QUARTER 3

Module 5, 6 & 7
1
 In this module, you will learn to identify the general statement of a text
and the evidences stated in the text that you read.

As a high school student, it is important that you keep yourself

informed by reading different articles and news. One of the best things you
can do to ease the reading process is to spot the general statement and the
evidences that support it.

Directions: Write TRUE if the statement is correct, and FALSE if otherwise.

_______1. COVID 19 is a new strain of virus.

_______2. Using chlorine and bleach is alternative for rubbing alcohol.
_______3. Reading articles, essays, or post in Facebook needs to be

critical.

_______4. General statement helps you understand the idea being

presented in the text.

_______5. Hanging out with friends helps stop the spread of COVID 19.
_______6. When giving information, evidence is essential to prove your

claim.

_______7. Text evidence gives clarity to the general statement.

_______8. There is already vaccine for COVID 19.
_______9. It is safer to stay at home than to go shopping.
_______10. Text evidence supports the general statement of a particular
text.

2
  Identify a general statement
 Complete a graphic organizer citing evidences of a general statement

Curriculum Guide Reference and Duration

Cite evidences to support a general statement. - EN7RC-IV-g-10.4

Pre-Reading Activity

Unlocking of Difficulties: Match the word in column A to its meaning in

column B. Write the letter of the correct answer on the space provided.

Column A Column B

_______1. Vulnerable A. a substance used to

stimulate the production of
_______2. Vaccines
antibodies and provide
_______3. Symptoms
immunity
_______4. Strain B. a particular type or quality

_______5. Reduce C. an infection that inflames the

air sacs in one or both lungs
_______6. Precautions
D. care taken in advance
_______7. Pneumonia E. illness caused by infection
_______8. Novel F. infected or poisonous
G. new and not like
_______9. Disease
anything seen before
_______10. Contaminated
H. subjective evidence of
disease
I. susceptible to disease
J. to become or to make
something become smaller
in size, amount, degree
3
Reading Activity

Go over the reading selection entitled, Coronavirus disease (COVID-19):

What you should know? Answer the process questions afterward.

Coronavirus disease (COVID-19): What you should know?

A novel coronavirus (CoV) is a new strain of coronavirus. The disease

caused by the novel coronavirus first identified in Wuhan, China, has been
named coronavirus disease 2019 (COVID-19) – ‘CO’ stands for corona, ‘VI’
for virus, and ‘D’ for disease. Formerly, this disease was referred to as ‘2019
novel coronavirus’ or ‘2019-nCoV.’ The COVID-19 virus is a new virus linked
to the same family of viruses as Severe Acute Respiratory Syndrome (SARS)
and some types of common cold.

Like other respiratory illnesses, it can cause mild symptoms including a

runny nose, sore throat, cough, and fever. It can be more severe for some
persons and can lead to pneumonia or breathing difficulties and organ failure.
More rarely, the disease can be fatal. Older people, and people with pre-
existing medical conditions appear to be more vulnerable to becoming
severely ill with the virus.

The virus is transmitted through direct contact with respiratory droplets

of an infected person (generated through coughing and sneezing), and
touching surfaces contaminated with the virus. The COVID-19 virus may
survive on surfaces for several hours, but simple disinfectants can kill it.

At this time, there are no specific vaccines or treatments for COVID-19.

However, there are many ongoing clinical trials evaluating potential
treatments. The World Health Organization (WHO) will continue to provide
updated information as soon as clinical findings become available.

For the meantime, protect yourself and others from the spread of
COVID-19.

4
Post-Reading Activity

Process Questions: Answer the following questions, and write your answer
on the space provided.

1. What is a ‘novel’ coronavirus?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

2. Who are regarded as vulnerable to becoming severly ill with the virus?
Why?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

3. What factors can lead the spread of virus in the community?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

4. In your own little step, how can you protect yourself and others from
the spread of the virus?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

5
 Now that you have learned about the COVID 19 and how you can
protect yourself and your loved ones from getting infected, it is also high time
to learn about what general statement is and text evidence is. These two will
help you grasp in understanding the texts you are reading, especially in this
time of pandemic, that information is very important to keep yourself updated
about the current situations.

General Statement introduces the topic an essay that gives background

information. The background information will generally just be one or two
sentences. The general statements should become more and more
specific as the introduction progresses, leading the reader into the essay. For
longer essays, the general statements could include one or more definitions,
or could classify the topic, and may cover more than one paragraph.

Text Evidence is any evidence from a fiction or nonfiction text that can be
used to support ideas, arguments, opinions, and thoughts. When citing textual
evidence, you paraphrase, quote, or refer to the specific part of the text that
you are using to back up or support your thoughts and ideas.

EXERCISE 1
Directions:
 Answer the questions by citing text evidences from the reading
selection.
 Formulate the general statement considering the text evidences
presented.
Corona Virus Disease 2019 (COVID19)
Question: What are the symptoms of novel coronavirus?
General Statement:
______________________________________________________________

6
Text Evidences:
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
4. ________________________________________________________
5. ________________________________________________________
6. ________________________________________________________

Question: How does the COVID-19 virus spread?

General Statement:
______________________________________________________________
Text Evidences:
1. ________________________________________________________
2. ________________________________________________________

Question: How can someone avoid the risk of infection?

General Statement:
______________________________________________________________
Text Evidences:
1. ________________________________________________________
2. ________________________________________________________
________________________________________________________
3. ________________________________________________________
________________________________________________________
4. ________________________________________________________
5. ________________________________________________________

It is important to note that, when reading, a general statement leads

you to understanding the text you are reading. You also have to pay attention

7
to the text evidences provided in order for you to grasp the idea of the text you
read.

Directions: Read the selection below.

Juvenile Delinquency

Delinquency is a term used to refer to those who levied war for Charles
I. Today, it is a word coined regarding the behavior of youngsters, aged 10 –
16, which is punishable by law.
There has been a marked increase of juvenile delinquency in recent
years. Some studies show that the peak age for male offenses is 15 years
and for females, 14. The vast number of crimes is at the level of petty theft
and minor vandalism.
Research has established three major causes of delinquency. First, the
family has played a significant role in the shaping of the moral values of the
young people. For example, surveys show that delinquent young people are
products of separated or divorced parents or the lack of parental supervision.
In effect, where young people lives do not see a role model at home, their
own behavior tends to follow suit. Secondly, juvenile delinquency is related to
the choice of peers. A large percent of criminally active groups have close
friends who are likewise delinquent. Many young people resort to doing
vicious practices which their peers do so because of fear of rejection. Lastly,
social pressures are found to help nurture anti-social people who are often
disliked by others.
There are strong environmental factors that can act as a seedbed of
trouble. Among these are unemployment, poverty, inadequate housing, or
even lack of recreational activities.

Directions:
 Answer the questions that follow.

8
  Record the most important details from the text that help you answer
the question and then “lift a line” or cite evidence from the text that
support your answer.
 Finally, write a short answer to the question using your information on
the chart. Make sure to cite at least one specific example from the text.

Question: What are the factors affecting juvenile delinquency?

Answers Detail, Quote, or Line from the
Text

Write about reading: Using the information from the chart, answer the
question posted above.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

9
Pre-Assessment

1. TRUE 6. TRUE
2. FALSE 7. TRUE
3. TRUE 8. FALSE
4. TRUE 9. TRUE
5. FALSE 10. TRUE

Unlocking of Difficulty

1. I 6. D
2. A 7. C
3. H 8. G
4. B 9. E
5. J 10. F

Exercise 1

Question #1

General Statement: The symptoms of being infected by COVID 19. (Possible

answer)

Text Evidence:

 Runny nose
 Sore throat
 Cough
 Fever
 Pneumonia
 breathing difficulties

10
Question # 2

General Statement: Modes of transmission of COVID 19 to human beings.

(Possible answer)

Text Evidence:

 direct contact with respiratory droplets of an infected person

 touching surfaces contaminated with virus

Question # 3

Text Evidence: Precautionary measures to stop the spread of the COVID 19.
(Possible answer)

Text Evidence

 wear a medical mask

 wash hands frequently with soap and water or an alcohol-based hand
rub
 cover your mouth and nose when coughing or sneezing
 maintain at least a meter (3 feet) distance between yourself and others
 avoid contact with potentially infected individuals
 stay home and self-isolate even with minor symptoms until you recover
 go to the doctor/hospital if you have a fever, cough or difficulty to
breathe.

11
Post-Assessment

Question: What are the factors affecting juvenile delinquency?

Answers Detail, Quote, or Line from the Text

 “Family has played a significant role
in the shaping of the moral values of
the young people.”
 “Surveys show that delinquent
young people are products of
Family
separated or divorced parents or the
lack of parental supervision. In
effect, where young people live do
not see a role model at home, their
own behavior tends to follow suit.”
 “A large percent of criminally active
groups has close friends who are
likewise delinquent. Many young
Peer
people resort to doing vicious
practices which their peers do so
because of fear of rejection.”

 “Social pressures are found to help

Social Pressures nurture anti-social people who are
often disliked by others.”

Write about the reading: Using the information from the chart, answer
the question posted above:

The factors affecting juvenile delinquency are family, peers, and social
pressures.

12
 7
ENGLISH QUARTER 3
Module 6

This worksheet was collaboratively developed and

reviewed by educators from public and private schools,
colleges, and universities. We encourage teachers and
other education stakeholders to email their feedback,
comments and recommendations to the Department of
Education at [email protected]

Republic of the Philippines

Department of Education

14
 After learning the importance of accepting diversity, you will be
exposed to various reading materials that will enhance your understanding of
the social responsibilities that you are expected to fulfill. These texts will
remind you of the importance of your social responsibility at home, in school,
and your local community.

You will need to enhance your reading comprehension in order to

understand and react to the anecdotes which call for social responsibility,
even in times of distress. The skill that you will gain upon completion of this
module will help you to internalize the essence of social responsibility in this
diverse society.

Let’s Check your Knowledge

Before proceeding to the lesson, ask yourself: “To what extent do I

understand the concept of social responsibility?” In order to answer this, try to
differentiate between an act that is responsible and an act that is
irresponsible.

Try to determine which of the statements in the table below are

socially-responsible and which are socially-irresponsible. Tick the boxes that
accurately describe the action.

Responsible Irresponsible
I throw my trash in the proper garbage bins
to help the environment and make it easy for
garbage collectors.
I do not ask for permission to take my
friends’ stuff if I want to borrow them.
If I did something wrong to my classmate, I
do not feel the need to say sorry for what

15
 I’ve done.
If I have more than enough food and my
friends have none, I will share my food with
them.
I do not insult my friends about their
insecurities because it offends them.

Hopefully the difference between the two becomes clearer as you

progress throughout this lesson.

Upon successful completion of this module, you must be able to:

 discover literature as a tool to be socially responsible and to better

understand people.
 analyze reading materials that depict social responsibility.
 react to assertions regarding social responsibility expressed in the
material.
 make your own stand towards social responsibility based on the
materials read.

Curriculum Guide Reference and Duration

React to what is asserted or expressed in a text read. – EN7RC-llle-2.1.7

Duration: 3 days

In the previous lessons, you have most likely grasped the notion of
diversity in our society, and have learned to set differences aside to coexist in
peace. It does not end there, however, for members of the community have a
part to play in maintaining this peace in the community. This is our social
responsibility.

16
 Simply put, social responsibility is an innate role we must fulfill
alongside our personal actions because it helps in maintaining order. Fulfilling
your social responsibility could come in the form of making sure you don’t hurt
your friends with your words, or doing away with burning leaves because its
harmful for the environment. This happens even in the most diverse societies,
wherein individuals with a lot of differences treat each other fairly to maintain
the common good.

To further enrich your understanding of the concept of social

responsibility, please read the following heartwarming and enjoyable story by
Carlos Bulosan.

Pre- Reading Exercise

Treat Me.

Match court room personnel in column A with the synonyms in column

B and with the dictionary meaning in column C. Write the letter and the roman
numeral of your correct answer on the space provided in column A.

A B C
1. judge A. accuser I. an official in an organization who is
____ ____ responsible for writing notes about
what happens at meetings and sending
official letters.
2. secretary B. transcriber II. a person in a court of law who is
____ ____ accused of having done something
wrong.
3. complainant C. mediator III. a person who does short hand
____ ____ (system of fast writing) in an office or
records speech using a special
machine in a court.
4. defendant D. clerk IV. a person who makes a formal
____ ____ complaint in a law court that they have
been harmed by someone else.
5. E. offender V. a person who is in charge of a court

17
 stenographer of law
____ ____

About the Author

CARLOS SAMPAYAN BULOSAN (November

24, 1913 – September 11, 1956) was an English-
language Filipino novelist and poet who spent
most of his life in the United States. His best-
known work today is the semi-autobiographical
America is in the Heart, but he first gained fame
for his 1943 essay on The Freedom from Want.
Carlos Bulosan was born in the Philippines in the
rural farming village of Mangusmana, near the
town of Binalonan (Pangasinan province, Luzon
island). He was the son of a farmer and spent
most of his upbringing in the countryside with his
family. Like many families in the Philippines,
Carlos’s family struggled to survive during times
of economic hardship.

READING ADVENTURE

While Reading

The story that you are about to read is a great and inspiring selection. It
is divided into five segments. After each segment, answer the questions in the
box. Enjoy!

MY FATHER GOES TO COURT

Carlo Bulosan

When I was four, I lived with

my mother, brothers and sisters in
a small town in the island of Luzon.
Father’s farm had been destroyed
in 1918 by one of our sudden
Philippine floods, so several years
afterwards we all lived in the town though he preferred in the country. We had
as a next-door neighbor a very rich man, whose sons and daughters seldom

18
came out of the house. While we boys and girls played and sang in the sun,
his children stayed inside and kept the windows closed. His house was so tall
that his children could look in the window of our house and watched us
played, or slept, or ate, when there was any food in the house to eat.

1. What happened in 1918?

2. Why did the narrator’s family live in the town?
3. How does the family of the farmer differ from the family of the rich
man?
4. What will happen next?

Now, this rich man’s servants were always frying and cooking
something good, and the aroma of the food was wafted down to us from the
windows of the big house. We hung about and took all the wonderful smells of
the food into our beings. Sometimes, in the morning, our whole family stood
outside the windows of the rich man’s house and listened to the musical
sizzling of thick strips of bacon or ham. I can remember one afternoon when
our neighbor’s servants roasted three chickens. The chickens were young and
tender and the fat that dripped into the burning coals gave off an enchanting
odor. We watched the servants turn the beautiful birds and inhaled the
heavenly spirit that drifted out to us. Some days the rich man appeared at a
window and glowered down at us. He looked at us one by one, as though he
were condemning us.
We were all healthy because we went out in the sun and bathed in the
cool water of the river that flowed from the mountains into the sea. Sometimes

19
we wrestled with one another in the house before we went to play. We were
always in the best of spirits and our laughter was contagious. Other neighbors
who passed by our house often stopped in our yard and joined us in laughter.
As time went on, the rich man’s children became thin and anemic, while we
grew even more robust and full of life. Our faces were bright and rosy, but
theirs were pale and sad.
The rich man started to cough at night; then he coughed day and night.
His wife began coughing too. Then the children started to cough, one after the
other. At night their coughing sounded like the barking of a herd of seals. We
hung outside their windows and listened to them. We wondered what
happened. We knew that they were not sick from the lack of nourishment
because they were still always frying something delicious to eat.

1. What do they do when the rich man’s servants were frying and
cooking?
2. According to the narrator, how did they become healthy?
3. What happened to the rich man’s family as the narrator’s family
becomes healthy?
4. What will happen next?

One day the rich man appeared at a window and stood there a long
time. He looked at my sisters, who had grown fat in laughing, then at my
brothers, whose arms and legs were like the Molave, which is the sturdiest
tree in the Philippines. He banged down the window and ran through his
house, shutting all the windows.
From that day on, the windows of our neighbor’s house were always
closed. The children did not come out anymore. We could still hear the
servants cooking in the kitchen, and no matter how tight the windows were

20
shut, the aroma of the food came to us in the wind and drifted gratuitously into
our house.
One morning a policeman from the presidencia came to our house with
a sealed paper. The rich man had filed a complaint against us. Father took me
with him when he went to the town clerk and asked him what it was about. He
told Father the man claimed that for years we had been stealing the spirit of
his wealth and food. When the day came for us to appear in court, father
brushed his old Army uniform and borrowed a pair of shoes from one of my
brothers. We were the first to arrive. Father sat on a chair in the center of the
courtroom. Mother occupied a chair by the door. We children sat on a long
bench by the wall. Father kept jumping up from his chair and stabbing the air
with his arms, as though we were defending himself before an imaginary jury.

1. What was the rich man thinking while looking at the members of the
poor family?
2. Why do you think the windows of the rich man were closed?
3. What was the rich man’s accusation against the father?
4. What will happen next?

The rich man arrived. He had grown old and feeble; his face was
scarred with deep lines. With him was his young lawyer. Spectators came in
and almost filled the chairs. The judge entered the room and sat on a high
chair. We stood in a hurry and then sat down again. After the courtroom
preliminaries, the judge looked at the father.
“Do you have a lawyer?” he asked. “I don’t need any lawyer, Judge,”
he said.
“Proceed,” said the judge.
The rich man’s lawyer jumped up and pointed his finger at father. “Do
you or you do not agree that you have been stealing the spirit of the
complaint’s wealth and food?” “I do not!” Father said. “Do you or do you not
agree that while the complaint’s servants cooked and fried fat legs of lamb or
young chicken breast you and your family hung outside his windows and
inhaled the heavenly spirit of the food?” “I agree.” Father said. “Do you or do
you not agree that while the complaint and his children grew sickly and
tubercular you and your family became strong of limb and fair in complexion?”
“I agree.” Father said. “How do you account for that?”

21
 Father got up and paced around, scratching his head thoughtfully.
Then he said, “I would like to see the children of complaint, Judge.” “Bring in
the children of the complaint.” They came in shyly. The spectators covered
their mouths with their hands; they were so amazed to see the children so thin
and pale. The children walked silently to a bench and sat down without
looking up. They stared at the floor and moved their hands uneasily. Father
could not say anything at first. He just stood by his chair and looked at them.

Finally, he said, “I should like to cross – examine the complaint.”

“Proceed.” “Do you claim that we stole the spirit of your wealth and became a
laughing family while yours became morose and sad?” Father said. “Yes.” “Do
you claim that we stole the spirit of your food by hanging outside your
windows when your servants cooked it?” Father said. “Yes.” “Then we are
going to pay you right now,” Father said. He walked over to where we children
were sitting on the bench and took my straw hat off my lap and began filling it
up with centavo pieces that he took out of his pockets. He went to Mother,
who added a fistful of silver coins. My brothers threw in their small change.
“May I walk to the room across the hall and stay there for a few minutes,
Judge?” father said. “As you wish.” “Thank you,” father said. He strode into
the other room with the hat in his hands. It was almost full of coins.

The doors of both rooms were wide open. “Are you ready?” Father
called. “Proceed.” The judge said. The sweet tinkle of the coins carried
beautifully in the courtroom. The spectators turned their faces toward the
sound with wonder. Father came back and stood before the complaint. “Did

22
you hear it?” he asked. “Hear what?” the man asked. “The spirit of the money
when I shook this hat?” he asked. “Yes.” “Then you are paid,” Father said.
The rich man opened his mouth to speak and fell to the floor without a sound.
The lawyer rushed to his aid. The judge pounded his gavel. “Case
dismissed.” He said. Father strutted around the courtroom the judge even
came down from his high chair to shake hands with him. “By the way,” he
whispered, “I had an uncle who died laughing.” “You like to hear my family
laugh, Judge?” Father asked? “Why not?” “Did you hear that children?” father
said. My sisters started it. The rest of us followed them soon the spectators
were laughing with us, holding their bellies and bending over the chairs. And
the laughter of the judge was the loudest of all.

POST- READING ACTIVITIES

A. Scanning for Details

Sometimes, you read only those parts of a reading material that will
give you the information you need. One way of doing this is through scanning.
This way, you hunt-skip-read search as little as possible. You move your eyes
rapidly over the page, reading as little as possible. You move your eyes
rapidly over the page, looking for the information you need.

Now scan the selection for answers to the following questions:

1. Who are the characters in the story?

2. How many chickens were roasted by the servants?
3. Who filed a complaint against the father?
4. Who was the first to arrive at the court?
5. What did the father pay to the rich family for the stolen spirit of food?
B. Arrange the following scenarios from the story by writing the events
in the flow chart.
1. One day, the rich man stared at them horribly from the window and it
seemed that he was condemning the poor family.
2. So the father went to the court. The rich man’s lawyer had thrown him
some questions and he did responded to them all.
3. One morning a policeman from the presidency came to the poor
family’s house with a sealed paper and it is because the rich man

23
 complained that they have been stealing the spirit of the delicious food
that belonged to the rich family.
4. Until the judge dismissed the case because the father paid the rich
man by his collected coins and he made them produced a wonderful
sound. It became fair, and they ended up laughing because of the
nonsense case.
5. As the days passed, the windows of the rich family were all closed. All
the people can hear is the sound of the wealthy family coughing
unstoppable and it made them think that the sound was like the barking
of a herd of seals.

Start here!

STORY SUMMARY

The story is set in a city in the Philippines. The young narrator begins
by describing his impoverished yet robust family, and contrasts it with a rich
neighboring family whose members were lethargic. The narrator and his
siblings would often hang out at the rich family’s house and get a whiff of the
aroma of the food being cooked there. When the father of the rich family
notices this, and observed how his children were so malnourished while the
poor children were so full of life, he decided to sue the narrator’s family of
stealing the spirit of their food.

The absurd case goes to court, and the narrator’s father offered to pay
the rich family for the so-called damages they caused. However, instead of
providing money, he instead “paid” them back by making them listen to the
sound of clinking coins; the spirit of the money. Hilarity ensues as the judge
dismisses the case.

ANALYSIS OF THE STORY

Some would say that wealth is everything, but defining wealth is up to

you. According to this story “My Father Goes to Court” your family is your
wealth. The bond between individual members gave them strength and
courage in facing their problems. Their positive outlook supposedly made
them feel so lush with life in spite of being poor and having little to eat.

24
 Although it is not apparent at first, the story is also a tale of two
individuals and their social responsibilities. The rich father selfishly sued the
narrator’s family for money in spite of the fact that they were already poor
(and that the case was so absurd!). This is a clear misjudgment because the
narrator’s family had no way to actually pay for the “spirit that they stole”. By
contrast, the narrator’s father, despite being poverty-stricken, was eager to
fulfill his social responsibility by “returning what was stolen” and set things
right. He did it in a manner as bizarre as the case was, of course, but he tried
his best to resolve the situation.

Needless to say, it is clear that the narrator’s father was the more
socially-responsible person in the story. The judge in the story also
determined that justice was served in the case. It just goes to show how one’s
willingness to take responsibility for their actions could go a long way.

A. Reacting to the Story

Now that you likely have a solid grasp of what social responsibility is, try to
answer the following questions:
1. If you were the judge, what would be your judgment? Why?
2. If you were the narrator’s father, would you do the same? Why?
3. Why did the judge dismiss the case?
4. What lesson did the rich man learn from this experience?

B. Contribute To Make A Difference!

As mentioned before, there are several ways of showing social

responsibility at home, in school, and within your community. Draw or write
your own social responsibilities:

a. AT HOME

b. IN SCHOOL

25
 c. WITHIN YOUR COMMUNITY

Self- Check

Pre-Assessment

Let’s Check your Knowledge

I. Getting the main idea and picking out the irrelevant sentence

1. c 3. a 5.c

2. b 4. B

Pre- Reading Activities

A. Treat Me.

1. judge C-V
2. secretary D-I
3. complainant A-IV
4. defendant E-II
5. stenographer B-III

B. Vocabulary Exercise.

1. lawyer
2. Complainant
3. case
4. judge
5. gavel
6. jury
7. culprit

26
While Reading

I.

1. What happened in 1918?

The narrator’s father’s farm had been destroyed by one of the sudden
Philippine floods.

2. Why did the narrator’s family live in the town?

They live in town because the father’s farm was destroyed by a sudden
flood.

3. How does the family of the farmer differ from the family of the rich
man?
The rich man’s sons and daughters seldom came out of the house,
stayed inside and kept the windows closed while the poor children played and
sang in the sun. The rich family’s house was so tall and has any food in the
house to eat while the poor children were all healthy and grew even more
robust and full of life unlike the rich man’s children that became thin and
anemic. The poor family’s faces were bright and rosy, but the latter were pale
and sad.

4. What will happen next?

II.

1. What does the poor family do when the rich man’s servants were
frying and cooking?
They sometimes stand outside the windows of the rich man’s house
and to the musical sizzling of thick strips of bacon or ham.

2. According to the narrator, how did they become healthy?

27
 They became healthy because they went out in the sun and bathed in
the water of the river that flowed from the mountains into the sea. Sometimes
they would wrestle with one another in the house before playing. They were
always in the best of spirits and even their laughter was contagious.

3. What happened to the rich man’s family as the narrator’s family

becomes healthy?
As the narrator’s family becomes healthy, the rich family started to
cough at night; then coughed day and night.

4. What will happen next?

III.
1. What was the rich man thinking while looking at the members of the
poor family?
He wondered how did the poor family end up being healthy without
much resources to live compared to them who almost have everything.

2. Why do you think the windows of the rich man were closed?
The rich man tried to block the poor family from smelling the aroma of
their food.

3. What was the rich man’s accusation against the father?

The rich man accused the poor family of stealing the spirit of his wealth
and food over the years.

4. What will happen next?

IV.
1. How does the rich man look like when he appeared in the courtroom?
The rich man appeared in the courtroom with a scarred face with deep
lines and had grown old and feeble.

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2. Do you think the questions of the rich man’s lawyer were reasonable?
Why?
No, I do not think that the lawyer’s queries were reasonable enough to
accuse the poor man’s family. Come to think of it, the thrown questions to the
narrator’s family were somehow close to illogical and unjustifiable. No one,
not even a college graduate, would think of interrogating and accusing
someone of something so irrational and even thought of bringing the idea to
court.
3. What could be the intention of the rich man’s lawyer in asking such
questions?

4. What do you think father was thinking upon seeing the rich man’s
children?
5. What will happen next?

V.
1. What could be the reason why father filled the straw hat with centavo
pieces?
2. What will happen next?

Post-Reading

I.

1. Characters in the story:

Answer: a. poor family

b. rich family

c. policemen

d. lawyer

e. judge

f. neighbors

g. servants

2. How many chickens did the servants cooked?

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 Answer: 3 chickens

3. Who filed a complaint against the father of the poor family?

Answer: father of the rich family

4. Who was the first to arrive at the court?

Answer: the poor family

5. What did the father pay to the rich family for the stolen spirit of food?

Answer: spirit of money

B. Arrange the following scenarios from the story by writing the events
in the flow chart.

There was this family who lived in a 1. One day, the rich man stared at
small town in the island of Luzon. And them horribly from the window and it
they had this neighbor who is a very seemed that he was condemning the
rich man who had a very tall and big poor family.
house.

C. Reacting to the Story (Answers may vary)

1. If you were the judge, what would be your judgment? Why?

Answer:

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2. If you were the father, would you do the same? Why?

Answer:

3. Why did the judge dismiss the case?

Answer: The judge dismissed the case because it is pointless and

unreasonable.

4. What lesson did the rich man learn from this experience?

Answer: The rich man learned that happiness is not always having
money and wealth and delicious food to eat. Happiness comes from being
simple and contented.

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 7
ENGLISH QUARTER 3
Module 7

This worksheet was collaboratively developed and

reviewed by educators from public and private schools,
colleges, and universities. We encourage teachers and
other education stakeholders to email their feedback,
comments and recommendations to the Department of
Education at [email protected]

Republic of the Philippines

Department of Education

32
 In this module, you will learn how to participate in a panel discussion
and how you will raise sensible and challenging, thought provoking questions
to other panelists.

Directions: Write TRUE if the statement is correct and FALSE if it is not.

_______1. Listening skill is being developed in a panel discussion.

_______2. Asking questions is not necessary in a panel discussion.
_______3. You can ask any question you want to the panelists.
_______4. There’s only one exact answer in every question during a panel
discussion.
_______5. Reading in advance about certain topic before the panel
discussion gives you thorough understanding of the topic.
_______6. Use of sophisticated words during panel discussion is highly
encouraged.
_______7. Understanding of the topic facilitates logical questioning and
answering.

 Make a reaction paper on certain topics

 Raise sensible and challenging, thought provoking questions in public
forum/panel discussion.

Curriculum Guide Refence and Duration

Raise sensible, challenging thought-provoking questions in public

forums/panel discussion, etc. – EN7OL-III-h-1.3.1

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Have you ever participated in a panel discussion?

Participating in a panel discussion helps you develop your listening

ability and your logic. Sorting out information, analyzing this information, and
evaluating its effectivity will help you develop sound judgment.

Below are pointers on holding a panel discussion:

1. Each group will act as a panel and sit in front of the class to discuss a
question interesting to everybody. Each panel member must say
something about the subject.
2. The rest of the class will act as the audience.
3. One member of the panel will act as a chairperson to keep the
discussion going and moderate the exchange of ideas.
4. A panel secretary will take down notes during the discussion. At the
end of the panel discussion, the secretary will make a summary of the
most important ideas brought out and the conclusion agreed upon.
5. The discussion should be limited to give time to members of the class
to ask questions on points which need clarification.
6. Remember that the purpose of the panel discussion is to collect
opinions, ask questions, clarify ideas, and indicate commitments. Try to
understand one another. You don’t have to agree among yourselves
because in real life, you don’t have to give the same answers to the
same questions.

How do you make sure you give intelligent questions in a panel

discussion?

1. Be relevant. Think about the topic on hand. Do not ask questions that
have no bearing on the subject matter. Stick to the facts.
2. Be concise. Do not ask long, winding, and convoluted questions. The
shorter the question, the better it will be understood.
3. Use simple vocabulary. Words which may seem elegant and
sophisticated to you may not be as quickly understood as simple ones.

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 4. Use correct grammar. Correct grammar makes meaning clear.

SUMMARY

 In a panel discussion, listening and logical skills are being developed

and enhanced.
 The purpose of the panel discussion is to collect opinions, ask
questions, clarify ideas, and indicate commitments.
 Your questions in a panel discussion must be relevant, concise, in
simple vocabulary and correct grammar.

Exercise 1

Make a reaction paper about one of the following topics that will be presented
in the panel discussion.

 Economic problems, no matter how grave, can be solved by stating

with the resources at hand.
 Borrowing does not solve economic problems, but worsen it, instead.
 Responsible citizens take the initiative at improvement instead of
waiting for the government to do things for them.
 Treating a community like a baby will delay the community’s growth
and development because it will be encouraged to be overly
dependent.

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 In the preceding task, you were asked to make a reaction paper about
your chosen topic. Look for your classmates who have the same topic as you
do. Then, plan out for a recorded panel discussion. Follow the pointers in
conducting a panel discussion.

To present a panel discussion on a certain topic

Goal which exemplifies raising sensible and challenging,
thought provoking questions
Role You are a student leader
Your classmates and teachers will serve as your
Audience
audience.
Situation Panel discussion on current issues in our society
A reaction paper and a recorded video of the panel
Product
discussion
Your group will be evaluated based on: content,
Standard preparation, presentation, and understanding of
other panelists’ views/able to clarify

Rubric for Reaction Paper

Criteria 5 4 3 1
Content  Insightful  Clear ideas  Some  Ideas are
and ideas that that fully ideas are not
Analysis fully address the clearer developed.
address the prompt and than others Little to no
prompt and are and textual
are fully supported by address evidence is
supported relevant, the prompt. used.
by relevant, accurate and  Ideas are  Mostly
accurate sufficient supported personal
and specific evidence. by some responses.
evidence  Evidence relevant
from used is evidence.
appropriate justified and
sources. developed
 Evidence

36
 used is
justified and
clearly
developed.

Organiza-  The paper  The paper  The paper  The paper

tion follows a follows a follows a does not
clear and logical train somewhat follow a
logical train of thought. confused train of
of thought.  The paper’s train of thought.
 The introduction thought. The paper
introduction and  The paper is missing
and conclusion has an an
conclusion are introduction introduction
are effective functional and and
and the and the conclusion conclusion
writer writer always and the and the
always uses uses topic writer uses writer fails
topic sentences some topic to use topic
sentences but less sentences sentences
and effective and and/or
effective transitions. adequate transitions.
transitions transitions.

Rubric for Panel Discussion

Excellent Good skill Developing Beginning

Criteria
4 3 2 1
Information is Information Still require a Coherence of
accurate is consistent information
demonstrating interesting information to suffers from
a and understand many
Content
comprehensive relevant. the topic grammatical
understanding errors
of the aspects
of the topic
A well- An opening Still require No opening
constructed and closing an opening and closing
Preparation opening statement and closing statement to
statement and emphasizes statement to emphasize
closing the most emphasize the important

37
 statement important the important points.
emphasizes points. points.
the most
important
points.
Speak Speak Speak with Speak with
confidently and confidently mannerisms no
with conviction with or irrelevant confidence
Presentation
and clarity conviction gestures. and clarity
and
composure
Can formulate Attempts Makes short, Never asks
precise more simple other
comments and detailed comments on panellists for
Understanding
clarification of clarification other clarification,
of other
other or panellists’ or makes a
panellists’
comments arguments. comment on
views/able to
on other their
clarify
panellists’ argument.
arguments panellists’
arguments.

Pre-Assessment

1. TRUE
2. FASLE
3. FALSE
4. FALSE
5. TRUE
6. FALSE
7. TRUE

Exercise 1
Answers may vary.
Post-Assessment

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