7

English
Quarter 4
Modules 5 - 8
7
English
Quarter 4 – Module 5
Discovering the Conflicts
Presented in Literary Selections
and the Need to Resolve Those
Conflicts in Non-Violent Ways
English – Grade 7
Alternative Delivery Mode
Quarter 4 – Module 5: Discovering the Conflicts Presented in Literary Selections and the
Need to Resolve Those Conflicts in Non-Violent Ways
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education-Schools Division of Makati City

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: Jay F. Macasieb DEM, CESE

Development Team of the Module

Writers: Anna Erikka S. Anir, Lara Charrise R. Calumbano, Shan Ivy Apple
S. Fabros, and Caren Kaye A. Tumanguil

Editor: Bernardita D. Caduhada

Reviewer: Gizelle V. Laud

Layout Artist: Anna Erikka S. Anir

Management Team: Neil Vincent C Sandoval

Chief Education Supervisor, Curriculum Implementation Division

Gizelle V. Laud
Education Program Supervisor, English

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 8882-5861 / 8882-5862
E-mail Address: makati.city@deped.gov.ph
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
understand the different conflicts in a story and the different characters. The content of
this module can be used in different learning situations and in different learning areas.
This module allows you to appreciate the characters in a story and improves your
diverse vocabulary learning. The step-by-step arrangement of this lesson is patterned
in the standard of a module that will help you to perceive the main purpose of the
module and its content.
After going through this module, you are expected to:
1. recognize the different conflicts;
2. describe the characters; and
3. classify and differentiate the conflict of the characters.

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. Which of the following best defines the word conflict?
A. It is a part of a story.
B. It has different characters.
C. It is the main point of the story.
D. It involves problems that arise within a story or a story’s characters.

2. What is an internal conflict?

A. It is a conflict in a story.
B. It is an internal arrangement of the characters.
C. It is a conflict caused in a character’s mind or within the character.
D. It is a situation in the story that may not give a good effect on the character.

3. What conflict is caused by other characters or forces?

A. antagonist C. external conflict
B. characters D. protagonist

4. Which of the following is NOT a type of conflict evident in literature?

A. man vs. man C. man vs. himself
B. man vs. world D. man vs. technology

5. Which of the following tells something about the protagonist character?

A. Protagonist character is the villain.
B. This character helps you understand the story.
C. A character in the story who serves as the hero/heroine in the story.
D. Protagonist character opposes the antagonist to perform evil deeds.

1
 What’s New

Match It
Match the conflict in column A with the appropriate example in column B.
Column A Column B
1. man vs. man A. Reygie vs. Kaye
2. man vs. technology B. Reygie vs. his invention
3. man vs. himself C. Reygie vs. his conscience
4. man vs. nature D. Reygie vs. Taal Volcano eruption
5. man vs. Supernatural E. Reygie vs. Zeus

What is It

In the previous activity, you were able to identify examples of different conflicts.
To understand deeper the characters and the different conflicts, continue reading and
understanding the next paragraphs.

Let’s start understanding the lesson by defining conflict. In a story, a conflict is

a part of the story that gives thrill feelings to the readers. It is a literary device that is
being characterized by two or more opposing forces. Conflict provides apprehension in
any story and drives the readers to the narrative forward. It is the heart of a story. It
highlights the character’s purpose, work, values, strengths, and weaknesses. Conflict
drives the plot of the story.

There are two main categories of conflicts: internal and external conflicts.
1. Internal conflict is when a character struggles with their opposing desires or
beliefs in life. It happens within them and the conflict begins there. They are
opposing the forces within themselves. The type of conflict that belongs here is
character vs. himself.

2. External conflict is when a character struggles against something or someone

in their environment. It happens when external forces are creating tension or
problems. This conflict is beyond their control. The types of conflicts that belong
here are character vs. character, character .vs. society, character vs. nature,
character vs. technology, and character vs. Supernatural.
Stories may contain a lot of conflicts but there is usually the main conflict that
focuses on the story. This conflict creates a significant effect on the story. The six
types of literary conflicts are the following:

1. Character vs. Self

This internal conflict means an opposing force within the character’s self.
The character’s values and beliefs are at odds within oneself.
Example: Yourself vs. your guilt or your loneliness

2
 2. Character vs. Character
This is a common type of conflict that a character’s values and beliefs are
at odds with another character. Another opposes your needs or wants that
depict tension or problem to another character. This is where the
protagonist and the antagonist fight or oppose each other.
Example: Cardo vs. Lily

3. Character vs. Nature

In a nature conflict, a character is opposing nature like a disaster, weather,
or the wilderness. The character is against nature due to some
circumstances. This is an external opposition
Example: People vs. Taal volcano eruption

4. Character vs. Supernatural

In a Supernatural conflict, a character is opposing a Supernatural force
like monsters, ghosts, or gods. This conflict creates an unequal playing
field.
Example: A mortal vs. Zeus

5. Character vs. Technology

In a technological conflict, a character is opposed to old technology to
invent a new technology that is helpful in these times and in the future.
There are a lot of technologies nowadays that can be improved or developed
with new aspects of technology.
Example: Man vs. using traditional technology to newly improved
technology

6. Character vs. Society

This conflict is an external conflict because the opposing forces are from
the society, government, group of people, social norms, or cultural
traditions. The character needs to survive in the group, uses moral sense
to right and wrong, or desires for freedom and justice.
Example: man vs. the tradition of your clan

From these different types of conflicts, the most important element of it is the
character. The characters are the ones acting or doing all the conflicts or the actions in
the story. There are two types of characters: the protagonist and the antagonist.

● The protagonist is the main character or the hero/heroine of the story.

This character is opposing the different types of conflicts in all his or her
ways/might to solve the conflicts.

● The antagonist is the character that struggles against the main character.
It is usually called the villain in the story. This character aims to drive the
protagonist to show values, beliefs, and norms.

We can solve every problem or every conflict in non-violent ways. We can talk to
them sincerely to prevent tension and deal with them with the right values and norms.

3
 What’s More

Activity 1: Conflict Graphic Organizer

Identify the conflict that is expressed or shown in each picture. Match your answer with
the listed types of conflict provided in the table below.

Types of Conflict Letter

Character vs. himself
Character vs. Character
Character vs. Nature
Character vs. Society
Character vs. Supernatural

Activity 2: Identify The Conflict

Identify the conflict presented in the following excerpt.

Tungkung Langit lost his temper. In this rage, he divested his wife of powers
and drove her away. No one knew where Alunsina went; she merely
disappeared.

How the World was Created

1. ________________________________ (Panayan)
2. ________________________________

4
“He apparently did not have any grasp of social forces. He kept talking of
individual persons—tenants that he had known since he was a child,
inquilinos who had been faithful to his father until their old age, and all that
nonsense. ‘The individual does not matter,’ I yelled at him. ‘Only the class
called the proletariat.’
-At War’s End (Rony V. Diaz)

3. ________________________________

He soon found a wasp nest and managed to get it into a tight basket. He gave
it to his father as soon as he reached home, and then closed the door and
fastened it. All the neighbors were inside waiting for the feast of guavas, and
as soon as the basket was opened they began to fight to get out of the windows.
After a while Juan opened the door and when he saw his parents’ swollen
faces, he cried out, “What rich fine guavas those must have been! They have
made you both so very fat.”

-Juan Gathers Guavas ( rom Philippine Folk-Tales by Clara Kern Bayliss,

Berton L. Maxfield, W. H. Millington, Fletcher Gardner, Laura Watson Benedict

4. ________________________________
5. ________________________________

5
 What I Have Learned
To find out what you’ve learned in this module, complete the table below by writing two
words that tell something about the different conflicts based on your understanding.

TYPES OF CONFLICT
1.Character vs. himself 2.Character vs. Character 3. Character vs. Nature

4. Character vs. Society 5. Character vs. technology

6. Character vs. Nature 7. Character vs. 8. What is conflict?

Supernatural

What I Can Do

In this activity, you will read a story entitled “ The Bread of Salt” by N.V.M. Gonzales.
You may use the link given below to access the story and answer the questions below.
https://prezi.com/zdevnsppnbmo/the-bread-of-salt-by-nvm-gonzales/
Questions:
1. Who is the protagonist in the story?
2. Who is the antagonist in the story?
3. Why has conflict occurred in the story?
4. What type of conflict is shown in the story?
5. What non-violent way to solve the conflict of the characters?

6
 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Kiera was reminded by her mother that she is not allowed to play outside because
she is grounded for a week. She was just in her room sitting, thinking, and
regretting. She does not want to watch TV, do her homework, and even open her
social media accounts. What type of conflict is presented in the above situation?
A. character vs. himself
B. character vs. character
C. character vs. society
D. character vs. Supernatural

2. Kelci went on a field trip with her friends in Tagaytay. They enjoyed the scenery
and the horse riding near Taal Lake. During lunchtime, they took a lot of photos
of the scenic view, then suddenly, the people panicked and ran to the exit gate.
They observed the vicinity and it was all dark with gray things dropping on the
ground. They heard the people screaming, “ The Taal Volcano is erupting”. What
type of conflict is presented in the above situation?
A. character vs. nature
B. character vs. character
C. character vs. society
D. character vs. Supernatural

3. Kiera went home late at night from her work. She walked along the dark streets
of their neighborhood and suddenly, there’s a white thing that quickly passed by
on her side and she felt goosebumps after. What type of conflict is presented in
the above situation?
A. character vs. himself
B. character vs. character
C. character vs. society
D. character vs. Supernatural

4. Kiera and Kelci are playing in the park. They enjoyed playing seesaw, monkey
bars, etc. Something caught their attention in the shrubs. Kiera and Kelci went
to see what is in the shrubs and they saw a pink balloon. Both of them wanted
the pink balloon and they had a small quarrel with a matching tug and war on
the balloon’s yarn. What type of conflict is presented in the above situation?
A. character vs. himself
B. character vs. character
C. character vs. society
D. character vs. Supernatural

7
5. Kier works on the farm that he inherited from his parents. He lives on the farm.
He does all the farming, even the planting, and harvesting. After harvesting and
drying, he will use the rice mill to produce rice. He manually uses the rice mill
machine. He got tired of using it, so he thought of making a new rice mill that
will not require any person to manually select, and segregate the hays and the
grains. He successfully made one. What type of conflict is presented in the above
situation?
A. character vs. himself
B. character vs. character
C. character vs. society
D. character vs. technology

8
7
English
Quarter 4 – Module 6
Asserting One’s Identity and
Understanding Other People
through Literature
English – Grade 7
Alternative Delivery Mode
Quarter 4 – Module 6: Asserting One’s Identity and Understanding Other People through
Literature
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education-Schools Division of Makati City

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: Jay F. Macasieb DEM, CESE

Development Team of the Module

Writer: Jeremiah M. Grafia

Editor: Ethel Joy L. Montoya

Reviewers: Marites G. Delariarte and Gizelle V. Laud

Layout Artist: Michelle G. Rocillo

Management Team: Neil Vincent C. Sandoval

Chief Education Supervisor, Curriculum Implementation Division

Gizelle V. Laud
Education Program Supervisor, English

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 8882-5861 / 8882-5862
E-mail Address: makati.city@deped.gov.ph

0
 What I Need to Know

This module was designed and written with you in mind. This helps you to better assert
your identity to other people through sharing your practices and beliefs. In return, this
allows you to better understand other people as other people share their practices and
beliefs to you. Asserting our identity toward others allows us to be better understood by
others whose background, culture, and beliefs differ from us. It may be saddening to
find out that the root of some conflicts and misunderstandings we have in our country
root from our lack of knowledge and understanding of other people. This module aspires
to help you better understand other people which, in turn, allows you to live in harmony
with other people.
After going through this module, you are expected to be able to do the following:
a. discover literature as a tool to assert one’s unique identity and to better
understand other people;
b. compose simple informative texts; and
c. use a capsule biography.

What I Know

Directions: Write T if the statement is true and F if the statement is false.

_____1. The Contemporary Period of Philippine Literature falls under 1946-1970.
_____2. Under the Contemporary Period, Filipino writers continued to write poems,
short stories, novellas, novels, and essays.
_____3. The Carlos Palanca Memorial Awards for Literature was established in 1950.
_____4. On July 14, 1946, the Philippines failed to regain its freedom.
_____5. There was no struggle of mind and spirit among Filipinos in the early post-
liberation period.

What’s New

Directions: A great number of Filipinos in our history have sacrificed their lives for the
Philippines to obtain its independence. Put a checkmark(✓) if you consider an item
below as a reason why independence is important for a country, and a wrong mark (X)
if otherwise.
Guide Questions:
1. How do you see the Philippines’ independence? Do you feel that Filipinos in
general honor and treasure this? Explain.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

1
 Because we want to build a new and better country
Because we want to promote our own language
Because we want to be recognized as Filipinos
Because we need to improve our economy
Because we need to dignify our own culture
Because our country has its own language, history, and traditions that we
would like to be recognized.
Because we deserve to decide for ourselves
Because a small country can work
Because we need to improve our infrastructures
Because we want to have a voice in the international arena.
2. What do you think a country would be like without its independence? How do
you think it feels to live in a country that does not have its independence?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. What do you think a person within your age can do to honor and cherish the
independence of the Philippines?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. Which item in the list struck you the most? Explain
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5. Which item in the list do you find as the least compelling reason why a country
should obtain its independence?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

What is It

In the previous activity, you are expected to have reflected about the importance of
independence for a country. Independence was attained by our ancestors after striving
for centuries and hundreds of revolts. Independence means freedom from control,
influence, and support. A nation that is independent has the power to rule, and it can
make its own laws and decisions. It can also function on its own without interference
from other countries. The citizens of an independent country have rights and the power
to choose state leaders. A country is given its own set of rights once their independence
is recognized. Because of this, we should not take our independence for granted. On
July 4, 1946, the United States formally recognized the independence of the Republic of
the Philippines. This marks the beginning of the Philippine Literature’s Contemporary
Period as well.

2
Contemporary Period in Philippine Literature
Contemporary is defined as the time belonging to or occurring in the present. The early
post-liberation period was marked by a “struggle of mind and spirit” posed by the
sudden emancipation from the enemy and the wild desire to see print (Estroga, 2016).
Under the Contemporary Period, Filipino writers has continued to write poetry, short
stories, novellas, novels, and essays whether these are socially committed,
gender/ethnic related or are personal in intention or not (Godinez-Ortega, 2021). The
Palanca Memorial Awards for Literature was established in 1950 to recognize the writing
of a number of Filipinos. Some of the following literary works below mark this period:
● Manuel Viray’s Heart of the Islands (1947)
● Nick Joaquin’s Prose and Poems (1952)
● Amador Daguio’s Philippine Harvest
● NVM Gonzales’ Who Spoke of Courage in His Sleep
● Jose Garcia Villa’s Have Come, Am Here
Almost all themes in most literary works dealt with the development or progress of the
country, e.g., family planning, proper nutrition, environment, drug addiction. One work
that marks this period is Stevan Javellana Without Seeing the Dawn (1947), a novel that
dealt with the war experience (Macasantos & Macasantos, 2021). A summary of this
novel follows:
A Summary of Stevan Javellana’s
Without Seeing the Dawn
Set in a small farming village called Manhayang, Sta. Barbara, Iloilo. Like most rural
barangays, the hardworking and closely-knit village folk there had simple needs, wants,
and dreams. They were living their own simple lives when the violence of war reached
their place and brought death to their village, their homes, and their hearts.
Here revolves the story of Ricardo “Carding” Suerte, son of Juan Suerte. An industrious,
strong, and sometimes quick-tempered young man. He aspired to marry Lucia, the
daughter of the teniente del barrio. Though his father thought he was not yet prepared
and had wished to send him to school, he gave his blessing to the decision of his son.
He consented to ask Lucia’s hand from her parents in the traditional pamamanhikan,
accompanied by the village’s best orator and the godmother of the lass. After agreeing
to the conditions of the village chief, the marriage was set. Tatay Juan gathered up
almost all of his hard-earned savings for the dowry and expenses for the wedding feast.
In the meantime, Carding excitedly built their house despite the advice of the elderly-
that building one’s house in May will bring misfortune to its inhabitants.
And so, it came to pass that after the grand wedding and the feast that followed which
was even attended by their representante—the newlyweds lived happily on the land
entrusted to Tatay Juan by Don Diego, but not for long. Misfortune struck early when
their first child was stillborn. A more difficult trial came when Lucing disgraced herself,
her family, and her husband by having an affair with Luis, the son of their landlord.
Caught naked, he was beaten up by the strong, angry husband whose honor and pride
were hurt. The couple patched things up, but the land that Carding and Juan Suerte
had been tilling for a very long time was given to another tenant.
With no land to till, the pair tried their luck in the city. There, in Iloilo, Carding met
Rosing and Nestong. The latter was his fellow stevedore and union member, and the
former, a prostitute besotted with him, and also the reason why his wife left him and
returned to their barrio. Soon, Carding followed Lucing with news that the representante
entrusted them with land to till in Badlan. Lucing too, had news for her husband: she
was again pregnant.

3
They moved to Badlan and worked harder than ever. They were blessed not only by a
promise of a bountiful harvest, but also with a healthy son they named Crisostomo.
Sadly, their landlord sold the land, and they were given time to harvest what they sowed.
Misfortune was like a shadow though. A great flood destroyed everything that they had-
harvest and carabao as well.
Wanting to own their own piece of land, they were convinced to move to Mindanao, but
Carding was drafted for military service. When he returned, he found his wife heavy with
another child. At first, the truth was kept from him. What he knew was that his father
and his son died of some illness. But later it was revealed that the Japanese soldiers
who attacked their village killed his father and son and raped his wife. He was enraged
when he learned the truth. As his neighbors, relatives, and friends in barrio Manhayang
were tortured, raped and massacred by the Japanese soldiers, Carding too became an
executioner to his enemies, and not even his friend nor the brother of his mother-in-law
were spared. He also almost killed the child that his wife had just delivered, were it not
born dead. For that, Lucing was so enraged that she sent him away.
The Japanese ordered everyone to enter a collective barrio or else be considered guerrilla
supporters and be shot. But the villagers of Manhayang also refused to be considered
enemies of their own sons, and so they decided to evacuate in barrios farther away.
However, Lucing was hesitant to go. She was waiting to see her husband despite
everything, knowing that he will be leading the suicide attack to the Japanese garrison.
When they did see each other, Carding asked for her forgiveness and left her what cash
he had as he bade her farewell. In the end, Lucing refused to flee for she knew that she
was still his wife, duty-bound to receive the corpse of her beloved husband.
Source: http://bit.ly/SJWStD

Rural in relating to, or characteristic of the countryside rather

than the town
Teniente del barrio leader or chief of a barangay or barrio in the Spanish Philippines
during the Spanish colonial period
Pamamanhikan a Filipino custom where a man, together with his family, pays a visit
to the home of his intended bride
Dowry act of offering something valuable to the bride’s family by the groom
which may come in a form of jewelry, cash, land, or other valuable
items; given as a payment for raising a daughter
Stevedore a person employed, or a contractor engaged, at a dock to load and
unload cargo from ships
Besotted strongly infatuated

Guide Questions
1. The novel was published in 1947, an early post-liberation period in the Philippine
history. What was the situation during this time in the Philippines? Do you think
the situation has an influence on text? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What is the message of the novel as presented in the summary in relation to the
Philippines’ independence? How important do you think independence is, and
why should you strive to protect this together with our fellow countrymen?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4
 3. How do you see Filipinos at the present? How do you see Filipinos when it
comes to protecting our independence?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Dawn suggests the notions of illumination and hope, the beginning of a new day and
thus a chance for happiness and improvement (Protas, 1997). The situation at the time
in the Philippines during and shortly after the liberation of the Philippines from the
Japanese occupation was dark and difficult, and this accounts for the title of Javellana’s
work, i.e., being hopeless or the incapability to see that something good is coming on
one’s way. For us to better understand the work of Stevan Javellana, let us use a capsule
biography to better know him.

Capsule Biography
A capsule biography informs the audience about the life of a person being featured. This
is a detailed account of a person’s life which includes the person’s full name, occupation,
and activities. In creating a capsule biography, one may include the following:
1. get the basic information of the subject;
2. list down his or her awards and recognitions;
3. organize the information; and
4. verify the information gathered.

The following is an example of a capsule biography:

Stevan Javellana （1918-1977） was born

in Iloilo. He fought as a guerilla during the Japanese colonization
in the Philippines. After World War II, he graduated from UP
College of Law in 1948. He stayed in US after but died in the
Visayas in 1977 at the age of 59. His short stories were published
in the Manila Times Magazine in the 1950s, among which are
Two Tickets to Manila,
The Sin of Father Anselmo, Sleeping Tablets, The Fifth Man, The Tree of Peace and
Transition. Flores (1949) credited Javellana with complete mastery over matter and
medium and concluded that the style shows subtlety of treatment, and in the
handling of dramatic situations, the writer shows restraint and mastery of technique.

5
 What’s More

Activity No. 1
Directions: Review the significant events in the Philippines’ history under the
Japanese Occupation Period (1942-1945). In the space provided below, draw an event
that strikes you. Follow this with a paragraph that describes the picture that you are to
draw.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Activity No. 2
Directions: A number of Filipino writers flourished amidst the situation in the early
liberation period that followed the Japanese Occupation Period in the Philippines.
Search for one of these Filipino writers and come up with a capsule biography. Use the
space that follows for this activity.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

6
 What I Have Learned

Review the details presented in the summary of Javellana’s Without Seeing the Dawn.
In the left column, list down five actions, thoughts, or behaviors of characters that
represent Filipinos during the Philippines’ early liberation period. For each, write the
quality of Filipinos that we may extract from the details that Javellana included in her
work as presented in the summary featured and that you have read. Look at the example
provided as your guide.

Details from the Text Quality Extracted

“He [Juan Suerte] consented - conservative, i.e., holding

to ask Lucia’s hand from her traditional values
parents in the traditional
pamamanhikan.”

In the left column, list down the challenges that you encountered in writing a capsule
biography in the previous activity. For each, write how you were able to resolve this
difficulty.

Challenges/Difficult in Writing a Resolutions Undertaken

Capsule Biography

7
 What I Can Do

Directions: You were elected by your class to lead a project in your history class where
your class will present the qualities of Filipinos during the early liberation period of the
Philippines through objects or illustrations that will be presented in an exhibit. As a
leader and together with your groupmates, you need to come up with three objects or
illustrations that well represent the qualities of Filipinos in the Philippines’ early
liberation period. You may look at the sample provided as your guide for this activity.

A close fist represents power

and to have a pencil
being held would refer to
the Filipinos’ quality of being
nationalistic.

Assessment

Directions: Answer the following questions. Use the space provided for your answer.
1. How would you describe the qualities that Filipinos demonstrated during the
Japanese Occupation Period as presented in a summary of Javellana’s Without
Seeing the Dawn? Provide details for the text that would support your answer.
_________________________________________________________________________
_________________________________________________________________________
2. How do you think a literary work that is based in a historical event or situation
can provide people an idea about the past? What does this tell you in relation to
the line, “Learn from the past”?
_________________________________________________________________________
_________________________________________________________________________
3. How do you think reading a literary work can allow you to understand your identity
better? How do you think this allows you to understand other people? Explain.
_________________________________________________________________________
_________________________________________________________________________

8
7
English
Quarter 4 – Module 7
Discovering the Need to Work
Cooperatively and Responsibly in
Today’s Global Village
English – Grade 7
Alternative Delivery Mode
Quarter 4 – Module 7: Discovering the Need to Work Cooperatively and
Responsibly in Today’s Global Village
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education-Schools Division of Makati City

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: Jay F. Macasieb DEM, CESE

Development Team of the Module

Writer: Jeremiah M. Grafia

Editor: Ethel Joy L. Montoya

Reviewer: Gizelle V. Laud

Layout Artist: Michelle G. Rocillo

Management Team: Neil Vincent C. Sandoval

Chief Education Supervisor, Curriculum Implementation Division

Gizelle V. Laud
Education Program Supervisor, English

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 8882-5861 / 8882-5862
E-mail Address: makati.city@deped.gov.ph
 What I Need to Know

This module was designed and written with you in mind. This helps you to better
discover the need to work cooperatively and responsibly in today’s global village
through Philippine literature. Being cooperative refers to working or acting together
with other people willingly for a common purpose or benefit. Being responsible, on the
other hand, refers to having the ability to consciously make decisions, conduct
behaviors that seek to improve one’s self, help others, and accept the consequences of
his/her own actions and decisions (Seisdedos, 2019). The late Marshall McLuhan, a
media and communication theorist, coined the term “global village” in 1964 to
describe the phenomenon of the world’s culture shrinking and expanding at the same
time due to pervasive technological advances that allow instant sharing of culture
(Dixon, 2009). This module aspires you to realize the need to be cooperative and
responsive in today’s global village through Philippine literature.
After going through this module, you are expected to be able to do the following:
a. discover through Philippine literature the need to work cooperatively and
responsibly in today’s global village;
b. express appreciation for sensory images used; and
c. identify the distinguishing features of selected literary genres during the
Contemporary Period.

What I Know

Directions: Identify what is asked for each item that follows. Refer to the word pool
as your guide for this activity.

late early Palanca Awards imagery auditory

gustatory tactile olfactory visual National Book Award

__________1. The __________ post-liberation period was marked by a kind of

struggle of mind and spirit.
__________2. The __________ was established in 1950.
__________3. __________ is a literary device that refers to the use of figurative
language to evoke a sensory experience or create a picture with words
for a reader.
__________4. __________ relates to the sense of hearing.
__________5. __________ is concerned with tasting or the sense of taste.

1
 What’s New

Directions: Utilize a social media platform and reach a number of local community
officials in your community with a guidance of your parent/guardian. Introduce
yourself and gather ideas about how should a person in your community behave in
terms of being responsible and being cooperative in your community? Use the space
below for recording this information. Refer to the sample provided as your guide.
Platform Used for Gathered Information
Collecting Data
Facebook We should not spread fear toward others nor contribute to
the proliferation of fake news in our community or in social
media.

Guide Questions:
1. Do you see the people around your neighborhood responsible and cooperative in
terms of their behavior in your community? Explain.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. How do you think your community would benefit from people who cooperatively
and responsibly behave? Explain.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
3. What do you think causes people not to be cooperative and responsive in terms
of their behavior in a community? Explain.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

What is It

There is a need for people to be cooperative and responsive in today’s global village for
being such allows them to contribute to the success and development of our global
village and its members. Through cooperation, the members of our global village would
be able to reach their mutual goals. Through being responsible, we allow ourselves to
be dependable, to keep our promises, and to honor our commitments. Living in today’s
global village requires us to be responsible and cooperative. When each of us in today’s
global village acts cooperatively and responsibly, our families and its members will be
stronger. Read a story that follows and relate this concept to its message.

2
 My Father Goes to Court
Carlos Bulosan

Source: http://bit.ly/MFGTC

When I was four, I lived with my mother and brothers and sisters in a small town on
the island of Luzon. Father’s farm had been destroyed in 1918 by one of our sudden
Philippine floods, so several years afterwards we all lived in the town though he
preferred living in the country. We had as a next-door neighbor a very rich man,
whose sons and daughters seldom came out of the house. While we boys and girls
played and sang in the sun, his children stayed inside and kept the windows closed.
His house was so tall that his children could look in the window of our house and
watched us played, or slept, or ate, when there was any food in the house to eat.
Now, this rich man’s servants were always frying and cooking something good, and
the aroma of the food was wafted down to us form the windows of the big house. We
hung about and took all the wonderful smells of the food into our beings.
Sometimes, in the morning, our whole family stood outside the windows of the rich
man’s house and listened to the musical sizzling of thick strips of bacon or ham. I
can remember one afternoon when our neighbor’s servants roasted three chickens.
The chickens were young and tender and the fat that dripped into the burning coals
gave off an enchanting odor. We watched the servants turn the beautiful birds and
inhaled the heavenly spirit that drifted out to us.
Some days the rich man appeared at a window and glowered down at us. He looked
at us one by one, as though he were condemning us. We were all healthy because we
went out in the sun and bathed in the cool water of the river that flowed from the
mountains into the sea. Sometimes we wrestled with one another in the house before
we went to play. We were always in the best of spirits and our laughter was
contagious. Other neighbours who passed by our house often stopped in our yard
and joined us in laughter.
As time went on, the rich man’s children became thin and anaemic, while we grew
even more robust and full of life. Our faces were bright and rosy, but theirs were pale
and sad. The rich man started to cough at night; then he coughed day and night. His
wife began coughing too. Then the children started to cough, one after the other. At
night their coughing sounded like the barking of a herd of seals. We hung outside
their windows and listened to them. We wondered what happened. We knew that
they were not sick from the lack of nourishment because they were still always frying
something delicious to eat.
One day the rich man appeared at a window and stood there a long time. He looked
at my sisters, who had grown fat in laughing, then at my brothers, whose arms and
legs were like the molave, which is the sturdiest tree in the Philippines. He banged
down the window and ran through his house, shutting all the windows.
From that day on, the windows of our neighbor’s house were always closed. The
children did not come out anymore. We could still hear the servants cooking in the

3
kitchen, and no matter how tight the windows were shut, the aroma of the food came
to us in the wind and drifted gratuitously into our house.
One morning a policeman from the presidencia came to our house with a sealed
paper. The rich man had filed a complaint against us. Father took me with him when
he went to the town clerk and asked him what it was about. He told father the man
claimed that for years we had been stealing the spirit of his wealth and food.
When the day came for us to appear in court, my father brushed his old army
uniform and borrowed a pair of shoes from one of my brothers. We were the first to
arrive. Father sat on a chair in the center of the courtroom. Mother occupied a chair
by the door. We, children, sat on a long bench by the wall. Father kept jumping up
from his chair and stabbing the air with his arms, as though we were defending
himself before an imaginary jury.
The rich man arrived. He had grown old and feeble; his face was scarred with deep
lines. With him was his young lawyer. Spectators came in and almost filled the
chairs. The judge entered the room and sat on a high chair. We stood in a hurry and
then sat down again.
After the courtroom preliminaries, the judge looked at father. “Do you have a
lawyer?” he asked.
“I don’t need any lawyer, Judge,” he said.
“Proceed,” said the judge.
The rich man’s lawyer jumped up and pointed his finger at father. “Do you or you do
not agree that you have been stealing the spirit of the complaint’s wealth and food?”
“I do not!” father said.
“Do you or do you not agree that while the complaint’s servants cooked and fried fat
legs of lamb or young chicken breast you and your family hung outside his windows
and inhaled the heavenly spirit of the food?”
“I agree.” Father said.
“Do you or do you not agree that while the complaint and his children grew sickly
and tubercular you and your family became strong of limb and fair in complexion?”
“I agree.” Father said.
“How do you account for that?”
Father got up and paced around, scratching his head thoughtfully. Then he said, “I
would like to see the children of complainant, judge.”
“Bring in the children of the complainant.”
They came in shyly. The spectators covered their mouths with their hands, they were
so amazed to see the children so thin and pale. The children walked silently to a
bench and sat down without looking up. They stared at the floor and moved their
hands uneasily.
Father could not say anything at first. He just stood by his chair and looked at them.
Finally, he said, “I should like to cross – examine the complainant.”
“Proceed.”
“Do you claim that we stole the spirit of your wealth and became a laughing family
while yours became morose and sad?” Father said.
“Yes.”
“Do you claim that we stole the spirit of your food by hanging outside your windows
when your servants cooked it?” Father said.
“Yes.”
“Then we are going to pay you right now,” Father said. He walked over to where we
children were sitting on the bench and took my straw hat off my lap and began filling

4
it up with centavo pieces that he took out of his pockets. He went to mother, who
added a fistful of silver coins. My brothers threw in their small change.
“May I walk to the room across the hall and stay there for a few minutes, judge?”
Father said.
“As you wish.”
“Thank you,” father said. He strode into the other room with the hat in his hands. It
was almost full of coins. The doors of both rooms were wide open.
“Are you ready?” Father called.
“Proceed.” The judge said.
The sweet tinkle of the coins carried beautifully in the courtroom. The spectators
turned their faces toward the sound with wonder. Father came back and stood
before the complainant.

Source: http://bit.ly/MFGTC

“Did you hear it?” he asked.

“Hear what?” the man asked.
“The spirit of the money when I shook this hat?” he asked.
“Yes.”
“Then you are paid,” Father said.
The rich man opened his mouth to speak and fell to the floor without a sound. The
lawyer rushed to his aid. The judge pounded his gravel.
“Case dismissed.” He said.
Father strutted around the courtroom the judge even came down from his high chair
to shake hands with him. “By the way,” he whispered, “I had an uncle who died
laughing.”
“You like to hear my family laugh, Judge?” Father asked?
“Why not?”
“Did you hear that children?” father said.
My sisters started it. The rest of us followed them soon the spectators were laughing
with us, holding their bellies and bending over the chairs. And the laughter of the
judge was the loudest of all.
Vocabulary Features
wafted pass gently through the air
anaemic a person suffering from anemia
drifted carried slowly by a current of air
robust strong and healthy
glowered have an angry look on one’s face
condemning express disapproval of
contagious spread from one to another

5
 gratuitously without good reason
presidencia office of a higher authority
feeble lacking physical strength

Carlos Bulosan (Nov. 24, 1913 – Sept. 11, 1956) was an

English language Filipino novelist and a poet who spent most
of his life in US. He came from Binalonan town in Pangasinan
province. Most of his youth was spent in the countryside as a
farmer. During his youth, he and his family were economically
impoverished by the rich and political elite, which became one
of the main themes in his writing. He left for America on July
22, 1930 at age 17 in the hope of finding salvation from
economic depression.
Source: http://bit.ly/CBPic12

Guide Questions
1. How do you find the text written by Carlos Bulosan?
2. Can you relate this story with regard to how people in our so-called global village
behave?
3. As you read the text, were you able to visualize the text? Why do you think a
writer employs the use of words to visualize a text?

As you read the story written by Carlos Bulosan, you encountered words that appeal
to our different senses or what is known as imagery or sensory images: sight
(visual), hearing (auditory), taste (gustatory), tactile (touch), and smell (olfactory).
Writers employ the use of these words to allow readers to visualize the events in a
story. As a result, readers can relate more to the story. In order to better understand
this, look at the following examples:
Sight (Visual) colors, shapes, patterns, sizes, gloomy, bright, foggy,
vibrant
Hearing (Auditory) music, silence, noise, boom, squeaky, buzz, whisper
Taste (Gustatory) sour, sweet, acidic, bitter, salty, juicy, sweet, spicy, bitter
Tactile (Touch) texture, movement, temperature, sticky, slimy, woolly,
gritty
Smell (Olfactory) nice fragrances, bad odors, rotten, pungent, stinky

Although Carlos Bulosan left the Philippines on July 22, 1930 and had never
returned since then, he carried with him a Filipino heart as shown in his writings. In
1943, he wrote “My Father Goes to Court,” his first short story which was published
in the New Yorker Magazine. In 1946, his autobiography, “America is in the Heart,
which was about his life as a migrant worker in the US, was published. His works is
a representation of how Filipinos outside the Philippines were like outside the
Philippines during the time of the Philippines’ Contemporary Period. He employs
local color in his writing (Cardinoza, 2014) which allows him to mark this period in
Philippine literature.

What’s More

Activity No. 1
Directions: Review Carlos Bulosan’s My Father Goes to Court. List down words that
appeal to different senses. After, answer the guide questions that follow.
Sight (Visual)
Hearing (Auditory)
Taste (Gustatory)

6
 Tactile (Touch)
Smell (Olfactory)

1. How does the use of sensory images help you to better visualize the story?
Explain and support your answer with details from the text.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. How do you think stories would be like if a writer would limit or abstain from
employing the use of sensory devices?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. How do you think can the use of imagery help you in terms of sharing or
expressing whether through writing or speaking? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Activity No. 2
Directions: Look at the following features of literary works under the Philippine
Contemporary Period from Estroga (2016). After, list down details from Carlos
Bulosan’s My Father Goes to Court which support these features.
A. Most themes dealt with poverty
B. Themes in writing dealt with progress or development of the country, e.g.,
proper nutrition, family planning, etc.
C. Themes dealt with patience, the beauty of the nature and surroundings
Evidences from Textual Details of Carlos Bulosan’s
My Father Goes to Court
______________________________________________________________________________
A ______________________________________________________________________________
______________________________________________________________________________

______________________________________________________________________________
B ______________________________________________________________________________
______________________________________________________________________________

______________________________________________________________________________
C ______________________________________________________________________________
______________________________________________________________________________

What I Have Learned

Directions: List down at least five details from Carlos Bulosan’s My Father Goes to
Court where you can provide a good practice in order for us to demonstrate qualities of
being cooperative and responsible toward our neighbors.
Possible Practices to Demonstrate Qualities
Details from the Text of Being Cooperative and Responsible Toward
Others

7
 Summoning neighbors immediately Settling disputes by first approaching the
to a court without having a prior person/s concerned.
attempt of discussion…

1.

2.

3.

4.

5.

What I Can Do

Directions: Draw and design a meme where you are to convey a message that relates
to being cooperative and responsible in today’s global village. Look at the following
sample memes as your guide. Use the space that follows for this activity.

http://bit.ly/Meme01A http://bit.ly/Meme01B

Assessment

Directions: Write T if the statement is true, F if otherwise. Use the space provided for
your answers.
_____1. Sensory images allow readers to visualize a message of a writer.
_____2. Some works under Philippine Literature’s Contemporary Period has a
common theme of poverty, development, and struggle.
_____3. My Father Goes to Court is written by Stevan Javellana.
_____4. Carlos Bulosan wrote My Father Goes to Court in 1943.
_____5. Global Village is a term coined by Marshall McLuhan.

8
7
English
Quarter 4 – Module 8
Composing an Informative Essay
English – Grade 7
Alternative Delivery Mode
Quarter 4 – Module 8: Composing an Informative Essay
First Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education-Schools Division of Makati City

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: Jay F. Macasieb DEM, CESE

Development Team of the Module

Writers: Anna Erikka S. Anir, Lara Charrise R. Calumbano, Shan Ivy Apple
S. Fabros, and Caren Kaye A. Tumanguil

Editor: Bernardita D. Caduhada

Reviewer: Gizelle V. Laud

Layout Artist: Anna Erikka S. Anir

Management Team: Neil Vincent C. Sandoval

Chief Education Supervisor, Curriculum Implementation Division

Gizelle V. Laud
Education Program Supervisor, English

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 8882-5861 / 8882-5862
E-mail Address: makati.city@deped.gov.ph
 What I Need to Know

This module was designed and written with you in mind. It is here to help you construct
and raise sensible, challenging, and thought-provoking questions. The scope of this
module permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.
After going through this module, you are expected to:
3. identify what an informative essay is;
4. distinguish the parts and steps in writing an informative essay; and
5. compose your own informative essay.

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. Which statement is TRUE about an essay?
A. An essay is only academic in nature and tackles serious topics.
B. An essay always persuades the readers to act on a certain issue.
C. An essay is generally a short piece of writing about a certain topic.
D. An essay defines or declares something large and overarching truth.

2. Which of the following essay types is aimed to educate the target audience about
a particular object, person, event, or phenomenon?
A. argumentative essay
B. informative essay
C. narrative essay
D. persuasive essay

3. What writing process contains the development of ideas and organizing

information?
A. drafting
B. editing
C. revising
D. publishing

4. What is the final step in writing an informative essay?

A. drafting
B. editing
C. revising
D. publishing

1
 5. In what part of an informative essay contains the summary or restatement of the
information presented?
A. body
B. conclusion
C. introduction
D. synopsis

In your previous lesson, you have learned to discover through Philippine literature the
need to work cooperatively and responsibly in today’s global village. Let us see if you
can still recall the previous topic by answering the guide questions given:
1. Give 3 simple ways you can do to work cooperatively as a student?
_____________________________________________________________________________
2. How can you be responsible in today’s global village? Cite a specific example.
_____________________________________________________________________________

What’s New

Fill It In!
Fill in the missing letters to form the correct term for each item description.
1. This part of an essay is where the overview of a topic is presented.

2. Relevant facts and pieces of information are presented in this part.

3. The concluding statement or the summary of an essay is given.

What is It

Writing an essay can be a challenging task for a student like you. However, it brings
more benefits than just browsing through social media platforms. It does not only
sharpen your mind, but it can also make you creative. It will also give you a huge deal
of advantage when you need to discuss something in the future, especially in your higher
years in education.

Essay
● It is a piece of writing that is designed to present or explain an idea, express
emotions, suggest an argument, persuade people, and initiate debate.

2
 ● It can be as short as 500 words, it can also be 5000 words or more.
● It is a brief piece of nonfiction writing that tries to make a point in an interesting
way. (Crews, 2000)

Informative Essay
● It aims to educate the target audience about a particular object, person, event,
topic, or issue.
● This essay will answer one of the five W’s: who, what, where, when, and why. Of
course, they can also answer "how," indicating how to do something.

Three Parts of an Informative Essay

1. Introduction – This is like the preview of what you are going to write about. It gives
the reader a glimpse of what is going to be discussed in the essay. The topic sentence
can be found here. It is a sentence that encapsulates the main idea of the essay.
2. Body – It provides relevant information that goes along logically from the topic
identified in the introduction.
3. Conclusion – It contains the concluding statements which shows the summary of
the main points presented.

Example:

Travelling Solo Title

James Baldwin said it best. “I met a lot of people in Europe.

I even encountered myself.” (Baldwin, 2014). Solo travel will not
only reveal colorful new heights, but it will also introduce you to Introduction
yourself. It reveals your resiliency, your sense of adventure, your
independence. Learning how to travel solo is intrinsic and it is Topic Sentence
something that can be learned today.

The first way to travel solo successfully is to research about

the area. The number one indicator of a tourist is using the GPS on
their phones on a busy street. According to World Travel News
Report, four in fifteen tourists will be pickpocketed if they stand still
on a busy street (Parker, 2019). Understand the public
transportation system, so you can blend in as a local.

Also, in line with safety, you must be wise on Body

accommodations. You can stay alone in a transient house but check
the reviews first. Make sure it is in a safe area and security is a
priority for them.

In terms of fun, pack for your lack of companionship. Bring

a journal or make a vlog about it. This way, your adventures will be
documented. It will also help you absorb the new surroundings,
make new acquaintances, and focus on the act of self-love. World
traveler Samantha Byrnes says, “We lost sight of ourselves day-to-
day. We focus on work, family, to-do lists, chores. Solo travel allows
us to return to ourselves so that, when we resume our day-to-day
activities, we can give our all” (Byrnes, 2018).

3
 Learning how to travel solo successfully is an achievable feat. Conclusion
You can stay safe if you remain knowledgeable on the area and
choose your accommodations wisely. Beyond that, you can
experience true transformation through the simple act of carrying a
journal or a camera. What do you say? Will you explore solo travel?
Choose wisely, for it just might change your life forever.

Steps on Writing an Informative Essay

This is where you choose a topic and identify your audience.

Develop your ideas, gather relevant information that you will present in the
Prewriting essay, and then organize it.

Write your gathered and organized information on a paper.

Shape your raw material into sentences and paragraphs.
Drafting

Check the ideas and concepts you presented. Make sure all details are clear
and relevant. Arrange ideas in a logical order that moves the readers through the
text.
Revising Use language that is precise, powerful, and engaging.

Apply the final touches in writing: check grammar, spelling,

capitalization, and punctuation errors.
Editing

Present your work through written or verbal form (if needed).

Reflect on your piece and ask what else could be applied to improve your
Publishing writing skill.

Tips for Writing

● Give your essays an interesting and appropriate title. It will help draw the
attention of the reader and attract their curiosity.
● Before beginning the essay, organize your thoughts and plot a rough draft. This
way you can ensure the story will flow and not be an unorganized mess.
● Keep it between 300-500 words. This is the ideal length; you can take creative
license to increase or decrease it.
● Keep your language simple and crisp. Unnecessary, complicated, and difficult
words break the flow of the sentence.
● Do not make grammar mistakes, use correct punctuation and spellings. If this is
not done, it will distract the reader from the content.

4
 What’s More

Activity 1: Let us Organize!

Choose one topic from the box below that you want to discuss in your essay. Then, use
the graphic organizer to write a draft.
Topics that you may choose from:

Online learning benefits How to cope with anxiety Social media perks
Ways to ace the exams Knowing your rights All about academic freeze
Smoking’s adverse effects Tips to avoid gadget exposure
Fun activities to do during a community quarantine

Title

Introductio
n

Body #1

Body #2

Body #3

Conclusion

5
Activity 2: Let us Get Better!
After drafting the essay in Activity 1, it is time to revise and proofread your work. Follow
the guide questions and then re-write the essay on the space provided. You may use a
separate sheet of paper if needed.
Things to verify from your draft:
1. In your concluding paragraph, did you summarize the information that was
presented? Were you able to restate all the information that brings it all together?

__________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

__________________________________________________________________________________
What I Have Learned
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

__________________________________________________________________________________
To find out what you have learned in this module, fill in the blanks with the things that
__________________________________________________________________________________
you have learned from this lesson.
__________________________________________________________________________________
1. In this lesson, I learned that an informative essay is:
__________________________________________________________________________________
_________________________________________________________________________
2. The parts of an informative essay are
_________________________________________________________________________
3. Here are the five stages in writing an essay:
_________________________________________________________________________
4. It is important to practice writing and essay because
_________________________________________________________________________

What I Can Do

Writer’s Corner

6
Think of a topic that you enjoy and are knowledgeable about. Gather information about
it and present it through an informative essay. Make sure to follow all the steps and
apply the tips discussed. Use the space provided or another sheet of paper if needed.

__________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Which is the correct order in writing an informative essay?
A. prewriting, editing, revising, drafting, and publishing
B. drafting, prewriting, revising, editing, and publishing

7
 C. prewriting, drafting, revising, editing, and publishing
D. drafting, editing, prewriting, revising, and publishing

2. Which is NOT true about writing an informative essay?

A. Utilize highfalutin words in your informative speech.
B. It is a piece of writing that is designed to educate the readers about a topic.
C. Unnecessary, complicated, and difficult words break the flow of the
sentence in the essay.
D. Creativity will help draw the attention of the reader and attract their
curiosity in your essay.

3. Which is the appropriate title for this topic sentence, “Research has consistently
shown that the meat industry has a significant environmental impact”?
A. Meat industry impact
B. Significant impact of research on the environment
C. Researching and its benefits in the economy
D. Meat industry and research advantages in the world

4. What part of an essay provides at least three or more important information that
go along logically from the topic identified in the introduction?
A. body
B. conclusion
C. introduction
D. salutation

5. What step in writing an informative essay provides reflection on the piece and
asks what else could be applied to improve one’s writing skill?
A. drafting
B. editing
C. revising
D. publishing