs that can alter perception, thoughts, and feelings. They can have harmful

effects such as inducing intense and unpredictable psychological experiences (known as "bad trips" ), causing

psychological distress like flashbacks or hallucinogen persisting perception disorder (HPPD ),

leading to risky behaviour due to impaired judgment, and posing physical health risks like increased

heart rate and elevated blood pressure. It's important to seek professional help if struggling with

hallucinogen use. 🌼
Depressant drugs, also known as sedatives or tranquilizers, can have harmful effects such as physical and cognitive

impairment, respiratory depression, addiction and withdrawal, and the risk of overdose . It's

important to use these drugs only as prescribed by a healthcare professional and to seek help if

struggling with their use. 🌼

Narcotics, also known as opioids, can have harmful effects including addiction and dependence, respiratory

depression, constipation, overdose, and impact on mental health. It' s important to use these drugs only as

prescribed by a healthcare professional and to seek help if struggling with their use. 🌼

Inhalants are substances that produce chemical vapors that can be inhaled, but they are not intended for

recreational use and can be extremely dangerous. M

isusing common household products as inhalants can have harmful

effects such as immediate symptoms like dizziness, confusion, and impaired judgment, as well as long-term

consequences like organ damage, asphyxiation, chemical burns, and addiction. Inhalant use is highly risky and

seeking professional help is important if struggling with inhalant abuse. 🌼

1. Drugs are substances that can alter the body' s functions or produce a physiological or psychological effect .

There are various types of drugs, including:

- Stimulants: Examples include cocaine, amphetamines, and methamphetamines. They increase alertness, energy, and

attention.
- Depressants: Examples include alcohol, benzodiazepines, and barbiturates. They slowdown the central nervous

system, inducing relaxation and sedation.

- Hallucinogens: Examples include LSD, psilocybin mushrooms, and peyote. They alter perception, thoughts, and

feelings, often leading to hallucinations.

- Narcotics/Opioids: Examples include heroin, morphine, and prescription pain medications like oxycodone. They

relieve pain and produce a sense of euphoria.

- Inhalants: Examples include household products like paint thinner, gasoline, and aerosol sprays. W
hen inhaled,

they can produce mind-altering effects.

2. Drinks, household products, and medicines can contain various types of drugs. For example:

- Alcohol is found in alcoholic beverages and can be abused by consuming excessive amounts, leading to intoxication

and potential health consequences.

- Household products like aerosol sprays, cleaning solvents, and paint thinners contain volatile substances that,

when inhaled, can produce intoxicating effects.

-M
edicines can contain drugs such as opioids for pain relief, sedatives for sleep or anxiety, or stimulants for

conditions like ADHD. They can be abused by taking themin higher doses or without a

prescription.

3. Illegal drugs are substances that are prohibited by law. Examples include cocaine, heroin, methamphetamine, and

LSD. Some kids and teens may use illegal drugs despite their dangers due to factors such as peer pressure,

curiosity, the desire for experimentation, or seeking escape fromemotional or psychological issues.

4. Addiction is a complex condition characterized by compulsive drug use despite negative consequences. It is

influenced by various factors, including genetic predisposition, environmental factors, and the effects of the

drugs on the brain' s reward system. Some people may be more vulnerable to addiction due to factors like genetics,

trauma, or mental health conditions.

5. Drugs can have various effects on the body and mind. These effects can vary depending on the type of drug used.

For example:

- Physical Effects: Drugs can affect the heart rate, blood pressure, and respiratory system. They can also cause

damage to organs, impair coordination and motor skills, and lead to health issues like liver damage

or lung disease.
 ental Effects: Drugs can alter mood, perception, and cognition. They can induce feelings of euphoria, relaxation,
-M

or hallucinations. However, they can also lead to anxiety, paranoia, depression, and impaired judgment .

It' s important to note that the effects of drugs can be unpredictable and can vary fromperson to person. Regular

drug use can have long-termconsequences on both the body and mind.

SUMMARY

1. Drugs are substances that can alter the body' s functions or produce physiological or psychological effects.

Examples of different types of drugs include stimulants (cocaine, amphetamines), depressants (alcohol,

benzodiazepines), hallucinogens (LSD, psilocybin mushrooms), narcotics/opioids (heroin, morphine), and inhalants

(paint thinner, gasoline).

2. Drinks, household products, and medicines can contain various drugs. Alcohol in alcoholic beverages can be

abused by consuming excessive amounts. Household products like aerosol sprays and paint thinners contain substances

that, when inhaled, can produce intoxicating effects. M

edicines can contain drugs such as opioids for pain relief,

sedatives for sleep or anxiety, or stimulants for conditions like ADHD. They can be abused by taking higher doses or

using themwithout a prescription.

3. Illegal drugs are substances prohibited by law, including cocaine, heroin, methamphetamine, and LSD. Some kids

and teens may use illegal drugs despite their dangers due to factors like peer pressure, curiosity, the desire for
4. Addiction is a complex condition characterized by compulsive drug use despite negative consequences. It can be

influenced by factors such as genetics, environmental factors, and the effects of drugs on the brain' s reward

system. Some people may be more vulnerable to addiction due to factors like genetics, trauma, or mental health

conditions.

5. Drugs can have various effects on the body and mind. Physical effects can include changes in heart rate, blood

pressure, and respiratory function, as well as potential organ damage and impaired coordination. M
ental effects can

include alterations in mood, perception, and cognition, ranging fromeuphoria and relaxation to anxiety, paranoia,

and impaired judgment .

It' s important to note that the effects of drugs can vary fromperson to person, and regular drug use can have long-

termconsequences on both the body and mind.

Certainly! Here' s a simplified step pattern breakdown for the basic five-step, backward walk, grapevine, and figure

eight in Tango:

1. Basic Five-Step:

- Leader: Forward step with left foot (1 count ), side step with right foot (2 count ), close left foot to right foot

(3 count ), backward step with right foot (4 count ), side step with left foot (5 count ).

irror the leader' s steps, starting with the right foot .

- Follower: M

2. Backward W
alk:

- Leader: Backward step with left foot (1 count ), backward step with right foot (2 count ), backward step with left

foot (3 count ), backward step with right foot (4 count ).

irror the leader' s steps, starting with the right foot .

- Follower: M

3. Grapevine:

- Leader: Side step with left foot (1 count ), cross right foot behind left foot (2 count ), side step with left foot

(3 count ), cross right foot over left foot (4 count ).

 irror the leader' s steps, starting with the right foot .
- Follower: M

4. Figure Eight:

- Leader: Forward step with left foot (1 count ), pivot to the right on the left foot (2 count ), backward step with

right foot (3 count ), pivot to the left on the right foot (4 count ).

irror the leader' s steps, starting with the right foot .

- Follower: M

These simplified step patterns provide a shortcut version of the movements in Tango. Remember to

maintain proper technique and posture while dancing Tango.

Certainly! Here' s a simplified step pattern breakdown for the basic five-step, backward walk, grapevine, and figure

eight in Tango using a short-cut notation:

1. Basic Five-Step:

- Leader: R- W- L- FW(Right foot - W alk)

alk - Left foot - Forward W

irror the leader' s steps, starting with the left foot .

- Follower: M
2. Backward W
alk:

- Leader: BW(Backward W
alk)

irror the leader' s steps, starting with the left foot .

- Follower: M

3. Grapevine:

- Leader: SV- CB(Side Step to the Left - Cross Behind)

irror the leader' s steps, starting with the right foot .

- Follower: M

4. Figure Eight:

- Leader: FW- R- BW- L (Forward W alk - Left )

alk - Right - Backward W

irror the leader' s steps, starting with the right foot .

- Follower: M
In this short-cut notation, "R" represents the right foot, "L" represents the left foot, "FW
" represents forward

" represents backward walk, "SV" represents side step to the left, and "CB" represents cross behind.
walk, "BW

These short-cut patterns provide a simplified way to remember the movements in Tango. Remember

to practice these steps with proper technique and maintain a connection with your partner while

dancing.