Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
CITY SCHOOLS DIVISION OF CABUYAO
GULOD NATIONAL HIGH SCHOOL
PUROK 3 BARANGAY GULOD, CITY OF CABUYAO, LAGUNA

CATCH – UP FRIDAYS - NATIONAL READING PROGRAM

Reading Passage 2 - English 7

A. Pre-Reading Activity: (50 minutes):

1. Soundscaping
Play music of rural life, bamboo, rivers, and animals. Ask students to close their
eyes and envision the scene based on these noises.
Discuss their impressions and how they believe these components may appear in
the reading text.

2. Vocabulary Exploration
Provide a list of key terms from the text (e.g., carabao, nipa palms, thatched roof).
Complete the table below:

Vocabulary Words How I understand the The actual meaning of

word the word
Nipa palms

ferocious

budge

beast

wicked

3. Character Collage
Ask the students to get their magazines, newspapers, to construct collages
depicting Gimo and the carabao. They can show their collages to the class and
explain their selections. Ask them to draw or write down their mental images, and
then share their visualizations with the class.
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
CITY SCHOOLS DIVISION OF CABUYAO
GULOD NATIONAL HIGH SCHOOL
PUROK 3 BARANGAY GULOD, CITY OF CABUYAO, LAGUNA

B. During Reading Activities (50 minutes):

1. Read Me!
The learners will read the text. During the reading phase, the teacher may continue
playing sounds of nature in the background. To create a better visualization of the
rural life. As students read, have them add details about each character's
personality, actions, and relationships.

GIMO AND HIS CARABAO

Gimo lived in a little house made of bamboo and of nipa palms woven
together. It had a high thatched roof and a floor of shiny bamboo splits.
Underneath the house, pigs and chickens were kept. The house was built among
the trees and by a shallow, winding stream.
Gimo had a lazy carabao which liked to stay in the river. It would sometimes
moves slowly up the bank to rest only for a little while in the shade of the house or
graze among the tall grasses. Whenever it did, everyone would run from the place
because Gimo's carabao was ferocious and the most dangerous one in the whole
country side.
There were many other carabaos in the river. The children would climb on
their backs and drive them to work. But Gimo's carabao did not like to leave the
coolness of the water. Whenever it was spoken to, it would shake its horns angrily.
This made Gimo's father angry. He could not make the carabao pull his
heavy cart into town on market day. Even if he shouted at the bank of the river, the
carabao would not budge. Whenever Gimo's father applied his whip, the carabao
became more angry.
When Gimo was old enough to help father I his work, his father said, "You
may have the carabao would not budge. Whenever Gimo's father applied his whip,
the carabao became more angry.
Gimo went to the edge of the river. He thought: "That big carabao should be
working now instead of sleeping. I will try to be kind to him."
Gimo took a small boat and paddled it with a long pole until he reached the
place where the carabao was. He reached out and patted the carabao gently at its
rear, talking in a soft voice. His hands moved along the carabao's back to its neck.
Then he gently rubbed its ears. "I am sorry for you," Gimo said softly. "I know you
are a lonely beasts. Everybody treats you like an enemy. But I will treat you kindly,
you are my carabao now."
"Come now," Gino said as he gently tugged at the rope tied around its neck.
"Raise yourself and come with me to the shore".
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
CITY SCHOOLS DIVISION OF CABUYAO
GULOD NATIONAL HIGH SCHOOL
PUROK 3 BARANGAY GULOD, CITY OF CABUYAO, LAGUNA

The carabao rose slowly, his body black with mud. Gimo stepped lightly on
the animal's back. He was careful to keep him hold on the rope as they moved
along.
The great animal walked through the water slowly while Gimo guided it with
gentle tugs.
Meanwhile, in the bank of the river, Gimo's father, mother, his uncle with all
their friends, watched in wonder. It seemed impossible to see the wicked carabao
obeying his new master.

2. Dialogue Exploration
Assign different parts of the dialogue to small groups of students.
Have each group act out their assigned portion with emphasis on tone and
emotions to bring the characters to life.

3. Follow my Lead!
Distribute various parts among the students and guide them through selected
scenes from the text, ensuring that the scenes are presented out of chronological
order. After the performances, challenge the audience to jointly arrange the events
in the correct order. If the sequence is correctly rebuilt, urge participants in
assigned roles to reenact the scenario for reinforcement and a better
comprehension of the story's chronological evolution.

C. Post-Reading Activities (50 minutes):

1. ChaTra ( Characater Transformation)
Rewrite the story. But this time it should be on the Carabao’s perspective.

2. The Alternative Ending

Prompt students to imagine an alternative ending to the story. How might the
relationship between Gimo and the carabao evolve further?

3. Reflection
Lead a class discussion on themes such as kindness, empathy, and understanding
in the story.
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
CITY SCHOOLS DIVISION OF CABUYAO
GULOD NATIONAL HIGH SCHOOL
PUROK 3 BARANGAY GULOD, CITY OF CABUYAO, LAGUNA

Ask students to reflect on the importance of treating others, even animals, with
compassion.

Prepared by:

IRENE G. MAGAMAY
Teacher III

RAIZA A. DE LUNA
Teacher I

Validated: Recommending Approval:

JOCELYN G. OPIÑA MA. LEONORA M. NATIVIDAD

Master Teacher I OIC/ EPS I- Science