Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

8 Zest for Progress

Z Peal of artnership

English
Quarter 2 - Module 8:

Getting Messages through a Text

Name of Learner: ___________________________

Grade & Section: ___________________________
Name of School: 0 ___________________________
 What I Need to Know
This module was designed and written with you in mind. It is here to help you
master how to recognize the positive and negative messages conveyed in the text.
The scope of this module permits it to be used in many different learning situations.
The language used recognizes the diverse vocabulary level of students and the
lessons are arranged to follow the standard sequence of the course.

The module contains only one lesson that will lead you to analyze the text in
order to recognize its negative and positive messages after reading the selections.

In this lesson, you will revisit the rich past of the Afro-Asian people. In doing
so, you may consider looking into the diverse traditions and beliefs of Afro-Asians.

Learning Objectives:
At the end of this module, the learners are expected to:
1. determine positive and negative messages conveyed from a text;
2. use graphic organizers appropriately in getting the analysis of a literary text;
and
3. write a photo essay by interpreting positive and negative messages through
the set of pictures.

What’s In
In our previous lesson, you were able to discern positive and negative
messages though an editorial cartooning. Whereas, this week, you will be learning
more on recognizing messages through different texts by going through its analysis
from the text alone, understanding its beliefs and diverse cultural heritage.
Let us find out how much you already know about this lesson. Below are
activities that can assess your prior knowledge and misconceptions on the big ideas
in this module.

Activity 1: Cul-Lit Misconceptions Check

Directions: Below are statements related to the big ideas or concepts in this lesson.
Read them and write T if the statements are TRUE and F if they are
FALSE.

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 Statements Answer
1. People from the same nation or geographic region, or those
who speak the same language, share a common culture.
2. Culture is based on nationality.
3. Families from the same culture share the same values.
4. Some cultures are just more evolved than others.
5. Multiculturalism is divisive.
6. In predominantly monocultural or bicultural societies, there is
no need to study other cultures.
7. Globalization is causing an inevitable homogenization of
culture.
8. Most people identify with only one culture.
9. Studying literature can help you understand different cultures
or time periods.

10. The study of literature allows people to develop new ideas,

ethical standpoints and to present themselves as educated
members of the society.

What’s New
Activity 2: A Myriad of Reflections
Directions: Read the selection then answer the questions below using the
graphic organizers.
The Tale of the Woodcutter and the Tiger
Korean folklore recalls the tale of a woodcutter who encounters a tiger in
the woods. Fearing that he would soon be the tiger’s dinner, he exclaimed: “You
must be my long-lost brother! Our mother cried for you when you left home. She
had dinner ready for you every night, waiting for your return. Sadly, out mother has
just passed away. How happy she would have been had she known you are alive
and well!” The woodcutter took out his handkerchief and pretend to wipe at his
eyes. The tiger turned away, as tears fell down his cheeks, leaving the woodcutter
unharmed.
Every year thereafter, on Chesa, the memorial day of the woodcutter’s
mother’s death, an offering appeared on her grave. Sometimes a peasant, or even
his mother’s favorite mountain berries. The woodcutter did not know where these
offerings came from.
One year, the woodcutter noticed that the customary offering had not been
placed on his mother’s grave, and he wondered what had happened. Out of his
bush, three baby tigers appeared, carrying offerings. They approached the
woodcutter and cried: “You must be our uncle!
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 Mother tiger is gone now, and we know how important it is for her to honor
grandmother by bringing an offering to her Chesa table beside her grave. We are here
to bring offerings for our grandmother in loving memory of our mother.” The woodcutter
noticed that his face had turned suddenly warm and realized that it was his own tears
streaming down his cheeks.

Source: “English Module for Grade 8,”accessed August 18, 2020,

https://scribd.com/document/149832899/English-Module-for-Grade-8.

1. Who are the two main characters in the story? What are the characteristics of
these characters that you admire and don’t admire?

Name of the Character Name of the Character

__________________ __________________

Characteristics Characteristics
___________________________ _________________________________
___________________________ _________________________________
___________________________ _________________________________

2. What did the woodcutter do in order to save his life? What would be your own way
of saving yourself from danger?

Woodcutter Yourself

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_________________________________

3. What values can we get from the story? Relate the values by stating the situations
from the story.
Value Situations

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__________ _______________________________
__________ _______________________________
_______________________________
_______________________________

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 _______________________________
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__________ _______________________________
_______________________________
_______________________________

What is it
This lesson will teach you the importance of children’s devotion to their parents,
even after death. In addition to the Confucian emphasis on filial piety (the highest virtue
in traditional Korean society), the story conveys how interlinked one is to past, present
and future generations of family and how bonded one is to family by a sense of duty
and shared destiny. The Buddhist notion, adopted by many Koreans, of equality
among living things is also portrayed in the sibling relationship of the woodcutter and
tiger.

The Tale of the Woodcutter and the Tiger is a Korean folklore which shows
character of Korean people, courage and wit and filial piety.

What is a folklore?

A folklore is oral history that is preserved by the people of the culture,

consisting of traditions belonging to a specific culture. These traditions usually include
music, stories, history, legends, and myths. Folklore is passed down from generation
to generation and is kept by the people in the culture. It allows people to give meaning
to their lives and their surroundings.

What is filial piety?

Filial piety was considered the highest of all virtue in traditional Korean society,
a foremost measure to judge one’s character and worth. It is one of the most basic
Korean cultural beliefs, defined in Confucian though as love and respect for one’s
parents and ancestors. It is also an essential character trait that children are expected
to acquire both at home and in school.

How is tiger related to Korean culture?

➢ Tiger has been a popular subject in Korean literature and paintings. They are
known as the “gentleman of the jungle” and “king of the animal kingdom.”
➢ As such, in Korean history and culture, a tiger is regarded as a guardian that
drives away evil spirit and a sacred creature that brings good luck — the symbol
of courage and absolute power.

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 What’s More

Activity 3: Value or Disvalue

Directions: Below are lines from the story read about showing what should be done or
not considering the values we learned. Determine whether the sentences convey a
positive or negative message.

__________1. The woodcutter took out his handkerchief and pretend to wipe at his
eyes.
__________2. The tiger turned away, as tears fell down his cheeks, leaving the
woodcutter unharmed.
__________3. We are here to bring offerings for our grandmother in loving memory
of our mother.
__________4. When a fierce tiger threatens him, a woodcutter convinces the animal
that he is really his older brother.
__________5. The woodcutter noticed that his face had turned suddenly warm and
realized that it was his own tears streaming down his cheeks.

Activity 4: Poem Analysis

Directions: Read the poem at center of the graphic organizer and answer the questions
below. Write your answers using the organizer.

The author is trying to convince

us to forget past prejudices and
hatred and come together for a
better life.
1. 3.

When Wine in Your House is Ripe

by: YugGIM

When wine in your house is ripe,

Please ask me to visit you.
When flowers at my cottage bloom,
I will invite you to come.
And then let’s talk of the things,
Forgetting worries,
Over a hundred years.

2.

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1. According to the author, when should one invite a long-lost friend to his house?
2. When can two people speak as true good friends?
3. How are feelings of optimism, goodness and piety shown in the poem?
Activity 5: What’s with the Bubbles?
Directions: Cite character traits, values and culture of the Filipinos and Koreans.
Write your answers in the parts of the bubbles as indicated.

Values

Culture
Character Traits

What I Can Do
Activity 6: Photo Essay
Directions: Below are pictures related to the crisis we are facing in the present
situation. Write a photo essay about the pictures by interpreting positive and negative
messages that you can get from it.

Image: Freepik.com Image: Freepik.com Image: Freepik.com

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 Designed by DuckOn Image: Freepik.com Image: Freepik.com
(Image #30609954 at
VectorStock.com)

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Assessment
A. Directions: Encircle the letter that you think best answers the question.
1. What do you mean by psyche and temperament?
A. the heart, the life force that drives a person to decide on things – bad or good
B. the inner self, the essence of the soul plus the strength of body and soul
C. the mind, the deepest thoughts, beliefs plus the nature or character of the
person
D. the soul, the inner thoughts, outlook and humor plus the attitude of the person
2. In the last two lines of the poem titled On A Rainy Autumn Night by Ch’oeCh’iwon,
how do you define the highlighted words? Choose the best analysis.
A. “Does the heart fly? Of course, not! But the heart is a symbol of love, and
because love flies, love is certainly gone.”
B. “If the heart flies, then it must have wings on its own; therefore, this heart must
have been borrowed by somebody else.”
C. “Perhaps, the heart is too weak to handle the situation so it finds a way to fly
and just be in any place that it wants, like miles away.”
D. “The heart literary flies. The must be taken away from the persona’s body
because it is weak. It is not fit to stay in that body.”

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3. You have encountered a short poem titled On A Rainy Autumn Night by
Ch’oeCh’iwon featured in one of the pages in ASIA MAG, a travel magazine. As
the section editor, you are tasked to decide whether this poem should be featured
in your travel magazine or not. What should be your best reason to feature this
poem?
I only chat painfully in the autumn wind,
For I have few friends in the wide world.
At third watch, it rains outside.
By the lamp my heart flies myriad miles away.

A. The poet successfully blended his own emotions of sadness and the panorama
of the place which would incidentally be so apt to the quarterly theme of the
magazine.
B. The poet has described his friends who are situated in all parts of the world
which would ignite friendship and camaraderie among the readers of the
magazine.
C. The poet has combined the description of the place and the persona’s views of
the world which would encourage readers to write poetry on their own.
D. The poet has let the setting of the poem separate from the emotions of the
persona which would teach the readers to do the same in their attempts to write
poems.

4. Modernity demands a lot of decisions in the life of UiHyan Park. He has been trying
to preserve his own individuality as a Korean. Somehow, he has been influenced
by his father and mother with the idea that modern society negates freedom and
individuality. If you were UiHyan Park, what of your being a Korean will stay as you
face the challenges of modernity?
A. I would rather embrace everything that modernity has to offer and forget about
the native traditions of my people.
B. I would rather fail to remember that I am a Korean and go with the flow of
modernity as a response to the call of globalization.
C. I would rather perfect the art of being myself as a Korean and disregard the
goodness that modernity has brought to Korea.
D. I would rather strike a balance between the integrity of my own psyche as a
Korean and the goodness that modernity has brought to my country.

5. Your Korean classmate has been a student here in the Philippines for two years. In
studying a formal essay, you are given by your teacher to react on the first
paragraph of Carlos Romulo’s I Am a Filipino. The first paragraph goes like this:
I am a Filipino, inheritor of a glorious past, hostage to the
uncertain future. As such I must prove equal to a twofold task –
the task of meeting my responsibility to the past and the task of
performing my obligation to the future.

You cannot help but discuss pertinent characteristics about you, being a Filipino and
your classmate, being a Korean and the challenges of modernity that somehow
affected you both as Asians. What would be the best lesson of the paragraph that you
can present to your teacher and classmates that somehow will be true to you both as
Asians?

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 A. We have to acknowledge that as Asians we exist because of our past and
because society is constantly evolving, we must keep up and see the positive
things brought about by these changes.
B. We have to respond to the challenges of so many tasks so that we will be
more prepared in facing the future.
C. We need to recognize where we really came from and that we should also
prepare ourselves for the uncertainty that the future will bring.
D. We should accept that whatever we will become in the future, it will always be
the product of what we decide for our present.

B. Read the poem below then answer the question that follow.
Out in the Fields of God
by: Elizabeth Barrett Browning

The little cares that fretted me,
I lost them yesterday
Among the fields above the sea,
Among the winds that play,
Among the lowing of the herd,
The rustling of the trees,
Among the singing of the birds,
The humming of the bees.
The foolish fears of what might pass
I cast them all away
Among the clover-scented grass,
Among the new-mown hay,
Among the hushing of the corn,
Where drowsy poppies nod,
Where ill thoughts die and good are
born —
Out in the fields with God.

Source: “A Pilgrim’s Journey to the Great better,” accessed August 15, 2020,
http://heartsteps.org/2019/out-in-the-fields-with-god/
1. What are the positive and negative messages conveyed in the poem?
Use the table for your answers.

Positive
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Negative
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References
Online
Non-Commercial (BY-NC). “English Module for Grade 8.”Last modified June 25,
2013. https://scribd.com/document/149832899/English-Module-for-Grade-8.

“Out in the Fields with God – Heartsteps.” Accessed August 15, 2020.
http://heartsteps.org/2019/out-in-the-fields-with-god/.

What Is Folklore? - Definition, Legends & Myths Video. “What Is Folklore? -

Definition, Legends & Myths - Video & Lesson Transcript |
Study.com.” Study.com, 2015. https://study.com/academy/lesson/what-is-
folklore-definition-legends-
myths.html#:~:text=Folklore%20is%20oral%20history%20that.

“When Wine Is Ripe Worksheet.” Scribd. Accessed November 7, 2020.

https://www.scribd.com/doc/190630029/When-Wine-is-Ripe-Worksheet.

Images

freepik.com. A doctor standing and praying in mask, gloves and protective suit Free
Photo
freepik.com. People in hazmat suit fighting against the virus Free Vector
freepik.com. People Standing in Long Supermarket Queue Lining up Waiting
Checkout Customer Service Horizontal Flat Composition Illustration for free
freepik.com. Social Distancing at school Free Vector
freepik.com. World mental health day illustration Free Vector
vectorstock.com. Doctor with mask and stethoscope coronavirus vector image

Development Team

Writer: Jessamae A. Colanggo

Olutanga National High School
Editors/QA: Marjorie R. Daligdig
Garend E. Temporada
Reviewer:
Evelyn F. Importante
OIC-CID Chief EPS
Illustrator:
Layout Artist:
Management Team:
Raymond M. Salvador
OIC-Assistant SDS
Jerry C. Bokingkito
OIC-Assistant SDS
Jeanelyn A. Aleman, CESE
OIC-Schools Division Superintendent

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My Final Farewell
Farewell, dear Fatherland, clime of the sun caress'd
Pearl of the Orient seas, our Eden lost!,
Gladly now I go to give thee this faded life's best,
And were it brighter, fresher, or more blest
Still would I give it thee, nor count the cost.
On the field of battle, 'mid the frenzy of fight,
Others have given their lives, without doubt or heed;
The place matters not-cypress or laurel or lily white,
Scaffold or open plain, combat or martyrdom's plight, T
is ever the same, to serve our home and country's
need.
I die just when I see the dawn break,
Through the gloom of night, to herald the day;
And if color is lacking my blood thou shalt take,
Pour'd out at need for thy dear sake
To dye with its crimson the waking ray.
My dreams, when life first opened to me,
My dreams, when the hopes of youth beat high,
Were to see thy lov'd face, O gem of the Orient sea
From gloom and grief, from care and sorrow free; No
blush on thy brow, no tear in thine eye.
And when the dark night wraps the graveyard around
With only the dead in their vigil to see
Break not my repose or the mystery profound
And perchance thou mayst hear a sad hymn resound
'T is I, O my country, raising a song unto thee.
And even my grave is remembered no more
Unmark'd by never a cross nor a stone
Let the plow sweep through it, the spade turn it o'er
That my ashes may carpet earthly floor,
Before into nothingness at last they are blown.
Then will oblivion bring to me no care
As over thy vales and plains I sweep;
Throbbing and cleansed in thy space and air
With color and light, with song and lament I fare,
Ever repeating the faith that I keep.
My Fatherland ador'd, that sadness to my sorrow
lends
Beloved Filipinas, hear now my last good-by!
I give thee all: parents and kindred and friends
For I go where no slave before the oppressor bends,
Where faith can never kill, and God reigns e'er on
high!

Dream of my life, my living and burning desire, All Farewell to you all, from my soul torn away,
hail ! cries the soul that is now to take flight; All Friends of my childhood in the home dispossessed !
hail ! And sweet it is for thee to expire ; Give thanks that I rest from the wearisome day !
To die for thy sake, that thou mayst aspire; And Farewell to thee, too, sweet friend that lightened my
sleep in thy bosom eternity's long night. way;
Beloved creatures all, farewell! In death there is rest!
If over my grave some day thou seest grow,
In the grassy sod, a humble flower,
Draw it to thy lips and kiss my soul so,
While I may feel on my brow in the cold tomb below
The touch of thy tenderness, thy breath's warm
power.

Let the moon beam over me soft and serene,

Let the dawn shed over me its radiant flashes,
Let the wind with sad lament over me keen ;
And if on my cross a bird should be seen,
Let it trill there its hymn of peace to my ashes.
Let the sun draw the vapors up to the sky,
And heavenward in purity bear my tardy protest
Let some kind soul o 'er my untimely fate sigh,
And in the still evening a prayer be lifted on high
From thee, 0 my country, that in God I may rest.
(This is the 1911 translation by Charles Derbyshire of
Pray for all those that hapless have died, the Spanish original of José Rizal's poem, Mi Ultimo
For all who have suffered the unmeasur'd pain; For Adiós)
our mothers that bitterly their woes have cried,
For widows and orphans, for captives by torture tried
And then for thyself that redemption thou mayst gain.

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