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Learning Package: Grade 7 English First Quarter
Learning Package: Grade 7 English First Quarter
Grade 7 English
First Quarter
YOUR GOALS
This lesson allows you to appreciate the wisdom of our ancestors that
continues to influence our experiences. Discover how their proverbs serve as
guideposts towards strengthening our values. You must aim to:
Synonyms Antonyms
YOUR TEXT
Words of Wisdom
Damiana L. Eugenio, the mother of Philippine Folklore compiled and edited what
may very well be considered as the most comprehensive collection of proverbs in our
country. There is a limited number of works like this in existence. She spent a lifetime
collecting pieces of folk literature that reveal our ancestors‘ wisdom. When she gathered
proverbs from various areas in our country, she declared that our elders lived by simple,
yet very meaningful rules of righteous living. In fact, she asserted that even the
Spaniards who colonized our country noticed how proverbs formed part of the native
spirit. Spanish missionaries were found to have translated such proverbs and other oral
expressions in Spanish in order for their fellow religious people to learn our indigenous
languages. By doing so, they were able to interact with the early Filipinos their and
eventually introduce the Catholic faith.
Grade 7 English Learning Package 4
Proverbs are brief instructive expressions that suggest a specific action,
behavior, or judgment. Referred to by some scholars as ―the wisdom of many and the
wit of one‖, they are commonly written in the form of short assertions or poetic two-liners
which have rhyme. It is interesting to note that people are easily struck by proverbs
when they are woven in conversations or writings. This is perhaps because they have
the power to teach people the more essential truths about life and the complexity of
living. Compared to lengthy narrations, descriptions, or argumentations, proverbs are
able to effect quickly a change in view or disposition.
1. Proverbs expressing a general attitude towards life and the laws that govern life
4. Proverbs expressing general truths and observations about life and human
nature
5. Humorous proverbs
Task 2. Classify!
Use Damiana Eugenio‘s system to classify the following proverbs. Use the given
codes.
G – proverbs expressing a general attitude towards life and the laws that govern life
E – ethical proverbs recommending certain virtues and condemning certain vices
V – proverbs expressing a system of values
T – proverbs expressing general truths/observations about life and human nature
H – humorous proverbs
M – miscellaneous proverbs
____ 9. Ang buhay ay parang gulong, minsang nasa ibabaw, minsang nasa
ilalim.
Life is like a wheel; sometimes you are on top, sometimes you are in
the bottom.
Copy the table below on a half-sheet of paper. As you listen twice to a short
dialogue, write your observations and notes under the appropriate columns.
Study each sentence below. If Leo, a student, said it is grammatical and you are
sure it is true, write ‗correct‘. If he said it is ungrammatical and it is indeed true, rewrite
the sentence. Do the same if Leo said it is grammatical but actually, it is not.
Sentence Leo said, it is… Your Analysis
1. Folk literary forms from our regions are varied. grammatical
2. The researcher with all his assistants explain such claim to be true. ungrammatical
3. It was emphasized that the number of folk literary forms have increased. ungrammatical
4. The research center which published related reports supports the observation. grammatical
5. The researcher, accompanied by local translators were able to gather proverbs. grammatical
6. There are still many questions about folk literature that need to be answered. grammatical
7. Folk literature, including oral forms remain a source of ethnic knowledge. ungrammatical
8. The translations of folk literature helps us overcome difficulties in understanding. grammatical
9. A compilation that contain folk literature has to be given recognition. ungrammatical
10. The government with the help of private groups promotes folk literature research. grammatical
Using the information that the chart below provides, write two sentences that
observe the subject-verb agreement rule for each of the cases listed. Use a half sheet
of paper for your answers.
Highlights of the Hornedo P. Sanlaksa Foundation Proverbs Collection Project
Case Sentences
A/The number
There is/are
Intervening phrase
Intervening clause
A Glorious Past
Locate the items found in the list in the appropriate section/s of our library.
Provide the other needed information. Complete the statements that follow the grid.
Write your answers on a whole sheet of paper.
1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________
YOUR GOALS
This lesson prepares you to appreciate diversity in our culture. Discover how
stories from varied regions in our country reveal ideals, customs, and beliefs regarding
our place in the world. You must aim to:
Brainstorm with a partner to determine who our fellow Filipinos are and where
they reside in our country. Match items in columns A, B, and C then write your answers
on a one-fourth sheet of paper.
A B C
__, __ 1.
Ethnic Group and Province Region
Negritos?
Ilongots?
Read quietly the short article below to locate information that will help you
determine whether you will agree or disagree to the following statements.
Enhance your pronunciation of a few critical vowel and consonant sounds based
on some parts of the article. You will be guided by your teacher.
Set A: Words
[I] [i]
bit unique
kinship east
basic appearance
archipelago camaraderie
Philippines fifteen
[s] [ʃ]
spirit Spanish
stock population
sturdy Indonesian
scattered distinguishes
some kinship
Set B: Phrases
1. The Filipino character is actually a little bit of all the cultures put together
2. The bayanihan or spirit of kinship and camaraderie that Filipinos are famous for
is said to be taken from Malay forefathers.
3. Each regional group is recognizable by distinct traits and dialects – the sturdy
and frugal llocanos of the north, the industrious Tagalogs of the central plains,
the carefree Visayans from the central islands and the colorful tribesmen and
religious Moslems of Mindanao.
5. The history of American rule and contact with merchants and traders culminated
in a unique blend of East and West, both in the appearance and culture of the
people of the Filipinos.
YOUR TEXT
1
According to Maranaw folklore, this world was created by a great Being. It is not
known, however, who exactly is this great Being. Or how many days it took him to
create this world.
2
This world is divided into seven layers.
The earth has also seven layers. Each layer is
inhabited by a different kind of being. The
uppermost layer, for example, is the place we
are inhabiting. The second layer is being
inhabited by dwarfs. These dwarfs are short,
plump, and long-haired. They are locally known
as Karibanga. The Karibanga are said to
possess magical powers. They are usually
invisible to the human eye. The third layer of the earth which is found under the sea or
lake is inhabited by nymphs. These nymphs also possess certain magical powers. It is
stated in the story of Rajah Indarapatra that he met and fell in love with the princess-
nymph with whom he had a child.
3
The sky also consists of seven layers. Each layer has a door which is guarded
day and night by huge mythical birds called garoda. The seventh layer of the sky is the
seat of heaven which is also divided into seven layers. Every layer in the sky is
inhabited by angels. Maranaws believe that angels do not need food. They all possess
wings with which they fly.
Grade 7 English Learning Package 14
4
Heaven which is found on the seventh layer of the sky is where good people‘s
spirits go after death. Saints are assigned to the seventh layer while persons who
―barely made it‖ are confined to the lower most layer which is found at the bottom of
heaven.
5
It is in heaven where we find the tree-of-life. On
each leaf of the tree-of-life is written the name of every
person living on earth. As soon as a leaf ripens or dries
and falls, the person whose name it carries also dies.
6
The soul of every person is found in tightly
covered jars kept in one section of heaven. This
particular section of heaven is closely guarded by a
monster with a thousand eyes, named Walo. Walo, in
addition to his thousand eyes, has also eight hairy
heads. The epic Darangan speaks of Madale,
Bantugan‘s brother and, Mabaning, Husband of
Lawanen, entering this section and retrieving the soul
of Bantugan.
Attach as many words you can find in the selection which you could associate
with each idea featured in each box. Use a whole sheet of paper for your webs.
heaven
earth
tree of life
Illustrate and color the puzzling, interesting, intriguing, or strange part that
you found in the story then explain your answer in not more than five sentences
on a whole sheet of paper. In your explanation, consider:
Way to go! (11-15 points) Just fine! (6-10 points) Nice try! (1-5 points)
The illustration shows an interesting The illustration shows an interesting The illustration is not as interesting
and orderly play of images and colors. but not so orderly play of images and and orderly. The images and colors
The explanation observed the three colors. The explanation observed only seem unrelated. The explanation
considerations and demonstrated two of the three considerations very observed only one of the three
careful and correct language use and adequately. A few lapses in language considerations very adequately. A
mechanics. use and mechanics can be seen. number of lapses in language use and
mechanics can be seen.
Use the given scale and chart to examine the performance of each group for this
part of the lesson. Copy the chart on a half sheet of paper. You will be guided further by
your teacher.
Rating Meaning
5 Maximum effort and control
4 High effort yet less control
3 Moderate level of performance and no control
2 Low level of performance
1 Needs improvement
Mood R A T I N G
Group of the Volume Tone Clarity Pauses Facial Blocking/ Total
Group Expression Stance
1
2
3
4
5
6
Study the following sentences. Write C if the sentence observes correct subject-
verb agreement. If it does not, write I. Write your answers on a one fourth sheet of
paper.
Below is an exercise based on the contents of the article The Maranao Tribe
from Lake Lanao. Specify the verb, which will agree with its subject in each sentence.
Write your answers on a one fourth sheet of paper.
The Maranao, together with the Illanun and Maguindanao ____ 1. (is, are) an
indigenous Muslim group in Mindanao in southwestern Philippines. Their culture and
identity ____ 2. (reflects, reflect) general features of Southeast Asian tribes. Each of
these, however, ____ 3. (has, have) developed unique traditions.
Every historian or anthropologist who ____ 4. (studies, study) Mindanao tribes
____ 5. (has, have) given common observations about the Maranao. Almost all
Maranaos ____ 6. (is, are) Muslims, but some who live in the hills around Lake Lanao
____ 7. (follows, follow) a version of Islam reflecting pre-Islamic beliefs and practices.
Many scholars ____ 8. (emphasizes, emphasize) that the Maranao, who ____ 9. (is,
are) the first inhabitants of the shores of Lake Lanao, still ____ 10. (inhabits, inhabit)
this region.
The name Maranao ____ 11. (means, mean) "People of the Lake" or "Lake
Dwellers". Both ____ 12. (refers, refer) to the natives who settled around Lake Lanao.
Neither photographers or a writer ____ 13. (was, were) ever able to capture in images
or words the beauty of this lake. Lake Lanao, with the Maranaos living around it ____
14. (continues, continue) to be an attraction and source of inspiration. More importantly,
the spirit of the Maranaos ____ 15. (thrives, thrive) because of its existence.
(1) Each tourist or guest who come to the Philippines is always amazed by our
cultural diversity. (2) Every island and region highlights a unique adventure. (3) A
variety of traditions, dishes, celebrations, and many others are offered to both local
and foreign travelers. (4) Our rich past and our promising future are discovered by
every guest almost every day and everywhere in the country. (5) For this reason,
tourism experts, along with the Department of Tourism believes that “It‟s more fun
in the Philippines!”
Can you tell the difference between and among a myth, a legend, and a folktale?
To answer this, search for useful information in our library. Be guided by the Dewey
Decimal System to ease your search. The system is made up of ten classes introduced
by a range of numerical codes used to write a reference material‘s call number.
Accomplish the chart below. After finding the materials you need, complete the
chart with the information that you have gathered and answer the series of questions
that follows. Create your chart using a one-whole sheet of paper.
Myth
Legend
Folktale
How would you define a myth using the information you have gathered? Does
the story The Origin of This World by the Maranaws qualify as a myth? Why or why not?
YOUR GOALS
This lesson allows you to understand some forms of conflict in our world.
Discover a new perspective on how you can manage and help others resolve a conflict.
You must aim to:
1. 2. 3.
A: I think it was a good teleserye. The game of my team is at 3:00 p.m. Taking care of my brothers is boring. I told
B: I didn‘t like it at all. today and so is my Math remedial class. mother I want to go out with my friends.
Listen to three dialogues and complete the chart below. Create your chart on a
whole sheet of paper. You may use words or phrases to indicate quality of speakers‘
voices.
Vendor Buyer
A. Use the right stress to distinguish the following heteronyms or words with the
same spelling but with different pronunciations. Apply the right stress on the
syllable written in capital letters.
NOUN VERB
PROject proJECT
CONtent conTENT
COMbat comBAT
CONduct conDUCT
CONvert conVERT
DEfect deFECT
DEsert deSERT
OBject obJECT
PREsent preSENT
REcord reCORD
UPdate upDATE
B. Use the right stress to pronounce the following two- and three-syllable words.
Sentence Purpose/Feeling
You want flowers. State a fact.
You want flowers? Ask a question.
Eric, your friend, gave me flowers. Emphasize the giver.
Eric, your friend, gave me flowers. Emphasize the relationship of the giver
to another person.
Eric gave you flowers? Turn a statement into a question.
Eric gave me flowers! Indicate excitement.
Eric gave me flowers. Indicate boredom or disappointment.
D. With a partner, study how the poem below should be read dramatically. Observe
the appropriate stress and intonation.
Misery
by Langston Hughes
From the words inside the box, choose the one that appropriately substitutes for
the underlined words/expressions. Write your answers on a one fourth sheet of paper.
6. Then from the depth of this formless void, there appeared beyond
two gods. deepness
7. Their abode was in the highest realm of the eternal space. throughout
8. She sits down by a pool near their doorstep. summit
9. He was sailing across the regions of the clouds. adjacent
10. She might be somewhere in the regions above. dwelling
Construct a Venn diagram similar to the one below on a half sheet of paper.
Compare and contrast Tungkung Langit and Alunsina.
Determine whether each statement is true (T) or false (F). Beside your answer,
write the paragraph number to support your answer. Write your answer on a one fourth
sheet of paper.
Copy the score sheet below on a half sheet of paper. Use the rating scale to
indicate your evaluation of the alternative endings that will be presented.
3 - high level of performance and involvement
2 - moderate level of performance and involvement
1 - low level of performance and involvement
Evidence of Participation
Member‘s Name Task/Role
Peer Rating Teacher Rating
1.
2.
3.
4.
5.
Copy the chart on the next page on a half sheet of paper in order to compare and
contrast the two texts that follow.
One day, a mound of earth shaped was seen growing in the east. After
several years, the mound grew into a beautiful mountain range resembling
Alunsina‟s face and her wonderful hair. The magical breeze whispered to the
unhappy Tungkung Langit that Alunsina grew old and died of sorrow somewhere in
the east. This made Tungkung Langit mournful. As the sun rises in the east, the
shadow of the mountain reminds Tungkung Langit of his dear Alunsina. And as the
shadow fades away at nightfall, Tungkung Langit waters the earth with his tears.
Text B
Geologists observe that many of our mountains and mountain ranges seem
to resemble human-like forms. However, they argue that these earth formations are
the result of various interrelated geological processes such as earthquakes, rock
formations, and even volcanic eruptions. They cited several conclusive research that
detail the formation of such natural wonders. They also conducted experiments that
show how bodies of water have contributed to rock formation worldwide. In the
years to come, scientists expect to generate more data to explain such phenomena.
Tone
Style
Choice of Words
Organization of Ideas
Purpose
Intended Audience
Study the consistency of tense in the paragraphs on the following page. On a half
sheet of paper, write C if the sentence correctly observes rules on tense consistency. If
it does not, rewrite the sentence and box the verb, the form of which must show its
correct tense.
Paragraph 1
1
The wide island of Panay was originally inhabited by Negritos or locally called
2
Ati tribe. Their disappearance is due to an innocent agreement they made with the
sultan of Borneo back in 1250 to give up their land in exchange of a hat and gold
3
necklace. Early in the 13th century, Marikudo, a native chieftain, sold the coastal
shores and lowlands to 10 Bornean Datus who escapes from the repression of Sri
4
Vishayan Empire. One of them named Paiburong received the area Irong-Irong,
which is now called Iloilo City, meaning nose-like, as its wide river mouth in the narrow
5
Guimaras Strait appears like a snout. The island lived peacefully until the arrival of
Juan Miguel de Legazpi in 1566 that discovered and developed more towns.
http://www.camperspoint.com/spip.php?article241
Paragraph 2
1
The Filipinos in central Philippines are generally and collectively called
2
Visayans or Bisayans. Hence, the people in Panay, Guimaras and Negros Occidental
3
are referred to as "Visayans" or "Bisayans". Aside from the general names given to
the people of the Visayan region, there are mountain people who lived in the interior
4
mountains of Panay and Negros. In Panay, they were generally referred to as
Bukidnon (literally, "from the mountains") or Sulod (literally, "inside" or "interior").
5
Farming and fishing are the main sources of livelihood in the region until the 1960s.
6
Farmers within the interior mountains of Central Panay employed the kaingin system
7
(slash-and-burn). A bolo and a wooden dibble were all they use for cutting trees and
8
for boring holes to drop rice or corn seeds and legumes into. Most houses have
9
bangkaw (spear) as hunting tool. Hunting greatly decreased in the 1970s with the
gradual disappearance of forests, but kaingin still remained to be the primary form of
farming since the interior mountain are rugged and they have not found the
appropriate technology to harness water.
Think Win-Win!
Locate a news report in a broadsheet that talks about a particular conflict. Study
the nature of the conflict very well. Determine a win-win solution to address the conflict.
Write a short dialogue between the two parties involved that will show how they
arrived at the win-win solution. Use a whole sheet of paper. Attach the copy of the news
report to this sheet. Be guided by the rubrics below.
Way to go! (11-15 points) Just fine! (6-10 points) Nice try! (1-5 points)
The dialogue shows an appropriate The dialogue shows a possible, but The win-win solution is not as
win-win solution in light of the conflict. not entirely appropriate win-win interesting and convincing. The details
The points were logically arrived at. solution in light of the conflict. The seem unrelated and disorganized. The
The writer demonstrated careful and points seem logical but lacking a few writer committed a number of lapses
correct language use and mechanics. more convincing points. The writer in language use and mechanics.
demonstrated a few lapses in
language use and mechanics.
YOUR GOALS
This lesson helps you understand the value of knowing how things came to be in the eyes of
our ancestors. Everything on earth, good or bad, has its beginnings. Be perceptive, and let the stories of
the past inspire your future. For this lesson, these are your goals:
The word, ‗genesis‘ plays a central role in this lesson. Hence, it is important that you identify what
you know about this idea by filling out a K-W-L Table. Copy the table on a half-sheet of paper. Under the
first column, write down all the ideas you have about ‗genesis‘. On the second column, write what you
want to know about it. The third column will be completed at the end of the lesson.
‘GENESIS’
What I Know What I Want to Know What I Learned
Another meaning of the word ‗genesis‘ is the one spelled in the puzzle below. Let the provided
definitions and letter-boxes help you in completing the words. Write your answers on a half-sheet of
paper. After checking, review the word list. Remember what the words mean, because they appear in the
story you are about to read.
A B O D E 1. a place of residence
C U R S E D 2. said hurtful words
H O M A G E 3. special honor or respect shown publicly
R A D I A N C E 4. light or heat reflected by something
E N T R E A T Y 5. a humble request
D I S I N T E G R A T E D 6. broke up into small parts
C A L I P H 7. a title that refers to a successor of Muhammad
E X I S T E N T 8. having reality
G A N T A 9. a form of measurement
A S S E R T E D 10. caused others to recognize one‘s authority or
right by confident and forceful behavior
YOUR TEXT
How does this myth explain the creation of the world and the root of evil?
1
Samal Genesis
1 In the beginning, when there were no creatures yet, there was only the
sea. Floating on this sea was a thing resembling a ball. This was the abode of
God the Most High. When he wanted to bring out his creations, the ball split;
one half of it rose and became heaven (with seven levels) and the lower half
remained and became the earth (with seven levels). Now the sea on which
the ball was floating was called Baharun Nur [Bahar, great waters, mighty
rivers; Nur, light], meaning, this was the ancestor of all which floated on it.
Symbolically, the part which was lifted up was the father, and the grandfather
was the sea on which it floated. Now at the same time of the splitting of the
ball, and as God willed it, all men and all the creatures on earth have already
been believed as being in it.
2 From the time of our ancestors up to the present, the original content of that thing is what we
have been looking for.
Pre-Existent Soul
3 And Nur Muhammad [technical term for the pre-existence of the soul of the Prophet] was then
already risen. When Allah the Most High was already in the highest heaven, he willed and his radiance
scattered and became a man---Nur Muhammad. Now, when the latter became aware of himself, he
asserted that he was God. Looking left and right, he saw that he was alone. So he said to himself,
―There is nobody but me, so I must be God.‖ He then went around, and after walking some distance
1
Domingo, Eugenia. 1999. Philippine folk literature: The myths. p. 98-99.
Grade 7 English Learning Package 30
he said, ―Arastum Murabbikum,‖ meaning, ―I am God.‖ Then all of a sudden, a voice answered, ―Kahal
Bala,” and Nur disintegrated.
4 When Nur disintegrated, all the elements contained in the earth and the heavens were drawn out
of him. All creatures then appeared. From the single light [Nur] was taken the elements that became
the moon, the sun, the stars, the trees, and all living things. They were all there. And this was begun
on a Sunday and was completed on a Friday.
5 After all things had been drawn out of Nur Muhammad, he was made man once again, and God
said to him, ―Don‘t assert that you are God. It is I. But if you don‘t believe, let us play hide and seek.
You hide and I will look for you. Then I will hide and you will look for me. If I can find you and you
cannot find me, then surely I am God.‖ And so they commenced the trial. No matter how hard Nur
Muhammad hid, God always pinpointed him. Then God said, ―Now I will hide.‖ And Nur Muhammad
could not find him. [This is said to be the reason why we cannot see God.]
6 God then summoned the angel, Jibra‘il [Gabriel]. God then said to him, ―Go on to earth and get a
handful of soil.‖ When Jibra‘il descended and tried to pick up some earth. The earth cursed and
refused to be taken, Jibra‘il returned empty-handed, and God said to another angel, Mika‘il, ―You go.‖
When Mikail reached the earth, the same refusal met him. Then the angel, Israfil, took his turn, but the
earth likewise refused. Then the fourth angel, Idjara‘il [Izra‘il or Azra‘el], immediately went down and
forthwith grabbed the earth. One of his fingers was on the west, another on the east, a third one on the
south, and a fourth one on the earth. And he scooped a handful.
7 Then God said to Jibra‘il, ―Make it into a man.‖ When it had assumed the form of a man, Jibra‘il
said, ―My Lord, the man is here, but it cannot speak, and his joints are no t connected.‖
9 And God made Adam into a Caliph and commanded all creatures including angels to pay
homage to him. And every creature did, except Iblis (the Evil One) who said to God, ―How can I
worship Adam seeing he was created of four elements whereas I have served you for hundreds of
years.‖ In spite of God‘s entreaty, Iblis continued to refuse. Then, Iblis asked God to grant him four
wishes. First, that he would be the richest of all; second, that he would be the most exalted of all; third,
that he can steal the riches of those who have; and fourth, that those riches he cannot steal, he kills.
And this is the origin of the evil desire for material goods and for worldly fame which leads to envy and
killing. Those whom Iblis enters are led to evil. For he had an agreement with God that those he can
mislead are his and those he cannot are God‘s.
Illustrations such as the graphic organizers featured below supplement explanations for related
ideas and processes. In drawings like these, lines and arrows present the direction that a process takes.
Illustrations could start from top to bottom or vice versa if the process is linear, whereas a circular design
is more appropriate for cycles. Shapes represent different ideas. Their sizes could symbolize their
importance, while their variations could pertain to their different natures.
The Samal version of the genesis can also be further explained by a graphic organizer. On a
whole sheet of paper, design a graphic organizer that will show the transformation involving the following:
Adam, all elements and living things, ball (God‘s house), God, Nur (as man), and Nur (as light). Use other
appropriate materials to make your work unique and creative.
Which of the following information is presented by the text? In your notebook, write the paragraph
numbers that provide the mentioned information.
Learn more about the beginnings of Samal island and its people by using the card catalogue, the
online public access catalogue, or electronic search engine of our school library or any nearby library.
Locate specific resources about the topics, then note down the information that you will get. Be ready to
share this with the class.
Read the following sentences. For every number, note the words highlighted through boldface
and underscore. What relationship do the words have?
1. Floating on this sea was a thing resembling a ball. This was the abode of God the Most High.
2. Now at the time of the splitting of the ball, all creatures have already been believed as being in
it.
3. From the single light [Nur] was taken the elements that became the moon, the sun, the stars,
the trees, and all living things. They were all there.
Task 5.1. On a half sheet of paper, write the correct pronoun that agrees with the antecedent in the
3
following sentences . Choose from options provided in the parentheses.
2. Year-round fiestas allow a tourist to celebrate to __________ (his, hers, its, theirs) heart‘s content.
3. Guests should prepare __________ (his, hers, its, theirs) bikes for Samal‘s vast rugged terrain.
4. Samal‘s shore is lined with coconuts, white sand, and cozy cottages. __________ (his, hers, its, theirs)
resorts offer the best venue to view the sunset.
5. The island offers great choices of unspoiled beaches, while __________ (his, hers, its, theirs)
unspoiled underground caverns can be best explored by foot.
Task 5.2. Complete the composition below by supplying the correct pronoun for the sentences. Write
your answers on a half sheet of paper.
4
The Legend of White Rock
by Rene Estremera
Putting Bato (White Rock) is a popular tourist spot on Samal island. (1) __________ is known not
only for its beauty but for its mystery as well. (2) __________ has puzzled both natives and visitors alike.
Two friends went up to explore the Puting Bato at eight in the morning. But, (3) __________ were
not able to return home. Six native island dwellers waited for them to descend from the mountain.
(4) __________ patiently waited for the safe return of the climbers.
Hours had passed, but the hikers were still nowhere in sight. The eldest of the natives frowned
with concern. Though (5) __________ had expected this to happen, the incident confirmed one thing. The
supernatural beings spirits known to inhabit this particular island peak have taken (6) __________ victims
again.
The natives remember (7) __________ elders telling stories about a similar pair who climbed the
peak thirty years ago. The pair was not able to return home and was already considered dead by their
relatives.
After six years, the two were seen again descending from the mountain. (8) __________
amazingly bore no signs of aging or physical changes brought after six years of absence.
The natives still patiently waited for a sign. (9) __________ were worried but hopeful. If the lost
pair won't appear, (10) __________ would scale the mountain to search for the hikers. If still unfound,
__________ will see the hikers again, six years from now.
Task 5.3. Imagine that you will invite an international tourist to any of the famous
spots on Samal island. Use your notes in Task 3 (An Info Hunt) in writing a five-to-
seven-paragraph overview of this place. Make sure that you use correct pronoun-
antecedent agreement in your sentences. Underline the pronoun once and
underline its corresponding antecedent twice. Write your answers on a half-sheet of
paper.
Listen intently as your teacher demonstrates how stress and intonation affect the presentation of
meaning. Next, listen to recording about Samal Island. On a half-sheet of paper, write down important
pieces of information that are signaled by shifts in stress and intonation. You will listen to the recording
thrice, so make sure that you review your answers through careful listening.
Use what you have learned from the discussion and listening activity on sentence stress and
5
intonation. Observe the rhythm rule guidelines in reading the text below. Practice reading this text at
home, in front of friends or family members, or in the presence of a mentor who can guide you.
Remember to follow the discussed guidelines as you practice. Be ready to present this to class on the
day specified by your teacher.
Our conversations carry words with different formality levels known as register. Two of these are
colloquial and familiar. Study the definitions below.
Colloquial Familiar
friend chum, pal, bro, sis, buddy
eat pig out, stuff oneself with, wolf
purchase, buy grab, score, get hold of
1. 1.
2. 2.
3. 3.
Part 1
It‘s now time to present the information that you gathered for Task 3 (An Info Hunt). This activity
will let you apply your knowledge on colloquial and familiar language. Get your notes and choose a
paragraph of information from your research.
On a new sheet of paper, write down colloquial words or phrases that present the information you
have to a potential tourist. Then, jot down informal words and phrases that present the same information
to your group of friends. You may use a dictionary or thesaurus for this task. Exchange notes with a
seatmate and review each other‘s answers.
As an assignment, have a separate conversation with 1) a student from another year level and 2)
a close relative. Use the notes for this task as your target words and phrases in your conversations with
these people. Be ready to share with the class about how the conversation goes.
My Family’s Genesis
Get the K-W-L Table that you did for Task 1. Based on discussions, fill out the third
column of the table.
‘GENESIS’
What I Know What I Want to Know What I Learned
Settling in a new location or making a mark in a specific place is usually challenging. Several
adjustments have to be made and problems have to be solved. Hence, these genesis stories of
relocation, starting anew, or establishing beginnings are good materials for myths. Review the information
presented by your K-W-L Table. Use these points as springboard for your next activity.
Ask your parents or grandparents about how they or their ancestors settled in the place where
they are now. Research in the library to enrich the information from your elders. Use your imagination to
transform your gathered information into your family‘s genesis. Write a family myth in a series of three
five-to seven-sentence paragraphs. Apply your knowledge of pronoun-antecedent agreement. Include an
appropriate graphic organizer that shows the major events in the myth. You will be graded according to
the following rubrics.
YOUR GOALS
Lesson 5 will help you discover how your ancestors explained the world around them. You
will relate these olden stories with the current situation in your world. Consequently, you will realize that
the stories of before remain relevant in today‘s modern world. For this lesson, you must aim to:
1. Deduce the advantages and disadvantages of a given situation through the help of various
graphic organizers
2. Infer the meaning of symbols from the text
3. Use context clues to get the meaning of given words
4. Compare and contrast the three legends
5. Explain the value of knowing the consequences of one‘s actions
6. Distinguish between colloquial language and slang
7. Read texts using the appropriate intonation pattern
8. Present resolutions in correct simple sentences
9. Locate information in different sections of the library
10. Respond to ideas, issues, and concerns presented in the reading selections
On a half sheet of paper, write all the ideas that you associate with the word ‗sky.‘ Write your
answers around the drawing. Draw lines to connect them to the cloud. Copy the model below.
Sky
Imagine how life would be like if we have a sky that is low. Copy the graphic organizer below on a
sheet of paper. List the advantages and disadvantages inside the corresponding arrows.
1.
2.
3.
Disadvantages Advantages
Sky
1.
2.
3.
YOUR TEXT
In all these stories, what is the reason that made the sky rise?
In the early days, when the sky was still low, two brothers named Ingat and Daskol lived with their
parents on earth.
As their names indicate, Ingat was careful in everything he did and was therefore his father‘s right
hand man. He was always helping with the work in the field and his parents were very pleased with him.
On the other hand, Daskol did his work sloppily. In the absence of a daughter in the family, the
house work came to be Daskol‘s responsibility. He fetched water, cleaned the house, and did the
cooking. He also did the pounding of the palay that his father and Ingat harvested. Even in pounding,
Daskol lived up to his name. Half of the grain he pounded scattered and fell to the ground. Being naturally
lazy and impatient, he did not like the work of pounding rice.
One day, Daskol had to pound a greater quantity of palay than usual. He was irritated because
every time he raised the pestle higher, and every time it hit the sky, the sky would be raised. In his hurry,
Daskol did not notice that the sky was rising. When he finished pounding the rice, he looked up and
discovered that the sky had risen and it is where it is today.
In the olden days, the only people on earth were a man and a woman. One day, they ate venison
which the man had brought home from hunting. But because the bones were very big and they wanted to
eat the marrow, they thought of pounding the bones. The woman removed her comb and necklace and
hung them on the low sky. But whenever she pounded, she would hit the sky. So she requested the sky
to rise higher. It thundered and the sky rose higher. Still the pestle hit the sky. So the woman again asked
the sky to go higher. It thundered and the sky rose higher. Still the pestle hit the sky. So the woman
again asked the sky to go higher. Again it thundered and the sky rose as high as could be. When the
woman remembered what she had hung, it was too late. They became the moon and the stars.
Grade 7 English Learning Package 39
Why the Sky Is High
(Hiligaynon)
In the olden days the sky was so low---so low that it could be reached by a stick of ordinary
length. The people in those days said that God had created the sky in such a way that he could hear his
people when they called to him. In turn, God could send his blessings to earth as soon as men needed
them. Because of this close connection between God and his subjects, the people were provided for, and
they did not need to work.
Whenever they wanted to eat, they could simply call God. Before their request was made, almost,
the food would be on the table; but after the expulsion of Adam and Eve, God made men work for their
own living. With this change in their condition came the custom of holding feasts, when the men would
rest from their labors.
One day one of the chiefs, Abing by name, held a feast. Many people came to enjoy it. A sayao,
or native war-dance, was given in honor of the men belonging to the chief, and it was acted by men
brandishing spears. While acting, one of the actors, who was drunk, tried to show his skill, but he forgot
that the sky was so low. When he darted his spear, he happened to pierce the sky, and one of the gods
was wounded. This angered God the Father: so he raised the sky as we have it today far from the earth.
Below are some of the words in the selection. Copy the table on a half-sheet of paper. Guess the
meaning of each word. Do this by going back to the text and searching for context clues (i.e. other words
or phrases that point to the meaning of a word). Write your inferred definition on the column labeled „My
Guess‟ and write down helpful context clues under Column 3. When you‘re done, wait for the signal to
confirm your guesses through the help of a dictionary. Write the dictionary definition on Column 3. Write
an insightful sentence related to the text read on Column 4.
2. pestle
3. venison
4. marrow
5. expulsion
Review the lives of the characters before and after the sky rose. Copy the graphic organizer
below on a half-sheet of paper. Then, list down your observations inside the arrows.
Form groups. Copy the Venn diagram below on a whole sheet of paper. This will help you
compare and contrast the three versions of the legend. Write the similarities on the overlapping areas of
the circles and write the differences on the part outside the overlap. Be ready to present your work.
Tagalog
Version
Hiligaynon Iloko
Version Version
Find a group. Take out the semantic map you made for Task 1 (My Multi-Layered Sky) and the
graphic organizer you made for Task 2 (Before and After). Bring your semantic map with you as you join
your group. Answer the following questions and be ready to present your answer to the class. Write your
group‘s answers on a half-sheet of paper.
Part 1
In Lesson 4, you learned to distinguish between colloquial language and familiar language. For
this task, use your background knowledge on colloquial language to determine its difference with slang.
On a half sheet of paper, classify the items below under the two given categories. Review your answers.
Then, give a definition of slang language based on the entries you have classified under it.
Compose a/n:
1. Request made by a character to the sky
2. Statement expressing a complaint about a low sky
3. Offensive question that could force the sky rise
4. Exclamatory statement expressing a character‘s reaction upon seeing a high sky
Task 6. Listen Up
Part 1
Listen to the recording that will be played. Answer the questions that the teacher will post on the
board. Write your answer on a half sheet of paper.
Part 2
Listen as your teacher models two intonation patterns. Listen to the recording for the second time.
Take note of the intonation patterns observed by the speaker on the sentences. Identify the intonation
pattern used for every statement that your teacher will identify. Use the symbols below. Write your
answers on the same sheet of paper you used for Part 1.
Your teacher will play the role of United Nations Representative for Ozone Protection. You will
simulate a press conference where students like you get to express their ideas about the destruction of
the ozone layer.
Part 1-Preparation
On a sheet of paper, formulate three short sentences : 1) a sentence that asks a question, 2) a
sentence that expresses a reaction, and 3) a sentence that offers an encouragement. Review your
sentences. Practice reading them aloud with the proper intonation pattern. Work with a partner. Check
each other‘s sentences and intonation patterns.
―Any long trip begins with a first step.‖ To raise consciousness is the first step to protect our
damaged ozone layer. You should be responsible. Do simple ways to save our ozone layer. This will
reduce levels of pollution and money. Consider the following tips.
The text above presents tips to protect the ozone layer. The concise presentation of information
makes the tips easy to understand and remember. The structure of the sentences also aids you in
remembering the message. This is because the message is presented using simple sentences.
Exercise 7.1
Below are some more tips to protect the ozone layer. Rewrite them to simple sentences. Write
your answers on a half-sheet of paper.
1. Avoid using fire extinguishers with halogenated hydrocarbon since it is very aggressive substance for
the ozone layer.
2. Avoid buying insulating material made up of CFC. Instead you can use dark chipboard cork that
performs the same function and does not contaminate the environment.
3. Report whether you know that products with bromomethane are used in some sown fields and crops
because these substances are contaminating.
Research at the library on the consequences on the ozone layer destruction. Compose a five-to-
seven-sentence paragraph that presents four to five harmful effects of a damaged ozone layer. Make
sure that your work has all the parts of a simple paragraph. Write this on a half sheet of paper.
Know more about the sky and the ozone layer by exploring the different areas of your library.
Copy the table below on a half-sheet of paper. Go to the library. Identify the library section/area where
you can find the information on Column 1. Take down the source title, author, and call number. Work
quietly.
1. Recall the conflict in the three legends you read and the issues about the ozone layer.
What are the similarities or differences that they share?
2. How do you think would the characters in the legend adjust to the current environment
where there is a hole on the ozone layer? How do you think would people like you live in a
world where the sky is low?
3. Recall the associations you presented in Task 1 (My Multi-Layered Sky). Since the ozone
layer is roughly a layer of the sky, what could a gaping hole in the sky symbolize?
4. What three realizations have you made from the discussions in this lesson?
YOUR GOALS
This lesson takes you to the experiences of the past that determines our present. Discover
this past by knowing the origin of things and how it affects us as a people. After revisiting the past, you
must be able to:
1. Use pictures and context clues to get meanings of words and phrases
2. Determine how pitch, phrasing, and pacing affect understanding of a message
3. Observe the right pitch, phrasing, and pacing when reading texts or passages aloud or
participating in conversations
4. Use appropriate idiomatic expressions in a variety of basic interpersonal communicative
situations
5. To organize ideas in the myths using comparison-contrast chart
6. Formulate correct simple sentences
7. Recognize the various sections of the library
8. Use materials in the different sections in the library
9. Write a five-to-seven sentence paragraph on information gathered
a. Below is a group of related words. What image do these words create? Draw it in the box.
c. Corrupt government officials, who are accused of usurpation of power, are not trusted by people.
What are examples of actions showing usurpation of power?
d. People express remonstrances against this usurpation of power by corrupt officials. How do
people show their objections or oppositions to this practice?
e. Justice is tarried when the filing of cases is delayed. What word in the sentence is synonymous
with tarried?
What are the different colors of rice? Listen to the teacher as he or she reads ―The Rice Myth‖
(Bohol). While listening, take note of the following:
YOUR TEXT
Task 1. Check It Up
Read silently the Ibaloi, Tagalog, and Nabaloi versions of ―The Origins of Rice.‖ Take note of the
similarities and differences among these versions (including the Bohol version).
Gods/goddesses
Humans
Purpose of creation
Manner of creation
Results of creation
Below are sentences about the myths you have read. Underline the simple subject and encircle the
simple predicate in each sentence.
Read through the passage. Fill in the blanks with appropriate subjects or verbs to complete it.
Choose your answers from the box.
the world they Filipino have reduced
spends minimize adds it
Source: Academics, Research and Development Department of Ateneo Economics Association, 2008 May 31. ―THE
SIGNIFICANCE OF RICE IN THE PHILIPPINE SETTING”. Analyzing the Rice Crisis in the Philippines. Retrieved January 22,
2012 from http://ateneoeconomics.wordpress.com
Grade 7 English Learning Package 48
Task 5. Talk of the Town
YOUR GOALS
This lesson makes you understand how our ancestors lived in the past as well as makes us
appreciate the richness of our own culture. As you relate to the past, you must be able to:
1. Use pictures and context clues to get meanings of words and phrases
2. Determine the effects of facial expressions and eye contact in understanding a message
3. Observe the right oral language conventions when inquiring about, summarizing, or reacting
to what has been listened to, read, or observed
4. Use appropriate idiomatic expressions in a variety of basic interpersonal communicative
situations
5. To organize ideas in the legends using comparison-contrast chart
6. Formulate compound sentences
7. Use archives, vertical files, and electronic databases to locate information
8. Write a five-to-seven sentence paragraph on information gathered
The goddess of the mountain provided the people with all their needs. She was their (hostess,
patroness, priestess).
Have you heard of or read legends about how monkeys came to be? Listen to the teacher as he
or she reads ―The First Monkey‖ (Iloko). While listening, take note of the following:
a. characters
b. setting
c. plot
d. facial expressions and eye contact shown by the teacher
e. pitch, volume, phrasing, intonation, and stress used in the oral reading
Grade 7 English Learning Package 50
YOUR TEXT
Read silently the Maranao and Tagalog versions of ―The First Monkey.‖ Look for the similarities
and differences among these versions (including the Iloko version).
Characteristics
Problem/Conflict
Resolution
a. What are the similarities and differences among the stories of ―The First Monkey‖?
b. What characteristics of humans are shown in the three stories? Do you believe that humans
have these characteristics?
c. Share your answers with the class. Make sure that they understand your message by stating
clear ideas, supporting your arguments, and making use of appropriate facial expressions,
eye contact, and effective oral language.
1. There are different ways of saying things. One of which is using idiomatic expressions. Below
are examples of idiomatic expressions used in the texts. Guess their meanings based on the
sentences.
a. ―Take this cotton, clean it, and make out of it a dress for yourself.‖
b. He decided to pay the old man a visit.
c. He quickly gathered some stones which he threw at the children.
d. They begged of him to punish the selfish old man.
e. For everything that she wanted to eat was provided for her by her patroness.
2. In triad, complete the comic strips by supplying the speaking lines with the following idiomatic
expressions. Be creative. Give your strip an appropriate title.
Match the sentences in column A with those in column B to form meaningful sentences. Use and, or, but,
and for in combining the sentences. Write your sentences on the space provided.
A B
1. Monkeys can be anywhere A. They peel it first.
from just a few centimeter tall.
2. Monkeys never eat a banana B. It is angry at something.
as it is.
3. Monkeys make different C. Some species can grow more
voices, facial expressions, and than a meter tall.
body movements.
4. When the monkey yawns, it is D. They use them to
tired. communicate.
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
4. _________________________________________________________________________
Grade 7 English Learning Package 52
Task 4. Complete Me
Read through the passage. Supply the blanks with and, or, or but to complete its thought.
Animals in Mythology
(an adaptation)
Animals may serve as substitute for humans or human characteristics. In some legends, animals
perform heroic deeds 2. _____ they may also be the source of wisdom and power.
Animals often have a dualistic quality in mythology. They can be both helpful and harmful to
humans. They provide people with food,3. _____, they can be dangerous. As sources and symbols,
animals represent the mystery and power of the natural world, which can create or destroy
Source: ―Animals in Mythology‖. Myths Encyclopedia. Retrieved January 21, 2012 from http://www.mythencyclopedia.com/Am-
Ar/Animals-in-Mythology.html#b
Task 1. Digging Up
1. Look for different versions of a legend or a myth.
2. Use library resources such as archives, vertical files, and electronic sources in your research.
3. Summarize the legends or myths using a comparison-contrast chart.
YOUR GOALS
This lesson allows you to discover how heroes are made. Know who the
heroes are and what they do in the eyes of our ancestors --- and compare them to the
heroes of today. You must aim to:
Choose a partner. Take turns sharing your answers to the following questions:
1. Who are heroes?
2. What are the qualities of heroes?
3. What are the powers of heroes?
Watch and listen to the speaker carefully. On a half sheet of paper, complete the
table on the next page as you do this.
Fill in the boxes below to form a word from the given story about a heroic brother.
The meaning of the word and the paragraph number where it can be found are provided
to help you accomplish this task. Write your answer on a half sheet of paper.
ACROSS DOWN
1 lead into error (paragraph 2) 2 put under a spell (paragraph 2)
4 defeated, won over (paragraph 3) 3 wild (paragraph 1)
5 courage, bravery (paragraph 3)
6 very violent (paragraph 1)
1 2
Ibalon
(Three Heroes of the Bicol Epic)
1
When the hero Baltog came to the rich land of
Ibalon, many monsters still roamed around in its very dark
forest. Baltog, born in Baltavara to the brave clan of Lipod,
was the first to cultivate the fields in the rich land of Ibalon.
2
Then the Tandayag attacked and destroyed
Baltog‘s fields and crops. The Tandayag was a monstrous
wild boar but the hero Baltog was not afraid. One night, he
waited for the Tandayag and wrestled with it with all his
might. The Tandayag had very long fangs. The earth shook
at the Tandayag‘s step. But Baltog was strong and brave.
He was able to pin down the monstrous wild boar and tear
out its mouth.
3
Baltog carried the Tandayag and hung it on a talisay tree in front of his house in Tondol. The
people celebrated when they learned of the victory of their king Baltog. The clans of Panicuason and
Asog came over to marvel at the monstrous wild boar in Ibalon.
4
At that time the hero Handiong came with a band of warriors to the land of Ibalon. Handiong and
his men had to fight thousands of battles, and face many dangers to defeat the monsters. They first
fought the one-eyed giants in the land of Ponon. They fought without rest for ten months until all the one-
eyed giants were killed.
5
They went to the lair of the giant flying fishes called Tiburon which had slimy, scaly, and hardy
flesh and sawlike teeth that could crush rocks. Handiong and his men did not stop until they vanquished
every Tiburon.
6
They tamed the fierce tamaraws. They drove away the giant Sarimaw which was larger than an
elephant and very fierce. They used their spears and arrows to kill all the crocodiles which were bigger
than boats. The savage monkeys were frightened and hid when they
saw the rivers and swamps of Ibalon turn red with blood.
7
Oriol was the hardest to kill. A serpent with a beautiful voice, Oriol could change its image to
deceive enemies. Oriol had escaped every trap and disappeared.
8
All by himself, Handiong looked for Oriol in the heart of the forest. He followed the beautiful voice
and was almost enchanted by it in his pursuit. It is said that Oriol admired Handiong‘s bravery and
gallantry. Thus, the serpent taught the hero how to conquer the monsters until peace came to the whole
Ibalon.
9
Handiong built a town in Isarog and a season of progress followed. Under Handiong‘s leadership,
the people planted rice which they named after him. He built the first boat to ride the waves of Ibalon
seas. Because of his good example, inventors came forth from his people. Ginantong made the plow,
harrow, and other farming tools. Hablom invented the first loom for weaving abaca clothes. Dinahon, an
Aeta, created the stove, cooking pot, earthen jar, and other kitchen utensils. The brilliant Sural thought of
the alphabet and started to write on white rock. It was a golden period in Ibalon when even slaves were
respected under the laws of Handiong.
10
But there came the big flood freed by Unos, with earthquakes and the eruption of the volcanoes
of Hantik, Kolasi, and Isarog. Rivers dried up and the seas receded. The earth parted, mountains sank,
and many towns in Ibalon were destroyed.
11
Then appeared the giant Rabot, half-man half-beast, with terrible powers.
Grade 7 English Learning Package 56
12
Bantong, Handiong‘s good friend, was ordered to kill the new monster in Ibalon. He took with him
a thousand warriors to attack Rabot‘s den. Bantong used his wisdom against Rabot. He did not attack the
giant‘s den right away but instead observed Rabot‘s ways. He saw many rocks around the den. They
were people turned into rock by Rabot.
13
He also learned that Rabot loved to sleep. When Rabot slept very soundly, Bantong was able to
go near him. The giant died with a single stab by the brave and wise Bantong. Ibalon was at peace once
more.
Complete the following table as you read the selection. Do this on a half sheet of
paper. Be ready to explain your answers to your classmates.
On a half sheet of paper, make a report card for each hero. Using the given
guide, grade how well each one saved Ibalon. Remark on the heroism of each and
choose the most heroic among them. You may refer to your answers in the previous
task (Task 1, ‗I Know It!‘) to help you do this. Be ready to explain your answers to your
classmates.
GRADE
A – Outstanding
B – Excellent
C – Satisfactory
D – Needs Improvement
Remarks
He is ________ heroic because
________________________________
________________________________
________________________________.
Based on your answers in the previous task (Task 2, ‗Make the Grade!‘), discuss
with your group mates who you think is the most heroic among the three characters and
why. After the discussion, rate how well you participated in the task by accomplishing
the given scale on a half sheet of paper.
Read the following text. Fill in the table to show the similarities and differences
between this text and ―Ibalon‖ in terms of topic, setting, purpose, intended audience,
and relevance today. Do this on a half sheet of paper.
1
Overseas Filipino Workers take a huge risk when they travel and work
abroad. OFWs sacrifice a lot in order to give a better life for their families.
They are heroes in their own right because they live to help their families and
sometimes even other people they do not even know, but are in need of their
help and support.
2
Heroes think of other people first before they think of themselves. Heroes are unique individuals
that sacrifice themselves for the sake of others. OFWs face great challenges head on with only their faith,
hope, and determination to carry them through. They strive hard to ensure that their children‘s future
would be bright and that they would live a life that they have dreamed of.
3
What are OFWs made of? They are made of determination, courage, a risk-taking attitude, a
heart of gold, and other qualities that make them everyday heroes to a lot of people. They go beyond
their call of duty to help their families, to help their country and sometimes people in need, even if it
means putting themselves in danger.
4
You do not have to be an OFW to be a hero. You are a hero if you sacrifice a part of yourself to
help other people who are in need. You are a hero if you can make someone else smile despite the trials
and challenges he has. You are a hero if you can make others feel better about themselves. If you do any
of these, then you are a hero in a person‘s heart.
Topic
Setting
Purpose
Intended audience
Relevance today
Read the following idioms and their meanings. With a partner, use each idiom in
a sentence. Then identify to whom you will say it and in what situation. Do this on one
half sheet of paper.
Column A Column B
_____1. Overseas Filipino workers sacrifice a. but not too many are reading
a lot when they work abroad, them.
_____2. Heroes are born every day, b. nor do you have to die to
become a hero.
_____3. Many stories about Philippine c. yet only a few appreciate their
heroes can be found in books, efforts.
_____4. Many Filipinos go overseas to work d. so you can have rice to eat.
_____5. You don't have to be in the front e. and you may be one of them.
page of the news,
_____6. The poor farmer works long and f. or we can start caring more for
hard in the fields others.
_____7. We can keep thinking only of g. for they want to give their families
ourselves, a better future.
1. Reading Filipino epic stories allows the reader to discover a lost culture
rich in magnificence, magic, and bravery. (cause and effect)
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
3. Some Filipinos don‘t know about their rich cultural heritage. (negation)
___________________________________________________________
___________________________________________________________
4. A lot of people think that the Spaniards erased all traces of our epics.
(contrast)
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
7. Our epics show us where we came from and what we were like before the
coming of the colonizers. (cause and effect)
___________________________________________________________
___________________________________________________________
Recall the myths and legends you have read. Choose one and retell it in three
paragraphs. Each paragraph should have three to five sentences. Box the compound
sentences and encircle the coordinating conjunctions in them. Use the given rubric as a
guide.
CATEGORY 4 3 2 1
Accuracy of The retelling The retelling The retelling The retelling does
Retelling includes all major includes all major includes all major not include major
points and several points and 1-2 points in the points in the
significant details significant details myth/legend. myth/legend.
in the myth/ in the myth/
legend. legend.
Sequence The retelling The retelling The retelling The retelling of the
captures the captures the captures the myth/legend is out
myth/legend in myth/legend myth/legend with of sequence.
correct sequence in correct several omissions,
with all important sequence with 2-3 but maintains
parts. omissions. sequence of those
told.
Setting Lots of vivid, Some vivid, The reader can The reader has
descriptive words descriptive words figure out when trouble telling
are used to tell the are used to tell the and where the when and where
reader when and reader when and myth/legend takes the myth/legend
where the myth/ where the myth/ place, but there takes place.
legend takes legend takes isn't much detail
place. place. (e.g., once upon a
time in a land
far,far away).
Problem It is very easy for It is fairly easy for It is fairly easy for It is not clear what
the reader to the reader to the reader to problem the main
understand what understand what understand what character faces.
problem the main problem the main problem the main
character faces character faces character faces
and why it is a and why it is a but it is not clear
problem. problem. why it is a
problem.
Solution to The solution to the The solution to the The solution to the No solution is
Problem problem is easy- problem is easy- problem is a little attempted or it is
to-understand and to-understand and hard to impossible to
is logical. There is somewhat understand. understand.
are no loose ends. logical.
Characteristics of The retelling The retelling The retelling The retelling does
a Myth/Legend reflects in reflects in some reflects in little not have any
sufficient detail the detail some detail a few of the detailed reflection
important beliefs beliefs about life, beliefs about life, of the important
about life, the the natural world, the natural world, beliefs about life,
natural world, human beings, human beings, the natural world,
human beings, and other and other human beings,
and other creatures, of the creatures, of the and other
creatures, of the creators of the creators of the creatures, of the
creators of the myth/legend. myth/legend. creators of the
myth/legend. myth/legend.
.
Go to the library and look for another retelling of a Philippine epic. Read it well
and find out the following:
CATEGORY 4 3 2 1
Required The poster includes All required Most of the required Some required
Information all required information is on the information is on the information is
information as well poster. poster. missing.
as additional ones.
Labels All items of Almost all items of Many items of Labels are too small
importance on the importance on the importance on the to view OR no
poster are clearly poster are clearly poster are clearly important items are
labeled with labels labeled with labels labeled with labels labeled.
that can be read that can be read from that can be read from
from at least 3 ft. at least 3 ft. away. at least 3 ft. away.
away.
Graphics - All graphics are All graphics are All graphics relate to Graphics do not
Relevance related to the topic related to the topic the topic. One or two relate to the topic OR
and make it easier and most make it borrowed graphics several borrowed
to understand. All easier to understand. have a source graphics do not have
borrowed graphics Some borrowed citation. a source citation.
have a source graphics have a
citation. source citation.
Attractiveness The poster is The poster is The poster is The poster is
exceptionally attractive in terms of acceptably attractive distractingly messy
attractive in terms design, layout and though it may be a bit or very poorly
of design, layout, neatness. messy. designed. It is not
and neatness. attractive.
Grammar There are no There are 1-2 There are 3-4 There are more than
grammatical/ grammatical/ grammatical/ 4 grammatical
mechanical mechanical mistakes mechanical mistakes /mechanical mistakes
mistakes on the on the poster. on the poster. on the poster.
poster.
YOUR GOALS
This lesson allows you to discover the motivations of heroes when they go on
adventures. Understand that being a hero doesn‘t simply mean doing great deeds. The
intention behind the deed is more important. You must aim to:
YOUR TEXT
2
Indarapatra and Sulayman
(A Maranao Epic)
A long, long time ago, Mindanao was covered with water, and the sea covered all the lowlands so
that nothing could be seen but the mountains jutting from it. There were many people living in the country
and all the highlands were dotted with villages and settlements. For many years the people prospered,
living in peace and contentment. Suddenly there appeared in the land four horrible monsters which, in a
short time, devoured every human being they could find.
Kurita, a terrible creature with many limbs, lived partly on land and partly on sea, but its favorite
haunt was the mountain where the rattan palm grew and here it brought utter destruction on every living
thing. The second monster, Tarabusaw, an ugly creature in the form of a man, lived on Mt. Matutum, and
far and wide from that place he devoured the people, laying waste to the land. The third, an enormous
bird called Pah, was so large that, when on the wing, it covered the sun and brought darkness to the
earth. Its egg was as large as a house. Mt. Bita was its haunt; and there the only people who escaped its
voracity were those who hid in the mountain caves. The fourth monster was also a dreadful bird, having
seven heads and the power to see in all directions at the same time. Mt. Gurayan was its home and like
the others, it wrought havoc to its region.
So great was the death and destruction caused by these terrible creatures that at length, the
news spread even to the most distant lands – and all nations grieved to hear the sad fate of Mindanao.
Now far across the sea, in the land of the golden sunset, was a city so great that to look at its
many people would injure the eyes of men. When tidings of these great disasters reached this distant city,
the heart of King Indarapatra was filled with compassion, and he called his brother, Sulayman, and
begged him to save the land of Mindanao from the monsters.
2
Ida Y. Patron, Interactive Reading: Responding to and Writing about Philippine Literature, 2002, pp 9-
12.
Grade 7 English Learning Package 67
Sulayman listened to the story and as he heard it, was moved with pity.
―I will go,‖ zeal and enthusiasm adding to his strength, ―and the land shall be avenged,‖ said he.
King Indarapatra, proud of his brother‘s courage, gave him a ring and a sword as he wished him
success and safety. Then he placed a young sapling by his window and said to Sulayman, ―By this tree I
shall know your fate from the hour you depart from here, for if you live, it will live; but if you die, it will die
also.‖
So Sulayman departed for Mindanao, and he neither waded nor used a boat, but went through
the air and landed on the mountain where the rattan grew. There he stood on the summit and gazed
about on all sides. He looked on the land and the villages, but he could see no living thing. He became
very sorrowful and cried out: ―Alas, how pitiful and dreadful is this devastation.‖
No sooner had Sulayman uttered those words when the whole mountain began to move and
shake. Suddenly, out of the ground came the horrible creature, Kurita. It sprang at the man and sank its
claws into his flesh. But Sulayman, knowing at once that this was the scourge of the land, drew his sword
and cut Kurita to pieces.
Encouraged by his first success, Sulayman went on to Mt. Matutum where conditions were even
worse. As he stood on the heights viewing the great devastation, there was a noise in the forest and a
movement in the trees. With a loud yell, Tarabusaw leaped forth. For a moment they looked at each
other, neither showing any sign of fear. Then Tarabusaw used all his powers to try to devour Sulayman
who fought back. For a long time, the battle continued, until at last, the monster fell exhausted to the
ground and Sulayman killed him with his sword.
The next place visited by Sulayman was Mt. Bita. Here havoc was present everywhere, and
though he passed by many homes, he saw that not a single soul was left. As he walked, sudden
darkness fell over the land, startling him. As he looked toward the sky he saw a great bird that was
swooping down on him. Immediately, he struck, and the bird fell dead at his feet; but the wing fell on
Sulayman and he was crushed.
Now at this very moment, King Indarapatra was sitting at his window, and looking out he saw the
little tree wither and dry up.
Then, although he was very sad, he was filled with a desire for revenge. Putting on his sword and
belt, he started for Mindanao in search for his brother.
He, too, traveled through the air with great speed until he came to the mountain where the rattan
grew. There he looked about, awed at the great destruction, and when he saw the bones of Kurita, he
knew that his brother had been there. He went on until he came to Matutum, and when he saw the bones
of Tarabusaw, he knew that this too, was the work of Sulayman.
Still searching for his brother, he arrived at Mt. Bita, where the dead bird lay on the ground, and
when he lifted the severed wing, he beheld the bones of Sulayman with his sword by his side. His grief
now so overwhelmed Indarapatra that he wept for some time. Upon looking up, he beheld a small jar of
water by his side. This, he knew had been sent from heaven, and he poured the water over the bones,
and Sulayman came to life again. They greeted each other and talked animatedly for a great length of
time. Sulayman declared that he had not been dead but asleep, and their hearts were full of joy.
After some time, Sulayman returned to his distant home, but Indarapatra continued his journey to
Mt. Gurayan where he killed the dreadful bird with the seven heads. After these monsters had all been
killed, peace and safety had been restored to the land. Indarapatra began searching everywhere to see if
some of the people who hid in the earth were still alive.
One day, in the course of his search, he caught sight of a beautiful woman. When he hastened
toward her, she disappeared through a hole in the ground where she stood. Disappointed and tired,
Indarapatra sat down on a rock when, looking about, he saw near him a pot of uncooked rice with a big
Grade 7 English Learning Package 68
fire on the ground in front of it. This revived him and he proceeded to cook the rice. As he did so,
however, he heard someone laugh nearby, and turning around, he beheld an old woman who was
watching him. As he greeted her, she drew near and talked to him while he ate the rice.
Of all the people in the land, the woman told him, only few were left, and they hid in a cave in the
ground from where they never ventured to come out. As for herself and her old husband, she went on,
they had hidden in a hollow tree, and this they had never dared to leave until after Sulayman killed the
voracious bird Pah.
At Indarapatra‘s request, the old woman led him to one such cave. There he met the headman
with his family and some people. They all gathered around the stranger, asking many questions, for this
was the first time they had heard about the death of the monsters. When they found out what Indarapatra
had done for them, the headman gave his daughter to Indarapatra in marriage, and she proved to be the
beautiful girl whom he had seen at the mouth of the cave.
Then the people all came out of their hiding places and returned to their homes where they lived
in peace and happiness. And the sea withdrew from the land and gave the lowlands to the people.
Determine which the word which does not belong to each set. Cross out that
word. Be prepared to explain what the rest of words have in common.
Each sentence has an underlined idiomatic expression. Idioms are words which
have fixed expressions and non-literal meanings. Decide what each idiomatic
expression means.
1. When news about the plight of Mindanao reached King Indarapatra, he did
not beat around the bush. He immediately sent his brother to fight the
monsters.
2. Sulayman, despite being of noble birth, did not hesitate to get his hands dirty.
3. Upon reaching Mindanao and killing the first monster, Sulayman realized that
he had barely scratched the surface of Mindanao‘s problems.
4. Had the monsters closed ranks, they would have been able to defeat
Sulayman.
5. Despite being a king, Indarapatra remained down to earth when he met the
people who hid in the caves.
Complete the table below by writing down the actions taken by the characters in
the story. After filling out the second column, decide what these characters‘ motives
were for taking those particular actions. The first set has been done for you.
3. Indarapatra
1. The epic does not state where the monsters which ravaged Mindanao came
from.
2. The epic also doesn‘t state where Indarapatra and Sulayman came from
either.
3. Some experts say that Indarapatra and Sulayman came from Borneo, and
their arrival represented the Indones wave of migrants to the Philippine
islands.
4. Mindanao was depicted as a troubled land in the epic, and this depiction
seems true even to this age.
5. The people of Mindanao initially fought the monsters, but the monsters were
just too powerful for them to overcome.
6. Sulayman‘s revival is seen as proof of his supernatural heritage.
7. Epic heroes often have supernatural abilities, but they too have weaknesses.
8. The heroes in this epic simply wanted to help people in distress.
9. Indarapatra‘s marriage to the headman‘s daughter explains how his people
came to Mindanao.
1. The four monsters came out of nowhere, ____ they began to attack the
people of Mindanao.
2. The people of Mindanao were either devoured by the monsters, ____ they
fled to the caves for sanctuary.
3. The Philippines during this time did not have a central government, ____ nor
did it have a national force.
4. King Indarapatra was a foreigner, ____ he showed a lot of sympathy for the
people of Mindanao.
5. Sulayman managed to kill the giant bird, ____ the bird‘s wing managed to
crush him in the process.
My Hero
Choose a local hero (mythical or real) whom you wish to study more. Go to the
library, conduct interviews, or look for historical markers to get more information about
this hero. Complete the grid below:
2. ______________________________________________________
3. ______________________________________________________
YOUR GOALS
This lesson allows you to continue with your journey into understanding the
rich and colorful Filipino culture as reflected in our local literature. Find out
how the pre-Hispanic Filipinos characterized the epic hero and succeeded in nurturing
the beginnings of Philippine literature. You must aim to:
1. Distinguish between and among the functions of verbal cues such as: repetition,
contradiction, substitution, complementation, and accentuation
2. Use the right oral language conventions when inquiring about, summarizing, or
reacting to what has been listened to, read, or observed
3. Note and explain the use of familiar, colloquial, and idiomatic expressions in oral
communication
4. Identify the characteristics of the epic as a literary form
5. Use information presented in a narrative poem in inferring, evaluating, and
expressing critical ideas
6. Comparing and contrasting the verse and prose versions of a narrative poem
7. Construct simple and compound sentences and organize them into a coherent
text
8. Accomplish appropriate library forms to locate, process, and document resource
information
Complete the following table. Pair off and tell your partner about the qualities of your
favorite heroes. Ask each other questions for clarifications.
My national hero
My superhero
My day-to-day hero
Listen carefully to the short text to be played / read to you and be able to identify still
another type of hero.
Now complete the following statement to identify and describe another type of hero.
Arrive at the meaning of the italicized word by noting the difference or the similarity
among the words in the set.
1. Clams, snails, shrimps, and lobsters are examples of shellfish except _________.
A shellfish is a creature that lives in the _________ and has a ___________.
2. Sharks, whales, dolphins, and porpoises are all large ocean and sea creatures.
Sharks are most dangerous to man because they are _______-eaters.
Study the following sets of words and their common prefix then guess the meaning of
the italicized words.
When the Captain had left, And the signs came to pass:
This is what the brave-man Lam-ang The stairs danced;
Said with a sigh: The kitchen collapsed;
Pair off then complete the grid below for you to learn more about the characters and
their story through their actions. Be guided by the given example.
The excerpted text you just read only tells you about the ending of Lam-ang‘s story.
Meet him again as a child by reading the following prose version summarizing his story.
Don Juan and his wife Namongan lived in Nalbuan, now part of La Union in the
northern part of the Philippines. They had a son named Lam-ang. Before Lam-ang was
born, Don Juan went to the mountains in order to punish a group of their Igorot
enemies. While he was away, his son Lam-ang was born. It took four people to help
Namongan give birth. As soon as the baby boy popped out, he spoke and asked that he
be given the name Lam-ang. He also chose his godparents and asked where his father
was.
After nine months of waiting for his father to return, Lam-ang decided he would
go look for him. Namongan thought Lam-ang was up to the challenge but she was sad
to let him go. During his exhausting journey, he decided to rest for awhile. He fell asleep
and had a dream about his father's head being stuck on a pole by the Igorot. Lam-ang
was furious when he learned what had happened to his father. He rushed to their village
4 http://tagaloglang.com/Philippine-Literature/Filipino-Epics/biag-ni-lam-ang-buod.html
Grade 7 English Learning Package 76
and killed them all, except for one whom he let go so that he could tell other people
about Lam-ang's greatness.
There was a young woman named Ines Kannoyan whom Lam-ang wanted to
woo. She lived in Calanutian and he brought along his white rooster and gray dog to
visit her. On the way, Lam-ang met his enemy Sumarang, another suitor of Ines whom
he fought and readily defeated.
Lam-ang found the house of Ines surrounded by many suitors all of whom were
trying to catch her attention. He had his rooster crow, which caused a nearby house to
fall. This made Ines look out. He had his dog bark and in an instant the fallen house
rose up again. The girl's parents witnessed this and called for him. The rooster
expressed the love of Lam-ang. The parents agreed to a marriage with their daughter if
Lam-ang would give them a dowry valued at double their wealth. Lam-ang had no
problem fulfilling this condition and he and Ines were married.
It was a tradition to have a newly married man swim in the river for the rarang
fish. Unfortunately, Lam-ang dove straight into the mouth of the water monster
Berkakan. Ines had Marcos get his bones, which she covered with a piece of cloth. His
rooster crowed and his dog barked and slowly the bones started to move. Back alive,
Lam-ang and his wife lived happily ever after with his white rooster and gray dog.
Recall the events as narrated in the excerpted verse and compare them with how they
were told in the prose version. Explain why there are differences.
_____ 1b. Where did they live? b. No, the dog didn‘t express
Lam-ang‘s love for Ines.
_____ 2a. Why did Don Juan go to the mountains? c. Don Juan and Namongan
_____ 3a. Were Don Juan‘s enemies forgiven e. to punish their Igorot enemies
by Lam-ang?
_____ 3b. Were all the enemies killed? f. The enemies were not forgiven.
_____ 4a. Did the dog express Lam-ang‘s g. The dog didn‘t cause the
love for Ines? nearby house to fall.
_____ 4b. Did it cause the nearby house to fall? h. No, they weren‘t all killed.
j. Nalbuan
Grade 7 English Learning Package 78
Task 5. Express ideas completely
Copy or construct complete sentences that answer each pair of the above questions.
1a. _______________________________________________________________
1b. _______________________________________________________________
2a. _______________________________________________________________
2b. _______________________________________________________________
3a. _______________________________________________________________
3b. _______________________________________________________________
4a. _______________________________________________________________
4b. _______________________________________________________________
Now combine each pair of statements above using the appropriate connector. Choose
from the following: yet, but, nor, and.
Lam-ang looked for his father after nine months of waiting, but the
Igorots had killed him.
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
4. _______________________________________________________________
Find out if The Story of Lam-ang has the qualities of an epic. Go back to the notes you
took down as you listened to the text in Task 2 of Your Initial Tasks and use them to
complete the semantic web below. Support your answers by citing details from the
story. Follow the example and the given legend.
Legend:
Lam-ang’s hen,
rooster, & dog
restored him back
to life.
Has tremendous
vitality, color &
imagination
The Story
of Lam-ang
Did you know that there is a rich collection of Philippine epics? Learn more about them
and enjoy reading the stories and exploits of other Filipino epic heroes. Visit the
Filipiniana section of the library and borrow materials that contain other Filipino epics
such as the Ibalon, a Bicol epic poetry and the Darangan, a Mindanaoan epic. Read
and compare them with The Story of Lam-Ang on the basis of the following:
Feel free to expand our list of Philippine epics. Remember to cite your source/s.
Options:
1. Be a modern day bard. Find two classmates whose favorite epic is the same as
yours. Together, retell your favorite epic in class.