English 8_q1_mod1_making Difference.pdf

Republic of the Philippines Department of Education National Capital Region

DIVISION OF CITY SCHOOLS – MANILA

Manila Education Center Arroceros Forest Park Antonio J. Villegas St. Ermita, Manila

ENGLISH 8 Making Difference

Quarter 1 Week 1 Module 1 Most Essential Learning Competency: Determine the meaning of words and expressions that reflect the local culture by noting context clues.

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HOW TO USE THIS MODULE Before you start answering the module, I want you to set aside other tasks that will distract you while enjoying the lessons. Read the simple instructions below to successfully enjoy the objectives of this kit. Have fun! 1. Follow carefully all the contents and instructions indicated in every page of this module. 2. Write on your notebook or any writing pad the concepts about the lessons. Writing enhances learning, which is important to develop and keep in mind. 3. Perform all the provided activities in the module. 4. Let your facilitator/guardian assess your answers. 5. Analyze conceptually the posttest and apply what you have learned. 6. Enjoy studying!

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PARTS OF THE MODULE • Expectations - These are what you will be able to know after completing the lessons in the module. • Pre-test - This will measure your prior knowledge and the concepts to be mastered throughout the lesson. • Looking Back - This section will measure what learnings and skills that you understand from the previous lesson. • Brief Introduction- This section will give you an overview of the lesson. • Activities - These are activities designed to develop critical thinking and other competencies. This can be done with or without a partner depending on the nature of the activity. • Remember - This section summarizes the concepts and applications of the lessons. • Checking your Understanding - It will verify how you learned from the lesson. • Post-test - This will measure how much you have learned from the entire module

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Lesson 1 – Exploring Africa

At the end of the lesson, you should be able to: A. identify the different types of context clues, B. determine the meaning of words through context clues; C. use information presented in the text to infer, evaluate, and react to critical ideas.

Fill in the blanks with the correct answer. Choose from the box below. 1. Hints found within a sentence, paragraph, or passage that readers may use to understand an unfamiliar word are called ______________. 2. Identify the type of context clues used in each of the following sentences to determine the meaning of the words in bold. __________A. The pupil, which is the hole located in the center of the iris of the eye, controls the amount of light that gets into the eye. __________B. When the light brightens, the pupils of the eyes contract; however, when it grows darker, they dilate. __________C. The road we took going to the venue of their wedding was tortuous, the twists and turns made us want to vomit. _________ D. Many nocturnal animals such as bats, owls, and tarsiers have large eyes to compensate for the lower light levels.

Example Clues Definition/Description Clues

Synonym Restatement Clues Context Clues

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Contrast/Antonym Clues

Before we explore the literatures of Africa, let us see first what you and the people around you know about Africa. Interview your parents or guardians, your friend, your siblings or cousins, as well as your Social Studies Teacher about some interesting facts that they can share about Africa. Write their response in the designated box below. What I Know

What My Friend Knows

What My Siblings/Cousins Know

What My Parents/Guardians Know

What My Social Studies Teacher Knows

Have you run across an unfamiliar word while reading? One way to understand the meaning of an unfamiliar word is by examining how it is used in the sentence or paragraph. By reading closely, you may find some hints that could help you understand the meaning of these difficult words. These hints are called context clues. There are several types of context clues, but for this lesson we will only study the following: •

Definition/Description Clue The new term may be formally defined, or sufficient explanation may be given within the sentence or in the following sentence. Clues to definition include “that is,” commas, dashes, and parentheses. Example: His emaciation, that is, his skeleton-like appearance, was frightening to see. “Skeleton-like appearance” is the definition of “emaciation.”

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•

Example Clues Sometimes when a reader finds a new word, an example might be found nearby that helps to explain its meaning. Words like including, such as, and for example, point out example clues. Example: Celestial bodies, including the sun, moon, and stars, have fascinated man through the centuries. “Celestial” objects are those in the sky or heavens.

•

Synonym Restatement Clue The reader may discover the meaning of an unknown word because it repeats an idea expressed in familiar words nearby. Synonyms are words with the same meaning. Example: Flooded with spotlights – the focus of all attention – the new Binibining Pilipan began her year-long reign. She was the cynosure of all eyes for the rest of the evening. “Cynosure” means “the focus of all attention.”

•

Contrast/Antonym Clue Antonyms are words with opposite meanings. An opposite meaning context clue contrasts the meaning of an unfamiliar word with the meaning of a familiar term. Words like “although,” “however,” and “but” may signal contrast clues. Example: While Jon is very outgoing, his younger brother Emman is very reclusive. Reclusive means avoiding the company of other people, which is the opposite of outgoing.

Vocabulary Development

Underline the word / phrase in the sentence that gives the meaning of the unfamiliar word in bold. The words in bold can also be found in the selections that you are about to read. 1. Advancements in technology have changed our civilization by allowing us to work faster and more efficiently. 2. Years after the accident, her pain has gradually healed. Little by little, she recovered. 3. They colonized us by occupying even the lands that were already owned and populated by indigenous people. 4. She asserted her independence from her parents by getting her own apartment. Her freedom has made her satisfied. 5. A lot of skyscrapers have boomed in our city since I left 10 years ago. The expansion has made our city a business hub for entrepreneurs.

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READING PROPER Read the following excerpts from http://www.localhistories.org/africanhistory.html and jot down in your notebook significant events in African history. 1Scientists

believe that Africa was the birthplace of mankind. By 100,000 BC modern humans lived by hunting and gathering with stone tools. From Africa, they spread to Europe. 2By

Image:https://stravaganzastravaganza.blogspot.com /2016/02/agriculture-in-medieval-

5,000 farming had spread to North Africa. People herded cattle and they grew crops. At that time the Sahara Desert was not a desert. It was a green and fertile area. Gradually it grew drier and became a desert.

3Meanwhile

about 3,200 BC writing was invented in Egypt. The Egyptians made tools and weapons of bronze. However by the time Egyptian civilization arose most of Africa was cut off from Egypt and other early civilizations by the Sahara Desert. Sub-Saharan Africa was also hampered by its lack of good harbors, which made transport by sea difficult. 4Farmers

in Africa continued to use stone tools and weapons however about 600 BC the use of iron spread in North Africa. It gradually spread south and by 500 AD iron tools and weapons had reached what is now South Africa. 5In

the 16th century Europeans began to transport African slaves across the Atlantic. Image: https://www.thoughtco.com/the-trans-

6However,

slavery was nothing new in Africa. atlantic-slave-trade-44544 For centuries Africans had sold other Africans to the Arabs as slaves. However, the trans-Atlantic slave trade grew until it was huge. 7In

the 18th century ships from Britain took manufactured goods to Africa. They took slaves from there to the American West Indies and took sugar, tobacco, and cotton back to Britain. This was called the Triangular Trade. (Many other European countries were involved in the slave trade). 8Some

Africans were sold into slavery because they had committed a crime. However many slaves were captured in raids by other Africans. Europeans were not allowed Image: https://webstockreview.net/pict/getfirst to travel inland to find slaves. Instead, Africans brought slaves to the coast. Any slaves who were not sold were either killed or used as slaves by other Africans. The slave trade would have been impossible without the co-operation of Africans many of whom grew rich on the slave trade.

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9The

Europeans founded their first colonies in Africa. In the 16th century, the Portuguese settled in Angola and Mozambique while in 1652 the Dutch founded a colony in South Africa. In the 19th century European states tried to stop the slave trade. Britain banned the slave trade in 1807. On the other hand in the late 19th century Europeans colonized most of Africa! 10In 1814 the British took the Dutch colony in South Africa. In 1830 the French invaded northern Algeria. However, colonization only became serious in the late 19th century when Europeans 'carved up' Africa. In 1884 the Germans took Namibia, Togo, and Cameroon and in 1885 they took Tanzania. In 1885 Belgium took over what is now the Democratic Republic of Congo. The French took Madagascar in 1896. They also expanded their empire in northern Africa. In 1912 they took Morocco and Italy took Libya. In 1914 the British took control of Egypt. By then all of Africa was in European hands except Liberia and Ethiopia. (The Italians invaded Ethiopia in 1896 but they were defeated by the Ethiopians). 11Further

south the British took Zimbabwe, Zambia, Malawi, Uganda, and Kenya. The British also took control of Egypt. Angola and Mozambique remained Portuguese. 12However

in the early 20th century attitudes to imperialism began to change in Europe. Furthermore in Africa churches provided schools and increasing numbers of Africans became educated. They became impatient for independence. The movement for African independence became unstoppable and in the late 1950s and 1960s, most African countries became independent. In 1960 alone 17 countries gained their independence. However, Mozambique and Angola did not become independent until 1975. 13In

the early 21st century Africa began to boom. Today the economies of most African countries are growing rapidly. Tourism in Africa is booming and investment is pouring into the continent. Africa is developing rapidly and there is every reason to be optimistic.

VIEWING WITH PARENT To learn more about the impacts of the Atlantic Slave Trade to Africa and its people, watch this five-minute TEDEd video. Parental guidance is encouraged. https://ed.ted.com/lessons/the-atlantic-slave-trade-what-your-textbook-nevertold-you-anthony-hazard

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Reading Skills A. Arrange chronologically the following events in the history of Africa. Write letters A-E. ____1. Most African nations have gained independence as a result of the increasing number of their people becoming educated.

____2. Africa has recovered from slavery and its economy has currently been growing rapidly.

____3. Modern humans who lived by hunting moved to Europe from Africa.

____4. Africans were sold into slavery making them work in sugar plantations in America.

____5. Europe colonized most of Africa.

B. Write whether the following statements are true or false based on the selection read and write the number of the paragraph that supports your answer. STATEMENT 6. Slavery had been existing in Africa even before the triangular slave trade. 7. African slaves were sold to the Europeans in exchange for manufactured goods. 8. Not all slaves were taken by force; many of them were sold to the Europeans by their fellow Africans. 9. The African slaves were brought to the West Indies to work at a rice plantation. 10. The Atlantic slave trade lasted for over 500 years. 11. Education ignited in the Africans the will to fight for their independences. 12. Only few of the African nations gained independence. 13. Africa no longer recovered after the abolishment of slavery.

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TRUE OR FALSE

PAR. NO.

Answer the following questions classified as Right There, Think and Search and On My Own. Right There 14. When did the Europeans begin transporting African slaves across the Atlantic Ocean? 15. What three continents were involved in the triangular trade and what did each of them trade? Think and Search 16. Which year or century do you think Africa struggled most? Why do you think so? On My Own 17. What do you think was the impact of the slave trade to the economy of Africa and its people? 18. How do you think has education helped the abolition of African slavery?

Let’s recall what we learned from this lesson by filling in the blanks with the correct words. 1. The hints that are found within a sentence, paragraph, or passage that may help the readers understand an unfamiliar word are called ___________________. 2-5. Types of context clues are ___________________, ___________________, ___________________, and ____________________. 6. Africa was colonized by __________________. 7-9. The three continents that took part in the triangular trade are _______________, ________________, and _________________. 10. Slavery in Africa lasted for about __________________ years. 8

Box the context clues in the following sentences, then choose from the box below the meaning of the words in bold. Write only the letter of your answer in the blank. __________1. The pupil, which is the hole located in the center of the iris of the eye, controls the amount of light that gets into the eye. __________2. When the light brightens, the pupils of the eyes contract; however, when it grows darker, they dilate. __________3. The road we took going to the venue of their wedding was tortuous, the twists and turns made us want to vomit. __________4 Many nocturnal animals such as bats, owls, and tarsiers have large eyes to compensate for the lower light levels. A. B. C. D. E.

active at night bigger at wider smooth and nice extremely complicated part of the eye

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Lesson 2 – Reflecting African History through Literature

At the end of the lesson, you should be able to – A. B. C. D.

identify the meaning of words through context clues; determine how the selection may be influenced by African history; analyze the literary elements of the poem; and, make a petition to stand up against social injustices.

Directions: Identify the literary term /device being described in each number. Choose from the box below. __________1. A figure of speech used for comparing two unlike things that is often introduced by the words “like” or “as” __________2.The person/character who is understood to be speaking (or thinking or writing) in a particular work __________3 The feelings a reader gets while reading a literary piece as a result of the author’s tone and the text’s atmosphere __________4 The underlying meaning or big idea about life conveyed in a literary piece __________5. A figure of speech in which a word literally denoting one kind of object is used in place of another to suggests likeness __________6.The author’s attitude or feelings towards a subject __________7.The use of symbols to represent an idea or quality __________8 A figure of speech in which an author or speaker purposely exaggerates to an extreme __________9.A figure of speech in which a thing, an idea, or an animal is given human attributes Mood Persona Theme

Simile Context Clues Personification

Tone Symbolism Metaphor

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Hyperbole

A. Vocabulary Development Let us apply what we learned in lesson one about context clues. Underline the word/phrase in the following sentences that gives the meaning of the words in bold. You will also find these words in the poem that we will read in this lesson. 1. They irrigated the whole barangay to flush out deadly viruses and to water the trees and plants. 2. I heard from them that his child was obstinate, so stubborn that they had to have him undergo a refining program for a year. 3. She was hurt and deeply humiliated by the presentation she showed. The shame she felt should not stop her from trying again though. 4. I stayed as far away as possible from my high school friends for five years that’s why I understand why they are so distant to me now. 5. I am proud to be a citizen of this nation because it values liberty. However, this freedom comes with a responsibility. B. Recalling Literary Terms & Devices Do you still remember the literary terms you learned in Grade 7? There are hundreds of literary terms and devices that we should learn in order for us to truly understand what the author of a literary text wants to get across. For this lesson, let’s recall the following:

Put a pin on this recall on literary terms and devices. This will be useful in understanding the poem that we will be reading in this lesson.

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source: https://self-publishingschool.com/literary-devices/.

Many times, a writer’s work is a reflection of the values, life, or culture that he/she grew up in. Literature can be taken as historical archive which serves as a means for the readers to understand the world in which the work was written. Study the life of the writer of the poem you are about to read and determine how his life affects the development of his poem and the idea he wants to communicate through it.

MEET THE AUTHOR David Diop, (born July 9, 1927, Bordeaux, Fr.—died 1960, Dakar, Senegal), one of the most talented of the younger French West African poets of the 1950s, whose tragic death in an airplane crash cut short a promising career. Diop’s works in Coups de pilon (1956; “Pounding”), his only surviving collection, are angry poems of protest against European cultural values, enumerating the sufferings of his people first under the slave trade and then under the domination of colonial rule and calling for revolution to lead to a glorious future for Africa. He wrote during the period when the struggle for independence in many African countries was at its height. Though he himself grew up and lived most of his life in France, his strong opposition to European society was reinforced by time spent living in Africa, teaching school first in Senegal and later in Guinea. Source: https://www.britannica.com/biography/David-Diop

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Read the poem Africa and determine how David Diop conveys his message to the readers through the use of literary tools. Fill out the Poetry Analysis table after reading the poem.

Africa

by David Diop Africa my Africa Africa of proud warriors in ancestral Savannahs Africa of whom my grandmother sings On the banks of the distant river I have never known you But your blood flows in my veins Your beautiful black blood that irrigates the fields The blood of your sweat The sweat of your work The work of your slavery Africa, tell me Africa Is this your back that is unbent This back that never breaks under the weight of humiliation This back trembling with red scars And saying no to the whip under the midday sun? But a grave voice answers me Impetuous child that tree, young and strong That tree over there Splendidly alone amidst white and faded flowers That is your Africa springing up anew Springing up patiently, obstinately Whose fruit bit by bit acquires The bitter taste of liberty.

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Answer the following questions about the poem. LITERARY ELEMENTS PERSONA 1. Who is speaking in the poem? • What does the poem reveal about him? • Why does he say he has never known Africa? (refer to the author’s background) TONE 2. How does the writer feel in the following lines of the poem? a. 1-6 b. 7-15 c. 16-23 • Why does he feel that way?

Africa by David Diop

SYMBOLISMS 3. Who may be referred to by the following: a. Tree b. White and faded flowers FIGURATIVE LANGUAGE 4. What is the central poetic device used in the poem? (includes but is not limited to, simile, metaphor, personification, hyperbole, onomatopoeia) Copy line/s that use/s such device. 5. Why is the taste of liberty bitter? THEME 6. What is the theme of the poem?

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7. What is the author’s purpose in writing the poem?

________________________________________________________________________ 8. What does the author urge the black people to stand up for? ________________________________________________________________________ 9. Do you think the African history has somehow influenced the ideas conveyed in the poem? Explain your answer. ________________________________________________________________________

1. In what ways are African and Philippine history similar? Are there also Filipino writers who expressed patriotism through writing? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. Philippines celebrate Independence Day every 12th of June to commemorate how our mighty heroes fought for our freedom and rights against our oppressors. Reflecting on the happenings in our nation today, can you say that we are indeed free or are we still a slave to something or someone? Explain your answer. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

Image: pngimage.net

Image: voice-online.com/uk

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A. There are others who have interpreted the tree in David Diop’s poem Africa as the younger generation of Africans who are urged to stand strong in protecting their liberty the older generations fought for. If you were to represent the Filipino youth with an image or object, what best symbolizes you? Draw the symbol in the box below and write your explanation under it.

B.

In order to gain independence, many Africans made a stand and bravely fought for their rights and freedom. Liberty was indeed bitter on their end yet they knew that it was always worth fighting for. What particular oppressions or social injustices in the present time should you stand against? Do you know that you can also make an impact and be an agent of change in an orderly and peaceful way? Make a difference either by signing or starting a petition at www.change.org. Share your thoughts about your petition below. Remember to write a clear mission for your petition and your desired reasonable goal. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

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A.

Identify the meaning of the words in bold through context clues.

1. When I saw that Rubma was making a special Valentine's Day card just for him, I knew that she was smitten with him. a. disgusted c. annoyed b. infatuated d. angry 2. The monster in the movie moved his grotesque head from side to side as he ran after the children for stepping on his lawn. a. ugly c. big b. nice d. foul 3. I wanted to be the top of the class but the course load was too laborious alongside my dance practices. a. quick c. difficult b. easy d. round 4. She considered that her student’s efforts in the classroom might signify his desire to become an honor student. a. mean c. determine b. know d. find B.

Match the literary elements with their right description.

5. Theme 6. Tone

a. the writer's attitude toward the subject or audience b. the voice a writer creates to tell a story or to define the speaker in a poem. 7. Mood c. the central topic or idea explored in a text, expressed through character’s or writer’s actions, words, and thoughts 8. Symbolism d. the use of images or objects to signify ideas and qualities 9. Persona e. the atmosphere of a literary piece C. Explain how the African history has influenced the themes and messages conveyed in African literature. (3pts) _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

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Reflective Learning Sheet Name: _______________________

Grade and Sec.______________

Directions: Write a reflective learning on context clues learned by answering the questions inside the box. You may express your answers in a more critical and creative presentation of your great learning. Have fun and enjoy!

This module on context clues guides me to reflect on …

What learnings can I share with my family and peers?

What learnings have I found from this lesson?

What good character have I developed from this lesson?

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What other example can I contribute to explore and think more?

What is my conclusion on the lesson?

Gonzales, Carolina T., Nelda R. Francisco, and Estrella E. De Vera. English for 21st Century Learning. Manila: Rex Publishing House, 2018. The Editors of Encyclopaedia Britannica. “David Diop.” Encyclopædia Britannica. Encyclopædia Britannica, inc., January 1, 2020. https://www.britannica.com/biography/David-Diop. “A Brief History of Africa - Local Histories.” Accessed May 23, 2020. http://www.localhistories.org/africanhistory.html. “The Atlantic Slave Trade: What Too Few Textbooks Told You ...” Accessed May 23, 2020. https://ed.ted.com/lessons/the-atlantic-slave-trade-what-yourtextbook-never-told-you-anthony-hazard. “AGRICULTURE IN MEDIEVAL AFRICA.” S T R A V A G A N Z A. Accessed May 24, 2020. https://stravaganzastravaganza.blogspot.com/2016/02/agriculturein-medieval-africa.html. Context Clues. PDF file. August, 2005. https://www.mdc.edu/kendall/ collegeprep/documents2/context%20cluesrev8192.pdf. Context Clues. PDF file. May 20, 2020. https://www.warrencountyschools. org/userfiles/1593/Context%20Clues%20multiple%20choice%20exercise.pdf Pope, Bella Rose. “Literary Devices: 15 Literary Elements With Examples & Tips to Use Them.” Self Publishing School, April 29, 2020. https://selfpublishingschool.com/literary-devices/. “Dictionary.com.” Dictionary.com. Dictionary.com. Accessed June 8, 2020. https://www.dictionary.com/.

“Personification.” Personification dictionary definition | personification defined. Accessed June 10, 2020. https://www.yourdictionary.com/personification.

“Onomatopoeia Examples and Definition.” Literary Devices, October 31, 2015. http://www.literarydevices.com/onomatopoeia/. STUDY.COM. Accessed June 10, 2020. https://study.com/academy/lesson/what-is-theme-in-literature-definitionexamples-quiz.html.

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Acknowledgements Writer: Mary Angeline V. Garcia, MT-I; Ram Jay I. Alde, T-II Editor: Marichu J. Hernandez, Head Teacher VI Reviewers: Vicente M. Victorio, Jr. EPS Management Team: Maria Magdalena M. Lim, CESO V, Schools Division Superintendent-Manila Aida H. Rondilla, Chief, Education Supervisor-CID Lucky S. Carpio, EPS-LRMS Lady Hannah C Gillo, Librarian II-LRMS

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Pre-Test 1. Context clues 2. a. Definition/ Description Clues b. Contrast / Antonym Clues c. Synonym / Restatement Clues d. Example Clues Your Text 1. Advancements 2. Little by little 3. Populated 4. Freedom 5. Expansion

21 Lesson 2 Activities 1. 2. 1. D 3. 2. E 4. 3. A 5. 4. B 6. 5. C 7. 6. T/6 8. 7. T/7

8. T/6 9. F/7 10. F 11. T/12 12. F/12 13. F/13

Remember 1. Context Clues 2. * Definition/ Description Clues * Contrast / Antonym Clues * Synonym / Restatement Clues * Example Clues

1. 14. 16th century 2. 15. Africa-slaves Europe-goods America-sugar 16-18. Answers vary

Post-Test 1.

2.

3. 4.

E, the hole located in the center of the iris of the eye. B, when the light brightens, the pupils of the eye contracts, however when it grows darker D, twists and turns A, bats, owls, and tarsiers

Lesson 1

22 Activities Pre-Test 6. 7. 8. 9. 10. 11. 12. 13. 14.

Simile Persona Mood Theme Metaphor Tone Symbolism Hyperbole Personification

Looking Back to your Lesson 1. Water 2. Stubborn 3. Shame 4. Far away 5. freedom

1. 1. The author who was not born and raised in Africa but heard about it from his grandma. 2. 2. a. proud b.grieving c. hopeful 3. 3. a. youth/postcolonial Africa b. Europeans / invaders

Post-Test 1. 2. 3. 4. 5. 6. 7. 8. 9.

B A C A C A E D B

4. 5. 6. 7.

4. personification 5. It costs many lives 6. Patriotism