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ENGLISH
Guided Learning Activity Kit
Making Connections between Texts
Quarter 2- Weeks 1-4

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English – Grade 9
Guided Learning Activity Kit
Making Connections between Texts
Quarter 2- Weeks 1-4

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

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

GLAK Development Team

Writers: Mark Anthony O. Obispo
Content Editors: Analyn D. Lingat & Anna Liza A. Alvez
Reviewer: Nelia B. Cruzado
Graphic Artist: Liezel L. Cruz
Management Team: Leonardo D. Zapanta EdD, CESO V
Michelle Ablian Mejica EdD
Manolito B. Basilio EdD
Gina R. Borje
Gary M. Achacoso
Rachelle C. Diviva

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Schools Division of Zambales
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Website: www.depedzambales.ph
 Making Connections between
Texts

Introduction

There is so much that happen in this country right now. Are you watching
news? Or even read newspapers? Are you aware of all these things?

Take time to reflect of what is happening to our country. There are lots of
issues regarding our government’s stand on the way we respond to calamities. This
is just one part of the social issues and concerns or dispositions in life. The spirit of
“Bayanihan” is one Filipino value that we can be proud of. It can be seen evidently
around us. This also means that we value the important people around us. It doesn’t
matter if that person is our relative or not. It is innate to us, Filipinos, to help each
other in good times and in bad times.

“If we will be quiet and ready enough, we shall find compensation in every
disappointment,” wrote Henry David Thoreau. This means that we should be ready
no matter what the circumstances may come upon us.

In this Guided Learning Activity Kit (GLAK), you will be engaged to accomplish
the activities that are connected to our objectives. We will focus on identifying the
varied types of context clues, defining words using context clues, determining prose
types, identifying the different types of adverbs, using adverbs in narration, respond
to assertions, making inferences and how to make connections between texts to
particular social issues, concerns, or disposition in life.

Learning Competency

Make connections between texts to particular social issues, concerns, or

dispositions in real life

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 Objectives

At the end of this Guided Learning Activity Kit, you are expected to:

1. identify varied types of context clues;

2. define words using context clues;
3. determine prose text types;
4. use adverbs in narration;
5. respond to assertions;
6. make inferences; and
7. make connections between texts to particular social issues,
concerns, or dispositions in real life.

Review

In the previous lesson, you learned the Ways on How to Employ Appropriate
Communicative Styles for Various Situations (Intimate, Casual, Conversational,
Consultative, and Frozen). Do you still remember our lesson? Why don’t we give it a
try!
Directions: Identify the communicative style being described in each item. Write
your answers on your paper.
_________________1. Style used when conversing with your friends.
_________________2. Professional language that is the most used and
operational among all communicative styles.
_________________3. Completely private language that is used within
family of very close friends.
_________________4. This style uses fixed and static language.
_________________5. Style done during very formal setting like ceremonies
and oath taking.
Good Job! Are you ready for the new lesson?
Indeed, you are very excited to learn new things about our lesson. Alright,
let us move on. Happy Learning!

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 Discussion

In this lesson, you are going to read the poem entitled: “The Man with the
Hoe” by Edwin Markham, but before that we will unlock the meaning of the difficult
words from the text itself.

Lesson 1: Vocabulary Development: Using Context

Clues, Synonyms and Antonyms

A. Using Synonyms
Directions: Give the synonyms of the following words. Choose the correct letter and
write your answer on your paper

1. Perfidious a. treacherous b. friendly c. angry d. loyal

2. Brute a. savage b. handsome c. sad d. kind-hearted

3. Brutal a. cruel b. clever c. handsome d. charitable

4. Plundered a. ransacked b. saved c. loved d. recovered

5. Portents a. warn b. dictate c. sad d. usual

B. Using Antonyms
Directions: Give the antonyms of the following words. Choose the correct letter and
write your answer on your paper.

6. profaned a. wordly b.warning c. speech d. corrupt

7. Reckon a. miscalculate b. lead c. gold d. estimate

8. Immemorial a. now b. recent c. leave d. old-time

9. Infamies a. virtue b. guidance c. scared d. dishonest

10. Distorted a. straight b. moody c. sad d. fabulous

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Read the poem carefully and answer the questions below.

The Man with the Hoe

By Edwin Markham

Written after seeing Millet’s World-Famous Painting

God made man in His own image,

in the image of God made He him. —Genesis.

Bowed by the weight of centuries he leans

Upon his hoe and gazes on the ground,
The emptiness of ages in his face,
And on his back the burden of the world.
Who made him dead to rapture and despair?
A thing that grieves not and that never hopes,
Stolid and stunned, a brother to the ox?
Who loosened and let down this brutal jaw?
Whose was the hand that slanted back this brow?
Whose breath blew out the light within this brain?

Is this the Thing the Lord God made and gave

To have dominion over sea and land;
To trace the stars and search the heavens for power;
To feel the passion of Eternity?
Is this the Dream He dreamed who shaped the suns?
And marked their ways upon the ancient deep?
Down all the stretch of Hell to its last gulf
There is no shape more terrible than this—
More tongued with censure of the world’s blind greed—
More filled with signs and portents for the soul—

More fraught with danger to the universe.

What gulfs between him and the seraphim!
Slave of the wheel of labor, what to him
Are Plato and the swing of Pleiades?
What the long reaches of the peaks of song,
The rift of dawn, the reddening of the rose?
Through this dread shape the suffering ages look;
Time’s tragedy is in that aching stoop;
Through this dread shape humanity betrayed,
Plundered, profaned and disinherited,
Cries protest to the Judges of the World,
A protest that is also prophecy.

O masters, lords and rulers in all lands,

is this the handiwork you give to God?
This monstrous thing distorted and soul-quenched?

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 How will you ever straighten up this shape;
Touch it again with immortality;
Give back the upward looking and the light;
Rebuild in it the music and the dream;
Make right the immemorial infamies,
Perfidious wrongs, immedicable woes?

O masters, lords and rulers in all lands,

How will the Future reckon with this Man?
How answer his brute question in that hour
When whirlwinds of rebellion shake the world?
How will it be with kingdoms and with kings-
With those who shaped him to the thing he is—
When this dumb Terror shall reply to God
After the silence of the centuries?

Source: The Man with the Hoe and Other Poems (Doubleday, 1921)

A. Comprehension Check. Choose the correct letter of the correct answer. Write
your answers on your paper.
1. What is the image of the man with the hoe?
a. hardworking b. lazy c. dumb d. idealistic
2. How does the poet describe him?
a. inspired b. pitiful c. dumb d. powerful
3. What is the message of the Man with the Hoe?
a. work with no reward b. reward is for old people
c. Time flies d. work with benefit
4. What do we mean by whirlwind of rebellions shake the world?
a. war destroyed the earth b. peace is useless
c. money is important d. tremendous act
5. Who is the author of the poem?
a. Eidwin Markham b. Edwin Go
c. Edwin Markham d. Edwin Maricon

Congratulations! You are done answering the comprehension questions.

Now we are going back to the vocabulary part.

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 How did you get the answers in the vocabulary part? Did you use a dictionary
to come up with the correct answers? What about if you don’t have any dictionary
with you? Will you still be able to give the meanings of those words?

Remember that words can be defined denotatively and connotatively.

Examples:

1. Perfidious wrongs, immedicable woes?

Denotative Meaning: Deceitful and Untrustworthy
Connotative Meaning: It means that the person has disloyal attitude

2. Plundered, profaned, and disinherited

Denotative Meaning: Steal goods from (a place or person) typically using force
and in a time of war or civil disorder
Connotative Meaning: It means to ransack a particular place.

CONTEXT CLUES
Context clues are hints found within a sentence, paragraph, or passage that
a reader can use to understand the meanings of new or unfamiliar words. Learning
the meaning of a word through its use in a sentence or paragraph is the most
practical way to build vocabulary, since a dictionary is not always available when
a reader encounters an unknown word. A reader must be aware that many words
have several possible meanings. Only by being sensitive to the circumstances in
which a word is used can the reader decide upon an appropriate definition to fit
the context. A reader should rely on context clues when an obvious clue to meaning
is provided, or when only a general sense of the meaning is needed for the reader’s
purposes.

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1. DEFINITION / DESCRIPTION CLUE
The new term may be formally defined, or sufficient explanation may be given
within the sentence or in the following sentences. Clues to definition include “that
is,” commas, dashes, and parentheses.
Examples:
a. His emaciation, that is, his skeleton-like appearance, was frightening to see.
“Skeleton-like appearance” is the definition of “emaciation.”
b. Fluoroscopy, examination with a fluoroscope, has become a common practice.
The commas before and after “examination with a fluoroscope” point out the
definition of “fluoroscopy.”
c. The dudeen – a short-stemmed clay pipe – is found in Irish folk tales.
The dashes setting off “a short-stemmed clay pipe” point out the definition of
“dudeen.”

2. EXAMPLE CLUES
Sometimes when a reader finds a new word, an example might be found nearby
that helps to explain its meaning. Words like including, such as, and for example,
point out example clues.
Examples:
a. Piscatorial creatures, such as flounder, salmon, and trout, live in the coldest
parts of the ocean.
“Piscatorial” obviously refers to fish.
b. Celestial bodies, including the sun, moon, and stars, have fascinated man
through the centuries.
“Celestial” objects are those in the sky or heavens.
c. In the course of man’s evolution, certain organs have atrophied. The appendix,
for example, has wasted away from disuse.
“Atrophied” means “wasted away.”

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3. SYNONYM RESTATEMENT CLUE
The reader may discover the meaning of an unknown word because it
repeats an idea expressed in familiar words nearby. Synonyms are words with
the same meaning.
Examples:
a. Flooded with spotlights – the focus of all attention – the new Miss America began
her year-long reign. She was the cynosure of all eyes for the rest of the evening.
“Cynosure” means “the focus of all attention.”
b. The mountain pass was a tortuous road, winding and twisting like a snake
around the trees of the mountainside.
“Tortuous” means “winding and twisting.”

4. CONTRAST / ANTONYM CLUE

Antonyms are words with opposite meanings. An opposite meaning context
clue contrasts the meaning of an unfamiliar word with the meaning of a familiar
term. Words like “although,” “however,” and “but” may signal contrast clues.
Examples:
a. When the light brightens, the pupils of the eyes contract; however, when it grows
darker, they dilate.
“Dilate” means the opposite of “contract.”
b. The children were as different as day and night. He was a lively
conversationalist, but she was reserved and taciturn.
“Taciturn” means the opposite of a “lively conversationalist.”

(Lifted from: READING – Context Clues rev. August 2005)

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 Activities

Guided Practice 1
Directions: Copy the clues /hints that help you define the given words. Do this on
your paper.
1. And on his back the burden of the world
2. Who made him dead to rapture and despair?
3. A thing that grieves not and that never hopes
4. More fraught with danger to the universe
5. O masters, lords and rulers in all lands, is this the handiwork you give to God.

Guided Practice 2
Directions: Identify the Types of Context Clues used in each sentence. Write your
answers on your paper.
1. The mountain pass was a tortuous road, winding and twisting like a snake
around the trees of the mountainside
a. Definition b. Example Clues c. Synonym Restatement Clue d. Antonym Clue

2. The children were as different as day and night. He was a lively conversationalist,
but she was reserved and taciturn.
a. Definition b. Example Clues c. Synonym Restatement Clue d. Antonym Clue

3. Celestial bodies, including the sun, moon, and stars, have fascinated man
through the centuries.
a. Definition b. Example Clues c. Synonym Restatement Clue d. Antonym Clue

4. His emaciation, that is, his skeleton-like appearance, was frightening to see.
“Skeleton-like appearance” is the definition of “emaciation.”
a. Definition b. Example Clues c. Synonym Restatement Clue d. Antonym Clue

5. Flooded with spotlights – the focus of all attention – the new Miss America began
her year-long reign. She was the cynosure of all eyes for the rest of the evening.
a. Definition b. Example Clues c. Synonym Restatement Clue d. Antonym Clue

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Independent Practice
Directions: Using Context Clues, choose the letter of the appropriate meaning of the
underlined words in each number. Write your answers on your paper.

1. And on his back the burden of the world.

a. back b. light c. world d. his
2. Who made him dead to rapture and despair?
a. dead b. cleaned c. delight d. despair
3. A thing that grieves not and that never hopes
a. never hopes b. never loved c. never see d. never saw
4. More fraught with danger to the universe
a. surprise b. danger c. fear d. death
5. O masters, lords and rulers in all lands, is this the handiwork you give to God
a. heir b. widow c. rulers d. husband
6. What the long reaches of the peaks of song,
a. long reaches b. widow c. rulers d. husband
7. And on his back the burden of the world.
a. back b. light c. world d. his
8. Who made him dead to rapture and despair?
a. dead b. cleaned c. delight d. despair
9. A thing that grieves not and that never hopes,
a. never hopes b. never loved c. never see d. never saw
10. More fraught with danger to the universe.
a. surprise b. danger c. fear d. death

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 Lesson 2: Understanding Different Text Types

Review

In the previous lesson, you learned about context clues and their usage. Now,
are you ready? Let us begin!

Directions: Match Column A with Column B. Write your answers on your paper.

Columns A Column B
1. Definition/ Description Clue a. The reader may discover the
meaning of an unknown word
because it repeats an idea expressed
in familiar words

2. Example Clues b. words with opposite meanings.

3. Synonym/ Restatement Clue c. Sometimes when a reader finds a

new word, an example might be
found nearby that helps to explain
its meaning.

4. Contrast / Antonym Clue d. sufficient explanation may

be given within the sentence.

Good Job! Are you ready for the new lesson?

Indeed, you are very excited to learn new things about our lesson. Go on and
look at the following pages for your journey. This time, we will be dealing with
different text types.
Happy Learning!

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 Discussion

Text Types

Prose
Unlike poetry, prose does not fall into neatly defined forms such as sonnets,
blank verse, etc. We must therefore look at the 'type' of prose and consider its
function or objective — i.e. to inform, to describe, to change, etc. Assessing the
type of prose serves a limited, yet useful purpose; limited because many passages
will combine different 'types' of prose writing simultaneously, yet useful in
providing a starting-point that will direct the more detailed analysis to follow. The
different types of prose fall into the following broad categories.

A. Narrative
This is the most common type of prose found in novels and stories. Basically
it relates to any sort of writing that tells a story or develops a plot. In narrative
prose, the writer is concerned with two basic objectives: 1. To give the reader all
the necessary and relevant information so that characters and events in his
narrative are explained, or make sense; 2. To promote and sustain the reader's
interest and curiosity, offering the interesting, the unusual or the intriguing in
character and situation.

Example:
Read the paragraph on the next page.

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 Good Deed

I learned the about the joy of helping others

when I was in kindergarten. One of my classmates
had forgotten his snack, so he had nothing to eat
during recess. Nobody wanted to share with him
because we were all very hungry and it was really his
own fault that he would have to go without food. That
day my mother had packed my favorite treat: a
chocolate and peanut butter cup. I wanted it all for
myself, but my mother had often told me that I should
share, so I broke my chocolate and peanut butter cup in half and gave my
forgetful classmate one half. He nearly fell over in surprise. Then he smiled the
biggest smile I have ever seen, and I suddenly felt the greatest happiness I had
ever felt. After that, I always looked for chances to help people, because it always
made them and me feel good.
(Source:http//marsdenenglish.wordpress.com/academic-paragraph/model-narrative-paragarph.)

B. Discursive
Discursive writing offers the writer's thoughts on a particular topic such as 'the
delights of living in the country', or 'the tribulations of urban life', providing:
 General observations from his own and perhaps humorous or unusual,
perspective.
 There is usually a sense of a mind enjoying its own intellectual activity and
creative expression.

Example:
Read the text.

Keep the Faith

By Mark Anthony O. Obispo

Volcanic eruption, pandemic lockdowns, typhoons, earthquakes, and other

catastrophic events have ravaged our country. Honestly speaking, some of you
might question your faith in God. Maybe by now you are asking why He let things

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 happen this way. As Filipino, I believe that we can easily rise up to the challenges
around us. For now, prayer and resiliency are the number one weapons we
Filipinos need to overcome the obstacles that hit us. Let us not also forget the spirit
of “Bayanihan” that implies something about working together happily. If yesterday
is a bad day, let us walk hand in hand with faith in God that these morbid
situations be gone in a period of time. For every yesterday of agony and awe there
is always tomorrow of heroism and new beginning. Let us not reside from “crab
mentality” rather, reside from “We” mentality wherein we can exercise helping each
other and putting our faith in God so that He will give us courage and optimism in
this world. No matter what happens, do not give up. Do not question God, for He
has better plans for all of us. Dear countrymen, believe. Pray, we can rise up. We
can do this. Push forward, Keep the faith.

C. Descriptive
Here, the main function, obviously, is to describe, to give as accurately, or
intriguingly, or powerfully as possible a deep impression of a character, place, or
situation. The reader should feel the scene and be able to see it or hear it as vividly
as possible.

The mystery novelist Raymond Chandler was one of American literature’s

masters of descriptive language. This sentence from The High Window strikes the
perfect notes to embody its subject:

Example

“She had pewter-colored hair set in a ruthless permanent, a hard beak, and large
moist eyes with the sympathetic expression of wet stones.”
Source: https://examples.yourdictionary.com/descriptive-text-examples

D. Didactic/Directive

This writing attempts to influence the reader's thinking or behavior in a

specific manner, as the writer seeks to persuade, or cajole, or coerce the reader into
thinking in a certain way. Generally, such writing deals with moral or political issues

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 and is most commonly found in the sermon, treatise, journalism, or, at its lowest
form, propaganda.

Example

Here is a poor burdened sinner. I come from the City of Destruction, but am
going to Mount Zion, that I may be delivered from the Wrath to come; I would
therefore, Sir, since I am informed that by this Gate is the Way thither, know if you
are willing to let me in?

(Source: http://www.literarydevices.com/didacticism/ (The Pilgrim’s Progress by John

Bunyan)

Activities

Guided Practice 1

Directions: On your paper, write A if the sentence refers to Narrative, B refers to

Discursive, C. Descriptive and D Didactic. Write your answers on your answer
sheets.
_________1. To promote and sustain the reader's interest and curiosity, offering the
interesting, the unusual or the intriguing in character and situation.
_________2. The reader should feel the scene and be able to see it or hear it as
vividly as possible.
_________3. The writer seeks to persuade, or cajole, or coerce the reader into
thinking in a certain way.
_________4. There is usually a sense of mind enjoying its own intellectual activity
and creative expression.
_________5. To promote and sustain the reader's interest and curiosity, offering the
interesting, the unusual or the intriguing in character and situation.

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Guided Practice 2

Directions: Identify the text types of the following excerpts below. Choose the letter
of the correct answer then write your answers on your paper.

1. It was my second day on the job. I was sitting in my seemingly gilded cubicle,
overlooking Manhattan, and pinching my right arm to make sure it was real. I
landed an internship at Condé Nast Traveler. Every aspiring writer I’ve ever
known secretly dreamt of an Anthony Bourdain lifestyle. Travel the world and
write about its most colorful pockets.
(Source: https://examples.yourdictionary.com/ excerpt from He Left So I Could Learn)

a. Narrative b. Discursive c. Descriptive d. Didactic

2. “It was a cold grey day in late November. The weather had changed overnight,
when a backing wind brought a granite sky and a muzzling rain with it, and
although it was now only a little after two o'clock in the afternoon the pallor of a
winter evening seemed to have closed upon the hills, cloaking them in mist.”
(Excerpt from Jamaica Inn by Daphne du Maurier)

a. Narrative b. discursive c. Descriptive d. Didactic

3. Then, although it was still the end of the story, I put it at the beginning of the
novel, as if I needed to tell the end first in order to go on and tell the rest. (Excerpt
from: (Lydia Davis, The End of the Story: A Novel)

a. Narrative b. discursive c. Descriptive d. Didactic

4. Here is a poor burdened sinner. I come from the City of Destruction, but am
going to Mount Zion, that I may be delivered from the Wrath to come; I would
therefore, Sir, since I am informed that by this Gate is the Way thither, know if
you are willing to let me in?
(Source:https://www.sparknotes.com/lit/pilgrims/quotes/page/2/)

a. Narrative b. discursive c. Descriptive d. Didactic

Independent Practice

Directions: Read the Narrative Text below and accomplish the checklist. Write your
answers on your paper.
An Honest Boy
Posted by: Ophie Ovie

One day, Tommy was walking home from school. He saw a man coming out
of a shop. The man was carrying a lot of things. He was walking toward his car.
Suddenly something fell from his pocket. Tommy saw it, but the man did not.

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 Tommy ran and picked up the thing. It was a wallet.

"Sir! You dropped your wallet". Tommy called. The man stopped and turned
round.

"You dropped your wallet," Tommy repeated. "Here it is. It fell from your pocket
when you were walking."

Tommy gave him the wallet.

"Oh, thank you very much," the man said.

"It's all right." Tommy answered.

The man opened the wallet and took out some money.

"Here, this is for you," he said.

Tommy refused saying "I don't want the money I just wanted to help you."

The man smiled and said, "All right, I'm not going to give you any money, but
please, let me take you home."

"All right," Tommy said, and got into the car. In the car they talked about
Tommy's school. Tommy was telling him about his friends when they arrived.

"This is my house," Tommy said. "Won't you come in?" The man went with
Tommy into the house. He met Tommy’s parents and told them what had happened,
Tommy’s parents were very proud of their son.

(Source:http://englishjuniorhighschool.blogspot.com/2014/08/example-of-narrative-
text-honest-boy.html)

Characteristics Yes No
1.It tells a story.
2.There are characters.
3.Events are arranged in chronological order.
4. The reader should feel the scene and be able to see it or
hear it as vividly as possible.
5. It gives deep impression of the character.

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 Lesson 3: Grammar Focus
8 Common Types of Adverbs

Review/Activate Prior Knowledge

In the previous lesson, you learned about various text types together with
their features and characteristics. Now we will be dealing with the words that answer
the questions like when, where, how, how often and to what extent and others.
Before that, let us read and observe closely the underlined words in the poem
below.
I Think Continually of Those Who Were Truly Great
I think continually of those who were truly great.
Who, from the womb, remembered the soul’s history?
Through corridors of light, where the hours are suns,
Endless and singing. Whose lovely ambition
Was that their lips, still touched with fire,
Should tell of the Spirit, clothed from head to foot in song.
And who hoarded from the Spring branches
The desires falling across their bodies like blossoms.

What is precious, is never to forget

The essential delight of the blood drawn from ageless springs
Breaking through rocks in worlds before our earth.
Never to deny its pleasure in the morning simple light
Nor its grave evening demand for love.
Never to allow gradually the traffic to smother
With noise and fog, the flowering of the spirit.

Near the snow, near the sun, in the highest fields,

See how these names are fêted by the waving grass
And by the streamers of white cloud
And whispers of wind in the listening sky.

The names of those who in their lives fought for life,

Who wore at their hearts the fire’s center.
Born of the sun, they travelled a short while toward the sun
And left the vivid air signed with their honor.

Stephen Spender, “The Truly Great” from Collected Poems 1928-1953.Copyright © 1955 by
Stephen Spender. Reprinted by permission of Ed Victor Ltd.
Source: Collected Poems 1928-1953 (Random House Inc., 1955)

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 Discussion

Study the underlined words. What are they called?

(Sentences were adapted from Stephen Spender’s “The Truly Great”)
1. Whose lovely ambition was that their lips, still touched with fire
2. I think continually of those who were truly great
3. Allow gradually the traffic to smother

The underlined words above are called adverbs. Adverbs are words that
modify a verb, an adjective, or another adverb.

Eight Common Types of Adverbs

Adverb of Time: Adverb of time answers the question “when?”

Sample adverbs: Once Never, Tomorrow, Daily
Example: My classmates will be here tomorrow.
Once in a while she visits my place.
Adverb of Place: Adverb of place answers the question “where?”
Sample adverbs: Anywhere, Somewhere, Near, Far
Example: I will follow you everywhere you go.
Do not go near the snake.
Adverb of Manner: It describes how we do a certain activity.
Sample adverbs: Honestly, Joyfully, Cunningly
Example: The children play basketball joyfully.
The traps were arranged in a cunningly way.
Adverbs of Degree: It tells something about the level of the activity we do.
Sample adverbs: Fully, Partially, Altogether
Example: I was completely surprised by your attitude.
The soldiers were fully equipped with proper knowledge.
Adverb of Frequency: Adverb of frequency tells how we often do something.
Sample adverbs: Frequently, Often, Yearly, Briefly
Example: I have a checkup every month.
We go to the province yearly.
Adverb of Comment: This adverb tells how we give our opinion.
Sample adverbs: Unfortunately, Luckily, Happily, Honestly
Example: Unfortunately, I lost in the game.
The couple lived happily ever after.
Adverb of Conjunction: This adverb helps us in connecting independent clauses.
Sample adverbs: However, Consequently, Moreover

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 Example: Marta enjoys online selling moreover she is good at it.
The man claimed that it is safe to cross the river however
his comrades were not prepared to cross it.
Adverbs of Confirmation and Negation: These type of adverbs tell us how we give
our sides about something. It is like giving your stand in a certain point of view.
Sample adverbs: Definitely, Absolutely, Surely, Never.
Example: The dog never abandons her puppies during the cold night.
I will definitely at your birthday to greet you.

Activities

Guided Practice 1
Adverb Check!
Directions: Copy the adverbs used in the following sentences and write it on your
paper.
1. The enemy quietly sneaks into the darkness.
2. The Mayor announced his retirement yesterday.
3. I definitely agree with your suggestion about my business.
4. Discuss your presentation briefly.
5. The power has been partially restored because of the maintenance being done
by the electric company.

Guided Practice 2
Directions: On your paper, write sentences using the chosen adverbs in the box.
. 1. purely 2. largely 3. thoughtfully 4. nearly
5. quietly 6. carefully 7. never 8. yesterday
9. skillfully 10. bounty

Independent Practice
Directions: Choose the adverbs of frequency in the sentences below. Then write
your answers on your paper.
1. Markey and Erna often go for dinner together.
2. In December, Sara sometimes goes hiking in the nearby farm.
3. Jamie and Stephanie rarely go to the cinema in the summer because they
prefer to stay outside.
4. As Margo is so busy, he never gets home from work before 7.
5. There are always lots of people in the city center on Friday nights.

20 | P a g e
 Lesson 4: Responding to Assertions,
and Making Inferences

Review

In the previous lesson, you learned about the words that answers the
questions like when, where, how, how often and to what extent etc.

Now you will engage into Responding assertions and making inferences. But
before that, let us first accomplish this activity.

Directions: Identify the letter of the correct answers. Write your answers on your
paper.

1. This type of adverbs tells us how we give our sides about something.
a. Adverb of Comment b. Adverb Manner c. Adverb of time
2. This type of adverb helps us in connecting independent clauses.
a. Adverb of Comment b. Adverb Manner c. Adverb of Conjunction
3. This adverb tells how we give our opinion.
a. Adverb of Comment b. Adverb Manner c. Adverb of Conjunction
4. This type of Adverb of tells how we often do something.
a. Adverb of Comment b. Adverb Manner c. Adverb of Frequency
5. It answers the question “when?”
a. Adverb of Comment b. Adverb Manner c. Adverb of time

Great Job! Now are you ready for our lesson? if you are ready now proceed
to the discussion. Good luck!

Discussion

What Is Assertion?

When someone makes a statement investing his strong belief in it, as if it is

true, though it may not be, he is making an assertion. Assertion is a stylistic
approach or technique involving a strong declaration, a forceful or confident and
positive statement regarding a belief or a fact. Often, it is without proof or any
support. Its purpose is to express ideas or feelings directly, for instance, “I have
put my every effort to complete this task today.” (Source: literarydevices.net)

21 | P a g e
 Types of Assertion

Assertion has four types, including:

A. Basic Assertion
It is a simple and straightforward statement for expressing feelings, opinions,
and beliefs such as:
 “I wish I could have expressed this idea earlier, because now someone else
has taken the credit.”
 “Excuse me, first I want to finish my work, then I shall go with you.”

B. Emphatic Assertion
It conveys sympathy to someone, and usually has two parts: the first
encompasses recognition of the feelings or situations of the other person, and the
second is a statement that shows support for the other person’s viewpoint, feelings,
or rights such as:
 “I understand you are busy, and me too, but it is difficult for me to finish this
project on my own. So, I want you to help me complete this project.”
 “I know this is making you angry and frustrated because you have not gotten
a response yet. But I can help you by giving you an estimate of how long it
might take.”

C. Escalating Assertion
It occurs when someone is not able to give a response to a person’s basic
assertions, and therefore that person becomes firm about him or her such as:
 “If you do not finish this work by 6:00 tonight, I will engage the services of
another worker.”
 “I really want to finish this point before you start yours.”

D. Language Assertion
It involves the first person pronoun “I,” and is useful for expressing negative
feelings. Nevertheless, it constructively lays emphasis on a person’s feelings of anger
such as:
 “When you speak harshly, I cannot work with you because I feel annoyed.
Therefore, I want you to speak nicely and then assign me a task.”
 “When I don’t get enough sleep, it affects my nerves and I feel irritated.
Therefore, I try to go to bed earlier.”

22 | P a g e
 Examples of Assertion in Literature

Example #1: Animal Farm (By George Orwell)

In Animal Farm, pigs make use of assertion as a tool for

making propaganda in the entire novel. This is to weaken the position of
other animals, preventing contradiction with their rules and leadership. In
chapter seven, Squealer informs other animals that they need not sing the
original anthem of the Old Major, Beasts of England — a song they used to inspire
the revolution in the chapter one. Squealer asserts, saying:

“It’s no longer needed, comrade … In Beasts of England we expressed our

longing for a better society in days to come. However, that society has now been
established. Clearly this song has no longer any purpose.”

Look at his language where he gives them information that is obvious, which
they have realized already, and no one can make arguments against it. Thus, no
one argued against his assertion.

Example #2: Pride and Prejudice (By Jane Austen)

Elizabeth conceals her surprise at the news of Darcy’s plan to marry her.
When Lady Catherine objects to this marriage, as Bennets have low connections
and their marriage would ruin Darcy’s position before his friends and society,
Elizabeth attempts to defend her family background by asserting:

“I am a gentleman’s daughter.”

In fact, she sets herself free from the exasperating control of snobs like Miss
Bingley, Mr. Collins, and Lady Catherine, and declares:

“I am … resolved.”

Then further says with assertion:

“… to act in that manner, which will, in my own opinion, constitute my

happiness, without reference to you, or to any person so wholly unconnected with
me.”

23 | P a g e
Example #3: Cherry Orchard (By Anton Chekov)

Trofimov and Lopakhin exchange barbed words, and Lopakhin calls Trofimov
an “eternal student.” When Lopakhin asks Trofimov’s views about him, Trofimov
replies that he considers Lopakhin as “a soon-to-be-millionaire,” and “a beast of
prey.” Then, Gayev points towards the conversation about pride the two men had
earlier.

Trofimov asserts with reasoning about the folly of their pride, as man is a “pretty
poor physiological specimen,” they are in misery, and “the only thing to do is work.”
Although, he was pessimistic about the current situation of humans, however, he
starts feeling optimistic for their future. He expresses this idea with assertion and
rebukes Russian intellectuals, as they do not even know the meaning of work.

Example #4: Othello (By William Shakespeare)

Desdemona:
“I never did
Offend you in my life, never loved Cassio
But with such general warranty of heaven
As I might love. I never gave him token.”

In these lines, Desdemona makes a dying assertion that she is innocent,

denying Othello’s accusations. However, blinded by emotion, Othello is resolved to
kill her.

Function of Assertion
Assertion makes readers feel that they should not disagree or dispute what
they read or hear; rather, they should accept the idea or notion as an indisputable
fact. It has proved to be one of the best approaches for writers to express their
personal feelings, beliefs, and ideas in a direct way. By using this technique, writers
can defend others’ feelings and rights if violated. This rhetorical style also expresses
self-affirmation and rational thinking of personal respect or worth. It is very common
in various fields of life, like literature, politics, advertisements, and legal affairs.
After we discussed assertions, are you excited to know our next topic? Alright
then, let us move on.

24 | P a g e
II. Making Inferences
It is a guess that you make or an opinion that you form based on the
information that you have.

Examples:
They were warned to expect a heavy air attack and by inference many casualties.

His change of mind was recent and sudden, the inference being that someone had
persuaded him.
Making an inference is like activating your prior knowledge to form an idea.
We call this forming of idea as making an inference to which it involves using what
you know to make a guess about what you don't know or reading between the lines.
Readers who make inferences use the clues in the text along with their own
experiences to help them figure out what is not directly said, making the text
personal and memorable. (Adapted from by Teacher vision.com)

Why Is It Important?

 Researchers have confirmed that thoughtful, active, proficient readers are

metacognitive; they think about their own thinking during reading. They can
identify when and why the meaning of the text is unclear to them and can use
a variety of strategies to solve comprehension problems or deepen their
understanding of a text (Duffy et al. 1987).

 Proficient readers use their prior knowledge and textual information to draw
conclusions, make critical judgments, and form unique interpretations from
text. Inferences may occur in the form of conclusions, predictions, or new
ideas (Anderson and Pearson, 1984).

Making inferences

It is a comprehension strategy used by proficient readers to “read between the

lines,” make connections, and draw conclusions about the text’s meaning and
purpose.
You already make inferences all the time. For example, imagine you go over
to a friend’s house and they point at the sofa and say, “Don’t sit there, Cindy came
over with her baby again.” What could you logically conclude?
First, you know there must be a reason not to sit where your friend is pointing.
Next, the reason not to sit there is related to the fact that Cindy just visited with her
baby. You don’t know what exactly happened, but you can make an inference and
don’t need to ask any more questions to know that you do not want to sit there.
(courses.lumnelearning.com)

25 | P a g e
Methods of Inference

1. Drawing Conclusions: Using hints as well as facts to make a logical

deduction from both stated ideas and unstated assumptions.

2. Prior Knowledge: Having the right background knowledge needed to grasp

the details that are frequently implied rather than directly spelled out.

Steps in Making Inferences

(https://www.google.com/search?q=He_si_reading_drawing_conclusions)

Understand Literal Meaning Having a firm grasp.

Notice the Details
Add Up the Facts
Be Alert to the Clues
Consider the Author’s
Purpose
Verify Your Inference
Understanding stated ideas and facts.
Allows you to move to higher level thinking.
Pay attention to unusual details.
What is striking?
Why is it there?
Consider all facts taken together.
What is the writer trying to suggest?
What do the facts point toward?
Why did the author include these facts?
Numerous hints pointing toward an inference.
Be aware of word choices and details.
Emphasized ideas.
Direct commentary.
Study the author’s purpose for writing.
Persuade
Inform
Entertain
Select your answer.
Check that it is accurate.
Look back to see if you have sufficient evidence.

26 | P a g e
Inference Practice

Make an Inference about the following Pictures

1.) 2.)

Activities

Guided Practice 1
Directions: On your paper, Write A If the sentence refers to Emphatic Assertion; B
refers to Language Assertion; C Escalating; and D Basic Assertions.
_________1. “… to act in that manner, which will, in my own opinion, constitute
my happiness, without reference to you, or to any person so wholly
unconnected with me.”
_________2. “When you speak harshly, I cannot work with you because I feel
annoyed. Therefore, I want you to speak nicely and then assign me
a task.”
_________3. “I understand you are busy, and me too, but it is difficult for me to
finish this project on my own. So, I want you to help me complete
this project.”
_________4. “When I don’t get enough sleep, it affects my nerves and I feel
irritated. Therefore, I try to go to bed earlier.”
_________ 5. “I really want to finish this point before you start yours.”
_________ 6. “Excuse me, first I want to finish my work, then I shall go with you.”
_________ 7. It involves the first person pronoun “I,” and is useful for expressing
negative feelings.
_________ 8. It conveys sympathy to someone, and usually has two parts.
_________ 9. It occurs when someone is not able to give a response to a person’s
basic assertions.
_________10. It is a simple and straightforward statement for expressing feelings.

27 | P a g e
Guided Practice 2
Directions: Arrange the steps in making an inference from 1 to 10. Write your
answers on your paper.
_________ Study the author’s purpose for writing.
_________ Persuade
_________ Select your answer.
_________ Pay attention to unusual details.
_________ Consider all facts taken together.
_________ Be aware of word choices and details.
_________ Emphasized ideas.
_________ Direct commentary.
_________ Check that it is accurate.
________ Look back to see if you have sufficient evidence.

Independent Practice 1
Test Your Knowledge
Directions: Match the following Types of Assertions in Column A with their
descriptions in column B

1. Emphatic Assertion a. It is a comprehension strategy used by

2. Language Assertion
3. Escalating Assertion
4. Emphatic Assertions
5. Making Inferences
6. Drawing Conclusions
7. Prior Knowledge
8. Function of Assertion
9. Noting Details
10. Author’s Purpose
proficient readers to “read between the
lines”.
b. It conveys sympathy to someone and
usually has two parts
c. It occurs when someone is not able to give
a response to a person’s basic assertions
d. It constructively lays emphasis on a
person’s feelings of anger such
e. “Excuse me, first I want to finish my
work, then I shall go with you.”
f. One of the best approaches for writers to
express their personal feelings, beliefs, and
ideas in a direct way
g. paying attention to unusual details.
h. It is the point of the creating his piece
i. Having the right background knowledge
needed to grasp the details that are
frequently implied rather than directly
spelled out.
j . ideas and unstated assumptions.

28 | P a g e
 Assessment

Context Clues
Directions: Choose the letter of the correct answers below to arrive at the
meaning of the underlined words.
1. Bowed by the weight of centuries he leans
a. Rock b. leans c. world d. his
2. To trace the stars and search the heavens for power
a. dead b. search c. heavens d. despair
3. Through this dread shape the suffering ages look
a. dead b. suffering c. gazes d. despair
4. To trace the stars and search the heavens for power
a. never hopes b. search c. questions d. never saw
5. What the long reaches of the peaks of song,
a. long reaches b. long way c. lone house d. tracks

Using Synonyms
Choose the synonyms of the underlined words.
1. Bowed by the weight of centuries he leans
a. nod b. jump c. swim d. run
2. To trace the stars and search the heavens for power;
a. look b. hide c. walk d. despair
3. Through this dread shape the suffering ages look;
a. horrible b. feared c. gaze d. despair
4. To trace the stars and search the heavens for power
a. never hopes b. search c. questions d. never saw
5. What the long reaches of the peaks of song,
a. long reaches b. ranges c. lone house d. tracks

29 | P a g e
B. Using Antonyms
Directions: Choose the antonyms of the underlined words below.
1. Bowed by the weight of centuries he leans
a. raised b. leans c. world d. his
2. To trace the stars and search the heavens for power
a. dead b. lose c. ignore d. despair
3. through this dread shape the suffering ages look
a. calming b. ground c. gazes d. despair
4. To trace the stars and search the heavens for power
a. never hopes b. search c. ignore d. never saw
5. What the long reaches of the peaks of song
a. long reaches b. bottoms c. lone house d. tracks

Part II. Text Type

Directions: Write a paragraph using your chosen text types.
Choose from the topics below:
 Resiliency of Filipinos
 Your Pandemic Lockdown Experiences
 New Normal Education
 Valuing Frontliner’s Effort
 Teachers, Parents and Students Sacrifices for better learning

Follow the rubrics for your writing activity.

Rubrics for Writing Activity

Content 5
Focus 5
Organization 5
Neatness 5
TOTAL SCORE 20

30 | P a g e
Part III. Adverbs
A. Choose the adverbs of frequency from the following sentences and write down
your answers on your paper.

1. Max and Ernie often go for dinner together.

2. In January, John sometimes goes hiking in the nearby farm.
3. Josh and John rarely go to the church on Sunday.
4. As Mark is so busy, he never gets home from work before 7.
5. There are always lots of people in the Seashore on Friday mornings.

B. Choose the adverbs of manner from the following sentences and write down
your answers on your paper.

1. My Uncle works so fast in his job.

2. We go to the island every week.
3. The daily attendance is being monitored by our principal.
4. Honestly, I am sick and tired of my work.
5. I will talk to you tomorrow.

Part IV- Making Inferences

Bayanihan ni Juan: The Filipino Spirit at its Finest

PASIG CITY (April 13 2020) – The indomitable Filipino spirit is known to rise up
during the most challenging of times. We have seen this countless times during
natural and man-made disasters, calamities, and situations of armed conflict.

As COVID-19 continues to spread across the country, this “bayanihan” spirit is being
exemplified by local artists, designers and entrepreneurs who have moved out of
their comfort zones so they could give a hand to the nation’s frontliners against the
disease.

Weaving threads of hope and resilience

There has been a worldwide shortage of Personal Protective Equipment (PPE) since
the outbreak of the viral disease which has taken a heavy toll on the country’s health
care sector.

In Cagayan de Oro, a seasoned member of the Mindanao fashion industry is using

her shears, measuring tape and fabric to produce Philippine flag-inspired PPEs for
the nation’s medical frontliners.

Dubbed the ‘Queen of Mindanaoan Fashion,’ Guela Ampong, is a nurse-turned-

designer with 11 years of experience in the fashion business. As a nurse herself,
Ampong understands the need to protect the health of frontliners.

31 | P a g e
When hospitals in Cagayan de Oro asked for donations to purchase PPEs, she
teamed up with her good friend obstetrician-gynecologist Dr. Jamillah Watamama to
design and produce PPE for the city’s health workers.

The duo organized a fund-raising campaign called ‘Donate 1 PPE and Save a
Frontliner’ wherein individuals or groups can donate PhP 500 which is equivalent to
the cost of one PPE.

(Excerpt Fromhttps://peace.gov.ph/2020/04/bayanihan-ni-juan-the-filipino-spirit-at-its-finest/By Office of

Presidential Adviser on the Peace Process|April 13th, 2020|COVID19, News)

Directions: On your paper, write a simple inference about the paragraph.

_________________________________________________________________________________
______________________________________________________________________________________________________________

Reflection

Directions: Write a reflection about one of our lessons in this GLAK.

Favorite topic in this lesson is/are: ________________________________________

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

32 | P a g e
 References

The Man with The Hoe By Edwin Markham | Poetry Foundation". 2020. Poetry
Foundation. https://www.poetryfoundation.org/poems/47948/the-man-
with-the-hoe.

https://www.mdc.edu/Kendall/collegeprep/documents2/CONTEXT%20CLUESrev8
192.pdf. Accessed: 2020- 11- 22.

[13]2020. https://essaypaperwritingwrite.files.wordpress.com/2014/11/example-
of-a-process-analysis-paragraph.pdf. Accessed: 2020- 11- 22.

“Keep the Faith” By Mark Anthony O. Obispo 2020 unpublished

[14] Literary Devices - Literary Terms, Techniques, and Elements:

2020. http://www.literarydevices.com/didacticism/ (The Pilgrim’s Progress by
John Bunyan). Accessed: 2020- 11- 22.

[15] Narrative Essay Examples and Key Elements:

2020. https://examples.yourdictionary.com/narrative-essay-examples.html.
Accessed: 2020- 11- 22.

The Pilgrim’s Progress: Important Quotations Explained, page 2 | SparkNotes:

2020. https://www.sparknotes.com/lit/pilgrims/quotes/page/2/. Accessed:
2020- 11- 22.

the 22 best Studio Ghibli films, ranked:

2020. https://www.dailydot.com/upstream/studio-ghibli-movies-ranked/.
Accessed: 2020- 11- 22.

Example of Narrative Text - An Honest Boy:

2020. https://englishjuniorhighschool.blogspot.com/2014/08/example-of-
narrative-text-honest-boy.html. Accessed: 2020- 11- 22.

https://resources.corwin.com/sites/default/files/text_structures_teks_literacy_devic
es_with_cover_3_0.pdf. Accessed: 2020- 11- 22.

33 | P a g e
Making Inferences |Developmental Reading:
2020. https://courses.lumenlearning.com/developmentalreading/chapter/ma
king-inferences/. Accessed: 2020- 11- 22.

He_si_reading_drawing_conclusions - Google Search:

2020. https://www.google.com/search?q=He_si_reading_drawing_conclusion
s). Accessed: 2020- 11- 22.

2020. Allthingsgrammar.Com.https://www.allthingsgrammar.com/uploads/2/3/2
/9/23290220/atg-worksheet-advsfrequency.pdf.

https://examples.yourdictionary.com/narrative-essay-examples.html

The Truly Great by Stephen Spender |Poetry Foundation". 2020. PoetryFoundation.

https://www.poetryfoundation.org/poems/54715/the-truly-great.

"Adverbs Meaning - Google Search". 2020. Google.Com.

https://www.google.com/search?q=adverbs+meaning.

2020. Superteacherworksheets.Com.
https://www.superteacherworksheets.com/grammar/adverbs_WBQBQ.pdf.
Developed by:

Adverbs of Manner Exercises (Revised Winter 2016) (Opens PDF, 36Kb) | Adverb |
Semiotics". 2020. Scribd.
https://pt.scribd.com/document/381936797/Adverbs-of-Manner-
Exercises-Revised-Winter-2016-Opens-PDF-36kb.

Almonte, Liza R., Lerma L. Flandez, Nedia Lagustan, Henone de Paz langutan,
Dream Rose O. Malayo, Liberty A. Mangaluz, Elenita R. Miranda, Lito A.
Palomar, Adelia Chua-Soliaban, and Grace Annette B. Soriano. 2020. A
Journey Through Anglo-American Literature-Grade 9. 1st ed. Vibal, Group,
Inc. Deped Learning Modules

https://courses.lumenlearning.com/developmentalreading/chapter/making-
inferences/. Accessed: 2020- 11- 1

34 | P a g e
35 | P a g e
Lesson 1
Lesson 2 Review
Review:
1.d
1. Casual
2.c
2. Consultative
3.a
3. Intimate
4. b
4. Frozen
Guided Practice1
5. Frozen
1. a 4.b
2. c 5.a
Discussion
3.d
A. Synonyms
1. a 4.a
Guided Practice 2
2. b 5.a
1.a
3. a
2.b
Antonyms
3.c
1. a 4.a
4.d
2. a 5.a
3. b
Lesson 3
Guided Practice 1
1. quietly
Reading: “Man with The Hoe”
2. yesterday
1. a 4.a
3. definitely
2. a 5.c
4. briefly
3. a
5. partially
Guided Practice 1
Guided Practice 1
1.Varied answers is accepted as long as
1. back 4. danger
they use words correctly in the sentence
2. dead 5. rulers
3. never hopes
Independent Practice
1. often 4. never
Guided Practice 2
2. sometimes 5. always
Identify text type in each sentence.
3.rarely
1. c 4.a
2. a 5.c
Lesson 4
3. a
Guided Practice 1
1. A 6.D
2. B 7.B
Independent Practice
3. A 8.A
1.a
4. B 9.C
2.a
5. C 10.D
3.a
Guided Practice 2
4.b
6 Study the author’s purpose for writing
7_Persuad
5.c
8 Select your answer 6.a
1 Pay attention to unusual details. 7.a
2 Consider all facts taken together. 8.a
3Be aware of word choices and details. 9.a
4Emphasized ideas. 10.b
5Direct commentary.
9Check that it is accurate.
10 Look back to see if you have sufficient
evidence.
Key to Corrections
 36 | P a g e
Lesson 4
Independent Practice 1
1.b
2.d
3.c
4.e
5.a
6.j
7.i
8.f
9.g
10.h
Assessment
Part I Context Clues
1.b
2.b
3.b
4.b
5.a
A. Using Synonyms
1.a
2.a
3.a
4.b
5.b
B. Using Antonyms
1.a
2.b
3.a
4.c
5.b
Part II
Text Type
Rubrics Assisted
Get the Rubrics in Independent Practice
Part III Adverbs
A. B.
1. Often 1. fast
2. sometimes 2. every
3. rarely 3. daily
4. never 4. honesty
5. always 5. tomorrow
Part IV
Inference
Hybrid Cars may not be the best choice for
everyone
Key to Corrections
 Acknowledgment

The Schools Division of Zambales would like to express its heartfelt gratitude
to the following, who in one way or the other, have contributed to the successful
preparation, development, quality assurance, printing, and distribution of the
Quarter 2 Guided Learning Activity Kits (GLAKs) in all learning areas across grade
levels as a response to providing the learners with developmentally-appropriate,
contextualized and simplified learning resources with most essential learning
competencies (MELCs)-based activities anchored on the principles of guided learning
and explicit instruction:
First, the Learning Resources (LR) Development Team composed of the writers
and graphic artists for devoting much of their time and exhausting their best efforts
to produce these indispensable learning kits used for the implementation of learning
delivery modalities.
Second, the content editors, language reviewers, and layout evaluators
making up the Division Quality Assurance Team (DQAT) for having carefully
evaluated all GLAKs to ensure quality and compliance to DepEd standards;
Third, the Provincial Government of Zambales, for unceasingly extending its
financial assistance to augment the funds for the printing of these learning resources
for use by learners and parents at home;
Fourth, the teacher-advisers and subject teachers, in close coordination with
the school heads, for their weekly distribution and retrieval of the GLAKs and for
their frequent monitoring of the learners’ progress through various means; and
Finally, the parents and other home learning facilitators for giving the learners
the needed guidance and support for them to possibly accomplish the tasks and for
gradually helping them become independent learners.
To deliver learning continuity in this challenging circumstance would not be
possible without your collective effort and strong commitment to serving our
Zambaleño learners.
Again, our sincerest thanks!

The Management Team

 For inquiries or feedback, please write or call:

Schools Division of Zambales

Zone 6, Iba, Zambales
Tel./Fax No. (047) 602 1391
E-mail Address: zambales@deped.gov.ph
Website: www.depedzambales.ph