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Department of EducationBureau of Secondary Education

CURRICULUM DEVELOPMENT DIVISION Meralco Ave., Pasig City 

(Eective Alternative Secondary

Education)

ENGLISH I

Quarter 1 Getting in Touch with Self and Others

Module 2

HOW DOES MY FMILY SEE ME!

1

 

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TO THE ST"DENT OF THIS MOD"LE

How to Learn fro# this Module

Welcome to this module! You must be very eager to start with the learning

activities prepared specifically for you. After all, the activities in the module have beendesigned to provide you with a rich and stimulating learning experience in the Englishlanguage arts program that will help you communicate better and more effectively inEnglish! You will do so in a little while, but before you do, try to familiarize yourself withthe different sections of this module. t is important that you now what each part coversso that you can achieve the learning ob"ectives for each section.

#he different sections of the module are presented with the following headingsand icons. $amiliarize yourself with these headings and icons so you would now whatto do in each section.

MOD"LE N"M$E% ND TITLE appears on the first page of the module and isrepresented by the icon on the left. #he module number and title are followed bya picture or illustration and some brief introductory paragraphs, which tell youwhat the module covers. You should read carefully the module title and theintroduction so that you will have an idea of the exciting things in store for you inthe module. %ave you read the introduction to this module& 'o you now what(sin store for you in this module&

WHT YO" %E E&'E(TED TO LE%N F%OM THIS MOD"LE alerts you tothe ob"ectives of the module and is represented by the icon on the left. #hissection consists of the list of what you should be able to do after going throughthe activities in the module. You can use this list to chec your own learning.

'%E)TEST diagnoses what you now about the module content and sills beforeyou go through the activities in the module. t is represented by the icon on theleft. 'o not worry if you are not able to answer all the )uestions in the pre*test.

 After woring on the various module activities, you will tae a similar test. t ishoped that you will have learned all the items covered in the pre*test so that your score will improve in the end.

(TI*ITIES consist of a variety of learning experiences and exercises designedto help you develop the sills and competencies covered in this module. #he icon

on the left introduces this section. #he specific activities are also introduced byspecific icons, are numbered, and have different titles. #he icons and the titlesserve as your guide on the language activities you are to focus on listening,speaing, vocabulary, reading, grammar, and writing or composition. You shouldnot sip any of the activities. #hey have been se)uenced to help you achievewhat you are expected to learn from this module. After each exercise, you areinvited to chec your answers against the +elf*hec section to see if youunderstood the concepts correctly.

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$ollowing are the specific icons for the specific activities discussed above-

 A thining activity is introduced by this icon.

 A listening activity is introduced by this icon.

 

 A speaing activity is introduced by this icon.

 A vocabulary activity is introduced by this icon.

 A reading activity is introduced by this icon.

 

#his icon introduces an activity that will develop your grammar sills for the module.

#his icon is used to introduce a writing activity.

'OST)TEST is done after you have wored on all the activities in the module. tis a chec on how well you have achieved the module ob"ectives. t has the sameicon as the pre*test. After going through all the activities prepared for you, youare tested on similar items as the pre*test so that you can compare the gains youactually made.

SELF)(HE(+  consists of the ey answers to the exercises as well as theanswers to the pre*test and the post*test. #he purpose of the +elf*chec is tohelp you determine if your responses are correct, and to provide you withfeedbac. f you are able to answer correctly all the items in the exercises, youmay proceed immediately to the next learning activities. f you are unable toanswer most of the items, you may need to go bac and review the lessons,which you have not understood well.

ow that you now the different parts of this module, you are well on your waytoward benefitting from it! /ood luc as you begin this module!

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,uarter One- Getting in Touch with Self and Others

MOD"LE .

HOW DOES MY FMILY SEE ME !

#he people who are closest to us are the members of our family. #heynow us more than other people do. #hey also care for us more than other people do. We also often follow the ways that members of our family do. %aveyou heard the expression, 01other nows best&2 or 0lie father, lie son&2 3ur parents are patient with us because they now who we are and they love us for who we are.

/etting in touch with others begins by getting in touch with our familymembers. %ow does your family regard you as a son, daughter, brother, or sister& %ow has your family helped you in building your self*confidence& Whatforms of support do you get from your family& %ow do you show your gratitudefor all the wonderful things your family does for you& You will reflect on these)uestions in this module.

n 1odule 4, you learned more about yourself as you reflected on the topic0%ow do see myself&2 n this module, you will learn about the importance of considering how others, primarily your family, see you. 5ecognizing how muchthey care will help you value their love even more. n addition, it will also help youto communicate more effectively your feelings and ideas with them.

n this module, you will learn the language sills necessary to help youanalyze and discuss topics about how your family sees you, and how you seeyour family. After finishing this module, you could communicate better with andabout your family. #herefore, good luc!

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WHT YO" %E E&'E(TED TO LE%N F%OM THIS MOD"LE

 After going through this module, you should be able to-

• identify and outline important information in an article you have

listened to or read by transcoding them into concept maps6

• determine the meaning of unfamiliar words by picing out context

clues6

• retell the main plot and subplot of a story and identify how

characters in a story view each other6

• use compound sentences with con"unctions because,  for, so,  thus

and that is why  in expressing choices and reason6

• conduct an interview and solicit feedbac from family members and

from other people to find out how they view you6

• interpret findings from an interview by putting findings in a chart and

preparing a write*up6 and

• express reasons and choices in an exposition about your name andyour traits.

'%E)TEST

ow that you now what you expect to learn from thismodule, let(s find out first how much you now about them. $ollowthe directions for each set of )uestions.

 A. dentify the meaning of the underlined words through context clues.hoose from the word pool below.

arrogantcourageousfriendlyindnesslazinessrespectstrong

carefulfaultlessfocusinventivemodestypreventthrow

4. Antonia is the valiant young girl who braved the floods to save thestranded civilians.

7. +he has impeccable conduct. %er parents, teachers, and classmates allconsider her a perfect daughter, student, and friend, so they unanimouslyvoted her as 1odel +tudent of the Year.

8. 'espite her academic awards, she does not consider herself better ormore important than her peers because she values humility.

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9. +ome haughty children boast about their talents and intelligence, butynthia does not. +he always maes it a point to help her peersespecially those who need assistance with their lessons.

:. 5amil is nown for his ingenuity. n the recent +cience $air, for example,he presented his new discovery ; sources of carbon monoxide*free fuel

from algae.. nstead of doing drugs, 5amil recommends that students "ust channel their energies to sports.

?. Almira has also earned the admiration of her peers. %er blindness did notdeter or stop her from studying and excelling in class.

4@.%er classmates and teachers simply regard her with high esteem because

she has shown extraordinary courage and determination.

. Bnderline the cause once and the result twice. #hen, encircle the expressionused for showing causes and results. +tudy the example below.

44. n the Chilippines, the family is an important unit because it greatly

influences the child.

47. #here is massive unemployment in the country thus many parents are

forced to wor overseas and leave their families behind.

48.hildren grow up without the guidance of parents so many often drop

out of schools and engage in vices.

49.%owever, a good number of children succeed for they get ample moral

support from relatives who temporarily act as guardians.

4:.$ilipino children are able to endure life away from their parents because

close family ties provide them with the love and affection they need.

6

Example- Almira earned the admiration of her peers because she graduated

 with honors despite her blindness.

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  (TI*ITIES

  ow that you have an idea of what this module covers, are you excitedto get started& 5emember that when you do the following activities diligently,

you will have the sills necessary to help you communicate better in English./ood luc as you begin!

 

cti/it0 1- What2s in a Na#e!

#hin about the names each member of your family is called, includingyourself. Where did you get your name& %ow did your parents choose the namethey gave you& %ave you ever wondered if your name has a uni)ue meaning&'o you have a symbol to represent your name&

3ur names give us the identity by which we are nown by others,especially our family. 3ur names sometimes also represent how our parents seeor view us. #he letters or alphabet, which mae up our names are linguisticsymbols, which we carry with us wherever we go. 'o you now where names of people come from& %ow do parents select the name they want for their children& %ow did your parents select the name they wanted for you&

 

7

Where did I get

my name?

Does my name

have any

meaning?By what othernames do they call

me?

How did my

 arents choose my

name?

 

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Listening to Infor#ation and Transcoding The#

magine yourself listening to a television host who is trying to explain how

people got their names. #he explanation is contained in the following paragraph.Cretend that you are listening to a #D host as she provides information on howpeople(s names come about. #here are three paragraphs in her tal.

$0 Their Na#es You Shall +now The#

4 ames are important because they serve to identify us. n fact,each of us has many inds of names. We have a first name, middle initial,and a surname. n addition, we have a nicname sometimes called a petname. Writers who do not want to use their real names can use a penname or a pseudonym. riminals use other names, not their real ones.#hese become their alias, which means 0otherwise nown as.2

7 3ur first name distinguishes us from the other members of our family. 3ur middle initial is the first letter of our mother(s maiden name,that is, her surname before she got married. 3ur surname or last name isthat of our father(s family or clan. #hese three ; our surname, first name,and middle initial mae our complete full name. We write these in thatorder in formal documents. 3therwise, the more common arrangement isfirst name followed by middle initial and finally by the surname.

8 3n the other hand, informally we are usually called by our nicname or pet name. #his is used by the immediate members of our family and by close friends when they address us. t may be a shortened

form of our first name such as 'an for 'aniel or ou for ourdes. t couldalso be a generic term usually culturally determined which are given toyoung children. Examples of these are Nenen   or In!ay , meaning 0littlegirl.2 #he former is used in #agalog speaing areas, while the latter, inDisayan speaing regions. $or boys, Nonoy , Do!oy , or Do!on  are used,meaning 0little boy.2 #he first is used among icol speaing families andthe last two among the Disayans. Whatever it is ; nicname or pet names

 ; they signify some degree of closeness, familiarity, or endearment withthe person addressed.

an you summarize the main ideas of the tal& +ummarizing thenformation, we read or listen to can be done through concept maps. #his is

nown as transcoding infor#ation3  or the process of writing or transferringinformation from a text to a graphic organizer. n this module, you will learn totranscode information by using a cluster, a story map, a Denn diagram, and other simple types of concept maps.

#ranscoding information is important. t is a gauge of how much you haveunderstood to what you have listened. n transcoding information, you need tounderstand the main headings in the text as well as the different supporting

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details. You also need to examine how the text is organized to be able to selectthe appropriate graphic organizer that you will use. #he relationship among theinformation presented in the text must be illustrated visually through the graphicorganizer or information map.

#ranscoding information is particularly important in understanding the gistof information you listen to or read. After listening to or reading a selection, youcan organize your notes with the graphic organizer.

%ow do you transcode the information in the article you pretended youhave listened to& ote how this can be done through a cluster  as representedbelow. an you fill in the blans with the missing concepts&

#he cluster above is used for showing the concepts described inparagraph 4 of the listening selection. t illustrates the ma"or heading or coreconcept " name4 and the supporting details or related concepts Fdifferent kinds of names  which serve to explain the core concept FnameG. #he coreconcept appears at the center and the related concepts appear around it. nmodule 4, you did an example of a cluster when you identified different termsused to describe a snae. 'o you remember& n the above example, if you wrote5et na#e  and alias on the blans, you are correct! #he cluster illustrates thedifferent inds of names we may have!

Cractice transcoding information using a cluster such as the exampleabove. llustrate the supporting details of paragraph 7 by filling out the missingblans in the cluster.

 

"

 

+inds ofNa#es 

$ull ame

icname HHH&HHHHH  

Cen ame HH&HHHHH

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1a"or ideas and supporting details can also be transcoded by using ata6le7 otice how paragraph 8 is illustrated using the table below. an you fill outthe missing details from the listening selection& You may add your ownexamples.

IA1E+ A' #%E5 35/+

  +hortened $orms of ames #erms with ultural 3rigin

  /irls- #eresa * #essa  HHHHHH * HHHHHH   HHHHHH * HHHHHH  

oys- $rancisco ; $rancis  HHHHHH * HHHHHHH   HHHHHH * HHHHHHHH 

 /irls- neng

  HHHHHH   HHHHHH  

oys- #otoy  HHHHHH   HHHHHH  

3ne way by which you could chec whether you could identify the ma"or idea and the supporting details of a text you have listened to, is by providing atitle for a selection presented to you. #ry to transcode the information containedin the following selection. %ave an older person read it to you. After listening tothe article, illustrate the ma"or ideas and supporting details by using a table suchas the one above, for your graphic organizer. +uggest a title on the blan space.

F#itleG HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH 

ame*calling is considered in bad taste when it plays up a person(snegative trait or characteristic. %owever, giving person titles or names thatemphasize their outstanding abilities or high positions are welcome. #hus,onifacio was called 0+upremo of the Iatipunan,2 and Emilio Jacinto wasreferred to as 0#he rains of the Iatipunan.2 3ne of our past presidents, 5amon1agsaysay was nown as one of the common people so they called him 0#he/uy.2 n entertainment, the late $ran +inatra was called 0#he Doice2 because of 

1#

$ull ame

 HHHHHHHHHHH  H

$irstame

 HHHHHHHHH 

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his melodious voice, while $ernando Coe, Jr. was named 0#he Iing of Chilippine1ovies2 because all his films earned well in the box office. n billiards,sportscasters call Efren ata 0#he 1agician2 because of his ability to hit thebilliard ball out of seemingly impossible spots and shoot them into the pocets of the billiard table. #herefore, name*calling, in its positive aspect, is practicedbecause it helps point out what maes a person different from others. t is this

ind of name*calling, emphasizing people(s outstanding abilities, which ispreferred when we tal about others and ourselves.

cti/it0 .- "sing E85ressions to Ma9e (hoices and Gi/e%easons a6out One2s Na#e

  "sing (on:unctions in Sentences E85ressing (hoices and%eason

ow that you now more about names and where they come from, youwill find it easer to explain how you got your name, or how your parents chose it

et us find out what expressions you can use for this purpose.

elow is an excerpt from a letter of a student lie you, which she wrote toa friend in another country. #oward the end of this module, you will write a similar composition about how you got your own name. $irst, study how she explainedthe origin of her name and the expressions she used.

;My #arents #$anne! to ca$$ %e Rosette e&enbefore I was born' (ccor!in to %y %other,they chose this na%e because it co%bine! their own' My #arents foun! the wor! 

a##ea$in, thus, they a&e %e this na%e')urther%ore, %y father sai! that Rosette is abeautifu$ )rench wor!, which %eans a *$itt$erose,+ so whene&er I sin %y na%e, I !raw a$itt$e rose besi!e it' That is %y #ersona$ $oo'

What did you notice about the expressions used by the student for givingthe reasons about her parents( choice for her name& otice that when sheexplained how she got her name, she used con:unctions or connecting words.#hese are because, thus, and so. 

4. #hey chose this name because it combined their own.7. 1y parents found the word appealing, thus3 they gave me this name.8. 5osette is a beautiful $rench word, which means 0little rose2 so

whenever sign my name, draw a little rose beside it.

+entences lie the ones in our example are compound sentences.#hey are "oined by connecting words called conjunctions.

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n using the con"unction because, one explains a reason or a choice.#his reason or cause occurs at the end of the sentence. )or   is another expression or con"unction used for this purpose.

Ea%#$es-

4. was named urly for my hair is wavy.7. 1y parents called me Joy because  was always smiling when was ababy.

8. 3ne of the seven dwarfs was named /rumpy for  he was always angry.

3n the other hand, in using the expressions thus  and so, the reason or cause appears at the start of the sentence. Another expression used for thispurpose is that is why . %owever, when you use this expression, you need tocreate another sentence to show the result.

Ea%#$es- 

4. was a chatterbox, so my parents named me hatty.7. lie carrots very much, thus my friends started to call me unny.7. easily lose my temper. That is why  they call me a hothead.

'o the following exercises to help you explain choices and give reasonsfor calling people by their names or certain characteristics.

7  1atch the utterances in olumn A with the reasons in olumn . Write onlythe letter of your answer on the blan before each number.

olumn A olumn

 HHHH 4. 1y mother "oingly calls me A. they find me daring.  butterfingers because HHHH . always loo at the brighter  

 HHHH 7. 1y parents named me $aith side of life.for HHHH . eep on dropping things.

 HHHH 8. 1y friends say am choosy  because HHHH '. they prayed so hard to have

 HHHH 9. #hey say am an optimist someone lie me for theirfor HHHH baby.

 HHHH :. 1y sister calls me /utsy E. cannot easily decide what because HHHH really want.

$7  omplete the sentences in olumn A by supplying the blans with theappropriate expressions from olumn .

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olumn A olumn

4. love to hie up the mountains and A. my friends call me +hriningnature trails, thus, HHHHHHHHHHHH Diolet.

7. can(t seem to stop taling, so . my family thins am moody

  HHHHHHHHHHHH. . my brother calls me a8. can be very talative one moment, chatterbox  and be )uiet the next moment. #hat is '. my father feels am a  why HHHHHHHHHHHH. fighter.9. am basically shy and would not tal E. my sister fondly calls me

immediately to strangers, so a nature tripper.  HHHHHHHHHHHH.:. do not run away from challenges and

difficulties, thus HHHHHHHHHHHH.

. #ry to explain reasons and choices about your name. Bse compound

sentences with the correct con"unctions in answering the following)uestions. ut before you do, interview your parents or relatives todiscover more about your name. #hen write your answers for each)uestion in the corresponding number on the information sheet below.

4. After whom did your parents name you&7. Why were you given that name&8. %ow do they call you for short&9. Why did you they give you that nicname&:. Are you happy about your name& Why&. f you were to choose a symbol to represent yourself, what would it be&?. Why will you choose that symbol& What characteristic of yours will it

show&

Information Sheet 

4. 1y parents named me after HHHHHHHHHHHHHHH.7. was named after HHHHHHHHHHHH because HHHHHHHHHHHH.8. 1y parents call me HHHHHHHHHHHH for short.9. HHHHHHHHHHHH thusKso they gave me that nicname.:. am HHHHHHHHHHHH about my name because HHHHHHHHHHHH.

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>. would choose that symbol because HHHHHHHHHHHH.

cti/it0

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family, have faith in what you could do. #hey stand by you and are willing tosacrifice for you.

What sacrifices do your family members mae in order to help youachieve your goals& s going to school one of your goals& 5ead the story of 

 Alfredo and compare his experiences with yours.

 As you read the story below, you will develop further your sills intranscoding information with other types of graphic organizers or informationmaps. At the same time, you will discover characters in the story, which may besimilar to those in your family. Cay particular attention to what a father and ateacher did to help a young boy achieve his potential.

Deter#ining Meanings of Words through (onte8t (lues

efore reading the story below, chec your understanding of the followingunderlined words. 'etermine their meaning by analyzing what the words in thesentence suggest as to the meaning of the underlined word. #his is called!eter%inin %eanin throuh contet c$ues. Encircle the letter of your answer.

4. $rom the balcony, a rocing chair creaed.a. sharp sound of a moving ob"ectb. sharp sound when pounding an ob"ect

7. t was our humble offering to the great man.a. expensive b. modest

8. $or a while, was afraid he would as me to recite incoln(s .ettysbur   (!!ress, %e lied the piece very much.

a. place of residence b. speech

9. $or a while, was afraid he would as me to recite incoln(s .ettysbur   (!!ress. %e lied the piece very much.

a. text or material for a speech b. a part of a whole ob"ect

:. t was so full that there was hardly any place for him. %owever, hemanaged to s)ueeze his little frame in, and then moved away.a. picture b. body

*illa Magdalena  y ienvenido . +antos

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n +ulucan, where my father comes from, there was much poverty and alot of indness. $ather earned a few centavos a day fetching water for neighbors.1y mother too in washing. ene, my younger sister, tried to help her, but she

 "ust got in the way as did when tried to help $ather fetch water. was notstrong enough, but followed him about. ran and waled beside him as hecarried the two erosene cans full of water.

3ne day, someone told $ather about a very rich man with the same familyname as his, 1edallada. %e came from the same town of aba, but not from+antiago. n +antiago, $ather said everybody was a servant. #his man couldnLthave come from there. $ather was told that he must be a relative. $ather shoohis head. #his man lived in a mansion with many rooms. t was called Dilla1agdalena after his wife, a wealthy woman who belonged to the onde family.MYou must see this man,M more and more people were telling $ather.

MWhat shall tell him&M $ather ased.

M/o to him and say, M'on 1agno, Lm 1artin 1edallada from aba. #his

is my son Alfredo. %e finished valedictorian in grade seven. want him to serveyou. 'onLt pay him anything. Just send him to school.M

 Actually, faced at last with the important man, $ather did himself better.%e told 'on 1agno, Lm a 1edallada, too, 'on 1agno, but a poor one. +o wecannot be relatives.M

'on 1agno grunted and sized me up. $rom the balcony, a rocing chair creaed. ater, learned it was 'oNa Asuncion. +he was an invalid sufferingfrom elephantiasis. +he was being roced to sleep by a maid. f this had notbeen her siesta hour, she would have been with us as we stood at the door of thegarage. 'on 1agno wore silen shorts, monogrammed 11, the same initials on

the breast pocet of his polo shirt.

M1y son is good,M $ather continued while stood by. was praying that could be accepted in the household. n my hands, held the legs of a chicen,the last one from +antiago days. t was our humble offering to the great man.ut nothing had yet been said about chicen.

01y son is good,M $ather repeated, his tone most respectful. M%e canrecite speeches from memory.M $or a while, was afraid he would as me torecite incolnLs /ettysburg Address! %e lied the piece very much. n +antiago,he would listen to me for hours at night as told him in the dialect what we hadlearned in school. t was hard putting some of the words in the dialect. ut it

was easier for such terms as truthfulness, love of /od, and courage. ourage,especially, had many e)uivalents in our dialect.

Ms your son strong&M the great man ased.

MYes, +ir,M $ather answered. put out my chest, which wasnLt much, but wanted to help $ather. %e was exerting himself, as it was. MYes, heLs strong.

 And he doesnLt eat much.M

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M#hen he cannot be strong,M 'on 1agno said. f heLs strong, he musthave a big appetite.M

  looed at $ather. %e seemed so old, so poor. %e should have had nocases except what little trouble the ible gave him. #hen he wouldnLt have tothin of mother, Nene and me.

M3h, well,M $ather said, smiling sadly, Msometimes he eats much, too. utwe have not had much to eat, you now.M sighed deeply. #he chicen in myhand began s)uirming.

MJust send him to school, +ir,M $ather pleaded. M want him to serve youand mae you his ideal. %eLs very smart. +on, show him your card and whatyour teacher wrote.M

1y teacher, 1r. /atbonton, was happy that $ather had finally decided toleave for 1anila with his family. +o he typed a note, a combination of letters of introduction and recommendation and praise. t meant more than that to me.

M#o whom this may concern,M the letter read, M am happy to certify thatthe bearer of this note, Alfredo 1edallada, graduated valedictorian from +antiagoElementary +chool with the general average of ?>O. have been AlfredoLsteacher since grade four and am happy to certify that he is the brightest pupil have ever had in my career. am writing this note to help him because he needsit.M +igned $elix /atbonton, %ead #eacher and Acting Crincipal of +E+.

1r. /atbonton was one of the earliest victims of the war in 4?97. After school closed, he bundled up all his boos and teaching materials and placedthem in a boat. t was so full that there was hardly any place for him. %owever,he managed to s)ueeze his little frame in, and then moved away. We stood by

the riverban, shouting goodbye. n return, he raised his hand. %e wavedwithout turning his head.

 According to reports, a Japanese patrol halted him. When he refused,they shot him. A bullet went through his head and he fell forward. #he Japanesethought that he was trying to escape with foodstuffs or guns. 3ne of them foundhim dead. +o they threw the boos into the river and carried his body away.

When heard of 1r. /atbontonLs death, of the way he died, felt sorry for him. +omehow, was glad that he died the way he did. new he would havelied it that way. %e defended to the end what he would have called his duty.Mever run away if you are right, Mhe would tell us. n his own way, he taught uswhat courage meant.

 As stood before 1r. 1edallada, my teacherLs advice ept coming bac tome. 0o, 1r. /atbonton, 0 told myself, 0 wonLt run away.2

Noting Details and Transcoding Infor#ation fro# the Stor0

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Were you able to identify yourself with Alfredo& 'o you have a similar experience& efore answering these )uestions, study the details of the story bydoing the following activities.

• "nderstanding the 'lot and Su65lot of a Stor0 60 (o#5leting a Stor0

Ma5

 A story map gives a graphic representation of a story such as its setting,characters, plot, and the theme. 3ther story maps list the situation, the problem,the attempted solution, the result, and the evaluation based on the series of events in the story.

#here are two plots presented in the story, as the story map on the nextpage shows- the events in +ulucan #own, and the scene at Dilla 1agdalena.'etermine the development of these plots by answering these )uestions andcompleting the story map.

4. %ow did the story develop& What ma"or events too place&

a. What situation did the story present& Where did the story taeplace& Who were the characters in the story&

b. What problem did the main characters have&

c. %ow did the characters try to solve the problem&

d. Was the result given& What was it&

e. %ow did it end&

7. f you were to give another ending to the story, what would be your ending&

8. Why do you thin ienvenido +antos included the story of 1r./atbonton& %ow is this story related to Alfredo(s story&

9. What does the story reveal about what fathers could do for their children&

:. %ow important is a character reference& What do you thin 'on1agno would do after reading 1r. /atbonton(s letter&

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STORY MAP

1"

*ILL MGDLEN

$%l%can town overty

lots o& 'indness

Ba(a townmansion

  $ather and

 Alfredo

 

)r* +at(onton Don )agnoCharacters

 Problem

Attempted

Solution

 Result

 Ending

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• Showing How (haracters in a Stor0 *iew Each Other through a We6

(hart

 Another way of clarifying your understanding of information from a story isthrough a web chart. A web chart can give a graphic representation of the

relationship among the characters in a story, and they way they view each other.

n our story, the main character, Alfredo, had some ideas about himself.esides, also others had their own ideas about him. omplete this web chart toshow how AlfredoLs father, 'on 1agno, and 1r. /atbonton viewed Alfredo. istalso how Alfredo views himself and the others.

2#

LF%EDOHis view o& himsel& 

 _____________ 

 _____________ 

 _____________ 

FTHE% DON MGNO

M%7 GT$ONTON

FTHE%DON MGNO

M%7 GT$ONTON

H,W -./0D, IWD ,H0$

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• Drawing Insights fro# (haracters in a Stor0 through a *enn Diagra#

What insights can you draw from the characters is the story&

haracters in a story also grow and change. 3ftentimes, they learnlessons or insights from the events that they have been through and the other characters in the story. #hrough these insights, you will be able to understandthe values, which characters in the story hold. You can then learn from them.

Where Alfredo was concerned, there were two father figures who helpedshape his values and outloo towards life- his father and 1r. /atbonton, right& nthe Denn diagram below, identify what Alfredo learned from both of them. Wherethe two figures overlap, write a common insight he got from the two men.

• Drawing More Insights and Transcoding The#

 A thin aloud balloon is a graphic organizer that encourages you to writedown your innermost thoughts or ideas that you would not normally verbalize. f you were Alfredo, how would you complete the thin aloud balloons below&

21

 After finish mystudies, wouldP.

would show mygratitude toward myfather byP.

I wo%ld show my gratit%de

toward )r* +at(onton (y*

f were Alfredo, would convince 'on1agno byKthroughP.

From Father From Mr. atbonton

Common insights

Al!redo got !rom

both

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S Soliciting Feed6ac9 a6out How Others *iew Your Letter of(ertification

 n the story Dilla 1agdalena, Alfredo and his father presented a letter of 

certification to 'on 1agno. What is a letter of certification& What do you thin is

the importance of this letter to the person holding it&

5ead the example of a letter of certification from the story. You will noticethat a letter of certification serves as a form of feedbac to show how one personviews another person. What )ualities of Alfredo(s did 1r. /atbonton see in him&

ow that you have read 1r. /atbonton(s letter of certification, can you tellthe parts of a letter of certification& umber these in the order that they come inthe letter to show the structure of a letter of certification.

 HHHHH ntroduction of the person for whom the certification is made HHHHH Cosition or designation of the writer of the letter  HHHHH Additional information to support one(s certification HHHHH Addressee HHHHH ame of the writer  HHHHH What one certifies to be true HHHHH 5eason for the certification

f you were to solicit a letter of certification from one of your teachers, what)ualities would you lie to be included in that letter of certification& 

Cretend that you have re)uested one of your teachers to write a letter of certification for you. Write a similar letter as the one 1r. /atbonton prepared, but

22

To Whom This May Concern:

"I am happy to certify that the bearer of this note, Alfredo

 Medallada, graduated aledictorian from !antiago lementary !chool

#ith the general aerage of $%&' I hae been Alfredo(s teacher since grade four and I am happy to certify that he is the brightest pupil I hae

eer had in my career' I am #riting this note to help him because he

needs it'

  )eli* +atbonton,

 ead Teacher

 Acting -rincipal of !! 

To Whom This May Concern:

"I am happy to certify that the bearer of this note, Alfredo

 Medallada, graduated aledictorian from !antiago lementary !chool

#ith the general aerage of $%&' I hae been Alfredo(s teacher since grade four and I am happy to certify that he is the brightest pupil I hae

eer had in my career' I am #riting this note to help him because he

needs it'

  )eli* +atbonton,

 ead Teacher Acting -rincipal of !! 

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change the )ualities with those that you possess as well as the name anddesignation of the letter writer.

#o Whom #his 1ay oncern-

 HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH  HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH  HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH  HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH  HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH  HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH  HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH 

 HHHHHHHHHHHHHHHHHHHHHHHHHHH 

 HHHHHHHHHHHHHHHHHHHHHHHHHHH  HHHHHHHHHHHHHHHHHHHHHHHHHHH  HHHHHHHHHHHHHHHHHHHHHHHHHHH 

cti/it0 >- Getting Feed6ac9 a6out Yourself 60 Inter/iewing Fa#il0Me#6ers

$ind out from the members of your family Fparents, brothers or sisters, or relatives such as your cousins, how they consider you as a son or daughter or as

a sibling Fbrother or sisterG. %ere are some of the )uestions you could as-

4. What do you thin of me as a son or daughter, or as a brother or sister& What do you consider three of my strong points&

 HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH  

7. What do you consider my three wea points& HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH  

8. f you were to compare me to an ob"ect, which ob"ect would it be&Why&

 HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH 

9. Which color do you thin would best show my )ualities& HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH 

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cti/it0 ?- %ecording and %e5orting Findings fro# an Inter/iew

•

 're5aring a (hart of Your Findings

When you conduct an interview, you summarize your findings andmae conclusions about them, "ust lie the one you have conducted in thismodule. You can discover how others in your family see you by carefullyrecording their views and then writing them up in an organized way "ust lie areport. Are all their views about you the same& Which are different&

$rom your interview, enter your findings in the chart below. ist in olumn4 the items they mentioned- strong points, wea points, ob"ects and colorsrepresenting you. ist an item only once. #hen put a chec mar in the

appropriate column to show who in the family sees you that way. #hen put thefinal score for each item in the last column FtotalG. hange the number of columns and the relatives you interviewed to suit your family.

%ow my familysees me

Carents +iblings 3ther 5elatives#otal$ather 1other rother +ister   ousins AuntK

Bncle

 A. 1y strong points  HHHHHHHHHHHHH   HHHHHHHHHHHHH   HHHHHHHHHHHHH 

  HHHHHHHHHHHHH   HHHHHHHHHHHHH 

. 1y wea points  HHHHHHHHHHHHH   HHHHHHHHHHHHH   HHHHHHHHHHHHH   HHHHHHHHHHHHH   HHHHHHHHHHHHH 

. #he ob"ect thatrepresents me

  HHHHHHHHHHHHH   HHHHHHHHHHHHH   HHHHHHHHHHHHH   HHHHHHHHHHHHH   HHHHHHHHHHHHH 

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'. #he color   HHHHHHHHHHHHH   HHHHHHHHHHHHH   HHHHHHHHHHHHH   HHHHHHHHHHHHH 

  HHHHHHHHHHHHH 

• Writing an E85osition

ow that you have an idea of how your family members view you, mae awrite up of the information in your chart. Add another paragraph to express your response to your findings. You will be able to write a good exposition about howyour family sees you. You may use the )uestions that follow as a guide inchecing the paragraphs, which you will include in your exposition.

Paragra"h #$ Introduction and Write%u" of the &irst Item

4. %ow many members of your family did you interview& Who arethey&

7. 'o they view you in the same way or do they differ in some oftheir views about you&

8. What did each of them say were your strong points&9. ased on the total number of points per trait, what were the

three top traits cited as your strong points&

Paragra"h '$ Write%u" of the Second Item

4. ased on the total number of points per trait or weaness, whatwere the three top traits cited as your wea points&

7. +ince weaness is the opposite of strong points, what transitionwords can you use as a signal that what this paragraph willcontain is in contrast with what the first paragraph mentioned&

Paragra"h ($ Write%u" of the )hird Item

4. Which ob"ect did each member of your family say best showedwhat you are&

7. What reasons did they give for choosing that ob"ect&

Paragra"h *$ Write%u" of the &ourth Item

4. Which color did each member of your family say best showedwhat you are&

7. What reasons did they give for choosing that color&

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Paragra"h +$ our -es"onse to the &indings

4. Which of the views expressed by the members of your family doyou consider valid because you agree with them&

7. Which ones came as a surprise to you& Why&

8. What can you do about your strong points and your wea pointsthat came out in the interview&

Bse the following title and format for your exposition-

o/ 0oes My &amily See Me&

 HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH  HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH  HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH 

 HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH  HHHHHHHHHHHHHHHHHHHHHHH.

 HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH  HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH  HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH  HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH  HHHHHHHHHHHH.

 HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH  HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH 

 HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH  HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH  HHHHHHHHHHHHHHHHH.

 HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH  HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH  HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH  HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH  HHHHHHHHHHHHHHHH.

 HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH  HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH  HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH  HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH  HHHHHHHHHH.

%ow do you feel about your composition& hec your wor against theIey to orrection on the +elf*hec section.

26

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'OST)TESTongratulations for finishing all the activities in this module! You are

a good learner. ow, would you care to find out how much you havegained since you too the pre*test& After answering the pre*test, don(tforget to chec your wor against the +elf*hec section. f you are able toget a good score, then you may proceed with 1odule 8. f some items arenot clear to you, spend some time to review the activities until you master the exercises. /ood luc!

7 dentify the meaning of the underlined words through context clues. hoosefrom the word pool below.

resourcefulnon*"udgmentalbright

modestunrulyindustrious

4. 'enise is really brilliant6 she perfects almost every exam in class.7. 1atthew is broadminded. %e sees to it that he loos into all sides of the

issue before maing conclusions about people and events.8. 1any hate rowdy boys and girls because they disrupt classroom activities

with their noise and disorderly behavior.9. 5owena is one of the most humble people now because she never

brags about her intelligence and wealth. +he even finds time to help thepoor and the needy.

:. 1ario is a very diligent person! efore coming to class every morning hegoes to the maret to deliver some of the rice caes his mom coos. naddition, he never absents from school.

$7 Bnderline the cause once and the result twice. #hen, encircle the expressionused for showing causes and results. +tudy the example below.

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>. hildren grow up without the guidance of parents so many often drop outof schools and engage in vices.

?. %owever, a good number of children succeed due to ample moral supportfrom relatives who temporarily act as guardians.

4@.#hus, the $ilipino children are able to endure life away from their parentsfor the close family ties provide them with the love and affection theyneed.

2!

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SELF)(HE(+

#his section helps you chec the correctness of your responses to the various activities and exercises in this module.1ae sure you review your responses and correct yourself. /oodluc!

'%E)TEST A.

4. courageous7. faultless

8. modesty9. arrogant:. inventiveness. focus?. prevent4@.respect

.

2"

 n the Chilippines, the family is an important unit because it greatly influences

the child.

 #here is massive unemployment in the country thus many parents are forced

to wor overseas and leave their families behind.

hildren grow up without the guidance of parents so many often drop out of

schools and engage in vices.

%owever, a good number of children succeed for they get ample moral support

from relatives who temporarily act as guardians.

#he $ilipino children are able to endure life away from their parents because

close family ties provides them with the love and affection they need.

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cti/it0 1- What2s in a Na#e!

istening to nformation and #ranscoding #hem

IA1E+ A' #%E5 35/+

  +hortened $orms of ames #erms with ultural 3rigin

  /irls- #eresa * #essa  ourdes * ou  Elena * en

  oys- $rancisco * $rancis  'aniel * 'an  Eleazar * Ely

 /irls- neng

  nday  ene

  oys- #otoy  onoy  'odong 

#he title for the paragraph could be one of these-

4G Cositive ame alling7G aming Ceople Cositively

f you have something different, show it to your teacher.

cti/it0 .- "sing E85ressions to Ma9e (hoices and Gi/e %easons a6outOne2s Na#e

 A. Bsing on"unctions in +entences Expressing hoices and 5eason

 A. .

3#

$ull ame

1iddle ame$irst

ame

+urname

 

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4. 7. '8. E9. :. A

4. A7. 8. 9. A:. '

.7 4. E7. 8. 9. A:. '

. Answers will vary. Your teacher will help you go over your wor.

cti/it0

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in front of Don Mano because he was !eter%ine! to o to schoo$ e&en if it %eant ser&in the rich %an'

9G What does the story reveal about what fathers could do for their children&The story re&ea$s that fathers cou$! !o e&erythin to ensure a oo! 

e!ucation for their chi$!ren' ($fre!o1s father swa$$owe! his #ri!e ina##roachin Don Mano an! in #$ea!in with hi% to consi!er ($fre!o as aser&ant'

:G %ow important is a character reference& What do you thin 'on 1agnowould do after reading 1r. /atbonton(s letter&The character reference is &ery i%#ortant because it #ro&i!es other 

 #eo#$e with infor%ation rear!in the achie&e%ents an! the outstan!in 8ua$ities of a #erson' ( character reference is nee!e! when a##$yin for a

 9ob, a scho$arshi# or entrance to any institution'The $etter of Mr' .atbonton wou$! #ossib$y con&ince Don Mano of the

!eter%ination an! bri$$iance of ($fre!o' It is $i6e$y that he wou$! acce#t  ($fre!o an! sen! hi% to schoo$ .

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STORY MAP

33

*ILL MGDLEN

$%l%can town

 overty

lots o& 'indness

Ba(a town

mansion

  Father andlfredo

 o money &or-l&redos

ed%cation

Decided to have-l&redo wor' &or Don

)agno in echange

&or schooling

/ather and son went

to Don )agno and

 leaded with him toaccet -l&redo as a

servant

-&redo stood (ravely in &ront o&

Don )agno

 

Mr. atbonton

$chool closed (eca%se o& the

war 

He (%ndled his (oo's and teaching

materials and (oarded the (oat

.ater8 he shot (y9aanese soldiers

thin'ing he wastrying to escae

Died &ighting &orhis rinciles8 not

r%nning away &rom

what he (elieved to (e right

"on Magno

Whether to accet

-l&redo or not

al' with -l&redo andhis &ather: as'ed

a(o%t his strengths

;ndecided8 as'edmore a(o%t

-l&redos a(ilities

$i

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+howing %ow haracters in the +tory Diew Each 3ther through a Web hart 

#he manner in which you will express your answers will vary. %ere aresample answers to fill in the diagram-

• Diews of people about Alfredo-

4. $ather- %e was a good and smart boy. %e could recite speeches frommemory.

7. 'on 1agno- %e wasn(t as strong as his father had claimed.8. 1r. /atbonton- %e was the brightest pupil he ever had.

• Diews of Alberto about the following-

4. $ather- %e was hardworing, respectful and seemed so old and poor.7. 'on 1agno- %e was a great and important man.8. 1r. /atbonton- %e was helpful and courageous.

• Diews of Alberto about himself-

4. %e wasn(t strong enough to help his father.7. %e, too, was courageous lie his teacher, 1r. /atbonton.8. %e had a high regard for his father.

'rawing nsights from haracters in a +tory through a Denn 'iagram

 Answers will vary. Your teacher will help you go over your wor..

+oliciting $eedbac about %ow 3thers Diew Your etter of ertification

7 ntroduction of the person for whom the certification is made= Cosition or designation of the writer of the letter 8 Additional information to support one(s certification4 Addressee< ame of the writer  9 What one certifies to be true: 5eason for the certification

34

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hec the letter of certification that you wrote with your teacher. 'id youfollow the order of the elements as numbered above&

cti/it0 >- Getting Feed6ac9 a6out Yourself 60 Inter/iewing Fa#il0

Me#6ers

 Answers will vary. hec your wor with your teacher.

cti/it0 ?- %ecording and %e5orting Findings fro# an Inter/iew

ompositions will vary. Bse the following set of )uestions as guide inchecing your wor.

4. n paragraph 4, did you use expressions lie these to state how manymembers mae up your family-

• There are ::::: of us in the fa%i$y'

• My fa%i$y consists of ::::: %e%bers'

  is %a!e u#7. 'id you put together the strong points cited in common by several

members of your family&8. 'id you use expressions lie these to show the strong points which were

not cited in common&

• ;hereas %y ::::: consi!ers ::::: as one of %y stron #oints,

%y %other has another i%#ression'• My brother thin6s I a% ::::: whi$e %y sister says ::::: is one of 

%y stron #oints'9. 'id you use any of these expressions as transition signal to introduce the

paragraph on your wea points&

• On the other han! ' ' ' '

• ;here %y wea6 #oints are concerne! ' ' ' '

:. 'id you use expressions lie these to give reasons for the ob"ects andcolors mentioned by your family as those that best show what you are&

• because

• since

• inas%uch as

. 'id you capitalize the first letter of the first word in each sentence&?. 'id you put a comma to separate enumerations in your sentences&4@.'id you use the correct punctuation mar at the end of each sentence&

35

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'OST)TEST

 A. 4. bright7. non*"udgmental

8. unruly9. modest:. industrious

.

. hildren grow up without the guidance of parents so many often dropout of schools and engage in vices.

?. %owever, a good number of children succeed due to ample moral supportfrom relatives who temporarily act as guardians

1#* #hus, the $ilipino children are able to endure life away from their parentsfor the close family ties provide them with the love and affection they

need.