Grade 9 SLM Third Quarter

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English
THIRD QUARTER LESSONS
Department of Education ● Republic of the Philippines
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English- Grade 9
Alternative Delivery Mode
THIRD QUARTER LESSONS
First Edition, 2020
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TABLE OF CONTENTS
Lesson Number Topic Page

1 Identify Types and Features of A 1
Play Synopsis
2 Use Literary Devices and Techniques to 4
Craft a Play Synopsis
3 Verbals 11
4 Analyze a One-act Play 17
5A The Types of Conflict in a Play 22
5B Explain How the Elements Specific to 26
a One-act Play Contribute to the
Development of its Theme
6 Express Appreciation for Sensory Images Used 28
7 Explain the Literary Devices Used 30
8 Determine Tone, Mood, Technique, and 34
Purpose of the Author
9 Recognize Faulty, Unsupported Facts and 38
Emotional Appeal
10 Provide Appropriate and Critical Feedback/ 43
Reaction to A Specific Context or Situation
11 Share Personal Opinion About The Ideas Listened To 48
12 Form Decisions Based on Ideas Mentioned 51
13 Interpret the Message Conveyed in A Material Viewed 57
14 Analyze the Information Contained in the 61
Material Viewed
15 Analyze Literature as a Means of 65
Connecting To the World
16 Identify the Distinguishing Features of 69
Anglo-American One-Act Plays
17 Employ Varied Verbal and Nonverbal Strategies 80
in a One Act Play
18 Produce the English Sounds Correctly & 85
Effectively when Delivering Lines in a One-act Play
19 Nonverbal Communication Strategies 89
Through Technology
Answer Key 93
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LESSON 1 Identify Types and Features of A Play Synopsis
Learning Objectives:
1. Define synopsis.
2. Identify types and features of a play synopsis
What I Know
Task 1. Agreeing – Disagreeing
Write A if you agree with the statement; D if you disagree.
______ 1.Is a change in time one scene in a play?
_____ 2. Does a one-act play has all elements of drama?
_____ 3. Is drama and play the same?
_____4. Is dialogue or script a written conversation in a play?
_____5. Is theater the same as movie?
Task 2.Arrange the jumbled letters to form the correct word of the given meaning.
____________1.tingtes- place and time where the events of the drama take place.
____________2.flictcon- oppositions between characters.
____________3.polt- the ordered structure of a play.
____________4.tersraccha- people involved in the story.
____________5.meeth – the point of view of the play.
___________ 6.pensesus- a major crisis or climax in the story.
PROCESS DISCUSSION:
If you can recall, these are the elements of a one-act- play, namely: setting, characters,
plot, conflict, suspense and theme.
Do you know the meaning of a play? How about the synopsis? Can you define them?
Read the two statements below and try to define them through the given meaning below:
Write P if it is a play; S if it is a synopsis.
a. ________ - a brief summary that gives an audience an idea of what a composition is
about.
b. ________ -a dramatic work that’s written to be staged in a theater and in front of an
audience.
With the given meanings, can you now differentiate a play to a synopsis?
Now you know what is a synopsis and a play.
What’s New
Task 3.Hippity-Hoppity-Toe.
Do you know the story ‘’Happy Feet? ”Here’s the plot summary of it. Read it carefully
and answer the questions that follow.
Set deep inside the icy land of Antarctica, two emperor penguins have a baby named
Mumble. Hatched upon his feet, he has an amazing skill for tap-dancing. However, penguins are
not supposed to tap dance. Even worse, he cannot sing. All emperor penguins are supposed to
have a heart song, and he has a try at it - with awful results. Torn apart from his mom, dad, and
best friend, Gloria, as a teenager who still has his adolescent feathers, his ventures off into the
icy landscape. He is rescued from a leopard seal from a group of Adelie penguins, whom which
the leader is Ramon. They take Mumble to their home and discover that all of their fish is being
taken from an unknown 'alien' source. They ask Lovelace, an unwise and cocky leader of the
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Adelies, to help them. Unfortunately, he proves no help. Leading on an incredible adventure, they
try to discover the threat of their food source and survival. Using courage and bravery, Mumble
begins to teach everyone begins to learn that uniqueness isn’t a burden, but is a gift to be
treasured.
Questions:
1. Match the description of each characters’personality.
A B
____1.leader of Adelie penguins a. Mumble
____2.unwise and cocky leader b. Gloria
____3.has a unique talent c. Ramon
____4. Mumble’s best friend d. Lovelace
2. Based on what you have read on the plot summary of ‘Happy Feet’, do you have now
an idea what is a synopsis?
What Is It
Do you know how to write a good synopsis? Read the guidelines below so you may able
to write one.
1. The time and place should be indicated at the beginning of the synopsis.
2. A brief description of the main characters should be given as they appear in the story.
3. The synopsis should begin at the opening of the story and told in the same order as the
play, and end at the play’s conclusion.
4. Dramatic scenes that propel the story forward, including climatic scenes should be
described within the synopsis.
5. The synopsis must be no longer than 250 words long.
6. The story must be told in the present tense and in the third person.
7. When telling the story, dialogue should not be included. The story should be related in an
informal way.
Process Discussion:
Is it now clear to you on how to write a synopsis?
Do you think you are now ready to write one?
What’s More
Task 4. Read the following Plot summary or synopsis from the story .”Sorry, Wrong
Number”.
Mrs. Stevenson is sick and confined to her bed. Her only lifeline is the telephone. One
night, while waiting for her husband to return home, she impatiently tries to to locate him. She
picks up the phone and accidentally overhears a conversation through a cross-line between two
men planning to murder a woman who lives near a bridge on Second Avenue at 11:15 at night on
that day. She begins a series of calls—to the operator to the police ,and others, desperate to
prevent the crime.
Can you now evaluate the text you have just read? Try to identify if it follows the guidelines
on how to write a plot summary. Write true or false before the number.
_____1. Does the story used present tense and in third person?
_____2. Is there a dialogue in the text?
_____3. The character’s description is not brief.
_____4. The dramatic scene and climatic scene are described.
_____5. The synopsis is beyond 250 words.
_____6. Is the story in order?
_____7. Time and place are not given.
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What I Have Learned
Task 5.Read the plot summary below and try to identify the types and features of a play
synopsis.
Centuries ago in ancient Egypt, the Pharaoh Seti (Sir Patrick Stewart) ordered all the
Hebrew baby boys to be executed. A desperate mother decides to let God guide her newborn son
instead of execution. Found by the Queen (Dame Helen Mirren), the baby is named Moses and
brought up as a Prince of Egypt and a brother to the Pharaoh's son Rameses II. As time passes,
the two brothers are separated as Moses (Val Kilmer) discovers his true heritage as a Hebrew
and defies the Egyptian way of life. After escaping from the city, Moses finds that he is called by
God to lead his people out of Egypt as His messenger. Unfortunately, Rameses II (Ralph Fiennes)
now rules over the Hebrews with an iron fist, and it will take all of Moses' strength and God's
miracles to change the world.
A. Answer the following questions by encircling the letter.
1. Pharaoh Seti is ___________.
a. setting b. character c. plot structure d. Theme e. conflict f. suspense
2. rules over the Hebrews with an iron fist
a. setting b. character c. plot structure d. theme e. conflict f. suspense
3. Centuries ago in an ancient Egypt
a. Setting b. character c. plot structure d. theme e. conflict f. suspense
4. Moses finds that he is called by GOD
5. God’s miracles to change the world
Task 6. Agree / Disagree. Try to evaluate the synopsis you have read on task 5 if it follows the
features of play synopsis. Write A if you agree orD if you disagree
_____________1.The synopsis did not go beyond 250words.
_____________2. The characters are described briefly according to the story.
_____________3. The story is informal way, no dialogue is emphasized.
_____________4. It indicated the time and place.
_____________5. It began the opening of the story and ended with a conclusion.
_____________6. Both dramatic scenes and climatic scenes are presented in the synopsis .
_____________7.The present tense and third person were used.
What I Can Do
Task 7 : Let’s try it!
Do you like the story, ‘Romeo and Juliet’? Make your own synopsis on the story by
following the seven (7) guidelines on how to make a good plot summary.
Rubrics for Writing Synopsis
Criteria 4 3 2 1
Content Followed the 7 Followed 5 Followed 3 Followed only 1
guidelines guidelines guidelines guideline
Assessment
A. Give the elements of a one-act-play.
B. Differentiate synopsis and play.
C. What are the importance to write a synopsis?
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LESSON 2 Use Literary Devices and Techniques to Craft a Play
Synopsis
1. Define and describe the literary devices
2. Use literary devices and techniques to craft a play synopsis
3. Learn to compare and contrast each literary devices
What I Know
Read the statements and determine what literary device is used. In the box is a clue:
metaphor allegory hyperbole personification alliteration

assonance irony onomatopoeia litotes simile
1. The moon smiled at the sleeping children.
2. A million dollars is no small amount.
3. His statements are not without truth.
4. Old Mr. Smith has been teaching here since the Stone Age.
5. Bake a big cake with lots of butter and bring it to the birthday bash.
6. Who knows why the cold wind blows or where it goes, or what it knows.
7. “Friends, countrymen, lend me your ears.”
8. They walked along, two continents of experience and feeling unable to communicate.
9. Leaves rustle in the wind and are whipped into the air.
10. William Shakespeare was not a bad playwright at all.
Encircle the object being compared in the sentences below.

1. He is the king of the road.
2. Words are powerful weapon.
3. You light up my life.
4. He was the black sheep of the family.
5. Life is full of mystery.
What’s In
All writing is made up of literary devices whether you realize it or not. Using literary devices is
exactly how you can do that and we’ll teach you how with our list of literary devices.
What’s New
Literary Techniques or literary devices are structures usually a words or phrases in literary
texts that writers employ to achieve not merely artistic ends but also readers a greater
understanding and appreciation of their literary works. It is specific, deliberate, constructions of
language which an author uses to convey meaning.
Common techniques relevant to style, or the language chosen to tell a story, include
metaphors, similes, personification, imagery, hyperbole, and alliteration relevant to plot, which is
the sequence of events that make up a narrative, include backstory, flashback, flash-forward, and
foreshadowing
Let us start getting to know them better…
Simile(ˈsiməlē/) are comparisons between two things that are NOT like and replaces the word
with another word but uses “like” or “as” within it.
Example 1. His father is like a carabao who works hard.
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The word like used to compare two different objects, the father and the carabao.
Example 2. He is as busy as a bee.
The two different objects are he and bee different things. It means the he works hard. He
is a person while bee is an insect.
Task 1.Underline the object being compared in the sentences below.
1. Life is like a box of chocolate
2. The baby’s skin was soft like a petal rose.
3. The sidewalks were as slippery as glass freshly cleaned for the birthday party.
Metaphor (meh·tuh·for) is a comparison between two things that are NOT alike and replaces
the word with another word.
Example 1.She was drowning in a sea of her own despair.
Example 2.All the world’s a stage, and all the men and women merely players.
Task 1.Identifying metaphor.

1. Which of the following is a metaphor?
A.my life is an open book
B. my life is like a book
C. She is like my life
D. my life is smooth as a wax
A. dark as the dirt
B. the sun is yellow
C. bright as the sun
D. none of the above
A. hair is a rat’s nest
B. hair is very straight
C. hair as neat as a pin
D. hair as messy as a rag doll’s
Hyperbole (hai·pur·buh·lee) from a Greek word meaning "excess," is a figure of speech that
uses extreme exaggeration to make a point or show emphasis. It is not intended to be taken
literally.
Example
1. I've told you a million times not to do that.
The underlined words explained that it’s impossible to tell someone for a million times
maybe, it has been said three or five times.
2. You're walking slower than a snail.
A person could not walk the same as the snail. It explained that the person is very slow
in doing work.
Task 1. Encircle the hyperbole in the poem and explain its meaning.
"A Red, Red, Rose" by Robert Burns
Till a' the seas gone dry, my dear,
And the rocks melt wi' the sun;
I will love thee still, my dear,
While the sands o' life shall run.
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Task 2 . Connect the word or phrase/s that make sense in the sentence.
million miles away forever cats and dogs melted
1. We’ll be best friends ____________.

2. I can smell pizza from a __________.
3. I _____ every time you look at me.
4. I haven’t seen you a ________ years.
Personification (pr·saa·nuh·fuh·kei·shn)is defined as a literary device that assigns human

qualities and attributes to objects or other non-human things.
Example.1. The light danced across the sky.
The action of dancing is one that can only be performed by humans.
Example 2. Will you sing a song for me? asked the spider to the fly.
The two insects are given human characteristics such as speech.
Task 1. Read the sentences below. Encircle the object being personified and underline the action
that it does.
1. The murmuring stream joined the roaring river.

2. The wind whistled throughout the day.
3. The COVID-19 virus killed millions of people.
Irony(ˈaɪrəni )( ‘eye-run-ee’ ) is a literary device where the chosen words are intentionally used
to indicate a meaning other than the literal one . It is often mistaken for sarcasm. Sarcasm is
actually a form of verbal irony, but sarcasm is intentionally insulting.
Example 1. "Oh, great" after your drink has spilled all over your expensive new clothes.
You don't actually mean that the incident is positive. Here, using the word 'great' ironically
indicates a higher negative implication, even though the wording is positive.
Example 2. Romeo and Juliet (By William Shakespeare)

“Go ask his name: if he be married.” My grave is like to be my wedding bed.” Juliet commands
her nurse to find out who Romeo was, and says if he were married, then her wedding bed would
be her grave. It is a verbal irony because she is going to die on her wedding bed.
Situational irony occurs when incongruity appears between expectations of something expected
to happen, and what actually happens.
Example 3. A fire station burns down.
This is unexpected because one would assume the fire chief would keep his own building
safe.
The police station gets robbed. The expectation is that professional crime fighters would
be able to help themselves; in this case, by securing their own station.
Dramatic irony occurs when the audience knows something that the characters don't. A writer
may use this literary device to build suspense, create tension, or sustain a reader's interest.
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Example: .In Shakespeare's Romeo and Juliet, the audience knows Juliet is in a drugged
sleep, so when Romeo thinks she is dead and kills himself (followed by Juliet doing the same) it
increases the audience's shock.
Task 1. Read the sentence and then choose the correct type of irony.
___________The passengers know that the ship will sink but the actor gets on the way.
___________Romeo thinks Juliet is dead and kills himself, but, she is not really dead.
___________"Sure, I want to go hiking in the mountains...with a broken leg"
Task 2. Create irony by completing each sentence with an ironic thought or idea.
Example: I posted a video on YouTube about __________________.
Answer: I posted a video on YouTube about how boring and useless YouTube is.
1. The Titanic was promoted as unsinkable but_______________ in 1912.

2. I just posted about how useless Facebook is on___________________.
3. I am so glad it has started raining, but ______________________.
Allegory (AL-eh-goh-ree) is a literary device that express by means of symbolic fictional figures
and actions of truths or generalizations about human existence. It has a “surface story” and
another story hidden underneath. The objective of its use is to teach some kind of a moral lesson.
Although an allegory uses symbols, it is different from symbolism. A symbol, on the other hand,
is an object that stands for another object, giving it a particular meaning. Unlike allegory,
symbolism does not tell a story.
For example, the surface story might be about two neighbor’s throwing rocks at each
other's homes, but the hidden story would be about war between two countries.
Ex. Aesop’s Fable – Tortoise and the Hare
Tortoise challenges the Hare to a race and beats the Hare because of Hare’s
overconfidence. The hidden meaning is that people are born with natural talents but waste them
to idleness.
Task 1. Read the story of The Fox and The Grapes!.
One warm summer’s day a fox was ambling along, enjoying the sunshine.
He came across a vine. Juicy bunches of grapes were hanging from its
branches, ripe and ready to be eaten. The fox was thirsty, so when he saw
the grapes, he wanted to eat them right away. Walking back a few steps, the
fox took a run up and jumped and almost reached the grapes. “I'll try again,"
the fox thought. He took a few steps back, counted to three and ran and jumped again, but he still
couldn't reach the grapes. “Third time lucky!”, the fox said and jumped for a third time. But he still
couldn't reach. He tried again and again until he became very tired and couldn’t jump any more.
The fox thought for a while, put his nose in the air and said to himself, “Well, I’m sure the grapes
were sour anyway!” It is not easy to like what you cannot get.
Answer the following questions
1. Who/what does the fox represent? And the grapes?
2. What is the allegorical meaning of this story?
3. What is the ‘moral’ of the story?
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Task 2. Choose one picture and interpret to reveal a hidden meaning or the connotative
meaning
A B C
Literary Elements have an inherent existence in literary piece and are extensively employed
by writers to develop a literary piece e.g. plot, setting, narrative structure, characters, mood,
theme, moral etc. Writers simply cannot create his desired work without including Literary
Elements in a thoroughly professional manner.
When it comes to writing a synopsis, substance is the name of the game. A synopsis is a
summary of a book / a movie that familiarizes the reader with the plot and how it unfolds. As you
begin writing, you should focus on the fundamentals.
The key element of creative writing is, obviously, creativity. A writer is given free scope to
create characters, places and scenarios to their liking.
TECHNICAL
PERFORMANCE
LITERARY
B. Technical Elements
Scenery - the equipment such as curtains, flats, backdrops, or platforms ,used in a
drama production.
Costumes - clothing and accessories are worn by actors to portray character and
period.
Properties - are any articles, except costume or scenery, used as part of a dramatic
production; any moveable object that appears on stage during a performance.
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Lights elements mean that every placement, intensity, and color of lights have to set as
needed to help communicate environment, mood, or feeling.
Sound / sound effects for a production are used to establish the time or location of a
performance, or to create and enhance mood and atmosphere. Time and location are the 'when'
and 'where' of a production.
Make-up is used to assist in creating the appearance of the characters that actors portray
during a production.
C. Performance
Acting is an activity in which a story is told by means of its enactment by an actor or actress
who adopts a character—in theatre, television, film, radio, or any other medium that makes use
of the mimetic mode.
Literary devices are various elements and techniques used in writing that construct the
whole of your literature to create an intended perception of the writing for the reader. When it
comes to writing a synopsis, substance is the name of the game. A synopsis is a summary of a
book / a movie that familiarizes the reader with the plot and how it unfolds.
A synopsis doesn’t need to dangle the carrot of an unknown ending to the reader; simply
emphasize character motivations at the beginning and end of your synopsis.
For example:
Beginning: “Sally has spent the past twenty years wondering who her birth parents are
[motivation]. When a mysterious man offers her the chance to find them, she spontaneously buys
a ticket to Florence to begin her journey [inciting action].”
Ending: “She returns to the US with the man who was her father all along [resolution], safe
in the knowledge that she’ll never have to wonder about him again [restated motivation].”
Most good synopses run to two nicely formatted pages (ie:reasonable line spacing, normal
margins and a sensible font.)Length: about 500 words (but check agency requirements – they
can be quite variable).
Language: Be business-like; clear, to the point, neutral. In particular, it’s fine to tell not
show: this is a business document, not the novel itself.
Character names: Put the names of main characters in bold or CAPS when you first
introduce them. That makes the synopsis easier to navigate.
What Is It
Task 1. Read the Act 1 and Act 2 excerpt from story of Romeo and Juliet After reading
, write a synopsis about the 2 Acts.
Act I
Romeo and Juliet begins as the Chorus introduces two feuding families of Verona: the
Capulets and the Montagues. On a hot summer's day, the young men of each faction fight until
the Prince of Verona intercedes and threatens to banish them. Soon after, the head of the Capulet
family plans a feast. His goal is to introduce his daughter Juliet to a Count named Paris who seeks
to marry Juliet.
Montague's son Romeo and his friends (Benvolio and Mercutio) hear of the party and
resolve to go in disguise. Romeo hopes to see his beloved Rosaline at the party. Instead, while
there, he meets Juliet and falls instantly in love with her. Juliet's cousin Tybalt recognizes the
Montague boys and forces them to leave just as Romeo and Juliet discover one another.
Act II
Romeo lingers near the Capulet house to talk with Juliet when she appears in her window.
The pair declare their love for one another and intend to marry the next day. With the help of
Juliet's Nurse, the lovers arrange to marry when Juliet goes for confession at the cell of Friar
Laurence. There, they are secretly married (talk about a short engagement).
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Task 2. Write a script base on the synopsis that you have written.
What’s More
Task 1. Choose one of the following genre Fantasy, Drama or Fiction and write a script.
Task 2.Comic Strip
Write a story and dialogues in the following comic template.
What I Have Learned
EXTENSION ACTIVITY FOR STUDENTS
Task 1.Student completes an analysis of the use of technical elements in a movie, television
program, or dramatic production of his or her choice and shares the analysis with the class.
Task 2 . Student adapts a short story into a dramatic script that includes directions for the use
of the technical elements.
Assessment I. Direction: Read carefully what is being asked.

1. It’s a figure of speech that uses extreme exaggeration to make a point or
show emphasis.
a. personification b. simile c. hyperbole
2. A summary of a book / a movie that familiarizes the reader with the plot and
how it unfolds.
a. synopsis b. conflict c. setting
3. An activity in which a story is told by means of its enactment by an actor or\
actress who adopts a character—in theatre, television, film, radio, or any other
medium that makes use of the mimetic mode. ..
a. Acting b. Mood c. Tone
4. The _____ of a play is the order in which action and scenes are placed.
a. structure b. setting c. plot
5. It involves problems or obstacles that arise within a story—both internal and
external (caused by other characters or forces).
a. Acting b. conflict c. Tone
6. The Idea, belief, moral, lesson or insight. It’s the central argument that the author
is trying to make the reader understand.
a. theme b. simile c. hyperbole
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7. A kind of irony that occurs when incongruity appears between expectations of
something expected to happen, and what actually happens .
a. situational b. dramatic c. verbal"
8. Which of the following is a hyperbole?
a. She is as pretty as a flower.
b. She is the prettiest woman in the entire universe.
c. She is a beautiful flower.
d. She is very pretty.
9. Which is not a type of irony?
a. situational b. vocal dramatic c. verbal
10. A synopsis is a summary of a book a movie that familiarizes the reader with
the plot and how it unfolds.
a. True b. False
B. A challenge for you.. How many literary devices you can see?
H U H L E D A U H M E T H O N
P Y H I C E R M Y H Y P B O L
N E P T N V C N E M Y T I H O
O L R E A I T N S T A T E S S
O O B S N B G I I K A P O P S
J B I R O C O S N C O P I N P
M R E A S N H L I L I M H O T
E E H R S V I F E M E T A O R
P P C Y A O I F P A I T J A R
H Y M M A N C O I P O L O T S
O H O U O S B R A A N O E K A
I G L S I I O I R N T O P I I
Y L R I N N N O T I A I Y N M
L E E A Y E E R N T O L O G B
P A L L I T E R A T I O N N S
LESSON 3 Verbals
What I Know
Pre Test
Activity 1. KNOW MY VERBALS
A. Read the following sentences carefully and tell whether the underlined verbal is
Gerund, Infinitive, or Participle.
1. Terry carefully repaired his torn jacket.
2. Everyone should learn to cook.
3. Talking is not allowed in the study hall.
4. No one would find the hidden passageway.
5. Boys also enjoys baking.
6. Do you have to leave?
7. Children like swimming at the pool.
8. Handle that cracked bottle with care.
9. To err is human.
10. Bette Davis has been called a living legend.
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B. Read the sentences below. Then classify the underlined phrases as Gerund, Infinitive,
and Participial.
1. I enjoy collecting old coins.
2. As a reporter she had to verify his story.
3. The insulin used for the treatment of diabetes is taken from pigs and cows.
4. A snake is unable to close its eyes.
5. Dad was surprised at my entering the poetry contest.
What’s New
Activity 1. FINDING FUNCTION. Read the sentences below and focus on the
underlined words. Put a check in the corresponding column in the chart by identifying
the function of those underlined words.
1. What a better way is there of commemorating the event than transferring the celebration of
Independence Day to June 12 in memory of that day when at the price of blood, the country
was wrestled from the tyrant’s yoke?
2. People must change the mode of living.
3. It is but an ambition to dedicate a portion of their waking hours for the country’s good even
if it is only to do something to improve the lot of the less fortunate.
4. He labors on the sweating factories.
5. He sits at his drawing board, or paces of classroom floor.
6. He studies in quiet library to plan for tomorrow.
Noun
Noun
( Complement in Modifier Modifier
Underlined word (Object of
an S-V-C For A Noun For A Verb
Preposition)
Clause
commemorating
Transferring
Living
Waking
to do
to improve
Sweating
What Is It
Activity 1. CONNECTING THE THOUGHTS
1. What parts of speech are the underlined words?
2. How are they used in the sentences?
3. What do you call verbs that are used as nouns or modifiers in sentences?
4. What are verbals? What are the kinds of verbals?
5. Based on their function in a sentence, define gerund, participle and infinitive.
KEY POINTS
 These verbs are followed by gerund: admit, appreciate, avoid, consider,

deny, enjoy, escape, finish, imagine, keep, miss, quit, resent, resist, suggest,
and stop.
Example: Please avoid smoking in this area.
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 Verbs which require the infinitives structure as objects are advice, cause,
command, convince, encourage, force, get, hire, instruct, invite, oblige, order,
persuade, remind, teach, tell, urge, and warm.
Example: He warned the guard not to shoot the dog.
 These verbs may be followed by either an infinitives or gerund with little or no
change in meaning: begin, continue, dislike, dread, intend, like, neglect, plan,
prefer, start, the auxiliary can’t + bear or can’t + stand..
Example : He began counting sleep when he couldn’t sleep.
He began to count sleep when he couldn’t sleep.
 Gerund is verb form used as noun. Adding –ing to the present form of the verb
creates a gerund. Gerund can be used in all ways nouns are used: subject, direct
object, indirect object, object of the preposition, predicative nominative, and
appositive.
 When infinitive is used as a noun, it functions as a subject of the sentence or object
of the verb. When used as an adjective, it functions as a modifier of a noun or
object. When used as an adverb , it functions as a modifier of a verb or an
adjective.
 Participle is a verb that used as an adjective. To find an adjective, ask the question
Which one(s)? And What kind?. A verb form that answers one of these questions
and describes a noun or pronoun is a participle. There two kinds of participle (1.)
present participle which ends in – ing and (2.) past participle which often ends in-
ed but they can have irregular endings such as –n, -t, or –en.
What’s More
Activity1. TEAM G OR TEAM I? Learn to use either gerund or the infinitives after
the following verbs.
Example: He began improving himself. (Gerund)
He began to improve himself. ( Infinitive)
1. continue ------- We continue _____________
(help—gerund and help as an infinitive)
2. dread-----------He dread ____________
( speak as gerund and speak as an infinitive)
3. hate-----------My mother hates __________animals treated cruelly.
( see as gerund and as an infinitive)
4. like------------- She likes ____________ in the wide open fields.
( stroll as gerund and as an infinitive)
5. plan------------- He plans a ____________ a personality development course next summer.
( take as gerund and as an infinitive)
Activity 2. Etiquette is Real. Complete the following sentences using infinitives.

1. When attending a mass, it is necessary to__________________________.
2. When talking to elders, it is polite to ______________________________.
3. When coming to class late, it is courteous to ________________________.
4. When attending workshop, it is advisable __________________________.
5. When eating in the canteen, it is proper to _________________________.
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What’s New
Activity 1. READING HISTORY. Read the selection below. Focus on the underlined
phrases.
The Great Wall of China, built over a period of !,700 years, is only structure that could
possibly be seen from the moon. Covering more than one twentieth of the earth’s
circumference, the Great Wall is questionably an incredible feat. The stone in the wall is
enough to build an eight-foot wall encircling the globe at the equator.
Deciding why the Great Wall was built is not easy. To defend China against hostile
tribes to the north is one theory. This may not have been the reason. Many times armies were
successful in breaching the wall. To define the limits of Chinese authority is a second theory.
To provide employment is still another theory. The real reason may never be known.
Nevertheless, the Great Wall stands as one of the greatest feats accomplished by humans.
What Is It
Activity 1. CONNECTING THOUGHTS
1. What are those underlined words? How many kinds of phrases are there?
2. How are they used in the sentences? Identify their functions.
KEY POINTS
 Gerund phrase is a gerund with modifiers and complements- all
working together a s noun.
Examples: The following sentences show some variations of the gerund
phrase.
Gerund with Travelling inexpensively is a necessity for them.
an adverb
Gerund with a Brian surprised us by visiting for a week.
prepositional phrase
Gerund with a Painting landscape is Rebecca’s special talent.
complement
 Infinitive Phrase is an infinitive with its modifiers and complements- all working together
as a noun, an adjective, or an adverb.
Examples: The following sentences show some variations of the infinitive phrase.
Infinitive with Everyone on the committee promises to work hard.
an adverb
Infinitive with a To win at chess requires concentration and patience.
Infinitive with a It’s fun to try different foods in new restaurants.
complement
 Participial phrase is a participle with its modifiers and complement- all working together
as an adjective.
Examples:
Participle with Purring softly, the cat seemed very contented.
an adverb
Participle with a The instructions, written in French, were impossible for me to read.
Participle with Every runner winning a race will receive a medal.

complement
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What’s More
Activity 1. GERUND UNDERLINE. Underline the gerund phrase in each sentence. Then
make a box for each gerund.
1. Filling out a job application takes a long time.
2. A grasshopper is capable of jumping a distance of about two feet.
3. After the Modified Community Quarantine I like strolling at the park.
4. Keith has a new goal, writing programs for his computer.
5. Scheduling the event was tricky.
Activity 2. COMPLETE THROUGH. Complete the participial phrases with your own ideas.
Example: ______________ Joey decided to sell flower seeds online.
Answer: Hoping to earn some money, Joey decided to sell flower seeds online
1. Desiring to be of service to the family_________________________________.
2. Not wanting to be independent all the time, ____________________________.
3. Considering the difficulty of the job, __________________________________.
4. Wanting to make both ends meet, ___________________________________.
5. Needing a part time job, ___________________________________________.
Activity 3. TO INFINITIVE AND BEYOND. Fill in the blanks with the correct infinitive phrases
by choosing from the list below.
In the Rosales home, the members of the family have different duties to perform.
Father goes to the office __________ a living for his family. Mother stays at home
_____________ of the children and ____________ the daily meals. Nena, the eldest child
helps ____________ the house clean and tidy. Henry, the elder boy applies wax on the floor
____________ it look shiny and neat. Nat helps his grandmother ___________ the garden
and ___________ the yard. Jenny’s responsibility is ____________ the table after eating. If
Cristy arrives early from school, she is tasked ___________ the dishes and ___________ the
kitchen utensils in their proper places.
to keep to prepare (to) sweep (to) tend to place

to earn to make to wash to take care to cook
What I Have Learned

Activity 1. PICK UP VERBALS. Pick out the verbal in each sentence and write it in the
proper column in the grid.
1. Filipinos abroad yearn for the Filipino way of living.
2. Audiences want to hear Filipino songs interpreted by Filipino performers.
3. Performing artists who have earned worldwide recognition have awakened pride in
the hearts of many Filipinos.
4. There are Filipinos who have expressed a feeling of pain and sadness when they
change citizenship.
5. Filipinos abroad boast of products which they have discovered to be ‘ made in the
Philippines”.
Gerund Infinitive Participle
Activity 2. COMPLETE ME. Finish the following sentences with verbal constructions.
1. Our president is encouraging us all __________________.
2. Let us continue __________________________________.
3. We love________________________________________.
4. More and more Filipinos like ________________________.
5. People want_____________________________________.
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Activity 3. FINISH LINE
Instructions: Identify the correct answer by encircling the letter.
1. Identify the gerund phrase in the following sentence: Kathleen enjoyed floating on the raft.
a. Kathleen enjoyed c. enjoyed floating
b. floating on the raft d. none of the above
2. Identify the correct infinitive phrase in the following sentence : His secret ambition is
to climb Mount Everest.
a. His secret ambition c. to climb Mount Everest
b. ambition is to climb d. none of the above
3. Identify the correct participial phrase in the following sentence: The heaviest dog on
record was a Saint Bernard weighing 295 pounds.
a. The heaviest dog c. Saint Bernard weighing
b. dog on the record d. weighing 295 pounds
4. Choose the answer that tells how the underlined phrase is used: Gay, encouraged by all
of us, told her story
a. subject of the verb b. object of the verb c. adjective d. adverb
5. Choose the answer that tells how the underlined phrase is used: Mr. Torres assigned
reading two chapters.
a. adjective b. object of the verb c. adverb d. subject
What I Can Do
Activity 1. BUILD ME UP. This activity will help you construct concise sentences by
using verbals. Study the situations described in each sentence, then complete the sentences
that follow using appropriate verbals.
1. Your classmates wanted to know how you did your written composition.
I started _________ and continue____________.
2. If you were asked what it would take to create a unique project, what would you say?
One needs __________________________________.
3. Often, people who successfully accomplished a task say that the greatest reward is a
______________ heart.
4. ____________ remarks encourage a person to keep up his good work.
5. We’d better practice ___________ to develop habits that can lead to accomplishments that
we can be proud of.
Activity 2. MODIFY MODE. Rewrite the following paragraph using verbals to combine
sentences wherever possible.
Yesterday , Mich decided something. She signed up for a creative writing class. Her
first assignment was to tell a tale she had heard as a child. She thought back to where her
family lived in Cebu. Mich remembered many fascinating stories she had been told there. She
wrote down some story ideas. That made her feel enthusiastic about the class.
Activity 3. WHICH IS WHICH? Compare two hobbies that you might be interested in trying.
Some possibilities are swimming and dancing, reading and keeping a daily journal, playing an
instrument and painting, and graphic design and photography. Write about the good points
and the bad points of each hobby. Also write about similarities and differences between the
two hobbies. Use each kind of verbal as you write.
Activity 4. Easy Essay. Write a one-page essay telling what you think acting as a responsible
citizens during this pandemic time. Start you essay with one of the following sentence
beginnings. Use as many verbals as you can in your essay. Be sure to underline all the verbals
you have used.
Acting as a responsible citizen during this pandemic time means,________________
To act as a responsible citizen during this pandemic time, I must________________
Acting as a responsible citizen during this pandemic time, I ____________________
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Activity 5. IT’S PROMPT TIME. Write a short composition on any of the following topics using
verbal and verbal phrases. Be sure to underline all verbals and verbal phrases.
( Choose only one topic)
1. What is one problem in our world that really needs to be fixed immediately? Why the issue
is so urgent.
2. Write about one problem or issue in our world that you see a solution for, and explain what
you would do to fix it.
3. Define what the world “responsibility” means to you. Then, write about what you feel most
responsible for.
4. What was the greatest birthday gift you’ve ever had? What made it so special?
5. What is your favorite thing to do after you’ve had a long day? How does it make you feel
better?
6. Write about a famous person whom you admire. What do you respect about this person?
7. What is the hardest part of being a good friend? Why?
8. What is the greatest challenge you faced last school year? Why?
9. Write about your favorite summer you have taken or you want to take.
10. Write about teaching someone something you are good at doing.
Assessment
Post Test
Instructions. Encircle the phrase of each sentence and classify it as Gerund, Infinitive, and
Participle. Label how each one is used.
1. That jacket , given to me last year, still fits.

2. Filling out a job application takes a long time.
3. To repair watches takes patience and skill.
4. Which is the best gadget to buy for a teenager?
5. Paper money is a Chinese invention, dating from seventh century
LESSON 4 Analyze a One-act Play

1. Identify the elements of drama as an aid to analyse one act play.
2. Identify features of one act play.
3. Explained how the elements specific to a one act play contribute to the development
of its theme.
What’s In
TASK 1.
Picture 1 Picture 2
Look at the pictures, how do the two pictures differ?
1. Which of the picture you would like do? Why?
The words below are related to one another. One of them is the general term under which
the other words can be classified. Encircle the general term.
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literature short story essay novel drama
speech articulation enunciation sibilance lips
cinematography editing screenplay script writing directing
What’s New
Activity 1: Read the sample short story taken from Matthew 25, and then try to
answer the question that follows.
“Then, the kingdom of heaven will be like this:

Ten virgins took their lamps and went out to meet the bridegroom. Five of them were
foolish and five were wise. The foolish ones took their lamps but did not take any oil with them.
The wise, however, took oil in jars along with their lamps. The bridegroom was a long time in
coming, and they all became drowsy and fell asleep.
At midnight, the cry rang out, “here’s the bridegroom! Come out to meet him!” Then,
all the virgins woke up and trimmed their lamps. The foolish ones said to the wise, “Give us
some of your oil; our lamps are going out.”
“No, they replied. “There may be not enough for both of us. Instead, to go to those who
sell oil and buy some for yourselves.”
But while they were on their way to buy oil, the bridegroom arrived. The virgins who
were ready went in with him to the wedding banquet. And the door was shut.
Later, the others also came. “Sir! “Sir!” they said. “Open the door for us!” But he replied,
“I tell you the truth, I don’t know you.”
“Therefore, keep watch, because you do not know the day or the hour.”
Here are some questions about the story. Try to answer them.
1. Where did the story happen?
2. Who are the characters of the story?
3. What problem/ problems did the main character face?
4. What was the most interesting part of the story?
5. What happened to the people as a result of their efforts?
Let us remember
The answer that you have arrived leads you understand the story more easily. The
questions lead you to the elements of the story or drama.
What is Drama?
Drama is a literary composition to be acted by players on a stage before an audience.
Its successful portrayal depends on the cooperation that must exist among writers, actors,
producers and audiences in accepting the limitations and the convention of the stage.
The drama is difficult to read because it is meant to be seen, not read. It demands
much imagination and attention on the part of the reader to enable him to hear the tones and
see the actions of the actors against an imaginary background.
A drama has elements that follow:
A. Setting
The setting of a drama presented on stage must be adapted to the limitation of the
stage area. This tells the place and time the story took place.
B. Plot
The plot of the drama, although limited in its physical actions and changes of location
or scene, is similar to that of the novel or short story. It tells about the problem or the conflict
in the story which the characters have to solve.
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C. Characters
The characters are the animals, things, or human beings that provide actions and
meaning to the story. Characters are usually grouped into –
a. Protagonist (the hero/heroines)
b. Antagonist (the villains)
D. Climax
The climax is the most interesting part of the story. It is the part wherein the characters
are performing a solution to the problem.
E. Dialogue
The dialogue is the lines thrown by the characters so that they may able to have a
conversation. Each line must be crafted carefully to focus on the theme, the incident, and the
character of the protagonist.
F. Ending
The ending talks about what happened to the characters after the solution to the
problem was taken or performed.
G. Theme
The theme is the thought of what the drama or the play is all about.
What I Have Learned

Let’s do this
Activity 2:
As you go along learning about the elements of drama or play, let us read a drama
written by William Shakespeare
Short Summary on Romeo and Juliet
The play is set in Verona, Italy, where a feud has broken out between the families of
the Montagues and the Capulets. Romeo, a Montague, has fallen in love with Julieta Capulet.
Juliet finds out who Romeo is, and laments the fact that she is in love with her enemy. She
wishes Romeo could shed his name and marries her, Juliet is obligated to marry another man
named Paris. Juliet then goes to Friar Laurence, her confidant, who gives her a potion that will
make her seem dead for at least two days. She takes the potion and drinks it that night. The
next morning, the day Juliet is supposed to marry Paris, her nurse finds her “dead” in bed.
Romeo’s servant arrives and tells his master that Juliet is dead and buried. Romeo hurries
back to Verona. Seeing Juliet dead within the tomb, Romeo drinks some poison he has
purchased and dies kissing her. Friar Laurence arrives just as Juliet wakes up within the
bloody vault. He tries to get her to come out, but when she sees Romeo dead beside her,
Juliet takes his dagger and kills herself with it. The rest of the town starts to arrive, including
the Capulets and Montague. Friar Laurence tells them the whole story. The two family
patriarchs agree to become friends. Each family erects a golden statue of the others’ child.
Romeo and Juliet

Act 2, Scene 2
SCENE II. Capulet’s orchard
Enter Romeo
ROMEO: He jests at scars that never felt a wound.

( Juliet appears above at the window)
But, soft! What light through yonder window breaks?
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It is the east, and Juliet is the sun.
Arise, fair sun, and kill the envious moon,
Who is already sick and pale with grief,
That thou her maid art far more fair than she:
Be not her maid, since she is envious;
Her vestal livery is but sick and green
And none but fools do wear it; cast it off.
It is my lady, O, it is my love!
O, that she knew she were!
She speaks yet she says nothing: what of that?
I am too bold, ‘tis not to me she speaks;
Two of the fairest stars in all the heaven,
Having some business, do entreat her eyes
To twinkle in their spheres till they return.
What if her eyes were there, they in her head?
The brightness of her check would shame those stars,
As daylight doth a lamp; her eyes in heaven
Would through the airy region stream so bight
That birds would sing and think it were not night.
See, how she leans her cheecks upon her hand
O, that I were a glove upon that hand,
That I might touch that cheek!
JULIET: Ay me!
ROMEO: She speaks:
O, speak again, bright angel! For thou art
As glorious to this night, being o’er my head
As is a winged messenger of heaven
Unto the white-upturned wondering eyes
Of mortals that fall back to gaze on him
When he bestrides the lazy-pacing clouds
And sails upon the bosom of the air.
JULIET: O Romeo, Romeo! Wherefore art thou Romeo?
Deny thy father and refuse thy name;
Or, if thou wilt not, be but sworn my love,
And I’ll no longer be a Capulet.
ROMEO: (Aside) Shall I hear more, or shall I speak at this?
JULIET: ‘Tis but thy name that is my enemy;
Thou art thyself’ though not a Montague.
What’s Montague? It is nor hand, nor foot,
Nor arm, nor face, nor any other part
Belonging to a man. O, be some other name!
What’s in a name? that which we call a rose
By any other name would smell as sweet;
So Romeo would, were he not Romeo call’d
Retain that dear perfection which he owes
Without that title. Romeo, doff thy name,
And for that name which is no part of thee
Take all myself.
ROMEO: I take thee at thy word:
Call me but love, and I’ll be new baptized;
Henceforth I never will be Romeo.
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Checking what I have understood
1. What two families are Romeo and Juliet from?
2. Why did Juliet offer to deny her family name and why did she ask Romeo to do the
same?
3. Do you consider your family when choosing a partner? Why or why not?
4. Romeo and Juliet come from two feuding families. Would you risk dishonoring
your family and not ever seeing them again for the love of your life?
What I Can Do
Activity 3: Making a life connection
Romeo and Juliet come from two very different families. Imagine you are about to
introduce your parents to your boyfriend’s or girlfriend’s parents. Give a description of how
you would make this meeting as pleasant as possible.
Assessment
Read each of the selections and questions that follow. Choose the letter of the
correct answer from the given choices.
The sky was crimson and tree-scattered fields stretching out into the distance were
like a red sea. Golden grains dropped heavily, ready for gathering. They were artistically
colored by the sunlight that flooded the sky. A flock of chirping birds were flying in to roost.
Along the palay-scented path, a man carrying a plow and leading the carabao walked
homeward at peace with the world. A church bell ringing from afar found its way to him. He
took off his hat and bowed.
_______ 1. What time of day is it?
a. Dawn b. twilight c. noontime d. siesta time
_______ 2. What season of the year is it?
a. Plow time b. planting season c. harvest time d. fiesta time
_______ 3. Where is the scenery most likely to be found?
a. In a metropolis b. in an urban area c. in a semi-urban area d. in a rural area
_______ 4. What does sentence 4 imply?
a. That the birds are going to rest for the night
b. That the birds will look for food
c. That the birds will hatch their eggs
d. That the birds are going to fly away
________ 5. Who is referred to in sentence 5?
a. a laborer b. a harvester c. a farmer d. a butcher
________ 6. How does man feel in sentence 5?
a. Hopeful b. optimistic c. happy d. contented
Our earth is only a speck in the universe but it is very special part. For our earth is
largely made up of forms of matter that are rare in the universe. The universe has starts as
hot as 35, 000,000 F. It has empty spaces as cold as 459.6F. But our earth has just the right
temperature for the rare and delicate forms of matter such as the plants and animals. It is the
tiniest living things in a drop of water to the vastness of the universe…..and marvel at its
wonders.
_______ 7. What is the paragraph mainly about?
a. How much looks upon the earth and the vastness of the universe
b. Why there is life on earth unlike in the other parts of the universe
c. How the earth differs from other parts of the universe
d. Why the earth is important in spite of its small size
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_______ 8. Which is a good title for the selection?
a. Life on Earth
b. Earth – A Unique Planet
c. Our Home Planet
d. Beautiful Earth
_______ 9. Scrooge took his melancholy dinner in his usual melancholy tavern and then went
home to the chambers which had once belonged to the dead Marley. It was a gloomy suite of
rooms in a dreary pile of a building, set back from the street in forbidding darkness. What is
the feeling express by the character in the story?
a. Excitement b. impatience c. loneliness d. fearful
________ 10. What mood does the writer wish to convey in the passage below?
Diana studied the Earth people. One was quite large, the other much smaller. The tall
one would be an adult, he thought. Such height made the little alien feel uncomfortable. He
had never seen anyone so big in all his life, and he was glad to have his spacesuit working
again. For a while, there he had felt like a lost child, small and weak and lonely. His home and
his parents were millions of miles away…..and he might never see them again.
a. Excitement b. happiness c. loneliness d. sorrow
LESSON 5 A The Types of Conflict in a Play
What Is It
The connection of a text (in this case a drama or a play) and that of the human
experience ( theme) is particularly shown in the conflict or struggle among and within its
character/s . Primarily, there are six types of conflict, namely,
Man versus Man
Man versus Himself/ Herself
Man versus Society
Man Versus Religion
Man versus Nature
Man versus God
Most of the time a literary text say a drama will be consisted of a combination of these
conflicts. The conflicts present in a drama reflected the struggles which are the universal
experience of all human beings, the theme is the lesson or morale that a reader like you will
get from play. As a reader it is then an advantage to be able to recognize these tensions or
struggles of characters so as to identify the theme itself.
Before a theme could be composed the situations which show conflicts should first be
recognized. It will be helpful to analyze first which of these tensions had a major impact in the
development of the play. Say for example a character named Joana is walking on a side walk,
she happened to be confused of either to attend the class or not. Then suddenly, she bumped
on an old man who unfortunately got very angry because of the severe injury he got from what
had happened. In this example, there are two types of conflict, first is man versus herself
(Joana is confuse), this conflict happens within the character for instance one is stress, hungry
or even sick. Second is, man versus man (Joana against the old man), this involves the
conflict that happens outside the person say one character is having a fist fight with the other
character or one hated the other person just because he is too boastful. Other types of conflict
are, man versus society which occurs when someone is in conflict with either the morale or
standards set by the society where he or she is existing take for example when one goes to
the church he or she is expected to wear a formal attire so when that person went to a mass
or a sermon wearing a short skirt and a sleeveless normally churchgoers will look at the him
or her with dislike because of the persons inappropriate clothing considering its the place or
worship.
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Man Versus Religion on the other hand is focus on how a character go against what
he or she believes in which is a part of his or her religious faith. This is also connected with
the Man versus God type of conflict that happens when a character questions the existence
of God and His power. The last type is particularly manifested when a character of a drama
experiences difficulty because of the environmental conditions like typhoon, storm, flood,
earthquake and others. With this the Man versus Nature kind of conflict could be seen.
Identifying the conflict/s which happen/s within and among the character/s in a play is
or are useful in order for the reader or audience to understand what the whole play is all about.
The conflict especially the leading one could be the basis in order to decide the thematic idea
and the thematic sentence which will be discussed on the next lesson. Major conflict could be
identified out from the other conflicts in the play because it leads to the important development
or changes in the story’s course of event. Using a table just like the one below is helpful to
trace the conflict, its type and the major conflict. Example in the poem Ozymandias,
Event that Shows Conflict Type of Conflict Major Conflict
The speaker narrated his conversation Man versus nature Man versus nature
with someone who has seen the remain
of a large statue in an ancient land
The stand of the large statue has been Man versus himself
engraved with words that king Ozymandias is
great and powerful but the statue itself is
already destroyed
What’s More
Below is the scene 1 of Hamlet, Prince of Denmark a one-act play version of the play
by William Shakespeare edited and condensed by J. P. Crabb. Your task now is to trace the
conflicts in this scene by reading first the text below then fill in the table that follows.
DRAMATIS PERSONAE
Claudius, King of Denmark.

Hamlet, Son to the former, and Nephew to the present King.
Polonius, Lord Chamberlain.
Horatio, Friend to Hamlet.
Laertes, Son to Polonius.
Rosencrantz, Courtier.
Guildenstern, Courtier.
Osric, Courtier.
A Gentleman, Courtier.
A Priest.
Marcellus,
Officer. Bernardo,
Officer. Francisco,
a Soldier Ghost of Hamlet's Father.
Gertrude, Queen of Denmark, and Mother of Hamlet.
Ophelia, Daughter to Polonius.
Lords, Ladies, Officers, Soldiers, Danes, Messengers, and other Attendants.
SCENE. Elsinore.
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Scene I. Elsinore. A platform before the Castle. [Francisco at his post. Enter Bernardo.]
BERNARDO: Who's there?

FRANCISCO: Nay, answer me: stand, and unfold9 yourself.
BERNARDO: Long live the king!
FRANCISCO: Bernardo?
BERNARDO: Have you had quiet guard?
FRANCISCO: Not a mouse stirring.
BERNARDO: If you meet Horatio and Marcellus,The rivals of my watch, bid them make haste.
FRANCISCO: I think I hear them.—Stand, ho! Who’s there?
[Enter Horatio and Marcellus.]
HORATIO: Friends to this ground.

MARCELLUS: And liegemen to the Dane.
BERNARDO: Welcome, Horatio:—Welcome, good Marcellus.
MARCELLUS: Has this thing appear'd again to-night?
BERNARDO: I have seen nothing. MARCELLUS: Horatio says 'tis but our fantasy, And will
not let belief take hold of him. Therefore I have entreated him along With us to watch the
minutes of this night;That, if again this apparition come. He may approve our eyes and speak
to it.
HORATIO: Tush, tush, 'twill not appear.
BERNARDO: Sit down awhile.
MARCELLUS: Peace, break thee off; look where it comes again!
[Enter Ghost, armed.]
BERNARDO: In the same figure, like the king that's dead.

MARCELLUS: Thou art a scholar; speak to it, Horatio. HORATIO: What art thou, that usurp'st
this time of night, Together with that fair and warlike form In which the majesty of buried
Denmark. Did sometimes march? By heaven I charge thee, speak!
MARCELLUS: It is offended.
BERNARDO: See, it stalks away!
HORATIO: Stay! speak, speak! I charge thee speak!
MARCELLUS: 'Tis gone, and will not answer.
BERNARDO: How now, Horatio! You tremble and look pale: Is not this something more than
fantasy?
MARCELLUS: Is it not like the King?
HORATIO: As thou art to thyself: 'Tis strange.
MARCELLUS: Thus twice before, and jump at this dead hour, With martial stalk hath he gone
by our watch.
HORATIO: In what particular thought to work I know not; But, in the gross and scope of my
opinion, This bodes some strange eruption to our stat.
24
What I Have Learned
Since you already identified he major conflict in scene 1 of Hamlet try now to
validate how it shaped the course of the scene and how it was resolved by tracing it
on a graphic organizer below.
What I Can Do
The major conflict relates to the theme of a play the same thing goes in a soap opera
or radio drama, let us now see if you could also do the same. In this activity you will choose a
certain soap opera or radio drama that you usually enjoy watching or listening then identify
the conflicts existing on a certain episode and decide which is the main conflict .
Title of the Soap Opera / Radio Drama:__________________________________________
25
LESSON 5 B Explain How the Elements Specific to a One-act Play
Contribute to the Development of its Theme
What’s New
In this activity examples of thematic ideas and themes are provided for you. Identify the
thematic idea by writing TA; and T for the theme. Write your answer on the blank spaces.
_____1. Greed _____9. Life is a matter of how one make
_____2. Money is the root of all evil. the most out of everything.
_____3. Love conquers all. _____10. Love and hate
_____4. Beauty
_____5. Beauty lies within.
_____6. Money can’t buy happiness.
_____7. Individuality and unity
_____8. Appearance versus reality
What Is It
Deciding the thematic idea and writing a thematic sentence are necessary especially
in a literary analysis. But often times these words have been confusing for students the
thematic idea which is an abstract noun is not equivalent to the theme of a drama. It only
focuses on the dimension of human condition presented in the text. Say in a play it examines
the topic of hate or vengeance or for Romeo and Juliet, love. From the previous lesson it was
discussed that identifying the conflicts and its types are primarily important since it is the key
to determine the thematic idea and to write the thematic sentence. Thematic idea can be
written down using one or two words. Whereas the theme or the thematic sentence is written
down in a complete and declarative statement. The central message that the author wish to
convey in a play is contained in the theme. It gives the insight of the human nature. There are
several things to remember when writing a theme namely, 1) it should be in complete sentence
2) it is not the purpose of a text 3) it is not the moral or the lesson 4) it is not the conflict.
How to Identify the Theme
As what has been discussed earlier, distinguishing the conflicts particularly the main
struggle of characters in a drama will be a great help to recognize the thematic idea and the
theme. In the table below the major conflict serves as the basis to identify the thematic idea
of nature’s power over manly achievements stated in a phrase , notice the difference with the
way the theme is written which started with a capital letter and ends up with a period. The
theme could be determined by asking yourself, “ What does this play or drama have to say
with _____________ ( thematic idea)?” remember it gives insight about life.
26
What’s More
From your previous activity in lesson 1 you were asked to identify the conflict existing in
the scene 1 of Hamlet, Prince of Denmark which is a one-act play version of the play by William
Shakespeare edited and condensed by J. P. Crabb. Your task now is to decide what will be the
thematic idea and the thematic sentence that could be applied in scene 1 of the play by writing it
on the table provided below.
What I Have Learned

Direction: Provided below are the common themes in literature. Write the possible themes
on your activity notebook.
1. Hope 2. Honor 3. Friendship 4. Bravery 5. Dedication
6. Love 7. Hate 8. Honesty 9. Success 10. Growing Up
What I Can Do
If you are to write a play what will be the theme that you would like to have, explain it by
writing a short explanatory text.
27
Assessment
Fill in the following sentence to complete its thought.
1. A thematic idea is ____________________________________.

2. The differences between a theme and a thematic idea are
_________________________________________________________________.
3. When writing the theme it should start with a ____________________ and ends with a
__________________.
4. Conflict in a play refers to the ________________________________.
5. There are _______________________types of conflict.
6. The primary conflict is also called _______________________________conflict .
7. The type of conflict which is manifested when the character violates what is usually
accepted in the place where he or she is in is called __________________
8. When the character is having a dilemma, he or she is experiencing __________
________________________________ type of conflict.
9. A theme is not ____________, ________________ and ___________________.
10. The ___________________________type of conflict is manifested when a character
is having a misunderstanding or a physical fight with another character.
LESSON 6 Express Appreciation for Sensory Images Used

1. To identify the different sensory images being use in a text.
2. To express literary appreciation for sensory images being used.
What’s New
Task 1.
Instruction: Write as many different words or phrases about the object or picture that would appeal
to five senses.
_________________ ___________________ ________________
_________________ ___________________ ________________
_________________ ___________________ ________________
Task 2. Reading of the text
Key points:
Sensory Images - is a literary device that the writers employ to engage a readers’ mind
on multiple levels. Sensory Imagery explores the five human senses: sight (visual), sound
(auditory), smell (olfactory), taste (gustatory), and touch (tactile).
Task 3 (What I can do)

Based upon the poetry entitled “Spring is Here”, fill in the chart using the five senses.
28
B. Identify what sensory images is being use in the following:
1. The tree bark was rough against my skin
2. The familiar tang of his grandmothers cranberry sauce reminded him his youth
3. The concert was so loud that her ears rang for days afterwards.
4. The sunset was the most gorgeous they ever seen: the clouds were edged with pink and gold.
5. Eating the curry, his breath reeked of garlic.
Task 4 What I Need to Know

Extracting information by classifying the sensory images
M and M’s candy

The sweet smell of sugar seems to call me in the evenings. The lure of its deliciousness
is hard to resist. When the temptation is too much to handle. I tip –toe into the kitchen, past the
judgmental eyes of the photos, hanging on the wall, and over the cracking sounds of the hard
wood floors. The sight of those beautifully – rounded treats only increases the pounding of my
heart and salivating in my mouth. “M” means mine, all mine. The taste of its succulent, melting
goodness on my tongue causes all my senses to celebrate Mmm and Mmm good.
List down the word or phrase that belongs to:

1. Auditory
A.
B.
C.
D.
2. Tactile
A.
B.
C.
D.
3. Olfactory
A.
B.
C.
D.
4. Gustatory
A.
B.
C.
D.
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5. Visual
A.
B.
C.
D.
Task 5: Give the meaning of the following word.
1. Olfactory
2. Gustatory
3. Tactile
4. Auditory
5. Visual
Task 6. What I Have Learn
Give your own sample of words and phrases or sentences using a sensory
images.
Task 7 Answer the following question
1. What is a sensory images?
2. How does imagery help us understand the text?
3. Is sensory image useful?
4. Why does author uses sensory language?
5. Can we understand it easily?
LESSON 7 Explain the Literary Devices Used
Learning Objective:
a. Explain literary devices used
What’s New
Task 1: From the excerpted play “Romeo and Juliet” identify the scenes that appeal to the
senses. Fill in the space of the map below. Use another sheet of paper if you needed.
Sight
Smell
Hearing
Taste
Touch
What I Know
Multiple Choice: To measure your knowledge of the literary devices that this module will
develop, answer the following questions. Write your answers in your answer sheet.
1. What literary device refers to the practice of drawing parallels or comparisons between
two unrelated and dissimilar things, people, beings, places, and concepts?
a. Oxymoron b. Simile c. Metaphor d. Repetition
2. What literary devices that make use of indicative words/phrases and hints that set the
stage for a story to unfold and give the reader a hint of something that is going to happen without
revealing the story or spoiling the suspense?
a. Metaphor b. Oxymoron c. Rhyme d. Foreshadowing
3. What is the practice of rhyming words placed at the end of the lines in prose or poetry?
a. Oxymoron b. Rhyme c. Repetition d. Metaphor

4. What literary devices refer to the use of one subject that is implied to be another so as
to draw a comparison between their similarities and shared traits?
a. Simile b. Metaphor c. Oxymoron d. Repetition
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5. What literary device that allows the author to use contradictory, contrasting concepts
placed together in a manner that actually ends up making sense in a strange, and slightly complex
manner?
a. Foreshadowing b. Simile c. Metaphor d. Oxymoron
6. What literary device that is just the simple repetition of a word, within a sentence or a
poetical line, with no particular placement of the words?
a. Repetition b. Metaphor c. Oxymoron d. Simile
7. The following line “The teacher is like an angry lion when she is mad” is an example of?
a. Metaphor b. Oxymoron c. Simile d. Repetition
8. “Bob is as brave as a lion” is an example of?
a. Simile b. Metaphor c. Oxymoron d. Foreshadowing
9. Literary devices are use in...
a. Novels b. Nonfiction c. Poetry d. All of the Above
10. Literary devices apply to...
a. Individual words and short phrases c. The entire structure of a piece
b. Whole sentences and long phrases d. Any of the above
What Is It
By now, you must have learned that the English language encompasses a host of
literary devices that makes it rich and expressive. They provide a broad structure under
which all types of literature are classified, studied, and understood. The importance of
literature in the portrayal of human emotions is best understood by the application of these
devices. Literary devices are common structures used in writing. These devices can be
either literary elements or literary techniques.
Here are some literary devices from the story Romeo and Juliet.
• Similes are one of the most commonly used literary devices; referring to the practice of drawing
parallels or comparisons between two unrelated and dissimilar things, people, beings, places,
and concepts. Similes are marked by the use of the words ‘as’ or ‘such as’ or ‘like.’
Example: He is like a mouse in front of the teacher.
• Foreshadowing refers to the use of indicative words/phrases and hints that set the stage for a
story to unfold and give the reader a hint of something that is going to happen without revealing
the story or spoiling the suspense. Foreshadowing is used to suggest an upcoming outcome to
the story.
Example: He had no idea of the disastrous chain of events to follow.
• Rhyme scheme is the practice of rhyming words placed at the end of the lines in prose or poetry.
Rhyme scheme refers to the order in which particular words rhyme. If the alternate words rhyme,
it is an “a-b-a-b” rhyme scheme, which means “a” is the rhyme for the lines 1 and 3 and “b” is the
rhyme affected in the lines 2 and 4.
Example: Roses are red (a) Violets are blue (b) Beautiful they all may be (c) But I love you (b)
The above is an “a-b-c-b” rhyme scheme.
• Repetition is just the simple repetition of a word, within a sentence or a poetical line, with no
particular placement of the words. This is such a common literary device that it is almost never
even noted as a figure of speech.
Example: Today, as never before, the fates of men are so intimately linked.
• Oxymoron is significant literary device as it allows the author to use contradictory, contrasting
concepts placed together in a manner that actually ends up making sense in a strange, and
slightly complex manner. An oxymoron is an interesting literary device because it helps to
perceive a deeper level of truth and explore different layers of semantics while writing.
Example: Sometimes we cherish things of little value. He possessed a cold fire in his eyes.
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• Metaphors are one of the most extensively used by way of another. In a metaphor, one subject
is implied to be another so as to draw a comparison between their similarities and shared traits.
Example: Henry was a lion on the battlefield.
What’s More
Matching Type: Match the literary devices on the left with its appropriate example line on
the right.
A B
1. Simile A. Parting is such a sweet sorrow.
2. Foreshadowing B. Oh loving hate
3. Rhyme C. Romeo, Romeo
4. Repetition D. Where art thou Romeo?
5. Oxymoron E. My life is a foe of debt!
6. Metaphor F. “And to ‘thy go like lightning”
G. Romeo: By some vile forfeit of the untimely death
What I Have Learned
Reading works of literature is not only for entertainment. These literary pieces not only
offer you, the readers, with an awareness of your society and the culture that is in it, but it also
provides a glimpse of your own and your country’s history.
What are some of the literary devices that you can translate on your own language? What
are the social, cultural, political and historical issues did you discover or rediscover through
reading the text? How are they similar or different from the real issues that you know about? How
can you identify literary devices present in a certain reading materials?
What I Can Do
In a group of five, fill in the following table with its appropriate examples from a song or
poem. (This activity is lifted from https://www.scholastic.com/ but has been modified and
enhance.)
Literary Devices Unleashed

Example in the Poem Title /
Literary Devices
song or poem. Song Title
Comparing two words using
Simile
the words “like” or “as”
use of indicative words/phrases and
Foreshadowing hints that set the stage for a story to
unfold
Rhyme Using words that sound alike
simple repetition of a word, within a
Repetition
sentence or a poetical line
use contradictory, contrasting

concepts placed together in a
Oxymoron
manner that actually ends up
making sense
Comparing two things without using

Metaphor
the words “like” or “as”
32
Assessment
Being able to identify literary devices is one way you can become better reader and writer.
Multiple Choice: Read the following lines which are taken from “Romeo and Juliet” by
William Shakespeare then identify what literary devices are used. Write your answers in your
answer sheet.
1. “Is love a tender thing? It is too rough, Too rude, too boisterous, and it pricks like thorn.”
a. Oxymoron b. Metaphor c. Rhyme d. Simile
2. “I fear too early, for my mind misgives
Some consequence yet hanging in the stars
Shall bitterly begin his fearful date
With this night’s revels, and expire the term
Of a despisèd life closed in my breast
By some vile forfeit of untimely death.”
a. Rhyme b. Foreshadowing c. Repetition d. Oxymoron
3.“My lips, two blushing pilgrims, ready stand
To smooth that rough touch with a tender kiss.”
a. Metaphor b. Simile c. Rhyme d. Repetition
4. “But soft, what light through yonder window breaks?
It is the East, and Juliet is the sun.”
a. Simile b. Oxymoron c. Metaphor d. Rhyme
5. “Yet tell me not, for I have heard it all.
Here’s much to do with hate, but more with love.
Why then, O brawling love, O loving hate…”
a. Metaphor b. Foreshadowing c. Oxymoron d. Rhyme
6. “My life were better ended by their hate
Than death prolonged, wanting of thy love.”
a. Rhyme b. Oxymoron c. Foreshadowing d. Repetition
7.“O, speak again, bright angel, for thou art
As glorious to this night, being o’er my head,
As is a wingèd messenger of heaven”
a. Repetition b. Foreshadowing c. Metaphor d. Simile
8. “Was ever book containing such vile matter
So fairly bound? O, that deceit should dwell
In such a gorgeous palace!”
a. Oxymoron b. Metaphor c. Simile d. Repetition
9.“O woeful, O woeful, woeful, woeful day!”
a. Simile b. Metaphor c. Repetition d. Rhyme
10.“So smile the heavens upon this holy act
That after-hours with sorrow chide us not.”
a. Simile b. Foreshadowing c. Simile d. Metaphor
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LESSON 8 Determine Tone, Mood, Technique, and Purpose of the
Author
1. Analyze a selection and understand the purpose of the author in writing it
2. Define tone, mood, technique, and purpose of the author
3. Identify the tone, mood, technique, and purpose of the author in writing the literary piece
discussed
4. Exhibit eagerness in performing tasks
What I Know
Follow the directions for each set of questions.
Tony’s Place is crammed into a tiny building next to the Fine Arts Theater. The owners
offer a menu of Italian food. They’ve got the checkered table clothes, dim lights, and crusty bread.
They also know how to make a hearty red sauce. Too bad they use it to drown delicate fish.
They also seem to lace everything with truckloads of garlic.
The service needs some work, too. Our waiter didn’t know what the specials were. Nor
did he think to refill our water glasses before we asked. With a combination of fake-friendly chatter
and outright nagging, he made us order, finish up, and clear out. He seemed to see us only as
automatic tip machines. The food and low prices bring the customers in the door. The service
should not push them out.
1. The tone of the passage is

a. sad. b. boastful. c. plain and factual. d. critical, or finds fault.
2. The writer says, “He seemed to see us only as automatic tip machines.”
The tone of this sentence is
a. very serious b. threatening c. sympathetic d. sarcastic.
3. The writer’s main purpose is to
a. inform the reader. c. flatter the reader.
b. caution and entertain the reader. d. sell something to the reader.
4. In which sentence does the author use exaggeration to make a point about the food?
a. The owners offer a menu of Italian food.
b. They also know how to make a hearty red sauce.
c. They also seem to lace everything with truckloads of garlic.
d. The food and low prices bring the customers in the door.
Choose the tone word from the box that best describes each item.
a. sympathetic c. sad e. irritated
b. straightforward d. sarcastic f. threatening
___5. “Please note in your checkbook how much money you spent using your ATM card
today.”
___6. “Hey, lay off, you don’t have to nag me. I was going to do it anyway!”
___7. “When are you going to take the garbage out? Sometime this year, maybe?”
___8. “I know it’s been hard. And I appreciate all you are going through right now. If you will just
put the receipts on the counter, I will take care of the paperwork for you.”
Identify the author’s purpose for the following items.

I = to inform P = to persuade E = to entertain
9. ___Cloning human beings should be banned.
10. ___The best way to survive babysitting a set of triplets is to come armed with plenty of energy,
lots of patience, and a first-aid kit.
34
What’s New
TASK 3: WRAPPING UP
Match column A with column B to define the key concepts covered in this lesson.
A B
1. The overall feeling of the piece, or passage
2. The literary devices, or methods the creator of a Tone
narrative uses to convey what they want — in other Mood
words, a strategy used in the making of a narrative Purpose
to relay information to the audience and, particularly, Technique
to "develop" the narrative, usually in order to make it
more complete, complicated, or interesting
3. The effect the writer wants to create, the work can
be formal or informal, sober or whimsical (unusual or
creative), assertive or pleading, straightforward or
sly (clever)
4. To enlighten the readers to make or to take action
or to be active or to be operative
TASK 4: VERBALIZE YOUR THOUGHTS
“Education is the most powerful Cite situations that prove the relevance and
weapon which you can use to worth of this quote.
change the world”. __________________________________
-Nelson Mandela
Task 5: LEVEL UP
“Prejudice is a burden that confuses the
Read and give your reaction to this quotation. past, threatens the future and renders
1. What idea flashes to your mind as you read the present inaccessible.”
the quotation?
-Maya Angelou
2. Who do you think of as you read this
quotation? Why?
What Is It
PURPOSE is the reason an author writes about a topic.

An author writes to share a main idea about a topic. An author’s main idea is directly
related to the author’s purpose. One of the three following purposes will drive a main idea: to
inform, to entertain, and to persuade.
● To inform – to give information about a subject. Authors with this purpose wish to provide facts
that will explain or teach something to readers.
Example: Washing your hands with soap and water or using alcohol-based hand rub kills viruses
that may be on your hands.
YOUR TURN.
_________________________________________________________________________
● To entertain – to amuse and delight; to appeal to the reader’s senses and imagination. Authors
with this purpose set out to captivate or interest the audience.
Example: “Yes, I have gained weight. I weighed only 8 pounds when I was born.”
35
YOUR TURN.
________________________________________________________________________
● To persuade – to convince the reader to agree with the author’s point of view on a subject.
Authors with this purpose may give facts, but their main goal is to argue or prove a point to
readers.
Example: Kim stressed out that ABS-CBN should not be forced to shut down because it did not
transgress any law.
YOUR TURN.
________________________________________________________________________
NOTE: An author may have a more specific purpose in mind other than to inform, entertain, or
persuade.
Tone is the author’s attitude toward the topic. The

author’s attitude is expressed through the words
and details he or she selects.
To determine the author’s tone, you must recognize how these words and details are used
within the writing. The following statements express different attitudes about a small house. Two
different tones are used: sentimental and tolerant
Example:
1. This house may be small, but since we grew up here, it has a special place in my heart. Tone:
sentimental, because of the expression “It has a special place in my heart,”.
2. This isn’t the biggest house in town, but it’s not really that bad.
Tone: tolerant, because the writer accepts the situation by saying “not really that bad”.
3. If only there were some decent careers nearby, I wouldn’t be reduced to living in this tiny house.
YOUR TURN: What is the tone? Support you
answer________________________________________________________________
4. This house need some repairs, but I’m sure my father will be making improvements sometime
soon.
answer________________________________________________________________
5. When we transfer to my grandparents’ house, we’re planning to release one hundred
cockroaches and mice, so we can leave the house exactly as we bought it.
answer________________________________________________________________
6. This is the house we live in. It provides comfort and shelter.
answer________________________________________________________________
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What’s More
TASK 6: PRACTICE
Read and answer the questions carefully. Encircle the letter of the correct answer.
1. Read the following poem, "A Birthday" by Christina Rossetti. What mood do the details of
the poem convey?
My heart is like a singing bird Whose nest is a weathered shoot;
My heart is like an apple-tree Whose boughs are bent with thick-set fruit;
My heart is like a rainbow shell That paddles in a peaceful sea;
My heart is gladder than all these Because my love comes to me.
A. Sorrow B. Happiness C. Excitement D. Nervousness
2. Which tone is represented in the following passage? Wow! With a top speed of one hundred
fifty miles per hour, that car can almost fly!
A. Calm B. Annoyed C. Scary D. Excited
3. Which tone is represented in the following passage?
She delicately placed the cooing baby on a soft, freshly cleaned blanket.
A. Calm B. Annoyed C. Scary D. Excited
4. The story of a young man who learns to resist the influences of drugs and gangs ____.
A. Entertain B. Inform C. Persuade D. Argue
5. What is the purpose of the author in the following statements?
Everyone should visit Spain, at least once in their life, because it is an incredibly beautiful place.
It has breath-taking scenery, enjoyable music and mouth-watering food.
A. Entertain B. Inform C. Persuade D. Argue
What I Have Learned

TASK 7: SILENT READING OF THE TEXT
For Conversation, Press # 1 By Michael Alvear
A funny thing happened in the way to communications revolution: we stopped talking to

one another. I was walking in the park with a friend recently, and his cell phone rang,
interrupting our conversation. There we were, walking and talking on a beautiful sunny day and -
---poof!----I became invisible, absent from the conversation because a gadget designed to make
communication easier. The park was filled with people talking on their cell phones. They were
passing other people without looking at them, saying hello, noticing their babies or stopping to pet
their puppies. Evidently, the untethered electronic voice is preferable to human contact. The
telephone used to connect you to the absent. Now it makes people sitting next to you feel absent.
Why is it that the more connected we get, the more disconnected I feel? Every advance
in communication technology is a setback to the intimacy of human interaction. Write e-mail and
instant messaging over the Internet, we can now communicate without seeing or talking to one
another. In making deposit at the bank, you can just insert your card into the ATM. With voice
mail, you can conduct entire conversations without ever reaching anyone. If my mom has a
question, I just leave the answer on her machine.. As almost every conceivable contact
between human beings gets automated, the alienation index goes up. I am no Luddite. I own
a cell phone, an ATM card, a voice-mail system, and an e-mail account. Giving them up isn‘t an
option---they‘re great for what they‘re intended to do. It‘s their unintended consequences that
make me cringe. So I‘ve put myself on technology restrictions: no instant messaging with
people who live near me, no cell-phoning in the presence of friends, no letting the voice mail pick
up when I‘m home.
Readers Digest pp. 143-145, July 2000
37
TASK 8: UNDERSTANDING THE TEXT
Answer the following questions related to the text that you have read. Encircle the letter of the
answer that best completes the statements.
1. The author ‘s purpose in writing the article is to make us realize that ___________.
a. communications technology is interfering with human contact
b. people are communicating less than they did in the past
c. the advances in communications technology are unnecessary d. people are forgetting how to
communicate with others
2. The question ―Why is it that the more connected we get, the more disconnected I feel?
a. reveals the author‘s confusion about technology.
b. invites the reader to disagree with the author
c. highlights the author‘s examples and arguments
d. challenges the reader to find answers to problems.
3. The author‘s tone throughout the selection is _____________.
a. amusement b. criticism c. hostility d. indifference
4. The third and fourth paragraphs give emphasis on how cell phone ___________.
a. provides convenience c. isolate people
b. threatens safety d. efficiently works
5. The idea that bothers the author most about the effect of communications technology on his
life is _______________.
a. Limited communication with strangers
b. Lack of social formula
c. Extreme preference for cell phone
d. Deviation from meaningful interaction
LESSON 9 Recognize Faulty, Unsupported Facts and Emotional

Appeal
1.recognize faulty logic, unsupported facts, and emotional appeal in in statements and
advertisement;
2.distinguish the kinds of faulty logic; and
3.create an advertisement which shows unfaulty logic, supported and emotional appeal.
Pre- Assessment
Before you proceed to the activities found in this module, answer the pretest below
1. Simple Recall
A.. Read and understand each statement .Find its answer from the word pool by writing the
beginning letter of each word.
F-Fact, L-logic, UF-unsupported facts,

EA-emotional appeal, FL-faulty logic
1. ___________ of reasoning and other mental processes mistaken or misleading

because of flaws.
2. ___________ the power of arousing a sympathetic response. A method of persuasion
appealing to both the brain and the heart.
3. ____________is a kind of persuasive technique having fault or imperfect reasoning or
judgment
4. _____________ is not upheld by evidence and it claimed by an individual or a group of
individuals that have actually occurred but were unable to provide sufficient evidence to support
their claim
5. _____________ is a statement that is proven to be true.
38
B. Distinguish whether the statement is Over Generalization, Circular Reasoning, Self-
Contradiction, False Causality, Assumptions, Oversimplification. Take note of the meaning of
these words which will help you in identifying the statement.
Over Generalization--the writer reaches conclusion from a limited number of facts
Circular reasoning-- the writer or speaker or ad supports a claim which restatement of the same
claim as the original argument
Self- contradiction- the writer states a position that contradicts an earlier stated premise.
False causality- this occurs when a single caused is assumed to have created a problem or
issue
Assumptions- - this occurs when the writer maybe proven false or maybe merely stating an
opinion.
Oversimplification- -this occurs when a single caused is assumed to have created a problem or
issue
1. Global warming is caused by using hairspray and other beauty products
2. Many people like the closure of ABS CBN TV station because they can watch another
station.
3. I know a certain person who does not believe in God but I heard him singing a praising
song.
4. Eating vegetable is a crime.
5. Being health conscious in this time of pandemic is the top priority of everybody.
6. Singapore is the best city to visit.
What’s New
Preliminary activity: Let the learner do the following task
Task 1:How are you going to sell a product to a customer? What techniques are you going to
use just to convince him or her?
Task 2: Learners will have to analyze the given advertisement below. After seeing and
analyzing questions will be answered by them.
1 2 3 4
Questions to answer
1. Of the four advertisements showed to you which of them convinced you most?
2. Why do you think it is most convincing to you?
3. In the third commercial, what words or line that the consumer convinced you to buy the
product?
4. In the second commercial are you convinced to buy the products which shows with the
description on it?
5. Is there an evidence supporting the claim that the product in advertisement 4 is the best?
What Is It
LOGIC-describes poor reasoning, such as the use of fallacious arguments like personal attacks,
irrelevancies, analogies.
39
FAULTY LOGIC–is a kind of persuasive technique having fault or imperfect reasoning or
judgment
- the process of drawing conclusion
Example: It has been proven that teenagers hooked in mobile legend game. Therefore, playing
mobile legend leads to addiction.
FAULTY– of reasoning and other mental processes mistaken or misleading because of flaws.
TYPES OF FAULTY LOGIC
1. Circular Reasoning - the writer or speaker or ad supports a claim which restatement of the
same claim as the original argument.
Example: Maria is a good dancer because she dances well.
Explanation: The second half of the statement says the first thing as first.
2. Over Generalization - the writer reaches conclusion from a limited number of facts
Example: I love the movie of Kim Chiu we saw last night. I am going to see all her movies, and
I’m sure I’ll like all of them.
Explanation: The speaker assumes that he loved all the movies of Kim Chiu since he loved one.
3. Self- Contradiction - the writer states a position that contradicts an earlier stated premise.
Example: As Mayor my top priority is improving education, so my first act of office will be to cut
the funding of education.
Explanation: Cutting public school funding contradicts the mayor’s first statement that improving
education will be his top priority.
4. False Causality - this occurs when two events happened at the same time, and an assumption
is made that one event to the other.
Example: Her son became addict as he was influenced by his new classmate who had just
transferred from other school.
Explanation:: This statement attributes a false cause (new classmate effect (addict).
5. Over- simplification - this occurs when a single caused is assumed to have created a problem
or issue. In reality the problem or issue may have been created a number of causes.
Example: Her friend knows the reason why she failed in all her subjects last year. She did not
study.
Explanation: There could be possible causes why she failed all her subjects. Reducing the
problem to one solution is oversimplifying.
6. Assumptions - this occurs when the writer maybe proven false or maybe merely stating an
opinion.
Example: Yellow is an attractive colour.
Explanation: The speaker assumed that color yellow is an attractive color in fact others may find
it not.
FACTS – something that has really occurred or is actually the case
Examples: Water is life.

There are three big islands in the Philippines. These are Luzon, Visayas and Mindanao.
UNSUPPORTED FACT- is not upheld by evidence or fact. Unsupported facts are those facts
claimed by an individual or a group of individuals that have actually occurred but were unable to
provide sufficient evidence to support their claim
Example: People in Aya-Aya are much wiser than the people in Lagondangon.
My students are irresponsible.
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AN EMOTIONAL APPEAL– the power of arousing a sympathetic response. A method of
persuasion appealing to both the brain and the heart. Emotional appeals persuade audiences by
arousing the emotions. They refer to the speaker or writer’s goal of arousing the emotions of an
audience to move them to act.
Example: Emotional appeals are especially prevalent in advertising. When fashion magazines
play on our insecurities about body image, they're using emotional appeals. When political ads
play on our fears, telling us that voting for someone will lead to financial ruin or wars, they're using
emotional appeal.
What’s More
Task 1.Read the following statements by identifying if it falls on faulty logic, unsupported facts or
emotional appeal. Write your answer on the blanks before the number
_____1.Exercising is good.
_____2.”After using Kahamis beauty soap my face becomes softer and finer than before”.
____ 3.The movie of Kim Chiu entitled ‘The Ghost Bride” is the best horror movie that I have seen.
____4.There are million users of IDCO brand alcohol in this time of pandemic.
____5.Save Lives! Save Animals! Plant more trees.
Task 2: Distinguish what type of faulty logic do the following sentences show by choosing the
letter of the correct answer found inside the box.
a. Circular Reasoning b. Assumptions c. Overgeneralization

d. Over-simplification e. False causality f. Self- contradiction
_____1.His sister, mother and girlfriend diet all the time. Women are always on a diet.
_____2.All mothers feed their babies through breasfeeding.
_____3.Maria Cristina Falls is the most beautiful falls all over the world.
______4.If there can be no rule, there can be no first rule.
______5.Everyone loves to dine at Jollibee because it is a popular fast food chain.
What I Have Learned

Task 1. Analyze the statements carefully then, identify which of these falls on faulty logic,
unsupported facts, or emotional appeal. Write THE number of the corresponding statement on
the table found below.
1. Plant a tree and the universe will be happy.
2. Preserve water for water is life.
3. Many people believed that banana is the best cure for fighting COVID -19.
4. We should wear face mask or we have to face the consequences by paying a fine on it.
5. Sante Barley capsule is better than MX3 capsule.
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What I Can Do
Task 1. For your task you are going to create an advertisement of your own. The product should
be found in your locality and the ad you have to create must show unfaulty logic, supported facts
and emotional appeal. Rubric of your work is as follow:
Excellent Good Satisfactory Needs

4 3 2 Improvement
1
Originality The ad shows The project shows The project The work is a minimal
originality and some evidence of shows some collection or rehash of
inventiveness. originality and evidence of other people's ideas,
Majority of the inventiveness. originality and products, and
content and the inventiveness. images. There is no
ideas are fresh, evidence of new
original, and thought.
inventive.
The writing is The writing is The writing is The writing is illegible
Grammar/ legible, clear, and legible and clear mostly legible and/or unclear. The
Writing grammatically with few and clear with writing is unenticing
correct. The grammatical some or full or grammatical
writing entices errors. The writing grammatical errors
the consumer. entices the errors. The
consumer. writing is
somewhat
enticing.
Creativity The The advertisement The advertising is The advertisement is
advertisement is is pleasing and is a imitative and is not an
pleasing, pleasing/creative/o satisfactory example of the
creative, and r innovative and a example of the chosen format.
innovative good example of chosen format.
example of the the chosen format.
chosen format.
Task 2.Directions: List down the things that you have learned in this module. Put them inside the
circle below.
Assessment
Recognize if the statement is Faulty logic, Unsupported facts or Emotional appeal. Write
your answer on your notebook.
1. The law must be obeyed because it is illegal to break it.
2. Everyone must save water as water is life.
3. Bible is the most selling books all over the world.
4. In a TV documentary showing a frontliner had a hard time breathing while wearing his personal
protective equipment.
5. Samal Island is the most visited place in Mindanao.
Distinguish what type of faulty logic shown in the sentences below. Just choose your answer
found inside the box.
Overgeneralization, Circular Reasoning, Assumptions,

Oversimplification, False Causality, Self-Contradiction
1. Everyone loves Sara Geronimo because she is a very popular singer.

2. Iphone is the best phone because it is friendly to all users.
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3. Alan Peter Cayetano is an impressive speaker because he always impresses his listeners
deeply.
4. I hated the movie of Coco Martin because it was the worst movie I ever saw.
5. Marry is a good writer because she writes well.
LESSON 10 Provide Appropriate and Critical Feedback/ Reaction to A

Specific Context or Situation
1. provide an appropriate and critical feedback and/or reaction to a specific context or situation;
2. respond on certain choices through critical decision making; and
3. value life’s lessons through poem analysis.
What I Know
Text and Picture Assessment
Read the following scenarios and observe its picture. Write your thoughts in a one whole sheet
of paper.
There are many challenges in life that we face every day, we need to focus and have deep
thoughts before we believe on something/someone and grabbing it only to the find out its result.
Share your thoughts:
1. In this scenario, a college girl has her money kept for her matriculation in school. Her
classmate shows and brags her new bag. Because she envies her, she wants to make a purchase
on it for she really wanted a new bag. And yet schedule of examination approaches. She is
confused. What do you think should be given priority?
2. The Philippine’s latest current issue, Francis Leo Antonio Marcos, a known philanthropist
is said to be a scammer. That everything he did is a ploy despite of his good deeds shown on
social media where he gives truckloads of rice and other stuffs to the needy in this times of crisis.
Many would say it’s a syndicate and now he is put behind bars. Does he deserve to be in jail?
Give your views about this.
What’s New
Read or listen to the lyrics of the song, “Do You Know” by Diana Ross. Answer the
question that follow.
43
Comprehension Check:
1. How do you find the lyrics of the song?
2. What do you understand of the lines in stanza 1?
3. Do the lines personally affect you in a way? Why?
4. What do these lines mean to you?
5. How do you respond to this situation in your life?
What Is It
In the previous activities, you have visualized the image by expressing what you feel and
what you know through your experiences. Today’s lesson focuses on how you are going to
practice criticism through thinking and giving of feedbacks.
What is critical feedback?
CRITICAL FEEDBACK
• the ability to provide negative or positive critical feedback that is open to interpretation
• it requires the learners to have an active listening and taking the time to analyze, and
then thinking of the best possible solution to perform better
• through criticism, the learner improves one’s thinking with skillful analysis, evaluation,
assessment and reconstruction
• it allows the reader to have an effective communication & problem-solving abilities in
“real world”
• and more importantly, critical feedback brings the learners’ together and creates a
healthy communication flow.
What’s More
I. Word Pool
Directions: Choose the correct vocabulary word to complete the sentence.
diverged undergrowth fair trodden hence claim
1. Last weekend, I and my friend went to the mall and the sales looked ____________.
2. As we were walking through the store it was like struggling through the _____________
of a jungle for the aisles were filled of clothing.
3. My friend and I ____________ once we got there, he was looking for notebooks while I
was in search for school socks.
4. I got hold of the item and got ___________ on it before others would grab it.
5. I got lost of my friend’s sight when suddenly she had ___________ back with no items
bought.
II. Building Word Power

Which phrase is closest in meaning to the underlined word?
6. The man got confused when he saw that two roads diverged, one to the left and the other
to the right.
a. differed in material construction c. came together
b. departed from a common point d. form a zigzag
7. Other road led to an undergrowth were tress are tall and grown,
a. tall trees in the forest c. low growing plants and shrubs under tress
b. grass and herbs in the meadow d. wide orchard
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III. Matching
Directions: Match the vocabulary word with its definition. Write the letter of the correct answer on
the line provided.
____ 8. walked on A, fair
____ 9. demand or right B. trodden
____ 10. promising, favorable C. claim
Direction: Try to find out the decision which the speaker made in this poem. Whether you are now
in the process of making an important decision you will find something valuable in this poem.
The Road Not Taken

Robert Frost - 1874-1963
Comprehension Check:
1. How many roads are mentioned in the poem?
2. What was the traveler sorry for?
3. In what way was one road different from the other?
4. Which road did the traveler take? What was the reason for his choice?
5. What do the two roads symbolize?
6. What do the last two lines of the poem “I took the one less traveled by, and that has
made all the difference” suggest?
7. What attitude of the speaker is revealed by choosing the road less traveled by?
8. What do you think would have happened had the traveler made a different choice?
9. Does his choice influence his behavior in life? Why?
10. How would you decide if you were in the same situation?
11. Have you encountered a situation in which you had to make a choice? Did you think you
made the right choice? Was the outcome favorable or not?
12. Explain why the reader doubts he’ll ever come back to travel the first road.
What I Have Learned

Essay: Write your answer in a one whole sheet of paper.
Lives of millions of people around the world have been affected by this virus called COVID
19. A deadly unseen enemy that threaten one’s health which would result to death if not given
serious attention and medication. As a student, how would you be an advocate in fighting the
contagion of this disease not only within the family but in your community as well?
Use the following rubrics as your guide (Found on the next page).
45
RUBRICS FOR ESSAY WRITING
CRITERIA 4-Outstanding 3-Average 2-Developing 1-Insufficient
The essay The essay The essay The essay

CONTENT contains contains contains little contains no
meaningful focus meaningful focus focus and 1-2 focus and there
and 5-7 and 3-4 supporting are no
supporting details supporting detail/s that supporting
that demonstrate details that demonstrate details that
the demonstrate unimportant demonstrate
understanding of slight understanding insufficient
the essay’s understanding of of the essay’s understanding
purpose. the essay’s purpose. of the essay’s
purpose. purpose.
First person point First person A few Point of view is
POINT OF VIEW of view is clear point of view is noticeable shifts not clear, or it
and consistent consistent in from first frequently
throughout the most parts of the person point of shifts,
essay. essay, with only view occur. confusing the
minor reader..
inconsistencies.
All sentences are Most sentences Most sentences Sentences
LANGUAGE well constructed are well are well sound
MECHANIC and have varied constructed and constructed but awkward are
structure and have varied they have a distractively
length. The writer structure and similar structure repetitive, or
makes no errors length. The and/or length. are difficult to
in grammar, writer makes a The author understand.
mechanics, few errors in makes several The author
and/or spelling. grammar, errors in makes
mechanics, grammar, numerous
and/or spelling. mechanics errors in
and/or spelling grammar,
that interfere mechanics
with and/or spelling
understanding. that interfere
with
understanding
What I Can Do
You are about to end high school and embark on a new field that will determine of who
you become in the future. In a one whole sheet of paper, write a reflection on Choosing a
Career. Use the following rubrics as your guide:
46
RUBRICS FOR ESSAY WRITING
CRITERIA 4-Outstanding 3-Average 2-Developing 1-Insufficient
The essay The essay contains The essay The essay

FOCUS/CONTENT contains meaningful focus contains little contains no
meaningful focus and 3-4 supporting focus and 1-2 focus and there
and 5-7 details that supporting are no
supporting details demonstrate slight detail/s that supporting
that demonstrate understanding of demonstrate details that
the understanding the essay’s unimportant demonstrate
of the essay’s purpose. understanding of insufficient
purpose. the essay’s understanding of
purpose. the essay’s
purpose.
First person point First person point A few noticeable Point of view is
POINT OF VIEW of view is clear of view is shifts from first not clear, or it
and consistent consistent in most person point of frequently shifts,
throughout the parts of the essay, view occur. confusing the
essay. with only minor reader..
inconsistencies.
All sentences are Most sentences are Most sentences Sentences sound
LANGUAGE well constructed well constructed are well awkward are
MECHANIC and have varied and have varied constructed but distractively
structure and structure and they have a repetitive, or are
length. The writer length. The writer similar structure difficult to
makes no errors in makes a few errors and/or length. understand. The
grammar, in grammar, The author makes author makes
mechanics, and/or mechanics, and/or several errors in numerous errors
spelling. spelling. grammar, in grammar,
mechanics and/or mechanics
spelling that and/or spelling
interfere with that interfere
understanding. with
understanding
Assessment
Answer the following questions in a one whole sheet of paper.
1. What is your opinion on the ABS-CBN franchise renewal controversy? Do you think they
should continue to operate on air or not?
2. Since we are now on the New Normal Learning Curriculum in Education, how would you
compare today’s learning modality to that of the previous years? Are there advantages and/or
disadvantages?
3. Is teenage pregnancy among high school students acceptable? Why? Why not?
4. Who makes better leaders on the community, men or women? Give your opinion.
5. Is poverty a hindrance to education? Give your opinion
47
LESSON 11 Share Personal Opinion About The Ideas Listened To
1. share personal opinion about the ideas listened to;
2. illustrate the message conveyed from a poem; and
3. appreciate the importance of sharing one’s opinion
What’s New
Activity 1. Affection!
Read or listen carefully to the song and share your point of view by answering the questions
below. Write your answers in your activity notebook.
Process Questions:
1. What have you understood from the song?
2. What do you do when your parents don’t support your plan?
3. How do you stop thinking you're not good enough?
4. Take a stand on a statement: We never know the love of our parents till we become
parents ourselves.
What Is It
GUIDING PRINCIPLES FOR EFFECTIVE LISTENING:
1. Stop talking! Remember, you cannot listen if you are speaking.

2. Pay attention! Give your full attention to the speaker. You cannot communicate if both
parties are not actively involved in the process.
3. Read nonverbal cues. Along with hearing and processing the words of the speaker, you
should pay careful attention to the nonverbal language being communicated. Watch for eye
contact, facial expressions, gestures, posture changes, and any physical responses (i.e.,
fidgeting).
4. Ask questions. A good way to ensure that you have accurately understood the message
is to ask questions.
5. Resist distractions. Stop doodling! Do not shuffle papers, draw, or doodle when you are
listening.
6. Don’t interrupt! Even though you may get angry or upset by something the speaker says,
do not interrupt. Let the speaker finish, and resist the temptation to focus on your emotional
response to the speaker’s words.
48
7. Open your mind. Try to look at the situation from the speaker’s point of view and not just
your own. Be flexible.
8. Paraphrase. Use your own words to mirror what you have heard. Restating information
in your own words helps you to remember what you have heard.
What’s More
Enrichment Activity: Legendary Poem
Let any adult in the family to read the poem for you. Listen very carefully and explain the
message of the poem through a drawing in a short bond paper. Be guided with the rubrics.
Stopping By Woods On A Snowy Evening
Robert Frost
Rubric for Illustration/Drawing:

Criteria Excellent (10-8) Satisfaction (7-5) Needs Work (4-0)
Creativity Has really used Has tried to used Has no imagination

imagination imagination
Focus Related to the Not so related to No attempt has been

poem and the poem but can made to be
understandable be understood understood
Characters Can be identified Somewhat be Hard to identified

accurately identified
Total
What I Have Learned
Fill in the statement below to share and express what you have grasped about the
lesson.
I have realized that listening skills are _____________________________________
________________________________________________________________________.
If given a chance I will share ____________________________________________

_________________________________________________________________________.
49
What I Can Do
Listen carefully as you will be asked a question and need to response with a complete
sentence. Your score will be based on the rubrics. (In the absence of the teacher, any adult in
the family can read to the learner.)
Criteria Excellent (3) Competent (2) Needs Work (1-0)
Organization Grammatically correct Not grammatically Confusing and not
and in sentence form. correct but in in sentence form.
sentence form.
Content Well focused and has an Clear but not specific. Not relevance and
independent thought. unclear thought.
Total Score:
Question#1: How will you react if your friend asked you to cover for a mistake he made?
Question#2: In what way, you have thought good values by your parent/s?
Question#3: What would you do if you and your mother disagreed?
Question#4: How would you handle being faced with an aggressive dog?
Question#5: What would you do if you realized you would be unable to complete the
performance task given by your teacher on time?
Assessment
Multiple choice: Copy and answer on your activity notebook. Choose the letter of the
correct answer by writing it on the space provided before each number. (2 points each)
____1. From the guiding principle for effective listening, what should you do first?
a. Paraphrase b. Ask questions c. Stop talking d. Read nonverbal cues
____2. A good way to ensure that you have accurately understood the message is to __.
a.Paraphrase b. Ask questions c. Stop talking d. Read nonverbal cues
____3. It said that, you cannot communicate if both parties are not actively involved in the
process. How will you act on it?
a. Paraphrase b. Pay Attention c. Stop talking d. Read nonverbal cues
____4. How do you call the guiding principle for an effective listening where you try to look at
the situation from the speaker’s point of view and not just your own?
a. Open your mind b. Read nonverbal cues c. Stop talking d. Ask questions
____5. “Even though you may get angry or upset by something the speaker says”. From the
guiding principle for an effective listening, what must you do?
a. Do not interrupt b. Open minded c. Ask questions d. Paraphrase
____6. In what way, you will use own words to mirror what you have heard?
a. Paraphrase b. Ask questions c. Open minded d. Stop talking
Essay: Answer the questions below. Be guided with rubrics for the rating of your answer
Scoring Rubric
Criteria Points
Content (correctness and completeness) 4
Organization (grammar, legibility and clarity) 5

TOTAL 9
1. From your own point of view, why do you need to be a good listener?
2. What is the importance of being able to share one’s opinion?
50
LESSON 12 Form Decisions Based on Ideas Mentioned
1. identify the steps in decision- making process;
2. form decisions based on the ideas mentioned; and
3. develop critical thinking skills by applying the steps in decision making process.
What I Know
Before you start your journey with this module, answer the survey form below to find out
what you already know about the topic to be discussed.
Directions: Read through the situations carefully. Choose one response from the given choices
that best reflects your point of view by putting a check mark (/) on the space provided.
Not at Sometimes Often

all
1. I evaluate the risks associated with each alternative
before making a decision.
2. After I make a decision, it’s final- because I know my
process is strong.
3. I try to determine the real issue before starting a
decision-making process.
4. I rely on my own experience to find solutions to a
problem.
5. I tend to have a strong “gut instinct” about problems,
and I rely it in decision-making.
6. I use a well- defined process to structure my decisions.
7. I consider a lot of potential solutions before I make my
decisions.
8.If I have doubts about my decision, I go back and
recheck my process
Well, how was your pre-assessment activity? Is it easy or difficult? Do you think you
managed it well? At the end of this module, you will know how far you have remembered your
previous lesson and how much you will learn in this module. So, are you ready to continue your
journey in this module? Then, let’s begin with your lesson.
What’s New
A. Before You Listen
Task 1: Match Me
Study the chart below. Match column A with the correct icon under Column B. Write the letter
that corresponds to your answer on the space provided.
Column A Column B
51
What Is It
Task 2: Go with the Flow
In order for you to come up with a good decision, you need to understand the message
of the graphic organizer.
52
What’s More
B. While You Listen
Now, listen very carefully to the text to be read to you by your teacher. (In the absence of
the teacher, any parent or adult in the family can read the text.) First round of reading, you have
to take down the important information to be used as your guide in doing the next activities. For
the second round of reading, try to answer the questions given.
Listening text to be read
Poverty punished as Philippines gets tough in virus pandemic

Manila's poor suffer as Philippines relies on military approach to deal with public health problem.
Manila, Philippines - On the day her husband was arrested, Bernadeth Caboboy had 200
Philippine pesos (about $4) in her pocket and her fidgety three-year-old daughter in her arms.
The toddler needed milk and they needed food, but had no money to buy either.
It had been three weeks since the lockdown to curb the spread of COVID-19 was declared,
and 21 long days since operations at the construction site where her husband worked had
stopped.
Their neighborhood of San Roque in Quezon City, the country's largest metropolis, got
neither food nor aid from the government. Caboboy's husband, Jek-Jek, decided to meet his
foreman to see if he could get his salary.
When Jek-Jek went out, he was swept up in a throng of people who were waiting for the
rumored distribution of relief goods.
"Someone shouted that a charity was going to give away a half-sack of rice," Jek-Jek
recalled. "People started lining up on the side of the road. The next thing I knew, the police came,
telling us to get on the ground."
Jek-Jek and 20 other residents of San Roque were arrested on April 1 and charged with
violating quarantine protocol, disobedience and illegal assembly.
Footage of police with riot shields and batons violently dispersing the crowd went viral. Concerned
citizens put together 367,500 pesos ($7,350) to bail out the San Roque 21 after five days in
detention.
Critics warn that the Philippine government's heavy-handed approach to the public health
emergency is criminalizing the poor for violating quarantine protocols that are impossible for them
to follow, quashing their legitimate please for food and economic aid, and putting them at risk of
infection in cramped detention centers.
"While they were in police custody, there was no social distancing. There were no proper
hygiene facilities or supplies. Doesn't their arrest defeat the purpose of stopping the spread of the
virus?" said Kristina Conti of the National Union of People's Lawyers (NUPL) and lawyer for the
San Roque 21.
by Ana P Santos
14 Apr 2020
https://www.aljazeera.com/news/2020/04/poverty-punished-philippines-tough-virus-pandemic-200413063921536.html
53
What I Have Learned
C. After You Listen
Task 1.
Based on the listening text that you have heard, your task is just to complete the table by
following the steps on how to make a good decision
Methods in decision-making Your Decision
1. What is the problem?
2. What are the relevant information?
3. List the options. What are the possible

actions could you take?
4. Weigh the consequences. List the
advantages and disadvantages of each
option.
5. Choose the best option that answers your
problem.
6. Implement your decision. Describe what
will you do.
7. Analyze the outcome achieved after the
implementation of your action. Did you make
a good decision? Would you take a different
action if faced with the same scenario?
What I Can Do
Task 1 Listen carefully as the teacher/ any adult at home read the situation below and
your task is to complete the decision wheel for you to form a good decision.
54
The Faces of Payatas: Meet Myra (and Why Poor Families Have More Kids)
Why do families living in poverty have so many kids? We tackle this mystery in our first
Faces of Payatas feature of 2017
It seems irrational, self-defeating even, to have more kids than you can afford. Many
people argue poor parents act irresponsibly by having more kids than they can handle. More and
more kids they can’t feed.
Imagine you’re a child born into such a family. You have many brothers and sisters and
either the family struggle to pay for your school needs or you never go in the first place. Either
way you end up out-of-school and work instead. From as young as six years old you’re scavenging
through trash, tending the family sari-sari store, or looking after younger siblings. And your life
prospects shrink.
Except that’s not what happens… families in Payatas aren’t poor because they have many
kids. Many times they have lots of kids because they’re poor.
Myra started working with us towards the end of 2016. We needed someone to supervise
the kids who weren’t in class and help take care of the facility. May, our Education Director,
recommended Myra.
Myra is 35 years old. She has 9 kids. She dropped out of school in Grade 6 because her
broken family couldn’t support her schooling. She cried as she talked about her dream in the past,
to be a computer engineer, mourning the loss. Myra first worked as a maid, then a factory worker,
and then selling vegetables at the market, all to support her younger sisters’ schooling. Decent
jobs are scarce in places like Payatas.
By the time Myra was pregnant with her first baby she was scavenging from the dumpsite.
This was around the time of the collapse back in 2000, where a landslide of the garbage mountain
buried hundreds of people. Since then she has worked scavenging through the City’s trash.
Myra is very thin. That’s not unusual in slums of course. Most of the kids are malnourished
and vitamin-deficient in some form or other. And that’s part of the argument: if the parents can’t
take care of themselves then how can they take care of their kids?
Myra had her first child at 19 years old. She had eight more kids. Myra cares very much
for her children. She’s trying her best to raise her kids. But this is where the “choice” of having
children suddenly looks a lot less of a choice. To survive, to have any future, poor families need
kids.
Children in slum communities are often ‘specialized’ (Murakami, 2011). One of the elder
kids, or a child showing academic promise early on, will be the hope of the family. But to pay for
the uniforms, project materials, and everything else, the family needs money. And that’s where
the other kids come in. By working in whatever jobs are available, they increase the income of
the family. In Payatas, that usually means scavenging through trash.
Why is this needed so badly? One reason is school is so expensive. Uniforms, transport,
project materials, the supposedly optional outings, and other school costs add up to around
P20,000/year. If you’re living in poverty, and you have three kids, that’s half your entire household
income. With higher infant mortality, and low rates of graduation in poor communities, it’s too
great a risk. It’s a bit like the Prisoner’s Dilemma, a sort of Prisoners of Poverty Dilemma.
Myra also says back then she didn’t know about family planning. After 9 kids she now has
an implant. The local barangay was doing a drive for implants several years ago to which more
than a hundred women showed up, Myra said. Implants last three years but politics is a problem.
How will she be able to replace the implant if the next barangay captain doesn’t support the
initiative? Local politicians are notorious for abandoning past initiatives so they can have their
name on something else. Plus the previous barangay captain was kicked out for corruption.
Elections are later this year.
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For sure, good family planning programs help in communities like Payatas. But that’s not
the whole story. Many poor families could know everything in the world about family planning,
access to contraception could be improved (and should be), but still have large numbers of kids
because they need more hands contributing to the household income.
Some poor families are essentially forced into growing larger and larger precisely because
they’re poor.
What’s Next for Myra and her Family?
Myra now has some possibilities. Employed with Fairplay she has a more secure income
than scavenging. Myra is currently learning about the way we do things at the Fairplay School,
about the philosophy of our democratic education, and about the environment for long-term
emotional and social development we look to create.
As we register as an Alternative Learning Center, with our teachers set for a course later
this month, she will be able to study for a High School Diploma. After that, we can look at
Computer Engineering Courses and beyond.
Many of her kids are regulars at the Fairplay School and are sponsored with us. That also
relieves the stress of looking after the kids during these hours, and the financial burden of public
schools (here we have no uniforms, don’t require families to buy project materials, and outings
are free).
Myra herself said, when asked what solutions there are to such poverty, “The parents here
want livelihood. Especially for the women” (translated from Tagalog). There is a misconception
about poor families being lazy or uneducated. In reality they work harder than almost anyone else,
and the decisions they make are based on very real situations they face. They just want better
opportunities. Families here work incredibly hard, but they’re being paid a quarter of the minimum
wage to clean up our trash. They don’t want handouts, they want better work.
Myra is one example. In many ways Myra is lucky, compared to other families here and in
other slums. In other ways we are the lucky ones to have her with us now. We look forward to
working with Myra and similar mothers in Payatas here.
Assessment
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B. (6-10) This is “FaceApp” that goes viral in social media recently. Study the information below
and decide if you still want to use it or not. (5pts.)
LESSON 13 Interpret the Message Conveyed in A Material Viewed

1. Determine the message conveyed from the materials viewed.
2. Interpret the message conveyed through visual analysis.
What’s New
A. Before Viewing
Before you dig in into this module, make an attempt to unlock what is implied by each
box below:
Task 1: R-E-B-U-S this!
A REBUS is a picture representation of a name, work, or phrase. Each "rebus" puzzle box
below portrays a common word or phrase. Can you guess what it is? Study the sample below:
HEAD Answer: Since the word HEAD is over the word HEELS, the answer to the
HEELS puzzle would be HEAD OVER HEELS!
Get it? That's great! Now wake up your brain by having some more fun with the teasers
on the next page! It’s your time now. Have fun and enjoy!
1. 2. 3.
OUT Aid Aid Aid
4. 5. 6.
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What Is It
WHY IS VISUAL LITERACY IMPORTANT?
Considering how visually orientated we are as humans, it is no surprise that images have
such a powerful impact on us. Research shows that there are a wide range of benefits derived
from improved visual literacy including:
a. Visual Information is More Memorable
Studies show that we retain approximately 10-20% of written or spoken information, but
around 65% of information when it is presented visually.
b. Visual Information is Transferred Faster
Information presented visually is processed extremely quickly by the brain. Around 90%
of the information transmitted to the brain is visual in nature.
c. Helps Us Communicate with the World Around Us
Visual literacy involves similar processes of interpreting images and creating images. In a
fast-moving world, with ever-increasing diagnosis of attention deficit disorders, we increasingly
rely on images to quickly convey meaning.
d. Enriches Understanding
Images can greatly enrich our understanding of a text or other media, but to be able to
interact with these deeper levels of meaning, we must possess the necessary skills to access
those depths.
e. Increases Enjoyment
Not only does increased visual literacy enrich our understanding of the media we
consume, but it can also enrich our enjoyment too - especially of visual art.
f. Creates More Educated Image Readers
In an era of fake news and ceaseless advertising, a responsible approach to the duty of
educating us must involve encouraging ourselves to become informed viewers of the world
around us, including the media they engage with.
Use these pointers in interpreting visual material.
1. What Can You See?
Familiarizing with Visual Literacy Clues (VLCs) such as subject matter, colors, symbols
vectors, lighting, gaze, gestures, and shapes enable us to develop the method of approaching
any image with a view to decoding its meaning.
2. How Does It Make You Feel?
Through the Visual Literacy Clues you would now be able to express how the image
makes you feel and how it has influenced you to feel this way. You may feel anger, anguish,
excited, happy etc. There is no limit to the emotions you may refer to, provided you can point to
evidence from the image. Here are some suggested questions to help the you explore your
responses:
Subject Matter: What is the topic of the visual text? Who and what are in it ? What is it
about?
Color: How is color used in the image? What effect do the colors chosen have on the
viewer?
Symbols: What symbols are used in this image? What do you think they represent? Are
the colors that were chosen symbolic?
Lighting: Can you describe the lighting used ? How does it affect the ‘mood’ of it?
Gaze: What type of look is the character giving? Where is their gaze directed? What
does this say?
Gesture: What type of gestures is the character giving? What is communicated by these
gestures?
Shapes: What geometric shapes can you recognize in the image? Do they repeat? Is
there a pattern? Is order or chaos conveyed?
3. What Is The Image Trying To Tell Us?
This aspect peels back another level of meaning to get to the overall message underlying the
image. This question asks you to delve into the intentions of the image maker themselves. The
genre of the image will be of significance here too, as the you considers the nature of the image
as art, entertainment, advertisement or a fusion of the various genres.
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What’s More
B. During Viewing
Task 2: C-O-V-I-D Alert! Study the chart below and tell how the disease quickly spread.
What I Have Learned

B. Fighting this disease is our joint responsibility. Protect yourself and others by making
these 6 simple precautions your new habits. Complete the infographics below by telling what each
picture mean. Write your responses on white space beside each picture.
59
What I Can Do
Task 4: My Turn!
Write a five-sentence paragraph stating your own little ways to help our local and national
government leaders in their fight against COVID-19 pandemic
Assessment
A. Matching Type: Match the road and traffic sign pictures in Column A with
its description o-in column B. write the letter of your answer before each number.
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LESSON 14 Analyze the Information Contained in the Material
Viewed
1. analyze the information contained in the material viewed
2. appreciate the importance of information from a material through slogan or poster
making
What I Know
PRE-ASSESSMENT
I. Matching Senses!
Match the sentences in column A with the senses they appeal to in column B. Copy and answer
in your activity notebook.
A B
1. The students are busy answering their modules. A. Smell
2. The music inside the bar is too loud. B. Touch
3. I ordered a box of pizza which was so mouth-watery delectable. C. Hearing
4. She has a silky-smooth hair. D. Sight
5. I smell a cheap perfume inside the building. E. Taste
II. What Do You See?

Analyze the message contained in the picture below. Then answer the questions in your activity
notebook.
1. What is the baby doing?
2. What does the baby feel? Why do you say so?
3. If you were the brother/sister of the baby, what will you do?
What’s New
Task 1. Unlocking of Difficulties
Using a dictionary, find out the meaning of the words found in the short article below.
1. Tangible
2. Ecosystem
3. Reliance
4. Imperiled
5. Mother Nature
Task 2. Sensory Images

Copy the chart on your activity notebook. Group the following phrases according to what
sense they appeal.
Visual Auditory Olfactory Gustatory Tactile
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1. dirty and messy apartments 5. Rough edges of the cabinet
2. loud beats of drum 6. Noisy participants
3. green field 7. Hot summer sun
4. sweet scent of popcorn 8. Delicious pastries
Task 3. Be Observant.
In our day to day life, we often take for granted the things around us. Take a look around
you and notice the environment. How amazing and beautiful it is, but always left unnoticed. In
your activity notebook, list all the things outside your house, which are worthy of your attention
and appreciation. List as many as you can.
THINGS: NATURE: PEOPLE
What Is It
Read and understand the short article below:
To read last year’s Earth Day article: World failing on every environmental issue: an op-
ed for Earth Day.
There is no question that Earth has been a giving

planet. Everything humans have needed to survive, and
thrive, was provided by the natural world around us: food,
water, medicine, materials for shelter, and even natural
cycles such as climate and nutrients. Scientists have
come to term such gifts ‘ecosystem services’, however
the recognition of such services goes back thousands of
years, and perhaps even farther if one accepts the caves
paintings at Lascaux as evidence. Yet we have so
disconnected ourselves from the natural world that it is easy—and often convenient—to
forget that nature remains as giving as ever, even as it vanishes bit-by-bit. The rise of
technology and industry may have distanced us superficially from nature, but it has not
changed our reliance on the natural world: most of what we use and consume on a daily
basis remains the product of multitudes of interactions within nature, and many of those
interactions are imperiled. Beyond such physical goods, the natural world provides less
tangible, but just as important, gifts in terms of beauty, art, and spirituality.
Task 4. I Care for our Nature

How do we protect our nature? As a student, what are our own little ways to take care of
it? Take a look at the picture below and answer the following questions.
A. In your activity notebook, write one sentence about the picture which appeals to
each of the following senses:
1. Visual -
2. Olfactory -
3. Audio –
4. Tactile –
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B. Analyze the information contained in the material viewed. As your guide, use the
table below. Copy this on your activity notebook and complete the following phrases:
The picture is about…
The problem in the picture is….
The problem will be solved through…
The silent message of the picture is…
What’s More
Task 5. What it says!
Here are more pictures of our environment. Try to analyze each of them as to the message
it tries to convey to us readers
1. The picture tells us that _________________
1. The message of the picture above says that

_____________________________________
What I Can Do
As your output of the lesson, write your own slogan or make a poster about the current
situation of our Mother Nature according to your observation in your own surrounding.
For Slogan: use English, minimum of 9 words and maximum of 11 words. Write it in ½
white cartolina and use pentel pen.
For Posters: use ¼ size illustration board, crayons or pastel.
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Rubrics for Slogan Writing:
Criteria: 5 3 1 Score:
Content/ The slogan is very The slogan is The slogan is not
Relevance to much relevant to the somehow relevant to relevant to the
the Subject subject given. the subject given. subject given.
End Rhyme The use of words has The use of words has The use of words
and excellent rhyme and it a good rhyme and it does not rhyme
Measurement followed the prescribed almost followed the and it exceed or is
of Words number of words. prescribed number of less than the
words. prescribed number
of words.
Creativity/ The output shows an The output shows a The output shows a
Originality excellent creativity and good creativity and poor creativity and
originality. originality. originality.
Neatness The output is The output is The output is
excellently moderately poorly presentable.
presentable. It has presentable. Its font is It has messy
excellent lettering and simple and readable. letterings and is not
is balanced. balanced.
Rubrics for Poster-Making:
Criteria: 5 3 1 Score:
Content/ The message of The message The message of the
Relevance to the the poster is very of the poster poster is not at all
Subject much relevant to is closely related to the
the subject. relevant to the subject.
subject.
Symbolism It uses images and It uses It uses images and
symbols that really images and symbols that do not
captures the symbols that capture the subject
subject given. closely given.
captures the
subject given.
Creativity/Originality The output shows The output The output shows a
an excellent shows a good poor creativity and
creativity and creativity and originality.
originality. originality.
Neatness The output is The output is The output is poorly
excellently moderately presentable and
presentable and presentable attractive.
attractive. and attractive.
Assessment
For Real or Not?
Read the statements below and write YES if the sentence is true, and NO if it’s not.
1. Analyzing the material you viewed requires comprehension and emotion.
2. A picture has a silent message. It tells us something that the artist wants to say.
3. Nature doesn’t need our care, we can abuse it or take it for granted if we want.
4. The surroundings reflect the personality of the people around it.
5. Analyzing what we viewed develops our critical thinking.
6. The pictures, movies or everything we viewed is just for entertainment purposes.
7. In analyzing what you view, you do not need to use sensory images.
8. Only Visual or sense of sight is important in analyzing something you view.
9. We may agree or disagree with the picture we see.
10. We can develop our creativity by analyzing and critiquing the material we viewed.
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LESSON 15 Analyze Literature as a Means of Connecting To the
World
1. analyze literature as a means of connecting to the world;
2. share important lessons from a literature through character traits analysis; and
3. appreciate the importance of literature as a reflection of the world one’s lived by.
What I Know
Task 1. LOOKING UP
How do you respond to the following situations?
For each situation below, indicate your opinion as a solution.
Situation Your Action
1. Your neighbor did not return your book at your agreed date.
2. Your mother broke her promise to buy you a smart phone

on your graduation day.
3. Your loved one did not appear in your dinner date because
of his/her work.
4. A politician promised to concrete the road but his term
ended and the road still untouched.
5. You accidentally met your friend who said to double your
money in a month but disappeared without knowing where he
is.
What’s In
Task 2.Using the Venn diagram, compare and contrast your understanding on the
words, MERCY and FORGIVENESS.
What’s New
Task 3: Read and understand carefully the selection.
THE MERCHANT OF VENICE

(Sypnosis)
In Venice, a merchant named Antonio worries that his ships are overdue. As his
colleagues offer comfort, his young friends—Bassanio, Graziano, and Lorenzo—arrive. Bassanio
asks Antonio for a loan, so that he can pursue the wealthy Portia, who lives in Belmont. Antonio
65
cannot afford the loan. Instead, he sends Bassanio to borrow the money on the security of
Antonio’s expected shipments.
At Belmont, Portia and her maid, Nerissa, discuss the suitors who have come in response
to Portia’s father’s strange will. The will says Portia may only marry a man who chooses the
correct casket made from three possible options: gold, silver, and lead. Much to Portia’s distress,
all her suitors are unsatisfactory. However, she does fondly remember a time when Bassanio
came to Belmont, and that leaves her with some hope.
Bassanio approaches Shylock, a Jewish moneylender, about the loan. Shylock holds a
grudge against Antonio for his lending practices and apparent nti-Semitism. Still he offers
Bassanio the loan. Instead of charging interest, seemingly as a kind of joke, he asks for a pound
of Antonio’s flesh if the loan isn’t repaid within three months. The bond is agreed to (who wouldn’t
agree to that?) and Bassanio prepares to leave for Belmont with his friend Graziano.
Meanwhile, one of Shylock’s servants, Launcelot, wishes to change masters and
persuades Bassanio to employ him. Shylock’s daughter, Jessica, also longs to leave home. She
wants to become a Christian and marry Antonio’s friend Lorenzo. Before he departs to serve his
new master, Launcelot takes a letter to Lorenzo that contains plans for Lorenzo and Jessica to
elope that night. When Shylock goes out, Jessica escapes to elope, taking gold and jewels with
her. The following day, Bassanio sets sail for Belmont, while Shylock rages over the loss of his
daughter and the treasures she has stolen.
In Belmont, one of Portia’s suitors (the Prince of Morocco) chooses the golden casket, while
another (the Prince of Aragon) selects silver. Both chose the wrong casket and are unsuccessful.
As Aragon leaves, Bassanio is announced. Portia eagerly goes to greet him.
After a few days, Shylock hears that his daughter Jessica is squandering her stolen wealth
in Genoa. He begins to rail bitterly against Christians. He reminds Antonio’s friends that if the loan
is not repaid on time, he will insist on the original agreement of one pound of flesh.
Back in Belmont, Bassanio chooses the lead casket, and in so doing, he wins Portia. His
friend Graziano asks for Portia’s maid Nerissa to be his wife. Portia gives her ring to Bassanio,
making him promise never to give it to another. As Lorenzo and Jessica come to Belmont, news
arrives that Antonio’s ships have been lost at sea, and he is now bankrupt. They are also told
Shylock insists on the fulfilment of his bond and has had Antonio arrested. Bassanio and Graziano
leave in haste to help Antonio. Portia and Nerissa resolve to follow afterwards, disguised as
lawyers.
In the court in Venice, Shylock demands his pound of flesh. The Duke, presiding over the
court, seeks legal advice from the lawyer “Balthazar,” who is Portia in disguise. Portia pleads for
Shylock to have mercy on Antonio. Bassanio offers his wife’s money, which would more than pay
the debt, but Shylock refuses to accept. Antonio’s death is only prevented as Balthazar explains
the bond is for flesh but not for a single drop of blood. So Shylock cannot collect the pound of
flesh.
For threatening the life of a Venetian, Shylock forfeits his goods to Antonio and Bassanio.
Antonio refuses his share of compensation and asks for it to be put in a trust for Lorenzo and
Jessica. He also demands that Shylock becomes a Christian. Broken and in submission, Shylock
leaves the court. Bassanio and Graziano thank the lawyers, who ask for their rings as legal fees.
Bassanio and Graziano refuse until Antonio intervenes and makes them give the rings to the
lawyers.
Undisguised, Portia and Nerissa return home at night to find Lorenzo and Jessica enjoying
the tranquillity of Belmont. When their husbands arrive, Portia and Nerissa scold them for giving
away their rings, pretending they had been given away to other women. Before long, they reveal
themselves as the lawyers from the trial. Antonio receives news that his ships have returned
safely after all (looks like we didn’t need to go through all this mess in the first place!). The play
ends as the three couples prepare to celebrate their marriages
What Is It
TASK 4: Encircle the letter of your answer.
1. Bassanio asks his friend ______________for a loan.

A. Antonio B. Solanio C. Solerio D. Gratiano
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2. Bassanio wants a loan so that he can __________________.
A. put on a lavish wedding B. throw a huge dinner party for Shylock
C. travel to Belmont D. pay back his family after squandering his inheritance
3. Antonio agrees to borrow money from Shylock because ________________________.
A. he wants to travel to Belmont
B. he wants to show the extent of his friendship for Bassanio
C. he needs money while his ships are at sea
D. he wants to trick Shylock
4. How many suitors fail the casket test?
A. One B. Two C. Three D. We don’t know
5. Jessica wants to elope with _______________.
A. Gratiano B. Lancelet C. Solanio D. Lorenzo
6. Jessica stole what from Shylock?
A. money B. jewelry C. pride D. all of the above
7. Why do Shylock and Antonio despise each other?
A. Religious differences B. Commercial differences
C. Social differences D. All of the above
8. Who comes to the courtroom disguised as a lawyer named Balthazar?
A. Nerissa B. Bassanio C. Portia D. The Duke
9. Why can’t Shylock carry out the bond as written? Remember it is written that he should only
have a pound of flesh.
A. he is too squeamish B. it is impossible to do
C. no-one will lend him a knife D. he knows that, if he does, he won’t get paid
10. Bassanio and Gratiano return to Venice to repay the money Antonio owes Shylock. How does
Shylock react?
A. accepts the money B. accepts the money with interest
C. insists on carrying out the bond as written D. shows mercy
What’s More
Task 5. Traits Analysis: Describe the traits of the characters on the strand.
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What I Have Learned
Task 6: Merchants of Venice depicts on love, hate, loyalty, religion and justice. Now,
think of an event or situation in our society nowadays where these things still evident.
Love
Hate
loyalty
religion
justice
What I Can Do
Task 7:Journal Writing
Reflect on the recent pandemic that the world has experienced today. On your activity
notebook, describe how you want to be like Anthonio and Shylock?
Assessment
Essay Writing: Answer briefly. Be guided with the rubrics for the rating of your output.
1. What is the reason behind why Balthazar asked their rings as the legal fee for the case of
Anthonio?
2. In your own opinion, was the trial fair or unjust to other party? Support your answer.
3. If an act of help is bounded with conditions and agreements, it may be called as “taking
advantage”. Would you mean that banks, lending establishments and pawnshops are also
taking advantage of their clients because they are asking for interests?
RUBRIC FOR RATING
Features 4 3 2 1
Quality of *Piece was * Piece is written *Piece had a *Piece had no
Writing written in an in an interesting little style or style and voice
extra ordinary style and voice. voice . *Gives no new
style And voice. * Somewhat *Give some new information and
* Very informative and information but poorly ___________
informative and organized poorly organized.
well organized organized.
Grammar, Virtually no Few spelling A minor spelling, So many

Usage & spelling, and punctuation punctuation or spelling,
Mechanics punctuation or errors, minor grammatical punctuation and
grammatical grammatical errors grammatical ___________
error. errors errors that it
interferes the
meaning
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LESSON 16 Identify the Distinguishing Features of Anglo-American
One-Act Plays
1. Define what is One-Act Anglo American Play;
2. Identify the elements of One-Act Play
3. Foster creativity thorough understanding the features of One-Act Play; and
4. Engage in creation of an original One-Act Play.
What I Know
Pre-Test
Before anything else, let us check if you already know what our lesson is all about by
answering the questions that follow.
1. An ___________ is a division or unit of a theater work or play which may consist of multiple
scenes.
a. Act b. original script c. illusion d. action
2. What is a one-act play?
a. A play that has a single setting and character
b. A play that has a single act but may have several scenes
c. A play that has a single plot twist
d. A play that has a single theme where it is based from
3. What do you think is the primary means used to tell a story in a play?
a. Sound effects b. the plot c. The theme d. the human voice
4. __________ are any artificial reproduction of sound or sounds intended to accompany action
and supply realism in stage plays.
a. Olfactory sounds b. stage effects
c. Sound effects d. booming sounds
5. The following are important features of a one-act play except:
a. delivery of the lines b. tone of character’s voice
c. sound effects used d. an orchestra
What’s In
It is important to get familiar with the terminologies used in the discussion so that they will
leave an imprint in your mind and enrich your vocabularies as well.
Your task is to find ten hidden words in a group of jumbled letters in the box below. You
can do it by going horizontal, vertical or diagonal. Write your answers in one whole sheet of paper
with your name.
Hidden Words
X O N E A C T P L A Y N E
C P C O M E T H E A T E R ________________
H I C A U S Q R V L X C O
A E G A Q H O M I L I E N ________________
R W R I S D G A E P L A Y
________________
A C K B Z U X L T A Q E L
C B T R T T A Z I G V M I ________________
T S Y N T X L M U N O C
E T I P T P C R A E Y N T ________________
R Y D T I V N K T V D I D ________________
S R R P H S E Q U E N C E
O E A S L A N G X R B S B ________________
N O M L I N C L I M A X Q
________________
S E A T I N G S C G C V B
________________
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________________
What’s New
Below is an example of one act play exerted from the movie Harry Potter’s
and the Sorcerer’s Stone.
Joanne Rowling born 31 July 1965), better known by her pen name
J. K. Rowling, is a British author, screenwriter, producer, and philanthropist.
She is best known for writing the Harry Potter fantasy series, which has won
multiple awards and sold more than 500 million copies, becoming the best-
selling book series in history. Born in Yate, Gloucestershire, Rowling was
working as a researcher and bilingual secretary for Amnesty International
when she conceived the idea for the Harry Potter series while on a delayed
train from Manchester to London in 1990. The seven-year period that
followed saw the death of her mother, birth of her first child, divorce from her first husband, and
relative poverty until the first novel in the series, Harry Potter and the
Philosopher's Stone, which was renamed Harry Potter and the
Sorcerer’s Stone for the U.S. edition was published in Britain in June,
1997.
For Rowling, there was no looking back and she published a
series of seven Harry Potter books. The sequels were: Harry Potter
and the Chamber of Secrets, Harry Potter and the Prisoner of
Azkaban, Harry Potter and the Goblet of Fire, Harry Potter and the
Order of the Phoenix, Harry Potter and the Half-Blood Prince, and the
last book Harry Potter and the Deathly Hallows
ONE ACT PLAY FROM HARRY POTTER AND THE SORCERER’S STONE
SUMMARY:
Ten-year-old Harry Potter is an orphan who lives in the fictional London suburb of Little
Whinging, Surrey, with the Dursleys: his uncaring Aunt Petunia, loathsome Uncle Vernon, and
spoiled cousin Dudley. The Dursleys barely tolerate Harry, and Dudley bullies him. One day Harry
is astonished to receive a letter addressed to him.Before he can open the letter, however, Uncle
Vernon takes it. Letters for Harry subsequently arrive each day, in increasing numbers, but Uncle
Vernon tears them all up, and finally, in an attempt to escape the missives, the Dursleys go to a
miserable shack on a small island. On Harry’s 11th birthday, a giant named Hagrid arrives and
reveals that Harry is a wizard and that he has been accepted at the Hogwarts School of Witchcraft
and Wizardry. He also sheds light on Harry’s past, informing the boy that his parents, a wizard
and a witch, were killed by the evil wizard Voldemort and that Harry acquired the lightning-bolt
scar on his forehead during the fatal confrontation.
Scene1: Almost ten years after the: DURSLEY's home. The camera pans on a sleeping boy,
almost eleven, with a lightning-bolt shaped scar on his forehead.
(There is a click, and knocking. Outside, a tall woman, PETUNIA DURSLEY, raps the door).
Petunia: Up. Get up. {Knocks} {sighs} Now! {Smacks door of closet which is the boy’s bedroom}
A large, tubby boy, DUDLEY DURSLEY, suddenly comes running down the stairs above
the closet. He stops half-way down and goes back, jumping on the staircase.
Dudley: Wake up, cousin! We're going to the zoo!
Dudley laughs, comes down the stairs and runs for the kitchen. The boy, HARRY POTTER, tries
to come out of the closet, but is pushed back in by Dudley.
Petunia: Oh, here he comes, the birthday boy!
A larger man, VERNON DURSLEY, is sitting at the kitchen table.
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Vernon: Happy birthday, son.
Petunia and Dudley giggle together. Harry comes into the kitchen, dressed in rags.
Petunia: Why don't you just cook the breakfast, and try not to burn anything.
Harry: Yes, Aunt Petunia.
He sets to work.
Scene 2: Outside, morning. The happy family is heading to the car. Harry goes to get in but is
stopped by Vernon. Thw whole family will go to the Zoo.
Petunia: This will be a lovely day at the zoo. I'm really looking forward to it.
Vernon: I'm warning you now, boy. Any funny business, any at all, and you won't have any meals
for a week. Get in.
The zoo. The family is in the reptile house, looking at a large BOA CONSTRICTOR.
Dudley: Make it move.
Vernon raps the glass of the cage.
Vernon: Move!
Dudley raps the glass much harder, and Vernon winces.
Dudley: MOVE!
Harry: He's asleep!
Dudley: He's boring.
Dudley and his parents retreat to another enclosure. Harry is left with the snake.
Harry: Sorry about him. He doesn't understand what it's like, lying there day after day, having
people press their ugly faces in on you.
The snake looks up and blinks.
Snake: {The snake nods} yes, I can hear you…
Harry: It's just...I've never talked to a snake before. Do you...I mean...do you talk to people often?
Snake: Only to those who are special…those who have gifts!
Harry: I see. That's me as well. I never knew my parents, either.
Snakes: Yes, I miss them all. {The snake turns its head in the direction of a sign which says, Bred
in Captivity}
Harry: I see. That's me as well. I never knew my parents, either. Well, be careful now!
Snake: Thankssssssss
Harry: Anytime.
The snake starts off.
Scene 3: Outside, sometime later. An owl flies by the house and drops a letter, which zooms in
the letterbox. It lands away from the house and hoots.
Harry, inside, goes to collect the mail. He sorts through the letters and sees his, addressed to
him. He goes into the kitchen until…
Dudley: {Sees Harry’s letter. He runs and grabs it} Dad, look! Harry's got a letter!!
Harry: Hey, give it back! It's mine!
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Vernon: {Laughs} Yours? Who'd be writing to you?
The family gathers to look at the address. There is a broken seal on the letter. The family looks
up and Harry gulps.
Few days later, another owl flies by with a letter and drops it off. Inside, Vernon grabs a handful
of letters and rips them up. Every time there comes a letter, Vernon will tore it immediately.
One lovely morning, in the living/family room. The family is sitting around, Harry is serving cookies.
Vernon: Fine day Sunday. In my opinion, best day of the week. Why is that, Dudley?
Harry: {Hands cookie to Vernon} because there's no post on Sunday? Ah, right you are, Harry.
No post on Sunday. Hah! No blasted letters today. No, sir. {Harry sees a shadow outside the
window. Outside, millions of owls are perched.} No sir, not one blasted, miserable---
A letter shoots out of the fireplace and zips across Vernon’s face. There is a rumbling and then
zillions of letters come shooting out of the fireplace.
Dudley: AHH! Make it stop! Please make it stop! {He jumps on Petunias lap}
Petunia and Vernon: {Screaming}
Vernon: Go away, ahh!
Dudley: What is it? Please tell me what's happening!
Harry jumps onto the coffee table to grab a letter. He gets one and starts to run away. Vernon
jumps up as well.
Vernon: Give me that! Give me that letter!
He chases Harry and grabs him before Harry gets into his closet.
Harry: Get off! Ahh!
Vernon: Ahh!
Harry: They're my letters! Let go of me!
Vernon: That's it! We're going away! Far away! Where they can't find us!
Scene 4: A house, on a rock island somewhere out at sea. The family is sleeping, with Harry on
the cold, dirt floor. He has drawn a birthday cake which reads, Happy Birthday Harry. Harry looks
at Dudley's watch, which beeps 12:00.
Harry: Make a wish, Harry. {Blows}
Suddenly, the door thumps. Harry jumps. The door thumps again and Dudley and Harry jump up
and back away. Petunia and Vernon appear, Vernon with a gun. The door bangs again and then
cracks open, and a giant man appears.
Vernon: Who's there? Ahh!
Hagrid: Sorry 'bout that. {He puts the door back up}
Vernon: I demand that you leave at once, Sir! You are breaking and entering!
Petunia: Ooh.
Hagrid comes over, grabs the gun and bends it upwards.
Hagrid: Dry up, Dursley, you great prune. {The gun fires}
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Hagrid: {sees Dudley} Mind, I haven't seen you since you was a baby, Harry, but you're a bit
more along than I would have expected. Particularly 'round the middle! (Even Hagrid who has a
powers can commit mistakes mistakenly identified Dudley has Harry).
Dudley: I-I-I'm not Harry.
Harry appears: I-I am.
Hagrid: Oh, well, of course you are! Got something for ya. 'Fraid I might have sat on it at some
point! I imagine that it'll taste fine just the same. Ahh. Baked it myself. {Hands Harry the cake}
Words and all. Heh.
Harry: Thank you! {Opens cake, which reads: Happee Birdae Harry.}
Hagrid: It's not every day that your young man turns eleven, now is it?
Hagrid sits down on the couch, takes out an umbrella and points it at the empty fire. Poof, poof!
Two sparks fly out and the fire starts. The family gapes.
Harry: {puts cake down} Excuse me, who are you?
Hagrid: Rubeus Hagrid. Keeper of keys and grounds at Hogwarts. Course, you'll know all about
Hogwarts.
Harry: Sorry, no.
Hagrid: No? Blimey, Harry, didn't you ever wonder where your mum and dad learned it all?
Harry: Learnt what?
Hagrid: You're a wizard, Harry.
Harry: I-I'm a what?
Hagrid:A wizard. And a thumping good one at that, I'd wager. Once you train up a little.
Harry: No, you've made a mistake. I can't be...a-a wizard. I mean, I'm just... Harry. Just Harry.
Hagrid: Well, Just Harry, did you ever make anything happen? Anything you couldn't explain
when you were angry or scared? {Harry softens his expression} Ah.
Dudley: {whimpers}
Hagrid hands Harry the same letter that has been sent the past while. Harry opens it.
Harry: Dear, Mr. Potter. We are pleased to inform you that you have been accepted at Hogwarts'
School of Witchcraft and Wizardry!
Vernon: Hell not be going! We swore when we took him in wed put an end to this rubbish!
Harry: You knew?? You knew all along and you never told me?
Petunia: Of course we knew. How could you not be? My perfect sister being who she was. Oh,
my mother and father were so proud the day she got her letter. We have a witch in the family.
Isn't it wonderful? I was the only one to see her for what she was. A freak! And then she met that
Potter, and then she had you, and I knew you'd be just the same, just as strange, just as ...
abnormal. And then, if you please, she went and got herself blown up! And we got landed with
you.
Harry: Blown up? You told me my parents died in a car crash!
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Hagrid: A car crash? A car crash kill James and Lily Potter?
Petunia: We had to tell him something.
Hagrid: It's an outrage! It's a scandal!
Vernon: He'll not be going!
Hagrid: Oh, and I suppose a great Muggle like your self’s going to stop him, are you?
Harry: Muggle?
Hagrid: Non magic folk. This boy's had his name down ever since he was born! He's going to the
finest school of witchcraft and wizardry in the world, and he'll be under the greatest headmaster
Hogwarts' has ever seen: Albus Dumbledore.
Vernon: I will not pay for some crackpot old fool to teach him magic tricks!
Hagrid: {whips out umbrella and points it at Vernon} Never insult Albus Dumbledore in front of
me.
Hagrid sees Dudley eating Harry's cake, and points the umbrella at his rear. A grey tail grows.
Dudley: Ahh!
All: Ahh! {family chases Dudley}
Harry: {laughs}
Hagrid: Oh, um, I'd appreciate if you didn't tell anyone at Hogwarts about that. Strictly speaking,
I'm not allowed to do magic.
Harry: {Nods} Okay.
-End-
A. ANSWER ME! Provide the answer in every questions. Write your answers in a
one whole sheet of paper.
_____________1. Where do Dursley and Harry Lives?
_____________2. What animal did Harry had conversation with in the Zoo?
_____________3. What was in Harry’s forehead?
_____________4. What kind of bird who delivered Harry’s letter?
_____________5. Other term for people who do not possess magic.
_____________6. The name of the school where Harry will go.
_____________7. Name of Harry’s cousin.
_____________8.Name of Harry’s Uncle.
_____________9. Name of Harry’s Aunt.
____________10. Name of the giant who suddenly bangs the door again and then cracks open
in the middle of the night in Dursely’s house.
B. COMPREHENSION CHECK!
After reading the on the one act play from Harry Potter and the Sorcerer’s Stone, answer
the following questions by writing your answers in a one whole sheet of paper.
1. Describe the character of Harry Potter in the One Act Play.
2. How the Dursleys family did treat Harry?
3. Does Harry have special magic? Explain your answer.
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C. ONE ACT PLAY MAP
After reading the one Act Play of Harry Potter and the Sorcerer’s Stone, complete the
ONE ACT PLAY MAP by writing your answer/s in a one whole sheet of paper.
What Is It
Before taking the lesson further, let us revisit what a one-act play is. A one-act play is a
play that has only one act, as distinct from plays that occur over several acts. One-act plays may
consist of one or more scenes. The origin of the one-act play may be traced to the very beginning
of drama: in ancient Greece, Cyclops, a satyr play by Euripides, is an early example.
The common features of a one-act play are:

O It is written in a concise manner where there are no breaks in the action
O It has fewer characters compared to a full-length play
O Oftentimes, it has a single setting
O The action begins at the start of the play
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What’s More
Let’s explore further on our lesson about one-act plays by reading the text that follows.
Please take note of the features of a one-act play while reading.
A NURSE ON DUTY IN THE TIME OF PANDEMIC

By: Laurice S. Saquin
Inspired by true events of the Covid19 Pandemic.

Time check: half an hour after seven in the morning. Almost time for her shift at the COVID unit
of the Philippine General Hospital. Sally is in the hospital’s locker room together with her friend
Chloe. They have already donned their PPE and although it felt heavy and hot wearing it, they
are left with no choice. It is the only protection they have from contracting the virus.
SALLY: “Mom is going to call any minute from now.”, she said to Chloe happily.
CHLOE: “You’ve been here at PGH for a year now, right? Don’t you miss your family?”
SALLY: “Of course I do! I miss the peace and quiet back home. I haven’t gotten used to the hustle
and bustle of the metro, though. So make it a point to spend Christmas with my family. I promised
her to be home as often as possible.”
CHLOE: “So sad you missed her birthday, though. Covid happened, your flight got cancelled.
This pandemic actually scared me to be honest. We’re the ones most susceptible here. I mean,
we could get the virus and die by simply taking care of our patients!”
SALLY: “Yet, we have to be reminded that we made an oath to serve the people, right? Let’s just
always pray for protection. We cross the line between life and death every single day as a nurse
on duty in the time of pandemic. This too shall pass.”
CHLOE: “Yeah, let’s pray for each other and for everyone else…Most specially our loved ones.
C’mon now, time for our shift. Oh your phone’s ringing, it must be your mom!”
SALLY: “What took her so long to give me a ring? She always calls up at least thirty minutes
before my shift…Hang on…oh it’s Jason my boyfriend. Chloe, you go ahead to the unit. Let me
just take this call real quick.”
JASON: “Hey babe, how are you?
SALLY: “Hello Babe! Look my shift starts soon. I’m sorry but can I call you back later?”
JASON: (somewhat hesitant) “I know and I’m sorry…Ahmm, I really don’t want to bother you now
but I guess you need to know this….”
SALLY: “Babe, what’s wrong? If you have something to tell me it must be something very
urgent…But please hurry coz I’m gonna be late for my shift…”,
JASON: (trying to stay calm) “Babe, listen carefully…..Someone from the ER notified me that
your mom was rushed here earlier due to difficulty of breathing. She’s already been given oxygen
to help her. We’re now waiting for her lab test results……”
Sally’s mind was racing. “My mom? In the hospital? What happened?”, she wanted to ask. Yet
words failed to come out of her mouth and all she could do was let out a gasp.
PA SYSTEM: “PAGING NURSE SALLY DE LEON, MS SALLY DE LEON. YOU ARE WANTED
AT THE COVID UNIT IMMEDIATELY.”
SALLY: (sounding so confused) “Babe, what do I do?”,
JASON: (trying to pacify his girlfriend) “Don’t worry babe, I will see to it that I will be with your
mom. Try to ask your supervisor to at least allow you to take a day off today so you can keep
track on what’s going on here.”
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She bolted into the Covid unit and just as she was frantically looking for her supervisor, another
nurse called out on their PA system,
PA SYSTEM: “CODE RED! CODE RED! BED 105!”
SALLY: “Oh no, that’s my patient’s number!”
She ran hurriedly to bed number 105 and saw the patient turning blue and gasping for air.
DOCTOR: “She needs to be intubated now! Nurse Sally, prepare her to be sedated.”
She fumbled through table and looked for the syringe to start the process. Her hands are shaking.
SALLY: (desperately telling herself) “I have to focus! My patient’s life is in my hands! I have to
help her!”
DOCTOR: (15 minutes after) “The patient has stabilized. Nurse Sally, please check her vitals
every 30 minutes ok.”
SALLY: (cupping her burning cheeks with her ice-cold hands) Doc, can I go to the restroom for a
minute?
CHLOE: (running into Sally on her way to the restroom) “Hey, I heard that your mom is in the
hospital…. You looked so flushed! Are you okay?”
SALLY: (sobbing silently, mindful of the hushed stillness of the Covid unit with only the beeping
sound of monitors) I’ve held so many hands of my dying patients because I want them to know…to
feel that at least someone is here for them in because their families couldn’t be with them… But
now, my mom is also in the ICU fighting for her life…and I’m not there for her…she must be
scared and alone…”
CHLOE: (trying to calm her friend while wiping away her own tears) “Everything’s going to be
alright. Hey, let’s get going now ok? Half of her shift is almost over now. You’ll hear from your
mom soon. Oh, your phone is ringing!”
SALLY: (checking her phone and seeing it was her boyfriend, Jason calling) “How’s my mom?”
JASON: (sounding very sad yet professional) “Babe the lab test results came back
positive for Covid. Your mom is now wheeled to the ICU as she has not stabilized ever since she
got in. I’m sorry babe. Be strong ok. I will do my best to take care of your mom”
SALLY: (feeling dazed and numb all over) “Oh no….this is not happening….”
CHLOE: (trying to stay calm for her friend by giving her a hug) “Hush now Sally….we’ll pray for
your mom…She’s going to be ok…”
SALLY: (crying uncontrollably) “It has already been four hours since I got a phone call from Jason
that mom was brought to the hospital. She should have been stable by now. But it’s the other way
around. Her vitals are going down. The virus must have hit her hard because of her age.”
CHLOE: “I know that you’re so worried about your mom…and that you care deeply for her…I can
see that by the way you care for your patients…Though not all of them survived but you made
sure that they were well taken care of. You treat each one of them like family and gave your best.
SALLY: (getting frustrated) “Yet ironically, I cannot take care of her now… My very own mother!
She needs me by her side!”
CHLOE: (comforting her friend) “I know….I know…Hush now…Let’s all hope for the best ok?”
SALLY: (trying to stay focused) “I must go and tell our supervisor that I need to file an emergency
leave and head home ASAP!”
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CHLOE: “I’ll help you find her and explain to her about your situation....Oh, you got a call again…
It should be Jason calling. Let’s hope this is good news now…”
SALLY: (sounding worried and scared at the same time) “Oh my…it’s Jason…I used to be very
excited when getting calls from home most specially from my mom…But now…today feels so
different and even traumatic…I’m somewhat scared to even answer it knowing that it could bring
bad news about my mom…”
CHLOE: (sounding reassuring) “Go on now…you have to answer the phone so will know how’s
your mom doing…go on…”
SALLY: (very hesitant…) “Yes Babe…. Why are you crying? Mom’s ok right….?”
JASON: (stifles a sob to be able to talk) “Babe……I’m sorry….”
That was all she heard. It was all she could take. She felt nauseous and numb at the same time.
And then everything went black.
The End
What I Can Do
Process Questions:
1. Who are the main characters of the play? Describe each of them.
2. What is the setting of the play?
3. Describe the mood and atmosphere of the play.
4. Why was Sally’s mom rushed to the hospital?
5. What happened to Sally’s mother?
What I Have Learned

For your next activity, we will try to analyze the elements present in the one-act play script
you just read.
Direction: Refer to the one-act play script and fill-in the grid below with the needed
information.
Elements of One-Act Play Details

1. Setting
2. Plot & Plot Structure
3. Characters
4. Conflict
5. Theme
6. Suspense & Atmosphere
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Pictures Can Tell
Throughout the unit you have learned about all of the elements that make up a one act
play and the important role that each individual element plays. You have learned about plot,
conflict, characters, setting, and theme. You will use each of these elements effectively in the play
you write.
Direction: Look at all the pictures and make your own one act play based on
the pictures shown below.
https://www.rsc.org.uk/shakespeare-learning-zone/romeo-and-juliet/story/timeline
Assessment
As we end the lesson here, let’s try to check what you have learned so far with the help
of this final activity. Read the following questions carefully and select your best answer among
the given choices.
1. It is a division or unit of a theater work which usually consist of multiple scenes.
a. Act b. original script
c. illusion d. action
2. A one-act play is ____________________ .
a. a play that has a single setting and character
b. a play that has a single act but may have several scenes
c. a play that has a single plot twist
d. play that has a single theme where it is based from
3. ________________ is the primary means used to tell a story in a play.
a. Sound effects c. the plot
b. The theme d. the human voice
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4. What are any artificial reproduction of sound or sounds intended to accompany action
and supply realism in stage plays?
a. Olfactory sounds b. stage effects
c. Sound effects d. booming sounds
5. The following are important features of a one-act play except:

a. delivery of the lines b. tone of character’s voice
c. sound effects used d. an orchestra
LESSON 17 Employ Varied Verbal and Nonverbal Strategies in a

One Act Play
1. differentiate verbal from non-verbal communication
2. analyze the famous scene from the play Romeo and Juliet through a comics
3. employ varied verbal and non-verbal strategies upon performing an act from the discussed
literary piece
What’s New
Have you ever been in the situation when you really didn’t believe what someone was saying?
Did you have a sense that something didn’t ring true or a gut feeling that all was not right? Perhaps
his nonverbal signals didn’t match to what he’s saying.
Task 1. Read the comic strip (found on next page) to get an idea on what this
lesson is all about.
Drawn by: Maria Katharina Janine P. Doremon
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1. Why Eia was mad?
2. Did Eia believe Jhiuan? Why?
3. What is the importance of knowing the body movements/ facial expressions of a person?
4. Describe how you would feel when somebody lied to you. Would you be irritated? Why or why
not?
What I Have Learned

Verbal communication is the words spoken by the characters in a play. It is an important
part of our communication while Nonverbal communication is the unspoken communication that
goes on in every face to face encounter with another human being. It tells you their true feelings
towards you and how well your words are being received.
Do you know that 90% of our message is communicated nonverbally and only 10% is
actual words?
In order to be effective, we should know the kinds of nonverbal communications. These
are the following types of nonverbal communication and body language:
1. FACIAL EXPRESSION
- Unlike some forms of nonverbal communication, facial expressions are universal. The
facial expressions refer to any movements and changes of the facial composition such as for
happiness, sadness, anger, surprise, fear and disgust are the same across cultures
2. BODY MOVEMENT AND POSTURE
- The way you move and carry yourself communicates a wealth of information to the
world.
- This type of nonverbal communication includes your posture, bearing stance and subtle
movements you make
3. GESTURES
- Include the motion of the head or limbs. We wave, point, beckon and use our hands
when we’re arguing or speaking animatedly- expressing ourselves with gestures often without
thinking. However, the meaning of gestures can be very different across cultures and regions, so
it’s important to be careful to avoid misinterpretation.
4. EYE CONTACT AND MOVEMENTS

- Are the direction and focus of a person’s eyes
5. TOUCH
- We communicate a great deal through touch. Think about the messages given by the
following: a weak handshake, a timid tap on the shoulder, a warm bear hug, a reassuring slap on
the back, a patronizing pat on the head, or a controlling grip on your arm.
6. SPACE
- Have you ever felt uncomfortable during a conversation because the other person was
standing too close and invading your space? We all have a need for physical space, although that
need differs depending on the culture, the situation, and the closeness of the relationship. You
can use physical space to communicate many different nonverbal messages, including signals of
intimacy and affection, aggression or dominance.
7. VOICE
- It’s not just what you say, it’s how you say it. When we speak, other people “read “our
voices in addition to listening to our words. Things they pay attention to include your timing and
pace, how loud you speak, your tone and inflection, and sounds that convey understanding, such
as “ahh” and “ uh-huh”. Think about how someone’s tone of voice, for example, can indicate
sarcasm, anger, affection, or confidence.
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What’s New
Task 3: The next scene you are about to read is called the balcony scene which is very
famous. Romeo secretly enters the Capulet orchard. Juliet comes out on her balcony alone,
Romeo and Juliet then speak of their love for each other. Read the story and answer the questions
that follow.
ROMEO & JULIET

The Balcony Scene William Shakespeare
Juliet: (to herself) Ay me! Romeo: (to himself) She speaks. O, speak again, bright angel for thou
art As glorious to this night, being o‘er my head, As is a winged messenger of heaven Unto the
white-upturned wondering eyes Of mortals that fall back to gaze on him.
Juliet: (to herself) O, Romeo, Romeo. Wherefore art thou Romeo? Deny thy father and refuse
thy name; Or, if thou wilt not, be but sworn my love, And I‘ll no longer be a Capulet.
Romeo: (to himself) Shall I hear more, or shall I speak at this?
Juliet: ‗Tis but thy name that is my enemy.
Thou art thyself, though not a Montague, What‘s Montague? It is nor hand, nor foot, Nor arm, nor
face, nor any other part Belonging to a man. O, be some other name! What‘s in a name? That
which we call a rose By any other name would smell as sweet. So Romeo would, were he not
Romeo call‘d, Retain that dear perfection which he owes Without that title, Romeo, doff thy name;
And for thy name, which is no part of thee, Take all myself.
Romeo: (reveals himself, to Juliet) I take thee at thy word. Call me but love, and I‘ll be new
baptized; Henceforth I never will be Romeo.
Juliet: (surprised) What man art thou that, thus bescreen‘d in night, So stumblest on my counsel?
Romeo: By a name I know not how to tell thee who I am. My name, dear saint, is hateful to myself,
Because it is an enemy to thee. Had I written it, I would tear the word.
Juliet: My ears have yet not drunk a hundred words Of thy tongue‘s uttering, yet I know the sound.
Art thou not Romeo, and a Montague?
Romeo: Neither, fair maid, if either thee dislike.
Juliet: How camest thou hither, tell me, and wherefore? The orchard walls are high and hard to
climb, And the place death, considering who thou art, If any of my kinsmen find thee here.
Romeo: With love‘s light wings did I o‘erperch these walls;
For stony limits cannot hold love out, And what love can do, that dares love attempt.
Therefore thy kinsmen are no stop to me.
Juliet: If they do see thee, they will murder thee.
Romeo: Alack, there lies more peril in thine eye Than twenty of their swords!
Juliet: I would not for the world they saw thee here.
Romeo: I have night‘s cloak to hide me from their eyes; And but thou love me, let them find me
here. My life were better ended by their hate That death prorogued, wanting of thy love.
Juliet: By whose direction found‘st thou out this place?
Romeo: By love, that first did prompt me to inquire. He lent me counsel, and I lent him eyes. I am
no pilot; yet, wert thou as far As that vast shore washed with the farthest sea, I should adventure
for such merchandise.
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Juliet: Dost thou love me? I know thou wilt say ―Aye‖; And I will take thy word. Yet, if thou
swear‘st, Thou mayst prove false. At lovers‘ perjuries, They say Jove laughs. O gentle Romeo,
If thou dost love, pronounce it faithfully.
Romeo: Lady, by yonder blessed moon I vow, That tips with silver all these fruit-tree tops ---
Juliet: O, swear not by the moon, th‘ inconstant moon, That monthly changes in her circled orb,
Lest that thy love prove likewise variable.
Romeo: What shall I swear by?
Juliet: Do not swear at all; Or if thou wilt, swear by thy gracious self, Which is the god of my
idolatry, And I‘ll believe thee.
Romeo: If my heart‘s dear love ---
Juliet: Well, do not swear. Although I joy in thee, I have no joy of this contract tonight.
It is too rash, too unadvised, too sudden; Too like the lightning, which doth cease to be Ere one
can say it lightens. Sweet, good night!
Romeo: O, wilt thou leave me unsatisfied?
Juliet: What satisfaction canst though have tonight?
Romeo: Th‘ exchange of thy love‘s faithful vow for mine.
Juliet: I gave thee mine before thou didst request it; And yet I would it were to give again.
Romeo: Wouldst thou withdraw it? For what purpose, love?
Juliet: But to be frank, and give it thee again. And yet I wish but for the thing I have. My bounty
is as boundless as the sea, My love as deep; the more I give to thee, The more I have, for both
are infinite. (Hears the nurse calling.) I hear some noise within. Dear love, adieu!
What Is It
TASK 4: FACTUAL REACOUNT
Answer the following questions in the speech bubbles based from your understanding of
the story.
83
Assessment
Choose the letters of the correct answers to each of the following. Write your answers in the
blanks provided before each number.
1. Which of the following choices is not part of nonverbal communication?

a. Facial expression c. Dialogue
b. Body language d. movement .
2. One of the best ways to show you’re listening is
a. Rolling your eyes c. Talking to the person next to you
b. Maintaining eye contact d. Asking them to repeat what they said
3. Using communication skills effectively will help you do what
a. Understand the needs of a person
b. Provide them with the right information and Service
c. Avoid misunderstanding
d. All of the above
4. Facial expressions, posture and eye contact are all skills in?
a. Verbal communication c. Written communication
b. Nonverbal communication d. Visual communication
5. Verbal communication involves the use of...
a. Facial expression c. Words
b. Body language d. Movements
6. Speech between characters in a play...
a. Dialogue b. Lines c. Script d. Directions
7. The play or drama is organized in
a. Chapters b. Acts and scenes c. Episodes d. Pages and numbers
8. What is verbal communication?
a. Talking to someone
b. When someone is talking and someone else is listening
c. when more than one person is talking
d. All of the above
9. Scenario: You ask your classmates if they can help you with the group project, they cross their
arms and roll their eyes but do not say anything. Have they communicated?
a. No, at this stage it is one-way communication
b. No, when they answer you they will have communicates back, completing two-way
communication
c. No, but they are being rude.
d. Yes, they have used nonverbal communication
10. Why there are rules in communication?
a. It is to make sure everyone understands each other
b. Some people are not good at communicating
c. It is part of our culture
d. Your workplace is just making sure it has full control over you
84
LESSON 18 Produce the English Sounds Correctly &
Effectively when Delivering Lines in a One-act Play
1) Distinguish the difference of the voiced /th/ sound from the voiceless /th/ sound
2) Produce words with /th/ sounds correctly and effectively.
3) Demonstrate proficiency in delivering correctly the production of words with /th/ sounds
through a one act-play.
What I Know
TASK 1
Complete the sentence with the appropriate word from the bank.
thunder father brother throne thick
think three tooth thin Thursday
1) One of the basketball players is very tall and _______.
2) I went to the park last ______________.
3) Last night, I was awakened with the strong wind, heavy rain and roaring _______.
4) His ______________ is a businessman.
5) She loves cake because she has a sweet ____________.
6) We use our brain to __________.
7) I used to have a __________ collection of novels.
8) Our cat bore __________ little kittens.
9) My youngest ____________ is the tallest among the players.
10) The newly crowned king ascended to the _______________.
What’s New
The English “th”
The two letters t and h in combination /th/ are very common in English. They represent one of
two different sounds:
a) The voiceless dental fricative /θ/ (as in thing)
b) The voiced dental fricative /ð/ ( as in this)
Task 2 (a) : Read the voiceless /th/ sound /θ/ in different positions.
Note: your vocal cords do not vibrate when you make the sound. Make sure you are only using air to
make the sound.
1. Voiceless /th/ at the beginning of a word
thin thin thirty three third thanks Thursday

k
2. Voiceless /th/ in the middle of a word
Bath tub birthday something athlete toothpick healthy
3. Voiceless th at the end of a word
myth teeth ninth breath mouth

south
tooth tenth fifth earth north

85
Task 2b:
Practice reading the voiced /th/ sound in different positions. Remember to use air and your voice
to make this buzzing sound.
1. Voiced /th/ at the beginning of a word:
that them their they’re they
this the there those these
2. Voice /th/ in the middle of a word:

feather mother father clothes other
weather brother clothing either another
3. Voiced /th/ at the end of the word:

breathe bathe smooth
IPA
What Is It
The IPA symbol for the voiced th sound is /ð/

The IPA symbol for the voiceless th sound is /θ/ .
The /ð/ is the sound you hear at the beginning of frequently used words such as : the, this,
that, those. Yu can also hear this sound in the middle of many common words such as : mother,
father , brother, and rather. To make the /ð/ sound, place your tongue slightly between your teeth.
Your tongue and teeth should be touching. Since this is a voiced sound you should feel your vocal
cords vibrate when you make the sound.
To make the /θ/ sound, place your tongue slightly between your teeth, your tongue and
teeth should be touching lightly. When the air flows out of your mouth it should feel gentle. The
/θ/ is the sound you hear in words such as : thanks , Thursday , birthday and month.
What’s More
TASK 3:
Practice the sounds of /th/ side-by-side. The /th/ sounds are placed in different
positions.
1.) /th/ at the beginning of a word:
VOICELESS /th/ VOICED /th/
thin then
think These
three Their
third This
thumb those
86
2.) Th in the middle of a word:
VOICELES /th/ VOICED /th/
bathtub Feather
birthday Father
something Either
athlete Another
anything Weather
3.) Th at the end of a word
VOICELESS /th/ VOICED /th/

math smooth
teeth bathe
breath breathe
What Is It
Take note that the voiceless /th/ is produced by letting more air flow. The sound /θ/ is
pronounced with the blade of the tongue resting against the lower part of the back of the upper
teeth. The tip of the tongue sticks out of the mouth without vibration of the vocal cords.
While the voiced /th/ has a fricative manner of articulation which means the sound is
produced by letting air flow through a narrow channel at the place of articulation. The sound is
articulated with the tip of the tongue against the tip of the upper teeth which will cause vibration
during articulation
What’s More
TASK 4: SENTENCE DRILL :
Read the sentences with the voiceless th /θ/ , voiced th /ð/ and sentences with
combination of voiceless th and voiced th.
1. I thought it was Thursday.
2. It is her thirteenth birthday today.
3. You can brush your teeth with a thin toothpick.
4. They should ask their father or their mother.
5. The other clothes are expensive.
6. There is another father over there.
7. That thing is heavier than that other thing.
8. Those three boys will be three this Thursday July ninth.
9. There is something in that dog’s mouth.
10. My brother said the weather is warmer in the south than in the north.
What I Have Learned

TASK 6: Place the following words on the table with the correct /th/ sound
Voiceless th /θ/ Voiced th /ð/
thorn math them

thief marathon feather
with weather thirst
thee their leather
anything something thematic 87
therein athlete thou
theater rather
What I Can Do
TASK 7: WRITING.
Create a script for your original one – act play. Remember to use words with /th/ sounds
in your dialogue. Be creative and be guided by the given rubric. Script may be encoded or hand
written.
Script Writing Rubric:
1 2 3
Minimal and ineffective Mostly effective use of Highly effective use of
Story use of interactive tool to interactive tool to map interactive tool to map
map the conflict, character, the conflict, character, the conflict, character,
resolution and setting. resolution and setting. resolution and setting.
Information and details are Information and details Information and details
lacking and have many are complete. are accurate and
errors. complete.
The story contains little or The story contains a few The story contains many
Creativity no imagination/creativity. creative details and creative details and
descriptions. descriptions to enhance
the story.
Grammar Multiple errors in grammar, Minimal errors in Almost no errors in
And usage, capitalization, grammar usage, grammar usage,
Mechanics punctuation and spelling. capitalization, capitalization,
punctuation and spelling. punctuation and
spelling.
Assessment
I.) Determine the /th/ sound of the following words from the lines of Romeo and
Juliet. For nums 1-13 , put a check mark on the correct sound.
( Voiceless /th/ sound /θ/ , or voiced /th/ sound /ð/ )
1. thou __ /θ/ __/ð/ 6) thee __ /θ/ __/ð/
2. death __ /θ/ __/ð/ 7) hither __ /θ/ __/ð/
3. Thy __ /θ/ __/ð/ 8) both __ /θ/ __/ð/
4. Doth __ /θ/ __/ð/ 9) forth __ /θ/ __/ð/
5. henceforth __ /θ/ __/ð/ 10) earth __ /θ/ __/ð/
11) The /th/ in the word thread has a voiced sound. __ true ___false
12) The /th/ in the word thousand has a voiceless sound. ___ true ___ false
13) The /th/ in the word thing has a voiced sound ___ true ___ false
For numbers. 14 -20 encircle your answer.
14) The following words have voiceless /th/ sounds except: thunder, thaw, these
15) The following words have voiced /th/ sounds except: three, other , rhythm
16) Which word uses the same /th/ sound as “three” ? : though, them , though , these
17) Which word uses the same /th/ sound as “the” ?: teeth, breathe , thirsty , thumb
18) He ____ went to ____ and said thank you.
(then and them) (then and theme) (thin and them) (their and them)
19) On __ it will ___.
(Thursday and thuder) (Thusday and thunder) (Thursday and thunder)
20) I asked what he did and he said _____ and ______.
(theirs and that) (this and thate) (this and that) (this and thet)
88
LESSON 19 Nonverbal Communication Strategies Through
Technology
Learning Objective:
1. use effective and appropriate non-verbal communication strategies
What I Know
1. What is nonverbal communication?
a. communicating with someone by using gestures
b. Getting messages across with facial expressions
c. Using your body language to convey something to someone else
d. All of the above
2. Which of these is NOT an example of a verbal communication skill?
a. The speed of our speech c. Language used
b. Eye contact d. Volume of speech
d. All of the above
4. Reading and responding to body language, using facial expressions and using silence are all
examples of what?
a. open listening c. clarity listening
b. pretend listening d. active listening
5. Examples of correctly using speech and volume skills include..
a. Giving the right info, speaking at the right volume and articulating your words
b. Speaking softly, use long pauses and positive facial expressions
c. Keep eye contact, speaking loudly and using the right language
d. Hold your head high, yell all your words and keep your eyes closed
6. Keeping a good posture is important because…
a. customers may be judging you
b. it helps show customer you are confident and have a good attitude
c. you may stretch your uniform and have to pay for another one
d. it will help the customer understand that you are a health conscious person
7. Facial expressions, posture and eye contact are all skills in..?
a. verbal communication c. post- verbal communication
b. anti-verbal communication d. nonverbal communication
8. One of the best ways to show customers you are listening is
a. talking to the person next to you c. appropriate amount of eye contact
b. frowning at the customer d. asking them to repeat what they said
a. understand the customer’s request
b. provide the customer with the right information and service
c. make sure customers feels looks after and understood
d. all of the above
10. It refers to body position and body motions including facial expressions.
a. Kinesics c. Artifacts
b. Haptics d. Proxemics
89
What’s In
Activity 1:
Show off Expressions/Gestures. What do you think these pictures imply? Do their facial
expression imply something?
Nonverbal communication is the unspoken communication that goes on in

every face-to-face encounter with another human being. It tells you their true
feelings towards you and how well your words are being received. 90% of our
message is communicated nonverbally, and only 10% is actual words.
a. What do you think of misunderstood feelings?
b. Where is it coming from?
c. What should be done to avoid miscommunication?
What’s New
Activity 2: Draw/ Paste some pictures related to the non-verbal strategy that is about to be
discussed and the students will analyze what is happening in the picture or what the picture is all
about.
What Is It
TYPES OF NON VERBAL COMMUNICATION
1. Facial Expressions
Facial expressions are responsible for a huge proportion of
nonverbal communication. Consider how much information can be
conveyed with a smile or a frown. The look on a person’s face is often the
first thing we see, even before we hear what they have to say.
2. Gestures
Deliberate movements and signals are an important way to communicate
meaning without words. Common gestures include waving, pointing, and using
fingers to indicate numeric amounts.
3. Paralinguistics
Paralinguistics refers to vocal communication that is separate from actual
language. This includes factors such as tone of voice, loudness, interjection,
and pitch. Consider the powerful effect that tone of voice can have on the
meaning of a sentence. When said in a strong tone of voice, listeners might
interpret approval and enthusiasm. The same words said in a hesitant tone
of voice might convey disapproval and lack of interest.
4. Body Language and Posture

Posture and movement can also convey a great deal of information .Research on
body language has grown significantly since the 1970’s, but popular media have
focused on the over- interpretation of defensive postures, arm- crossing and leg-
crossing.
90
5. Proxemics
People often refer to their need for “ personal space” which is also an
important type of nonverbal communication. The amount of distance we
need and the amount of space we perceive as belonging
6. Eye Gaze
The eyes play an important role in nonverbal communication and

such things as looking, staring and blinking are important nonverbal
behaviors. When people encounter people or things that they like, the rate
of blinking increases and pupils dilate. Looking at another person can
indicate a range of emotions including hostility, interest , and attraction.
7. Appearance
Our choice of color, clothing, hairstyles, and other factors
affecting appearance are also considered a means of nonverbal
communication. Appearance can also alter physiological reactions,
judgments, and interpretations. Just think of all the subtle
judgments you quickly make about someone based on his or her
appearance. These first impressions are important, which is why
experts suggest that job seekers dress appropriately for interviews
with potential employers.
8. Artifacts
Objects and images are also tools that can be used to

communicate nonverbally. People often spend a great deal of time
developing a particular image and surrounding themselves with
objects designed to convey information about the things that are
important to them.
9. Haptics is a branch of nonverbal communication that refers to

the ways in which people and animals communicate and interact
via the sense of touch.
What I Have Learned

Activity 3: Written Test
Instruction: Research and write your answer in a separate sheet.
1. Why do humans use nonverbal communication?
2. Do other animals have nonverbal communication?
3. How often do you think about another person’s nonverbal communication?
4. How do you think non-verbal communication impacts interactions?
91
What I Can Do
Draw a different mood and discuss their meaning with examples from your own life.
Assessment
d. All of the above
2. Which of these is NOT an example of a verbal communication skill?
a. The speed of our speech
b. Eye contact
c. Language used
d. Volume of speech
d. All of the above
4. Reading and responding to body language, using facial expressions and using silence are all
examples of what?
a. open listening c. clarity listening
b. pretend listening d. active listening
5. Examples of correctly using speech and volume skills include..
a. Giving the right info, speaking at the right volume and articulating your words
b. Speaking softly, use long pauses and positive facial expressions
c. Keep eye contact, speaking loudly and using the right language
d. Hold your head high, yell all your words and keep your eyes closed
6. Keeping a good posture is important because…
a. customers may be judging you
b. it helps show customer you are confident and have a good attitude
c. you may stretch your uniform and have to pay for another one
d. it will help the customer understand that you are a health conscious person
7. Facial expressions, posture and eye contact are all skills in..?
a. verbal communication c. post- verbal communication
b. anti-verbal communication d. nonverbal communication
8. One of the best ways to show customers you are listening is
a. talking to the person next to you c. appropriate amount of eye contact
b. frowning at the customer d. asking them to repeat what they said
a. understand the customer’s request
b. provide the customer with the right information and service
c. make sure customers feels looks after and understood
d. all of the above
10. It refers to body position and body motions including facial expressions.
a. Kinesics c. Artifacts
b. Haptics d. Proxemics
92
Answer Key
LESSON 1
Task 1: Task 4 Assessment:
1. / 1. True 1. T
2. / 2. False 2. T
3. / 3. False 3. T
4. / 4. True 4. F
5. / 5. False 5. F
Task 2: Task 5
1. C 1. /
2. D 2./
3. A 3. /
4. B 4. /
5. E 5./
6. /
7. X
Task 3:
1. C
2. D Task 6. Synopsis will be checked through
3. A rubrics
4. B
LESSON 2
What I know Starter.
1. croaked 2. quack 3. roar 4. howled 5. Yapping
Simile Metaphor
TASK 1. Task
1. Life – box of chocolate 1. a
2. Baby’s skin – petal rose 2. d
3. Sidewalk – glass 3. a
Hyperbole
TASK 1. Seas gone dry rocks melt life run
TASK 2. 1. forever 2. mile a way 3.melted 4.million
Personification
Task 1. 1. Murmuring- stream / roaring river 2. Wind whistled 3. COVID VIRUS - KILLED
Irony
TASK 1. 1. situational irony 2. Dramatic irony 3. Verbal irony
TASK 2. 1. Sank 2. Face book 3. I don’t like to get wet
Allegory TASK 1 .
1. Fox - evil , bad –
sour grapes’, less important which, although often used to denote any sour or bitter mood, can also
more specifically denote the idea of having liked something, which one has gone off .
2. The story concerns a fox that tries to eat grapes from a vine but cannot reach them. Rather
than admit defeat, he states they are undesirable.
3. Moral: It's easy to despise what you cannot have. B.
Task 2. Answer vary
What Is It –
Task 1 Writing Synopsis / Script
Task 2.Writing a script base on the synopsis of the acts.
What’s More
Task 1 – Task 2 (Personal choice) Answer vary
What I Have Learned
EXTENSION ACTIVITY FOR STUDENTS
What I can do.
1. c 2. A 3. A 4. A 5. B 6. A 7. A 8. B 9. B 10. A
93
LESSON 3
Pre test A Post Test
1.Participle 6. Gerund 1.given to me last summer- participial phrase
2.Infinitive 7. Gerund 2.Filling out a job application- gerund phrase
3.Gerund 8. Participle 3. To repair watches- infinitive phrase
4.Participle 9. Infinitive 4. to buy for a teenager- infinitive phrase.
5. Gerund 10. Participle 5. dating from seventh century- participial phrase
B.
1. Gerund Phrase 2. Infinitive Phrase 3. Participial Phrase
4. Gerund Phrase 5. Infinitive Phrase
LESSON 4
1. B 2. C 3. D 4. A 5. C 6. D 7. A 8. C 9. C 10. C
LESSON 5 A AND B
Note: Answers to previous activities are subjective; it will depend on the interpretation of the learners.
Thus the teacher will secure a rubric which will suite to his or her standards in terms of checking the
answers.
Assessment: (Post-Test)
1. Abstract noun or focuses on the dimension of human condition
2. A thematic idea is an abstract noun, it focuses on the dimension of human condition and can be
written down using one or two words. Whereas the theme or the thematic sentence is written down in a
complete and declarative statement. The central message that the author wish to convey in a play is
contained in the theme. It gives the insight of the human nature.
3. Capital letter and ends with a period
4. Tension or struggle
5. Six types of conflict
6. Major conflict
7. Man versus society
8. Man versus himself
9. It is not the purpose of a text 2) it is not the moral or the lesson 3) it is not the conflict.
10. Man versus Man
LESSON 8
94
LESSON 9 PRETEST POST TEST
LESSON 10
LESSON 11
95
LESSON 12
LESSON 13
LESSON 14
LESSON 14
LESSON 15
Task 1-3 answers vary
Task 4. 1.a 2.a 3. b4. b.5. d 6.d 7. d 8. c 9. d 10. c
Task 5 - 8. answers vary
LESSON 16
96
LESSON 17
Task 1 & Task 4: (your answers may vary)
Post test:
1. C 2. B 3. D 4. B 5. C 6. A 7. B 8. B 9. D 10. A
LESSON 18
TASK 1 TASK 6 Voiceless (th) Voiced (th)
1. Thin 1. thorn 1. with
2. Thursday 2. thief 2. thee
3. Thunder 3. Anything 3. therein
4. Father 4. theater 4. weather
5. Tooth 5. math 5. their
6. Think 6. marathon 6. rather
7. Thick 7. something 7. them
8. Three 8. athlete 8. feather
9. Brother 9. thirst 9. leather
10. Throne 10. thematic 10. thou
ASSESSMENT:
TEST I.
1. Thou /ð/
2. Death /θ/
3. Thy /ð/
4. Doth /θ/
5. Henceforth /θ/
6. thee /ð/
7. hither /ð/
8. both /θ/
9. forth /θ/
10. earth /θ/
11. False
12. True
13. False
14. These
15. Three
16. Through
17. Breathe
18. Then and them
19. Thursday and thunder
20. This and that
LESSON 19
1. d
2. c
3. a
4. d
5. a
6. b
7. d
8. c
9. d
10. a
97

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9

Department of Education ● Republic of the Philippines

DEVELOPMENT TEAM OF THE MODULE

Writer/s: DIVISION OF ILIGAN CITY

Printed in the Philippines by

Lesson Number Topic Page

metaphor allegory hyperbole personification alliteration

Encircle the object being compared in the sentences below.

Task 1.Identifying metaphor.

million miles away forever cats and dogs melted

1. We’ll be best friends ____________.

Personification (pr·saa·nuh·fuh·kei·shn)is defined as a literary device that assigns human

Example.1. The light danced across the sky.

The action of dancing is one that can only be performed by humans.

The two insects are given human characteristics such as speech.

1. The murmuring stream joined the roaring river.

Example 2. Romeo and Juliet (By William Shakespeare)

1. The Titanic was promoted as unsinkable but_______________ in 1912.

What I Have Learned

EXTENSION ACTIVITY FOR STUDENTS

Assessment I. Direction: Read carefully what is being asked.

 These verbs are followed by gerund: admit, appreciate, avoid, consider,

Activity 2. Etiquette is Real. Complete the following sentences using infinitives.

Participle with Every runner winning a race will receive a medal.

to keep to prepare (to) sweep (to) tend to place

What I Have Learned

Gerund Infinitive Participle

1. That jacket , given to me last year, still fits.

LESSON 4 Analyze a One-act Play

“Then, the kingdom of heaven will be like this:

A drama has elements that follow:

What I Have Learned

Short Summary on Romeo and Juliet

Romeo and Juliet

ROMEO: He jests at scars that never felt a wound.

LESSON 5 A The Types of Conflict in a Play

Event that Shows Conflict Type of Conflict Major Conflict

Claudius, King of Denmark.

BERNARDO: Who's there?

[Enter Horatio and Marcellus.]

HORATIO: Friends to this ground.

[Enter Ghost, armed.]

BERNARDO: In the same figure, like the king that's dead.

Title of the Soap Opera / Radio Drama:__________________________________________

What I Have Learned

1. A thematic idea is ____________________________________.

LESSON 6 Express Appreciation for Sensory Images Used

Task 3 (What I can do)

Task 4 What I Need to Know

M and M’s candy

List down the word or phrase that belongs to:

a. Oxymoron b. Rhyme c. Repetition d. Metaphor

Literary Devices Unleashed

use contradictory, contrasting

Comparing two things without using

1. The tone of the passage is

Identify the author’s purpose for the following items.

TASK 4: VERBALIZE YOUR THOUGHTS

PURPOSE is the reason an author writes about a topic.

Tone is the author’s attitude toward the topic. The

What I Have Learned

A funny thing happened in the way to communications revolution: we stopped talking to

LESSON 9 Recognize Faulty, Unsupported Facts and Emotional