Quarter 1

Quarter I:
African Literature English 8

Objectives:
At the end of the quarter, the learners are expected to
demonstrate communicative competence through their
understanding of Afro-Asian Literature and other texts types for a THE AFRICAN LITERATURE
deeper appreciation of Philippine Culture and those of other Africa
countries.  It is called the Dark Continent.
 a land flushing with sunshine and vivid light
In attaining this objective, they are expected to demonstrate  the last of the continents to feel the influence of Western
understanding of: African literature as a means of exploring forces Civilization
that human beings contend with; various reading styles vis-à-vis  the second-largest continent (next to Asia)
purposes of reading; prosodic features that serve as carriers of  covers an area as large as the United States, Western Europe,
meaning; ways by which information may be organized, related, and India, and China put together.
delivered orally; and parallel structures and cohesive devices in  contains 98% of the diamond mines of the world and 55% of
presenting information. the gold mines
They are also expected to transfer learning by: composing African Art and Literature
and delivering an informative speech based on a specific topic of  African art is closely associated with religion. It is very
interest keeping in mind the proper and effective use of parallel primitive in nature and is closely associated with
structures and cohesive devices and appropriate prosodic features, superstition.
stance, and behavior.  African music is bound up with religious ceremony,
composed as a prayer for rain and for success in hunting and
Literature war. The drum is the force in African music. The invention of
 It comes from the Latin word “litera” which literally means drum is related to the ritual of driving the spirits of the dead
an acquaintance with letters, the root definition of literature. away.
 It is a body of literary productions, either oral, written or  The Africans have always lived very close to wild, savage
visual, containing imaginative language that realistically animals. Animals play a dominant role in African mythology
portrays and folk stories.
Prepared by Ricardo F. Haducathoughts,
Jr. emotions, and experiences of the human
condition.  Their literature is essentially and firmly rooted on orature or
 It is language in use that provides insights and intellectual oral literature transmitted verbally and orally through songs,
stimulation to the reader. poems, riddles, proverbs, and stories.
 It is a product of a particular culture that concretizes man’s  These are sung and recited by skilled storytellers or poets
array of values, emotions, actions and ideas. known as griots who captivate young audiences with
 It is an art that reflects the works of imagination, aesthetics, accounts of heroic adventures and moral-laden stories.
and creative writing which are distinguished for the beauty of
style or expression. LESSON 1: AFRICAN CHANTS AND POEMS
 In Africa’s oral tradition, chants or songs and poems are a
Classifications of Literature living testament of how important music is to the Africans’
A. According to Structure: B. According to Form: daily lives.
a. Fiction a. Prose  Different tribal groups create chants to keep them company
b. Nonfiction b. Poetry in doing their chores.
Categories of African Chants:
Sta. Lucia Academy 1

Quarter I:
A. Hunting chants or poems Basitshiyel'indubeko They left us problems
 These are sung or recited to express hazards and the Indubeko zomhlaba These earthly difficulties
uncontrolled thrill that a hunter experiences when
hunting for wild game. Shosholoza
 These chants are expression of praise, pride, honor (This is a traditional Southern African folk song traditionally
and glory accorded to the hunter by the villagers as sung by all-male work gangs in a call and response style.)
he makes a successful kill. (Translation)
Example: Shosholoza Move fast
Lion Ku lezontaba on those mountains
(This is an ijala or a Yoruba professional hunter’s poem or Stimela siphum' eSouth Africa train from South Africa.
chant from Nigeria) Wen' uyabaleka You are running away
Wen' uyabaleka You are running away
Lion, who encircles the thicket with his urine, Ku lezontaba on those mountains
Champion of the bush, who sends the young hunter in Stimela siphum' eSouth Africa train from South Africa.
haste up the thorn tree.
He says, Senzeni na?
“Except for the elephant, (This is a protest song from the days of Apartheid in South
Except for man, Africa.)
Except for the black, black stick, (Translation)
Except for God…” Senzeni na? What have we done?
Sono sethu, ubumyama? Our sin is that we are
B. Agricultural work songs or chants Sono sethu yinyaniso? black?
 These are mostly associated with farm work like Sibulawayo Our sin is the truth
tilling the soil, planting, harvesting and threshing. Mayibuye i Africa They are killing us
 help them ease the monotony of exhausting and Let Africa return
boring manual labor, to express their sentiments and
frustrations, to speed up their work, and to stir up The word chant originated from the French word chanter. It
Prepared by Ricardo F. Haduca Jr.
team effort and support is the measured or rhythmical singing or reciting. The lyrics of
Examples: chants are repetitive, rhythmical, and common. They are sung
Limpopo River without any accompaniment except a drum which keeps to the
(This is a song from Zimbabwe in Ndebele. It is sung by people rhythmic movements and sounds done by a solo or group
who have to walk from Matabeleland to work in the gold mines of performers.
South Africa, crossing the Limpopo River (ingululkudela) on the
way.) call and response
(Translation)  the most common style of chanting and reciting
Sayiwela, sayiwela We crossed it, we crossed it among the different African ethnic groups
Sayiwela sibili We really crossed it  this kind of chanting is carried out by a leader who
Sayiwela Ingulukudela We crossed Ingulukudela calls out a verse or a yell and others respond
Siyofuna imali To look for money
Baphina obaba? /okoko? Where are those fathers?/mothers?

Basemazulwini They are in heaven

Quarter I:
both…and additionally
}
}
not only… correlative also
but also conjunctions besides
as…as (as (pairs of equally
well as) conjunctions) further conjunctive
furthermore adverbs
in addition (connect two
in independent
comparison clauses)
indeed
LESSON 2: USING CONJUNCTIONS CORRECTLY likewise
moreover
The word conjunction comes from the Latin word conjunctus, similarly
meaning “to join.” Conjunctions are words that join words, phrases, 2. The But type
or clauses. They should be used with care.  adds something contrary to or different from what has
been said
A. Coordinating Conjunctions  the second part of the sentence expresses an idea that is
the contrast to the first
1. The And type Example:
 It should be used only when the second idea is along the He is stupid but hardworking. (Stupid expresses a negative
same line of thought as the first idea. quality while hardworking expresses positive quality.)
Examples:
Correct: The beggar was ugly and (The adjectives ugly Other words that may be used instead of but:
mean. and mean are both not…but correlative conjunction
negative qualities) ̶
anyway rather
}
Incorrect She is attractive and bad (The word attractive is
: tempered. a positive quality in contrast still
conjunctive adverbs
while bad tempered is instead yet
(connect two independent
a negative) however meanwhile
clauses)
Correct: He went away and never (And joins the two nevertheles nonetheless
came back. verbs correctly s
because never came
back is in addition to 3. The Or type
went away)  Implies choice
Correct: I don’t know where he went and (And joins two Examples:
what he did. dependent clauses You can come today or tomorrow. (Or connects two adverbs
used as object of the of time—today and
verb know) tomorro
Other words that may be used instead of and: w)
I can go or stay as I please. (Or connects two verbs
—go and stay)

Quarter I:
Other words that may be used instead of or: _____________6. Also, a hunter has a special relationship with the spirit
either…or otherwis of one of his dead kinsmen, especially his father.
neither…
}
correlative e } conjunctiv
e adverbs
_____________7. The emotional relationship with his father who guards
nor conjunction else his as a hunter is of much more personal nature.
(connect _____________8. The son praises his father’s exploits as a hunter, or he
whether… s sets out delighting in his gun.
two
or (pairs of _____________9. Then his thoughts are drawn back sorrowfully to his
independen
conjunctions father.
t clauses)
) _____________10. Ambo hunting poetry neither seems to have developed
into a complex and flexible branch of poetry, nor are
4. The So type there lengthy narratives.
 implies result
Example:
He shouted, so I had to listen to him.
Cause Result
Other words that may be used instead of so: Grammar Activity 2:

Combine each pair of sentences using the conjunction in the
if…then ̶ correlative conjunction
parenthesis.
}
1. Thinking of Africa, most foreigners imagine a jungle and naked
as a result consequently savages. They think Africans live in huts and “backward”
hence villages. (and)
henceforth conjunctive adverbs _______________________________________________________________
then (connect two _______________________________________________________________
therefore independent clauses) 2. The Africans are not primitive. They are not savages. (nor)
thus _______________________________________________________________
wherefore 3. Ignorance is one reason for our misunderstanding Africa. The
other is our attitude. (and)
_______________________________________________________________
Prepared by RicardoActivity
Grammar F. Haduca Jr.1: 4. We use our own standards in judging cultures. This is unfair.
Encircle the conjunction used in each sentence and classify (and)
each as coordinating, correlative, subordinating, or conjunctive. Write _______________________________________________________________
your answer on the spaces before the numbers. 5. Huts are almost impossible to find in modern cities. They are
_____________1. Ijala artists are highly regarded by the public as still found in the hinterlands. (but)
general entertainers and are invited to perform on _______________________________________________________________
social occasions. 6. Not all Africans are alike. All African cultures are traditional.
_____________2. Yoruba chants, with their own conventions and (however)
themes, are not sung. Rather, they are recited with _______________________________________________________________
rudimentary musical characteristics. 7. The culture of Africa, Asia, and Latin America are similar. They
_____________3. There is no very clear central theme, but the poem are all traditional (for)
rambles from one topic to another. _______________________________________________________________
_____________4. Both Yoruba and Akan hunting chants have developed 8. People in traditional cultures do not only tend to work in the
into a complex and flexible branch of poetry. fields. They live a life close to nature. (not only…but also)
_____________5. The Ambo elephant hunters are not only revered for _______________________________________________________________
their expertise and skill in hunting, but they are also _______________________________________________________________
surrounded with a halo of romance and hero-worship.

Quarter I:
9. Extended families live together in a village. They trace their 5. In the culture of the Yoruba people, men are traditionally the
heritage to a common ancestor. (furthermore) hunters as well as the head of the household; ____________, the
_______________________________________________________________ ijala chants focus on the life experiences of the male population.
_______________________________________________________________ (moreover, therefore)
10. Society can always improve. Other people can learn from Africa. 6. ____________ hunters themselves come up with the chants, the
(or) chants usually are used for self-praise of their families and of
_______________________________________________________________ their community. (For, Since)
11. Tribes in Africa are like other groups in the rest of the world. 7. Ijala chants take a negative attitude toward women,
They are held together by common interests. (for) ____________ they are portrayed with having characteristics
_______________________________________________________________ such as vanity, jealousy, falseness, and disloyalty. (or, as)
_______________________________________________________________ 8. In the Yoruba culture, noting was to be believed if it came from
12. There are more than 800 tribes in Africa. They range in size woman ____________ women play a huge role in the political,
from 200 to more than 20 million members. social, and religious aspects of life. (even though, since)
_______________________________________________________________ 9. ____________, in the ijala chants, any declaration of loyalty or
_______________________________________________________________ devotion from a woman is seen as a lie. (Furthermore,
13. The aim of traditional education is to bring up children who are Nonetheless)
hard-working. Children are trained to become good citizens. 10. Ambo hunting songs are more simple and direct than some of
(moreover) those from West Africa. ____________, like them, they involve the
_______________________________________________________________ glorification of the hunter, the expression of his hopes and
_______________________________________________________________ fears, and others. (In contrast, Yet)
14. A child must respect his elders. He may meet with ill-luck.
(either…or) Grammar Activity 4: Identifying the Correct Coordinating
_______________________________________________________________ Conjunctions
15. He must not displease the gods of his grandfathers. He must What coordinating conjunctions should connect the clauses
not disobey his parents. (neither…nor)
_______________________________________________________________ in each item? Rewrite the sentences with the correct conjunction.
_______________________________________________________________ Make necessary changes. Then, box the conjunctions used.
Grammar Activity 3: 1. It was raining. We went out.

Fill in the blanks with an appropriate conjunction. Select your It was raining, but we went out
Prepared by Ricardo
answers F. Haduca
from Jr.
the words enclosed in parentheses. 2. It was a warm day. We took off our coats.
1. Africa has a long and complex literary history. ____________, to It was a warm day, so we took off our coats.
suggest that one historical account can represent all of the
literatures, across time, from all of the regions of Africa is 3. He was an extravagant person. He did not spend all his money.
misleading. (Hence, Indeed)
2. Literature in the Yoruba culture does not appear in one form.
____________, there are many categories and subcategories that 4. He was an extravagant person. He spent his money foolishly.
define Yoruba literature. (Instead, Rather)
3. Yoruba literature provides a vast array of information and
knowledge ____________ is passed down from generation to 5. Tell the truth. I will punish you.
generation through oral traditions. (which, where)
4. Some of the major categories of Yoruba literature are the epic,
hunter chants, bridal chants, testimonies, witch and wizard
tales, praise poetry, and confessionals. ____________ within 6. Tell the truth. I will not punish you.
those larger subcategories, there exist subcategories which are
tonally based rather than subject based. (Yet, And) 7. His pen was broken. He could not write with it.

Quarter I:
8. She lost her book. She did not look for it. 10. In the end, he has to choose __________ career __________ his
hobby.
9. You will hand in your theme on time. I will give a deduction.
Grammar Activity 6: Combining Sentences using Conjunctions
10. She is very friendly. We like her. Combine the following sentences into one sentence using
correlative conjunctions. Make necessary changes. Then, box the
11. He studied hard for the test. He got a good grade. conjunctions used.
Anita asks Alona to take a vacation. Anita asks Alona to stay
12. You are not paying attention. The teacher will scold you. at home.
Answer: Anita asks Alona whether to take a vacation or to
13. He studied hard for the test. He got a poor grade. stay at home.
1. We could fly by plane. We could go by train.
14. They were often absent. They got very poor grades.
2. Jack is not here. He is in another city.
15. He was not very intelligent. He never failed.
3. The speaker will not confirm the story. The speaker will not
16. He was intelligent. Many times he failed. deny the story.
17. My father gave me some money to buy the ingredients for our 4. It might rain tomorrow. It might snow tomorrow.
dinner. I went to the basketball game.
Grammar Activity 5: Identifying the Correct Correlative
Conjunctions 5. Playing tennis is good for your heart. Jogging is good for your
Provide an appropriate correlative conjunction for each of the health.
following sentences. Write your answers on the spaces provided for.
1. Kendra is __________ fast __________ Martha. They have the

Grammar Activity 7: Identifying the Correct Conjunctive
same time in the 100 meters.
Prepared by Ricardo F. Haduca Jr. Adverbs
2. Vicky studies __________ biology __________ chemistry.
Fill in the blank with one of these conjunctive adverbs.
3. __________ the professors __________the students like the new
1. He complained a lot; _________, no one helped him.
building.
2. I really wanted the red one; _________, I bought the blue one.
4. Gino is __________ a waiter, __________ a cook instead.
3. I wanted to go; _________, I saved my money.
5. I will go to __________ Boracay __________ Palawan on
4. There are many reasons to work hard; _________, play can be
vacation.
fun.
6. __________ you stay late __________ leave right now, I want to
5. I will walk to the park; _________, I will stop for a hamburger.
thank you for your help.
7. __________ that is the case, __________ I am not surprised
about what is happening. Grammar Activity 8: Identifying the Correct Conjunctive
8. Have you made a decision about __________ to go to the Adverbs
movies __________ not? Fill in the blank with the appropriate conjunctive adverbs.
9. __________ Joe __________ his sisters could understand what Select your answers from the words enclosed in parentheses.
their visitors were saying. They only know a little about the
French language.

Quarter I:
1. You need to put more effort into your studies; 9. Adjectival subordinate clause (dependent clause): who, whom,
________________, you won’t get a passing grade. (moreover, whose, which and that (or the relative pronouns)
otherwise, unless, instead)  modifies a word in the sentence
2. We wanted to spend the day at the beach;
______________________, it rained so we stayed home. a. The boy who won the prize is my cousin.
(moreover, unless, however, additionally) (The relative pronoun who relates the adjectival
3. She is a very smart girl; __________________, it’s not at all subordinate clause to boy. It also functions as the
subject of the adjective clause.)
surprising that she gets such good grades. (again, besides,
contrarily, therefore)
b. Anita is one of the people whom I invited.
4. Jared is a millionaire; __________________, his brother Jeremy (The relative pronoun whom relates the adjectival
is always flat broke. subordinate clause to people. It also functions as the
(in contrast, accordingly, again, likewise) object of the clause.)
5. He felt he couldn’t tell the truth about what happened;
___________________, he lied.
(in contrast, likewise, undoubtedly, instead) c. The boys apologized to the man whose window they had broken.
B. Subordinating Conjunctions (Whose denotes ownership. It relates the clause to man.

 join dependent clauses to the main clause Within the clause, whose functions as the modifier of
 convey the thought relationship between ideas in a sentence window.)
 the chief relations subordinating conjunctions show are time,
place, cause, result, exception, condition, and alternatives. Punctuating Subordinate Clauses
When subordinate clause is used at the beginning of a sentence,
a comma (,) must be used to separate the subordinate (dependent) clause
Subordinating conjunctions express various logical relationships such from the main (independent) clause.
as:
1. Purpose: so that, in order that, in case, lest Example: When we were little kids, we used to play tumbang-preso.
They read, so that they may learn.
2. Cause and effect: because, since, whereas, in as much as
Prepared by Ricardo F. Haduca Jr. subordinating subordinate clause comma main clause
He failed because he did not study.
conjunction (separates the clauses) (independent
He was so lazy that he failed.
clause)
3. Manner: as, as if, as though, in such a way that, how
Tess is acting as if she knows everything.
However, if the subordinating clause follows the independent
4. Concession: although, even though, though
clause, then no comma is needed to separate the two clauses.
Although I made a few mistakes, I got a very good mark.
Example: We used to play tumbang-preso when we were little kids.
5. Condition: if, even if, unless, in case, in the event that
If you go with me, I’ll treat you to a snack.
I will not speak to you unless you go with me. main clause subordinating subordinate clause
6. Place: where, wherever conjunction
I don’t know where I lost it.
7. Time: when, whenever, after, before, until Additional Tips on Using Subordinating Conjunctions:
I was not home when the delivery man arrived. 1. Like is a preposition, not a conjunction.
8. Uncertainty: whether (not if) Wrong: He looks like he wants to go.
I don’t know whether I can go with you. Correct: He looks as if he wants to go.
He looks like his mother.

Quarter I:
I’ll come unless you invite me.
2. Only is an adverb and a conjunction.
Correct: I want to go, only my parents will not allow me. Some words that are used as subordinating conjunctions, such as
Also correct: I want to go, but my parents will not allow me. after, as, before, since, and until, can also be used as prepositions.
Examples:
3. As if and as though are both conjunctions and introduce clauses
of unreal comparison. The verbs used in these clauses are Preposition Before sunrise, we left for mountain
generally in the subjunctive mood. hiking.
Wrong: He looks as if he is sick. Subordinating Conjunction Before the sun had risen, we left for
Correct: He looks as if he were sick. mountain hiking.
It appears as though it might rain.
4. Use as if or like; do not say like as if. Preposition In the nineteenth century, buffalo skins
Wrong: It looks like as if it will rain. were used as blankets and clothing.
Correct: It looks as if it might rain. Subordinating Conjunction Around 1900, as the buffalo became
It looks like rain. (idiomatic) nearly extinct, conservationists fought for its protection.
5. Use because, not because that. Grammar Activity 9: Punctuating Subordinate Clauses
Wrong: We ate because that we were hungry. Underline the subordinate clause, encircle the subordinating
Correct: We ate because we were hungry. conjunction, and add a comma when necessary.
1. Whenever the weather is beautiful I usually have to work.
6. Use so that to introduce a clause denoting purpose. Do not use
so as for the same purpose. 2. School was closed for two weeks after an earthquake destroyed
Wrong: Let’s hurry so as we won’t be late.
Correct: Let’s hurry so that we won’t be late. the building’s foundation.
7. Use that and not because when the reason or the clause is in the 3. I will take my share of the profits if the business is a success.
object position.
Wrong: The reason why we were scolded was because we 4. Although it was pouring down rain I went running away.
were absent.
Correct: The reason why we were scolded was that we were 5. Thelma who doesn’t work here anymore won the lottery.
absent.
Also correct: We were scolded because we were absent. Grammar Activity 10: Supplying the Appropriate Subordinating
Wrong: The cause of the accident was because the driver was Conjunctions
careless. What subordinating conjunctions should connect these clauses?
Correct: The cause of the accident was that the driver was Rewrite the each sentences with the correct conjunction. Make necessary
careless. changes. Then, box the conjunction used.
1. She could not go out. She felt ill.
8. Use if to denote simple conditions; use whether with or.
Correct: She’ll come if we ask her. 2. We went out. The rain stopped.
I don’t know if I can come.
I don’t know whether I can come or not. 3. She did not know. She lost her watch.
9. Use if for positive statements; use unless for negative statements. 4. The child is crying. He has been punished.
Correct: I’ll come if you invite me.
5. She was not sure. She could go.

Quarter I:
6. She didn’t wear her new shoes. Her mother told her to. right to punish my son, and take revenge on my cattle,
but surely I was right in trying to revenge him. Now that
7. It was growing dark. She reached home. we are both satisfied, why should not we be friends
again?”
8. Her notebook has a nice cover. I don’t care for it. “No, no,” said the snake. “Take away your gifts. You
can never forget the death of your son, nor I the loss of my
9. I’ll attend your party. You invite me. tail. Injuries may be forgiven, but not forgotten.”
-A Countryman and a Snake
10. I’ll buy that picture. It is very pretty.
b. Expository text
11. She was frightened. She ran away.  explains or informs readers
 organized around one topic and developed according to a
12. She has a lot of books. She doesn’t read them. pattern or a combination of patterns.
13. She shouted. She was angry. Patterns used in expository texts:
a. description c. comparison/contrast e. problem
14. She didn’t want to go to sleep. She was very sleepy. b. sequence or process d. cause/effect
15. I was not sure. She left the house. Expository Texts Structure Examples:
Sequence:
Goose bumps make me shiver. First, I get cold. Then, I shake all
over.
Description:
Goose bumps make me shiver. I get little bumps on my skin.
They look like sesame seeds.
LESSON 3: TYPES OF TEXTS
Comparison and Contrast:
Reading
Prepared by Ricardo F. Haduca Jr. Some people get goose bumps from fear. Others get goose bumps
 is a mechanism in which the reader actively interacts with a text when they are touched emotionally.
and constructs and decodes its meaning
Cause and Effect:
Types of Texts: (Narrative, Expository, Instructional, Persuasive) Goose bumps make me shiver. When the temperature drops
a. Narrative below 45 degrees, my skin crinkles into goose bumps.
 a text that tells a story
Example: Problem and Solution:
A countryman’s son stepped on a snake’s tail Goose bumps make me shiver. But they disappear as soon as I
accidentally. The tail suddenly turned and hit him so that cover up with a jacket or sweater.
he died. The father was very angry so that he cut off part More Examples:
of the snake’s tail. Then, the snake in revenge stung Description: Sequence or Process:
several of the farmer’s cattle. It caused him great loss.
However, the farmer decided to stop the fight with the Sunset is the time of the day when Have you ever made
snake. He brought food and honey to the mouth of its lair, our sky meets the outer space solar macaroni and cheese? It’s
and said to it, “Let’s forget and forgive. Perhaps you were winds. There are blue, pink, and purple simple! First, boil some

Quarter I:
swirls, spinning and twisting, like water and make some  Two sunflower seeds
clouds of balloons caught in a blender. macaroni. Then, make your
The sun moves slowly to hide behind cheese sauce. After the Follow these instructions to plant your sunflower:
the line of horizon, while the moon cheese sauce is ready, mix 1)First, fill the pot nearly to the top with some soil.
races to take its place in prominence it with the macaroni. Bake 2)Using the watering can, dampen the soil with a little water.
atop the night sky. People slow to a the entire thing in the oven. 3)Now place two sunflower seeds onto the soil.
crawl, entranced, fully forgetting the Finally, it’s time to eat! 4)Next, cover the seeds with some more soil.
deeds that still must be done. There is a 5)Finally, pour a little more water onto the soil.
coolness, a calmness, when the sun
Remember to water your sunflower once a day to help it grow! You
does set.
will start to see the sunflower growing within two or three weeks.
Comparison/Contrast:
Oceans and lakes have much in common, but they are also quite d. Persuasive text
different. Both are bodies of water, but oceans are very large bodies of  is nonfiction written work that convinces a reader to
salt water, while lakes are much smaller bodies of fresh water. Lakes agree with a writer about a view or an issue
are usually surrounded by land, while oceans are what surround
continents. Both have plants and animals living in them. The ocean is
home to largest animals on the planet, whereas lakes support much LESSON 4: READING STRATEGIES
smaller forms of life. When it is time for a vacation, both will make a  can speed up your skills in reading and help you become a
great place to visit and enjoy. flexible and competent reader
Cause and Effect: Problem and Solution: 2 Important Reading Strategies:

In Ghana, bikes are in a. Scanning
Baby painted turtles spend all high demand. Few people  an efficient reading strategy in which the reader finds a
winter in their nests. They have special have enough money to specific fact or information quickly from within an
chemicals in their blood that can keep afford a car. So, bikes are enormous amount of texts.
Prepared by Ricardo
their bodyF.from
Haduca Jr.
freezing. As a result, used to transport most of  a reader can skip reading or understanding a large bulk
baby painted turtles can survive the country’s food and of information or facts, and concentrate only on looking
freezing temperatures. material goods. for the specific information that he or she needs
 useful in looking for specific data like names, dates,
c. Instructional texts statistics, or facts without having to read an entire
 are usually given in a series of sequenced/chronological article.
order  Looking only for specific information in the fastest
 commonly found in manuals, leaflets, and recipe books possible way
 imperative or command sentences are used to convey b. Skimming
the instructions  requires the reader to get a general overview and the
Example: main ideas of a text or material by swiftly going over the
How to Plant a Sunflower content of a text.
You will need... Steps in Skimming a Material or Article:

 A pot  A watering can 1. Read the title and the introductory paragraph
 Soil  A name label completely.
Sta. Lucia Academy
10
Quarter I:
2. Read each subheading to see the relationship in In the beginning there was nothing: neither matter nor light
each of them. existed. In this world lived only Death, whose name is Sa, and his wife
3. Read the first sentence of the remaining paragraphs. and their only daughter. Needing a place for his family to live, Sa
4. Read the entire final paragraph. eventually used his magical powers to create a vast sea of mud. They
5. Be on the lookout for clue words: lived in this filth and instability for many years. Finally the god
a. Question words that answers who, what, when, Alatangana came to visit Sa and his family. Alatangana was appalled at
why, and how the mess in which they lived, and he condemned Sa for creating such a
b. Proper nouns dirty place that lacked light and life. To set things right, Alatangana first
c. Uncommon words especially if they are consolidated the mud into the solid earth. However, this lifeless expanse
capitalized across which he could now walk still depressed him. First he made
d. Descriptive/Qualifying adjectives plants to cover the new earth, and then animals to live on it. Even Sa
e. Typeface marks—boldface, italics, asterisks, and realized that Alatangana had made the world a much better place, and
underlining he took Alatangana in as his guest.
Speed Reading Text Type: __________________________________________________

 another reading method that may help you acquire a firmer
understanding of a writer’s ideas. 2
 may engage the senses more productively than normal reading Presently they all began disputing about their rights of
 it does not only increase your ability to read huge quantity of penetration, and from disputing they came to fighting, and while they
information at a rapid rate, but also sharpens your skill to were all embroiled together the man set the hut on fire and burnt it to
assimilate the information you have read the ground, jungle lords and all. Then he went home, saying: “Peace is
costly, but it’s worth the expense,” and live happily ever after.
Improving Reading Speed
Most people can read at a speed of 200-400 words per minute. As a Text Type: __________________________________________________
reader you can accelerate your reading speed and comprehend the
reading
Prepared material
by Ricardo asJr.well as by applying some of the following speed
F. Haduca 3
reading techniques. The balafon is made from a bamboo frame with wooden keys,
1. Raise your reading rate within your comfort level. originally rosewood although as wood gets scarcer other hardwoods are
2. Read to digest or understand the meaning or message of the sometimes substituted. To construct it, the craftsman first kiln-bakes the
material, not to be captivated by the beauty of words. wood to ensure that no moisture remains. When the wood dries, then he
3. To increase your reading speed, do not sound out or enunciate makes the wooden keys. Since the craftsman has no small hand tools to
the words to yourself. shape the keys, he hews out or chisels the wood with an adze or a blade,
4. Let your fingers direct your reading. or any ‘big knife.’ Afterwards, he ties the sculpted wood keys to the frame
5. Use your peripherals or side vision. with a single piece of cord on each side. However, if a key comes loose it
6. Spot the key words. has to be taken off again and retied. Once the frame is made, it
resembles a xylophone. The next thing that the craftsman does is to
Reading Activity 1: Scan the following paragraphs and underline the attach a calabash or a gourd underneath to add resonance, so he cuts
logical connectors used in the sentences. Then, identify the type of each each gourd and gradually adjusts the pitch/tone to the keys. Finally, the
text based on the logical connectors used. craftsman bores a couple of holes in each gourd to increase its buzz and
essentially acts as an amplifier for the sound.
1 Text Type: __________________________________________________
Sta. Lucia Academy
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Quarter I:
silkworm survived after spinning its cocoon it would soon create a hole
4 while exiting as a moth. This would cut short and damage the silk
To my compatriots, I have no hesitation in saying that each one threads; consequently, when it comes time to harvest the cocoons, they
of us is as intimately attached to the soil of this beautiful country as are are tossed into boiling water to kill the worms and make the silk easier to
the famous jacaranda tress of Pretoria and the mimosa trees of the unravel. The silkworms are later eaten as a delicacy.
bushveld.
Each time one of us touches the soil of this land, we feel a sense An average, undamaged, silkworm cocoon produces a continuous thread
of personal renewal. The national mood changes as the season change. of raw silk 1000 to 3000 feet (or 2/3 of a mile) long, Theoretically, ten
We are moved by a sense of joy and exhilaration when the grass unraveled cocoons could extend vertically to the height of Mt. Everest. It
turns green and the flowers bloom. takes about 2,000 to 3,000 cocoons to produce one pound of silk. It is
That spiritual and physical oneness we all share with this estimated that 70 million pounds of raw silk are produced each year; this
common homeland explains the depth of the pain we all carried in our equals 70 billion miles of silk filament, enough cover the distance of over
hearts as we saw our country tear itself apart in a terrible conflict, and 300 round trips to the sun.
as we saw it spurned, outlawed, and isolated by the peoples of the world,
precisely because it has become the universal base of the pernicious
Questions:
ideology and practice of racism and racial oppression.
1. According to the author, silk is luminous because _______.
We, the people of South Africa, feel fulfilled that humanity has
a. it contains prisms. d. of tiny triangular
taken us back into its bosom, that we, who were outlaws not so long ago,
b. because it is fragile. structures.
have today been given the rare privilege to be host to the nations of the
c. it reflects light. e. it is light.
world on our own soil.
2. According to the passage, it takes approximately how many silkworm
Text Type: __________________________________________________
cocoons to make a pound of silk fabric?
Scanning Activity: Give yourself 3 minutes to scan passage below and
a. 70 million. d. 200 to 300.
answer the questions that follow. The questions in this practice set are
b. 20,000 to 30,000. e. 10.
all factual; they can be answered by merely scanning the passage below
c. 2,000 to 3,000.
looking
Prepared for F.clue-words
by Ricardo Haduca Jr. from the questions. If it is your strategy to read
the questions before reading the passage you can do that in this activity.
3. Bombyx mori is _______
Just scroll to the bottom of this page and click start now. If it is your
a. a type of silk. d. a type of
strategy to read or preview the passage before looking at the questions,
b. served hot. silkworm.
you may do so now.
c. served raw. e. a cocoon.
Silk is the strongest natural fiber known to humans. Fabric using this 4. The passage states that one of the consequences of letting silkworms
fiber first appeared in ancient China, possibly as early as 6000 BCE. Its survive in the cocoons is
luminous appearance comes from tiny triangular structures within the a. butterflies. d. thicker silk threads.
fibers, resembling prisms, which refract light from various angles. b. thinner silk threads. e. damaged silk threads.
c. unraveled silk threads.
The most common silk fiber comes from cocoons formed by the larvae of
Bombyx mori silkworms. These small creatures are bred in captivity and
are no longer found in the wild. The larvae enclose themselves in a Skimming Activity: Give yourself 60 seconds to skim through the “Size
cocoon of raw silk produced in their salivary glands that provides Matters” paragraph below. When you are finished, cover the paragraph
protection during their vulnerable, almost motionless pupal state. If a up before moving the questions.
Sta. Lucia Academy
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Quarter I:
unraveled cocoons could extend vertically to the height of Mt. Everest. It
SIZE MATTERS takes about 2,000 to 3,000 cocoons to produce one pound of silk. It is
estimated that 70 million pounds of raw silk are produced each year; this
Here’s something to think about the next time you go shopping. equals 70 billion miles of silk filament, enough cover the distance of over
Have you ever noticed how many trolleys are available when you go to 300 round trips to the sun.
the supermarket? In my experience, it seems like hundreds! But how
about the numbers of hand baskets? Invariably I struggle to find even Questions:
one, especially when I only need a few items. Why might this be the 1. According to the author, silk is luminous because _______.
case? Well, it seems to be a tactic used to encourage us to buy more. If a. it contains d. of tiny triangular
you are walking around with empty trolley, you are more tempted to prisms. structures.
fill it, so if you are planning on only doing a quick shop, always try to b. because it is e. it is light.
find a basket. It will be lighter, easier to use and is sure to save you fragile.
money! c. it reflects light.
Scanning Activity: Give yourself 3 minutes to scan passage below and
answer the questions that follow. The questions in this practice set are 2. According to the passage, it takes approximately how many silkworm
all factual; they can be answered by merely scanning the passage below cocoons to make a pound of silk fabric?
looking for clue-words from the questions. If it is your strategy to read a. 70 million. d. 200 to 300.
the questions before reading the passage you can do that in this activity. b. 20,000 to 30,000. e. 10.
Just scroll to the bottom of this page and click start now. If it is your c. 2,000 to 3,000.
strategy to read or preview the passage before looking at the questions,
you may do so now. 3. Bombyx mori is _______
a. a type of silk. d. a type of
Silk is the strongest natural fiber known to humans. Fabric using this b. served hot. silkworm.
fiber first appeared in ancient China, possibly as early as 6000 BCE. Its c. served raw. e. a cocoon.
luminous appearance comes from tiny triangular structures within the
fibers, resembling prisms, which refract light from various angles. 4. The passage states that one of the consequences of letting silkworms
survive in the cocoons is
The most common silk fiber comes from cocoons formed by the larvae of a. butterflies. d. thicker silk
Bombyx mori silkworms. These small creatures are bred in captivity and b. thinner silk threads.
are no longer found in the wild. The larvae enclose themselves in a threads. e. damaged silk
cocoon of raw silk produced in their salivary glands that provides c. unraveled silk threads.
protection during their vulnerable, almost motionless pupal state. If a threads.
silkworm survived after spinning its cocoon it would soon create a hole
while exiting as a moth. This would cut short and damage the silk Skimming Activity: Give yourself 60 seconds to skim through the “Size
threads; consequently, when it comes time to harvest the cocoons, they Matters” paragraph below. When you are finished, cover the paragraph
are tossed into boiling water to kill the worms and make the silk easier to up before moving the questions.
unravel. The silkworms are later eaten as a delicacy. SIZE MATTERS
An average, undamaged, silkworm cocoon produces a continuous thread Here’s something to think about the next time you go shopping.
of raw silk 1000 to 3000 feet (or 2/3 of a mile) long, Theoretically, ten Have you ever noticed how many trolleys are available when you go to
Sta. Lucia Academy
13
Quarter I:
the supermarket? In my experience, it seems like hundreds! But how The African myth you are about to read is a creation story from the Kono
about the numbers of hand baskets? Invariably I struggle to find even tribe of Guinea. Like most creation stories, this myth narrates the origin of
one, especially when I only need a few items. Why might this be the death and life, and the many races that populate the earth.
case? Well, it seems to be a tactic used to encourage us to buy more. If
you are walking around with empty trolley, you are more tempted to As you read, think about what similarities you can find between this creation
story and that of the Judeo-Christian version, the combined form of two
fill it, so if you are planning on only doing a quick shop, always try to
religions, Judaism and Christianity.
find a basket. It will be lighter, easier to use and is sure to save you
money! Death, and Life and Death
Questions: A Myth from the Kono Tribe
Now test your skimming skills, and answer the questions below in the (Guinea)
space provided.
1. What can you find in large numbers at a supermarket? In the beginning there was nothing: neither
matter nor light existed. In this world lived only vast – very great in size
Death, whose name is Sa, and his wife and their only instability – unpredictability,
2. Why can this be a problem?
erratic manner
daughter. Needing a place for his family to live, Sa
3. How can you avoid spending more than you planned? eventually used his magical powers to create a vast
sea of mud. They lived in this filth and instability for many years.
4. Why is it a good idea to use a basket instead of a trolley?
Finally the god Alatangana came to visit Sa and his family.
LESSON 5: AFRICAN MYTHS Alatangana was appalled at the mess in which they lived, and he condemned
Sa for creating such a dirty place that lacked light and life. To set things
Review on Myths right, Alatangana first consolidated the mud into the solid earth. However,
this lifeless expanse across which he could now walk still depressed him.
How much do you know about myths? Read the statements below and draw a First he made plants to cover the new earth, and then animals to live on it.
happy face () on those which you can associate with myths or an undecided Even Sa realized that Alatangana had made the world a much better place,
faceby() on those which and he took Alatangana in as his guest.
Prepared Ricardo F. Haduca Jr. are not. Write your answers on the spaces before the
numbers.
Alatangana was wifeless, and eventually he wanted
eloped – ran off, fled
Sa’s daughter for his wife. Sa at first was diplomatic in
_______1. A myth is a story or account of an event or a series of events.
_______2. A myth is a true-to-life story of a hero from ancient cities. refusing to let Alatangana marry his daughter, but
_______3. A myth is a traditional story that teaches a moral. finally he explicitly refused Alatangana’s request. Alatangana, however,
_______4. A myth is made up of stories about princes and princesses. wooed Sa’s daughter, and eventually they eloped to a distant region of the
_______5. A myth relates the origin of things in the universe. earth.
_______6. A myth is an account of what will happen in the future.
_______7. A myth usually has deities or demigods as characters. Alatangana and his new wife set up a happy home amidst the
_______8. A myth explains scientific events. paradise that Alatangana had created from Sa’s sea of mud. They had
_______9. A myth consists of the religious or sacred beliefs of a group of fourteen children. Seven were girls and seven were boys, and of each four had
people. light skin and three had dark. This did not distress Alatangana, but he and
_______10. A myth explains humankind’s rational thoughts. his wife were shocked to find that their children spoke different languages
that the parents did not understand.
Sta. Lucia Academy
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Quarter I:
Frustrated with this state of affairs, Alatangana finally went to Sa for from the box below. Write your answers on the spaces provided before the
advice. Sa explained that this was a curse that he had put on Alatangana’s numbers.
children because of the way Alatangana had stolen his daughter. Alatangana
returned home, and eventually his children went off to found the people of a. polite e. anxious i. upset
the world, the French, the English, and the other European peoples, and the b. area f. hardened j. unfriendly
Kono, the Guuerze, the ManonMalinke, and the Toma Yocouba of Africa. c. directly g. pursued k. shocked
d. uncleanness h. extremely angry
All these descendants of Alatangana and his wife descendants – children,
still lived in darkness, because although Alatangana had offspring _____________1. Sa and his family lived in the filth and instability for many
made the life that covered the earth, he could not find a years.
way to make light. As before, his frustration forced him to call on Sa for help, _____________2. Alatangana was appalled at the mess in which they lived.
but rather than face his hostile father-in-law, he decided to send two _____________3. To set things right, Alatangana first consolidated the mud
messengers. He chose the tou-tou bird, a small red bird that is one of the into solid earth.
first to arise each morning in the forest, and the rooster. These two birds _____________4. This lifeless expanse across which he could now walk still
went to ask Sa how the world can be lit so that the new peoples of the earth depressed him.
could see to work. _____________5. Sa at first was diplomatic in refusing to let Alatangana
marry his daughter.
When the two presented their problem to Sa, he invited them into his _____________6. But finally he explicitly refused Alatangana’s request.
home and taught them a song which they could call forth daylight. When the _____________7. Alatangata, however, wooed Sa’s daughter.
two returned to Alatangana, he was furious at the nonsense they reported _____________8. Having children with different skin color did not distress
about a song they had learned. He nearly killed them, but eventually he sent Alatangana.
them on their way. _____________9. Rather than face the hostile father-in-law, he decided to
send two messengers.
Not long afterward, the rooster broke into song, and the tou-tou bird _____________10. When the two returned to Alatangana, he was furious at the
sang its first notes. For the first time, dawn began to appear, and soon it was nonsense they reported about a song they had learned.
day. The sun that they had called forth made its way across the sky, and
when it set, the stars appeared to provide faint light at night. Every day since MYTHS
has begun the same way, with the call of the tou-tou bird and the cry of the
rooster. Myths
 from the Greek word mythos which means “story” or “word”
Alatangana was grateful for the gift that he now grateful – appreciative  are stories of the distant past which are believed to be true by the
realized Sa had given to him and his children. Sa was not of kindness peoples of a particular culture
long, however, in calling for payment of the debt. He came
to Alatangana and pointed out the good things that he had done despite General Features/Characteristics of Myths:
Alatangana’s theft of his daughter. Now he demanded in return he could, 1. sacred or religious in nature and are often ceremonial and ritualistic;
whenever he liked, claim any of Alatangana’s offspring. Knowing his guilt and 2. reflect the social order or values of a particular culture or a group of
his debt to Sa, Alatangana agreed, and so it is that Alatangana’s children, the people;
human people, must meet with Death whenever he calls for them. 3. represent a particular culture’s manner of understanding nature and
how this understanding is applied to one’s society and life;
Finding Similar Words 4. feature nonhuman or supernatural beings, human beings with
Identify the word or phrase that is similar in meaning to the heroic and superhuman qualities;
italicized word given in each sentence. Choose the letter of the correct answer 5. arouse the senses to unknown and the mysterious;
Sta. Lucia Academy
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Quarter I:
6. tell about the foundation or the origin of the world or universe Literature Activity 2: Find elements in the selection which conform to the
(cosmos) following conventions of a myth.
Convention Statement
African myths differ from other myths for the following reasons: 1. Myths tell about the foundation
1. They are still very much a relevant part of the Africans’ practical or origin of the world.
day-to-day living. The myths are told and retold to teach respect for
all living things and for the land they inhabit.
2. African myths show the connection and harmony between the
human spirit and the spirit world in the development of one’s
character and values.
3. African myths are sacred in nature as evidenced by the Africans’
beliefs in a supreme being and spirits, their devotion to their 2. Myths are sacred or religious in
ancestors, and other ritualistic practices. nature.
4. Unlike the myths of other countries which are now merely
considered remnants or relics of a long forgotten past, African myths
are kept alive in the Africans’ psyche and are used as effective
vehicles in forming the minds and strengthening and enriching the
inner core of every African.
Creation myth 3. Myths reflects a social order

 the most common form of myth in the African culture and the values of a particular
 is a story that seeks to explain the beginning of the world and the culture.
mysterious events that happen in it
 involves a god who creates the world out of vast, dark, and empty
sphere
 The gods and goddesses who inhabit the world have no historical
Prepared by Ricardo F. Haduca Jr. 4. Myths feature nonhuman or
beginning or recorded births, nor do they have a definite place of
residence. supernatural being.
 These gods and goddesses, although having divine attributes,
manifest human weaknesses.
 Like other creation myths, Africa has similar stories of the origin of
the world except that each African culture or tribe has its own
version based on its beliefs and customs.
5. Myths arouse the senses to the
unknown and the mysterious.
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Quarter I:
The group meets at night and on weekends.
Gerund Phrases:
Dave enjoys playing basketball and playing the piano.
The girls loved reading books and watching movies.
LESSON 6: PARALLELISM Infinitive Phrases: (to + base form of the verb)
Manny likes to swim at night and to jog in the morning.
Parallel structure (also known as parallelism) The children worked hard to fulfill their dreams and to help
 refers to the use of grammatical elements or patterns that have their parents.
the same function and express similar and balanced ideas
Rules in Constructing Sentences Having Similar or Parallel Forms:
Examples:
1. Use parallel structure with elements joined by the coordinating
1. In this world lived only Sa, his wife and their only daughter.
conjunctions for, and, nor, but, or, yet, and so.
(nouns)
Examples:
2. The god Alatangana came to visit Sa, was appalled at what
a. In the beginning there was nothing: matter nor light
he saw, and condemned Sa for the filth. (verbs)
existed.
3. The world that Sa created was dark, filthy, and lifeless.
noun noun
(adjectives)
b. The plants covered the new earth, and animals lived on
4. Alatangana recreated Sa’s world neatly, nicely, and decently.
it.
(adverbs)
clause clause
 Parallelism in single words c. Sa cursed Alatangana, for he eloped with Sa’s daughter.
Nouns: clause clause
Father eats fish and chicken.
Sarah writes poems and stories. 2. Use parallel structure with elements in a list or in a series. Put
Verbs: a comma (,) between three or more items joined by a
Our neighbors have moved and sold their house. coordinating conjunction.
My brother walks or rides bicycle to work. Examples:
Adjectives: a. Alatangana condemned Sa for creating such a dirty
The class is not only kind but also helpful. place, for bringing his family to live in such a mess, and
Brenda is not only beautiful but also intelligent. for having no light and life. (prepositional phrases)
Gerund (the –ing form of verb) – acts as noun b. Sa explained that he cursed Alatangana, that he
Dora likes swimming, dancing, and boxing. punished him, and that he would claim any of his
 Parallelism in phrases: children whenever he liked. (clauses)
Noun Phrases: c. Alatangana recreated Sa’s world for the following
A restful sleep is as important as regular exercise. reasons: to establish light in it, to put order in it, and to
Fresh fruits are as nutritious as green, leafy vegetables. make it more livable. (infinitive phrases)
Verb Phrases:
As soon as I arrive home, I took my bicycle and went for a ride. 3. Use parallel structure with elements being compared.
Before Jose takes a bath, he usually cleans his ears and Examples:
massage his face. a. Sa likes living in darkness better than living in light.
Adverbial Phrases: b. Alatangana prefers to have a clean world rather than to
They will undoubtedly be done in less than an hour and in time have a dirty one.
for the deadline.
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Quarter I:
4. Use parallel structure with elements joined by a linking verb or a
verb of being. Grammar Practice 13:
Examples: Fill in the blanks with an appropriate coordinating or correlative
a. To create a vast sea of mud is to live in filth. conjunction to join the parallel elements in the sentences. Select your
b. To be content is to be happy. answer from the words inside the parentheses.
1. African storytelling is a sensory union of image and idea, __________
5. Use parallel structure with elements joined by correlative the storytellers uses realistic images to describe the present, and
conjunctions either…or, neither…nor, both…and, and not (only)… fantasy images to stimulate the culture’s experience of the past. (but,
but (also). for)
Examples: 2. The storyteller __________ uses beauty in itself, __________
a. Alatangana not only knows his guilt, but also his debt to communicates important truths and information to society. (both…
Sa. and, not only…but also)
b. Either Sa lives in filth or he loses his daughter. 3. Africa is changing through time, __________ storytelling is alive, never
c. Alatangana loved both his wife and his children. hardened in time. (so, yet)
d. Neither Sa nor Alatangana could do anything about 4. Stories are not meant to be temporarily frozen __________ they are
death. always responding to contemporary realities, but in a timeless
Grammar Practice 11: fashion. (so, for)
Complete the sentences using parallel structures. 5. Storytellers __________ reveal connections between humans within
1. The actress worked as a waitress, a researcher, and _______________. the world, within a society, within a family __________ forge bonds
2. He is a man known for his integrity and _______________. that link their essential core to their societies and beliefs. (both…
3. The teacher walked through the door, looked at the students, and and, not only…but also)
____________. 6. The language of storytelling __________ includes the patterning of
4. Because he was ill and _______________, the writer left his job. image, __________ the manipulation of the body and voice of the
5. A farmer spends his life tilling the soil, sowing the seeds, and storyteller.(both…and, either…or)
_______________. 7. The storyteller does __________ craft a story out of whole cloth
Prepared by Ricardo F. Haduca Jr. __________ recreate the ancient story within the context of the real,
Grammar Practice 12: contemporary, known world.
Compare the two versions of each sentence. Put a check mark () on the 8. In African storytelling, the storytellers uses __________ voice
box before the statement which observes parallelism. __________ music to captivate the audience. (either…or, neither…nor)
1.  In my dreams, I was strolling across the meadow and enjoying the 9. The rhythm of storytelling joins experiences and thoughts into the
puffy white clouds. images of the story __________ the images become familiar to the
 In my dreams, I was strolling across the meadow and enjoyed the audience. (so, for)
puffy white clouds. 10. The storyteller does not shape a story out of nothing, __________
2.  He saw either a herd of cattle or the dogs. he/she recreates the ancient story within the context of the real,
 He saw either a herd of cattle or a hound of dogs. contemporary, known world. (but, so)
3.  Some people would rather give orders than taking them.
 Some people would rather give orders than take them. Grammar Practice 14:
4.  His writing reveals not only intelligence but also humor. Read the following sentences and underline the words or phrases having
 His writing reveals not only intelligence but it is also humorous. parallel structures. Indicate whether the underlined ideas with parallel
5.  Marvin was happy to win the tournament but he was surprised. structures function as nouns, verbs, adjectives, or adverbs.
 Marvin was happy to win the tournament and he also felt surprised. _____________1. They live in this filth and instability for many years.
Sta. Lucia Academy
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Quarter I:
_____________2. Alatangana first consolidated the mud into solid earth,
made plants to cover the new earth, and created animals There are three types of phrases:
to live on it. 1. Gerund phrase
_____________3. Sa explicitly denied Alatangana’s requests, yet he  consists of a word ending in –ing and all other words included in
allowed Alatangana stay in his house. it
_____________4. Sa, at first, was diplomatic toward Alatangana, but  gerund is formed from a verb and functions as a noun
finally he became frank.  it can be used as a subject, predicate nominative, or object of a
_____________5. When the two presented their problem to Sa, he invited sentence
them into his home and taught them a song. Examples:
_____________6. Alatangana was distressed by his father-in-law and Gerund (-ing form) Gerund Phrase
irritated by his messengers. meeting meeting wolf
_____________7. Alatangana and his wife were shocked, for their children hunting hunting deer for dinner
spoke different languages. playing playing fiddle at the court
_____________8. Folktales are rich and abundant sources of valuable
lessons on the dawning of the world. 2. Infinitive Phrase
_____________9. The unrivalled folk literature of Africa serves as a link  combines the preposition to and the base form the verb
between the ancient and the modern civilizations. (infinitive), and all other words that go with it
_____________10. Since significant lessons are learned from folk  used as a noun or a modifier
literature, they are told and retold to prepare young  as a noun, it can also be used as a subject, predicate
Africans for a better life and future. nominative, and object of a sentence
Examples:
Parallel Structure of Phrases and Clauses Infinitive (to + base form the Infinitive Phrase
verb)
To achieve clarity and meaning in your speaking and writing, to forsake to forsake his land
you should always remember that grammatical elements joined by to seek to seek elsewhere
conjunctions
Prepared should
by Ricardo F. Haduca Jr. have the same grammatical form and perform the to work to work in a strange land
same grammatical function.
3. Prepositional Phrase
Study the sentences below:
 a combination of a preposition and a noun or pronoun
1. The thing that Monkey did upon his arrival in his land were: meeting
Examples:
Wolf, hunting deer, and playing fiddle.
Preposition Prepositional Phrase
2. Hunger and want forced Monkey one day to forsake his land and to
among among strangers
seek elsewhere among strangers for much-needed work.
3. For his hard work and for his obedience, Monkey was rewarded by his for for much-needed work
grand uncle. with with his great uncle
4. A true impression of python’s actual length is difficult to obtain, so
Anansi asked him to lie along the palm branch. Activity: Read the following sentences carefully then indicate whether
the phrases or clauses are parallel or not. Write P if the sentence shows
parallel construction, or NP if it does not. Write your answers on the
Phrase
spaces before the number.
 a group of words that does not have a subject and a predicate
 does not convey a complete idea and cannot stand alone
Sta. Lucia Academy
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Quarter I:
_____________1. When Monkey worked for quite a while, he wanted to Parallel: Gassire said, “Gather the spear and go.”
return to till his own land. 4. Avoid shifting from a statement to a question or from a question
_____________2. Monkey’s grand uncle gave him a bow and arrow to kill to a statement.
anything he desired and a fiddle to force anything to Examples:
dance. Faulty: Gassire asked the old wise man whether his
_____________3. Jackal’s evil intentions were to acquire Monkey’s bow father will die or will he live forever.
and arrow and testifying against him. Parallel: Gassire asked the old wise man whether his
_____________4. Envying him for his bow and arrow and threatening to father will die or he will live forever.
kill him did not prevent Monkey to befriend Wolf.
_____________5. The court began to show a spontaneous liveliness and Activity: Indicate what fault in parallel construction is committed in
were dancing crazily nonstop. each of the following sentences. Write your answers on the spaces found
before the number.
_____________1. Vanity brought the song of the bards, and a rain of
gold and pearls was brought by the people.
_____________2. Should Wagadu be found for the fifth time or she will
Faulty Shifts in Parallel Structure never be lost again.
To keep a consistent and balanced construction, you should _____________3. Gassire lay, and a jackal was gnawing at his heart.
avoid shifts in your constructions. Faulty shifts in tense, number, voice, _____________4. Daily Gassire asked his heart: “When will Nganamba
mood, and discourse lead to disjointed and fragmented ideas. Remember die? I will be king!”
the following rules when you express your thoughts in speaking and _____________5. Gassire called the heroes, “Stay here behind and you
writing: watch me battle the Burdama alone.”
1. Avoid shifting verb tenses from the past to the present tense or
from the present to the past. Faulty Structure of Words and Phrases
Examples: When the elements or components of a sentence do not
Faulty: Four times Wagadu stood there in all her harmonize, the sentence suffers from grammatical flaw called faulty
Prepared by Ricardo F. Haduca Jr. splendor, and four times she disappears and is parallelism. This refers to a grammatical construction in which two or
lost to human sight. more sentence elements or components do not correspond with each
Parallel: Four times Wagadu stood there in all her other or are not parallel in form and function.
splendor, and four times she disappears and The following are some guidelines that may help you in
was lost to human sight. recognizing and constructing parallel structures.
2. Avoid shifting from active to passive voice. 1. Words and phrases that come in a series and are connected by
Examples: and or or should be parallel in form.
Faulty: After the battle, Gassire left and the spears were Examples:
gathered by the knights. a. The vultures perched on the three, gorged on food, and
Parallel: After the battle, Gassire left and the knights nestled close to each other.
gathered the spears. b. Yesterday, they picked the eyes of a swollen corpse, ate the
3. Avoid shifting the mood or the manner in which a thought of a things in its bowel, and chose their roost in easy range
sentence is expressed. of cold telescopic eyes.
Examples: 2. Two or more verbs used in a sentence must be of similar or
Faulty: Gassire said, “Gather the spear and you can now parallel structure—infinitives with infinitives, gerunds with
go.” gerunds, and participles with participles.
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Quarter I:
Faulty: The Commandant going home from Belsen Camp, with
fumes of human roast clinging rebelliously to his folktale
nostrils, and pick up a chocolate for his tender  is a traditional story which is verbally or orally transferred from one
generation to another by a skilled storyteller.
offspring…
 the word folk comes from the German volk which means “people” hence
Parallel: The Commandant going home from Belsen Camp, with it is a story that focuses on the daily affairs and concerns of ordinary
fumes of human roast clinging rebelliously to his people
nostrils, and pick up a chocolate for his tender  mainly fictive in nature
offspring…
3. Two or more adjectives modifying the same noun should have a
parallel construction.
Faulty: The Commandant is unfeeling, cruel, and hated by THE MONKEY'S FIDDLE
many. (a folktale from South Africa)
Parallel: The Commandant is unfeeling, cruel and hateful.
4. Two or more adverbs in –ly form used in a sentence should have Hunger and want forced Monkey one day to forsake his land and to seek
a balanced structure. elsewhere among strangers for much-needed work. Bulbs, earth beans, scorpions,
insects, and such things were completely exhausted in his own land. But
Faulty: The Commandant worked methodically, offensively, and fortunately he received, for the time being, shelter with a great uncle of his, Orang
without feeling any remorse. Outang, who lived in another part of the country.
Parallel: The Commandant worked methodically, offensively, and When he had worked for quite a while he wanted to return home, and as
remorselessly. recompense his great uncle gave him a fiddle and a bow and arrow and told him
that with the bow and arrow he could hit and kill anything he desired, and with
Activity: Encircle the word or phrase in the sentence that does not the fiddle he could force anything to dance.
conform to parallel structure then correct it. Write the corrected element The first he met upon his return to his own land was Brer Wolf. This old
on the space provided before the number. fellow told him all the news and also that he had since early morning been
attempting to stalk a deer, but all in vain.
_____________1. Chinua Achebe was a Nigerian novelist, professor
Then Monkey laid before him all the wonders of the bow and arrow that
and he wrote poems. he carried on his back and assured him if he could but see the deer he would
Prepared by_____________2.
Ricardo F. Haduca Jr. He was born and raised by his parents in the Igbo bring it down for him. When Wolf showed him the deer, Monkey was ready and
town in Ogidi. down fell the deer.
_____________3. Achebe excelled at school and winning a They made a good meal together, but instead of Wolf being thankful,
scholarship for undergraduate studies. jealousy overmastered him and he begged for the bow and arrow. When Monkey
_____________4. He has also written poetry, short stories, essays, refused to give it to him, he thereupon began to threaten him with his greater
and his novels. strength, and so when Jackal passed by, Wolf told him that Monkey had stolen
his bow and arrow. After Jackal had heard both of them, he declared himself
_____________5. Achebe wrote his novels in English and defending
unqualified to settle the case alone, and he proposed that they bring the matter to
the use of English in African literature. the court of Lion, Tiger, and the other animals. In the meantime he declared he
would take possession of what had been the cause of their quarrel, so that it
would be safe, as he said. But he immediately brought to
Words to know: earth all that was eatable, so there was a long time of
LESSON 7: AFRICAN FOLKTALES brer-(n.) brother slaughter before Monkey and Wolf agreed to have the affair in
overmastered-(v.) court.
In African oral literature, each tribal society abounds with folktales
overpowered by a Monkey's evidence was weak, and to make it worse,
which are richly embedded with life lessons. Although the tales are merely fanciful superior force
or imaginary creations of the storyteller, they nevertheless convey and impart the Jackal's testimony was against him. Jackal thought that in
jackal-(n.) a mammal closely
age-old traditions that Africans cherish and highly regard. related to dogs this way it would be easier to obtain the bow and arrow from
slaughter-(v.) the act of Wolf for himself.
killing
keeping time-(v.) to observe
correctly the accent pulse
Sta. Lucia Academy of a piece of music in
relation to tempo
resistless-(adj.) cannot stop
fatigue-(n.) weariness;
extreme tiredness
21 go the round-(v.) to go from
person to person or place
to place
Quarter I:
And so fell the sentence against Monkey. Theft was looked upon as a “My price is three things,” the Sky God said. “I must first have Mmoboro,
great wrong; he must hang. the hornets. I must then have Onini, the great python. I must then have Osebo,
The fiddle was still at his side, and he received as a last favor from the the leopard. For these thing I will sell you the right to tell all the stories.”
court the right to play a tune on it. Anansi said: “I will bring them.”
He was a master player of his time, and in addition to this came the He went home and made his plans. He first cut a gourd from a vine and
wonderful power of his charmed fiddle. Thus, when he struck the first note of made a small hole in it. He took a large bowl and filled it with water. He went to
"Cockcrow" upon it, the court began at once to show an unusual and spontaneous the tree where the hornets lived. He poured some of the water over himself, so that
liveliness, and before he came to the first waltzing turn of the old tune the whole he was dripping. He threw some water over the hornets, so that they too were
court was dancing like a whirlwind. dripping. Then he put the bowl on his head, as thought to protect himself from a
Over and over, quicker and quicker, sounded the tune of "Cockcrow" on storm, and called out to the hornets: “Are you foolish people? Why do you stay in
the charmed fiddle, until some of the dancers, exhausted, fell down, although still the rain that is falling?”
keeping their feet in motion. But Monkey, musician as he was, heard and saw The hornets answered: “Where shall we go?”
nothing of what had happened around him. With his head placed lovingly against “Go here, in this dry gourd,” Anansi told them.
the instrument, and his eyes half closed, he played on, keeping time ever with his The hornets thanked him and flew into the gourd through the small hole.
foot. When the last of them had entered, Anansi plugged the hole with a ball of grass,
Wolf was the first to cry out in pleading tones breathlessly, "Please stop, saying: “Oh, yes, but you are really foolish people!”
Cousin Monkey! For love's sake, please stop!" He took his gourd full of hornets to Nyame, the Sky God. The Sky God
But Monkey did not even hear him. Over and over sounded the resistless accepted them. He said: “There are two more things.”
waltz of "Cockcrow." Anansi returned to the forest and cut a long bamboo pole and some
strong vines. Then he walked toward the house of Onini, the python, talking to
After a while Lion showed signs of fatigue, and when he had gone the himself. He seemed to be talking about an argument with his wife. He said: “My
round once more with his young lion wife, he growled as he passed Monkey, "My wife is wrong. I say he is longer and stronger. My wife says he is shorter and
whole kingdom is yours, ape , if you just stop playing." weaker. I give him more respect. She gives him less respect. Is she right or am I
"I do not want it," answered Monkey, "but withdraw the sentence and right? I am right, he is longer. I am right, he is stronger.”
give me my bow and arrow, and you, Wolf, acknowledge that you stole it from me." When Onini, the python, heard Anansi talking to himself, he said: “Why
"I acknowledge, I acknowledge!" cried Wolf, while Lion cried, at the same are you arguing this way with yourself?”
instant, that he withdrew the sentence. The spider replied: “Ah, I have had a dispute with my wife. She says you
Monkey gave them just a few more turns of the "Cockcrow," gathered up are shorter and weaker than this bamboo pole. I say you are longer and stronger.”
Prepared
his by
bowRicardo
and F. Haducaand
arrow, Jr. seated himself high up in the nearest camel thorn tree. Onini said: “It’s useless and silly to argue when you can find out the
The court and other animals were so afraid that he might begin again truth. Bring the pole and we will measure.”
that they hastily disbanded to new parts of the world.
So Anansi laid the pole on the ground, and the python came and
stretched himself out beside it.
HOW THE SPIDER OBTAINED THE SKY GOD’S STORIES “You seem a little short,” Anansi said.
(a folktale from Ghana) The python stretched further.
“A little more,” Anansi said.
In the beginning, all tales and stories belonged to Nyame, the Sky God. “I can stretch no more,” Onini said.
But Kwaku Anansi, the spider, yearned to be the owner of all the stories known in “When you stretch at one end, you get shorter at the other end,” Anansi
the world, and he went to Nyame and offered to buy them. said. “Let me tie you at the front so you don’t slip.”
The Sky God said: “I am willing to sell the stories, but the price He tied Onini’s head to the pole. Then he went to the other end
is high. Many people have come to me offering to buy, but the price was Words to know: and tied the tail to the pole. He wrapped the vine all around Onini, until
too high for them. Rich and powerful families have not been able to pay. amongst-(adv.) in the midst the python couldn’t move.
Do you think you can do it?” yearned-(v.) desired; longed “Onini,” Anansi said, “it turns out that my wife was right and I
Anansi replied to the Sky God: “I can do it. What is the price?” gourd-(n.) fruit of a certain was wrong. You are shorter than the pole and weaker. My opinion wasn’t
kind of plant; the dried, as good as my wife’s. But you were even more foolish than I, and you are
hallowed shell of this fruit now my prisoner.”
is used as a drinking cup
of dipper
calabash-(n.) large fruit that
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is dried and made into a
bowl or cup
prowling-(adj.) searching
22
Quarter I:
Anansi carried the python to Nyame, the Sky God, who said: “There is  The plot is short and simple, but full of action. It is usually entertaining
one thing more.” and fast-moving.
Osebo, the leopard, was next. Anansi went into the forest and dug a deep  The main events however are conventional, repetitious, and ceremonial.
pit where the leopard liked to walk. He covered it with small branches and leaves  The conflict is usually brought around and resolved through noble acts.
and put dust on it, so that it was impossible to tell where the pit was. Anansi went  The theme always conveys positive virtues.
away and hid. When Osebo came prowling in the black of night, he stepped into
the trap Anansi had prepared and fell to the bottom. Anansi heard the sound of Literary styles employed in folktales:
the leopard falling and he said: “Ah, Osebo, you are half-foolish!”  highly imaginative—using rituals, string images, and repetitive
When morning came, Anansi went to the pit and saw the leopard there. expressions to describe actions
“Osebo,” he asked, “what are you doing in this hole?”  employs the use of magic and the supernatural events
“I have fallen into a trap,” Osebo said. “Help me out.”
“I would gladly help you,” Anansi said. “But I’m sure that if I bring you Emphasis or tone of a folktale:
out, I will have no thanks for it. You will get hungry, and later on you will be  always instructive and informative (didactic)
wanting to eat me and my children.”  explains a natural phenomenon that does not have any explanation
“I promise it won’t happen!” Osebo said.
“Very well. Since you promise it, I will take you out,” Anansi said. Fable
He bent a tall green tree toward the ground, so that it’s top was over the
 is a short imaginary story which features beasts or animals that behave,
pit, and he tied it that way. Then he tied a rope to the top of the tree and dropped
speak, act, and reason like human beings
the other end of it into the pit.
 these animals, wild or domestic, correspond to the conventional qualities
“Tie this to your tail,” he said.
of human beings
Osebo tied the rope to his tail.
 emphasize the flaws, imperfections, and foolishness of people.
“Is it well tied?” Anansi asked.
 Humor accompanies the foolish and mindless adventures of the animal
“Yes, it is well tied,” the leopard said.
characters
“In that case,” Anansi said, “you are not merely half-foolish, you are all-
 A moral or a lesson is always woven into the story and is usually
foolish.”
developed at the end
And he took his knife and cut the other rope, the one that held the tree
bowed to the ground. The tree straightened up with a snap, pulling Osebo out of
Generally, a fable has features that give it a recognizable structure:
the hole. He hung in the air head downward, twisting and turning. As he twisted
1. It has a set form of beginning that quickly establishes the setting
Prepared
andbyturned,
Ricardo F.he
Haduca
got soJr. dizzy that Anansi had no trouble tying the leopard’s feet
and character.
with vines.
For example:
Anansi took the dizzy leopard, all tied up, to Nyame, the Sky God, saying:
One day, a rabbit…
“Here is the third thing. Now I have paid the price.”
It was a fine day when the rabbit…
Nyame said to him: “Kwaku Anansi, great warriors and chiefs have tried,
2. A fable uses connectives or word links to show the sequence of
but they have been unable to do it. You have done it. Therefore, I will give you the
events.
stories. From this day onward, all stories belong to you. Whenever a man tells a
For example:
story, he must acknowledge that it is Anansi’s tale.”
One fine day, the rabbit was hopping into the forest. First, he
And that is why, in parts of Africa, the people love to tell, and love to
saw a fox which looked threateningly at him. Then, he encountered a
hear, the stories they call “spider stories.” And now, you have heard one too.
jackal.
3. In addition, a fable uses connectives to show the cause-and-effect
FOLKTALES relationship of a character’s action.
For example:
Characteristics of Folktales: If you give me your fur, I will set you free.
 The setting is not clearly identified. When the fight was over, the animals slowly returned to the jungle.
 The characters are basic and simple (flat). They are categorized only as 4. Finally, a fable consists of a simple dialogue that is made up of
good and evil. questions and answers or statements which represent a situation.
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Quarter I:
For example:
“What do you have in your bag?” asked the fox to the rabbit. Literary Activity 5:
“Nothing that is of any interest to you.” said the rabbit to the fox. In your study of the fable and trickster tale, you have learned that there
are certain features that characterize each.
Trickster Tale Identify whether the specific feature indicated in each sentence shows:
 features an animal character who is often childish, foolish, unpleasant, A = a set form of beginning
and selfish B = the use of connectives to show the sequence of events
 presents the world as a struggle of strength and wit between the C = the use of connectives to show cause and effect
persecuted and the persecutor
 serves as reminder for people to be always on guard for the tricksters 1. Hunger and want forced Monkey one day to forsake his land and to seek
who are out to fool others elsewhere among strangers for much-needed work.
2. When he had worked for quite a while, Monkey wanted to return home.
the trickster character 3. The first he met upon his return to his own land was Brer Wolf. This old
 the character, who is usually male, enjoys being boastful and playing fellow told him all the news.
tricks 4. Then Monkey laid before him all the wonders of the bow and arrow that
 demonstrates a wise and clever disposition which he uses to protect he carried on his back.
himself against more powerful enemies and hopeless circumstances 5. When Monkey refused to give it to him, he thereupon began to threaten
 has unbelievable capacity to survive complicated situations him with his greater strength.
 in most cases, after going through a set of tough tests, he goes away 6. And so when Jackal passed by, Wolf told him that Monkey had stolen his
boastful and unpunished bow and arrow.
7. After Jackal had heard both of them, he declared himself unqualified to
Literary Activity 4: Finding the Right Words settle the case alone.
Look for the word inside the box that has the same meaning as the 8. And so fell the sentence against Monkey. Theft was looked upon as a
definitions given in the following sentences. Write the letters only. great wrong; he must hang.
1. It is a noun that means “a water container made from the dried hard 9. Anansi wanted to buy the stories from the Sky God Nyame so he decided
skin of a large fruit.” to find and capture Onini, Osebo, and Mmoboro.
2. It is a verb which means “to give something (such as money) to someone 10. When the leopard fell in the hole, Anansi offered to help him out with his
as a reward or as a payment for loss or suffering.” webs.
Prepared by3.Ricardo
It isF.aHaduca
noun Jr.
which means “a flying insect that has a powerful sting.” 11. Because he cannot easily make himself completely straight, a true
4. It is a verb which means “to follow, watch, and bother (someone) impression of his actual length is difficult to obtain, so Python agreed to
constantly in a way that is frightening, dangerous, etc.” be tied to the branch.
5. It is an adjective which means “satisfied as to the certainty or truth of a 12. Anansi filled a calabash with water and poured some over a banana leaf
matter.” he held over his head and some over the nest, calling out that it was
6. It is a verb in the past form which means “to suggest (something, such as raining. He suggested the hornets get into the empty calabash, and when
a plan or theory) to a person or group of people to consider.” they obliged, he quickly sealed the opening.
7. It is an adjective which means “doing things that have not been planned
but that seem enjoyable and worth doing at a particular time.” LESSON 8: CONJUNCTIVE ADVERBS AS COHESIVE DEVICES
8. It is a noun that means “proof or evidence that something exists or is
true.” Conjunctive Adverbs
9. It is an adjective that means “very lucky or having good luck.”  are adverbs that function as conjunctions or connectors
10. It is a verb in the past form which means “to break up the organization  hook up or link two independent clauses
of.”
When a conjunctive adverb is used to connect two main ideas, a
a. recompense d. hornet g. disbanded j. testimony
period (.) or a semi-colon (;) is used. A comma (,) usually follows after
b. assured e. stalk h. spontaneous k. proposed
c. obtained f. charmed i. calabash
the conjunctive adverb.
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Examples:
1. Hunting and military chants are characterized by danger, pride,
and glory. Moreover, both chants convey the warriors’ and
hunters’ harsh struggle for existence.
2. Hunting and military chants are characterized by danger, pride,
and glory; moreover, both chants convey the warriors’ and
hunters’ harsh struggle for existence.
A conjunctive adverb also introduces, interrupts, or concludes an

independent clause. In this situation, a comma is used to separate the
conjunctive adverb from the rest of the sentence.
Example:
1. Work songs stand out from others in their directly functional
relationship to the activity they accompany. Hence, they appear
as a separate art form for sophisticated audiences.
2. In distinguishing between what is literature and nonliterature in
oral cultures, one has to remember, however, that distinction is
only a matter of idea and quality.
3. Among the Limba people of Northern Sierra Leone, the killing of
a bush cow is regarded as the occasion for a special celebration,
but this never takes place on the actual occasion of the hunt. LESSON 9: IDIOMATIC EXPRESSIONS, COLLOCATIONS
Instead, a special date is fixed, several days later. AND CONTEXT CLUES
The following chart shows a list of common conjunctive adverbs.

accordingly
Prepared by Ricardo F. Haduca Jr.further likewise similarly
additionally furthermore meanwhile still
also hence moreover subsequently
anyway henceforth namely then
besides however nevertheless thereafter
certainly in addition next therefore
comparatively in contrast nonetheless yet
equally indeed rather
finally instead otherwise
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LESSON 10: AFRICAN POETRY even fall asleep—her face
turned to the wall!
VULTURES …Thus the Commandant at
(A Poem by Chinua Achebe of Nigeria) Belsen Camp going home for
the day with fumes of
About the Poet human roast clinging
rebelliously to his hairy
Chinua Achebe is considered the “patriarch of the African novel” due to nostrils will stop
his excellent and praiseworthy contribution in changing the world’s view at the wayside sweet-shop
of Africa as a colonized nation through his passionate depiction in his and pick up a chocolate
most famous novel Things Fall Apart. The novel, translated in fifty for his tender offspring
languages, sold more than ten million copies worldwide. His poem waiting at home for Daddy’s
“Vultures” first appeared in the collection Beware, Soul Brother in 1971 return…
where his war experiences are reflected. Praise bounteous
providence if you will
Vultures that grants even an ogre
In the greyness a tiny glow-worm
and drizzle of one despondent tenderness encapsulated
dawn unstirred by harbingers in icy caverns of a cruel
of sunbreak a vulture heart or else despair
perching high on broken for in the very germ
bone of a dead tree of that kindred love is
nestled close to his lodged the perpetuity
mate his smooth of evil.
bashed-in head, a pebble
Prepared
on by Ricardo F.rooted
a steam Haduca in
Jr. a dump of gross Words to know:
feathers, inclined affectionately drizzle—sprinkle
to hers. Yesterday they picked the eyes of a swollen despondent—sad, almost without hope
corpse in a water-logged perching—resting on an elevated place
trench and ate the bashed-in—smashed a hole into something
things in its bowel. Full swollen—inflated; increased size
gorged they chose their roost roost—a support on which birds nest
keeping the hollowed remnant remnant—something left over
in easy range of cold bounteous—producing abundance
telescopic eyes… perpetuity—eternity; without end
Strange
indeed how love in other Literary Activity 5:
ways so particular Word Unscrambling
will pick a corner Unscramble the letters in the second column to identify the word
in that charnel-house being referred to by the definitions given. The words to unlock are taken
tidy it and coil up there, perhaps from the poem you have read.
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Quarter I:
rhyme—the repetition of the same stressed vowel sound
Definition Scrambled Word Types of Rhyme:
1. a person or a thing that bringhear  internal rhyme—occurs within a line
announces or signals the  end rhyme—occurs at the end of lines
approach of another  alternate rhyme—occurs at the end of every other line
2. anyone of several large true luv
birds that eats dead rhyme scheme—organized patterns of rhyme
animals and have a Example:
small and featherless Tyger, Tyger, burning bright,
head In the forest of the night,
3. a long, narrow ditch chrent What immortal hand or eye
4. stuffed greedily with food grodge Framed thy fearful symmetry.
5. a building or vault in carnehl hueso (Note: The last syllable of the word symmetry is
which corpses or bones pronounced as “try” to rhyme with the word eye.)
are piled
6. one of the most notorious belsen cpma metrical pattern (rhythm)—the pattern of beats created by the
concentration camp in arrangement of accented (stressed) and unaccented (unstressed)
Germany where Jews syllables
were tortured and Example:
savagely butchered U / U / U / U / U /
during the Second World Shall I compare thee to a summer’s day?
War
U / U / U / U / U /
7. be enclosed in or as if in a deanlucaspet
Thou art more lovely and more temperate
capsule
8. an unusually large cave craven
Prepared by Ricardo
found F.underground
Haduca Jr. [U ] = unstressed syllable
9. one’s family and relations dirkend [ / ] = stressed syllable
10. a giant monster that eats gore Free Verse
humans  a type of poetry that does not use a regular meter, rhyme, or any
AFRICAN POETRY other musical pattern
 the rhythmic pattern is similar to the rhythm of natural speech
Poetry To see the difference between a free verse and a regularly metered
 expresses the deepest thought and feelings of a writer in a poem, study the lines of the poems in the chart.
compact or condensed form. Poem with a Traditional Pattern Free Verse
 a major form of literature that uses words to make beautiful Once riding in Old Baltimore In the greyness
sounds and to express beautiful ideas Heart-filled, head-filled with and drizzle of one despondent
glee, dawn unstirred by harbingers
Traditional Poetry I saw a Baltimorean of sunbreak a vulture
 refers to poems that follow a fixed verse structure or feature Keep looking straight at me. perching high on broken
 employs definite rhyme scheme and metrical patterns bone of a dead tree
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Quarter I:
Now I was eight and very small, nestled close to his 5. Tactile—makes use of the sense of touch
And he was no whit bigger, mate
And so I smiled, but he poked Literary Activity 6: Indicate what senses are stimulated by the following
out His tongue, statements or phrases taken from the poem. Write your answers on the
and called me, “Nigger.” spaces found before the numbers.
_____________1. In the greyness and drizzle of one despondent dawn
-from “Incident” by Countee _____________2. nestled close to his mate
Cullen _____________3. Swollen corpse in a water-logged trench
Figurative Language _____________4. ate the things in its bowel
 a language used for descriptive effect in order to convey ideas or _____________5. cold telescopic eyes
emotions which are not literally true but express some truth _____________6. the Commandant at Belsen Camp going home
beyond the literal level _____________7. fumes of human roast clinging rebelliously to his hairy
Symbolic Language nostrils
 the use of images that become so suggestive that it takes on _____________8. waiting at home for Daddy’s return
much more meaning than their descriptive values _____________9. tiny glow-worm tenderness
Figures of Speech _____________10. icy caverns of a cruel heart
 kind of figurative language that uses words, phrases, and Literary Activity 7: SENSE-ibility!
sentences in a non-literal definition but, rather, gives meanings Read the following sentences and visualize what image can be formed
in abstraction from each. What sensory image does each sentence convey? Write your
1. Simile—uses word or phrase such as “as” or “like” to compare answer on the spaces before the number. Then, underline the words that
unlike things/ideas help you determine the sensory details.
2. Metaphor—direct comparison of two unlike things/ideas ________________ 1. The sweet smell of freshly baked apple filled the air.
3. Hyperbole—an exaggeration used to express strong emotion ________________ 2. One bite of the sour lemon caused my lips to pucker.
4. Personification—giving human attributes to inanimate ________________ 3. The tiny red ants climbed up the broken twig.
objects/animals/ideas ________________ 4. The sharp edge of the paper cut my finger and made
Prepared by5. Apostrophe—an
Ricardo F. Haduca Jr. address to an inanimate object/idea, or a it sting.
person who is absent/long dead ________________ 5. The car squeaked every time I hit a bump in the road.
6. Synecdoche—naming of parts to suggest the whole
7. Metonymy—the use of one word to stand for a related term
8. Alliteration—repetition of similar and accented sound sounds at
the beginning of words
9. Onomatopoeia—the use of sound to suggest its meaning
Imagery
 is used to stimulate the five senses into a heightened level
 the use of sensory details or descriptions that appeal to one or
more of the five senses
1. Visual—awakens the sense of sight
2. Auditory—refers to the specific sounds that are “heard” in a
literary work
3. Olfactory—appeals to the sense of smell or scent
4. Gustatory—heightens and excites the sense of taste
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Quarter I:

LESSON 11: WAYS TO IMPROVE ORAL FLUENCY
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Quarter I:
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Quarter I:
fauna/flora of the  Rising above
African Continent challenges of
modernity
 Social issues
(malnutrition,
poverty, terrorism,
etc.)
Standard: The informative speech will be evaluated
based on its introduction, content, conclusion, and
PERFORMANCE TASK
delivery. (Please refer to Scoring Rubrics for Informative
Goal: To deliver a well-thought out and coherent
Speech)
informative speech which aims to educate the listeners
about a chosen topic
Role 1: Tourism Role 2: Human Rights
Representative Advocate
Audience: Grade 8 students
Situation 1: The tourism Situation 2: A human
department will be visiting a rights group will be visiting
school, and as a tourism a school, and as a member
representative, you are of the group, you are
tasked to deliver an tasked to deliver an
informative
Prepared speech
by Ricardo F. Haduca Jr. to informative speech to
promote the culture of inform the students about a
Africa. suppressing social problem
in Africa.
Performance/Product 1: Performance/Product 2:
Prepare and deliver an Prepare and deliver an
informative speech about informative speech about
any of the following topics: any of the following topics:
 African songs/chants  Promoting racial
 African griots equality
 African culture and  How to achieve
arts peace through
 The amazing nonviolence
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Scoring Rubrics for Informative Speech
4 3 2 1
Criteria
Exemplary Highly Satisfactory Satisfactory Poor
Speech The speaker grabs and The speaker grabs the The speaker grabs the The speaker fails to grab t
Introduction maintains the attention of the attention of the listeners. attention of some of the attention of some of the
listeners. listeners. listeners.
The speaker clearly identifies The speaker identifies the The speaker identifies the The topic is not specified a
the specific topic of his or her specific topic of his or her sp ecific topic of his or her vague to the listeners.
speech. speech. speech but not in an effective

way.
The speaker clearly gives a The speaker gives a preview The speaker gives a preview A preview of the main poin
preview of the main points to of the main points to be of the main points to be to be discussed in the spee
be discussed in the speech. discussed in the speech. discussed in the speech but is not present.
not in an effective way.
Organization The speaker clearly The speaker establishes the The speaker establishes the The speaker fails to establi
of Ideas esta blishes the main points main points and supporting main points without the main points and
and supporting details/evidences of his or supporting details/evidences supporting details/evidenc
Quarter I:
details/evidences of his or her her speech. of hi s or her speech. of his or her speech
speech.
The speaker effectively The speaker presents a The speaker presents a logical The speaker fails to presen
presents a logical movement logical movement or movement or development of a logical movement or
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or development of ideas. development of ideas. ideas but has failed in some development of ideas.
points of the speech.
The speaker uses transition The speaker uses transition The speaker uses transition The speak er fails to use
words and expressions words and expressions that words and expressions but transition words and
effectively tha t make the make the speech easy to makes the speech difficult to expressions that make the
African Literature
speech easy to follow and follow and comprehend. comprehend. speech easy to follow and
comprehend. comprehend.
Conclusion The speaker clearly and The speaker restates the T he speaker restates the main The speaker fails to restat
effectively restates the main main points of his or her points of his or her speech. the main points of his or h
points of his or her speech. speech. speech.
The speaker ends his or her The speaker ends his or her The speaker ends his or her The speaker fails to end hi
speech with a very speech with a remarkable speech but with not so or her speech with a
remarkable statement. statement. remarkable statement. remarkable statement.
Content The content of the speech is The content of the speech is The content of the speech is The content of the speech
informative and well -thought. inf ormative. informative but not well - not informative and not we
thought. thought.
The speaker makes effective The speaker makes use of The speaker makes use of The speaker fails to use of
34
use of facts and examples. facts and examples. facts and examples but not in facts and examples.
an effective manner.
The speaker documents the The speaker documents the The speake r documents the The speaker fails to
sources of his or her sources of his or her sources of his or her document the sources of hi
information very well. information. information but some sources or her information.
are questionable.
The information given by the The information given by the The information given by the The information given
speaker is relevant to the speaker is relevant to the speaker is relevant to the speaker is irrelevant to the
specific topic and effectively specific topic. specific topic but does not specific topic.
supports the main points of effectively supports the main
the speech. points of the speech.
Delivery The speaker is lively and The speaker is lively and The speaker is confident, but The speaker is has not
confident, and shows mastery confident. has not showed mastery of showed mastery of the
of the chosen topic. the chosen topic. chosen topic.
The speaker clearly The speaker establishes The speaker tries to establish The speaker fails to establi
establishes audience rapport audience rapport through audience rapport through eye audience rapport through
through eye contact and body eye contact and body contact and body gestures but eye contact and body
gestures. gestures. has not maintained it. gestures.
The speaker’s voice is The speaker’s voice i s The speaker’s voice is The speaker’s voice is not
pleasant to the ears but well - pleasant to the ears. pleasant to the ears but not pleasant to the ears and n
modulated. modulated. modulated.
The speaker articulates and The speaker articulates and The speaker articulates and The speaker does not
pronounces most of the pronounces most of the pronounces some of the articulate and pronounce
words properly and clearly. words properly. words. properly.
The speaker effectively The speaker utilizes The speaker utilizes different The speaker fails to utilize
utilizes different prosodic different prosodic features prosodic features like pitch, different prosodic features
features like pitch, volume, like pitch, volume, volume, intonation, stres s, like pitch, volume,
into nation, stress, and pauses intonation, stress, and and pauses in his or her intonation, stress, and
in his or her speech pauses in his or her speech. speech but ineffectively. pauses in his or her speec
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African Literature English 8

Categories of African Chants:

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Baphina obaba? /okoko? Where are those fathers?/mothers?

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Other words that may be used instead of so: Grammar Activity 2:

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Grammar Activity 3: 1. It was raining. We went out.

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1. Kendra is __________ fast __________ Martha. They have the

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B. Subordinating Conjunctions (Whose denotes ownership. It relates the clause to man.

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Cause and Effect: Problem and Solution: 2 Important Reading Strategies:

You will need... Steps in Skimming a Material or Article:

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Speed Reading Text Type: __________________________________________________

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Creation myth 3. Myths reflects a social order

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A conjunctive adverb also introduces, interrupts, or concludes an

The following chart shows a list of common conjunctive adverbs.

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Prepared by Ricardo F. Haduca Jr.

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Prepared by Ricardo F. Haduca Jr.

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Prepared by Ricardo F. Haduca Jr.

Sta. Lucia Academy

Prepared by Ricardo F. Haduca Jr.

Sta. Lucia Academy

Sta. Lucia Academy

Prepared by Ricardo F. Haduca Jr.

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1. Kendra is fast Martha. They have the