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Introduction

Teachers and mentors of English would like to welcome you, Grade 7


students of the K-12 curriculum, to the world of language and literature. We
can feel your excitement and enthusiasm to break the codes and secrets of
words so that you can use them meaningfully to solve problems and make your
daily lives extraordinary. We, too, are optimistic that English can truly help you
so that you can become better in communication to promote yourself and the
beautiful country that we own as well. These are the reasons why we, a group of
educator-specialists of English, created this piece of work to facilitate you in
learning English with fun and ease.

This workbook contains important lessons in English 7 that will


significantly prepare you to perform the required competency at the end of the
school year. This will also help you to be ready for the skills needed for the next
grade levels. The selections featured are interactive and deals with the current
issues and concerns of young people like you in dealing with life and the society
where they belong. The material is also packed with a lot of thrilling activities,
exercises and games that will surely engage you into an enjoyable and
challenging learning.

In every lesson, you will find the objectives which are parallel to the
competencies you need to attain. The initial tasks are prepared for you to recall
your experiences which will lead you to realize the importance of the lesson. A
text is also available to enrich the content of the lesson and to give you an
opportunity to contextualize the subject matter. The texts used in this
workbook are carefully selected to satisfy you interest and to assist you in
exploring the world at present. Then, your discovery tasks will lead you to
investigate and understand the lesson deeper. Finally, your final task is a
written work or performance to be assessed by your teachers to test if you had
a strong grip on the essence of the lesson. The final task will also facilitate you
in identifying your treasure.

We hope these simpler and easier steps will make your journey in
learning English meaningful and pleasurable. We also wish that with these
lessons and activities, you will become competent in English, confident in
accepting the challenges ahead of you and proud to be citizen of our beloved
country, Philippines.

- The Authors
TABLE OF CONTENTS

Module 3

Lesson 1 Deepening our Roots ___________________________ 1

Lesson 2 Establishing Connections ______________________ 18

Lesson 3 Rediscovering Unique Filipino Identity __________ 41

Lesson 4 Appreciating the Global Filipino Achievers ______ 52

Lesson 5 Uniting Differences and Bridging Gaps _________ 62

Lesson 6 Assessing Oneself _____________________________ 82

Lesson 7 Rising Above Challenges _______________________ 90

Lesson 8 Advancing Toward Global Excellence ___________ 106

Lesson 9 Standing Proud as a Filipino ___________________ 117

Module 4

Lesson 1 Moving Towards World Citizenship Crossing the

Distance ______________________________________ 131

Lesson 2 Being Proud to be a Filipino ___________________ 150

Lesson 3 Admiring the Invincible Human Spirit __________ 165

Lesson 4 Pursuing a Better Tomorrow ___________________ 179

Lesson 5 Playing My Roles ______________________________ 190

Lesson 6 Taking Responsibilities for our Actions _________ 207

Lesson 7 Drawing Inspiration from World-Class Filipinos _ 222

Lesson 8 Life Discoveries and Beliefs in the Changing

Environment __________________________________ 237


Lesson 1
DEEPENING MY ROOTS

YOUR JOURNEY

Every individual is uniquely created, gifted with intelligences and


equipped with skills. Your awareness and thorough understanding of your
origins will greatly help you in appreciating yourselves and building
relationships with others. However, to be globally enlightened to the essence
and value of 21st century Filipino learner, there is also a need to deepen
your knowledge about your rich cultural background and heritage so as to
connect in a more exciting world.

In order to grasp fully the world to which you belong, you must be
confident of your identity. You should have established your uniqueness
before you can take a big leap into a wider and more complicated journey.

In this lesson, you will deal with an essay, informative texts and
tasks/activities that will give comprehensive assessment of your ancestries
parallel with the development of your listening, speaking, reading, writing,
viewing, grammar and literary skills. Learning from these skills and tasks
will be best shown in making your own photo collage.

YOUR OBJECTIVES

• Use one’s schema to better understand a text.


• Use one’s schema as basis for conjectures made.
• Use different listening strategies based on purpose, topic and
levels of difficulty of simple informative and short narrative
texts.
• Note specific details of the text listened to.
• Determine the key message conveyed in the material viewed.
• Categorize words according to shades of meaning.
• Identify collocations used in a selection.
• Discover Literature as a tool to assert one’s unique identity and
to better understand other people.
• Identify the distinguishing features of Literature during the
Period of Emergence.
• Compose simple narrative texts.
• Identify feature of narrative writing.
• Express ideas, opinions, feelings and emotions during
interviews, group/panel discussions, forums/fora, debates, etc.
• Use the appropriate prosodic features of speech during
interviews, discussions and fora.
• Link sentences using logical connectors that signal
chronological and logical sequence and summation.

Remember that your expected output is a photo collage and the


criteria for assessment will be Creativity and Artistry, Content and
Substance, Organization, Overall Impression, Clarity of Concept and
Language Mechanics.

TASK 1: LETTER/WORD LINKER

You will be given sets of words to arrange in order to reveal the key
words or phrases/sentences leading to today's task. Write your answers on
the space provided after the jumbled words.

1. Filipino I a am ______________________________________
2. Filipinos educated are we ______________________________________
3. Filipino I proud be am to ______________________________________
4. Filipino I a am am not because inferior races against other I
_________________________________________________________________
5. Filipino I a am am I distinct because I unique am

QUESTION: What is the dominant message of the sentences that you have
formed?

TASK 2: SPARE AN EAR TO HEAR

Listen to the music video of ‘AKO AY PILIPINO’ by Kuh Ledesma


(Source: www.youtube.com/watch?v=fR3zgjIthaE). Reflect on the message of
the song and answer the following:

Questions:
1. What is the title of the song?

2. Who are Filipinos, based on the song?

3. How do you feel while listening to the song?

4. What is the message of the song?

TASK 3: THROWBACK #HASHTAG #SELFIE

Brainstorm on the characteristics/traits of Filipino before, what


describes them today and what they will be like in the future. Make a list of
their characteristics and present in class. Highlight their similarities and
differences.
(Suggested materials: strips of paper; illustration of Juan Dela Cruz/Inang
Bayan)

Guide Questions:

1. How do you characterize Filipinos then? today?


_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. How will Filipinos of tomorrow be different from other people of the
world?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___________________________ _________________________________________
3. Do you think that the Filipino can be the next big thing in the global
market? In what way?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
4. What realization did you get about being a Filipino?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

TASK 4: BOX OF DETAILS

Listen to a simple informative text and note down the details


mentioned. Using strips of paper while listening, write down the details from
the text and put it in the box. After listening, take out all the strips of paper
from the box and post all the similar details noted down on the exterior
sides of the box.

Listening Text:

UST Library to Exhibit Rare Newspapers

A rare opportunity to view the rarest least known newspapers ever


published in the Philippines will be offered by the University of Santo Tomas
Library in an exhibit on Journalism entitled “175 Years of Philippine
Newspapers” which will open at the lobby of the same library next week
beginning January 22. It will run through the first week of February.

According to the prefect of libraries, the exhibit will present such


valuable newspapers as Del Superior Gobierno, which is the only existing
copy today anywhere; El Diario de Manila, La Independencia, Libertas and
La Solidaridad. It will also show a lot of variety of periodicals ranging from
the most serious to the most humorous.

All newspapers on display have been preserved as priceless items by the


UST Library Filipiniana Section and Archives.

The exhibit will highlight the University celebration of its 375th


Foundation Anniversary.

TASK 5: VIEW TUBE

You are going to watch a short film entitled “Hating Kapatid”.


Illustrate the message conveyed by the film. Identify the very Filipino
character/trait shown in the movie?

Guide questions:
1. What did the movie reveal of being a Filipino?
2. What character/trait of a Filipino is depicted in the movie?
3. What is the message of the short film?

As you hope to gain more insights and explore your journey to unfold wide
extent of learning, you can try a variety of activities and consider how the
different tasks will not only help you to understand language and literary
concepts, but also help you to discover your identity and uniqueness as an
individual, as a Filipino.

Be reminded of what is expected from you as you proceed to the following


phases of this lesson.

YOUR TEXT

This phase will help you polish your knowledge and understanding
with the target concepts and skills through deeper search of the essay in
focus.

Obviously, words vary depending on the intensity and shades of


meaning. There are words which meanings are arranged from ascending to
descending, from positive to negative or from strong to weak.

TASK 6: STEP ON THE LADDER

What is a cline?

The British Council Teaching English website defines a cline as ‘a scale of


language items that goes from one extreme to another, for example, from
positive to negative, or from weak to strong’.

Why are clines useful in language teaching?

Clines can be very effective in conveying and clarifying language, giving a


very visual representation of meaning. They highlight shades of meaning;
they are efficient and can cut down on teacher talking time. They also
provide students with a good record of language to take home.

Share more examples.


Below is a list of words, arrange the following sets of words according to
intensity or shades of their meaning from ascending or descending, positive
or negative, strong to weak. State the reason of your arrangement.

1. educated, cultured, informed, skilled


2. danger, risk, hazard, menace
3. basic, fundamental, vital, indispensable
4. refined, developed, advanced, sophisticated
5. acquaintance, friend, colleague, associate
6. practical, useful, convenient, realistic
7. conduct, ways, behaviour, demeanour
8. native, resident, local, indigenous
9. change, modify, transform, revolutionize
10 .ignorant, unaware, rude, impolite

TASK 7: SPOT THE “C” (Collocations)

While there are clines, wherein words express different


meanings according to shades and intensity, there are also
collocations to which word/s work in pairs, or are partly or fully fixed
expressions that become established through repeated context-
dependent use.

There are several different types of collocation. Collocations can be


adjective + adverb, noun + noun, verb + noun and so on. Below you can see
seven main types of collocation in sample sentences.

1. adverb + adjective

• Invading that country was an utterly stupid thing to do.


• We entered a richly decorated room.
• Are you fully aware of the implications of your action?

2. adjective + noun

• The doctor ordered him to take regular exercise.


• The Titanic sank on its maiden voyage.
• He was writhing on the ground in excruciating pain.

3. noun + noun

• Let's give Mr Jones a round of applause.


• The ceasefire agreement came into effect at 11am.
• I'd like to buy two bars of soap please.

4. noun + verb

• The lion started to roar when it heard the dog barking.


• Snow was falling as our plane took off.
• The bomb went off when he started the car engine.

5. verb + noun

• The prisoner was hanged for committing murder.


• I always try to do my homework in the morning, after making my
bed.
• He has been asked to give a presentation about his work.

6. verb + expression with preposition

• We had to return home because we had run out of money.


• At first her eyes filled with horror, and then she burst into tears.
• Their behaviour was enough to drive anybody to crime.

7. verb + adverb

• She placed her keys gently on the table and sat down.
• Mary whispered softly in John's ear.
• I vaguely remember that it was growing dark when we left.

Below are sentences taken from the essay “What is an Educated Filipino”
by Francisco Benitez. Read the sentences and identify the collocations used
in the sentence.

1. The growth of the public schools and the establishment of democratic


institutions have developed our national consciousness both in
strength and in solidarity.
2. Religious freedom has developed religious tolerance in our people.
3. I venture to suggest that the educated Filipino should, first, be
distinguished by the power to do.
4. Our modern public school system has been established as a
safeguard against the shortcomings and dangers of a democratic
government and democratic institutions.
5. The Oriental excels in reflective thinking; he is a philosopher.
6. The educated Filipino, in the second place, should be distinguished
not only by his knowledge of the past and of current events in the
world’s progress, but more especially by his knowledge of his race, his
people, and his country…
7. But should we consider a man who is utterly unable to support
himself and is an economic burden to the society in which he lives as
educated merely because he possesses the superficial graces of
culture?
8. Our character, our culture and our national history are the core of
our national life, and consequentially, of our education.
9. The mother, for example, who prepares wholesome meals, takes good
care of her children, and who trains them in morals and right conduct
at home, renders efficient service to the country as well as does the
statesman or the captain of the industry.
10. There are, then, at least three characteristics which I believe to be
the evidence of the educated Filipino- the power to do, to support
himself and contribute to the wealth of our people;…

TASK 8: TAKING THE ESSAY----EASY!

Essay is a brief nonfiction work that deals with one subject. It may
express facts, a statement that can be proven or opinion, statement
expressing the writer’s view and may not be proven. It was once described
by one author that reading an essay is ‘listening to someone think’ because
it contains the thoughts of the writer. It may be serious or humorous,
formal or informal.

Below is an essay of Francisco Benitez. Read and find out how he lifts
the spirits and esteem of an educated Filipino and how he gives pride to the
Filipino race. After reading the selection, write the greatness of an educated
Filipino inside the flag of the Philippines.

What Is An Educated Filipino?

Francisco Benitez

What is an educated Filipino and what qualities should distinguish


him today?

The conception of education and what an educated man varies in


response to fundamental changes in the details and aims of society. In our
country and during transitional stages in our national life, what are the
qualities which an educated man should possess?

Alterations in Our Social Life

Great changes have taken place in the nature of our social life during
the last twenty years. The contact with Americans and their civilization has
modified many of our old social customs, traditions, and practices, some for
the worse and many for the better. The means of communication have
improved, and therefore; better understanding exists among the different
sections of our country. Religious freedom has developed religious tolerance
in our people. The growth of the public schools and the establishment of
democratic institutions have developed our national consciousness both in
strength and in solidarity.

Education Has Changed in Meaning

With this growth of national consciousness and national spirit among


our people, we witness the corresponding rise of a new conception of
education the training of the individual for duties and privileges of
citizenship not only for his own happiness and efficiency, but for the
national service and welfare as well. In the old days, education was a matter
of private concern; now it is a public function and the state not only has the
duty but it has the right as well as to educate every member of the
community the old as well as the young, women as well as men not only for
the good of the individual but also for the self-preservation and self-
protection of the State itself. Our modern public school system has been
established as a safeguard against the shortcomings and dangers of a
democratic government and democratic institutions.

Practical Activity

In the light of the social changes, we come again to the question:


What qualities should distinguish the educated Filipino of today? I venture
to suggest that the educated Filipino should first, be distinguished by the
power of doing. The oriental excels in reflective thinking; he is a
philosopher. The Occidental is a doer; he manages things, men, and affairs.
The Filipino of today needs more of this power to translate reflection into
action. I believe that we are coming more and more to the conviction that no
Filipino has the right to be considered educated unless he is prepared to
take an active and useful part in the work, life, and progress of our country
as well as in the progress of the world. The power to do embraces the ability
to produce enough to support oneself and to contribute to the economic
development of the Philippines. Undoubtedly, a man may be, and often is,
an efficient producer of economic goods and the same time he may not be
educated. But should we consider a man who is utterly unable to support
himself and is an economic burden to the society in which he lives educated
merely because he possesses the superficial graces of culture? I hope that
no one will understand me as saying that the only sign of economic
efficiency is the ability to produce material goods, for useful social
participation may take the form of any of the valuable services rendered to
society through institutions as the home, the school, the church, and the
government. The mother, for example, who prepares wholesome meals, take
good care of her children, and trains them in morals and right conduct at
home—she renders efficient services to the country as well as does the
statesman or the captain of industry. I would not make the power to do the
final and only test of the educated Filipino; but I believe that in our present
situation, it is fundamental and basic.

Acquaintance with Native History and Culture

The educated Filipino, in the second place, should be distinguished,


not only by his knowledge of the past and of current events in the world’s
progress but more especially by his knowledge of his race, his people, and
his country, and his love of the truths and ideals that our people have
learned to cherish. Our character, our culture, and our national history are
the core our national life and, consequently, of our education. I would not
have the educated Filipino ignore the culture and history of other lands, but
can he afford to be ignorant of the history and culture of his own country
and yet call himself educated?

Refinement in Speech and Conduct

The educated Filipino, in the third place, must have ingrained in his
speech and conduct those elements that are everywhere organized as
accompaniments of culture and morality so that, possessing the capacity for
self-entertainment and study, he may not be at the mercy of the pleasure of
the senses or a burden to himself when alone. There are, then, at least three
characteristics which I believe to be the evidence of the educated Filipino
the power to do, to support himself, and to contribute the wealth of the our
people; acquaintance with the world’s progress, especially with that of his
race, people, and community, together with the love of our best ideals and
traditions; and refined manners and moral conduct, as well as the power of
growth.

Now, write the greatness of an educated Filipino inside the flag


of the Philippines.

Greatness of an Educated Filipino

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

___________________________________________________________
TASK 9: THREE – in – ONE …Go FILIPINO

Now that you are aware of the concepts of an educated Filipino, it will be
more exciting and challenging if you are to accomplish these three tasks
directed towards one goal – becoming an educated Filipino.

Form groups of five and do these tasks.

a. CHARACTER SKETCH
Illustrate what an educated Filipino is using a character sketch.

_______________________
_______________________
_______________________
_______________________

_______________________
_______________________
_______________________
_______________________

b. LETTER TO THE WORLD


Write an open letter address to any citizen of the world informing the
qualities of an educated Filipino.
c. SLOGAN

Make a slogan featuring the greatness of an educated Filipino.

_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
__________________________________

TASK 10: WHO’S WHO….?

Form groups of 6 . In five minutes, present a talk show sharing your


stands or convictions that Filipinos are not inferior to any other races of the
world.

YOUR DISCOVERY TASKS

Undoubtedly, Filipino shines in different grounds because a Filipino is


special, innately talented and gifted, simply great. However, as unique
human beings, you always have to prove your worth and value because
every Filipino is insatiable for learning. There is no room for settling to being
inferior because excellence is what everyone aims for.
Obviously, you have now ample insights and arms to establish your
gained understanding and how these prized concepts be applied through
getting involved in real-life tasks and challenges.
TASK 11: I AM A FILIPINO… I AM A STAR!

Individual Task: In a star similar to the one below, share a short story
of an unforgettable experience showing your outstanding/admirable quality
as a Filipino. Be reminded to use the connectors that signal
chronological/logical sequence and summation. Then, post your star in the
face-book-like account on the wall. See how many likes you will get from
your classmates.

_____________________________________________________________

TASK 12: A Challenge to the Responsibility of Educated, Empowered


and Devoted (C.R.E.E.D.) FILIPINO

Surely, this task will be a lot easier for you because you have been
provided help on having a more comprehensive picture of your being a
Filipino. You now have a deeper understanding of your quality, trait, culture
and identity.

Work in groups. Discuss and come up with a consensus of your creed


or belief as Filipino or being an educated Filipino.
You’re doing excellently! Would you like to try how far your learning
and understanding have achieved on the target concepts and to polish
your communication skills?

YOUR FINAL TASK

As an assessment of learning and as evidence of understanding on the


target concepts and enhancing the aimed skills, you have to work on your
ultimate output for this lesson - making a PHOTO COLLAGE of an educated
Filipino. The criteria for evaluation will be Creativity and Artistry, Content
and Substance, Organization, Over-all Impression, Clarity of Concept and
Language Mechanics. This will be a group activity requiring single group
output.

RUBRIC FOR PHOTO COLLAGE

APPRENTICE BASIC LEARNED EXEMPLARY


(1) (2) (3) (4)
There is no Creativity and Creativity and Creativity and
evidence of artistry has seen artistry is well- artistry is
creativity and very slimly. The shown having a unveiled through
artistry, the content and skill of color and the meticulous
content and substance of the shape dynamics. details and
substance are photo collage is The content and designs of the
poor, somehow being substance are output. The
organization of thought of. The well – thought. photos are well
visual design is organization of The organization organized and
inappropriate, photos is slightly of photos is crafted
the concept is arranged crafted observing analytically. The
not clearly impressing a the dimensions concept is
visualized upon better result. and shades. The crystal clear
presentation, The concept can concept is clear showing no
language be acquired at a and easy to confusions of
mechanics and glance however visualize at a ideas and
delivery is not blurred. Good glance. Better insights.
polished and the language language Language
over-all mechanics and mechanics and mechanics and
impression is not delivery is delivery in the delivery are
appealing to the manifested presentation is excellently
eyes. showing observed. The articulated. The
confidence upon over-all entire photo
presentation. impression for collage is
Over-all the output is exquisite in style
impression for striking and very which makes it
the photo collage appealing to the overly appealing
is appealing to eyes. to the eyes.
the eyes.

YOUR TREASURE

With a strong belief in your competence you have actively engaged in


the different tasks that helped you improve your understanding of the
focused concepts, and at the same time develop your language
communication and literary skills.

Your PHOTO COLLAGE, which is the representation and a reflecting


image of the identity of a Filipino serves as the chief evidence of your
understanding of concepts and skills.

To further prove your successful, exciting and challenging learning


experiences, it is but right as well that you reflect on the following essential
points:

Which tasks/activities:

Did you enjoy the most?

Did you find very interesting?

Would you like to work on


further?
Keep on reflecting on these:

1. What really is an educated Filipino?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

2. Am I an educated Filipino? Why or why not?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. Do I deserve being a Filipino? Explain your answer.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Lesson 2
ESTABLISHING CONNECTIONS

YOUR JOURNEY

No man is an island. Each of us is somehow connected to one


another for we are all children of the world. Therefore it is important that
we become aware of our shared bond with other people and their culture
in order to make our lives happier and more meaningful. We should
accept cultural diversity without losing our own unique identity.

In this lesson you will study songs and a play that will help you
have a deeper understanding of our own culture and relate it with the
culture of other nations, at the same time develop your reading,
listening, viewing, writing, speaking, grammar and literary skills. At the
end of the lesson, these skills will help you prepare your very own Scrap
Book.

YOUR OBJECTIVES

• Use one’s schema as basis for conjectures made about a text.


• Recognize main points and supporting ideas in the text listened to.
• Determine the key message conveyed in the material viewed.
• Identify collocations used in a selection.
• Discover literature as a tool to assert one’s unique identity and to
better understand other people.
• Compose personal and factual recounts.
• Employ appropriate oral language and stance in a role-play.
• Link sentences using logical connectors that signal chronological
and logical sequence and summation.

Always bear in mind that your expected output is a well-prepared


scrap book and the criteria for assessment will be: Content, Creativity,
Relevance to the Theme, Organization and Language Mechanics.
YOUR INITIAL TASKS

TASK 1: REACHING OUT TO OTHERS

• Study the picture shown below.

• Write down words or phrases which come to your mind as you look
at it.
• Read your list aloud in front of the class.

TASK 2: LISTENING TO OTHERS’ VOICES

Mini Bio

Lea Salonga began her singing career at the age of ten when she
recorded her first album, Small Voice. She also hosted her own musical
TV show, "Love, Lea". She starred in "Miss Saigon" and was then offered
the role of the singing voice of Jasmine in the Disney film Aladdin (1992).
She has continued to record albums. Lea has performed for Queen
Elizabeth II, George Bush, and Bill Clinton.

- IMDb Mini Biography by: Matt Dicker

• Listen to the song “I am But a Small Voice” by international artist


Lea Salonga.
• You may sing along with it by following the lyrics below.
• Be ready to answer some questions about the song later on.

I am But a Small Voice


Sung by Lea Salonga

I am but a small voice


I am but a small dream
The fragrance of a flower
In an unpolluted air.

I am but a small voice


I am but a small dream
To smile upon the sun
Be free to dance and sing
Be free to sing my song
To everyone.

Chorus:
Come young citizens of the world
We are one, we are one (2x)
We have one hope
We have one dream
And with one voice
we sing (2x)
(Repeat Chorus)

Peace, prosperity and love


For all mankind (2x)

• Work with a partner and discuss the following questions:

Who is speaking in the song?


Who is s/he talking to?
Which are your favorite lines in the song? Why?
What is the message of the song? Explain.
YOUR TEXT

A play or drama is a composition in prose or verse presented in


dialogue or pantomime with a story involving conflict or contrast of
character, especially one intended to be acted on the stage. Drama is a
reflection of life because its plot is usually based on real life experiences
and showcases the culture of a nation.

At this phase, you will study an excerpt of a play which will make
you understand further what makes a true Filipino in thoughts, in words
and in deeds.

TASK 3: NO PLACE LIKE HOME

• Listen to the song ‘Manila’ which was popularized by the


band Hotdog.
-How does the singer describe Manila?
-What makes the city different from other places in the
world?
-Do you agree with the views presented in the song? Why or
why not?

Manila
Artist: Hotdog

Maraming beses na kitang nilayasan


Iniwanan at iba'ang pinuntahan
Parang bababeng ang hirap talagang malimutan
Ikaw lamang ang aking lagging binabalikan

(Quiapo Quiapo Quiapo, isanalang ah, aalisna.Para!)


Manila

I keep coming back to Manila


Simply no place like Manila
Manila, I'm coming home

I walked the streets of San Francisco


I've tried the rides in Disneyland
Dated a million girls in Sydney
Somehow I feel like I don't belong

Hinahanap-hanap kita Manila


Ang ingay mong kay sarap sa tenga
Mga jeepney mong nagliliparan
Mga babae mong naggagandahan

Take me back in your arms Manila


And promise me you'll never let go
Promise me you'll never let go

Manila, Manila
Miss you like hell, Manila

No place in the world like Manila

I'm coming home to stay


YOUR TEXT

TASK 4: FROM MANILA TO MANHATTAN

• Reflect on the following questions:


If given a chance to go abroad, which place would you visit? Why?

Background of the Play


"New Yorker in Tondo" is a classic Filipino Play by Marcelino
Agana, Jr. It is a satire written in the 50's. It is a story about a girl
named Kikay who goes to New York and fell in love with it. She
acquires all the New Yorkish things - style, looks, language and
manners. These things are very obvious when she arrives in the
Philippines specifically in Tondo.

Tony, childhood sweetheart of Kikay, decides to visit and


catch things up with her friend. He is a simple guy who got secretly
engaged with their other childhood friend, Nena.

Nena is a tomboyish type of girl. On her visit in Kikay's


house, she finds her friend different and weird. She gets irritated
and even imitates Kikay's ways.

Totoy, the Tondo "canto boy" is their other friend who is


funny and has a secret love for Nena which has only been revealed
when the two females had a clash.

Near the end, the secret love of the characters in the story is
revealed. And the two pairs end up in each other's arms. Kikay is
back to her old self -- simple and kind. Most of all, the Filipino
value learned by the protagonist which is "there is no place like
home", is a lesson on love of country and its culture.

• Read the script of the play ‘New Yorker in Tondo’ by Marcelino


Agana Jr.
• Work in groups of five. Answer the following questions about the
play.
1. How will you describe the main character in the play?
2. Are her qualities typical of a Filipino who went abroad?
Why?Why not?
3. When did Kikay drop her New York influences and show her
natural Tondo characteristics?
4. How did the play end? If you will be given the freedom to
choose an ending for the play, how will you do it?
5. Give the message of the play.

New Yorker in Tondo


Marcelino Agana, Jr.

Characters:
Kikay – a Tondo girl who stayed in New York for less than a year
to study hair culture and beauty science
Tony, Nena, and Totoy – childhood friends of Kikay
AlingAtang/ Mrs. Mendoza – mother of Kikay

SCENE: The parlor of the Mendoza house in Tondo. Front door is at


right. Curtained window is at left. Left side of stage is occupied by a
rattan set –sofa and two chairs flanking a table. On the right side of the
stage, a cabinet radio stands against a back wall. Open door-way in
center, background, leads into the rest of the house.
MRS. M: (As she walks toward the door) –Visitors… always visitors…
nothing but visitors all day long. Naku, I’m beginning to feel like a society
matron.
(She opens door. Tony steps in, carrying a bouquet. Tony is 26, dressed to
kill, and is the suave type. Right now, however, he is feeling a trifle
nervous. He starts slightly on seeing Mrs. Mendoza.)
MRS. M : Tony! I thought you were in the provinces.
TONY : (Startling) –But is that you, Aling Atang?
MRS. M : ( Laughing) --- Of course. It’s I, foolish boy. Who did you think
it was…Carmen Rosales?
TONY : You …you don’t look like Aling Atang.
MRS. M : (shyly touching her boyish bob) – I had my hair cut. Do I look
so horrible?
TONY : Oh, no, no … you look just wonderful, Aling Atang. For a moment
I thought you were your own daughter. I thought you were Kikay.
MRS. M : (Playfully slapping his cheek) --- Oh, you are as palikeroas ever,
Tony. But come in, come in. (She moves toward the furniture and Tony
follows.) Here, sit down, Tony. How is your mother?
TONY : (As he sits down, still holding the bouquet) --- Oh, poor mother is
terribly homesick for Tondo, Aling Atang. She wants to come back here at
once.
MRS. M : (Standing beside his chair, putting on an apron) – How long
have you been away?
TONY : Only three months
MR. M : Only three months! Three months is too long for a Tondo native
to be away from Tondo. Ay, my kumare, how bored she must be out
there!
TONY : Well, Aling Atang, you know how it is with us engineers. We must
go where our jobs call us. But as soon as I have finished with that bridge
in Bulacan, mother and I are coming back here to Tondo.
MRS. M : Yes, you must bring her back as soon as possible. We miss her
whenever we play panguingue.
TONY : (Laughing) --- That is what she misses most of all.
MRS. M : Now I understand how she feels! Your mother could never,
never become a provinciana, Tony. Once a Tondo girl, always a Tondo
girl, I always say. (She pauses, struck by a thought). But I wonder if
that’s true after all. Look at my Kikay; she was over there in America for
a whole year, and she says that she never, never felt homesick at all!
TONY : (Beginning to look nervous again) --- When … when did she,
Kikay, arrive, Aling Atang?
MRS. M : Last Monday.
TONY : I didn’t know she had come back from New York until I read
about it in the newspapers.
MRS. M : (Plaintively) --- That girl arrived only last Monday and look at
what has happened to me! When she first saw me, she was furious; she
said that I need a complete overhauling. She dragged me off to a beauty
shop, and look, look what she had done to me! My hair is cut, my
eyebrows are shaved, my nails are manicured, and whenever I go to
market, I must use lipstick and rouge! All my kumaresare laughing at
me. People must think I have become a … loose woman! And at my age,
too! But what can I do. You know how impossible it is to argue with
Kikay. And she says that I must learn how to look and act like an
Americana because I have a daughter who has been to America. Dios
mio, do I look like an American?
TONY : (Too worried to pay much attention) --- You look just wonderful,
Aling Atang. And … and where is she now?
MRS. M : (who’s rather engrossed in her own troubles too) --- Who?
TONY :Kikay? Is she at home?
MRS. M : (Snorting) --- Of course she is at home. She’d still sleeping!
TONY : (Glancing at his watch) ---Still sleeping!
MRS. M : She says that in New York people do not wake up before twelve
o’clock noon.
TONY : (Glancing at his watch once more) --- It’s only ten o’clock now.
MRS. M : Besides, she has been very, very busy. Uy, the life of that girl
since she came home! Welcome parties here and welcome parties there
and visitors all day long. That girl has been spinning around like a top!
TONY : (Rising disconsolately) --- Well, will you just tell her I called … to
welcome her home. Oh, and will you please give her these flowers?
MRS. M : (Taking the flowers) --- But surely, you’re not going yet, Tony.
Why, you and she grew up together! Sit right down again, Tony. I will go
and wake her up.
TONY : Oh, please don’t bother, Aling Atang. I can come back some other
time.
MRS. M : (Moving away) --- You wait right there, Tony. She’ll be simply
delighted to see her old childhood friend. And she’ll want to thank you in
person for these flowers. How beautiful they are, Tony…. How expensive
they must be!
TONY : (Sitting down again) --- Oh, they’re nothing at all, Aling Atang.
MRS. M : (Pausing, already at center doorway) --- Oh, Tony …
TONY : Yes, Aling Atang?
MRS. M : You mustn’t call me “Aling Atang.”
TONY : Why not?
MRS. M :Kikay doesn’t like it. She says I must tell people to call me Mrs.
Mendoza. She says it’s a more civilized form of address. So … and
especially in front of Kikay…. You must call me Mrs. Mendoza.
TONY : Yes, Aling … I, mean yes, Mrs. Mendoza.
MRS. M : (Turning to go) --- Well, wait just a minute and I will call Kikay.
TONY : (To himself as he sits down) --- Hah!
MRS. M : (Turning around again) ---- Oh, and Tony …
TONY : (Jumping up again) --- Yes, Aling … I mean yes, Mrs. Mendoza.
MRS. M : You must not call Kikay, “Kikay.”
TONY : (Blankly) --- and what shall I call her?
MRS. M : You must call her Francesca.
TONY : Francisca?
MRS. M : Not Francisca … Fran…CES…ca.
TONY : But why Francesca?
MRS. M : She says that in New York, everybody calls her Fran-CES-ca.
That is how all those Americans in New York pronounce her name. And
all she wants everybody here to pronounce it in the same way. She says
it sounds so “chi-chi”, so Italian. Do you know that many people in New
York thought she was an Italian…an Italian from California? So be sure
and remember; do not call her Kikay, she hates that name … call her
Fran-CES-ca.
TONY : (Limply, sitting down again) --- yes, Mrs. Mendoza.
MRS. M : (Turning to go again) – Now wait right here while I call Fran-
CES-ca. (Somebody knocks at the front door. She turns around again.)
Aie, Dios mio!
TONY : (Jumping up once again) – Never mind, Mrs. Mendoza, I’ll answer
it. (He goes to open the door.)
MRS. M : (As she exits) --- Just tell them to wait, Tony.
(Tony opens door and Totoy steps in. Totoy is the same age as Tony and
is more clearly a Tondo sheik. The one word that could possibly describe
his attire is “spooting”. Both boys extend their arms out wide on
beholding each other.)
TOTOY : Tony!
TONY :Totoy! (They pound each other’s bellies.)
TOTO : You old son of your father!
TONY : You big carabao, you!
TOTOY :Mayroon ba tayo diyan?
TONY : You ask me that … and you look like a walking goldmine! How
many depots have you been looting, huh?
TOTOY :Hoy, hoy, more slowly there … It’s you the police are out looking
for.
TONY : Impossible! I’m a reformed character!
TOTOY : (Arms around each other’s shoulders, they march across the
room) --- Make way for the Tondo boys … Bang! Bang!
TONY : (Pushing Totoy away and producing a package of cigarettes) Good
to see you, old pal … here, have a smoke.
TOTOY : (Taking a cigarette) – I thought you were in Bulacan, partner.
TONY : I am. I just came to say hello to Kikay.
TOTOY : (As they light cigarette) --- Tony, I’ve been hearing the most
frightful things about that girl.
TONY : (Sinking into a chair) --- So have I.
TOTOY : (Sitting down too) --- People are saying that she has gone crazy.
TONY : No, she has only gone New York.
TOTOY : What was she doing in New York?
TONY : Oh, studying. Hair culture and beauty science. She got a
diploma.
TOTOY :Uy, imagine that! Our dear old Kikay!
TONY : Pardon me, but she’s not Kikay anymore … she is Fran-CES-ca.
TOTOY : Fran-CES-ca?
TONY : Miss Tondo has become Miss New York. Our dear old Kikay is
now an American.
TOTOY :Kikay, an American? Don’t make me laugh! Why, I knew that girl
when she was still selling rice cakes! (Stands up and imitates a girl puto
vendor) --- Puto kayo diyan … bili na kayo ng puto.
TONY : (Laughing) – Remember when we pushed her into the canal?
TOTOY : She chased us all around the streets.
TONY :Naku, how that girl could fight!
TOTOY : (Fondly) --- Dear old Kikay!
(Knocking at the door.Totoy goes to open it. Enter Nena. Nena is a very
well possessed young lady of 24. )
NENA : Why, it’s Totoy!
TOTOY : (Opening his arms) --- Nena, my own!
NENA : (Brushing him aside as she walks into the room) – and Tony too!
What’s all this? A Canto boy Reunion?
TOTOY : (Following behind her) – We have come to greet the lady from
New York.
NENA : So have I. Is she at home?
TONY :Aling Atang is trying to wake her up.
NENA : To wake her up! Is she still dreaming?
MRS. M : (Appearing in the center doorway) – No, she’s awake already.
She’s changing. Good morning, Nena. Good morning, Totoy.
(Totoy and Nena are staring speechless. Mrs. Mendoza is carrying a vase
in which she has arranged Tony’s flowers. She self-consciously walks
into the room and sets the vase on the table amidst the silence broken
only by Totoy’s helpless wolf whistle.)
MRS. M : (Having set the vase on the table) –Well, Totoy? Well, Nena? I
said good morning. Why are you staring at me like that?
NENA : Is … is that you Aling Atang?
TOTOY : Good God, It is Aling Atang! (He collapses into a chair)
TONY :Totoy, Aling Atang now prefers to be called Mrs. Mendoza.
MRS. M : Oh, Tony … you know it is not I but Kikay who prefers it. She
was delighted with these flowers, Tony. She thanks you very much.
Nena, if you don’t stop gaping at me, I’ll pinch you!
NENA : (Laughing) – How you used to pinch and pinch me, Aling Atang,
when I was a little girl.
MRS. M : You were a very naughty girl, always fighting with Kikay. You
were all very naughty children. (She points at Totoy) – This one,
especially, always sneaking into our backyard to steal mangoes from our
mango tree.
TOTOY : Do you still have the mango tree?
MRS. M : Yes, it’s still out there in our backyard.
TOTOY : (Jumping up) – Come on, Nena…let’s steal their mangoes!
MRS.M : Ah-ah, you just try! I still run as fast as ever. See if I don’t catch
you again and pull your pants off!
TOTOY : (Gripping his pants) – ah, but I wear suspenders now, Mrs.
Mendoza.
MRS. M : Oh, you rascal! Come with me to the kitchen.
TOTOY : Why? To pull my pants off?
MRS. M : No, idiot! I want you to help me carry something.
NENA :Aling Atang, don’t prepare anything for us. We’re not visitors. And
we’re not hungry.
MRS. M : It’s only orange juice, Nena. I was preparing some for Kikay.
She takes nothing else in the morning. She says that in New York nobody
eats breakfast. Come along, Totoy.

(Exits Mrs. Mendoza and Totoy. Left alone, Nena and Tony are silent for a
moment. Tony seated; Nena stands behind the sofa.)
NENA : Well, Tony?
TONY : You shouldn’t have come today, Nena.
NENA : Oh, why not?
TONY : I haven’t talked to Kikay yet.
NENA : You haven’t talked to Kikay yet..! I thought you were going to
come here and tell her everything last night.
TONY : I lost my nerve. I didn’t come last night.
NENA : Oh, Tony, Tony!
TONY : (Irritated, imitating her tone) – Oh, Tony, Tony! Use your head,
Nena. Whoever heard of a man breaking off his engagement with a girl!
It’s not usual! And … my God …it’s not easy!
NENA : (Belligerently) – Are you in love with Kikay or with me?
TONY : Of course I’m in love with you. I’m engaged to you.
NENA : (Bitterly) –Yes…and you were engaged to Kikay, too!
TONY : But that was a year ago!
NENA : (Flaring up) – Oh, you wolf! (She flounces away, furious)
TONY : (Jumping up and following her) – Nena, Nena, you know I love
you, only you!
NENA : (Whirling around to face him) – How could you have the nerve to
propose to me when you were still engaged to Kikay?
TONY : I wish I had never told you. This is what I get for being honest!
NENA : Honest! You call yourself honest? Getting me to fall in love with
you when you still belonged to Kikay?
TONY : I … I thought I didn’t belong to Kikay anymore. It was only a
secret engagement anyway. I proposed to her just before she left for
America and she said we must keep our engagement a secret until she
came back. But when she had been there a couple of months, she
stopped answering my letters. So I considered myself a free man again.
NENA : (Sarcastically) – And you proposed to me.
TONY : (Miserably) – Yes …
NENA : And then asked me to keep our engagement a secret!
TONY : Because right afterwards, I found out that Kikay was coming
back.
NENA : Well, I’m tired of being secretly engaged to you! What fun is it
being engaged if you can’t tell everybody!
TONY : Just give me a chance to talk to Kikay and explain everything to
her. Then you and I will announce our engagement.
NENA : Well, you better hurry. I’m getting impatient.
TONY : The trouble is, how can I talk with Kikay now?
NENA : Why not?
TONY : Well you are here, and Totoy is here. You don’t expect me to jilt
Kikay in front of everybody, do you?
NENA : You want me and Totoy to clear out?
TONY : No…just give me a chance to be alone with Kikay for a moment.
NENA : I’ll take care of Totoy.
TONY : That’s good.
NENA : Just leave it to me.
(Totoy appears in the doorway with tray on his head; glasses and a
pitcher are on a tray.)
TOTOY : (Sailing in) – Puto kayo diyan, bili na kayo ng puto…!
(Mrs. Mendoza appears in the doorway, carrying a plate of sandwiches.)
MRS. M : Listen everybody…here comes Kikay…but she prefers to be
called Fran-CES-ca.
(She moves away from the doorway and Kikay appears. Kikay is garbed
in a trailing gown trimmed with fur at the neck and hemline. From one
hand she dangles a large silk handkerchief which she keeps waving
about as she walks and talks. In the other hand, she carries a very long
cigarette holder with an unlighted cigarette affixed. Kikay’s manner and
appearance are …to use a Hollywood expression …”chi-chi mad.”)
KIKAY : (Having paused a long moment in the doorway, hands uplifted in
surprise and delight) – Oh, hello, hello… you darling, darling people! (She
glides into the room. Everybody else is too astonished to move) Nena, my
dear…but how cute you’ve become! (She kisses Nena)And Tony, my little
pal of the valley…how are you? (She gives her hand to Tony) and
Totoy…my, how ravishing you look. (She walks all around the
apprehensive Totoy) goodness, you look like a Tondo super-production in
Technicolor! But sit down everybody…do sit down and let me look at you.
(Her three visitors sit down. She sees the tray with the glasses and
pitcher on the table and throws her hands up in amused horror.) Oh,
mumsy, mumsy!
MRS. M : What’s the matter now?
KIKAY : How many times must I tell you, mumsy dearest, never, never
serve fruit juice in water glasses!
MRS. M : I couldn’t find those tall glasses you brought home.
KIKAY : (Approaching and kissing her mother) – Oh, my poor li’l
mumsy…she is so clumsy, no? But never mind, dearest; don’t break your
heart about it. Here sit down.
MRS. M : No, I must be going to the market.
KIKAY : Oh, mumsy, don’t forget my celery. (to her visitors) – I can’t live
without celery. I’m like a rabbit…munch, munch all day.
MRS. M : Well, if you people will excuse me…Tony, remember me to your
mother. (She moves away)
KIKAY : (Gesturing make up) – and remember, mumsy…a little bloom on
the lips, a little bloom on the cheeks.
MRS. M : Oh, Kikay, do I have to?
KIKAY : Again, mumsy?
MRS. M : (Already in the center doorway) – Do I have to paint this old
face of mine, Fran-CES-ca?
KIKAY : (Breaking into laughter and turning towards the others) – But
how dreadfully she puts it! Oh, mumsy, mumsy…what am I going to do
with you?
MRS. M : (As she exits) – I give up!
KIKAY : (Still laughing) – Poor mumsy, she’s quite a problem. (She waves
her cigarette) Oh, does anybody have a light?
(Totoy jumps up and gives her a light.)
KIKAY :Merci.
TOTOY : Huh?
KIKAY : I said merci. That means thank you… in French.
TOTOY : (As he sits down) – Merci!
(Kikay poses herself on the arm of the sofa where Nena is sitting and
sipping orange juice. The two boys, also sipping juice and munching
sandwiches, occupying the two chairs)
NENA : Tell us about New York.
KIKAY : (Fervently) – Ah, New York, New York!
TONY : How long did you stay there?
KIKAY : (In a trance) – 10 months, 4 days, 7 hours and 21 minutes!
TOTOY : (Aside to the others) – and she’s still there … in her dreams!
KIKAY : (With emotion choking her voice) – Yes, I feel as if I were still
there, as though I had never left it, as though I had lived there all my life.
But I look around me (She bitterly looks around her at the three gaping
visitors) and I realize that no, no I’m not there. I’m not in New York… I’m
here, here!
KIKAY : (She rises abruptly and goes to window where she stands looking
out) I’m home, they tell me. Home! But which is home for me? This
cannot be home because my heart aches with home sickness. I feel
myself to be an exile…yes, a spiritual exile. My spirit aches for its true
home across the sea. Ah, New York! My own dear New York! (She is silent
a moment, looking across the horizon, her arms cross over her breast.
Her visitors glanced uneasily at each other.)
NENA : (To others) – I don’t think we ought to be here at all, boys.
TONY : Yes, we shouldn’t disturb her.
NENA : (With a languishing gesture) – And leave her alone with her
memories.
TONY : (Glancing at the entranced Kikay) – Is that the girl we used to go
swimming with in the mud paddies?
TOTOY : (Crossing his arms over his chest) – Ah, New York! My own dear
New York!
KIKAY : (Whirling around, enraptured) – Listen…oh listen! Now, in New
York, it’s springtime…it’s spring in New York! The daisies are just
appearing in Central Park and out in Staten Island the grass is green
again. (With a little fond laugh) Oh, we have a funny custom in New
York…an old, old and very dear custom. When spring comes around
each year, we New Yorkers, we make a sort of pilgrimage to an old tree
growing down by the Battery. Oh, it’s an old tree. It’s been growing there
ever since New York was New York. And we New Yorkers, we call it “Our
Tree”. Every spring we go down to say hello to it and to watch its first
green leaves coming out. In a way, that tree is our symbol for New
York…undying immortal, forever growing and forever green! (She laughs
and makes an apologetic gesture) But please, please forgive me! Here I
am going sentimental and just mooning away over things you have no
idea about. No, you can’t understand this emotion I feel for our dear old
tree over there in New York.
NENA : Oh, but I do, I understand perfectly! I feel that way too about
“our” tree.
KIKAY : (Blankly) – About what tree?
NENA : Our mango tree, Kikay. Have you forgotten about it? Why you
and I used to go climbing up there every day and gorging ourselves on
green mangoes. How our stomachs ached afterwards! And then these bad
boys would come and start shaking the branches until we fell down!
TOTOY :Aling Atang once caught me climbing that tree and she grabbed
my pants and off they came!
NENA : And Kikay and me, we were rolling on the ground, simply
hysterical with laughter. And Totoy, you kept shouting,”Give me back my
pants! Give me back my pants!”
(They were all shaking with laughter except Kikay who is staring blankly
at this.)
KIKAY : But wait a minute, wait a minute…what is this tree you’re
talking about?
NENA : Our mango tree, Kikay. The mango tree out there in your back
yard.
KIKAY : (Flatly) – Oh that tree…
TONY : What’s the matter, Kikay? Don’t you feel the same emotion for
that tree as you do for the one in New York?
KIKAY : (Tartly) – Of course not! They…they’re completely different! I
don’t feel any emotion for this silly old mango tree. It doesn’t awaken any
memories for me at all!
NENA : (Rising) – Well it does…for me. And such happy, happy memories!
I really must run out to the backyard and say hello to it. (Imitating
Kikay’s tone and manner) You know, Kikay, over here in Tondo, we have
a funny custom…an old, old and very dear custom. We make a sort of
pilgrimage to a silly old mango tree growing in a backyard. And for us
here in Tondo, that tree is “our” tree. In a way, it is a symbol…
KIKAY : (Interrupting) – don’t be silly, Nena.
TONY : Look who’s talking.
KIKAY : (In amused despair) – Oh, you people can’t understand at all!
TONY : Of course not. We’ve never been to New York.
KIKAY : (Earnestly) –- That’s it exactly! Until you’ve been to New York,
you can’t, can’t understand ever. Oh, believe me…not to have lived in
New York is not to have lived at all! That tree of ours over there… it
doesn’t stand for kid stuff and childish foolishness. It stands for higher
and finer things; for a more vivacious, a more streamlined, and a more
daring way of life!
KIKAY : It stands for Freedom and for the Manhattan skyline and for the
Copacabana and for Coney Island in summer and for Grant’s Tomb on
Riverside Drive and for Tuesday nights at Eddie Condons with Wild Bill
Davidson working on that trumpet of his and for Saturday nights at
Madison Square Garden with the crowds spilling all over the side walk
and for the nickel ferry ride to Staten Island and for the St. Patrick’s Day
Parade down Fifth Avenue and for all (She stops, overcome with her
memories) Oh, it’s impossible to make you see!
TONY : I still prefer a tree that grows in Tondo.
TOTOY : I second the motion
NENA : So do I.
KIKAY : (Tolerantly, very much the woman of the world) – Oh you funny,
funny children!
NENA : I really must go and say hello to our tree. You don’t mind, Kikay,
do you?
KIKAY : (Laughing) – Of course not, child. Do go.
NENA :Totoy, will you come with me?
TOTOY : (Fervently, as he rises) – To the ends of the earth!
NENA : (In the Kikay manner) – No darling…just out to our dear little
backyard.
TOTOY : (Acting up too) – Oh , the backyard of Tondo, the barong-
barongs of Maypaho, the streets of Sibakong…
NENA : (In the center doorway) – Listen, idiot, are you coming with me or
not?
TOTOY : (Following her) – Anywhere, dream girl, anywhere at all!
(Exits Nena and Totoy)
KIKAY : (Sitting down on the sofa) – Apparently, our Totoy still has a
most terrific crush on Nena. (Tony is silent) Do wake up, Tony… what are
you looking so miserable about?
(Tony rises from his chair and sits down beside Kikay on the sofa. He is
nervous and cannot speak. Kikay smilingly gazes at him.)
TONY : (Finally gathering courage) – Kikay…I don’t know just how to
begin.
KIKAY : Just call me Francesca... a good beginning.
TONY : There is something I must tell you…something very important.
KIKAY : Oh, Tony, can’t we just forget all about it?
TONY : Forget?
KIKAY : That’s the New York way, Tony. Forget. Nothing must ever be
so serious, nothing must drag on too long. Tonight, give all your
heart. Tomorrow forget. And when you meet again, smile, shake
hands…just good sports.
TONY : What are you talking about?
KIKAY : Tony, I was only a child at that time.
TONY : When?
KIKAY : When you and I got engaged. I’ve changed so much since
then, Tony.
TONY : That was only a year ago.
KIKAY : To me, it seems a century. So much has happened to me. I’ve
become a completely different person in just one year. After all, what’s
a year, what’s a person? Just relative terms. More can happen to you
in just one year in New York than in all a lifetime spent anywhere
else. Do you know…I feel as if I’ve always lived in New York. In spirit, I
am and have always been a native of Manhattan. When I first arrived
there, I felt I had come home at last. It’s my real home. Oh, listen, last
summer it was really hot…one of the hottest summers we ever had.
I’d go riding on one of those double-decker buses just to cool off, and
all those people from Kalamazoo and Peoria and other places like that
would be wandering around the streets…sightseeing, you know…and
there I would be on top of this bus looking down at them and feeling
very amused at the way they gaped at the sky-scrapers and the way
they gaped at the shop windows; but I’d be feeling very proud too,
because it was my city they were admiring, and I’d feel rather sorry for
them living out in the sticks…
TONY : Listen, I don’t want to talk about New York…I want to talk
about our engagement.
KIKAY : And that’s what we cannot do. Tony…not anymore.
TONY : Why not?
KIKAY : Tony, you got engaged to a girl named Kikay. Well, that girl
doesn’t exist anymore…she’s dead. The person you see before me is
Francesca. Don’t you see, Tony, I’m a stranger to you…we don’t speak
the same language…and I feel so much, much older than you. I’m a
woman of the world, you are only a boy. I hate to hurt you, Tony…but
surely you see that there can between us would be stark
miscegenation! Imagine a New Yorker marrying a Tondo boy!
TONY : (Blazing) – Now look here… KIKAY : (Very tolerantly) – I’m
sorry if I’ve hurt you, Tony but I wanted you to realize how ridiculous
it would be to think that I could still be engaged to you.
TONY : (Leaping up) – I’m not going to sit here and be insulted.
KIKAY : Hush, Tony, hush! Don’t shout, don’t lose your temper…it’s
so uncivilized.
People in New York don’t lose their temper. Not people of the haute
monde anyway!
TONY : (Shouting) – What do you want me to do…smile and say thank
you for slapping my face?
KIKAY : Yes, Tony, be a sport. Let’s smile and shake hands and be
just friends, huh? Be brave, Tony…forget: that’s the New York way.
Find another girl. There are other “goils” in the “esters”, as they say in
Brooklyn. You’ll find somebody else…someone more proper for you.
TONY : (Waving his fist) – If you weren’t a woman, I’d…I’d…
KIKAY : Hold it, Tony…you must never, never hit a woman.
NENA : What’s all this?
KIKAY : Nothing…nothing at all.
TOTOY : What were you two quarrelling about?
KIKAY : We were not quarrelling. Tony and I just decided to be good
friends and nothing more.
NENA : Tony, is this true?
TONY : (Shouting) –Yes!
NENA : Oh good! Now we can tell them!
KIKAY : Tell us what?
TOTOY : What’s going on here, eh?
NENA : (Taking Tony’s hand) –Tony and I are engaged.
KIKAY : (Rising) – Engaged!
TOTOY : (At the same time) – Engaged!
NENA : Yes! We’ve been secretly engaged for a month. KIKAY : A
month! (Fiercely, to Tony) – Why, you…you…
TONY : (Backing off) – I did try to tell you, Kikay…I was trying to tell
you…
KIKAY : You unspeakable cad!
NENA : Hey, careful there…you’re speaking to my fiancé.
KIKAY : He’s not your fiancé!
NENA : Oh no? And why not, ha?
KIKAY : Because he was still engaged to me when he got engaged to
you!
NENA : Well, he’s not engaged to you anymore, you just said so
yourself.
KIKAY : Ah, but I didn’t know about all this. This treacherous
business! Oh, the shame of it! Getting engaged to you when he was
still engaged to me! Do I look like the kind of girl who’d let a man jilt
her? (Moving towards Tony) Oh, you horrible, horrible monster!
TONY : (Backing off some more) – Now remember Kikay…it’s
uncivilized to lose one’s temper. People in New York don’t lose their
temper. Not people of the haute monde anyway!
KIKAY : I’ve never felt so humiliated in all my life! You beast! I’ll teach
you to humiliate me!
NENA : (Blocking her way) – I told you to leave him alone. He’s my
fiancé.
KIKAY : And I tell you he’s not! He’s engaged to me until I release him
…and I haven’t released him yet.
NENA : You ought to be ashamed of yourself! You’re just being a dog
in the manger!
KIKAY : You ought to be ashamed of yourself…stealing my man
behind my back!
NENA : (Exploding) – WHAT! What did you say?
TONY : (Keeping a safe distance) – Totoy, pull them apart!
KIKAY : (To Totoy, as he approaches) – You keep out of this or I’ll
knock your head off!
TOTOY :Naku, lumabas din and pagka Tondo!
NENA : Shameless hussy!
KIKAY : Man-eater!
(They grapple and stagger. Tony and Totoy rush forward to separate
them and finally succeeded but not before Kikayhas socked Nena.
Nena, infuriated, breaks away from Tony…who’s dragging her
away.and pounces on Kikay…whom Totoy is holding. Tony came
running but is too late to prevent Nena from socking Kikay. Kikay
sags down in Totoy’s arms. Tony pulls Nena away.)
TONY : (Furious) – How dare you sock her?
NENA : What? She hit me first!
TONY : Look what you’ve done to her!
( Totoy has dropped the knocked-out Kikay on a chair.)
NENA : Are you trying to defend her? You never defended me!
TONY : SHUT UP!
NENA : I hate you! I hate you!
TONY : Shut up or I’ll bash your mouth off!
TOTOY : (Deserting the reviving Kikay) – Hey, don’t you talk to Nena
that way.
TONY : You keep out of this!
NENA : He’s more of a gentleman than you are, he defends me!
TOTOY : (To Tony) – You take your hands off her!
TONY : I told you to keep out of this!
(Totoy socks Tony. Tony drops to the floor.)
NENA : (Running to Totoy) – Oh Totoy, you’ve saved my life.
(Meanwhile, Kikay has run to Tony’s side.)
KIKAY : (Kneeling beside Tony) – Tony, Tony … open your eyes!
TONY : (Sitting up and brushing her hands away) – Oh, get away from
here.
(Kikay rises and haughtily moves away. Tony continues to sit on the
floor, in the attitude of Rodin’s “Thinker”.)
NENA :Totoy, take me away from here!
TOTOY : (Pointing to Tony) – Are you still engaged to him?
NENA : I hate him! I never want to see him again in my life!
TOTOY : Good! Come on, let’s go. (He takes her arm and propels her
to the door.)
TONY : (As they pass him) – Hey!
NENA : (Pausing) – Don’t you speak to me, you brute!
TONY : (Still sitting on the floor) – I wasn’t talking to you.
TOTOY : Don’t you speak to me either! You have insulted the woman I
love!
NENA : (Beaming up at him) – Oh Totoy, why have you never told me?
TOTOY : (Shyly) – Well…now you know…
TONY : (Still on the floor) – Congratulations!
NENA : (Coldly) – Let’s go darling…I don’t like the smell around here.
(Exit Nena and Totoy. Tony rises and dusts himself. Kikay is on the
floor on the other side of the room, her haughty back to him.)
TONY : Now you’ve ruined my life. I hope you’re satisfied.
KIKAY : (Whirling around) – I... have ruined your life? You…have
ruined mine!
TONY : (Advancing) – What you need is a good spanking.
KIKAY : (Retreating) - Don’t you come near me, you…you Canto Boy!
TONY : (Stopping) - Don’t worry; I wouldn’t touch you with a ten foot
pole.
KIKAY : And I wouldn’t touch you with a 20-foot pole.
TONY : Just one year in New York and you forget your old friends!
KIKAY : Just one year that I’m in New York… and what do you do! But
when we got engaged, you swore to be true, you promised to wait for
me. And I believed you, I believed you! (She begins to weep) Oh, you’re
fickle, fickle!
TONY : What are you crying about? Be brave…forget…that’s the New
York way. Nothing must ever be too serious, nothing must ever drag
on too long…
KIKAY : Oh Tony, I’ve been such a fool! I’m so sorry, Tony!
TONY : Well, I’m not! I’m glad I found out what kind of a person you
are!
KIKAY : (Alarmed, approaching him) – Oh, Tony, you’re wrong, you’re
wrong! I’m not that kind of a person at all!
TONY : Oh “person” is just a relative term, huh?
KIKAY : Yes, Tony…that was Francesca saying all those silly things.
But Francesca exists no more, Tony. The girl standing before you is
Kikay.
TONY : In that silly dress?
KIKAY : It’s true, Tony. I’m Kikay…remember me? We used to go
swimming together, when we were kids. I’ve come back, Tony.
TONY : If I were right, I was engaged to a girl named Kikay.
KIKAY : Yes, and you’re still engaged to her, Tony.
TONY : Welcome home, Kikay! How was the trip?
KIKAY : Horrible! I couldn’t wait to get back.
TONY : Liked it in New York?
KIKAY : Uh-uh. Give me Tondo anytime.
TONY : Why didn’t you answer my letters?
KIKAY : (After just a wee pause) – Francesca wouldn’t let me write,
Tony.
TONY : That misty girl. I’m glad she’s dead!
(Offstage Mrs. Mendoza is heard calling “ Francesca, Francesca.” Tony
and Kikay listen, then burst into laughter.)
MRS. M : (Appearing in doorway) – Frances…Oh, Tony, are you still
here? Francesca, don’t be angry but I couldn’t live without it!
TONY : (Moving towards the radio) – That was Francesca, Aling Atang,
and Francesca is dead. The girl standing before you is Kikay.
MRS. M : (Dazed) – But Kikay is Francesca…
KIKAY : Oh no, Inay. I’m not Francesca…I’m Kikay.
MRS. M : (After gazing from on to the other, throwing her hands up.) –
I GIVE UP! (Exits)
(Tony and Kikay burst into laughter. They have turned on the radio.
It’s playing “Again” or some such silly song.)
KIKAY : (Subsiding) – Sorry, darling. (She approaches him.) May I
have this “jagging-jagging” with you, partner?
TONY : (Bowing) – Delighted, Madame. (They dance around the room
as the CURTAIN FALLS.)

YOUR DISCOVERY TASKS

TASK 5: CONNECTIONS! CONNECTIONS!

CONJUNCTIONS are words that join words or groups of


words. There are two main types of conjunctions. They are
coordinating conjunctions and subordinating conjunctions.

Coordinating conjunctions include and, or, but, for, & nor.


These conjunctions connect words, phrases, and clauses of equal
value. Clauses of equal value are called independent clauses and can
stand on their own as separate sentences.

Example: Sam is running in this race and I am carrying his water


bottle. (Each clause can stand alone as a separate sentence: Sam is
running in this race. I am carrying his water bottle.)

Subordinating conjunctions introduce dependent clauses.


Dependent clauses cannot stand alone as a single sentence. In fact,
the clause is "dependent" on the rest of the sentence for its meaning.
Example: Since I will not be home, Marie will answer the phone.
("Since I will not be home" doesn't make sense by itself. It is
dependent on the rest of the sentence for its meaning.)

ACTIVITY 1.

• Work in groups of four.


List down some lines from the play that show connections by
using conjunctions.
Example: Don’t you worry, I wouldn’t touch you with a ten-foot
pole and I wouldn’t touch you with a 20-foot pole.
• Write your sentences on a manila paper. Assign a reporter who
will present your output in class.

TASK 6: CONNECT AND CORRELATE

Directions: Insert acceptable correlative conjunctions in the


following sentences. Choose from the given conjunctions in the
box below.

1. She has stayed_____ eleven _____ twelve months in New


York.
2. _____ Francesca_____ Tony speak in English.
3. _____ you call her Kikay _____ Francesca makes no
difference to me.
4. Mrs. Mendoza_____ forgot not to serve the juice in water
glasses,_____ she is now very forgetful.
5. _____ Kikay will have to try harder _____ she will have to
move down to a different level.

Both … and neither … nor both … and

Whether … or either … or
TASK 7: CLAUSE IT!

Directions: Construct a new sentence with a clause and a


subordinating conjunction. There are choices below the
sentences.
1. Foreign songs are becoming popular. OPM is still the best in
the hearts of the Filipinos.
2. The airplane was stranded. There was not enough fuel.
3. Tony will be very happy. She went back home.
4. Hernew image will not last. She is still a Filipina by heart.
5. We believe in the good quality of the Filipino products. We
patronize our own.

because even if

so but though

FINAL TASKS

TASK 8: BE A NEW YORKER: LET’S PLAY THE ROLE

• Work in groups of five.


• Recall the scenes in the play “New Yorker in Tondo” which you
liked best.
• Role play your chosen part of the reading text. Remember to use
conjunctions in your lines or dialogue.
TASK 7: IT’S TRULY MORE FUN IN THE PHILIPPINES

• Watch a music video used by the Philippine Department


of Tourism in their campaign.
• Identify the places mentioned in the video.
• Pair up and discuss the scenic spots in our country
which you have already visited.

(Play the music video of Piliin Mo ang Pilipinas -


Source: youtube.com)

TASK 8: MAKING A SCRAP BOOK

• Recall the places that you mentioned in the previous


activity.
• Gather your old and recent pictures of these places and
use them in making your very own creative scrap book.
• Write labels below each picture describing the places and
feelings that you had while looking at them. Use the
conjunctions which were discussed previously.
• Ask a classmate to critique your work before finally
submitting it to your teacher.

Be guided by the following criteria:

 Content
 Creativity
 Relevance to the Theme
 Organization
 Language Mechanics.
MY TREASURE

Now that you are at the end of another learning journey, it is


but proper that you sit back and reflect on the knowledge, skills and
experiences that you gained from the lessons that we had this
week.Decide which of these you found enjoyable and helpful and
those lessons which you consider a little bit difficult and need to be
worked on further so that you can benefit more from it.

You may reflect on the following guide questions:

• Which lesson/s did you find interesting and enjoyable?


• Which one/s do you consider helpful based on the knowledge
that you gained?
• Which lesson/s did you find difficult?
• How do you plan to overcome these difficulties?

References:
Language in Literature (Philippine Literature)I
by Lourdes M. Ribo and Linda D. Reyes

wiki.answers.com/Q/Autobiography_of_marcelinoagana_jr.

www.slideshare.net/marcomed/deped_grade_9_quarter_1
youtube.com for the videos

Wikipedia
Lesson 3
REDISCOVERING UNIQUE FILIPINO IDENTITY

YOUR JOURNEY

The Philippines was colonized by many powerful countries that


meddled with our culture, tradition and attitude. However, no matter how
hard our dignity was trampled, we remained strong and resilient to the
test of time.

It was evident that even before they came, we already had our own
cultural identity, and this we shall rediscover as we look deeper into our
own uniqueness.

This lesson will unfold true meanings of a national identity, how


we should cherish the indelible marks of our origin, of our ancestors’
heroic contributions considered worth emulating, and why we should
remain steadfast in our own unique Filipino identity.

YOUR OBJECTIVES

• Use the universe of the text to activate one’s schema.


• Infer thoughts and feelings expressed in the text.
• Determine the key message conveyed in the material viewed.
• Identify collocations used in a selection.
• Discover literature as a tool to assert one’s unique identity and to better
understand other people.
• Explain how the elements specific to the genre contribute to the theme of
a particular literary selection.
• Compose a series of journal entries.
• Employ the appropriate oral language and stance in an interview, a panel
discussion, in a forum and in a debate.
• Use the passive and active voice meaningfully in varied contexts.

YOUR INITIAL TASK

TASK 1: LIKE A TREE


Below are two different trees commonly found in the Philippines. If
you were to choose, which of these would you want to represent you, and
why?

Form groups of five.


Think of as many words as you can which are similar to the word given
below.

PLIANT

Post your group’s work on the board and share your answers.
YOUR TEXT

Pliant Like a Bamboo


by: I. V. Mallari

(1)There is a story in Philippine folklore about a mango tree and a


bamboo tree. Not being able to agree as to which was the stronger of the
two, they called upon the wind to make the decision.

(2)The wind blew hardest. The mango tree stood fast. It would not
yield. It knew it was strong and sturdy. It would not sway. It was too
proud. It was too sure of itself. But finally its root gave way, and it
tumbled down.

(3)The bamboo tree was wiser. It knew it was not as robust as the
mango tree. And so every time the wind blew, it bent its head gracefully. It
made loud protestations, but let the wind have its way. When finally the
wind got tired of blowing, the bamboo tree still stood in all its beauty and
grace.

(4)The Filipino is like the bamboo tree. He knows that he is not


strong enough, to withstand the onslaught of superior forces. And so he
yields. He bends his head gracefully with many loud protestations.

(5)And he has survived. The Spaniards came and dominated him for
more than three hundred years. And, when the Spaniards left, the
Filipinos still stood—only much richer in experience and culture.

(6)The Americans took place of the Spaniards. They used more


subtle means of winning over the Filipinos to their mode of living and
thinking. The Filipinos embraced the American way of life more readily
than the Spaniard’s vague promises hereafter.

(7)Then the Japanese came like a storm, like a plague of locusts,


like a pestilence—rude, relentless, cruel. The Filipino learned to bow his
head low, to “cooperate” with the Japanese in their “holy mission of
establishing the Co-Prosperity Sphere.” The Filipino had only hate and
contempt for the Japanese, but he learned to smile sweetly at them and
to thank them graciously for their “benevolence and magnanimity”.

(8)And now that the Americans have come back and driven away
the Japanese, those Filipinos who profited most from cooperating with the
Japanese have been loudest in their protestations of innocence.
Everything is as if the Japanese had never been in the Philippines.
(9)For the Filipino would welcome any kind of life that the gods
would offer him. That is why he is contented and happy and at peace. The
sad plight of other people of the world is not his. To him, as to that
ancient Oriental poet, the past is already a dream, and tomorrow is only a
vision; but today, well-lived, makes every yesterday a dream of happiness,
and tomorrow is a vision of hope.

(10)This may give you the idea that the Filipino is a philosopher.
Well he is. He has not evolved a body of philosophical doctrines. Much
less has he put them down into a book, like Kant for example, or
Santayana or Confucius. But he does have a philosophical outlook on life.

(11)He has a saying that life is like a wheel. Sometimes it is up,


sometimes it is down. The monsoon season comes, and he has to go
undercover. But then the sun comes out again. The flowers bloom, and
the birds sing in the trees. You cut off the branches of a tree, and, while
the marks of the bolo* are still upon it, it begins to shoot forth-new
branches—branches that are the promise of new color, new fragrance,
and new life.

(12)Everywhere about him is a lesson in patience and forbearance


that he does not have to learn with difficulty. For the Filipino lives in a
country on which the gods lavished their gifts aplenty. He does not have
to worry about the morrow. Tomorrow will be only another day—no winter
of discontent. Of he loses his possessions, there is the land and there is
the sea, with all the riches that one can desire. There is plenty to spar—
for friends, for neighbors and for everyone else.

(13)No wonder that the Filipino can afford to laugh. For the Filipino
is endowed with saving grace of humor. This humor is earthly as befits
one who has not indulged in deep contemplation. But it has enabled the
Filipino to shrug his shoulders in times of adversity and say to himself
“Bahala na”*.

(14)The Filipino has often been accused of being indolent and of


lacking initiative. And he has answered back* that no one can help being
indolent and lacking in initiative who lives under the torrid sun which
saps the vitality.

(15)This seeming lack of vitality is, however, only one of his means
of survival. He does not allow the world to be too much with him. Like the
bamboo tree, he lets the winds of chance and circumstance blow all about
him; and he is unperturbed and serene.

(16)The Filipino, in fact, has a way of escaping from the rigorous


problems of life. Most of his art is escapist in nature. His forefathers
wallowed in the *moro-moro, the awit, and the kurido. They loved to
identify themselves as gallant knights battling for the favors of fair ladies
or the possession of hallowed place. And now he himself loves to be lost in
the throes and modern romance and adventure.

(17)His gallantry towards women—especially comely women—is a


manifestation of his romantic turn of mind. Consequently, in no other
place in Orient are women so respected, so adulated, and so pampered.
For his women have enabled the Filipinos to look upon the vicissitudes of
fortune as the bamboo tree regards the angry blasts of the blustering
wind.

(18)The Filipino is eminently suited to his romantic role. He is


slender and wiry. He is nimble and graceful in his movements, his voice is
soft, and he has the gift of language. In what other place in the world can
you find a people who can carry on a fluent conversation in at least *three
languages?

(19)This gift is another means by which the Filipino as managed to


survive. There is no insurmountable barrier between him and any of the
people who have come to live with him—Spanish, American, and
Japanese. The foreigners do not have to learn his language. He easily
manages to master theirs.

(20)Verily, the Filipino is like the bamboo tree. In its grace, in its
ability to adjust itself to the peculiar and inexplicable whims of fate, the
bamboo tree is his expressive and symbolic national tree, it will have to
be, not the molave or the narra, but the bamboo.

TASK 2: INTERPRETING

What characteristics of a Filipino are likened to the bamboo?


What Filipino qualities can be identified from the invasions that he
survived?
Write the characteristics of a Filipino based on the given details in the
text. The specific numbers of paragraphs are given below.

Paragraph Number Characteristics of a Filipino


13
14
15
16
17
18

TASK 3: FIGURATIVE LANGUAGE


Figurative language communicates ideas beyond the literal
meanings of the words. Writers use figurative language to express
thoughts and emotions simply and clearly. The following are some of the
figures of speech used by the author or writer in his essay:

A. Simile – is a comparison using LIKE or AS

Which three sentences of this essay contains a simile?


What three things are compared?
What do these things have in common?
Complete the chart below after finalizing your answer

Simile Point of comparison


Similarity
1.
2.
3.

B. Personification – is the giving of human qualities to an object, animal or


idea. For example in paragraph #2, the writer says the wind blew its
hardest. The writer depicts the wind as the human being who blows an
object.

Find more examples of personification in this essay and fill the table
below.

Personification
1. 5.
2. 6.
3. 7.
4. 8.

C. Symbol – is a person, place or object that stands for something beyond


itself.

What does the bamboo in this essay symbolize?

TASK 4: THE VOICE

The passive voice is not merely a formal variant of the Active Voice,
able to replace it without any change in meaning. There is a difference in
emphasis. Generally speaking, the subject of the sentence is the main
point of interest. The Passive Voice is the grammatical devices that gives
the object of the transitive verb prominence by making it the subject. So,
when we want to place emphasis on the action, or on the receiver of the
action, we use the passive voice. On the other hand when we give
emphasis on the subject or the doer of the action, we use the active
voice. Thus, in the sentence our army won the battle, our point of
interest, the subject is army. This sentence uses the active voice. When
we say The battle was won by our army, the subject is already acted
upon, the emphasis now is on the battle. The sentence uses the passive
voice.
Image Source: www.google.com

A. On your notebook, copy the sentences below. Opposite each, write


A if the sentence is in the active voice and P if the sentence is in the
passive voice. Then write your own sentences transforming the
voice from active to passive or vice versa.

1. The wind uprooted the mango tree.


2. He bends his head gracefully.
3. His forefathers wallowed in the moro-moro, the Awit and the
Corrido.
4. The Americans and the Spaniards dominated the Filipinos.
5. The time record was given to me by Linda.
6. Filipinos showed their skills and resilience in the invasion.
7. Ding Dong Dantes was appointed chairman.
8. The Japanese struck the Filipinos.
9. Rachel Ann was laughed at by Steppi Cheon.
10. The battle was won by the revolutionists.

B. Fill in the blanks to complete the following sentences that show


transformation of the voice of the verbs from passive to active.

1. Clear instructions were given by the teacher.


The teacher ____________________________ ________________________ .

2. Good performance is appreciated by job supervisor.


Job supervisors ________________________________________________ .

3. Competent teachers are respected by students.


Students _______________________________________________________ .

4. An obedient child is loved by parents.


Parents ________________________________________________________ .

5. The researcher was worried about the lack of materials on the


subject.
The lack of materials on the subject ___________________________ .

TASK 5: EXPRESS IDEAS

Continue working in groups of five.


Brainstorm on what you think life would be like if our colonizers did not
come.
Summarize your group’s ideas and write them in one paragraph using the
voices of the verb.
Share your insights with the class.

TASK 6 – VOCABULARY DEVELOPMENT

Often you can determine the meaning of an unfamiliar word by


studying its parts. The four kinds of word parts are Base words, Prefixes,
Suffixes and Roots. All words are made up of one or more of these parts.

Base Words. A Base Word is a complete word to which other word parts
may be added. For example, the word unpardonable is made by adding
the prefix –un which means “not” and the suffix -able which means
“capable of” to the base word pardon. The meaning of the word
unpardonable now is not capable of being pardoned.

Prefixes. A Prefix is a word part added to the beginning of a word or word


part.

Prefix Meaning Example Meaning


dis not, the opposite of disallow not to
allow
in-, un- not inefficient,
ungrateful

Suffixes. A Suffix is a word part added to the end of a base word or root
word to form a new word.

Suffix Meaning Example Meaning


-ful full of; characterized by; beautiful full
of beauty
having the ability
or tendency of

-able capable of being believable

-ist a person who does or makes pianist a person skilled in

-sion, -ation state of being invasion, preparation

-ness, -ty state of being promptness, certainty


-ic characteristic of;
relating to historic
-al like; suitable for comical

Identifying Word Parts

Prefixes , Suffixes and Base Words


Directions: The following examples are taken from the text “ Pliant like a
Bamboo.” Based on the meanings of prefixes, suffixes and base words in
the italicized words below, write definitions of the words. Then, check
your definitions in a dictionary. Write your answers on your notebook.

1. Tomorrow will be only another day? To winter of discontent


2. He lets the winds of change and circumstances blow all about him;
and unperturbed and serene.
3. There is no insurmountable barrier between him and any of his
people.
4. To him, as to that ancient, oriental poet, “the past is already a
dream...”
5. “...but today, well-lived, makes every yesterday a dream of happiness
...”
6. It makes loud protestations, but it let the wind blow its way.
7. Most of his literature and most of his art is escapist in nature.
8. He is nimble and graceful in his movement.
9. He does not have to learn with difficulty.
10. The bamboo tree is experienced and symbolic of the Filipino national
character.

TASK 7: USING THE DICTIONARY: COMPOUND WORDS

Some compound words such as ribcage and dishcloth are written


as one word. Other compound words such as washing-up and shirt-
sleeve are hyphenated.

Directions: Form compound words out of the following pairs of words.


Then, write the meaning of your new-found words by looking at the
definition in your own dictionary. Write your answers in your notebook
and use each in a sentence.

1. bam + boo 6. every + where


2. with + stand 7. Fore + bear
3. well + lived 8. Fore + father
4. out + look 9. Ad + just
5. some + times 10. A + plenty

TASK 8 MATCH AND WIN!

(A 60 - second challenge) - Assessing One’s Filipinism

Identity is a thing that sets us apart in the sea of individuality.


People around the world are recognized for their cultural identity and
Filipinos likewise are known for their own cultural values which make
them different from the rest.
Directions: Match the situation under Column A to that of Column B
which shows one’s Filipinism. ( You are only given a minute to match the
correct answers.) Write the letter of your answer on the space provided
for. Those who will get the highest points will receive credits/token for a
prize.

Column A Column B

_____1. A young girl donates P1.00 for Yolanda A.Bayanihan


victims.

_____ 2. Whenever storms come, we always remember B. Charitable


the good and the bad sides, the causes and
effects, the ups and downs . No matter how
hard we are hit, we always try to stand and
never lose hope. We can always smile and
say “ Tabang na, Tindog Pinoy.”

_____3. A week from now, my family will be very busy C. Resilient


preparing for the coming of our friends from
America. We will turn the house upside down
and make sure everything is ready to make them
comfortable.

_____ 4. A young couple was moving out, and so the D. Family-oriented


men in the neighbourhood helped them fix
their abode.

_____ 5. Filipinos often find greener pasture abroad but E. Hospitable


after years of hard work, they return, spending
time with their families and grand children
because after all, there’s no place like home.

TASK 9 – I AM A FILIPINO
Filipinos are famous worldwide. Some made history and some are
currently doing their best, proving to the world that they are proudly born
Filipinos. You too, can be one of these persons.

In your journal, write a reflection on what makes you a Filipino, an


identity that will also put you with the best in the world.

You may also use a model – a hero, personality, or someone worth


emulating to help you be your best in the future.

Read your work in class so they, too, can be inspired.

YOUR FINAL TASK

TASK 10: TALENTADONG PINOY

Filipinos are rich in experiences and culture. Show your talents


in class which demonstrate your inner self as a true Filipino. Review your
answers in Task 9 to help you come up with your chosen talent.

MY TREASURE

TASK 11: GIVE ME FIVE! – I AM UNIQUE

The Filipino, as described in paragraph #15 “...has a way of


escaping from the rigorous problems of life. Most of his literature and
most of his art is escapist in nature. His forefathers wallowed in the
moro-moro, the awit and the corrido.”

Three centuries under the Spanish rule followed by fifty years of


American influence has made the Philippines an Asian country unlike any
other. Through a thick layer of Spain and America, you can glimpse the
Filipino soul trying to express its unique cultural identity.

Form small groups of five.


Take turns in expressing how you can show your unique identity as a
Filipino.
Where you differ, talk about it until you agree with each other on the best
five unique descriptions of the Filipino identity.
Report your group output in class.
Lesson 4
APPRECIATING THE GLOBAL FILIPINO ACHIEVERS

YOUR JOURNEY

Be proud you are a FILIPINO! God has given you the richness of
nature and the strength of the vast blue sea. Your motherland is situated
in a grand arena of opportunities and equal chances to grow and
flourish. And YOU, as a FILIPINO YOUTH, have the power to develop
yourself – to become equipped with appropriate skills and competencies
and eventually, to be able to prove your might in the global stage. There
is no doubt that you can do it because there is already a significant
number of Filipinos who became global achievers in history. They are the
great minds, hands and hearts that captured the international attention
in each of their respective fields.

In this lesson, you will be inspired by some global Filipino


achievers. Who knows? You might find yourselves following in their
footsteps. In performing the activities and tasks in this lesson, you will
be inspired to be the next great Filipino that would make a difference in
your country and the rest of the world. Embracing the challenges of
education today is a good start. And then, you may find your next step in
valuing what they did by writing them a letter of appreciation.

YOUR OBJECTIVES

• Share previous knowledge and experiences on the topic.


• Determine the order of ideas using cues.
• Identify the message of a film clip.
• Identify words or expressions with genus-species (hyponymous)
relation.
• Discover literature as a tool to assert one’s unique identity and to
better understand people.
• Explain literary devices used.
• Compose an anecdote based on a significant personal experience.
• Employ the appropriate oral language and stance in an interview, a
panel discussion, in a forum and in a debate.
• Use the passive and active voice correctly.

YOUR INITIAL TASKS

Task 1. Name the Stars


Inside the stars, write the names of the Filipinos described by the
phrases on the next page. Select on the given choices.

1. 2.
3.

4. 5. 6.

1. The Voice that Conquered the World

a. Charice Pempengco b. Lea Salonga

2. The Magician
a. Efren “Bata” Reyes b. Django Bustamante
3. The 2009 CNN Hero of the Year

a. Phil Younghusband b. Efren Peñaflorida

4. The Amazing Pacman

a. Manny Pacquiao b. Gabriel Elorde

5. The Major Major Queen

a. Shamcey Supsup b. Venus Raj

6. The 8thYoungest Chess Grandmaster

b. Wesly So b. Eugene Torre

TASK 2: TWO PICS ONE WORD

Identify the field or industry where the two persons excelled in and
become global achievers. Clues are provided for you.

___ ___ S ___ ___ ___ O ___ ___ ___ ___


___ ___ ___ ___I ___ ___ ___ ___ __ __ A __ __ __ __ __ __ __ __ N __

Photo Source: www.googleimages.com

TASK 3: THE SWEET REVENGE

Read the text that follows. Then, fill in the blanks in the
statements that follow with the appropriate word/s to make the acronym
meaningful.

While he grew up in a poverty-stricken family in the urban slum


near an open dump site in Cavite, Efren Peñaflorida often became a
victim of neighborhood bullying. However, instead of taking revenge by
maltreating weaker children, he tried to alter his life by creating the
“Dynamic Teen Company” in 1997 which aimed to divert students’
attention away from street gangs. The group provided youth awareness
projects, talent and self development activities and community services.
Efren was 16 years old during that time and together with his high
school friends, and through their collaboration with Club 8586, they
envisioned and realized the innovative idea of “Pushcart Classrooms”.
They stocked the pushcarts with educational materials like books,
papers, pens, chairs and tables and set up an unconventional classroom
on Saturdays to cater to young people who cannot afford to attend
school. They recreate school settings in peculiar locations like a
cemetery or dump site.

Peñaflorida was nominated for CNN Heroes by Club 8586, the


youth group that financed his elementary and high school education. On
November 22, he was named CNN Hero of the Year for 2009. The award
includes $100,000 cash to continue his work with Dynamic Teen
Company.

PresidentGloria Macapagal-Arroyo conferred on Efren Peñaflorida


the Order of Lakandula in a ceremony at Malacañang Palace upon his
return to the Philippines.

Some documentaries and research were made to enrich the


societies’ awareness of this humble and noble man. It was noted that he
was an outstanding scholar of the World Vision and received many
awards when he graduated in elementary and high school. In 2000, he
finished C degree in Computer Technology at San Sebastian College -
Recoletos de Cavite with the highest honor. Eventually, he pursued
Bachelor in Secondary Education at Cavite State University where he
graduated cum laude.
Source: www.wikipedia.org

1. Efren is a victim of _____________


2. His Friends in high school took part in the “____________ Teen
Company”.
3. Rain or shine, Efren’s group deliver education to out-of-________
youth.
4. Every _____, Efren and his group change the dump site into a
classroom.
5. No barrier is too big for Efren so he was recognized by __________.

TASK 4: TURN BACK THE HANDS OF TIME

A Flashback is a literary technique used by authors to aid in understanding


and appreciating the present event in a narrative.

The idea highlighted in the text is the nomination and selection of


Efren as CNN Hero of the year. What parts of his flashback story are
significant in the present event? Write them to make another acronym
for EFREN.
Example:
E - Expectations motivated Ela to excel in grade school.
L – Learning from experiences, Ela joined extracurricular activities.
A – After four years of hard work and perseverance, Ela finished
Bachelor
in Accountancy with flying colors.

1. E - ___________________________________________
2. F - ___________________________________________
3. R - ___________________________________________
4. E - ___________________________________________
5. N - ___________________________________________

TASK 5: OUTSTANDING FOOTPRINTS

Arrange the important events in the life of Efren Peñaflorida in


chronological order. Number them from 1-5.

______ 1. Efren finished a computer course on top of his class at San


Sebastian
College in 2000.

______ 2. Then, he established the Dynamic Teen Company with the


flagship
Project “pushcart classrooms” when he was in high school.

______ 3. Finally, received the CNN Hero of the Year award in 2009 with
an
overwhelming amount that helped him in pursuing the
objectives of
“pushcart classrooms”.

______4. At first, the neighboring children bullied the young Efren due to
his
poverty and weaknesses.

______ 5. Efren graduated cum laude with the degree in Secondary


Education in
2006.

TASK 6: EMPATHY TO VICTIMS OF BULLYING

Do you know a victim of bullying? Or have you been a victim of


bullying? Taking inspiration on how Efren Peñaflorida coped with this
misfortune, write a piece of advice to a victim of bullying so that he can
find hope and try to achieve again.

(Taruc,2011)
______________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_________________________________.

TASK 7: THE SECRET, REVEALED

Watch a film clip (www.youtube/watch/v.com) of Wesley So, the


8thYoungest Chess Grandmaster of the World, and answer the following
questions:

1. At what AGE did he receive the Grandmaster title?


_________________________
2. At what AGE did he become the youngest Filipino International
Master? _______
3. At what AGE did his father teach him to play chess?
________________________
4. At what AGE did he start playing chess?
__________________________________
5. At what AGE did he win in the Philippine Chess Championship?
_______________
Discovering and developing talents can never be
EARLY or LATE but the BEST time to start is NOW…
-Anonymous

TASK 8: SPORTS IS ACTIVE NOT PASSIVE

The following sentences are actions from different sports. Change


the voice of the verbs from passive to active.

1. The ball is dribbled by the blue cager. (Basketball)


__________________________________________________.

2. The ball was received well by the green spiker. (Volleyball)


__________________________________________________.

3. The blocks were broken by the white jin. (Taekwondo)


__________________________________________________.

4. A deuce was made by the red smasher. (Badminton)


__________________________________________________.

5. An offensive block was tossed by the yellow kicker. (Football)


__________________________________________________.

TASK 9: PRESS CONFERENCE

Research on one or two global Filipino achievers. Then, set up a


press conference in the classroom. Someone will act as the global Filipino
achievers and the rest of the class will be the panelists or interviewers.
Use the following guide questions in the conference.

1. How did you discover your talent? Who are the first persons to
know your capabilities?
2. What is your objective in every game or competition you
participate in?
3. What are the highlights of your career?
4. What countries did you travel to showcase you talent?
5. What trainings or preparations do you do to enhance your
skills?
6. What are the realizations you learned as you journey towards
developing your talent?
7. What do you consider your greatest achievement?
8. To whom do you dedicate your success?
9. What is your message to other young Filipinos who wish to
follow your path?

After performing the tasks, you are now ready to answer the
Focus Question.

TASK 10: FOCUS QUESTION

What are the admirable characteristics of global Filipino achievers


that we must appreciate? Write your answers on each of the rays of the
sun. You may add more rays if needed.

Global
Filipino
Achievers
YOUR DISCOVERY TASK

TASK 11: YOUR OWN ANECDOTE

After discovering some great global Filipino achievers, it is now


your time to think of your own anecdote. Relate a personal experience of
success, be it small or big. Don’t forget to include your inspiration in
achieving it and the lessons you learned from your experience.

_______________________________________

__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________ .

YOUR TEXT

The following text describes the strong pride and honor of a


Filipino. It emphasizes the appreciation on the contributions of great
Filipinos in the past. Read and reawaken the spirit of heroism in your
heart.

I am a Filipino : An Excerpt
By Carlos P. Romulo
I am a Filipino. In my blood runs the immortal seed of heroes -
seed that flowered down the centuries in deeds of courage and defiance.
In my veins yet pulses the same hot blood that sent Lapulapu to battle
against the alien foe that drove Diego Silang and Dagohoy into rebellion
against the foreign oppressor.

That seed is immortal. It is the self-same seed that flowered in the


heart of Jose Rizal that morning in Bagumbayan when a volley of shots
put an end to all that was mortal of him and made his spirit deathless
forever; the same that flowered in the hearts of Bonifacio in Balintawak,
of Gregorio del Pilar at Tirad Pass, of Antonio Luna at Calumpit; that
bloomed in flowers of frustration in the sad heart of Emilio Aguinaldo at
Palanan, and yet burst forth royally again in the proud heart of Manuel
L. Quezon when he stood at last on the threshold of ancient Malacañang
Palace, in the symbolic act of possession and racial vindication.

The seed I bear within me is an immortal seed. It is the mark of my


manhood, the symbol of dignity as a human being. Like the seeds that
were once buried in the tomb of Tutankhamen many thousand years ago,
it shall grow and flower and bear fruit again. It is the insigne of my race,
and my generation is but a stage in the unending search of my people for
freedom and happiness.

"I am a Filipino born of freedom and I shall not rest until freedom
shall have been added unto my inheritance - for myself and my
children's children - forever.

TASK 12: FIND THE EQUIVALENT

Think of Filipinos in the present who can be the equivalent of the


following great Filipinos cited in the text. Consider their achievement and
the field where they excel.

Example: Gregorio del Pilar (He defended the Tirad Pass) – the
Philippine coast guards defending Spratly Islands

1. Juan Luna (painting) –


2. Andres Bonifacio (bravery)–
3. Jose Rizal (writing)–
4. Manuel L. Quezon (valuing the Filipino language)–
5. Emilio Aguinaldo (leadership)–

TASK 13: HYPONYMOUS


In the text, we can find hyponyms to revolutionary and reformist.
These two words are contextually defined during the Spanish
colonialization in the country.

Diego Silang and Andres Bonifacio are hyponyms of


revolutionist and Jose Rizal and Marcelo Del Pilar are hyponyms of
reformist.

Hyponyms are words whose meaning is both narrower


than and included in the meaning of a more general term.

Example: Tulip and Rose are HYPONYMS of Flower

Tulip and rose are kinds of flower. Therefore, they are


included in the meaning of the general term, Flower.

Now, try to identify the hyponyms of the following words.

1. Dog and Cat are hyponyms of ______________________


2. Mandarinand Spanish are hyponyms of ____________________
3. Mayon and Taal are hyponyms of ___________________
4. Eugene Torre and Wesley So are hyponyms of
_____________________
5. Angel Locsin and Toni Gonzaga are hyponyms of
___________________

TASK 14: A CALL FOR MORE


Read the last part of the poem “Like the Molave” and answer the
questions that follow.

Not yet, Rizal, not yet. The glory hour will come
Out of the silent dreaming
from the seven thousand fold silence
We shall emerge, saying WE ARE FILIPINOS!
and no longer be ashamed
sleep not in peace
the dream is not yet fully carved
hard the wood but harder the woods
yet the molave will stand
yet the molave monument will rise
and gods walk on brown legs

-an excerpt from “Like the Molave” by Rafael Zulueta de Acosta


1. According to the poem, why should the Filipinos not sleep in
peace?
________________________________________________________
2. What do you think the author mean when he said “The glory hour
will come”?
________________________________________________________
3. Who do you think is the author referring to when he said “gods
walk on brown legs”?
________________________________________________________
4. What does the author suggest that Filipinos must do so that we
will rise from among the other nations of the world?
________________________________________________________
5. Why do you think the author used the molave to describe the
Filipinos?
________________________________________________________

Our nation is now counting on you, young Filipinos. You are the
movers of the world. Motherland will wait and see you achieve in the
global stage.

To make your first step, appreciate the global Filipino achievers.


Appreciating them may lead you to idolize them and maybe later, imitate
them and follow their tracks.

Now, be ready to create your treasure.

YOUR TREASURE

Task 15: Letter of Appreciation

Read on a global Filipino achiever who is successful in a field that


you also wish to excel. Write a letter to him/her expressing your
appreciation of his/her talents and achievements. At the end of your
letter, make a promise that in your most humble way, you will also
become a global Filipino achiever.

Dear _____________,
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________ .

__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________.

__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________.

Sincerely
yours,

__________________
Lesson 5
UNITING DIFFERENCES AND BRIDGING GAPS

YOUR JOURNEY

Filipinos are innately peace-loving people. They fought bloody


battles in the past but longed to enjoy friendly ties among themselves
and with neighboring countries. In small communities, they usually seek
the help from leaders or authorities to resolve conflicts, yet still maintain
cordial relationships.

In this lesson, you will be able to discern that societies may have
their differences but still they find ways to resolve their conflicts. You are
likewise expected make a poster.

YOUR OBJECTIVES

• Determine words or expressions with genus-species (hyponymous)


relations.
• Follow steps in a process.
• Compose an anecdote based on a significant personal experience.
• Make predictions about the text.
• Discover literature as a tool to better understand other people.
• Learn what local color is in a narrative.
• Employ the appropriate oral language and stance in an interview,
panel discussion, in a forum and in a debate.
• Use direct and reported speech appropriately in varied contexts.
• Make a stand on a material viewed.

YOUR INITIAL TASKS


TASK 1: HARMONIOUS RELATIONSHIP

Given are sets of words. Determine the relationship among the


given words, and then arrange each set from the superordinate down to
the hyponym.

1. Viand, fried chicken, food, breakfast, chicken

2. Accessories, earrings, richness, property, jewelry

3. Children, family, domestic pets, community, parents

4. Complainant, witnesses, lawyer, verdict, accused

TASK 2: LEAD ME PLEASE

Below are the steps on how to prepare and cook “Chicken Inasal”.
With a partner, read the steps and arrange them chronologically.
Number them accordingly.

____ Finally, combine chopped siling labuyo, onions, garlic with honey
and soy sauce as dipping.

____ Then, skew the chicken in bamboo sticks.

____ You are ready to grill the chicken. Wait until done. Baste it with the
marinade occasionally.

____ Afterwards, prepare the grill. Make sure it doesn’t burn the chicken.

____ First, marinate the chicken in soy sauce, kalamansi juice and
tanglad overnight.
TASK 3: THE PEACEMAKER

Group yourselves into five. In your group recall an experience on


how you have helped resolve at least two (2) conflicts. Determine the
conflicts and what you did to resolve them using the format. Write your
answers on a Manila paper. Choose a leader, a secretary and a reporter
for the group.

Conflicts you had experienced What you did to resolve the


conflicts
1.

2.

TASK : WORD WAR

The words in this task are found in the text to be discussed.


Arrange the letters to form the correct words. Be guided by the
paragraph number in which the mystery word is found.

GEDUJ - a person who decides over a case (par. 1)

PTTASSROAE - audience; witnesses (par. 9)

ONCAB - strips of meat (par. 2)

NTPMLOIAC - a false or true statement against a person (par. 7)

BOSTRU - healthy looking (par. 4)

OMRAA - scent; smell (par. 2)

YWARLE – a person who defends a plaintiff or a defendant in a


case ( par. 9)

OREMSO - pale looking (par. 17)

DENGCONNIMI - accusing or reproving (par. 3)

OUSTACONGI - infectious or transmittable (par. 3)

TASK 5: RICH VS. POOR

The selection focuses on a conflict between a rich man and a poor


man. The class will be grouped into two, THE RICH group and THE
POOR group. Decide if you would want to take a stand on the rich side or
the poor side. Each group should present laudable reasons for having
chosen their group. These reasons will be the basis for a debate.

Note: Each group is graded using this rubric.

CLASSROOM DEBATE RUBRIC

Levels of Performance

Criteria 1 2 3 4

1. Organization and Unclear in most Clear in some Most clear and Completely clear
Clarity: parts parts but not over orderly in all and orderly
all parts presentation
viewpoints and responses are
outlined both clearly and
orderly.

2. Use of Arguments: Few or no Some relevant Most reasons Most relevant


relevant reasons reasons given given: most reasons given in
reasons are given to support given relevant support
viewpoint.

3. Use of Examples and Few or no Some relevant Many Many relevant


Facts: relevant examples/facts examples/facts supporting
supporting given given: most examples and
examples and facts are given examples/facts relevant facts given
to support reasons.

4. Use of Rebuttal: No effective Few effective Some effective Many effective


counter- counter- counter- counter-
arguments made by the other arguments made arguments made arguments made arguments made
teams are responded to and
dealt with effectively.

5. Presentation Style: Few style Few style All style features All style features
features were features were were used, most were used
tone of voice, use of used; not used convincingly convincingly
gestures, and level of convincingly convincingly
enthusiasm are convincing to
audience.

YOUR TEXT

TASK 6: READING THE SELECTION

Read the short story below to experience a glimpse of how life was
between two families and you will be entertained by the way on how a
conflict was resolved between them.

My Father Goes To Court

by Carlos Bulusan

1 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 neighbour 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.

2 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 neighbour’s servants roasted three chickens.
The chickens were young and tender and the fat that dripped into the
burning coals gave off an enchanting odour. We watched the servants
turn the beautiful birds and inhaled the heavenly spirit that drifted out
to us.

3 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 neighbors who passed by our house often stopped in
our yard and joined us in laughter.

4 As time went on, the rich man’s children became thin and
anemic, 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.

5 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.

6 From that day on, the windows of our neighbour’s house were
always closed. The children did not come out anymore. We could still
hear the servants cooking in the 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.

7 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.

8 When the day came for us to appear in court, 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 centre 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.
9 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.

10 After the courtroom preliminaries, the judge looked at the


Father. “Do you have a lawyer?” he asked.

“I don’t need any lawyer, Judge,” he said.

“Proceed,” said the judge.

11 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.

12 “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.

13 “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?”

14 Father got up and paced around, scratching his head


thoughtfully. Then he said, “I would like to see the children of
complaint, Judge.”

“Bring in the children of the complaint.”

15 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.

16 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 complaint.”

“Proceed.”

17 “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.”

18 “Do you claim that we stole the spirit of your food by hanging
outside your windows when your servants cooked it?” Father said.

“Yes.”
19 “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 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.
20 “May I walk to the room across the hall and stay there for a few
minutes, Judge?” Father said.
“As you wish.”

21 “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.

22 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 complaint.

“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.


23 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.

24 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.

25 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.

TASK 7: COMPREHENSION CHECK

1. Pick lines from the story to differentiate the two families.

2. Answer the following questions:

a. What happened to the rich man and his children as time went
on? to the children of the poor family?
b. What made the rich man file a case against the poor father?
c. How did the poor father win the case?
TASK 8: MAKE SENSE
LITERARY DEVICE
Local color is a technique in writing a story that makes use of
description and language that appeals to the senses, and that brings to
life the surrounding of a particular place and time.
In the story, the writer has made use of description that appeals to
the senses: smell, sight, touch, and hearing. Complete the table by
filling in words from the story that appeal to the senses mentioned.

SMELL SIGHT TOUCH HEARING

TASK 9: JUDGE ME NOT

Pretend that you are the judge assigned to decide over the case
between the rich man and the poor man, how would you decide on the
case?

Write your answer on a sheet of paper and be ready to give your


justification before the class.
YOUR DISCOVERY TASKS

TASK 9: DIFFERENT GROUPS, DIFFERENT STROKES

The class will be grouped in four. Group leaders will draw lots for
the tasks. Each group will accomplish a different task. Read again the
selection in your group.

Group I

Recreate the story. Point out the highlights and pick the exact
dialogues from it.

Group II

Divide the story into five (5) parts, then, choose one part and
sketch the scenario. Use Manila paper and crayons.

Group III

Interpret the story through a mime. The teacher will guide you on
how to do a mime presentation.

Group IV

Design and make colorful and artistic bookmarks with slogans or


passages on how one can avoid conflicts.
TASK 10: GRAMMAR IN FOCUS

Direct Speech vs. Indirect Speech

Study the following sentences

Direct Speech

♦ The teacher says, “The computer has all the answers


to all our questions.”
♦ The student asked, “Can it solve mathematical
problems?”
Indirect Speech

♦ The teacher says that the computer has all the


answers to all our questions.
♦ The student asked if the computer could solve
mathematical problems.
Going Over the Sentences
1. When the quoted part is declarative, it is transformed into a “that
clause.”
Example:

Mr. Florendo says, “The computer has answer to all


our questions.”

Reported: Mr. Florendo says that the computer has


answer to all our questions.

2. When the quoted part is interrogative, it is transformed according


to the following:
A. If the quoted part is a “yes” or “no” question, it is transformed into
an “if-clause” or “whether clause.”
Example:
James asks, “is the computer a thinking machine?”

Reported:

- James asks if the computer is a thinking


machine.

- James asks whether the computer is a thinking


machine.

B. If the quoted interrogative part is any of the WH-questions, it is


transformed by switching the places of the subject and the verb.
Example:

Jerome asks, “What are your plans?”

Reported:

- Jerome asks what my plans are.

C. The verb in the quoted part should be consistent in tense with the
verb in the introductory part.
- A present tense verb in the introductory part calls
for a present tense verb in the quoted part.

Example:

Jane says, “I enjoy my computer lessons.”

Reported:

- Jane says, “I enjoy my computer lessons.”

Reported:

- Jane says that she enjoy her computer lessons.


- A present tense verb in the introductory part and a
present perfect tense verb in the quoted part retain
the present tense verb.

Example:

Mary says, “We have tried hard to solve the problem.”

Reported:

- Mary says that they have tried hard to solve the


problems.
- A past tense verb in the introductory part and a
present tense verb in the quoted part change the
quoted part into past tense.

Example:

Jimmy said, “The orientation program is successful."

Reported:

- Jimmy said that the orientation program was


successful.

- A past tense verb in the introductory part and a


present perfect tense verb in the quoted part
change the present perfect verb into past perfect
tense.

Example:

Eddie said, “The graduates last year have already


found good paying jobs.”

Reported:
Eddie said that the graduates last year had already
found good paying jobs.

- A past tense verb in the introductory part and a


future tense verb in the quoted part make the
helping verb will and shall, would and should
respectively.

Example:

Clifton said, “I will take computer science next year.”

Reported:

- Clifton said that he would take computer science


next year.

- A past tense verb in the introductory part and a


present tense verb with can and may, make can,
could and may, might.

Example:
John said, “Without man, the computer can not
work.”

Reported:

- John said that without man, the computer could


not work.

D. The verb in the quoted part remains present even if the


verb in the introductory part is past tense when the
quoted part says or asks for a fact or truth.
Example:
Clifton said, “The computer is a wonder machine of
science and technology.”
Reported:
Clifton said that the computer is a wonder machine of
science and Technology.”

E. If the quoted part is an imperative sentence, it is changed


into an infinitive phrase to make a reported declarative
sentence.

Example:
Our adviser told us, “Take short-term computer
courses in college for six months.”
Reported:
- Our adviser told us to take short-term computer
courses in college for six months.

F. The pronouns in the quoted part are replaced


accordingly:
- You with I or we, if it is used as a subject.

Example:
Jimmy asks: “What course did you take in college?”
Reported:
Jimmy asks what course I took in college.

- You with me or us if it is used as an object.

Example:
Tom asks, “What gives you inspiration in your
studies?”

Reported:
Tom asks what gives me inspiration in my studies.

- Me with her or him

Example:
Mely asks, “Why have you forsaken me?”

Reported:
- Mely asks why I have forsaken her.

Task 11: PICK A DIALOGUE

Pair Work: Pick 4 declarative sentences, 2 wh-questions, 2 yes-no


questions and 2 imperative sentences from the story read. Rewrite these
in reported speech. Write your answers on a one whole sheet of paper.

YOUR FINAL TASK

TASK 12: VIDEO CLIP ANALYSIS

Watch a video clip about an interesting story of a teacher and three


young boys talking about religious beliefs. Express your own point of
view about their topic and how you can help them resolve their conflict
through a poster. (link: www.youtube/watch?eUcRsqt0BEo)
YOUR TREASURE

Conflicts are inevitable because everyone has diverse opinions,


judgments and prejudices rooting from different values orientation and
experiences. However, these conflicts should not divide people; instead
these must serve as opportunities to unite people with conflicting mind
sets.
To strengthen your learning in this lesson, you have to clearly
identify ways to avoid conflicts.
1.
2.
3.
4.
5.
Lesson 6
ASSERTING ONESELF

YOUR JOURNEY

As a young dreamer, there are some obstacles that you will


encounter before attaining success. One of those barriers is your timidity
or shyness to assert what you want. There may be some instances when
you will be reluctant to speak and express yourself because you are
afraid of making mistakes. Sometimes you are frightened of the people’s
inability to accept who you are and what you want to do. On the other
hand, you are special as you are and unique in every way so there is no
reason for you to feel you are beneath anyone. You must learn the skill of
expressing your ideas and opinions with clarity, confidence and modesty.

In this chapter, you will meet some people who were never afraid to
assert themselves. Aside from the acceptance that they receive from the
community, they also became inspiration to others.

Learn and be encouraged by their stories that one day you will
develop your ability to assert yourself and move closer towards the
fulfillment of your dreams. It might be helpful if you will make your
creative travelogue at the end of this lesson to guide you in your way to
success.

YOUR OBJECTIVES

• Make predictions about the text.


• Sequence a series of events mentioned in the text listened to.
• Make a stand on the material viewed.
• Determine words or expressions with genus-species
(hyponymous) relations in the selection.
• Discover literature as a tool to assert one’s unique identity
and to better understand other people.
• Determine tone, mood, technique and purpose of the author.
• Compose a travelogue.
• Express ideas and opinions based on text listened to.
• Use direct and reported speech appropriately in varied
contexts
YOUR INITIAL TASK

TASK 1: TAKE A LOOK…TAKE A STAND!

Proving our self worth is a heavy task because not everybody


instantly gives approval and recognition of a meritorious undertaking.

Watch the inspirational video and take a stand on the issue.


source: www.youtube.com/watch?v=Gc4HGQHgeFE

Issue:

SELF WORTH is not measured by our physical

TASK 2: WHICH BELONGS TO WHICH?

Write the words that belong to each of the given headings. Choose
your answers from the box below:

Physical Disability Positive Attitude Biblical Reading

___

Body Australia

Dollar Mute Verse Perseverance Trunk Chapter

Diligence Biceps Crippled Brisbane


TASK 3: LET’S MAKE PREDICTIONS

Have you ever experienced being discouraged to do something you


have always wanted to do because other people believe that you aren’t
made for greater things? If yes, then, you can very much relate with the
experience of the character in the selection that you will read. If not, then
find out what the main character felt and what he did to solve the
problem. But before you start reading the story, do you have any idea or
predictions regarding the selection by just looking at the title? What do
you think is the story “The Boy Who Couldn’t Sing” all about?

I know you can’t wait to read the selection. Let’s find out if your
predictions are correct. You may start reading the story now. If you see
the sign on the right, it means you have to pause for a while and answer
some questions regarding the paragraph you have just read. Are you
ready now?Let’s start then.

MYSTERY WORDS
STRUM
APPRENTICE
WHITTLE
FORTUNE
FAME

YOUR TEXT

TASK 4: READING TEXT

The Boy Who Couldn’t Sing

1 “You cannot sing,” Mario declared. “You can do nothing but cut pieces
of wood with a knife. Of what good is that to you? It won’t keep you from
starving.”
1. Who do you think is the person Mario is talking to?
2. What can be Mario’s relationship to this person?
3. From what he said, what do you think is Mario’s attitude?
4. What do you think will the other person say to Mario?
2 “My brother is right. I can do nothing but cut bits of wood with a
knife,” thirteen year-old Armando thought sadly. His brother’s words
were ringing in his ears. His brothers, Mario and Alejandro, could make
music but he couldn’t. They earned good money with their music, too.

3 As they walked along, Mario and Alejandro chatted happily. Their


dreams of fame and fortune from their music filled their hearts with
joyful expectations. But Armando said little. Mario’s remarks that he
could do nothing but whittle made his heart heavy. He loved music, yet
he could not share in making it. He could not even strum a guitar. He
couldn’t sing either. He was a monotone. When he tried to sing he
sounded funny. It made boys laugh. They made fun of his voice and his
singing.

4 It was hard to be just a whittler when his brothers and friends could
play the guitar and sing well, too. What was his future as a whittler? This
thought troubled him.
5. Were your predictions about the one who couldn’t sing correct?
6. Do you think Armando cannot really pursue singing and instead
just continue whittling?
7. What do you think will be the effect of all the discouragements
and insecurities he experienced?

5 That night he did not sleep. His mind was busy with an idea that had
just come. He could not sing. He was only good at whittling. Couldn’t he
use it to achieve something? Here in his own native Maragondon,
LapulapuCity, was a man who make fine guitars with knife and wood.

6 Before sun up the next day, Armando got up with a happy heart. After
helping himself to what was left over from last night’s supper, he crept
out of the house while his parents and brothers were still asleep. He took
with him some articles he had made with his knife..
8. Were your predictions for paragraphs 2-6 correct?
9. What do you think is the idea that had just come to Armando’s
mind?
10. Where do you think is he going?

7 He walked to Fernando’s Guitar Shop and presented himself to Tiyo


Fernando. “I have brought these things for you to see,” he said. “I cut
them out with my knife; will you help me learn to make fine guitars?”

8 Tiyo Fernando smiled. “Why do you want to make fine guitars?” he


asked.
11. Were your predictions for paragraphs 7-8 correct?
12. Why do you think did he decide to approach Tiyo Fernando?
13. What do you think will be Armando’s answer to Tiyo’s question?
9 Armando’s face lit up and he spoke, “Because I love music. Both my
brothers can sing. They can play the guitar, too. I love music as much as
they, but I’m a monotone. I can do nothing but whittle. By making
guitars I believe I can contribute my share to making music.”
14. Were your predictions for paragraph 7-9 right?
15. Will Tiyo Fernando allow Armando to be his apprentice in his
shop?

10 Tiyo Fernando laid his hand on Armando’s shoulder. “Come into the
shop. Your interest deserves attention,” he declared.

11 Armando went with him into the shop. “The important thing is the
desire tolearn and make good,” Tiyo Fernando told Armando.
16. After learning that Armando was finally accepted by Tiyo
Fernando as his trainee, what do you think will become of Armando?
17. Would he be able to finally solve his problem?

12 So, Armando, the boy who could not sing, became an apprentice in
Fernando’s Guitar Shop. Day after day, he worked seriously and whittled
patiently. At last he finished a guitar. It was a fine guitar. Tiyo Fernando
was much pleased with it. There was no doubt Armando would make an
excellent guitar maker.

13 Tiyo Fernando taught him the secrets of the craft. He showed


Armando that each little thing well done each day would lead to a great
achievement.
18. Were your predictions about paragraphs 12-13 correct?
(EASE Module 2 – Fourth Year)

TASK 5: IT’S LOGIC!

Read the following scenario taken from the story, “The Boy Who
Couldn’t Sing.” Arrange them as they happen in the story by using
numbers 1 to 5.

______ It was hard to be just a whittler when his brothers and friends
could play the guitar and sing well, too. What was his future as a
whittler? This thought troubled him.

______ Before sun up the next day, Armando got up with a happy heart.
After helping himself to what was left over from last night’s supper, he
crept out of the house while his parents and brothers were still asleep.
He took with him some articles he had made with his knife. Tiyo
______ Fernando smiled. “Why do you want to make fine guitars?” he
asked.

______ Armando went with him into the shop. “The important thing is the
desire to
learn and make good,” Tiyo Fernando told Armando.

______ “My brother is right. I can do nothing but cut bits of wood with a
knife,” thirteen year-old Armando thought sadly.

TASK 6: PLEASE REPLY! ASAP

Reread the story, “The Boy Who Couldn’t Sing”. Then answer the
following questions:

• Describe the main character of the story. How is he


revealed/described, direct or indirect, or both?
• Is he described through actions, words, or thoughts? Read the
parts in the story that support your answer.
• How does the title affect the meaning of the story?
• What is conflict of the story and how is it resolved?
• What is Armando’s great discovery about his skill?

Let us go deeper….

• What is the tone and mood of the story?


• How is the author able to present his story? What is the
predominant element that suggests the meaning of it?
• What is the author’s purpose?
• How is the story narrated? Do you think there will be other ways
for its effective narration?
• What is the theme of the story?
YOUR FINAL TASKS

TASK 7: MY PLACE OR YOURS?

View the music video @www.youtube.com/watch?v=KhXQcsid2W4.


As you listen, write down details about the place mentioned.

TASK 8: MUSIC AND LYRICS

A. Here are the lyrics of a song.

I know a place where no one ever goes


There’s peace and quiet, beauty and repose
It’s hidden in a valley beside a mountain stream
And lying there beside the stream
Only of things of beauty to the eye,
Snow peaked mountains towering to the sky
Now I know that God has made this world for me.
One can imagine myself as in a dream
Climbing a mountain or down a small ravine
The magic of this peace and quiet shall always stay
To make this place a haven each and everyday
Oh how I wish I never had to leave,
And all my life such beauty to receive.
Now I know that God has made this world for me.

B. Work in groups of four.


1. Discuss in your group what kind of place is being described in
the song.
2. Given the choice, where would you like to travel? Why?

TASK 9: MEMORIES OF A TRAVEL

A. How to write a travelogue


1. Keep in mind that your travelogue doesn’t have to stress the
attractiveness of the place you’re writing about. Write about the
journey in story format.
2. Weave a dialogue and suspense into your travel direction.
3. Be specific as much as possible. Suggest the best mode of
travel, costs, accommodation, forms or entertainment and other
details.
4. Tell your readers what type of weather situation to expect.

TASK 10: DREAM. EXPLORE. DISCOVER.

B. Imagine you are travelling to a place of your choice. Write an


interesting travelogue about it.

YOUR TREASURE

The world is full of challenges that are why you have to learn to be
assertive in order to cope.

Your journey throughout this lesson has been worthwhile for your
knowledge, skills as well as your personality have been enriched by
varied tasks.

As a concluding activity, complete the statements given below:

1. Being assertive means


_________________________________________________________________.

2. The most important thing I learned in this lesson is


_________________________________________________________________.
Lesson 7
RISING ABOVE CHALLENGES

YOUR JOURNEY

Young as you are, challenges have started to come your way, for
life is full of them. They are parts of life which confronts you as you make
choices that will shape your future. Do not be afraid, treat them as
opportunities to learn about life’s realities. Remember, every successful
person has gone through challenges that enable him/her to become what
he/she will be in the future. And as a Filipino learner of the 21st century,
you must persevere because it spells the difference between success and
failure. Unleash your power to spring back after experiencing adversities.
If at times you feel discouraged, commit yourself to growth and renewal.
Stand tall like the bamboo – resilient and prudent. Always remember, life
is what we make it.
In this lesson, you will find a song, a video clip, and a poem used
in varied tasks and activities that will inspire you to rise above
challenges. Similarly, these tasks will enhance your reading, listening,
viewing, writing, grammar, oral fluency, vocabulary, and literary
competencies. It is likewise expected that at the end of the lesson, these
skills will be manifested in writing a travelogue.

YOUR OBJECTIVES

• Identify the author’s intentions for writing.


• Distinguish fact from opinion, fantasy from reality in the text.
• Identify the persons speaking and addressed and the stand of the
speaker based on explicit statements made.
• Make a stand on the material viewed.
• Identify words or expressions with part-whole (partitive) relations.
• Discover literature as a tool to assert one’s unique identity and to
better understand people.
• Draw similarities and differences of the featured selections in
relation to the theme.
• Compose a travelogue.
• Express ideas and opinions based on text listened/read to.
• Use direct and reported speech appropriately in varied contexts.

You need to remember that your expected output is to


present a Talk Show and the criteria for assessment
will be: Focus, Content, Organization, Visuals,
Clarity, and Language Mechanics.

YOUR INITIAL TASKS

You must be very eager to start with the learning tasks. These
activities were designed to provide you with rich and stimulating learning
experiences that will help you communicate better English.
TASK 1: LET’S DO MAPPING

With the group, prepare a map by word clustering. Brainstorm on


as many words as you can think about the core word “Challenges.”
Post your outputs on the wall and read your responses in class.

Challenges

TASK 2: MAY I KNOW YOUR PIN (POSITIVE, INTERESTING AND


NEGATIVE) VIEWS
Plot the words mentioned in Task 1 in the graphic organizer below
by classifying them as positive, interesting or negative.
Positive Interesting Negative

• Post your chart on the wall and do a ‘wall shopping’


TASK 3. GET ME, GET ME IN WHOLE OR IN PART

Having the same groups, pair the words in the bubbles as to part
and whole relationship.

roof typhoon finger tree


tire

house flashflood
forest car hand

• What do you notice in the pairs?


• What do you call the ‘part’ and the ‘whole’?
• Can you give some other examples?

TASK 4: SPEAK YOUR MIND

You are about to listen to a song of Various Artists, “Bangon


Pilipinas” composed and recorded in the aftermath of the Typhoon
Yolanda, to be able to answer the following questions. Group yourselves
into 6, discuss and come up with your answers. Assign a rapporteur to
share your ideas with the rest of the class.

1. Who might be the speaker/speakers in the song?

2. To whom is the song addressed?

3. What is the stand of the speaker/s?


TASK 5: VOICE OUT

Listen to the song as it is played again.

Bangon Pilipinas
by: Various Artists

Luzon Visayas at Mindanao Ang sigaw ng bayan


Ngayon ay nagkakaisa
Sabay-sabay na tutugon BRIDGE:
Sa hamon ng panahon
Damhin mo na angp ag-asang CHORUS:
Sumasanib sa bawat isa Bangon Pilipinas!
Pagmamahal sa bayan at sa Diyos Ngayon ang panahon
Ang tanging sagot nila Bangon Pilipinas!
Tumugon sa hamon
CHORUS: Itaas at iwagayway
Bangon Pilipinas! Ang bandilang pinaglaban
Ngayon ang panahon Bangon Pilipinas!
Bangon Pilipinas! Ang sigaw ng bayan
Tumugon sa hamon
Itaas at iwagayway ENDING:
Ang bandilang pinaglaban Ang sigaw ng bayan
Bangon Pilipinas!
!

What do you think is the intention of the artists in writing the


song?
Share your responses to the class

TASK 6: MTV/MYX TIME

After listening to the song, it’s your time to sing. Pretend that you
are the featured band in today’s MTV/MYX show.
TASK 7: THROWBACK , THROWBACK…

Study the following sentences. Take note how the underlined phrases
are used.
1. In my opinion, Filipinos are resilient.
2. Typhoon Yolanda is the strongest typhoon that occurred in the
country in more than two decades, according to reports.
3. I can say that we can surpass challenges in life.

What is a fact? opinion?


Which sentence expresses fact? opinion?

TASK 8: ADD SPICES!!!


Study the following expressions. These expressions are used when
giving an opinion
• I feel…
• As far as I know….
• I can say that…
• Let me point out….
• If I may say….
• I would like to believe….
• In my opinion…
• If you ask me…
• I’d like to say this…
• Speaking for myself…
• From my experience…
• As far as I’m concerned…
• I wish I were…
Study the following expressions used in presenting facts/reality

Based on research/experiments…
It is recorded and verifiable…
According to studies/observations…

TASK 9: YOU CAN DO IT!

Choose five expressions from TASK 8 and use them in sentences.

TASK 10: PICTURE TALK

Watch a downloaded video clip of the typhoon Yolanda victims and


that of Ants. Have the representatives of each group enact a dialogue
between the victims and the ant.

http://www.dailymail.co.uk/news/article-2501471/Philippines Typhoon-Haiyan-Bodies-piled-streets-make

http://www.orkin.com/ants/harvester-ant/

TASK 11: NOT DISNEY AT ALL.

In dyads, answer the following questions, then exchange your


answers with the persons in front of you.

• Which of the statements from the dialogues presented are facts?


opinion?
• What expressions used in the dialogues signal fact? opinion?
TASK 12: FLASHBACK…FLASHBACK…

Analyze the given sentences.

1. The mayor told his constituents to bear with the government.


2. “I need everyone’s cooperation,” the mayor stressed.
3. The DSWD officer said that relief goods would be proportionate to
each family’s needs.
4. “I encourage every head of the family to look for other food sources
to augment the government’s supplies,” the Officer said.

Which of the sentences have direct speech?/reported speech?


What are the different rules to remember in transforming direct
speech to reported speech and vice versa?

TASK 13: COMPLETE ME, PLEASE

The following statements may be deduced from a family


conversation about the future after typhoon Yolanda. Study the
statements and report what each statement says by filling in the blank
with the correct words. The first one has been done for you.

1. I love going back to school. 1. John says that he loves going


back to school.
2. What do you think of the future? 2. Mother asks me ________ I ______
of the future.
3. Do your work well. 3. Father advised me ______ do
_______ work well.
4. Do you know the latest news? 4. Pete asked me ________ I _______
the latest news.
5. Please help me. 5. My sister requested me _______
help _______.
• Refer back to Task 10, Picture Talk
• Work in dyads, one will give direct speech and his/her partner will
transform the statement into reported speech

YOUR TEXT

This stage will shape up your knowledge and understanding of


your concepts and skills through a profound exploration of the poem in
focus.

TASK 14: ME, SHE (SIGNIFICANT HUMAN EXPERIENCES)

Have you ever observed ants? They are among the most fascinating
insects on earth. They are the most successful social insects, too. They
communicate with one another through the use of sound, touch and
scent. They also know how to collect food and store it for the rainy days.
Look at the title of the poem and guess why the poet calls the ant
beautiful, noble and antique.

Be Beautiful, Noble, Like the Antique Ant


Jose Garcia Villa

Be beautiful, noble, like the antique ant,


Who bore the storms as he bore the sun,
Weaving neither gown nor helmet,
Though he was archbishop and soldier,
Wore only his own flesh.
Salute characters with gracious dignity,
Though what these are is left to
Your own terms. Exact: the universe is
Not so small but these will be found
Somewhere. Exact: they will be found.
Speak with great moderation: but think
With great fierceness, burning passion:
Though what the ant thought
No annals reveal, nor his descendants
Break the seal.
Trace the tracelessness of the ant.
Every ant has reached this perfection.
As he comes, so he goes,
Flowing as water flows,
Essential but secret like a rose.

TASK 15: SMALL GROUP DIFFERENTIATED ACTIVITY

Every reading piece, be it literary or informative, provides you an


opportunity to have a wider perspective about life as a whole, and these
perspectives will assist you to react positively to challenges.

Group 1. Word Hunt


• As you read the poem, look for words or expressions with part or
whole relations.
• Share your findings with the class through a yell

Group 2. Showbiz Tidbits

Respond to the following questions through a mini talk show

1. What is the intention of the author in writing the poem?


2. Who are represented by the author?
3. To whom is the poem addressed to?
4. Why is the ant noble? Do you agree? Why or why not?
5. Who are the noble and humble people that you know? What can
you learn from them?
6. How should we regard ordinary people with dignity?

Group 3. Mock Me, Mock Me…

Discuss in your group the answers to the following questions.


Share your ideas and opinions with the class in a mock interview.

1. Do you personally believe that the ant thinks and feels? Prove
your point.
2. How does the poem describe the ant’s movement? What figure
of speech is used?
3. Why, do you think, did the author use the ant as a model? Is
the choice effective? Would another creature be as effective?
Explain.
4. What is the message of the poem?

Group 4. It’s Show Time

Give statements that express fact or opinion about the Ant. Rap it
to the tune of your choice.

Group 5. Quote Me

Your group will retell the poem using direct and reported speech
through a skit.
YOUR DISCOVERY TASKS

TASK 16: LET’S DRAW SIMILARITIES AND DIFFERENCES

Recall the song, Bangon Pilipinas and reread the poem, Be Beautiful,
Noble, Like the Antique Ant.
• List down the challenges met by the characters as well as the
actions taken to surpass the challenges by using the table below

Challenges Met Actions Taken to Overcome the


Challenges
Victims of Typhoon Yolanda

Ants

• Identify similarities and differences of traits of the victims and of


the ants by using Venn diagram

• Share your responses with the class


TASK 17: LET’S DO A SURVEY

Interview three to five OFWs. Ask them about the challenges they
have met and how they were able to surpass them. Then fill out the
organizer below.

Name of the Challenge/s s/he How did s/he overcome the


OFW met challenge/s

YOUR FINAL TASK

One of the best ways to reflect on the challenges that add spice to
one’s life is to recollect how he/she was able to surpass them and in the
end, to stand tall amidst life’s trials. The following tasks will help you to
prepare for the culminating activity which is a Talk Show because you
will meet people, conduct an interview and report the outcome of the
interview. Your competence in applying both direct and reported
speeches will be applied and further enhanced.

TASK 18: THE UNIQUE IDENTITY

• After going through the different tasks, write a travelogue in the


form of feature article. Travelogue is an article that presents ones
personal experiences during ones journey. In your travelogue, you
have to consider the following:
Along each point of destination, you have to meet someone.
Interview the challenges he/she met and how he/she was
able to outshine them.
Use reported speech in your narration.
GUIDELINES IN COMPOSING A TRAVELOGUE
CRITERIA YES NO NO
ANSWER
Audience 1. Does the composition contain
and an interesting introduction?
Purpose
Organization 2. Does it present a clear
description of events?
Elaboration 3. Are the entries presented in a
logical manner?
Use of 4. Are my words carefully chosen?
Language 5. Are the entries presented
integrate the use of direct and
reported speech?
6. Does it have a concluding
statement or an interesting
ending?

If you answered “yes” to all the questions, kudos to you. You have
the makings of a good writer. Keep on!
YOUR TREASURE

Before you put aside your module, spend some time reflecting on
what you learned from the lesson. Using the given format, write the
things you did and check the column that best describes your feeling
about the activities you did.

How I liked them


☺ ^:^
Things I Did (Very Much) (Just Fine) Not so much
because

What I like best

CONGRATULATIONS FOR ANOTHER JOB-WELL DONE!

References:

Project EASE Module in English IV, Unit I, Module I, pg 11-12, 21, 31


Project EASE Module in English IV, Unit I, Module 2, pg 20
http://moodleshare.org/mod/page/view.php?id=4858
http://grammar.about.com/od/mo/g/Meronym-term.htm
http://www.examiner.com/article/what-are-meronyms-and-why-are-
they-important
http://www.youtube.com/watch?v=Vk1aVbe8qS8
http://www.dailymail.co.uk/news/article-2501471/Philippines-
Typhoon-Haiyan-Bodies-piled-streets-make
http://www.orkin.com/ants/harvester-ant/
Lesson 8
ADVANCING TOWARD GLOBAL EXCELLENCE

YOUR JOURNEY

At your young age, you have all the opportunities to grow and
achieve excellence. Being a Filipino youth, you are gifted with great
socio-cultural heritage that will help you develop into a successful
individual. You need to work hard using your given potentials and
capabilities. Try to apply these as you join and work with others so
that you may shine better in all that you do. Just strive hard and
believe that you can be one of the best; one that your country can be
proud of.
In this lesson, there are activities and texts that may help you
achieve excellence.

YOUR OBJECTIVES

• Impart prior knowledge on the topic.


• Distinguish fact from opinion, fantasy from reality in the text
read.
• Identify the persons speaking and addressed and the stand of
the speaker based on the explicit statements made.
• Take a stand on the material viewed.
• Identify word or expressions with part-whole (partitive)
relations.
• Discover literature as a tool to assert one’s unique identity and
to better understand people.
• Explain how a selection may be influenced by culture, history,
environment and other factors.
• Compose a personal letter to a friend, relative, and other people.
• Raise sensible challenging thought provoking questions in
public forums/panel discussions.
• Use the past and past perfect tenses correctly in varied
contexts.
YOUR INITIAL TASKS

TASK 1. THE GLITTERS OF SUCCESS

Look at the pictures below. Then, answer the questions that


follow.

1. What can you see in the pictures?


__________________________________________
2. What are these for?
_____________________________________________
3. To whom are these for?
__________________________________________
4. In what fields do people receive awards?
_________________________

TASK 2 : THE WINNER TAKES IT ALL

Find a partner and share with him/her an instance when you


(or any person you know) were given an award or recognition. Please
be guided by the following questions:

1. What award did you (or the person you know) receive?

2. When did you (or the person you know) receive the award?

3. Why were you (or the person you know) given the said award?

After sharing your answers to the given questions with your


partner, point out the common characteristics / trait of the people
who received the awards or recognition. Present to the class the result
of what you have discussed.

TASK 3: THE EXCELLENCE GRID


Work in groups. Jumble the letters in each line to form words
related to “Excellence”.

C E1 I O N R G T N O N
N X2 O R D E T R A I N Y A
C3 O M T P E T E N
D R A W A E4 E
I R B L5 L A N I T
A U L6 Q Y T I
R R I E7 P S U O
O H N8 R O
I I D I S C9 T O I N
T E10 M R I

Write on the blanks the words you formed.


1. _________________________ 6. ______________________
2._________________________ 7. _____________________
3. _________________________ 8.______________________
4._________________________ 9.______________________
5. _________________________ 10._____________________

The words you have formed are similar or in any way mean the
same as the key word, EXCELLENCE.

In your own words, how do you define EXCELLENCE?


__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

TASK 4 : THE THIRD FILIPINO SENSATION AT THE ELLEN


DEGENERES SHOW

Read the following text and answer the questions that follow:

Another Filipino singing sensation was invited to guest at The


Ellen Show hosted by the famous Ellen Degeneres next to Charice
Pempengco and Arnel Pineda. Aldrich Talonding, a 14-year old boy
singing the hit, “Dance with My Father” by Luther Vandross as
accompanied on guitar by his cousin, James Bucong became the
latest YouTube Sensation.

The cousins who are members of B'laan, a tribal community in


the southern Mindanao posted their video on YouTube while they
were practicing a song to be dedicated to a visiting friend and
benefactor. They never expected that it will become a hit in the
networking sites and obtain more than 75,000 likes and was shared
more than 78,000 times on Facebook since it was uploaded on April
21, 2013.

The YouTube viewers were amazed by the musicality of Aldrich’s


voice which the viewers describe as heavenly and angelic. This led
their followers to send a link of this viral video to Ellen Degeneres.

Read the statements that follow and determine whether each


is a FACT or OPINION

__________1. Ellen Degeneres was impressed by the cousins’


performance.
__________2. Aldrich is the third YouTube sensation who guested at
“The Ellen Show.”
__________3.Aldrich sings while James plays the guitar.
__________4. Many were amazed by the angelic and heavenly voice of
Aldrich.
__________5. Aldrich became one of the popular Filipino singers of
today.
__________6. Aldrich and James did not intend to become popular as
they are at present.
__________7. The video posted obtained 75,00 likes and was shared
78,000 times.
__________8. Aldrich’s rendition of “Dance With My Father” is the best
rendition so far.
__________9. The cousins both live in Mindanao.
__________10. One of the viewers shared a link of the video to “The
Ellen Show”.

TASK 5: IT’S SHOW TIME AT THE ELLEN DEGENERES SHOW

Watch the video of Aldrich and James’ live performance. After


watching the video, group yourselves into five and share your views
on the questions asked below. Try to come up with a common view
and present to the class afterwards.
Questions:
1. Did Aldrich and James realize that they are famous and
popular after their performance at ‘The Ellen Show’? Why?
2. Do you think the cousins would become popular if they did
not work hard for it? Why?

TASK 6: ANALOGY

Aldrich’s dream to learn to play the guitar and the piano


became a reality when Ellen Degeneres gave him musical instruments
plus $10,000.
Study the relationships of the following words below and supply
the word that would complete the set.

1. Piano:Keys::Guitar:__________________

2. Continent:Nation::Archipelago: __________________

3. Drums:Stick::Xylophone: ____________________

4. Butterfly:Wings::Octopus:___________________

5. Opera:Actors:Orchestra:____________________

TASK 7: THE MEANING OF THE SONG… IN REALITY

Watch the video of the wake of Aldrin’s father and answer the
following questions afterwards. Use the past and past perfect tenses of
the verb in your answer.

1. According to Aldrich, what is the deeper meaning of the song,


“Dance with my Father Again” to him after his father’s death?
_______________________________________________________________

2. What happened to his father after uploading their viral video?


_______________________________________________________________

3. According to Aldrich, what will he miss the most about his


father?
_______________________________________________________________

4. Who are the people that Aldrich is thankful to?


_______________________________________________________________
5. Based on Aldrich’s interview, how does he define the word
“BLESSING”?
_______________________________________________________________

Task 8: QUESTION on FOCUS

After the exercises and tasks, it is hoped that you would be able
to answer the FOCUS (BIG) questions below:

1. What characteristics or traits must a person have to excel in his field?


2. How does a person achieve excellence in what he does?

Characteristics/ Things to Do to
Traits E Excel
X
C
E
L
L
E
N
C
E

TASK 9: THANKS TO YOU

Your parents (or benefactors) send you to school because they


want to ensure a good future for you. Aside from finishing your
studies, they also want you to excel in whatever field you choose.
Write a letter to your parents (or benefactors) expressing your
desire to finish your studies and to excel in the field you want to
pursue in the future.
Dear ________________,

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
___________________________________

Sincerely yours,

___________________

YOUR TEXT

The selection that follows exemplifies how a person may


succeed in life and how education can influence his/her
perspectives in the way that he/she performs his/her tasks to be a
better person for himself/herself and for the society where he/she
belongs.
TASK 10: T-MAP

Read the selection that follows. Imagine that the essay is


delivered as a keynote speech in a high school graduation. Fill up
the T-map that follows.

What is an Educated Filipino…. An Excerpt


by Francisco Benitez

What is an educated Filipino and what qualities should


distinguish him today? The conception of education and of what an
educated man is varied in response to fundamental changes in the
details and aims of society. In our country and during this transition
stage in our national life, what are the qualities which an educated
man should possess?
Great changes have taken place in the nature of our social life
during the last forty years. The contact with Americans and their
civilization has modified many of our own social customs, traditions,
and practices, some for the worse and many for the better. The means
of communication have improved and therefore better understanding
exists among the different sections of our country. Religious freedom
has developed religious tolerance in our people. The growth of public
schools and the establishment of democratic institutions have
developed our national consciousness both in strength and in solidarity.
With this growth in national consciousness and national spirit among
our people, we witness the corresponding rise of a new conception of
education – the training of the individual for the duties and privileges of
citizenship, not only for his own happiness and efficiency but also for
national service and welfare. In the old days, education was a matter
of private concern; now it is a public function, and the state not only
has the duty but it has the right as well to educate every member of the
community – the old as well as the young, women as well as men – not
only for the good of the individual but also for the self-preservation and
protection of the State itself. Our modern public school system has been
established as a safeguard against the shortcomings and dangers of a
democratic government and democratic institutions.
In the light of social changes, we come again to the question:
What qualities should distinguish the educated Filipino of today?
I venture to suggest that the educated Filipino should first be
distinguished by the power to do. The Oriental excels in reflective
thinking; he is a philosopher. The Occidental is the doer; he manages
things, men and affairs. The Filipino of today needs more of his power
to translate reflection into action. I believe that we are coming more and
more to the conviction that no Filipino has the right to be considered
educated unless he is prepared and ready to take an active and useful
part in the work, life, and progress of our country as well as in the
progress of the world.

Title of the Speech:

Who is the speaker in


the essay?

Who is the speaker


speaking to?

According to the speaker,


what are the changes that Filipinos
went through as years go by?

Based on his speech,


what distinguishes an educated
Filipino from the rest?
TASK 11: PANEL DISCUSSION ON THE QUEST FOR GLOBAL
EXCELLENCE

Read the text that follows. After reading, set up a panel


discussion on the importance of the English language in the quest for
global excellence. The speaker may use the information from the text
to lecture on the topic. The audience may ask questions.

Filipinos’ Quest for Global Excellence


By: Ana Eloisa V. Teneza-Ocampina

Enrich. Nurture. Globalize. Lead. Inspire. Sustain. Harmonize.


ENGLISH does them all. It is the language that can break barriers,
bridge cultures, and internationalize education. It is the spear that the
warrior must sharpen to conquer whatever he encounters in the
battle. It is the water that will ensure the continuous flow of
discovery. That is why, in all the efforts of the ‘Pearl of the Orient’ to
achieve the recognition of the world, learning and using the English
language must be taken into serious considerations.

Filipino students must enrich their vocabulary. They should


add one new word in their ‘speech bank’ everyday. That could be three
hundred sixty-five new English words in a year. Just imagine how
unlimited their vocabulary will be in a span of ten years. This could
be a lot helpful when they go abroad because English is the language
that the world understands.

When English words are already acquired, they must be


nurtured by using them in conversations regularly. Knowledge
without practice is useless. Aside from knowing the correct spelling,
pronunciation, part of speech and etymology of a word, students must
use them in sentences when they involve themselves in their daily
activities.

English opens the world for Filipinos. Through language, they


can get in touch with the cultures of other countries. In K-12, young
learners are able to explore the literature of the Philippines, Afro-Asia,
America and the rest of the whole wide world with English as the
medium of communication. Through this, Filipinos can globalize
their perspective. They can set their goals not just on local
opportunities, but also on a huge scenario.

Once they are globalized, they have the power to lead in the
international stage. Many Filipinos have proven that their expertise
can be at par with those of other countries. Names like Lea Salonga,
EfrenPenaflorida and Manny Pacquiao soared high in the global scene
in their own respective fields. Through English, Filipinos will definitely
lead the world in technology, education, medicine, business, sports,
arts and in any other area of specialization.

Following these simple principles of integrating the English


language in the life of the Filipinos will surely lead them to the path of
global excellence. With the inspiration of God and the values
upholding Filipino’s pride and dignity, outstanding accomplishments
will not be far at hand. Learning English as a second language
sustained by K-12 curriculum will create no walls, expand
boundaries and set the education of the Filipinos in the same
standard with the other progressive countries. With this, Filipinos can
achieve harmony with their brothers and sisters all around the globe.
Using ENGLISH as their weapon, they can win in the battle; they can
drink the water that quenches the thirst for discovery and taste the
sweetness of victory in the quest for global excellence

YOUR TREASURE

TASK 12: CULMINATING ACTIVITY

After performing all the activities in this lesson and learning all
the new information, do you think the Filipinos are in the quest
towards GLOBAL EXCELLENCE? Make some more research on the
topic and report it to the class like a television newscaster. Be guided
by the following questions:

1. In what field/s do Filipinos excel?


2. What major developments have the Filipinos made in these
fields?
3. Name some Filipinos who have already excelled in these
fields.
4. What else should Filipinos do to achieve global excellence?
Lesson 9
_____________________________________________________________
STANDING PROUD AS A FILIPINO

YOUR JOURNEY

We are people of different races and rich culture because of the


many influences brought by the years of foreign invasions. Furthermore,
we have welcomed and embraced changes as time goes on. Yet, the blood
of the Malay race remains in us and continues giving us our true
identity.

In this lesson, you will appreciate more of your being Filipino as


you encounter tasks that emphasize the values and traits which are truly
and uniquely Filipino.

Upon completion of the tasks, you are expected to demonstrate


your strengthened spirit through a choral reading of a literary text.

YOUR OBJECTIVES

• React to assertions made by the author in the text.


• Formulate predictions about the content of the text.
• Make a stand on the material viewed.
• Use context clues to find the meaning of words.
• Identify words or expressions with part-whole (partitive)
relations.
• Discover literature as a tool to assert one’s unique identity
and to better understand other people.
• Explain how a selection may be influenced by culture,
history, environment and other factors.
• Use the past and past perfect tenses correctly in varied
contexts.
YOUR INITIAL TASKS

TASK 1. HONEST HONESTO

Watch a video about a Filipino characteristic that is known even in


other countries.

Video: Las Vegas taxi driver returns $300,000 found on back seat

Source:www.youtube.com./watch?v=VaU7gwaaHUO

Guide Questions (while watching):

1. What do you think the taxi driver found?

2. What is he going to do about it?

Guide Questions (after watching):

1. What is the video all about?


2. In what way do you think this act will convince people about
Filipinos’ honesty?
3. Do you believe that there are still many honest Filipinos? Why?

TASK 2. THINK ABOUT IT


How do other people in the world see us despite of our difficulties?
Read an article from the Manila Standard Today by Reynaldo C. Lugtu
Jr.

What makes Filipinos happy?


Rain or shine, crisis after crisis, calamity after calamity, we
Filipinos are still smiling and laughing it off. Foreigners find this peculiar
attribute among Filipinos as positive in dealing with life’s hardships in
one’s personal life and even at work.
What makes us happy?
So what will make the Filipinos truly live the common knowledge
that we are one of the happiest people in the world? According to the
2010 study of the National Statistical Coordination Board, the top three
factors that make Filipinos happy are family, health, and religion.
Family obviously ranks first as we find comfort in the company of
our family members and even extended ones. We love to celebrate
birthdays, christenings, and anniversaries with family members and
friends. But we also want to provide the best education to our children
and give them the comforts in life, which are all tied up to how much we
earn.

Health is second, which supports the first source of happiness—we


want to be healthy as well as our family members so we enjoy each
other’s company. This is also the reason why employees look for
comprehensive health benefits from their employers. But then again,
being healthy entails costs. To stay healthy nowadays entails proper
nutrition and exercise, apart from securing a health plan.
Third is religion that plays a part on giving smiles to Filipinos. Our
deep faith allows us to hope for something better in the future. As one of
the most religious people in the world, we pray and attend worship
services regularly in the company of our family, who again we want to
take care of and provide the necessities in life.

Key to happiness
So, how will Filipinos become happier? It all boils down to access
to jobs, stability, and income to support the sources of happiness.

Source: manilastandardtoday.com/2013/06/17/what-makes-filipinos-
happy?
• What make us among the happiest people in the world?
• Comment on the order of the reasons which make us happy
people. Do you agree with it? Why or why not?
• What could be the other possible sources of our happiness?
• Do you think that being happy people could be good all the time?
Why or why not?

YOUR TEXT

TASK 3. WORDS COME EASY


The underlined words in the sentences appear in the essay
that you’re going to read. Use context clues to understand what
each of them means.

Context clues are hints that a writer gives to help define a


difficult or unusual word. The clue may be found within the same
sentence as the word to which it refers. It may also appear in a
sentence coming before or after it.

You have choices below to select from.


a. something from the past that is still important or valuable
b. a distinguishing mark or sign
c. moving high
d. attracts
e. willingness to contend or fight
f. property rights
g. forefront
h. weakness or weariness of body or mind

1. Our ancestors who were forced to walk from Tarlac to Bataan in


the so called Death March felt much languor.

2. At the vanguard of the uprising against the oppressors were


Andres Bonifacio, Emilio Aguinaldo and other heroes from the
key provinces of our land.

3. The 7,100 islands and the appurtenances found in our territory


like the seas belong to our country. We should protect them
from any foreign country that insists to own them.

4. Our freedom is our inheritance from our ancestors who fought


and died so that we may not experience the difficult life they
had in the hands of our invaders.

5. Dr. Jose Rizal, our national hero, showed his defiance to the
cruelty of the Spaniards by writing because he believed that
using a pen is more powerful and effective than using any
weapon.

6. The beauty of the Philippines beckons the foreigners to come


and experience it.
7. The billowing waves in the beaches of Siargao and Baler, Aurora
are inviting to both foreign and local surfers.

8. Before, only our hospitality or warm reception of guests is our


insignia as Filipinos. But as many of our countrymen go abroad
to work, Filipinos are presently famous for being hardworking
people.

Who really are we as Filipinos? Former United Nations


Secretary General Carlos P. Romulo will tell us in his
essay that follows.

I am a Filipino
Carlos P. Romulo

I am a Filipino.

I am a Filipino - inheritor of a glorious past, hostage to the


uncertain future. As such I must prove equal to a two-fold task-
the task of meeting my responsibility to the past, and the task of
performing my obligation to the future.

I sprung from a hardy race - child of many generations


removed of ancient Malayan pioneers. Across the centuries, the
memory comes rushing back to me: of brown-skinned men putting
out to sea in ships that were as frail as their hearts were stout.
Over the sea I see them come, borne upon the billowing wave and
the whistling wind, carried upon the mighty swell of hope- hope in
the free abundance of new land that was to be their home and
their children's forever.

This is the land they sought and found. Every inch of shore
that their eyes first set upon, every hill and mountain that
beckoned them with a green and purple invitation, every mile of
rolling plain that their view encompassed, every river and lake that
promise a plentiful living and the fruitfulness of commerce, is a
hollowed spot to me.

By the strength of their hearts and hands, by every right of


law, human and divine, this land and all the appurtenances
thereof - the black and fertile soil, the seas and lakes and rivers
teeming with fish, the forests with their inexhaustible wealth in
wild life and timber, the mountains with their bowels swollen with
minerals - the whole of this rich and happy land has been, for
centuries without number, the land of my fathers. This land I
received in trust from them and in trust will pass it to my children,
and so on until the world no more.

I am a Filipino. In my blood runs the immortal seed of heroes


- seed that flowered down the centuries in deeds of courage and
defiance. In my veins yet pulses the same hot blood that sent
Lapulapu to battle against the alien foe that drove Diego Silang
and Dagohoy into rebellion against the foreign oppressor.

That seed is immortal. It is the self-same seed that flowered


in the heart of Jose Rizal that morning in Bagumbayan when a
volley of shots put an end to all that was mortal of him and made
his spirit deathless forever; the same that flowered in the hearts of
Bonifacio in Balintawak, of Gregorio del Pilar at Tirad Pass, of
Antonio Luna at Calumpit; that bloomed in flowers of frustration in
the sad heart of Emilio Aguinaldo at Palanan, and yet burst forth
royally again in the proud heart of Manuel L. Quezon when he
stood at last on the threshold of ancient Malacañang Palace, in the
symbolic act of possession and racial vindication.
The seed I bear within me is an immortal seed. It is the mark of my
manhood, the symbol of dignity as a human being. Like the seeds
that were once buried in the tomb of Tutankhamen many
thousand years ago, it shall grow and flower and bear fruit again.
It is the insignia of my race, and my generation is but a stage in
the unending search of my people for freedom and happiness.

I am a Filipino, child of the marriage of the East and the


West. The East, with its languor and mysticism, its passivity and
endurance, was my mother, and my sire was the West that came
thundering across the seas with the Cross and Sword and the
Machine. I am of the East, an eager participant in its struggles for
liberation from the imperialist yoke. But I also know that the East
must awake from its century sleep, shape of the lethargy that has
bound his limbs, and start moving where destiny awaits.

For, I, too, am of the West, and the vigorous peoples of the


West have destroyed forever the peace and quiet that once were
ours. I can no longer live, being apart from the world now trembles
to the roar of bomb and cannon shot. For no man and no nation is
an island, but a part of the main, there is no longer any East and
West - only individuals and nations making those momentous
choices that are hinges upon which history resolves.
At the vanguard of progress in this part of the world I stand -
a forlorn figure in the eyes of some, but not one defeated and lost.
For through the thick, interlacing branches of habit and custom
above me I have seen the light of the sun, and I know that it is
good. I have seen the light of justice and equality and freedom and
my heart has been lifted by the vision of democracy, and I shall not
rest until my land and my people shall have been blessed by these,
beyond the power of any man or nation to subvert or destroy.

I am a Filipino, and this is my inheritance. What pledge shall


I give that I may prove worthy of my inheritance? I shall give the
pledge that has come ringing down the corridors of the centuries,
and it shall be compounded of the joyous cries of my Malayan
forebears when they first saw the contours of this land loom before
their eyes, of the battle cries that have resounded in every field of
combat from Mactan to Tirad pass, of the voices of my people when
they sing: Land of the Morning, Child of the sun returning... Ne'er
shall invaders trample thy sacred shore.

Out of the lush green of these seven thousand isles, out of


the heartstrings of sixteen million people all vibrating to one song, I
shall weave the mighty fabric of my pledge. Out of the songs of the
farmers at sunrise when they go to labor in the fields; out of the
sweat of the hard-bitten pioneers in Mal-ig and Koronadal; out of
the silent endurance of stevedores at the piers and the ominous
grumbling of peasants Pampanga; out of the first cries of babies
newly born and the lullabies that mothers sing; out of the crashing
of gears and the whine of turbines in the factories; out of the
crunch of ploughs upturning the earth; out of the limitless
patience of teachers in the classrooms and doctors in the clinics;
out of the tramp of soldiers marching, I shall make the pattern of
my pledge:

"I am a Filipino born of freedom and I shall not rest until


freedom shall have been added unto my inheritance - for myself
and my children's children - forever.

TASK 4. WHAT’S ON YOUR MIND?


Divide yourselves into six groups and discuss your common
ideas about the author’s description of a Filipino in the essay you
just read.

Guide Questions:
• Who are our ancestors?
• Why did the writer say that we have sprung from a hardy
race?
• What is repeatedly referred to by ‘seed’?
• Who were the colonizers who brought
a. Cross and sword
b. Machines
• What do cross and sword symbolize?
• What does the machine represent?
• How does the writer picture a Filipino?

TASK 5. WHO AND WHAT

Work with a partner this time to complete the diagram about the
roots and characteristics of the Filipino people.

TASK 6. LET’S BRING THE PAST BACK

We use the simple past tense to express past conditions and


actions that were completed or finished in the past.

Examples:
There was a snap presidential election in 1986.
President Corazon Aquino won the election.
The 1986 election ousted President Ferdinand
Marcos.

The verbs in the sentences are in their past tense form to


indicate the condition and the actions which happened in the past.

This is a part of what took place during the People Power


Revolution in February, 1986.
Change the verbs in the parentheses into their correct simple
past tense form.
1. The 1986 EDSA People Power Revolution (gather) throngs of
people, filling the capital’s main entry.
2. However, the spirit of their movement, (do-not) remain only in
the streets of Manila.
3. Disagreements and variety of opinions (manifest) nationwide,
creating a stir in local communities and uniting the nation in the
desire to attain freedom.
4. All (are) guided by the voice of Radio Veritas, the one station
whose dedication to truth (help) topple the regime.
5. No doubt, People Power (is) set ablaze elsewhere in the nation
because of the broadcasts.

TASK 7. PERFECTLY IN THE PAST

Expressing the first of the two past actions uses the past perfect
tense. While the second past action uses the simple past tense.

Past perfect tense is formed by using the auxiliary verb had and
the main verb in past participle form.

Examples:
After the opposition groups had formed outside, many
people went out of their way to be counted.

Many people went out of their way to be counted when


the opposition groups had formed outside.

Before many people went out of their way to be


counted, the opposition groups had formed outside.

Use the words after and when for the action in past perfect tense
and the word before to express the later of the two past actions.

Combine each set of sentences into one. Observe the correct use of
the past perfect tense and the appropriate word to connect them.

1. A hundred men and women from Tandang Sora Muslim


communities responded to the call to go to street. A Muslim
organizer turned down the women and warned 85 men of
Company D that not all of them could return alive.
2. The truckload of food arrived and people made their way toward
it.
The driver told them that those were for “Muslim” only.

3. The news of President Marcos leaving the palace reached Jaro,


Iloilo.
People illuminated their cathedral and rang the bells to boot.

TASK 8. PARTITIVE RELATION

Partitive is a word or phrase that indicates something as a part of


a whole. It appears before a mass or a count noun to measure or to
quantify it.
Examples:
A hundred of men and women truckload of food
throngs of people a piece of land
a volley of shots
The following quotes have partitives in them. Pick them out and
copy them on your notebook.

1. “It takes a great deal of bravery to stand up to your enemies, but a


great deal more to stand up to your friends.” – Dumbledore, Harry
Potter

2. “Mama always said that life was like a box of chocolates. You never
know what you’re gonna get.” – Forrest Gump

3. “Life is a series of thousands of tiny miracles. Notice them. – Prom


Dresses and Gowns

4. “You can fool all the people some of the time, some of the people all
the time, but you cannot fool all the people all the time.” –
Abraham Lincoln, 16th president of the United State

YOUR DISCOVERY TASKS

TASK 9. THROWBACK: UNITY FOR PEACE

Watch and listen to the video entitled ‘Handog ng Pilipino sa


Mundo” to look back at that part of history which brought the freedom
you enjoy these days. This is about the February 25, 1986 EDSA
revolution. People went on the street regardless of social status, gender,
age and religious beliefs to end the years of dictatorship of former
President Ferdinand Marcos.

Source: www.youtube.com/watch?v=khQyrW8Q-YU

• How do you feel about what you saw and heard?


• If you were already borne and living during this period, what
would you have done to do your share in this historical
event?
• Read the text that follows and discuss what this says about
the Filipinos.

“I realized that what was happening at EDSA was also happening


in Jaro. Soldiers patrolling the city shook hands with people on the street.
People who didn’t know each other were embracing each other and crying.
That night, I realized that although the islands in the Philippines are far
apart, although we are far away from EDSA, although we were not there
to face the tanks, in our hearts we are one, we have one dream and we
can be together.”

Ruby A. Dumalaog,16-year-old high school student

TASK 10. WHAT I CAN DO?

Work in groups and list down the things or acts that you can do to
show the world who you are as Filipinos. Share them to the class.

TASK 11. I LOVE MY OWN

Think about the songs and dances that demonstrate our beliefs,
customs, arts and ways of life. Write them on the chart below indicating
also the values and/or traits expressed in each.

Songs and Dances Themes/Topics Values/Traits


Example:
Planting Rice Is Never Planting season Hardwork, patience,
Fun industry
(Magtanim ay Di Biro)

TASK 12. IT’S SHOWTIME!

Go back on your list in Task 11. Choose one from them and
perform the task in class.

YOUR FINAL TASK

TASK 13. PERFORMANCE LEVEL

It’s your turn to express how proud you are as a Filipino. You will
read Carlos P. Romulo’s “I am a Filipino” with your group members.
The rubrics below will guide you in your performance.
4 3 2 1 Mark

Beginner Satisfactory Proficient Excellent


Vocal/Verbal Little Occasionally Demonstr Demonstr
Expression verbal or demonstrates ate variety ates
vocal use variety in one in variety in
or two of the volume, volume,
criteria tone, tone,
pitch and pitch and
Expression is voice voice
Expressi mostly quality quality
on understandab
monoton le Expressio Expressio
e or n is n
difficult interestin enhances
to hear g and situation
understan
dable
Enunciation Words Some words Most All words
and Volume are not are clearly words are are
clearly enunciated are clearly are clearly
enunciat enunciate enunciate
ed Some of the d d
presentation
Presentat is Most of Presentati
ion is comprehensib the on is
incompre le presentati easily
hensible on is understoo
Volume is too comprehe d
low nsible
Voice is Volume
inaudible Volume is projects
adequate well

Effects on Audience Audience Audience Audience


Audience is follows clearly is deeply
confused performance enjoysperf engaged
politely ormance
Focus Performance Performan
Performa mostly Flashes of ce is alive
nce consistent spontanei and
inconsist and relatively ty and explores
ent smooth style the
enliven bounds of
solid form
performan
ce

YOUR TREASURE

As you reached the end of this journey, you have already awakened
your consciousness about your being a Filipino.

Affirm this by thinking about what our national hero, Dr. Jose P.
Rizal, said:

“ He who does not look back at where he came from will never get
to his destination.”

.
Lesson 1
MOVING TOWARDS WORLD CITIZENSHIP
CROSSING THE DISTANCE

YOUR JOURNEY

In the world we live in today, each of us should have the


proficiency to use English because it has become the leading
language as a medium of communication around the world. It is also
a requirement in many fields of occupation and profession. It is the
language of education, legislation, entertainment and even everyday
conversation. English breaks down barriers around the world. It can
be used as a tool to cross the distance and make it in life.

It is very important that Filipinos become resourceful in order


to learn and use English in ways which will improve people and their
lives.

This week’s lesson will illustrate the importance of being able to


use English in the different areas of a person’s life.

YOUR OBJECTIVES

• Classify text types


• Determine the intention of the speaker by focusing on their
unique verbal and non –verbal cues.
• Differentiate reality from fantasy based on the material viewed.
• Use lexical and contextual cues in understanding unfamiliar
words and expressions.
• Identify the distinguishing features of selected literary genres
during the contemporary period.

• Identify features of personal essay.


• Give clear, precise and concise explanations and instructions
in varied oral communication situations.
• Imperatives and prepositions when giving instructions.
INITIAL TASKS

TASK 1: BEAUTY AND BRAINS

Watch the video clip about Melanie Marquez and Venus Raj
and find out their reactions from the unexpected mistakes. Can you
identify the values they have shown?

http://www.youtube.com/watch?v=W8LVkgWKEEI
http://www.youtube.com/watch?v=CfcS02rDUjY

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TASK 2. THAT’S MY GIRL

The text below shows how a little girl used her talent to cross
the distance. She was able to serve as an inspiration to other little
girls like her. She did everything possible to reach her dreams in
spite of poverty. She proved that there’s no hindrance to success.
Read the text carefully and answer the questions that follow.

A Winner Never Quits

Lyca is a nine year old girl, who seems to be twenty five years
old because of her voice quality. They say she looks like Nora Aunor,
in an interview in “Rated K” by Korina Sanchez. She has a beautiful
voice.

She is a daring little girl. She is courageous. Poverty is no


excuse for her. At her age she already helps her parents in earning
money through trading junks in the neighborhood. She knocks at the
gate or at the door to ask if they have junk to trade. According to her,
she earns one hundred pesos a day.
Her dream is to continue her study in elementary. She also
dreams of having her own house.

When the Voice Kids audition opened, she joined it and was
chosen in the elimination. She was not discouraged by some people
who were saying that the contest was only for the rich not for the
poor like her. Instead, she had the hope and the dream to fight and
win.

Lyca’s eagerness to attend her training at the Voice Kids was not
hindered by their way of living. One problem she had during her
training was money for transport fare. But this did not stop her. Her
parents borrowed money just to have Lyca attend the Voice Kids.

Filled with hope and dreams of a better life, she experienced


difficulties and many sacrifices. She was able to overcome stage
fright, insecurities and a crowd that cheered for her opponent, she
performed as she had never done before. Lyca is the first grand
champion of the Voice Kids 2014.

She serves as a good role model for other children of her age to
pursue their dreams no matter how hard and difficult it is.

Questions:

1. How old is Lyca?


2. At her age, what do other people think of her?
3. What kind of work did she do to help her parents earn
money?
4. What hindrances did she meet while having the Voice Kids
training?
5. How much did she earn in a day?
6. What is her dream in life?
7. What hardships did she encounter before she became grand
winner of the Voice Kids?

The text above is a personality sketch of Lyca Gairanod. Read the


text again. Use it as your model in writing a personality sketch in the
succeeding activity. Consider the following information about your
subject.

1. Gender, age and name.


2. Appearance.
3. Physical, Personal strength and weaknesses.
4. Likes and dislikes.
5. Feelings/behavior toward their life.
6. Your opinion about the character

TASK 3: YOU’RE MY TEXT TYPE

Note: Discuss the different text types and give example of each. After
the discussion write a recount through narrative about crossing the
distance. What is your role in crossing the distance?

The different text type are:

a. Narrative

b.Explanation

c. Recount

A narrative is any account of connected events, presented to a


reader or listener in a sequence of written or spoken words.

Example of Narrative Text;

The Smartest Parrot

Once upon a time, a man had a wonderful parrot. There


was no other parrot like it. The parrot could say every word,
except one word. The parrot would not say the name of the
place where it was born. The name of the place was Catano.
The man felt excited having the smartest parrot but he could not
understand why the parrot would not say Catano. The man
tried to teach the bird to say Catano, however; the bird kept
not saying the word.
At first, the man was very nice to the bird but he got very
angry. “You stupid bird!” pointed the man to the parrot. “Why can’t
you say the word? say Catano! Or I will kill you” the man said
angrily. Although, he tried hard to teach the parrot wouldn’t say it.
Then the man got so angry and shouted to the bird over and
over; “Say Catano or I’ll kill you”. The bird kept not say the word
Catano.
One day, after he had been trying so many times to make the
bird say Catano, the man really got very angry. He could not bear it.
He picked the parrot and threw it into the chicken house. There were
four old chickens for next dinner “You are as stupid as the
chickens. Just stay with them,” said the man angrily. Then
he continued to humble; “You know, I will cut the chicken for
my meal. Next, it will be your turn, I will eat you too, stupid
parrot”. After that, he left the chicken house. The next day, the man
came back to the chicken house. He opened the door and was very
surprised. He could not believe what he saw at the chicken
house. There were three death chickens on the floor. At the
moment, the parrot was standing proudly and screaming at the last
old chicken; “Say Catano or I’ll kill you”.

Explanation texts are writings based on facts used to explain the


sequence, cause and effect of an event.

Example:

In recent decades, cities have grown so large that now about


50% of the Earth's population lives in urban areas. There are several
reasons for this occurrence. First, the increasing industrialization of
the nineteenth century resulted in the creation of many factory jobs,
which tended to be located in cities. These jobs, with the promise of a
better material life, attracted many people from rural areas. Second,
there were many schools established to educate the children of the
new factory laborers. The promise of a better education persuaded
many families to leave farming communities and to move to the cities.
Finally, as the cities grew, people established places of leisure,
entertainment, and culture, such as sports stadiums, theaters, and
museums. For many people, these facilities made city life appear
more interesting than life on the farm, and therefore drew them away
from rural communities.

Recount is a type of story that tell what happened in the past by


recounting a series of events one after the other in the order of their
occurrences.

When we tell a recount, we reveal the significance of the people


and events by sharing our personal feelings about them.

TASK 4. LET’S DO A RECOUNT

Read the example of a recount below. Observe how the writer


writes in a creative and interesting way.

When I was twelve years old, I went with my mother in the


field. We planted rice to earn money for our daily expenses. It was my
first time to plant rice. I thought it was easy but before long, I could
no longer move my legs and straightened my back. Fortunately, one
of our companions helped me to finish it.

They said I had to repeat planting the next day so that I would
not feel the pain on my back and hips.
It was very hot that time, but, all of the sudden thunder and
lightning crisscrossed the sky and was followed by a heavy rain. It
was very cold. My whole body was wet already and I was shivering.
But it was not yet time to go home. I waited until it was five o’clock in
the afternoon.

Consider the reminders below on how to write a recount.

When you write recounts, do it in a creative and entertaining way. Do


this by:

• choosing the most interesting events from all the events


that happened

• painting a picture of the people and things taking part in


the events

• telling our audience what we think and feel about the


events

When you recount an excerpt, do the following things with language:

• talk about past events

• put people and things into past events

• locate past events in time and place

• sequence events

• express feelings and opinions

TASK 5: THIS IS MY STORY

Think of a challenging part of your life and write a recount on


how you overcome it. Do it in one whole sheet of paper.
TASK 6: FOR REAL OR FANTASY?

http://www.youtube.com/watch?v=aLqbJ2Zb2hA

http://www.youtube.com/watch?v=2laFZbWZnlo

Watch the Video clip of Majika and a Documentary News clip.

1. Which video is fantasy?

2. Why did you say it is fantasy?

3. What can you say about the characters in Majika?

4. Which video is realistic?

5. Why did you say it is a reality?

6. What makes the second video real?

Fantasy is the use of creative imagination. It usually involves magic,


supernatural events and make believe creature or exotic fantasy
world. Flying carpets, magic swords and spells, dragons and ancient
religious relics or objects are often shown in fantasy film. Usually the
main character in fantasies are prince and princess.
Reality is the state of being actual or true. Something that exist
independently from the mind. It is about facts and theories about
the way things in the world function.

TASK 7: FOR REAL OR FANTASY?

Construct a Venn Diagram similar to the one below on a half sheet


of paper .Compare and contrast the Fantasy and Reality video.

TASK 8: CONTEXTUALIZATION

The method of getting meanings of words by studying the


surrounding words is called getting meaning through context clues.)

Guess the meaning of the italicized word using context clues.


The words are from the selection that you are about to read.

1. bales 2. maguey

3. railed him for a while 4. disagreed amicably

5. read from a primer- 6. took a respite

YOUR TEXT

TASK 9: READING OF THE TEXT

Marco opened the magazine and began to read. Sometimes he


stuck his tongue to form between his teeth as he endeavored to form
in his mind the sounds in his thought the English words on the
paper should have. Unconsciously, he even started to utter them
aloud, his tongue clumsy over them, but his heart proud that he
could say them all—until he came to himself, remembering he had
been hurrying to his work, and that he was on a busy street corner
where people could hear him and would perhaps laugh at him.

He licked his lips and looked around at the people who hurried
by him on their way to work much as he had hurried until the
newsboy at the corner had trust that paper at him. There were
students going to school, the smaller they were, the more laden with
books, it seemed. There were men, some young, some old, wearing
clothes that had been slept in, rolling their shirt sleeves higher up on
their arms. There were others relatively better dressed, who hurried
just as much, and tugged at coat sleeves to make them cover dirty
shirt cuffs. But many there were, too, who bore the stamp of god
living, who pressed palms over breast pockets and hip pockets, as if
feeling for pencils therein, or wallets perhaps, lest they had left these
at home. And even these hurried. Even the cocheros flourished their
whips, it seemed with much impatience. And the drivers of some
automobiles expressed their irritation at the slowness of the traffic
with the grate and noise of their gear shifting.

Marco licked his lips again, and looked at the newsboy who
stood near him, thrusting -papers at all the passers-by. The boy’s
eyes still showed sign of sleep. When Marco gave him the small coin
for his paper, he looked at it a while, tinkled it on the sidewalk,
picked it up, then shoved it into his pocket. As Marco walked on, the
newsboy continued to thrust papers at the hurrying people, and his
“Paper, Sir?” reminded Marco that Marcela would be right to scold
him for buying a paper in a language he could not read.

He arrived at the bodega in time and immediately took off the


coat he wore over his undershirts and wrapped it around the
magazine. He searched for a place to lay the coat in, revealed only
dusty corners and piled up bales of maguey, and finally he hung up
on a nail in the wall, hoping no one would see the paper it concealed.

They began working even before the whistle. Marco ought to


have been used to the stifle of the bodega,its dust, its tang of the sea
that rose from the maguey, the spoiled, moldy odor of copra, and the
smell of sweat bodies unwashed; but every once in a while, he still
had to leave the place at the weighing scales to go out and gasp his
fill of air in the alley that run by the bodega.How thankful he had
been when the American boss had put him on as a pesador, taking
him from the ranks of the bale-carriers where he had been.
He had been here for two years and Marcela had given him
Paul, that day at the bodega when he had the bale taken from his
shoulder by the others, and they had carried him off to one corner
where he had indulged the bubbling in his throat. They had taken
him to his wife then, and left him with many admonitions about not
being afraid, he would be all right.

But when they had gone, he had cried, a weakness he couldn’t


prevent, and lain with his face to the wall; while Marcela, who was
older than he was, wiped away her own tears and talked to him
brusquely about not angering her being so afraid. And Paul had cried
in the cradle that Cela had improvised by folding a blanket and tying
a corner with the strips of cloth to the wall. He had cried some more
then, he had sobbed aloud, and he had prayed to God that he would
soon be well enough for the two who depended on him.

He had been up for a short while, and he had grown stout on


tuba—the dreg left in the cask after the clear liquid had been drawn
off. This was what he had drunk, beaten into froth with raw eggs and
hot chocolate; he had taken walks in the early morning and bought
milk, seven centavos a glass, from a woman who let him watch while
she milked the cow. He had gotten well on that, or well enough at
least to make him and other believe so; that simple food; and earnest,
almost determination he had get well.

The American boss had sent him word that he could come to
work if he was able to and he could bepesador . He had, even after
that, always glowing word for the American as a people.

And now here ne was. He had also Vicente now; Vicente who
had Cela’s brownness and her round face and his love for churches
and crying. And he ought to have been used to the bodega and its
heat by now, but, there were still moments when he had to go out
and breathe, really breathe, as he now did, although the air in the
alley was a little better than the air in the case.

He returned to his work and laughed with the others at the


obscene remarks the bale—carriers shouted to each other. But they
were finished before the noon hour. The bale—carriers rode away on
the trucks, and dust rose in the alley. The rest of them sat around on
stools with canvas seats and talked, fanning themselves and wiping
the sweats from their foreheads with the small towels that they had
thrust into their pockets, wet, after using. Marco saw Martin discover
the paper in his coat. The esjedor called to their other companions
about Marco knows English, what they knew of that! Flushing was
something that even that the bodega had not cured Marco of, and he
flushed now, with his explanation that a niece had asked him to buy
it for her.

They railed him for a while and then forgot him in telling of
their stories; Marco followed Martin, who had taken the paper, and
now walked with it to a bale that he sat down on. Martin started to
read the paper aloud, just as Marco had in the street. And Marco
looked over his shoulder and read with him. They came to the
pictures, and Martin read the captions with much wrinkling of his
forehead. He would point to a picture and say, “ It says here that a
man that went with Quezon, and Marco would ask, “Where, Pare?”
Martin would point again, “There, there don’t you see?” Marco would
wipe his face with his towel and say, “Ah yes, yes, ha P’re?”

Thus they spent the rest of the time until the noon whistle
blew. They disagreed amicably about some words, and agreed again,
and others that they couldn’t seem to be able to say or agree on, they
told themselves they would ask someone about it later.

They even go to the point where they spoke to each other of the
English phrases they had learned. Perhaps Marco would say, “Pare,
in English one says—‘My work is not very hard’—,” And Martin would
reply, “Yes, and one also says—‘ I throw away the hemp because it is
not good anymore’—.” They used their hands sometimes and
sometimes they scratched their heads. And when the blast of the
noon whistle did stop them they promised each other that they would
continue these talks because it would help them.

They walked home together, since they lived near each


other.Marco did not try to hide his paper anymore. He held it rolled in
one hand, and while they hurried, he sometimes slapped it on his leg.

Near a school house, they passed a group of loitering children.


They had abandoned a game of biko-biko marked in lines of the
ground, and now had grouped around a little girl who read very loud
and fast from a primer in her hands. They listen for a while, Marco
and Martin, and they smile at each other. And then Marco asked the
little girl what grade she was in and what her age was. In the shrill
voice that all little girls have, she said, “Eight, second grade.” Marco
said to Martin then, “My Paul is eight, but he is in first grade yet.”
And they hurried on again. After a while, Marco said again, “He
failed, Pare, in his first year at school.” He paused, and then said,
“You see, he is so young.” Martin whose weren’t yet of school-age,
said, “No P’re, if they are too young—,” They parted there, since
Marco had reached his home.

At his meal, with his family, Marco regaled Marcela with the
story of his morning. He strung before admiring ears all the phrases
and sentences that had been in his store, enriched with what Martin
had contributed. Sometimes he would pick up objects on the table
and say, “This Cela is glass—for drinking,” and maybe he would turn
to Paul and ask, “What, Paul, is that right?” And Paul, who was busy
teasing Vicente by stealing the adobo from his plate, would look up
and nod, and say, “Yes glass for drinking.” And Vicente, who was now
in the same class as Paul, would say, “Pa, this is plate, this is table,
and this is water, unsa no?” And Marcela would say “Why, how good
that you know,” then brusquely, “But go on with your eating.”

After the meal, Vicente gave his father the school primer when
he asked for it. Marco opened it and read to them hesitatingly and
heavily, but his sons nodded at the sound of the words from his lips
at the explanation that he gave about what he had read. Marco was
as enthralled as his sons about the pictures, and he was especially
pleased by the names of the children in it: Rita, Clara,Juan, Jose;
these were names he could say without embarrassment and they
pleased him.

He was sorry that Paul had still to be in the same grade as


Vicente. Paul took after him. Somewhere back, he had high-nosed
ancestors, and Paul had his brown, transparent eyes from them, the
fine lines of his lips, his nose, and his love for mischief. When Paul
had brought home the school certificate with the failed mark on it,
Marco had said, “This is what comes of playing with marble so
much.” That had been the bulk of his reproaches—that Paul liked to
play than study.

He had been a little ashamed upon the reopening of the school,


when he had to go around in the stores with the list of supplies in his
hand. Sometimes he had to point to an article on the list and say
humbly to the clerk who waited on him hard eyes, “Please see what
this says,and give me of it.”He had borne in for the ringing dream in
his mind that someday,some very near day,his sons would rise above
people like him, “God help him.”

There had been teachers who had snapped at him,who had


tried to dismiss his pleas by saying repeaters were placed on the
“waiting list,”and the tones of their voices had seemed to mean good
riddance to them! Marco had pleaded with these, hadquarreled with
them, and though all the effort worthwhile when he saw both his
sons in the classroom at last.

Cela had been inclined to scold Paul for not studying, thus
putting his father to all that trouble. But he had quieted her by
saying, “No,Cela, it is only because he is so young.”

He read to them out of the primer and asked them questions,


and was delighted when they could answer him, a little angry when
they couldn’t.

That afternoon Rafael came to listen to them. Rafael was a boy


whose dwarfish look belied his twelve years of age. He was in the
sixth grade, and was a distant cousin of Marco’s sons. He hadn’t
been there very long before he started to taunt Paul for being in only
the same grade as Vicente.

Marco said, “Shut up, Pa-ing,we are reading.”And he read on,


but after a while Pa-ing,with his lips curled, said, “Do you think
English is the dialect, to read it like that?” He snatched the book from
Marco’s hand and read it, swiftly easily, and to Marco, very
beautifully. But Marco took the book back and said, “This Rafael, he
was always hambugiro!”Which made Rafael turn to him and ask,
“Well, can you tell me what is the meaning of mansion, intuition,
invisible?” Marco said, “I know invisible,” and he gave the meaning
for it. But the other words he said he had heard but could not
remember what they meant. Rafael dance around at this, in his glee,
and said, “Tell me, how much is 16X89?”. Marco’s brow wrinkled,
and he asked, “Say the number in the dialect….” But Rafael threw
back his head and laughed aloud, and Marco was silent.

Rafael stopped laughing then, and said, “Ba! The reason Paul
did not pass is that you don’t know anything yourself.” And he went
away at that, because Marco’s sons began to chant something about
his looking like a cat with his silent eyes.

Marco’s sons asked him to read on, but he said the one o’clock
whistle would soon blow. He shrugged himself into the coat he had
taken off at the meal, and finding the magazine in the pocket, he said
to his sons, “Here, look at the pictures.”

He hurried back to his work again. There were the people who
hurried with him, just in the morning, only a little dirtier perhaps,
and wearier. Sometimes he caught himself in flying glimpses, and the
people like a stream around him in the glass of the shop-windows.
There were people infinitely poorer dressed that he was, and also
people infinitely richer. He, passed a number of churches. At the first
he did genuflection,made mechanical by habit. It was only a short
way of the second, made shorter by his hurry. But at the door of this,
second place of God, hot tears sprang to his eyes and the flexing
knees was part onlyof his stride as he hurried on even faster than he
had hurried before.

In the bodega that afternoon, the men took a respite, feeling so


washed out by the heat. Martin and Marco eagerly sought each other;
Marco said, “Howmuchis 16X89?” Martin scratched his head and
said, “Where did you get that,pare?Say it again in Spanish-.” But
Marco did not know. They went back to saying small sentences in
English, and Marco was happy again. But some of the others had
gone up to them, and then these others laughed when Martin
included a dialect expression in what was to be an English sentence.
Marco flushed at their laughter and said, “let’s go back to work. It is
late.”They all went back to work after that.
Estrella D. Alfon p 234. Ventures in communication I

Reading Comprehension

1. What was Marco’s dream for his sons? Who is more likely to
fulfill his dream? Why?
2. Would you say Marco was an extremely poor man? Explain
your answer.
3. What incidents indicate Marco’s strong determination to learn
read and speak English? Why do you think he was determined
to do so?
4. Point out instances where Marco displayed the value of
humility, of resourcefulness; of self reliance
5. Name some Filipinos you know or have read about who have
shown similar worthwhile values. In what ways did they display
these values?

YOUR DISCOVERY TASKS

TASK 10: TRUE OR FALSE

Tell whether each statement is true or false. Write your answer


on the blank before each number.
____________1. Marco’s heart is proud that he could utter English
words.
____________2. As he hurried on his way to work, the newsboy thrust
the paper at him.
____________3.Marcela would scold Marco for buying a paper in a
language he could not read.
____________4. Rita, Clara, Juan, Jose were the names Marco could
say without embarrassment.
_____________5.Martin and Marco never got to the point where they
speak of each other of the English phrases they had learned.
_____________6.They use their hands sometimes, and sometimes they
scratched their head when they could not say the word they want to
say.
_____________7.When the blast of the noon whistle, they were
discouraged to practice in speaking English to each other.
____________8. At the meal with his family, Marco would pick up
objects on the table and say it in English .“ this is a glass-for
drinking.”
____________9. Marco read book to his son while waiting for the noon
time whistle to work.
___________10.One afternoon, Marco and Martin eagerly sought each
other, they went back on saying small in English Marco is happy
again.

TASK 11: A ROLE TO PLAY

Pick out scenes or incidents described in the story which


reflects local traditions and practices then choose one and act it out
in the class. After acting, explain what values they represent. Are
they worthy of preserving?

TASK 12: SKETCHERS

Read an example of a personality sketch. Note how it is written.


It will help you accomplish another activity.

Gina is a fifteen–year-old girl who lives in a mountainous


village. She is robust and small for her age. Her unkempt straight
hair makes her face more innocent. Her body stature makes her look
like a boy.

The people in the village admired her, because at her age she
can bring out charcoal from a hot furnace. She also helps her parents
sell the charcoal along the road and even in the market.
Because of financial problem, Gina cannot study in high
school. It is the greatest challenge in her life. It is her dream to finish
high school.

She didn’t lose hope. She possesses a strong determination to


continue her studies. So she decided to work in the house of one of
her teachers. She does all the household chores.

I think Gina will succeed in her life, she deserves it. Because a
person like her is an example that “If there’s a will, there’s a way.”

1. How old is Gina?


2. What work does she do to help her parents?
3. What is her greatest challenge in life?
4. How does Gina solve her problem?
5. Do you think she will achieve her dream? Why?

Work in pairs. Speak about yourself to your partner and vice


versa. You will talk about him/her in class and he/she in turn will
talk about you.

TASK 13: GRAMMAR RULES

Imperatives and Prepositions

A preposition is a word which shows relationships among other


words in the sentence. The relationships include direction, place,
time, cause, manner and amount. In the sentence she went to the
store, to is a preposition which shows direction

Imperative is type of sentence that gives advice or instructions


or that expresses a request or command.

TASK 14: BET ON YOUR BABY

Group yourselves into five. In each group you will receive strips
of paper with commands using prepositions. You will do the
commands with time limit. The more commands which were correctly
followed by your group mates, the more points you earned and the
highest pointer will be the winner.

a. Put the bag on the table.


b. Get the ball inside the bag.
c. Roll the ball under the table.
d. Place the box beside the chair.
e. Open the box on the cabinet.
f. Throw the ball into the box.
g. Fill in the basin with water.
h. Mix the water with red dye.
i. Soak the white piece of cloth in the basin.
j. Dry the piece of cloth under the sun.

Answer the following questions based on your group activity.

1. Where did you put the bag?


2. What is on the table?
3. Where is the ball?
4. What is inside the bag?
5. Where did you roll the ball?
6. What is under the table?
7. Where did you place the box?
8. What is beside the chair?
9. Where is the box?
10 What did you open on the cabinet?
11 Where did you throw the ball?
12 What did you do to the ball?
13 Where did you fill the water?
14 What did you mix with water?
15 Where did you soak the white piece of cloth?
16 Where did you dry the piece of cloth?

Fill in the blanks with appropriate imperatives and


prepositions. Choose your answer from the box below.

Take clean inside prepare under beside


watch wash play on top of wash

Hello Kristelle, I have to go now, remember to (1) ________ milk


for your little sister when she’s hungry. Her milk is (2) _______ the
cabinet. The milk bottles are (3)_____ the table. (4)______care of her.

Tomorrow is Monday. (5)_________your uniform. I cannot do it


anymore. After washing your uniform, (6)_________ the house. Do not
(7)_______television if you are not yet done with your work.

By the way, you can (8)_______badminton with your sister. I


keep your badminton racket (9)_______your bed. I place the
shuttlecocks (10)________the drawer.
YOUR FINAL TASK

Task 15. For Example

Personality Sketch

A. Think of a person who can be your role model. Then write a


personality sketch about him/her.
Example: mother, father, teacher

YOUR TREASURE

“Remember you will not always win. Some days, the most
resourceful individual will taste defeat. But there is, in this case,
always tomorrow - after you have done your best to achieve success
today.”
-Maxwell Maltz
Hardships, problems, adversities- these are challenges that we
need to face and overcome in order to make something worthwhile
out of our lives. Anything worth having is hard to come by.
Something good comes out of even the worst of situations.

Your journey throughout this lesson will inspire you to do your


best while developing your language skills.

Task 15 Journal Writing

As the final activity, do the following:

1. Describe a significant experience that inspires you go through


this lesson.

2. What weaknesses do you need to improve and the strengths you


need to enhance to enable yourself to be prepared to face
challenges?
Lesson 2
BEING PROUD TO BE A FILIPINO

YOUR JOURNEY

This lesson allows you to understand the value of being a Filipino


that manifests in your ability to adapt and survive in this fast-changing
world. Filipinos are renowned all over the world for their remarkable
qualities, aside from resiliency, adaptability and courage to face tough
times. What really sets you apart from others is your tenacity to survive.
Despite the many negative things that tend to overshadow the positive,
there are still so many things for you, a Filipino, to be proud of.

YOUR OBJECTIVES

• Use appropriate reading strategies for various text types.


• Give and follow instructions and directions.
• Process information mentioned in the text listened to.
• Determine the intentions of speakers by focusing on their unique
verbal and non-verbal cues.
• Differentiate reality from fantasy based on a material viewed.
• Use lexical and contextual cues in understanding unfamiliar
words and expressions.
• Discover through Philippine literature the need to work
cooperatively and responsibly in today’s global village.
• Explain how the elements specific to a genre contribute to the
theme of a particular literary selection.
• Distinguish between and among a capsule biography, biographical
sketch and feature article.
• Give clear, precise and concise information, explanations and
instructions in varied oral communication situations.
• Use imperatives and prepositions when giving instructions.
INITIAL TASKS

TASK 1. FEEL THE BEAT OF MUSIC

Listen to the song and try to draw images/symbols that you can
associate with its message.

TAYO’Y MGA PINOY


byFrancis Magalona (http://videokeman.com/francismagalona/tayoy-
mga-pinoy-francis-magalona/)

Tayo’y mga Pinoy, tayo’y hindi Kano


Wag kang mahihiya kung ang ilong mo ay pango

Dito saSilangan ako isinilang


Kung saan nagmumula ang sikat ng araw
Ako ay may sariling kulay kayumanggi
Ngunit hindi ko maipakita tunay na sarili

Kung ating hahanapin ay matatagpuan


Tayo ay may kakanyahang dapat na hangaan
Subalit nasaan ang sikat ng araw
Ba’t tayo ang humahanga doon sa Kanluran

Sabi ni hepe wag tayong manggaya


Wag kang manggagaya kung di mo rin kaya
Mangopya ka man siguraduhin mong
Mas mahusay sa kinopyahan at matinong matino

Kahit ilong mo ay bali ko kahit na panget sarat at pango


Basta’t pantay-pantay walang kulay walang away

awitin nating sabay-sabay

Chorus 1
Bakit nanggagaya, mayro’n naman tayo
Tayo’y mgaPinoy, tayo’y hindi Kano
Wag kang mahihiya kung ang ilong mo ay pango

Dito sa Silangan, tayo’y isinilang


Kung saan nagmumula ang sikat ng araw
Subalit nasaan ang sikat ng araw
Ba’t tayo ang humahanga doon sa Kanluran

[Repeat Chorus 1]
Aking sina-saisip at puso’t damdamin at may paniwala sa sariling atin
Gawa na pinoy maipagmamalaki isigaw sa mundo at ipagsabi

Chorus 2
Mayro’ng isang aso, daig pa ang ulol
Siya’y ngumingiyaw, hindi tumatahol
Katulad ng iba, painglis-inglis pa
Na kung pakikinggan, mali-mali naman
Wag nalang

[Repeat Chorus 2 except last line]


Wag na, oy oy
Oy,ika’y Pinoy
Oy, oy, ika’y Pinoy

Draw the mental images/ symbols that you could associate with the song
you have just listened to. Be ready to share it with the class.
TASK 2. PAIR UP

1. Talk to a partner. Think about 3 different places in your town or city.


Tell him/her how to get from where you are to these places.

2. Describe your neighborhood to your friend. Say where the bakery,


grocery store, pet shop, bus stop, restaurant and others are.

TASK 3. FEED YOUR HEAD

Enrich your vocabulary. Read the following sentences then select


the meaning of the underlined words from the box below. Write the
letter of your choice on the space provided before each number.

A B

_____ 1. I am the inheritor of my forefather’s treasures.

_____ 2. Mrs. Smith is the only pioneer in the institution.

_____ 3. I could barely hear her frail voice.

_____ 4. His noble contributions are immortal.

_____ 5. Any defiance with the law would have dire consequences.

a. Incapable of dying b. very weak c. original, earliest

d. refusal to obey e. recipient of money, property, etc


TASK 4. WATCH THE PULSE

Random people from all walks of life have been asked this
question: “Are you proud to be a Filipino?” After watching the video
clip, let the students react from people’s responses.

YOUR TEXT

by Carlos Romulo

I am a Filipino - inheritor of a glorious past, hostage to the


uncertain future. As such I must prove equal to a two-fold task- the task
of meeting my responsibility to the past, and the task of performing my
obligation to the future.

I sprung from a hardy race - child of many generations removed of


ancient Malayan pioneers. Across the centuries, the memory comes
rushing back to me: of brown-skinned men putting out to sea in ships
that were as frail as their hearts were stout. Over the sea I see them
come, borne upon the billowing wave and the whistling wind, carried
upon the mighty swell of hope- hope in the free abundance of new land
that was to be their home and their children's forever.

This is the land they sought and found. Every inch of shore that
their eyes first set upon, every hill and mountain that beckoned to them
with a green and purple invitation, every mile of rolling plain that their
view encompassed, every river and lake that promise a plentiful living
and the fruitfulness of commerce, is a hollowed spot to me.

By the strength of their hearts and hands, by every right of law,


human and divine, this land and all the appurtenances thereof - the
black and fertile soil, the seas and lakes and rivers teeming with fish,
the forests with their inexhaustible wealth in wild life and timber, the
mountains with their bowels swollen with minerals - the whole of this
rich and happy land has been, for centuries without number, the land of
my fathers. This land I received in trust from them and in trust will pass
it to my children, and so on until the world no more.

I am a Filipino. In my blood runs the immortal seed of heroes -


seed that flowered down the centuries in deeds of courage and defiance.
In my veins yet pulses the same hot blood that sent Lapulapu to battle
against the alien foe that drove Diego Silang and Dagohoy into rebellion
against the foreign oppressor.

That seed is immortal. It is the self-same seed that flowered in the


heart of Jose Rizal that morning in Bagumbayan when a volley of shots
put an end to all that was mortal of him and made his spirit deathless
forever; the same that flowered in the hearts of Bonifacio in Balintawak,
of Gergorio del Pilar at Tirad Pass, of Antonio Luna at Calumpit; that
bloomed in flowers of frustration in the sad heart of Emilio Aguinaldo at
Palanan, and yet burst fourth royally again in the proud heart of Manuel
L. Quezon when he stood at last on the threshold of ancient Malacañang
Palace, in the symbolic act of possession and racial vindication.

The seed I bear within me is an immortal seed. It is the mark of


my manhood, the symbol of dignity as a human being. Like the seeds
that were once buried in the tomb of Tutankhamen many thousand
years ago, it shall grow and flower and bear fruit again. It is the insigne
of my race, and my generation is but a stage in the unending search of
my people for freedom and happiness.

I am a Filipino, child of the marriage of the East and the West.


The East, with its languor and mysticism, its passivity and endurance,
was my mother, and my sire was the West that came thundering across
the seas with the Cross and Sword and the Machine. I am of the East,
an eager participant in its struggles for liberation from the imperialist
yoke. But I also know that the East must awake from its centuried
sleep, shape of the lethargy that has bound his limbs, and start moving
where destiny awaits.

For, I, too, am of the West, and the vigorous peoples of the West
have destroyed forever the peace and quiet that once were ours. I can no
longer live, being apart from those world now trembles to the roar of
bomb and cannon shot. For no man and no nation is an island, but a
part of the main, there is no longer any East and West - only individuals
and nations making those momentous choices that are hinges upon
which history resolves.
At the vanguard of progress in this part of the world I stand - a
forlorn figure in the eyes of some, but not one defeated and lost. For
through the thick, interlacing branches of habit and custom above me I
have seen the light of the sun, and I know that it is good. I have seen the
light of justice and equality and freedom and my heart has been lifted by
the vision of democracy, and I shall not rest until my land and my
people shall have been blessed by these, beyond the power of any man
or nation to subvert or destroy.

I am a Filipino, and this is my inheritance. What pledge shall I


give that I may prove worthy of my inheritance? I shall give the pledge
that has come ringing down the corridors of the centuries, and it shall
be compounded of the joyous cries of my Malayan forebears when they
first saw the contours of this land loom before their eyes, of the battle
cries that have resounded in every field of combat from Mactan to Tirad
pass, of the voices of my people when they sing:

Land of the Morning, Child of the sun returning...Ne'er shall


invaders Trample thy sacred shore.

Out of the lush green of these seven thousand isles, out of the
heartstrings of sixteen million people all vibrating to one song, I shall
weave the mighty fabric of my pledge. Out of the songs of the farmers at
sunrise when they go to labor in the fields; out of the sweat of the hard-
bitten pioneers in Mal-ig and Koronadal; out of the silent endurance of
stevedores at the piers and the ominous grumbling of peasants
Pampanga; out of the first cries of babies newly born and the lullabies
that mothers sing; out of the crashing of gears and the whine of turbines
in the factories; out of the crunch of ploughs upturning the earth; out of
the limitless patience of teachers in the classrooms and doctors in the
clinics; out of the tramp of soldiers marching, I shall make the pattern of
my pledge:

"I am a Filipino born of freedom and I shall not rest until freedom
shall have been added unto my inheritance - for myself and my
children's children – forever”.
YOUR DISCOVERY TASK

TASK 4.UNDERSTANDING THE TEXT

Supply what is needed in the table below.

Name of the author

Characteristics of Filipinos
mentioned in the selection

Prove the claim of the author


that the Philippines had rich
land.
Two–fold tasks of a Filipino

TASK 5: INTERPRETING THE TEXT

Answer the following comprehension questions:

1. What does the “seed” symbolize?

_______________________________________________________________________
_______________________________________________________________________

2. Why is a Filipino a child of the marriage of the East and the West?
Explain.

_______________________________________________________________________
_______________________________________________________________________

3. Differentiate the culture of the East from the West.

_______________________________________________________________________
_______________________________________________________________________
TASK 6: CHALLENGING THE TEXT

1. What could be the other title for the text?

_______________________________________________________________________
_______________________________________________________________________

2. What other details/ information about Filipinos can you add?

_______________________________________________________________________
_______________________________________________________________________

3. What is the most important lesson you can lift from the text?

_______________________________________________________________________
_______________________________________________________________________

4. What does the text reveal about the author?

_______________________________________________________________________
_______________________________________________________________________

5. What do you think is his purpose in writing the text?

_______________________________________________________________________
_______________________________________________________________________

TASK 7: VALUES: LIFE CONNECTION

Choose a partner and talk straight from the heart about the following
questions.

a. Did you feel proud about being a Filipino before reading the selection?
Why or why not?

b. Now that you are aware of your inheritance, are you proud to
be a Filipino?

c. Describe ways on how you can protect your glorious inheritance?


YOUR FINAL TASK

TASK 1: READ-Y, SET, WRITE!

Read the capsule biography of Carlos P. Romulo.

Carlos Peña Romulo once


wrote that each of his
careers “might have been
lived in a different
country and a different
age.” Soldier, journalist,
educator, author, and
diplomat, he was a
definitive world figure of
the 20thcentury.

Romulo grew up in the


town of Camiling in the
province of Tarlac in
northern Philippines. He
was born within the
Spanish walled city of
Intramuros, Manila, on
January 14, 1898, at the
twilight of one colonial
regime and the dawning
of another. His father, Gregorio, fought in the revolution for Philippine
independence against Spain and, until surrender, America. The
bitterness of the conflicts left an impression on the young boy—marking
“the beginnings of a rebel,” as he called it—and he made a promise
never to smile at an American soldier.

His levelheaded father eventually welcomed American school teachers


who came to Tarlac to teach English, however, becoming the first of the
town’s elders to learn the language. Likewise, the young Romulo’s
hatred abated not only because of his father’s example but also because
he became friendly with an American sergeant.
His father’s dream of an independent and democratic Philippines lived
on. One of the last to take his oath of allegiance to America, the elder
Romulo learned to accept the foreign power’s rulings except—as the
young Romulo recounts in his memoirs—“in the manner of the flag.”

“The American law says we cannot display our flag in any public place,”
Gregorio Romulo told his family. “Well, my bedroom is not a public
place.”

In World War II Romulo was aide-de-camp to General Douglas


MacArthur. As a journalist he wrote a series of articles, after a tour of
the Far East, about Japanese imperialism, and predicted an attack on
the United States. For this he won the Pulitzer Prize in Journalism for
Distinguished Correspondence, and it was MacArthur himself who
delivered to his friend the good news.

His skill at using words made Romulo the logical choice to become “the
Voice of Freedom,” which broadcasted news of the war effort to Filipinos
and Americans alike. Often contrary to Japanese propaganda, Romulo’s
reports earned the ire of the enemy, who put a price on his head. But
Romulo kept broadcasting until the Fall of Bataan, and abandoned his
post only after MacArthur’s strict orders to leave. He flew first to
Australia, eventually ending up in the United States in exile, leaving
behind his wife and four sons.

In 1924 Romulo married Virginia Llamas, a local beauty titlist. They met
at a picnic and they married not long after being crowned King and
Queen of a Manila carnival. She once commented that she was the type
of wife who preferred to glow “faintly in her husband’s shadow,” to
which one acquaintance quipped, “this didn’t leave much room to glow
in”—a jab at Romulo’s height.

Standing only 5’4” in his shoes, Romulo often made fun of his height.
His book I Walked With Heroes opens with the anecdote about being the
newly elected president of the United Nations—the first Asian to ever
hold the post—and having to be “perched atop three thick New York City
telephone books” just to see and be seen by all the delegates below the
podium. When MacArthur fulfilled his promise to return to the
Philippines, with Romulo at his side, it was reported that the American
general was wading in waist-deep water. One correspondent, Walter
Winchell, immediately wired back asking how Romulo could have waded
in that depth without drowning.
He also used his height to his advantage. “The little fellow is generally
underrated in the beginning,” he once wrote. “Then he does something
well, and people are surprised and impressed. In their minds his
achievement is magnified.”

Team members of the University of the Philippines debate team, with


Professor Carlos P. Romulo. Pedro Camus, Teodoro Evangelista,
Deogracias Puyat, and Jacinto C. Borja. The photo was taken in San
Francisco, California, April 18, 1928, and the caption reads: “Four
students of the University of the Philippines, under the leadership of
Prof. Carlos P. Romulo of the College Faculty, recently arrived in the
United States on a tour of the world to debate the question of Filipino
independence. The round-the-world debate on the Philippine question is
academic and has nothing to do with politics.”

This kind of understanding served him well as he began a career as a


diplomat at the United Nations. Describing himself as the “barefoot boy
of politics,” he had never before attended an international conference
and was new to diplomacy. To add to this challenge, he was
representing a small nation that had not yet achieved independence.
(There already had been reports of Filipino delegates being ignored at
international meetings.)

Romulo—whose lifelong dream was to help build a body such as the


United Nations—resolved to make the Philippines the voice of all small
nations. As a signatory of the charter forming the United Nations in
1945, he spoke the famous line, “Let us make this floor the last
battlefield” at the first General Assembly. There was at first silence, but
then he received a standing ovation—the only one given to any speaker
at the conference.

Romulo launched himself fully into the world of international diplomacy,


standing his ground against the big powers and committing himself to
the causes of fledging nations. Dismissed by some, like Andrei
Vishinsky, chief of the Soviet delegation, as a “little man from a little
country,” Romulo was undeterred, fighting “like David, slinging pebbles
of truth between the eyes of blustering Goliaths.”

President of the UN General Assembly Carlos P. Romulo introduces US


President Harry S. Truman to Deputy Foreign Minister Andrei Vishinsky
of the USSR, October 24, 1949, during the cornerstone laying ceremony
of the UN headquarters in New York City.
Dubbed by his colleagues “Mr. United Nations,” he was elected president
of the United Nations General Assembly in 1949—the first Asian to hold
the position—and served as president of UN Security Council four times,
in 1981, in 1980 and twice in 1957.

Despite all the triumphs, Romulo hit low points in his life. His eldest son
Carlos, Jr., died in a plane crash in 1957, and his beloved wife died in
1968, near the end of his terms as president of the University of the
Philippines, his alma mater, and, concurrently, Secretary of Education.

“I had to be outstanding,” he wrote, “to make the greatest effort to win,


to prove I was capable not in spite of having been born a Filipino but
because I was a Filipino.”

Romulo served a total of eight Philippine presidents. His career as a


public servant spanned more than fifty years, including seventeen years
as Secretary of Foreign Affairs and ten years as the Philippines’
ambassador to the United States. As a soldier he was a brigadier general
in the US Army, receiving the Purple Heart and the Silver Star for his
service during World War II, and a major general in the Philippine Army.
As a writer he authored sixteen books, two plays, and several poems. In
1982 he was named a National Artist for Literature by the Philippine
government. He was also conferred the first Bayani ng Republika Award
for his outstanding service to the Filipino nation and the rank of Raja of
the Order of Sikatuna, an honor usually reserved for heads of state.

By the time he died in 1985 he had served on the boards of a number of


prestigious Philippine corporations, such as San Miguel and Equitable
Bank. “The General,” as he was widely known, had received well over a
hundred awards and decorations from other nations as well as over
sixty honorary degrees from universities all over the world. Extolled
by Asiaweek as “A Man of His Century,” he was the most admired
Filipino in international diplomacy of the 20th century.

He was laid to rest in the state cemetery, alongside Philippine presidents


and other great Filipinos, survived by his second wife Beth Day, whom
he married in 1978.
Make a biographical sketch of one of the most famous Filipino
personalities, Carlos P. Romulo.

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YOUR TREASURE

Time and again, we are put to tests like devastating disasters,


crises and calamities. We are suffering from an image problem, yet
we pick up the pieces together and stand up as one. State all the
reasons why you can brag before anyone that, “HOY, PINOY AKO!!”
Complete the table similar to the one below in your English notebooks.

I am PROUD to be a FILIPINO…

…because

…because

…because

…because

…because

…because

…because

…because

…because

…because

…because

…because

…because

…because

…because

…because
Lesson 3
ADMIRING THE INVINCIBLE HUMAN SPIRIT

YOUR JOURNEY

Lives and experiences of persons who overcome their own


challenges usually motivate us to emulate them. A story of a poor boy
who became a successful businessman or a cancer patient who was
able to survive in spite the pains and sufferings he/she had gone
through inspires us to continue fighting not only for our own sake but
also for our loved ones.
This lesson will teach you to appreciate the optimism of persons
who succeeded in their own battles because of their courage and
determination.

YOUR OBJECTIVES

• Make generalizations from different text types.


• Predict the outcomes of a verbal exchange listened to and their
possible effects on the speaker.
• Analyze relationships presented in analogies.
• Supply other words or expressions that complete an analogy.
• Discover through Philippine literature the need to work
cooperatively and responsibly in today’s global village.
• Express appreciation for sensory image.
• Organize information about a chosen subject using a graphic
organizer.
• Orally narrate events in factual and personal recounts using
appropriate verbal and non-verbal cues.
• Use verbs when giving information and making explanations.
• Identify cause and effect relationship.
• Use transitions in narrating a story.
YOUR INITIAL TASKS

TASK 1: NAME THAT TUNE

Form groups of five, then play the game ‘NAME THAT TUNE’ by
guessing the title of the song of each excerpt that the teacher will play.

The group with the most number of correct answers will be


declared as the winner.

As you listen to the excerpts for the second time, intently listen
to identify the message of each song.

TASK 2: YOU’RE THE MAN

All people encounter difficult problems. But different people look


at these difficulties differently. Some look at these as punishment from
God but some take these as challenges that make them better persons.
We are inspired by people who show courage and determination in
conquering their obstacles in life.

Name three (3) persons whom you admire because of their being
strong in facing their trials in life. Give your reasons why you chose
them.

Name Reason/s why you chose him/her

Share your list with the class.


TASK 3: MY GREATEST FEAR

Think of one thing/situation you are afraid of the most. Why are
you afraid of it and how will you overcome this fear?

TASK 4: WORD ANALOGY

Choose the letter that corresponds to the word that correctly


completes each analogy.

1. relaxed is to calm as afflicted is to _________________


a. comfort b. relieve c. suffering d. bothered
2.strong is to weak as squeamish is to_________________
a. sensitive b. healthy c. sick d. ill
3. polite is to respectful as benign is to _______________
a. non-cancerous b. malignant c. cancerous d. vigorous
4. appendectomy is to appendicitis as mastectomy is to _____________.
a. gallbladder b. kidney c. bone d. breast
5. pulmonologist is to lungs as cardiologist is to _________________
a. eyes b. ovary c. heart d. brain
6: interrupted is to disrupted as incessant is to_________________
a. broken b. continuous c. temporary d. impermanent
7. go is to stop as wrench is to _________________
a. push b. seize c. grab d. grasp
8. surgery is to operation as recuperating is to _________________
a. recovering b. worsening c. weakening d. declining
9. lock is to close as opt is to ____________________
a. refuse b. reject c. choose d. decline
10. gain is to increase as recurrence is to ____________
a. disappearance b. weaken c. loss d. return
11. sad is to cheerless as triumphant is to______________________
a. contented b. victorious c. satisfied d. failed
TASK 5: SENTENCE CONSTRUCTION

Choose five (5) from among unfamiliar words in Task 4 and use
each in a sentence.
1.
2.
3.
4.
5.

TASK 6: READING TEXT

What would be your initial reaction if you are diagnosed with a


serious illness like cancer? How will you accept this reality?

When God Gave Me Cancer, He Gave Me Everything!


By Maria Fatima L. Tioseco

Cancer is such a frightening word.

In the presence of my cousin who was


afflicted with it, I recall being squeamish
just even hearing about it. I remember
my constant silent prayers to the Lord,
"Please don't give me cancer. I don't
think I can cope." But in the second week
of July last year when I woke up from the
recovery room with just a breast, I realized, and had to accept, I had
cancer.
My surgeon told me if the mass in my breast was benign, he would
merely remove the mass, but if it had cancer cells, then he would have
to do a mastectomy. I remember crying to my Mom, enveloped in such
heart sinking self-pity, when I arrived at my hospital room as she
welcomed me back in after the operation.
"It's only a breast," she tried to reassure me.
Then, I stopped myself, switching emotions upon realizing, it's
done. I can't cry all my life.
Chest bandaged with two long rubber tubes attached, which had
grenade-shaped plastic containers at the ends to hold drained liquid, I
wondered why God let me have cancer — the one sickness I had often
begged him not to inflict on me.
I closed my eyes and decided to count my blessings.
"Focus on the good things," I psyched myself. Suddenly I felt happier.
The blessings I assessed were abundant.
Because my operation had to be delayed for a week since my
cardiologist wanted me to complete all the necessary tests, I had in
those seven days before my mastectomy been at the receiving end of so
much compassionate love.
First, I was deeply grateful I still had a Mom to cradle me
through. She is a beautiful 70-year-old who walks with a cane due to
her arthritis. Her constant, comforting presence through all my pre-
tests especially when I am pricked for my blood or sugar tests really
made me feel so lucky. Her incessant, soothing words of comfort, her
singing to me, "Come my Lord Jesus I love you...," as the nurse
extracted blood from me, my face smeared with tears, my heart
wrenched at my ordeal, helped me so much.
And, because of the technological wonder of the cellphone and
email, I was also the recipient of barrage of long and short distance
telephone calls, text messages and emails from classmates and
batchmates from the six sections of Assumption High School, family
and friends from all over the world. I was overwhelmed with their
powerful love messages of prayers and encouragement.
I felt cheerful and blessed also because I was "suffering" in
comfort. I was recuperating in a big hospital room perfumed by a mini
garden of flower arrangements from friends.
There was also the colorful paper hearts drawn by, children of a
classmate , hanging just beside the crucifix across my hospital bed.
They had told their Mom to tell me that they drew me hearts so
wherever I looked there was love.
I tried to maintain a happy disposition during my recuperation. I
kept trying to shift my attitude to positivism, to appreciate all that was
around me, what I had and can still have, pushing or even erasing the
thought that I had only one breast left.
I forced myself not to dwell on what I had lost — a breast, or
what I can no longer have.
Perhaps God let me have cancer because he knew I could take it
and even make fun of it, like texting everyone after my mastectomy
that I was a gay already.
When I went home from the hospital, the pain in my armpit was
so intense I sometimes thought an animal lived there and tortured me.
I resorted to drinking Holy Water from the big bottle which my friend,
hand-carried all the way from Lourdes, France. I would take pain
killers only if I truly couldn't stand the pain.
"Heal me, heal me," I would chant to the Lord.
Then, I would think of who I wanted to offer up my pains, those
in more difficult conditions, so that I could turn my pain into grace.
I refused to allow any feelings of self-persecution. I didn't want to
waste a moment of my life to be sad. Life, they say, is made up of
millions of moments — it's up to you how many of those moments you
want happy or sad.
So I reinforced myself by visualizing that God had taken my right
breast to save a place for me in heaven and that I must spend the rest
of my life surrendering to His will, so that I can reunite with that right
breast someday.
I'd like to think that in that same hand that God brought my
right breast to heaven, He filled it with much love from family, friends
and strangers.
Cancer had made me become a 'spoiled brat'.
Everyone is just so nice. I always receive love gifts — more
flowers, cookies, fruits, rosaries, holy water, prayer books, wigs — not
only from friends in Manila, but also from those abroad like my
favorite special, sugar-free, seedless sampaloc packs and dried baby
pusit.
Nowadays, my usual remark is, "God is so good. He gave me
everything. He gave me cancer, but he gave me good doctors, a family
supporting and loving me, friends praying for me and inspiring me,
including money to afford treatment and medicines."
"Jesus is healing me!" is what I was chanting as the doctor
inserted the needle that would start the input of one tray of chemo
medicines, some red, some yellow-colored, into my body. A close friend
was holding my right hand tightly, my Mom was sitting behind me, her
hand on my shoulder, praying with me.
I cried from deep, deep within, thinking with such great
disappointment that I would have to go through this five more times to
prevent the recurrence of cancer cells in my body.
Thankfully, I heard this close friend finally say, "It's in na, stop
crying."
Miraculously, because of the prayers of so many who cared, I
was so thirsty during the chemo session, I kept drinking water and
urinating the unwanted or unabsorbed medicines out of my body.
If my head and eye hurt that night, it was because I cried so
many times the whole day before the actual chemo and during the
insertion of the needle and some parts during bouts of self-pity and
depression while the chemo was going on.
I was so afraid to sleep because I was frightened that pumped
with so much medicine; I might not wake up the next day.
The morning after, my heart leapt with joy because I was feeling
so good. I immediately dressed and had my Yaya pack our things so
that by the time my oncologist came to check on me I was looking and
feeling cheerful, bejeweled in my trinkets with makeup on, ready to go
home.
I felt so triumphant that I successfully got over my much feared
first chemo session.
Cancer had taught me that God really makes all things beautiful
"In His Time."
As I type this, I will be braving four more chemo sessions. My
silver lining is that everyone tells me I look better in my wig that in my
regular hairdo. I guess I owe that to God, too, he did give me
EVERYTHING!

Answer the following questions.

1. Why was the author of the text afraid of having cancer?


2. When did the patient finally accept her serious illness?
3. What made her maintain a happy disposition in spite of her
condition?
4. What did she realize when she contacted with cancer?
5. Based on the narration, give your own meaning of the word
courage.
YOUR DISCOVERY TASK

TASK 7 THE POWER OF THE SENSES

Working with your same groupmates in Task 1, identify the


sensory images in the narrative “When God Gave Me Cancer, He
Gave Me Everything!”.
Sight What images do I
see?

Sound What images do I


hear?

Taste What images do I


taste?

Touch What images do I


feel?

Smell What images do I


smell?

Explain how these images help make the story realistic.

To what sensory image do the following lines/sentence appeal?

____________1. With the smell of steaks in passageways..


____________2. ……nor the winks the gold fins in front…
____________3. …The red breast whistles form a garden croft..
____________4. ..”or sinking as the light wind lives or dies…”
____________5. I heard the trailing garments of the night.
____________6. The smooth and fine thread of thunder.
TASK 8: RETELLING THE NARRATIVE

Retell the narrative using the Chain of Events Diagram.


TASK 9: I’M YOUR DOCTOR

Pretend that you are a doctor. Inform your patient that he/she is
afflicted with cancer. Explain to him/her how serious his/ her illness
is and how it will affect him/her. Discuss all the treatments he/she is
going to undergo to cure his/her illness.

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TASK 10: AGAINST ALL ODDS

Watch the interview of Anthony Taberna with


Alexander John Cruz, the University of the
Philippines (UP) Summa Cum Laude of batch 2014.
After watching the video, ask the students to
continue working with the same groupmates and
discuss the difficulties that Alexander John Cruz
experienced as a student and how he was able to
overcome them. Write a short script for this and role
play.

Source:http://www.abs-cbnnews.com/lifestyle/04/24/14/poverty-not-hindrance-summa-cum-
laudes-success

Your Answer:
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TASK 11: REVIEWING YOUR SENTENCES

Evaluate the sentences you constructed in Task 10. Make sure


that you were able to use appropriate verbs in giving information and
making explanation. Improve your sentences, if needed.

TASK12: DIALOG

Find a partner and present the dialog below. After your


presentation, answer the questions that follow:

RIZZA: We plan to have a vacation in Baguio City.


GEMMA: Oh, That’s interesting! When?
RIZZA: Next Week, Would you mind if I ask you to lend me your
digicam?
GEMMA: Sorry friend, but I lost it last week.
RIZZA: What ?But how?
GEMMA: I brought it in a picnic with my classmates.
RIZZA: Then?
GEMMA: I couldn’t remember where I left my pouch where I placed the
cam.
RIZZA: Isn’t it that it was a gift of your sister?
GEMMA: Yes, it is.
RIZZA: Did she know about it?
GEMMA: No, I haven’t told her yet.
RIZZA: When do you plan to tell it to her?
GEMMA: I don’t know. I’m sure she would be mad at me once she
learns that I lost her gift.
RIZZA: I think you need to face your problem.
GEMMA: But how?
RIZZA Talk to her and tell her what happened.
GEMMA: I think you’re right. I will follow your advice.
RIZZA: That’s good.

Questions:

1. Why did Rizza borrow Gemma’s digicam?


2. Why could Gemma not be able to lend her camera to her friend?
3. How did Rizza lose her camera?
4. Why was Gemma afraid to tell her sister that she lost the
camera?
5. What do you think will happen next?

TASK 13: ANTICIPATING THE OUTCOME

Based on your answer in question number 5 in Task 12, write a


short dialogue between Gemma and her sister using a comic strip.

TASK 13: IDENTIFYING CAUSE AND EFFECT RELATIONSHIP

Review your answers in questions 1 to 4 in Task 12 to complete


the graphic organizer below.

Effect:

Cause: Rizza borrowed


the camera
of her friend
Gemma.
Effect: Cause:
Gemma
misplaced her
pouch where
she placed the
camera

Cause: Effect:
She knew that
her sister would
be mad at her
Cause:

She lost
her
camera.
YOUR FINAL TASK

Task 14: THIS IS THE MOMENT

Write a personal account of the most difficult moment in your


life and how you were able to overcome it. Use transition words to
better narrate your own story.
______________________________________________
______________________________________________
______________________________________________
_________________________________
_________________________________
_________________________________
_________________________________

TASK 15: SUMMING IT UP

Share the narrative you have written in Task 14 with the rest of
the class. Make sure to observe the following guidelines in delivering
your narration.

Rubrics for the Oral Summary


Criteria Having Developing Consistently
Difficulty (2 pts.) Evident (3 pts.)
(1 pt.)
Story Elements The student did The student The student
not provide provided some provided all the
enough important important
important information information
information from the story from the story
from the story such as such as
such as characters, characters,
characters, setting, main setting, main
setting, main events, problem events, problem
events, problem and solution. and solution.
and solution.
Sequence of The student did Some of the The story was
Events not put the events are in told in a very
events into correct order. It sequential
logical order. was a little order. It was
The story did difficult to easy to
not make sense. understand the understand the
story. story.
Oral Language The student The student The student
gave too many gave some gave all details
details and told details summarizing
the story as summarizing the story. The
opposed to the story. The student spoke
summarizing it. student spoke clearly the
The student did clearly most of entire time
not speak the time.
clearly.

Source: http://www.rcampus.com/rubricshowc.cfm?code=K523W3&sp=yes&

YOUR TREASURE

The tasks that you performed and the texts that you have read
have made you go through a rewarding experience not only in terms of
knowledge gained and values realized but also as a means of language
skills development. Before we finally end, do this one last activity:

Once More, with Feelings

On your notebooks, write a short paragraph of 3-5 sentences


which will summarize what you have learned and realized about the
invincibility of the human spirit.
Lesson 4
PURSUING A BETTER TOMORROW

YOUR JOURNEY

We are living in a world that demands the best from each of us. In
this age of globalization, the old adage, “No man is an island” is never
truer than now. What happens to one, affects others. While the past
teaches us lessons to guide us towards a better present, our tomorrows
require us to get ready for it in advance.

In this lesson, you will learn how to fulfill your dreams of a better
tomorrow by preparing to realize your potentials, by doing tasks that will
challenge you to better understand yourself and the people around you
as well as the world you live in. You will find activities that will build
understanding on how best to prepare yourself to compete in a dynamic
village and at the same time develop your listening, reading, speaking,
viewing and writing skills.

As a final output, you will be required to prepare and present an


infomercial that will not only showcase your capabilities but also your
vision of yourself in the future.

YOUR OBJECTIVES

• Distinguish between general and specific statements


• Sequence a series of events mentioned in the text listened to
• Compare content of materials viewed to other sources of
information
• Supply other qords or expressions that complete an analogy
• Explain the literary devices used
• Organize information about a chosen subject using one step topic
outline
• Orally narrate events in factual and personal recounts using
appropriate verbal and non-verbal cues
• Use verbs when giving information and making experience
YOUR INITIAL TASK

TASK I- PAIR WORK

Work in pairs. Look at the picture. With your partner, formulate


five general and five specific statements about the picture. Share your
ideas with the rest of the class.

TASK 2: IN A RELATIONSHIP

Continue working in pairs. Here is a set of analogy problems.


Analogies test your ability to see relationships between words, objects, or
concepts. There are many different types of analogy relationships: use or
function, part-to-whole, classification, proportion or degree, cause and
effect, similarity or difference. In each of these verbal analogies, you will
be given a set of two related words, followed by a third word and four
answer choices. Of the four choices, you must identify the one that
would best complete the second set so that it expresses the same
relationship as the first set.

1. Cup is to coffee as bowl is to a. rumbling.


a. dish. b. dieting.
b. soup. c. eating
c. spoon. d. walking
d. food. 3. Lamp is to wick as book is
2. Flame is to flicker as to
stream is to a. novel.
b. glass. d. constituents.
c. cover. 6. Careful is to cautious as
d. page. boastful is to
4. Secretly is to openly as a. arrogant.
silently is to b. humble.
a. scarcely. c. joyful.
b. impolitely. d. suspicious.
c. noisily. 7. Guide is to direct as reduce
d. quietly. is to
5. Farmer is to crops as a. decrease.
senator is to b. maintain.
a. attorney. c. increase.
b. law. d. preserve.
c. politician.

TASK 3: SURF, WATCH, AND REACT……

Surf the net and watch a TV broadcast using the URL below, and
react on the effectiveness of the use of media in conveying ideas
presented. Share your reactions with your partner.

http://www.youtube.com/watch?v=78FEgwI4LH0

YOUR TEXT

TASK 4: MY OWN DICTIONARY

The following words are Spanish in origin but widely used in


Filipino. Give their Filipino and English equivalent. Complete a similar
table in your notebooks.

Spanish Filipino English


1. Compadre
2. Comadre
3. Municipio
4. Espiritual
5. amiga
TASK 5: IF YOU’RE HAPPY…

1. Watch the music video of the song, “Happy” by Pharrell


Williams. Listen to the lyrics of the song. How do you feel as you listen?

See :http://www.youtube.com/watch?v=TizA_jTCSS8

2. In groups of five, discuss what makes each of you happy. Write


a list and report its contents in class.

TASK 6: ANTICIPATION

You are going to read a story entitled, “The Happiest Boy in the
World “by NVM Gonzales.

Before reading, formulate 3 questions that you think will be


answered by the story.

Now, read the story and find out which of your questions were
answered?

The Happiest Boy in the World

N. V. M. Gonzales

Julio , who had come from Tablas to settle in Barok,


was writing a letter, of all people, KaPonso, his
landlord, one warm June night. It was about his son,
Jose, who wanted to go to school in Mansalay that
year. Jose was in fifth grade when Julio and his
family had left Tablas the year before and migrated
to Mindoro; because the father had some difficulty in
getting some land of his own to farm, the boy had to
stop schooling for a year. As it was, Julio thought
himself lucky enough to have Ka Ponso take him on as tenant. Later,
when Julio’s wife Fidela gave birth to a baby, Ka Ponso, which happened
to be visiting his property then, offered to become its godfather. After that
they began to call each other compadre.
“Dear Compadre,” Julio started to write in Tagalog, bending
earnestly over a piece of paper which he had torn out of Jose’s school
notebook. It was many months ago, when, just as now, he had sat down
with a writing implement in his hand. That was when he had gone to the
municipio in Mansalay to file a homestead application, and he had used
a pen, and to his great surprise, filled in the blank forms neatly. Nothing
came of the application, although Ka Ponso had assured him he had
looked into the matter and talked with the officials concerned. Now, with
a pencil instead of a pen to write with, Julio was sure that he could make
his letter legible enough for Ka Ponso.

“It’s about my boy, Jose.” he wrote on. “I want him to study this
June in Mansalay. He’s in the sixth grade now, and since he’s quite a
poor hand at looking after your carabaos, I thought it would be best that
he go to school in the town.”

…The kerosene lamp’s yellow flame flickered ceaselessly. The dank smell
of food , fish broth, particularly, that had been spilled from many a bowl
and had dried on the form, now seemed to rise from the very texture of
the wood itself. The stark truth about their poverty…

”This boy, Jose, compadre,” he went on, “is quite an industrious


lad. If you can only let him stay in your big house, compadre, you can
make him do anything you wish–any work. He can cook rice, and I’m
sure he’ll wash the dishes.”

…”I hope you will not think of this as a great bother,” Julio
continued, trying his best to phrase his thoughts. he had a vague fear
that Ka Ponso might not favorably regard his letter. But he wrote on,
slowly and steadily, stopping only to read what he had put down. “We
shall repay you for whatever you can do for us, compadre. It’s true we
already owe you for many things, but your comadre and I will do all we
can indeed to repay you.”

…Suddenly he began wondering how Jose would move about in Ka


Ponso’s household, being unaccustomed to so many things there. The
boy might even stumble over a chair and break some dishes…He feared
for the boy.

…Julio felt he had nothing more to say, and that he had written
the longest letter in his life… He sat back again and smiled to himself.
About six o’clock the following morning, a boy of twelve was riding a
carabao along the river-bed road to town. He was very puny load on
carabao’s broad back.

Walking close behind the carabao, the father did not cross the
stream but only stood there by the bank.

“Mind to look after the letter,” he called out from where he was.
“Do you have it there, in your shirt pocket?”

The boy fumbled for it. When he had found it, he said, “No, Tatay, I
won’t lose it.”

…Then Julio started to walk back to his house, thinking of the worl that
awaited him in his clearing that day…

…Jose grew suddenly curious about the letter he carried in his shirt
pocket. He stopped his carabao under a shady tree by the roadside.

A bird sang in a bush nearby. Jose could hear it even as he read


the letter, jumping from word to word, for him the dialect was quite
difficult. But as the meaning of each sentence became clear to him, he
experienced a curious exultation. It was as though he were the happiest
boy in the world and that the bird was singing for him. He heard the
rumbling of the stream faraway. There he and his father had parted. The
world seemed full of bird song and music from the stream.

TASK 7: NOW YOU KNOW!

Focused Discussion

Answer the following questions about the story.

1. Who is the one who wrote the letter?


2. Why did he write the letter?
3. What did Jose feel after he read the letter?
4. What is the focus of the story?
5. What Filipino value is highlighted in the story?
6. Is the title appropriate for the story? Why?
7. What did the author use as a device to effectively bring the
message of his story?

YOUR DISCOVERY TASK


TASK 8: WHAT’S ON YOUR MIND

Differentiated Group Activity. Group yourselves into 5 and do the


assigned task for each of the group

Group I. A Little Conversation…

Write a similar conversation between a parent and a child


about the importance of education in life. Present your
conversation in class.

Group 2. Sing, Sing a Song

Prepare a short paragraph about your feelings in relation to


school, studying and your teachers and classmates. Then
sing it to the tune of a popular song.

Group 3- For Art’s Sake!

Draw a picture of what you envision for yourselves after you


have completed your education.

Group 4. Dance With My Classmates Again

View the video Bruno Mars Education Song

(http://www.youtube.com/watch?v=4hotPDAZKa0)

Do a dance interpretation of the song.

Group 5. Live Poets Society

Write a short poem about happiness and success through


education.
TASK 9: THE FUTURE BEGINS NOW

“Every hour you are not going after your passion, making your dreams a reality or
defining your purpose is an hour you can't get back. Is what you're doing right now,
this day, this moment getting you closer to where you want to be? If not, readjust your
focus. It's your future. Go get it!”

― Elizabeth Bourgeret

If you are to plan your life with a better future in mind, what
will you do?

Make an outline of your plan by filling in the blanks below.

I. Education

A._____________________________________________________

B._____________________________________________________

C._____________________________________________________

II. Work/Occupation

A.______________________________________________________

B. ______________________________________________________

C.______________________________________________________

III. Own Family

A.______________________________________________________

B.______________________________________________________

C.______________________________________________________
TASK 10: SHOW, NOT TELL

Watch the video that your teacher will show you. In Your
English notebooks, answer the questions that follow.

(http://www.youtube.com/watch?v=QHqvufohrfw).

1. What is the person doing?

2. Was he able to make you understand what he is telling and

showing you?

3. How was he able to do it?

4. Will he be able to do that by himself? Why?

4. Choose a process or manner of doing something. Explain it to

to the class.

YOUR FINAL TASK

TASK 10: WITHIN YOUR GRASPS

As evidence of your understanding and learning of the concepts


and as a means of enhancing the target skills found in this lesson, you
are going to make and submit an Infomercial on Preparing for One’s
Future.

Group yourselves into 6.

1. Imagine that you are a group of advocates who will campaign for a
better future for every young person.

2. Brainstorm, discuss and decide on:

a. the objective of the campaign

b. the concept

c. the roles of each group member

d. the features of the campaign and manner of presentation


e. the materials needed.

3. The criteria for assessment will be:

a. Focus/Content

b. Clarity

c. Visuals

d. Language

4. Prepare your script, create your video via Movie Maker or other similar
apps and present it in class for evaluation

YOUR TREASURE

To make the world a better place, it must start within yourself.

Ask, “What must I do?”

Your journey through this lesson has been an enriching experience


for it made you realize what you are and what more you can become.

In your journal, write the following:

1. What kind of life do you envision for yourself ten years from
now?

2. Share how you plan to become what you want to be, what you
will do.
Lesson 5
PLAYING MY ROLES

YOUR JOURNEY

Playing one’s role presents the profound realization of the


individual’s potentials in decision making and development of personal
and social growth. It enables the youth to take responsibilities and show
maturity in their action.

This week’s lesson will highlight the performance of roles in


decision making which will lead to the betterment of our youth to become
productive member of the dynamic global village. Playing one’s roles
means knowing and understanding oneself and the world.

At the end of the lesson, you are expected to write a capsule


biography.

YOUR OBJECTIVES

• Sequence/reorganize ideas or information.


• Sequence a series of events mentioned in the text listened to.
• Give the various meanings of identified homonymous or
polysemous words or expressions.
• Determine the mood expressed in a given sentence.
• Compose a capsule biography.
• Use correct and appropriate media resources when orally giving
information, instructions, making explanations and narrating
events in personal or factual recounts.
• Use verbs when giving information and making expression.
• Supply appropriate words which share common sound but
different spelling and meaning.
• Compose dialogues and perform them in class.
• Discover through Philippine literature the need to work
responsibly in playing roles in decision making in a dynamic
global village.
YOUR INITIAL TASKS

TASK 1: WORD-PIC MATCH

Observe the following clipped images below. Write the appropriate


verb which gives information under each picture. Select the appropriate
verb from the box.

GAZE ASCEND
UNHITCHED

WHISPERED SWEATING EMBARASSED

1.
2.

3.
4. 5.

TASK 2: READY SING!

http://www.youtube.com/watch?v=MVZ_CYAKeFA Listen attentively as


the teacher plays the Homonym Song. Sing together and observe the
homonyms presented in the song.

Write the homonyms of the following words:

1. Plow : ___________
2. Shed : ___________
3. Rose : ___________
4. Wonder : ___________
5. Know : ___________

TASK 3: GIVE IT UP FOR…

Write a four-line dialogue using any pair of homonyms above. With


a partner, perform the output in class applying intonation and speech
mechanics.

DIALOGUE BOX

A:_______________________
B:_______________________
A:_______________________
B:_______________________
TASK 4: ROLES ON VIEW

http://www.youtube.com/watch?v=cZGghmwUcbQ

Watch a short video clip. Consider the roles or tasks of the main
character in the clip. Be sure to concentrate on the roles performed by
the character and how it influences you as an audience. Brainstorm on
what one would say about the role/s of the man.

Write your response:


________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________

TASK 5: YOUR PERSONAL ROLES

Share by enumerating your roles at home, school and in the community.


How do you accomplish these roles.

My ROLES How I accomplish my ROLE?


1. At Home... a.

2. At School... b.

3. In the Community.. c.

YOUR TEXT

Read the selection. Reflect on the decisions of the characters with


regards to the relevance of marriage and education in one’s life.
TASK 6: READING TEXT 1

FOOTNOTE TO YOUTH
By: Jose Garcia Villa

Anticipation: How do we play our roles in a decision between relationship


and education?

The sun was salmon and hazy in the west. Dodong thought to
himself he would tell his father about Teang when he got home, after he
had unhitched the carabao from the plow, and let it to its shed and fed
it. He was hesitant about saying it, but he wanted his father to know.
What he had to say was of serious import as it would mark a climacteric
in his life. Dodong finally decided to tell it, at a thought came to him his
father might refuse to consider it. His father was silent hard-working
farmer who chewed areca nut, which he had learned to do from his
mother, Dodong’s grandmother.I will tell it to him. I will tell it to him.

The ground was broken up into many fresh wounds and fragrant
with a sweetish earthy smell. Many slender soft worms emerged from the
furrows and then burrowed again deeper into the soil. A short colorless
worm marched blindly to Dodong’s foot and crawled calmly over it.
Dodong go tickled and jerked his foot, flinging the worm into the air.
Dodong did not bother to look where it fell, but thought of his age,
seventeen, and he said to himself he was not young any more.
Dodong unhitched the carabao leisurely and gave it a healthy tap
on the hip. The beast turned its head to look at him with dumb faithful
eyes. Dodong gave it a slight push and the animal walked alongside him
to its shed. He placed bundles of grass before it land the carabao began
to eat. Dodong looked at it without interests.

What will Dodong tell his father?

Dodong started homeward, thinking how he would break his news


to his father. He wanted to marry, Dodong did. He was seventeen, he had
pimples on his face, the down on his upper lip already was dark–these
meant he was no longer a boy. He was growing into a man–he was a
man. Dodong felt insolent and big at the thought of it although he was by
nature low in statue. Thinking himself a man grown, Dodong felt he
could do anything.
He walked faster, prodded by the thought of his virility. A small
angled stone bled his foot, but he dismissed it cursorily. He lifted his leg
and looked at the hurt toe and then went on walking. In the cool
sundown he thought wild you dreams of himself and Teang. Teang, his
girl. She had a small brown face and small black eyes and straight glossy
hair. How desirable she was to him. She made him dream even during
the day.
Dodong tensed with desire and looked at the muscles of his arms.
dirty. This field work was healthy, invigorating but it begrimed you,
smudged you terribly. He turned back the way he had come, then he
marched obliquely to a creek.
Dodong stripped himself and laid his clothes, a gray undershirt
and red kundiman shorts, on the grass. The he went into the water, wet
his body over, and rubbed at it vigorously. He was not long in bathing,
then he marched homeward again. The bath made him feel cool.
It was dusk when he reached home. The petroleum lamp on the
ceiling already was lighted and the low unvarnished square table was set
for supper. His parents and he sat down on the floor around the table
to eat. They had fried fresh-water fish, rice, bananas, and caked sugar.
Dodong ate fish and rice, but did not partake of the fruit. The
bananas were overripe and when one held them they felt more fluid than
solid. Dodong broke off a piece of the cakes sugar, dipped it in his glass
of water and ate it. He got another piece and wanted some more, but he
thought of leaving the remainder for his parents.
Dodong’s mother removed the dishes when they were through and
went out to the batalan to wash them. She walked with slow careful
steps and Dodong wanted to help her carry the dishes out, but he was
tired and now felt lazy. He wished as he looked at her that he had a
sister who could help his mother in the housework. He pitied her, doing
all the housework alone.
His father remained in the room, sucking a diseased tooth. It was
paining him again, Dodong knew. Dodong had told him often and again
to let the town dentist pull it out, but he was afraid, his father was. He
did not tell that to Dodong, but Dodong guessed it. Afterward Dodong
himself thought that if he had a decayed tooth he would be afraid to go to
the dentist; he would not be any bolder than his father.
Dodong said while his mother was out that he was going to marry
Teang. There it was out, what he had to say, and over which he had done
so much thinking. He had said it without any effort at all and without
self-consciousness. Dodong felt relieved and looked at his father
expectantly. A decrescent moon outside shed its feeble light into the
window, graying the still black temples of his father. His father looked
old now.
“I am going to marry Teang,” Dodong said.

What is the father’s reaction to what Dodong told him?

His father looked at him silently and stopped sucking the broken
tooth. The silence became intense and cruel, and Dodong wished his
father would suck that troublous tooth again. Dodong was
uncomfortable and then became angry because his father kept looking at
him without uttering anything.
“I will marry Teang,” Dodong repeated. “I will marry Teang.”
His father kept gazing at him in inflexible silence and Dodong fidgeted on
his seat.
“I asked her last night to marry me and she said…yes. I want your
permission. I… want… it….” There was impatient clamor in his voice, an
exacting protest at this coldness, this indifference. Dodong looked at his
father sourly. He cracked his knuckles one by one, and the little sounds
it made broke dully the night stillness.
“Must you marry, Dodong?”
Dodong resented his father’s questions; his father himself had
married. Dodong made a quick impassioned easy in his mind about
selfishness, but later he got confused.
“You are very young, Dodong.”
“I’m… seventeen.”
“That’s very young to get married at.”
“I… I want to marry…Teang’s a good girl.”
“Tell your mother,” his father said.
“You tell her, tatay.”
“Dodong, you tell your inay.”
“You tell her.”
“All right, Dodong.”
“You will let me marry Teang?”
“Son, if that is your wish… of course…” There was a strange
helpless light in his father’s eyes. Dodong did not read it, so absorbed
was he in himself.
Dodong was immensely glad he had asserted himself. He lost his
resentment for his father. For a while he even felt sorry for him about the
diseased tooth. Then he confined his mind to dreaming of Teang and
himself. Sweet young dream…
Dodong stood in the sweltering noon heat, sweating profusely, so
that his camiseta was damp. He was still as a tree and his thoughts were
confused. His mother had told him not to leave the house, but he had
left. He had wanted to get out of it without clear reason at all. He was
afraid, he felt. Afraid of the house. It had seemed to cage him, to compare
his thoughts with severe tyranny. Afraid also of Teang. Teang was giving
birth in the house; she gave screams that chilled his blood. He did not
want her to scream like that, he seemed to be rebuking him. He began to
wonder madly if the process of childbirth was really painful. Some
women, when they gave birth, did not cry.

How does Dodong feel about being a father?

In a few moments he would be a father. “Father, father,” he


whispered the word with awe, with strangeness. He was young, he
realized now, contradicting himself of nine months comfortable… “Your
son,” people would soon be telling him. “Your son, Dodong.”
Dodong felt tired standing. He sat down on a saw-horse with his
feet close together. He looked at his callused toes. Suppose he had ten
children… What made him think that? What was the matter with him?
God!
He heard his mother’s voice from the house:
“Come up, Dodong. It is over.”
Suddenly he felt terribly embarrassed as he looked at her.
Somehow he was ashamed to his mother of his youthful paternity. It
made him feel guilty, as if he had taken something no properly his. He
dropped his eyes and pretended to dust dirt off his kundiman shorts.
“Dodong,” his mother called again. “Dodong.”
He turned to look again and this time saw his father beside his mother.
“It is a boy,” his father said. He beckoned Dodong to come up.
Dodong felt more embarrassed and did not move. What a moment for
him. His parents’ eyes seemed to pierce him through and he felt limp.
He wanted to hide from them, to run away.
“Dodong, you come up. You come up,” he mother said.
Dodong did not want to come up and stayed in the sun.
“Dodong. Dodong.”
“I’ll… come up.”
Dodong traced tremulous steps on the dry parched yard. He
ascended the bamboo steps slowly. His heart pounded mercilessly in
him. Within, he avoided his parents eyes. He walked ahead of them so
that they should not see his face. He felt guilty and untrue. He felt like
crying. His eyes smarted and his chest wanted to burst. He wanted to
turn back, to go back to the yard. He wanted somebody to punish him.
His father thrust his hand in his and gripped it gently.
“Son,” his father said.
And his mother: “Dodong…”
How kind were their voices. They flowed into him, making him strong.
“Teang?” Dodong said.
“She’s sleeping. But you go on…”
His father led him into the small sawali room. Dodong saw Teang,
his girl-wife, asleep on the papag with her black hair soft around her
face. He did not want her to look that pale.
Dodong wanted to touch her, to push away that stray wisp of hair
that touched her lips, but again that feeling of embarrassment came over
him and before his parents he did not want to be demonstrative.
The hilot was wrapping the child, Dodong heard it cry. The thin
voice pierced him queerly. He could not control the swelling of happiness
in him.
“You give him to me. You give him to me,” Dodong said.

After six years of marriage, what are Dodong and Teang’s feelings
about marriage? about life?

Blas was not Dodong’s only child. Many more children came. For
six successive years a new child came along. Dodong did not want any
more children, but they came. It seemed the coming of children could not
be helped. Dodong got angry with himself sometimes.
Teang did not complain, but the bearing of children told on her.
She was shapeless and thin now, even if she was young. There was
interminable work to be done. Cooking. Laundering. The house. The
children. She cried sometimes, wishing she had not married. She did not
tell Dodong this, not wishing him to dislike her. Yet she wished she had
not married. Not even Dodong, whom she loved. There has been another
suitor, Lucio, older than Dodong by nine years, and that was why she
had chosen Dodong. Young Dodong. Seventeen. Lucio had married
another after her marriage to Dodong, but he was childless until now.
She wondered if she had married Lucio, would she have borne him
children. Maybe not, either. That was a better lot. But she loved
Dodong…
Dodong whom life had made ugly.
One night, as he lay beside his wife, he rose and went out of the
house. He stood in the moonlight, tired and querulous. He wanted to ask
questions and somebody to answer him. He w anted to be wise about
many things.
One of them was why life did not fulfill all of Youth’s dreams. Why
it must be so. Why one was forsaken… after Love.
Dodong would not find the answer. Maybe the question was not to
be answered. It must be so to make youth Youth. Youth must be
dreamfully sweet. Dreamfully sweet. Dodong returned to the house
humiliated by himself. He had wanted to know a little wisdom but was
denied it.
When Blas was eighteen he came home one night very flustered
and happy. It was late at night and Teang and the other children were
asleep. Dodong heard Blas’s steps, for he could not sleep well of nights.
He watched Blas undress in the dark and lie down softly. Blas was
restless on his mat and could not sleep. Dodong called him name and
asked why he did not sleep. Blas said he could not sleep.

Why is Blas restless? How does Dodong react to what Blas said?

“You better go to sleep. It is late,” Dodong said.


Blas raised himself on his elbow and muttered something in a low
fluttering voice.
Dodong did not answer and tried to sleep.
“Itay …,” Blas called softly.
Dodong stirred and asked him what it was.
“I am going to marry Tona. She accepted me tonight.”
Dodong lay on the red pillow without moving.
“Itay, you think it over.”
Dodong lay silent.
“I love Tona and… I want her.”
Dodong rose from his mat and told Blas to follow him. They
descended to the yard, where everything was still and quiet. The
moonlight was cold and white.
“You want to marry Tona,” Dodong said. He did not want Blas to marry
yet. Blas was very young. The life that would follow marriage would be
hard…
“Yes.”
“Must you marry?”
Blas’s voice stilled with resentment. “I will marry Tona.”
Dodong kept silent, hurt.
“You have objections, Itay?” Blas asked acridly.
“Son… n-none…” (But truly, God, I don’t want Blas to marry yet… not
yet. I don’t want Blas to marry yet….)
But he was helpless. He could not do anything. Youth must triumph…
now. Love must triumph… now. Afterwards… it will be life.
As long ago Youth and Love did triumph for Dodong… and then Life.
Dodong looked wistfully at his young son in the moonlight. He felt
extremely sad and sorry for him.

Answer the following:

1. Describe the main characters in the story.

2. If you are Dodong, would you choose to study or marry early and
suffer the life of poverty?

3. If you are Teang would you accept Dodong knowing that you are both
too young to get married? Explain your answer.

4. Being a father, what roles do you play in raising a family?

5. Playing the roles of Dodong and Teang, do you think you can be a
productive member of the society and of the country? Explain your
answer.
YOUR DISCOVERY TASK

TASK 7: READING TEXT 2

Jose Garcia Villa


1908-1997
(A Biography)

Jose Garcia Villa aka Doveglion. Born in


Singalong, Manila on 5 Aug 1908. National Artist
in Literature. He is the son of Simeon Villa, Emilio
Aguinaldo’s physician, and Guia Garcia.
He graduated from the University of the Philippines
(UP) High School and enrolled at the UP College of Medicine in 1925.
Villa first tried painting, but then turned into writing after
reading Winesburg, Ohio by Sherwood Anderson. His poetry first gained
fame—or notoriety—in 1929, when he was suspended for one year by the
UP administration for the publication of “Man Song.” His
penmameDoveglion (derived from “Dove, Eagle, Lion”) is based on the
characters he derived from himself. These animals were also explored by
another poet in Doveglion, Adventures in Value, a poem dedicated to
Villa.

Villa never finished his medical studies. In 1930 he won the


Philippines Free Press literary contest for “Mir-i-nisa” and used the prize
money to go to the United States. He enrolled at the University of New
Mexico and graduated with a Bachelor of Arts degree and pursued post-
graduate work at Columbia University. He taught poetry for a while at
the City College of New York, 1964- 1973. He also worked in the
Philippine Mission to the U.N., 1954- 1963, and became the vice consul
in 1965. After he retired in 1973, he continued to teach professionals in
his Greenwich Village residence.
Villa started out as a fictionist, with “Footnote to Youth” and “Mir-
I-nisa.” In 1932, “Untitled Story” appeared in anthology by Edward J.
O’Brien, who culled from different publications his annual Best American
Short Stories and Best British Short Stories. The following year, Footnote
to Youth, a collection of Villa’s stories, was published by Charles
Scribner’s Sons. Some of the pieces here were later included in Selected
Stories, 1962, published in the Philippines by Antonio Florentino.

His first collection of poetry, Have Come, Am Here, 1942, was


published in the US and received critical acclaim.Volume Two, 1949,
another collection of poetry, was nominated for the Bollingen prize that
year, but the award went to Wallace Stevens. In these two volumes, the
poet introduced his poetic innovations: the comma poems and reversed
consonance. Villa explained that the commas “are an integral and
essential part of the medium: regulating the poem’s verbal density and
time movement, enabling each word to attain a fuller tonal value and the
line movement to become more measured…” On reversed consonance,
which is a new method of rhyming,.. never been used in the history of
English poetry,” Villa said. “the last sounded consonants of the last
syllable, or the last principle consonants of a word, are reversed for the
corresponding rime.” “Near” would therefore rime with “run,” “rain,”
“green,” or reign.”

Three other collections of Villa’s poems are: Selected Poems and


New, 1958, which gathers his works between 1937 and 1957 and
selections from two earlier volumes, Poems 55, 1962, published in the
Philippines by Alberto Florentino; and Appasionata: Poems in Praise of
Love, 1979, a collection of his collection of his finest love poems.

Villa made one of his significant contributions to Philippine fiction


as a critic. From 1927 to 1941, he made a selection of the best Philippine
short stories in English as published in various periodicals in the
country. Called his “Roll of Honor” these yearly selections initially
appeared in the Philippines Herald, then in the Philippines Free press,
and eventually in the Graphic. Inclusion in the list was deemed an honor
and a recognition that one had “arrived” in Philippine literature.

His critical works include “The Best Poems of 1931”; “Fifteen


Literary Landmarks,” 1932, published in the Philippine Free Press; and
the anthologies Twenty- Five Best Stories of 1928, 1929, The Doveglion
Book of Philippine Poetry by Jose Garcia Villa, 1993, edited by Hilario S.
Francia. He is also remembered for his part in the “Villa-Lopez
controversy” which polarized Filipino writers into the “art for art’s sake”
camp and the “art for social utility” camp. He was for art as the end in
itself, while S.P. Lopez took the opposite view.

Villa received the American academy of arts and Letter’s Poetry


Award, the Shelley Memorial Award, the Guggenheim, Bollingen, and
Rockefeller fellowships for poetry. In the Philippines, he received
honorable in the Commonwealth Literary Awards, 1940; first prize, UP
Golden Jubilee Literary Contest, 1958; an honorary doctorate of
literature, Far Eastern University, 1959; Rizal Pro Patria Award, 1961;
Republic Cultural Heritage Award for poetry and short story, 1962; and
an honorary doctorate in literary form the UP, 1973.

On 12 June 1973, Villa was named National Artist in Literature.


Villa died on February 5, 1997, at the age of 88.

Source: http://freewayonline.com.ph/about-jose-garcia-villa/

TASK 8: SEEKING THE SEQUENCE

Arrange the sequence of events as they occur in the biography of


Jose Garcia Villa. Write the numbers 1-5 on the space provided before
each number.

______ 1. Villa taught poetry for a while and worked in the Philippine
Mission to the U.N.

______ 2. Villa made one of his significant contributions to Philippine


fiction as a critic which is a selection of the best Philippine short stories
in English as published in various periodicals in the country from 1927
to 1941

______ 3. Villa was named National Artist in Literature on June 12, 1973.

______ 4. He graduated from the University of the Philippines (UP) High


School and enrolled at the UP College of Medicine in 1925.

______ 5. Villa received the American academy of arts and Letter’s Poetry
Award.

TASK 9: ROLL HIS ROLE

Explain the significant role of Jose Garcia Villa in bringing honor,


recognition, and development to Philippine Literature in English.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

TASK 10: YOU COMPLETE ME…

Identify the mood expressed in the following statements taken from


the selection. Select your answer from the box below. Write your answer
on the space provided before the number.

SYMPHATETIC IMPATIENT WORRIED


RELIEF OVERJOYED AMAZED

_________________ 1. You will let me marry Teang? ‘Son, if that is what


you wish...of course!

_________________ 2. I asked Teang last night to marry me and she said...


yes! I want your permission...but his father remained silent..

_________________ 3. It’s a boy! His father said.

_________________ 4. Dodong wished t have a sister so that there’s


someone who could help his mother in the housework.

_________________ 5. You are very young Dodong. You are seventeen and
very young to get married.

TASK 11: LISTEN UP YOW!

Listen attentively to the song “Batang Bata Ka Pa” performed by


Sugarfree. Brainstorm about the meaning of the song. Be sure to
maximize conversation and sharing of reactions whether you agree or not
in the meaning of the song. Assign somebody from the group to report
the output in the class.

Statements Agree? State your Disagree? State your


reasons reasons
‘Batang Bata Ka Pa”
you should learn and
understand many
things on earth...
You are wrong when
you think life is like a
paradise...
Accept that you are
young and ignorant
that you should always
listen..
I agree that I lack
knowledge but I
understand that
everyone, even youths
have equal rights...

YOUR FINAL TASK

TASK 12: Interview a person who plays an important role in the


development of yourself, your family, or your community. You may
interview your parents, teachers, barangay officials, mayor and other
people who play important roles.
• Compose a capsule biography of a person you interviewed. Capture
a photo during the interview. Include the photo in your final
output.

YOUR TREASURE

After realizing the different roles that people play, you are now
confident to reflect and to realize your potential strengths. Show/Indicate
how it helps you improve your role as a...

SON/DAUGHTER

MEMBER OF THE
STUDENT
SOCIETY

YOU
Lesson 6
TAKING RESPONSIBILITIES FOR OUR ACTION

YOUR JOURNEY

The youths nowadays play a vital role in the society. Many times,
they stand for their rights and fight for what they believe in. They have
that eagerness to share their talents and skills for the advancement of
the world that is worth fighting for.

In this lesson, learners will experience a real manifestation of their


actions in treating our Mother Nature which is geared towards its
preservation for the welfare of future generations. This will highlight
awareness which will encourage them more to do their part and
responsibilities. They will listen to their classmate’s experiences, insights
and will explore different activities while learning.

YOUR OBJECTIVES:

• Give the various meanings of identified homonyms or


polysemous words or expressions.
• Make simple inferences about thoughts and feelings expressed
in the text listened to.
• Express one’s beliefs/ convictions based on a material viewed
• Sequence steps in process.
• Discover through Philippine Literature the need to work
cooperatively and responsibly in today’s global village.
• Compose a capsule biography of a person interviewed.
• Use correct and appropriate multi- media resources when orally
giving information, instructions, making explanations, and
narrating events in personal or factual recount.
• Formulate meaningful expressions.
• Formulate wh-questions.
Be reminded that as a final output, you will perform a mock
interview using meaningful expressions to express your opinion about a
certain topic.

YOUR INITIAL TASK

TASK 1: I FEEL THAT…

1. Listen carefully as your teacher reads different statements.


2. Infer the thoughts and feelings that the speaker wanted to convey.
3. Jot down your answer and compare it with your seatmate.

The speaker thinks/feels that --

1. _________________________________
_______________________________
2. _________________________________
_______________________________
3. _________________________________
_______________________________
4. _________________________________
_______________________________
5. _________________________________
_______________________________
TASK 2: SOUNDS LIKE…

1. As your teacher reads the text from Task I, look


for pairs of homonyms mentioned in the
listening text from the puzzle below.
2. Write
R I S E A A
each pair in the space
S E E C F C provided.

A F E O F O 1. ___________-___________
2. ___________- ____________
R F A U E U 3. __________- _____________
4. __________ - ___________
I E R N C N 5. __________ - ___________

C C S S T C

E T F E O I Give the meaning of each


word and use in a sentence.
L E S S E N

N O S S E L

Task 3: WATCH AND SHARE

1. Try to answer these questions, “What is climate change” “What


are the causes of climate change?.
2. Watch this video clip and think about its message. Take note of the
way ideas are presented.
3. Answer the following comprehension questions?
a. What was the video all about?
b. What are some causes of climate change mentioned?
c. Cite some effects of climate change.

Source: Google Video

4. After watching the video for the third time, complete the table
below.

I believe that climate change I will try my best to…..


is………
1.

2.

3.

4.

5. Share your insights with your classmates.


Task 4: WHAT COMES FIRST?

1. Sequence the steps on how to secure a house before evacuating


during floods/typhoon or even storm surge.
2. Number each item 1-5.

______ Secure your home.


______ If you have time, bring in outdoor furniture.
______ Move essential items to an upper floor.
_____ Turn off utilities at the main switches or valves if instructed to do
so.
______ Disconnect electrical appliances.

TASK 5: WORD ASSOCIATION

Fill out the oblongs with the words synonymous with the one at
the center. Choose your answer from the box.

1.
weaken tremor shake tremble terror shiver

QUIVER
2.
defend strike aggression attack prevent beset

ONSLAUGHT

3.

3.
serenity destruction construction annihilation devastation desolation

HAVOC
4.
intense violent wild delirious delighted
apprehensive

FURIOUS

5.

fantastic uncontrolled wild desolate gentle rapid

HOWLING
YOUR TEXT

One day of Yolanda

By: Lucy Torres Gomez


(The Philippine Star) November 17, 2013 - 12:00am

I will huff and puff and blow your house down.

We are all familiar with the Big Bad Wolf’s threat in that all-time
favorite childhood story. The imagery is amusing, cute even, and has
been told and retold to the delight of children for many years now.

But the people of Leyte now know there is nothing happy about it
when it happens in real life. The day before the very wicked Yolanda
came and went, until about 10 p.m., the weather was dry and
sunny. Too dry, in fact, and remarkably hot, with almost no wind to
make a leaf even so much as quiver. While it is true that people here in
Ormoc City were bracing for what promised to be a terrible storm, the
fear of it was not the strongest prevailing feeling. After all, Ormoc had
already weathered the onslaught of Typhoon Uring in November 1991,
where about 8,000 people died in the flashflood. Nothing could probably
come close to that. We had our quota of natural disasters already.

Nov. 8, 2013. The sun did not shine. The day was consistently
gray and the strong rains that started before midnight poured
relentlessly. The cloudless sky went on crying, and soon enough the
people under it, too. Because at around 8 a.m., the howling of the wind
heightened to a very frightening level. They say it sounded like a woman
wailing, and if I were to pick a singular image of its fury, based on
accounts it would be that of a dentist trying to pull out a very stubborn
tooth. In this case, the dentist was the wind and the tooth, each and
every house.

If in Tacloban City it was the storm surge that wreaked havoc, here
in Ormoc it was the angry wind that seemed to move in a singular path,
like a comet, before it changed its furious dance into a twisting
motion. It is safe to say that the most damage happened between 8 and
10 a.m., with only 15 minutes of calm that everybody says, in hindsight,
just feels like a betrayal because it actually came in two waves, the last
being the most destructive.

` Glass doors and windows shattered into sharp shards, rooftops


flew off the walls they were attached to, wooden houses collapsed
like balikbayan boxes. My brother Jules and his wife Rica and their 11-
month-old baby girl Julia moved from one room to another in our
parent’s home, running away from destruction as it chased them like a
bully.

In other parts of the city, the scenes were just variations of one
and the same thing—families and loved ones holding on to each other as
they tried to survive. A group of siblings used what remained of their
home, a door, as a shield against what they were already convinced was
a twister. Entire clans squeezed themselves into the bathrooms of their
big homes because it was the last option, the last remaining structure
still standing. A man held his wife in his arms as they crawled for cover
under the bed, comforted only by the thought that, come what may, they
were at least together. Everyone thought the end had indeed come.

My sister prayed Psalm 91 over and over again as she breastfed


her three-year old son to keep him calm while all the helpers, crying
silent tears of fear, used their body weight to push the door closed
because the wind wanted very much to open it. Outside, popping
sounds of things being battered and broken taunted them. At that point
when even the ground shook and the walls cracked, and the roof started
to pull away from the wall, my sister saw her husband Vince bow his
head in resignation, as if to say that was it, there was nothing they could
do and nowhere else to go. Upon seeing his face, she shifted her prayer
from Psalm 91.

And then, after what seemed like forever, it stopped. But by that
time Yolanda left, no standing structure was without damage. Even
trees and crops lay flat in surrender. Steel sheets were crumpled like
paper or curled like ribbons; metal trusses were either dented, bent,
twisted, or all of the above all at once. The image that surfaced for the
whole world to see was one of massive destruction.

YOUR DISCOVERY TASKS

TASK 6: I HOPE YOU COMPREHEND…

Answer the following Comprehension Questions.

a. Who or what, do you think was the ‘Yolanda’ being talked about in
the selection?
b. Describe the setting before the storm happened.
c. Cite evidences that people were nervous during the storm.
d. What can you say about the actions of narrator’s sister?
e. If you were in the same situation what would you do?
f. What are the important values that we should possess to help us
overcome a disaster?
TASK 7: COMPLETE ME...

Complete the questions below with: who, what, when , where,


why, and how. Use the underlined words of the sentence as a clue.

a. “One Day of Yolanda” is written by Lucy Torres Gomez.


_______________ wrote “One Day of Yolanda”.

b. The story happened during the devastation of Typhoon Yolanda


last November 8, 2013 , in Ormoc City in The Province of Leyte

____________ and ____________ did the story happen?

c. Her sister recited Psalms 91 over and over again as she breastfed
her three year old son to keep him calm.

__________ did her sister kept on reciting Psalms 91 over and over?

d. The day before the wicked Yolanda came, the weather was dry and
sunny.

_______________ did the author describe Yolanda?


________________ was the weather the day before Yolanda came?

TASK 8: READ AND REFLECT

1. Locate Psalm 91 in the Bible.


2. Discuss its meaning within your group.
3. Make a summary of your reflection.
4. Recite Psalms 91 and share your summarized reflection to other
groups.

TASK 9: SMALL GROUP DIFFERENTIATED TASK

• Form 3 small groups and perform your assigned task.


• Be reminded that each group will use multimedia resources in
performing each task.
• Focus on the following criteria
a. Content
b. Clarity
c. Organization
d. Creativity

Group I. Once upon a time…

1. Share your experiences during a natural disaster.


2. Choose the best experience from the group and make comic strips
out of it.

Group II. A time to discover…


1. Share your ideas of causes and effects of climate change.
2. From the suggested ideas you will create a pamphlet that will
help each one of us to understand climate change.

Group III. It’s great to be safe…


1. Discuss in your group the safety precautions during and after a
natural disaster.
2. Consolidate your suggestions and make simple brochure that will
remind us on what to do during and after a natural disaster.
TASK 10: MAY I ASK SOMETHING?
1. Conduct an interview with a person in your locality whom you
know has an advocacy on preserving Mother Nature.
2. Don’t forget to make an outline of the questions that you wanted
to ask. Be guided also of the proper construction of Wh- questions.
3. You can exchange your prepared questions with your classmates
for peer critiquing..
4. From the details you had from your interview, write a capsule
biography.
5. Don’t forget to cite his / her achievements.
6. Consider the following criteria:
• Content
• Clarity
• Organization
• Language Mechanics.

BIOGRAPHY
YOUR FINAL TASK

TASK 11: MOCK INTERVIEW


1. Choose a partner. One will act as a reporter, while others will act
as a student, or a mayor, a senator, a head of NDRRMC, a
President .
2. Create a dialogue with the topic “My Responsibility in Fighting the
Disastrous Climate Change “.
3. Make a draft of your dialogue. Use meaningful expressions to
express your opinion.
4. Observe the correct construction of Wh-Questions.
5. Discuss it with your partner and make a necessary revision if
necessary.
6. Present your dialogue in your class.
7. Focus on the following criteria: Content, Clarity, Proper Use of
Meaningful Expressions and Facial Expressions.

YOUR TREASURE

After performing the different tasks in this lesson, you are now
ready to face your responsibilities as a dynamic youth. This time
complete the commitment scroll below:
Lesson 7
DRAWING INSPIRATION FROM WORLD-CLASS FILIPINOS

YOUR JOURNEY

Every now and then, we learn of fellow Filipinos who make it big
abroad or who bring further glory to our country. In your own little way,
you can be like them, too! At this point, you will go on a virtual journey
to find out about the lives of the Pinoy World Class.

As you go through this lesson, reflect about the question, “Which


characteristics of world-renowned Filipinos can I practice to make a
difference in my local community or the global village?” Finally, you will
create a scrapbook that introduces a local person in your community
who is inspiring in his/her unique way.

YOUR OBJECTIVES

As you try to emulate world-class Filipinos and make a difference as a


global citizen, be guided by the following to:

• cite evidence to support a general statement


• express one’s beliefs/convictions based on a material viewed
• determine the worth of ideas mentioned in the text listened to
• identify words or expressions used in a selection that show varying
shades of meaning (gradients)
• discover through Philippine Literature the need to work
cooperatively and responsibly in today’s global village
• draw similarities and differences of the featured selections in
relation to the theme
• compose a biographical sketch based on a personal interview and
background research
• use correct and appropriate multi-media resources when orally
giving information, instructions, making explanations and
narrating events in personal or factual recounts
• formulate who, what ,when ,where, why and how questions

YOUR INITIAL TASKS

TASK 1: PINOY PRIDE

Watch the short video clip from YouTube :


http://www.youtube.com/watch?v=5rSJnhzjyNo

In small groups, try to answer the following questions about the


video clip then present them afterwards in class.

1. What is the video about?

2. Complete the following table:

People from the video I know People from the video I don’t know
TASK 2: SAY, WHO?

Referring to the same video clip, think of another Pinoy who you
think should be included in the video. Make the other groups guess who
your featured “Pinoy Pride” is. Each group may express their answers in
different ways:

Group 1 – Caricature
Group 2 – Charade
Group 3 – Riddle
Group 4 – Song/ Rap
Group 5 – Tableau

* Be prepared to give some evidences that qualify the person of your


choice as a “Pinoy Pride.”

TASK 3: SHADY PYRAMIDS

Some words mean almost the same but have different gradients of
meaning. With your partner, try to complete the “steps” in each pyramid
by guessing which word corresponds to the “shade of meaning” in each
section of the pyramid. Choose your answers from the box at the side of
each pyramid.

impeding a
progress
__________
1. GENERAL MEANING:
to prevent from doing
controlling abruptly
or drastically
WORD CHOICES:
_______________
CURB
CHECK
holding back by force RESTRAIN
____________________
2. GENERAL MEANING: not feeling calm
Feeling stressed _________

WORD CHOICES: feeling strained


TENSE brought by much
nervousness and
EDGY tension
IRRITABLE _________________

easily annoyed
______________________

an assigned
piece of activity
to be finished at
a certain time 3. GENERAL MEANING:
__________ work
any difficult or
compulsory physical WORD CHOICES:
activity LABOR
____________ DRUDGERY
TASK
dull, annoying, fatiguing
work
__________________

YOUR TEXT

We consider Overseas Filipino Workers (OFWs) the modern Filipino


heroes these days. Unlike the roster of Pinoy Prides we met earlier, they
do not share the glitz and glamor presented by award-giving bodies but
they also sacrifice and give back to our country as much. In this
section, let us peek into the life of these unsung heroes.
TASK 4: INSPIRE ME!

With your group mates, come up with a list of reasons why OFWs
are inspirational, too! (Make sure that you will be able to explain/defend
your presentation afterwards.)

Why are OFWs inspirational?


1. _____________________________________________________

2. _____________________________________________________

3. _____________________________________________________

4. _____________________________________________________

5. _____________________________________________________

TASK 5: “DEAR JUAN”

Listen attentively as your teacher reads the following poem


originally written by Ms. Mabanglo in Filipino under the title “Liham ni
Pinay sa Brunei.” (You may read along silently.) This poem is a
characteristic of post-EDSA Philippine literature. Modern Philippine
literature is marked by the end of the EDSA Revolution of which the
common themes were about current social issues. With your group
mates, answer the assigned questions for your group.
PINAY’S LETTER FROM BRUNEI
Elynia Ruth S. Mabanglo

I am a teacher, wife and mother. I am a teacher, wife and mother.


A woman—kissed by perfume, powder A woman—weary of being a woman.
and silk, Designated by my genitalia
Intimate with the washtub, pots and Assigned to the broom, the wash, the
bed. lullaby
Seemingly weary and bored, Even with a profession and a salary.
I seek to go abroad.
Always the same daily routine—
Always the same man sits at the head The drudgery spread out in the length
of the table, Of the house and school,
He reads the newspaper each morning. Of the kitchen and bed.
He waits for his coffee
And smokes, Do I have the right to sulk?
While I am restrained by the crib and Where will I run when I am sad?
books, He has a beerhouse and massage
I apply my lipstick and let the faucet parlor hangout
drip. My partner who craves,
He does not stir I wait by the window.
Even if the pots burn or the children My body blazes with my ambitions,
whimper. My tongue has a cross and is barred to
In the bathroom I hand him his speak.
underwear and towel,
I comfort him when he is edgy. My children are asking for bread,
I turn up the volume of the radio.
He has no explanantion for It seems I am weary and bored,
Why he stays out all night, I seek to go abroad.
But his forehead is furrowed It was then I dreamt I was wearing
When I leave on Sunday. pants,
He does not like galunggong and I send dollars and pasalubong.
saluyot I can now breathe freely,
Even though the pay envelope is flat, My lips are without keys, my mind is
open.
He seems to still want me perform I confess that I am lonely
miracles Even if now I make my own coffee.
Even if the rent money is short. I wait for letters at the gate and door,
On the phone my heart is replenished.
I cried in the beginning,
It appears that everything can be cured
by reading.
Each group will answer a pair of questions about the poem. The
following are the assigned questions per group. You may again read the
text as you answer the questions. Be prepared to present your answers
in class.

Group 1
1. What are the roles of the speaker in the poem?
2. Is the speaker happy? Cite specific lines in the poem that will support
your answer.

Group 2
3. What word best describes the husband in the poem? Defend your
answer
4. Are the same situations shown in the poem still happening these
days? Which lines from the poem are still true today?

Group 3
5. There are repeated lines in the poem: “Weary and bored, I seek to go
abroad…” what does it imply?
6. What is the general tone of the poem? Defend your answer.

Group 4
7. How would you describe the wife in the poem? Why?
8. What does the line, “I can now breathe freely” imply?

Group 5
9. The last two lines of the poem seem to be loaded with many possible
meanings. Give your interpretation.
10. Would you consider the speaker in the poem a modern hero? Defend
your answer.
TASK 6: AGREE OR DISAGREE?

The poem “Pinay’s Letter from Brunei” shows us a picture of what


was common in Philippine society in the late 1980’s. Identify three
characteristics of the husband shown in the poem, and then place a
check under the “I agree” column if you think that the characteristic
shown is still true nowadays. In the same way, if you think that the
characteristic is no longer true these days, then, place a check under the
“I disagree” column. Provide a reason that proves your
agreement/disagreement.

Husband’s
characteristics
I agree I disagree Reason/s
shown in the
poem

Wife’s
characteristics
I agree I disagree Reason/s
shown in the
poem

3
YOUR DISCOVERY TASKS

The previous sections showed us “inspirational” Filipinos. Some


are heroes through the international achievements they have contributed
for our country’s sense of pride; some through the hardships they have
endured in a foreign country for his/her family. This time, let us know
about some Filipinos who make a difference through their own little
ways.

TASK 7: ON MY OWN

Watch the following video from BBC Travel:


www.youtube.com/watch?v=a51ucyVvswM

While watching the BBC Travel video, you may take notes that will
help you complete the following table:

Filipino featured His/her inspiring His/her characteristics


from the video actions/work that I can apply in life
1

5
TASK 8: I BELIEVE I CAN FLY!

Through draw lots, your group will choose from the following roles:

A) a student C) a daughter or son

B) a friend D) a student leader

Then, with your group mates, you will perform a short skit that
shows how you can soar to greater heights and make a difference in your
community. Make sure that you will be able to explain your work after
your presentation.

TASK 9: LIKE OR UNLIKE

With your group mates, complete the following Venn Diagram on a


sheet of manila paper. Determine the indicated performers’ similarities
and differences. The following questions will serve as your guide in
completing this task. (Note: The one in the pink section is from the BBC
Travel video.)

1) What has Lea Salonga already achieved that the other two
personalities have not yet accomplished?
2) Who is the usual audience of OFW singers in Japan?
3) Which idea inspires Joey Ayala to compose songs?
4) When do OFW singers in Japan and Lea Salonga have in
common?
5) Why is Joey Ayala similar to Lea Salonga?
6) How are the OFW singers in Japan similar to Joey Ayala?
7) Where are the three performers from?

1 4

2
7
5

TASK 10: YOU’RE THE INSPIRATION!

With your group mates, choose a person or group from your


community who you think motivates other people to make a difference.
Prepare five questions about his background and five other questions
about his/her/their inspiring works. Make sure that you use all the
following question words: what, when, where, who, why and how.
Before meeting up with the person/group you want to interview, make
sure that you have completed the following Information Sheet:

INFORMATION SHEET

Name of Interviewee (person/group) :

_____________________________________
PHOTO
REASON/S FOR CHOOSING THE INTERVIEWEE:

_________________________________________________________________________

_________________________________________________________________________

BACKGROUND INFORMATION

1. What ________________________________________________________________?

2. When ________________________________________________________________?

3. Where________________________________________________________________?

4. Who__________________________________________________________________?

5. Why/How_____________________________________________________________?

INFORMATION ABOUT INSPIRING WORKS

1. What ________________________________________________________________?

2. When ________________________________________________________________?

3. Where________________________________________________________________?

4. Who__________________________________________________________________?

5. Why/How_________________________________________________________?

YOUR FINAL TASK

You have now reached the final leg of your journey to find out
about the lives of the Pinoy World Class. Along your way, you have met
different Filipinos who have made a difference in various ways. This time,
it is your turn to introduce to us an inspirational Filipino from your
community.

TASK 11: INSPIRE ME AGAIN!

With your group mates, present in class the information you have
gathered through your interview. You will present the information you
gathered through a creative scrapbook. Your teacher will use the
following rubric to evaluate your work.

DESCRIPTOR 5 4 3 2

Strong evidences Evidences that Some evidences No evidence that


that support the support the idea that support the support the idea
idea of “making a of “making a idea of “making of “making a
CONTENT 1
difference in the difference in the a difference in difference in the
community” were community” the community” community”
presented were presented were presented were presented
Excellent who, Appropriate Some who, Only a few who,
what, when, where, who, what, what, when, what, when,
why and how when, where, where, why and where, why and
questions were why and how how questions how questions
CONTENT 2 formulated to get questions were were were formulated
information from formulated to formulated to to get
the interviewee get information get information information
from the from the from the
interviewee interviewee interviewee
The presentation The The The
was well thought presentation presentation presentation
CONTENT 3 out, relevant and was well held the was
held the interest of thought out, interest of the inappropriate
the audience and relevant audience
The information The information The information The information
was shared was shared was shared in was shared in a
PRESENTATION creatively, creatively and good taste boring manner
interestingly and interestingly with poor taste
was in good taste
The presentation The The There was no
was within the presentation presentation presentation of
prescribed time was not within was not within information
ASSIGNMENT frame and the the prescribed the prescribed
RESPONSIBILITY presenters started time frame but time frame and
on time the presenters the presenters
started on time did not start on
time
All members Most members Some members Only a few
PARTICIPATION contributed contributed contributed members
equally equally participated

YOUR TREASURE

Congratulations! Through this lesson, you are a few steps nearer in


becoming an inspiring Filipino through engaging yourself in different
tasks that made you understand further what it takes to make a
difference as a global citizen. At the same time, you have enhanced your
literary, reasoning, verbal and writing skills!

Now, look back into your journey and answer the following
questions in your notebook:

1. What were the most interesting ideas you have learned in the lesson?

2. What were the least interesting ideas you have learned in the lesson?

3. Which life values have you gained?

4. How can they make you a better person?

“People who think that they are too small to


make a difference have never tried to fall asleep
with a mosquito in a room.”
--Christine Todd Whitman
Lesson 8
LIFE DISCOVERIES AND BELIEFS
IN THE CHANGING ENVIRONMENT

YOUR JOURNEY

The 21st century learner shall be responsive, mature and


productive in meeting today’s challenges. One shall learn in active order,
reflective and transformative knowledge to gain surviving power to
overcome alienation from the world.

As a dynamic learner in the global village, you must establish


yourself with the spirit of self-identity and national consciousness across
the time. You must explore, react, and act to beat the odds in life to
survive.

You, global learner, shall keep on moving forward for social


transformation, responsible leadership and national development on
dealing with life discoveries around. You must communicate, connect
and create meaningful life both in local and global communities.

In this lesson, you will discover life more meaningful and meet the
real world of learning for survival.

YOUR OBJECTIVES

• Narrate events
• Express appreciation for entertaining texts (anecdotes, jokes,
fables, myths, tales) by recognizing the punch lines
• Express one’s beliefs/convictions based on a material viewed
• Create or expand word clines
• Discover through Philippine Literature the need to work
cooperatively and responsibly in today’s global village
• Explain the contributions of national artists for national
development
• Compose a biographical sketch based on a personal interview and
background research
• Use correct and appropriate prosodic features of speech when
giving information, instructions, making explanations and
narrating events in personal and factual recounts.
• Formulate short replies
TASK 1: IT’S THE CLINE

Arrange the following words in a cline from least to most intense.

A.
HAPPY PLEASED

LUCKY FELICITOUS

B.
SADNESS SOLITUDE

MISERY GRIEF

C.
TROUBLE BOTHER

FRIGHTEN FEAR

D.
LOVE ADMIRATION

ROMANCE AFFECTION

TASK 2: VIEW IT
View the video trailer, “Invaders from Mars”, and answer the
following questions:

1. Who is the main character in the story?


2. What is the story all about?
3. Who are the invaders?
4. What do you think will happen in the story?
5. Do you believe in aliens? Share related stories about them.
TASK 3: MEET OUR LITERARY ARTIST

Read the life and works of Gregorio C. Brillantes. Describe him as


a literary artist.

Gregorio C. Brillantes, a Palanca Award Hall of Famer and a multi-


awarded fiction writer,is one of the Philippines' most popular writers in
English.

Known for his sophisticated and elegant style, he

has been compared to James Joyce. He often writes about

individuals under thirty, adolescent or post adolescent ones

who struggle with alienation from family, society and from

themselves. His earlier collection of short stories earned him the title of the
"Catholic Writer". But elements of the fantastic also come in his works. In
the 2006 Graphic/Fiction Awards, the main local sponsor of the contest,
specialty book shop Fully Booked, acknowledged Brillantes as one of the
godfathers of fantastic literature in English by naming the first category
theGregorio C. Brillantes Prize for Prose.

Brillantes is a native of Camiling, Tarlac. He obtained his Litt.


B. degree in the Ateneo de Manila University.He has editedSunburst, The Manila
Review, Focus, Asia-Philippines Leader and the Philippines Free Press. Among
his published collections of short stories are: The Distance to Andromeda and
Other Stories, The Apollo Centennial, Help, and On a Clear Day in November
Shortly Before the Millennium, Stories for a Quarter Century.

He also has published collections of essays: Looking for Rizal in


Madrid, Chronicles of Interesting Times, and The Cardinal's Sins, the General's
Cross, the Martyr's Testimony and other Affirmations.

He acted as one of the judges of the Philippine Graphic Novel


Awards in 2007.

From Wikipedia, the free


encyclopedia
TASK 4: GIVE IT UP FOR A NATIONAL ARTIST!

Read the excerpt from the guidelines in giving the National Artists
Award to Filipino individuals who made significant contributions to the
development of Philippine arts. Then answer the following questions
after the text.

The Order of the National Artists Award (Orden ng Gawad


Pambansang Alagad ng Sining) is the highest national recognition given
to Filipino individuals who have made significant contributions to the
development of Philippine arts; namely, Music, Dance, Theater, Visual
Arts, Literature, Film and Broadcast Arts, and Architecture and Allied
Arts. The order is jointly administered by the National Commission for
Culture and the Arts (NCCA) and Cultural Center of the Philippines (CCP)
and conferred by the President of the Philippines upon recommendation
by both institutions.

The Order of National Artists Award is one of the Honors conferred


by the Republic of the Philippines that embodies the nation’s highest
ideals in the humanities and aesthetic expression through the distinct
achievements of individual citizens. While the Republic bestows due
recognition to these singular achievements, it in turn honors its own
cultural heritage, whose enrichment these achievements have
significantly effected, enhanced, and given direction.

These achievements are measured in terms of their vision, unusual


insight, creativity and imagination, technical proficiency of the highest
order in expressing Filipino culture and traditions, history, way of life,
and aspirations.

OBJECTIVES

The Order of National Artists aims to recognize:

1. Filipino artists who have made significant contributions to


the cultural heritage of the country.
2. Filipino artistic accomplishment at its highest level and to
promote creative expression as significant to the
development of a national cultural identity.
3. Filipino artists who have dedicated their lives to their works
to forge new paths and directions for future generations of
Filipino artists.
CRITERIA FOR SELECTION

The Order of National Artists shall be given to artists who have met the
following criteria:

1. Living artists who are natural-born Filipino citizens at the


time of nomination, as well as those who died after the
establishment of the award in 1972 but were Filipino
citizens at the time of their death. Filipinos who have lost
and re-acquired Filipino citizenship, through dual
citizenship status for at least the minimum period of five
years shall be eligible for nomination.
2. Artists who through the content and form of their works
have contributed in building a Filipino sense of nationhood.
3. Artists who have pioneered in a mode of creative expression
or style, thus, earning distinction and making an impact on
succeeding generations of artists.
4. Artists who have created a substantial and significant body
of works and/or consistently displayed excellence in the
practice of their art form thus enriching artistic expression
or style.
5. Artists who enjoy broad acceptance through:

5.1 prestigious national and/or international recognition,


such as the Gawad CCP Para sa
Sining, CCP Thirteen Artists Award and
NCCA Alabng Haraya
5.2 critical acclaim and/or reviews of their works
5.3 respect and esteem from peers.

Comprehension Questions:

1. What is National Artists Award?


2. What are the Philippine arts?
3. Who administered the order for National Artists Award?
4. What are the objectives of the Order for National Artists Award?
5. How do National Artists show their significant contributions for
national development?
6. Do you think Gregorio C. Brillantes can be a National Artist? Why
or why not?
TASK 5: TO BE OR NOT TO BE

Read articles about the Nora Aunor’s National Artist


controversy/issue. Have a debate on this.

Does Nora Aunor deserve the National Artist Award?

YOUR TEXT

The Distance to Andromeda


Gregorio Brillantes

The Boy Ben, thirteen years old, sits there and wide-eyed before
the screen of the theater, in the town of Tarlac, his heart thumps in awe
and excitement, and his hands are balled into unconscious fists, as the
spaceship burns its blue-flamed journey through the night of the
universe that is forever silent with a high metallic hum.
Enclosed in time within the rocket, the ship itself surrounded by
timelessness, which is in turn framed by the boundaries of the cinema
screen, the last men and women and children of Earth watch the
asteroids, the stream of cosmic dust, the barren planets drift past the
portholes like luminous flowers at once beautiful and monstrous, floating
in the ocean of space.
The traveler search the night for another world of air and
greenness, remembering the end of the Earth, the Final War, the
flickering radioactive fires upon the lifeless continents. Beyond the dead
seas of Mars, and beyond the ice-bound tomb of Neptune, past the orbit
of Pluto and out into the black immeasurable depths, the rocket flashes
onward, through years of space and time: a moving speck among the
twinkling stars, propelled by the flame of its engine and a certain destiny.
A sun looms up from the blackness, more golden and more gentle
than the star they have always known; and as a globe of shining water
and green-shadowed land appears through the viewports; they break out
into jubilant cries and dazed whispers of thanks to God. Cradled by a
final blast of power, the spacecraft lands on the meadow: a quiet moment
before the airlocks open, a sigh of wind in the nearby trees. The survivors
of the Earth climb down onto the grass, and the filmed prophecy ends
with them gathered as on a pilgrimage beneath the vertical cylinder of
their rocket, looking out across the plain to the hills green in the light of
the new sun.
The curtains close the window of the screen; an amplified
phonograph scratches out a tired rhumba; there is a brief scramble for
vacated seats, the usual reluctant shuffling towards the exit after the
show. Ben thinks of staying for one more screening but his friend Pepe
stood up to leave, waving to him from the aisle.
He and Pepe go up the aisle, stepping on brittle peanut shells and
candy tinfoil; in the diffused light, the audience waits for the lovely and
terrible dream.
The two boys linger before the moviehouse and look up at the
photo stills tacked on the display board: the nuclear-bombed cities, New
York and Paris and London, where no man would ever breath and walk
again; tomorrow’s spaceship, flaming meteor-like in the night of space;
the faces of the last people, brave before the unexplored night.
Ben looks up at the pictures, and he feels again, deep in a silence within
him, like the vibration of invisible wires, the hum of the universe, the
movement of the planets and stars. He turns to his friend in a kind
impatience, his eyes bright, his chest tightening; he begins to speak, but
the hum and movement cannot be uttered. “C’mon, Ben,” says Pepe, and
they cross the street away from the sound and glare of the theater,
through the small belling tinkle of the calesas and the warm gasoline
dust, while the strangeness within him strains almost like a pain for
utterance.
They saunter down the main street in the manner of boys who have no
immediate reason for hurry, lazy-legged and curious-eyed. They come to
the plaza; children are roller-skating around the kiosko, and the stars are
clear in the sudden night over the town.

The two boys get up on the bench and sit on the back rest and
watch the skating children. In the white light of the neon lamps, the
continuous rumbling sound of the skaters rises and falls with the quality
of the cemented rink: now hollow and receding, now full and ascending,
going around, seemingly unending. Tito comes by and join them atop the
bench; and they talk of a swim in San Miguel tomorrow morning; they
agree to meet here, at the kiosko, after the last Mass. After a few random
topics, from basketball to the new swept-winged jets that passed over the
town during the day, the talk shifts to the movie Ben and Pepe have just
seen. Tito does not go for that kind of picture, so fantastic he says, so
untrue to life.
With every second the night deepens in the sky. As though in obedience
to some secret signal, Ben looks up at the stars. The Southern Cross
hangs in the meridian; the half-man and the half-horse in Centaurus
rides over the acacias, and the Milky Way is a pale misted river dividing
the sky. The stars are faraway suns… The strangeness stirs in silence
within him: the unknowable words die stillborn in his mind, and the boy
joins in the casual conversation, while the rumble of the skates rises and
falls, around and around, as if forever, and the stars swing across the
sky.

“I wonder if there are people on Mars – like in the comics.”

“If there are any,” says Tito, “they’d look like Mr. Cruz.”

“Just because he flunked you in algebra.”

“Do you think people will ever get to the moon?”

“Ahh, nobody’s going to land on the moon,” says Tito, “there’s no air up
there.”

“They’ll bring their oxygen in the rocketship.”

“Moon, rocketship, Mars – what kind of crazy talk is that?”

With comic farewells, the three boys part ways, Ben walks home
alone, back across the plaza, past the skaters and the lamp-posts of
kiosko, the border of trees and the town hall. The empty house on
Romulo Street stares at him through a vein of vines, like a sick old
woman abandoned by her children. The electric plant by the river
thunders compressedly as he goes by, the massive dynamos producing
heat and light; it is as though he were discovering the power of the
machines for the first time, quivering in the air, trembling underground.
On the bridge, he stops to gaze at the sky; the far edge of the river,
without trees or houses, planes into a horizon; the stars seem to rise
from the dark land and the water.

He stands alone on the bridge, and he is suddenly lonely, the vast


humming turning within him, waiting: for a streak of blue flame, a signal
flare among the stars. Where and why … Thousands of years away by the
speed of light, the other worlds… He recalls the view of the heavens
through the port holes of the rocket, and the photographs of the galaxies,
the whirlpooled suns in the book his father gave him one Christmas. The
rocket, an atom wandering in the outer reaches of unknown space: to be
lost and lovely forever in the starry night… He feels very tiny, only a boy,
shrinking, helpless, standing between the dark river and the lights in the
sky.

TASK 6: TRACE THE STORY

Work in groups of five. Read the short story, “The Distance to


Andromeda” by Gregorio C. Brillantes. State the two “journeys” in the
story in five to seven (5-7) sentences.

First Journey Second Journey


TASK 7: SET IT

Make groups of five. Read the story again and do the following
tasks.

Group 1. Describe the setting of the story.

Group 2. Describe Ben.

Group 3. Give the theme of the story and the symbolism of the movie
Ben has seen.

Group 4. Draw a diagram of Ben’s house with the location of each


person he meets when he comes home.

Group 5. Draw a map of the town and trace Ben’s “journey”?

YOUR DISCOVERY TASKS

TASK 8: RELATE IT

Write an account, real or fictional, or an event in your life that


triggered a realization as overpowering as that which came to Ben.

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TASK 9: LIFE DISCOVERY


Form groups of five. Show the feelings of Ben towards his discovery
after he emerges from the theater and sees the world in a new light
through one of the following tasks:

1. Radio play
2. Interpretative dance
3. News Casting
4. Tableau
5. Song

TASK 10: EXTEND IT


Make a road map of your life. Begin your journey today until to
what point of your life you want it to end. Use land marks and sign posts
to indicate important events in your life. Place emoticons on particular
land marks to express your feelings. Share it to the class.
THE ROAD OF MY LIFE

TASK 11: MORE DISCOVERIES

Work in groups of five. Read the story again and focus on the
Filipino values expressed in it.

The Distance to
TRADITIONAL VALUES
Andromeda
TASK 12: VALUE IT

Go over the Filipino values taken from the story. Reflect on today’s
environment and check if these values are still present among the
Filipino youth. As a global youth, how are you going to preserve the
Filipino values in the changing world? Make a self-commitment through
a poster.

TASK 13: LIGHTS! CAMERA! ACTION!

Form groups of seven to eight members. Go within your


community and search for a local personality who made exemplary deeds
for local or national development. Focus on his life discoveries and
achievements. Make a research, do interviews, and gather facts about
this person. Show his inspirational stories in a short DOCUMENTARY
FILM (about 5-7 minutes).

YOUR TREASURE

You have finished the lesson, fairly enough to open your minds
and hearts with the life events and discoveries in your local community,
extending your world in the global environment. Keep yourself abreast of
the changing times to move forward in the spirit of national
consciousness and national identity of becoming a true Filipino.

Make a photo album about your discoveries in life. Use pictures


and graphics to show your life events. Write captions about
stories/discoveries behind your pictures.
BIBLIOGRAPHY
www.youtube.com/watch?v=fR3zgjIthaE

www.youtube/watch?eUcRsqt0BEo)

www.youtube.com/watch?v=Gc4HGQHgeFE

www.youtube.com/watch?v=KhXQcsid2W4
http://www.dailymail.co.uk/news/article-2501471/Philippines Typhoon-Haiyan-Bodies-piled-
streets-make

http://www.orkin.com/ants/harvester-ant/

http://moodleshare.org/mod/page/view.php?id=4858

http://grammar.about.com/od/mo/g/Meronym-term.htm

http://www.examiner.com/article/what-are-meronyms-and-why-are-they-important

http://www.youtube.com/watch?v=Vk1aVbe8qS8

http://www.dailymail.co.uk/news/article-2501471/Philippines-Typhoon-Haiyan-Bodies-piled-
streets-make

http://www.orkin.com/ants/harvester-ant/

www.youtube.com./watch?v=VaU7gwaaHUO

www.youtube.com/watch?v=khQyrW8Q-YU

http://www.youtube.com/watch?v=W8LVkgWKEEI

http://www.youtube.com/watch?v=CfcS02rDUjY

http://www.youtube.com/watch?v=aLqbJ2Zb2hA

http://www.youtube.com/watch?v=2laFZbWZnlo

http://www.abs-cbnnews.com/lifestyle/04/24/14/poverty-not-hindrance-summa-cum-laudes-
success

http://videokeman.com/francismagalona/tayoy-mga-pinoy-francis-magalona/)

http://www.rcampus.com/rubricshowc.cfm?code=K523W3&sp=yes&

http://www.youtube.com/watch?v=78FEgwI4LH0
http://www.youtube.com/watch?v=TizA_jTCSS8

http://www.youtube.com/watch?v=4hotPDAZKa0

http://www.youtube.com/watch?v=QHqvufohrfw

http://www.youtube.com/watch?v=MVZ_CYAKeFA

http://www.youtube.com/watch?v=cZGghmwUcbQ

http://freewayonline.com.ph/about-jose-garcia-villa/

http://www.youtube.com/watch?v=5rSJnhzjyNo

www.youtube.com/watch?v=a51ucyVvswM

Project EASE Module in English IV, Unit I, Module I, pg 11-12, 21, 31

Project EASE Module in English IV, Unit I, Module 2, pg 20

Wikipedia, the free encyclopedia

wiki.answers.com/Q/Autobiography_of_marcelinoagana_jr.

www.slideshare.net/marcomed/deped_grade_9_quarter_1

Youtube.com for the videos

Wikipedia

www.google.com

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