LEARNING MODULE IN ENGLISH 7
S.Y. 2021-2022
Prayer Before
Study
In the name of the Father,
and of the Son, and of the Holy Spirit.
Amen.
I believe in God, the Father Almighty, creator of heaven and earth.
I believe in Jesus Christ, His only Son, our Lord.
He was conceived by the power of the Holy Spirit and born of the
Virgin Mary. He suffered under Pontius Pilate, was crucified, died, and
was buried. He descended into dead. On the third day He rose again. He
ascended into heaven, and is seated at the right hand of the Father. He will
come again to judge the living and the dead.
I believe in the Holy Spirit, the Holy Catholic Church, the
communion of saints, the forgiveness of sins, the resurrection of the body
and life everlasting.
In the name of the Father,
and of the Son, and of the Holy Spirit.
Amen.
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LEARNING MODULE IN ENGLISH 7
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QUARTER 4
CONTENT STANDARD:
The learner demonstrates understanding of: contemporary Philippine literature as a means
of responding to the demands of the global village; various extended text types; lexical and
contextual cues; appropriate and polite oral language, stance, and behavior; and use of imperatives,
prepositions, verbs, and wh-questions.
PERFORMANCE STANDARD:
The learner transfers learning by: explaining the need to be cooperative and responsible in
today’s global village; using appropriate strategies to comprehend extended text types; using lexical
and contextual clues to understand unfamiliar words and expressions; using imperatives,
prepositions, and appropriate and polite oral language, stance and behavior in various informationsharing formats.
AVCPS FORMATION STANDARD:
The learner demonstrates honesty, cooperation, responsibility, mastery and compliance,
heroism and patriotism, respect for nature and the environment, appropriateness of oral language
and behavior; and deeper appreciation of Philippine culture in Today’s village.
DISCLAIMER
The images in this module are not original works. All are lifted from the
internet using google images.
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LEARNING MODULE IN ENGLISH 7
LESSON 22
S.Y. 2021-2022
FEATURES OF ACADEMIC WRITING
MOST ESSENTIAL LEARNING COMPETENCY

Distinguish features of academic writing
LEARNING TARGETS:
At the end of this lesson, the learner is expected to:
1.
2.
3.
4.
5.
6.
7.
Rewrite sentences to make it more formal;
Know what informative essay is;
Determine academic and non-academic in sentences;
Distinguish features of academic writing;
Show the features of academic writing in informative text; and
Use different features of academic writing in informative essay.
Compose an informative essay
PRE- ASSESSMENT
Directions: Rewrite these sentences. Instead of using 'people', 'somebody', or 'they',
write a passive sentence with an appropriate verb form.
Example:
We can solve the problem.
The problem can be solved.
1.
Someone will demonstrate the program to the students.
2.
Someone explained the procedure to me.
3.
Someone should investigate the problem.
4.
They had to postpone the lecture because of illness.
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5.
S.Y. 2021-2022
They are now manufacturing this type of computer in Korea.
LECTURE I:
Academic writing
is a formal style of writing. This means it is
different to other types of writing, and different from spoken English. There are
10 features you can apply to make your own writing more formal and professional.
10 Features of Academic Writing
Feature
What you need to do

Use formal language rather than every day common language.
Start by checking the Academic Word List. This is a list of the
most frequently used words in academic writing.
Example:
✓ Many fathers nowadays...
✗ Many dads these days...
1.
Use formal
vocabulary
✓ Major urban centres, such as London and Beijing...
✗ Major urban centres, like London and Beijing...
✓ There are a significant number of people who believe...
✗ There are lots of people who believe...
✓ There are three main reasons for this.
✗ There are 3 main reasons for this.

2. Use formal
verbs
Use formal verbs and avoid two-word verbs.
Example:
✓ increase, decrease, discuss, improve, deteriorate, continue,
raise
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✗ go up, go down, talk about, get better, get worse, go
on, bring up
 Use the full form of verbs and avoid using contractions.
Example:
✓ do not, cannot, will not, did not
✗ don't, can't, won't, didn't
3. Use full
verbs

Use formal structures/more complicated sentences such as
clauses and noun phrases not just short simple sentences.
Example:
4. Use formal
grammar
structures
✓ The increasing pollution of the environment is a global
concern.
✗ The environment is increasingly polluted. This is a global
concern.
✓ Note-taking, which is an important skill for EAP students, is
difficult to master.
✗ Note-taking is an important skill for EAP students. It is
difficult to master.

5. Use
statements
Make very clear and definite statements. Avoid using
rhetorical questions because they make the writing seem
weak.
Example:
✓ There were four main reasons for the decline.
✗ What were the reasons for the decline?
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✓ Written English is different from spoken English.
✗ How are written and spoken English different?

Use language such as ‘there is’ or ‘it is likely that’ rather than
‘I think’ or ‘I feel’.
Example:
✓There are three main problems.
✗I can think of three main problems.
6. Use
impersonal
language
✓ In the experiment, the water was heated...
✗ In the experiment, I heated the water...
✓ There were very few errors in the experiment.
✗ Amazingly there were very few errors in the experiment.

Provide concise, clear, and accurate statements, avoid vague
or ambiguous statements. Use data wherever possible. For
example, use “The Coalition was formed in 1923, some 24
years ago, and have a conservative ideology” rather than “The
Coalition has been destroying the country for about a century”
Example:
7. Be precise
✓ There are three main reasons for this.
✗ There are several reasons for this.
✓ The turning point was in the late 1980s.
✗ The turning point was about 30 years ago.
✓ There were three factors which led to this result.
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✗ There were three things which led to this result.

8. Use
references
and
evidence
Example:
✓ Russell (2001) states that over 50% of the population are
unaware of the problem.
✗ Everybody knows that most people are unaware of the
problem.
✗ Most people are unaware of the problem.

9. Use
hedging
statements
Support your statements with evidence. Avoid making
vague claims.:
Use hedging statements or tentative language such as
‘may’, ‘its possible that’, ‘appears to’ to qualify statements.
Avoid absolute statements and words such as 'always'.
Example:
✓ Education may reduce crime.
✓ It appears that education reduces crime.
✗ Education reduces crime.
✓ This is possibly caused by the effects of global warming.
✓ This may be caused by the effects of global warming.
✗ This is caused by the effects of global warming.
✓ Chinese students often make mistakes with tenses.
✗ Chinese students always make mistakes with tenses.

10. Use
transition
words
Use transition words at the start of some sentences to connect
ideas together in an explicit and logical way. ‘In addition’, ‘In
contrast’, ‘For this reason’. Do not use ‘but’, ‘and’, ‘so’ at the
start of a sentence.
Example:
✓ Turning to the question of inflation...
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✗ 2. Inflation.
✓ In addition, inflation is an important factor.
✗ And inflation is an important factor.
Informative Essay
An informative essay educates your reader on a topic. They can have one of several
functions: to define a term, compare and contrast something, analyze data, or provide a
how-to. They do not, however, present an opinion or try to persuade your reader.
Examples are: animals, a country, a sport or club, cooking. Below is a list of more ideas.
1. The way homeless people survive
2. School textbooks cost
3. Childhood obesity: Causes and outcomes
4. Why does censorship on TV exist?
5. Talk about favorite book
6. The way cell phones functions
7. Useless school laws
8. The way gravity works
9. The life cycle of any insect of choice
10. Things that make bloggers popular
11. Building a wood cabin
12. What is Artificial Intelligence?
What do I do?
Make sure all your facts are accurate. You will need to write a topic sentence for each fact
and write a focus sentence (thesis statement) for the entire essay. Create an outline that
will organize your facts in a logical way. Then you will be ready to make your first draft.
 Brainstorm to come up with the list of great topics. Conduct research to find which
of the offered topics has most of the related, credible, and up-to-date materials
before making a final decision. Think about which of the potential topics would
be the most beneficial for the reader.
Example: Eating disorders are a relevant topic for the modern society.
Informative Essay
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Create a sound, tentative thesis statement before writing. Think about what you
wish to share with the reader, reasons why the specific problem is important, and
how to persuade the audience of the issue’s significance. It could be something
like, “The progressing eating disorders caused 13% of the deaths in the United
States during the last year.” If a student writes something like that, he/she should
recall a source of the statistics.
Write a draft. In the initial draft, list the questions related to the chosen topic along
with the facts you know. Provide specific examples from real life to prove that the
issue/ topic is real.
Observe the selected topic online and in the library. It is important to choose
credible, relevant, and up-to-date sources meaning they should not be older than
5 years (start from textbooks and end up with journals and scholarly articles).
Interviewing people is another great way to collect information.
Write the body.
Edit using your 6-Traits of good writing sheet.
A short view of an organizational outline
Introduction
1. Define the topic (what smoking is).
2. Provide short background information on smoking (the way people obtain this
bad habit, reasons to become addicted, and what happens if the person decides to
quit smoking).
3. Create a thesis statement. It could be the relationship between the smoking and
the increased risk of various dangerous lung diseases). Identify the scope of the
informative essay.
Main Body
1. Smoking and different risky lung diseases.
2. Describe the way smoking can impact human organism in other harmful ways
(example: heart attack, brain activity, etc.)
3. The ways to quit smoking/release form this harmful addiction.
Conclusion
1. Reword the thesis sentence(s). Recall the correlation between different types of
lung and heart diseases and a bad habit such as smoking.
2. Reiterate the significance of the research on the outcomes of smoking.
3. Offer some forecasts for the future (example: “If the American nation does not quit
smoking in the closest future, it might result in…”).
“If you want to be a writer, you must do two things above all others;
read a lot and write a lot.”
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LEARNING MODULE IN ENGLISH 7
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-Stephen King
LESSON 23
INTERPESONAL COMMUNICATION
MOST ESSENTIAL LEARNING COMPETENCY

Employ a variety of strategies for effective interpersonal communication (interview, dialog,
conversation)
LEARNING TARGETS:
At the end of this lesson, the learner is expected to:
1.
2.
3.
4.
5.
Define interpersonal communication;
Identify and demonstrate non‐verbal communication;
Demonstrate types of non-verbal communication in an interview, dialog and
conversation with someone;
Listen actively and speak appropriately; and
Practice good customer service skills.
PRE- ASSESSMENT
Professional Skills Checklist
Direction: Rate yourself on the following skills.
1
I am very poor at that skill
2
I am poor
3
I am sometimes good
4
I am usually good
5
I am always good
1. Introducing yourself
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2. Listening - taking in what people say
1
2
3
4
5
3. Listening - showing interest in people
1
2
3
4
5
4. Communicating feelings
1
2
3
4
5
5. Dealing with anger/hostility
1
2
3
4
5
6. Responding to praise
1
2
3
4
5
7. Responding to expression of anxiety
1
2
3
4
5
8. Responding to negative feedback
1
2
3
4
5
1
2
3
4
5
10. Coping with silences in conversations
1
2
3
4
5
11. Appreciating other people's feelings
1
2
3
4
5
12. Giving information
1
2
3
4
5
13. Advising on emotional issues/difficulties
1
2
3
4
5
14. Seeking clarification
1
2
3
4
5
15. Asking open-ended questions
1
2
3
4
5
16. Waiting for replies
1
2
3
4
5
17. Changing direction of conversation
1
2
3
4
5
18. Expressing support
1
2
3
4
5
19. Self-disclosure as appropriate
1
2
3
4
5
20. Making a conversation more serious
1
2
3
4
5
21. Making a conversation less serious
1
2
3
4
5
22. Summarising what people have said
1
2
3
4
5
23. Holding someone's interest and attention
1
2
3
4
5
9.
Coping with apathy and expressions of
disinterest
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24. Finishing conversations in a positive way
1
2
3
4
5
25. Organising skills
1
2
3
4
5
26. Time management
1
2
3
4
5
27. Liaising with others
1
2
3
4
5
28. Resolving conflicts
1
2
3
4
5
29. Finishing tasks
1
2
3
4
5
LECTURE I:
Interpersonal Communication
Interpersonal communication is the process of exchange of information, ideas and
feelings between two or more people through verbal or non-verbal methods.
10 Tips for Improving Interpersonal Communication Skills
1.
Be open to and ask for feedback. The point of a conversation is an exchange of ideas
between two people, not a one-way street.
2.
Never talk over people. This not only shows a lack of listening skills, but it also shows
you don’t value what the speaker has to say. Alternatively, if you find that others
always talk over you, consider that you might be long-winded and think about
how you can tighten up your message.
3.
Don’t finish other people’s sentences. You may think you’re sending the message that
you “get” what they’re saying before they finish saying it; however, you’re telling
them that whatever they’re saying isn’t worth listening to.
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4.
S.Y. 2021-2022
Paraphrase. When someone asks you to do something, repeat back to that person
what they asked you to do in your own language. You’ve proven you not only
listened to what they said, you also understood what they were asking for.
5.
Listen actively. Have you ever been involved in a conversation where you can tell
the other person is thinking about something else or isn’t even hearing what you’re
saying? Don’t be that person. Let the speaker know you are connecting with them
by nodding or responding when they ask a question. Keep your focus on the
conversation at hand.
6.
Maintain eye contact. Part of active listening is maintaining good eye contact. By
doing so, you avoid being distracted by what is going on around you and you give
the speaker non-verbal acknowledgment that you are listening. It’s okay to look
away once in a while; staring intently at the person you’re speaking with can make
that person uncomfortable.
7.
Be aware of your body language. Without saying a word, you can speak volumes
with your body language. Are your arms crossed? You aren’t open to another
person’s idea. Are your hands on your hips? You’re being defensive. Be aware of
what you are physically doing while you’re listening and speaking.
8.
Avoid unnecessary conversation fillers, like “ums,” “uhs” and “likes.” They distract
the listener from hearing your message. Think about what you’re going to say
before you say it.
9.
Be respectful of other people’s thoughts and opinions. While you may disagree with
what the other party is saying, remember that (as difficult as it may be) they have
a right to their own opinion. If you find yourself ready to pounce on the person
you’re speaking with because their opinion is not in line with yours, wait until
they’re done speaking and express your thoughts on the subject in a nonconfrontational manner. Even if, in the end, you wind up agreeing to disagree, you
both walk away with a different viewpoint on a subject.
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10. Practice. You know what they say: practice makes perfect. With the tips above in
mind, attend various community networking events that require you to
participate so you can practice good body language or active listening. Pay special
attention to how well others communicate and emulate those you feel succeed at
paraphrasing or maintaining eye contact.
Types of nonverbal communication
Facial expressions. The human face is extremely expressive, able to convey countless
emotions without saying a word.
Body movement and posture. This type of nonverbal communication includes your posture,
bearing, stance, and the subtle movements you make.
Gestures. Gestures are woven into the fabric of our daily lives. You may wave, point,
beckon, or use your hands when arguing or speaking animatedly, often expressing
yourself with gestures without thinking.
Eye contact. The way you look at someone can communicate many things, including
interest, affection, hostility, or attraction. Eye contact is also important in maintaining the
flow of conversation and for gauging the other person’s interest and response.
Touch. We communicate a great deal through touch. Think about the very different
messages given by a weak handshake, a warm bear hug, a patronizing pat on the head, or
a controlling grip on the arm, for example.
Space. We all have a need for physical space, although that need differs depending on the
culture, the situation, and the closeness of the relationship. You can use physical space to
communicate many different nonverbal messages, including signals of intimacy and
affection, aggression or dominance.
Voice. It’s not just what you say, it’s how you say it. When you speak, other people “read”
your voice in addition to listening to your words. Things they pay attention to include your
timing and pace, how loud you speak, your tone and inflection, and sounds that convey
understanding, such as “ahh” and “uh-huh.” Think about how your tone of voice can
indicate sarcasm, anger, affection, or confidence.
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“The challenge that many people face when interacting with others is
that they lack the necessary interpersonal skills needed to be effective.”
-Robert W. Lucas
LESSON 24
LISTENING SKILLS
MOST ESSENTIAL LEARNING COMPETENCY

Determine the worth of ideas mentioned in the text listened to
LEARNING TARGETS:
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At the end of this lesson, the learner is expected to:
1.
2.
3.
Determine the worth of ideas mentioned in the text listened to;
Value the importance of listening skills; and
Practice listening skills in determining the worth of ideas.
LISTENING
QUESTIONNAIRE
ASSESSMENT
Read through each of the statements and then tick a box. You may strongly agree,
agree, disagree or strongly disagree with each statement. You may also indicate that
you ‘don’t know’ about a particular item. Work fairly quickly through the statements;
do not miss any. You may score it by using a scale with ‘1’ for strongly agree to ‘5’ for
strongly disagree.
1. I consider myself an effective listener.
Strongly
Agree
Agree
Don't
Know
Disagree
Strongly
Disagree
Not
Sure
Disagree
Strongly
Disagree
Not
Sure
Strongly
Disagree
Not
Sure
2. I enjoy listening to other people.
Strongly
Agree
Agree
Don't
Know
3. I find listening fairly difficult when I am tired.
Strongly
Agree
Agree
Don't
Know
Disagree
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4. Most people can listen without any particular training.
Strongly
Agree
Agree
Don't
Know
Disagree
Strongly
Disagree
Not
Sure
Disagree
Strongly
Disagree
Not
Sure
5. I can only listen to people I like.
Strongly
Agree
Agree
Don't
Know
6. It is important to listen to what people ‘really’ mean when they speak.
Strongly
Agree
Agree
Don't
Know
Disagree
Strongly
Disagree
Not
Sure
7. Reading people’s non-verbal communication is as important as listening to them.
Strongly
Agree
Agree
Don't
Know
Disagree
Strongly
Disagree
Not
Sure
Strongly
Disagree
Not
Sure
8. I restate the speaker’s remarks from time to time.
Strongly
Agree
Agree
Don't
Know
Disagree
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9. I try to ask relevant questions to encourage the speaker when I am listening.
Strongly
Agree
Agree
Don't
Know
Strongly
Disagree
Not
Sure
Strongly
Disagree
Not
Sure
Disagree
Strongly
Disagree
Not
Sure
Disagree
Strongly
Disagree
Not
Sure
Disagree
10. I use positive non-verbal body language when listening.
Strongly
Agree
Agree
Don't
Know
Disagree
11. I avoid interrupting the speaker when I am listening.
Strongly
Agree
Agree
Don't
Know
12. I need more practice in listening.
Strongly
Agree
Agree
Don't
Know
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LECTURE I:
Listening
is the active process of receiving and responding to spoken
(and sometimes unspoken) messages.
Active Listening
An active listener not only pays attention but withholds judgment during the
speaker's turn and reflects on what's being said.
Keys to Effective Listening
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Maintain eye contact with the speaker if possible.
Pay attention and listen for ideas.
Find areas of interest.
Judge content, not delivery.
Don't interrupt, and be patient.
Hold back your points or counterpoints.
Resist distractions.
Pay attention to nonverbal information.
Keep your mind open, and be flexible.
Ask questions during pauses and give feedback.
Listen with empathy to try and see the speaker's viewpoint.
Anticipate, summarize, weigh the evidence, and look between the lines.
Here are some of the main skills involved in listening, together with a brief
description of what each skill involves.
1.
Listening for the main idea –listen to identify the overall ideas expressed in the whole
recording.
2.
Listening for details –listen for groups of words and phrases at sentence level.
3.
Listening for specific information –listen for particular information at word level.
4.
Predicting – try to guess key information contained in the recording before they
listen.
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5.
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Inferring meaning –listen to identify the difference between what the speaker says
and what they actually mean.
6.
Identifying emotion –listen to identify the mood of certain speakers.
7.
Listening for opinions –listen to identify the attitude of certain speakers.
8.
Inferring relationships –listen to identify who the people are in the recording and
what the relationship is between them.
9.
Recognizing context – listen to aural and contextual clues to identify where the
conversation takes place, who is speaking, etc.
“In order to find your true potential, what you need to do is simply
determine your core values. Visualize the person you want to be,
challenge common thought traps, and have a clear sense of your goals.”
-Dr. Prem Jagyasi
LESSON 25
MEDIA AND INFORMATION LITERACY
MOST ESSENTIAL LEARNING COMPETENCY

Determine the truthfulness and accuracy of the material viewed
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LEARNING TARGETS:
At the end of this lesson, the learner is expected to:
1.
2.
3.
4.
5.
6.
Define media and information literacy;
Know how to spot fake news;
Recognizing fake news;
Determine the truthfulness and accuracy of the information circulating online;
Value the importance of truthfulness and accuracy in media and information
literacy; and
Create your own infographic on how to spot fake news.
PRE- ASSESSMENT
Direction: Identify real and fake news. Write your answer on the box below.
LECTURE I:
TRUTHFULNESS
=
Reality or Truth
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ACCURACY
=
Exact or Precise
The word "literacy" usually describes the ability to read and write.
Media literacy is the ability to identify different types of media and understand the
messages they're sending.
Information literacy
includes the ability to identify, find, evaluate, and use
information effectively.
How can we determine truthfulness and accuracy of the materials
viewed?
1.
Who created this? Was it a company? Was it an individual? (If so, who?) Was it a
comedian? Was it an artist? Was it an anonymous source? Why do you think that?
2.
Why did they make it? Was it to inform you of something that happened in the
world (for example, a news story)? Was it to change your mind or behavior (an
opinion essay or a how-to)? Was it to make you laugh (a funny meme)? Was it to
get you to buy something (an ad)? Why do you think that?
3.
Who is the message for? Is it for kids? Grown-ups? Girls? Boys? People who share
a particular interest? Why do you think that?
4.
What techniques are being used to make this message credible or
believable? Does it have statistics from a reputable source? Does it contain quotes
from a subject expert? Does it have an authoritative-sounding voice-over? Is there
direct evidence of the assertions its making? Why do you think that?
What details were left out, and why? Is the information balanced with different
views -- or does it present only one side? Do you need more information to fully
understand the message? Why do you think that?
5.
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6.
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How did the message make you feel? Do you think others might feel the same
way? Would everyone feel the same, or would certain people disagree with
you? Why do you think that?
LECTURE II:
What Is Fake News?
There are two kinds of fake news:
1. Stories that aren't true. These are entirely invented stories designed to make people
believe something false, to buy a certain product, or to visit a certain website.
2. Stories that have some truth, but aren't 100 percent accurate. For example, a
journalist quotes only part of what a politician says, giving a false impression of
their meaning. Again, this can be deliberate, to convince readers of a certain
viewpoint, or it can be the result of an innocent mistake. Either way, it quickly
attracts an audience and can become entrenched as an "urban myth."
3.
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Six Ways to Spot Fake News
1. Develop a critical mindset.
2. Check the source.
3. See who else is reporting the story.
4. Examine the evidence.
5. Don't take images at face value.
6. Check that it "sounds right."
“Be an information and media literate.”
T – is it true?
H – is it helpful?
I – is it inspiring?
N – is it necessary?
K – is it kind?
BEFORE YOU CLICK.
LESSON 26
TYPES OF CONFLICT
MOST ESSENTIAL LEARNING COMPETENCY

Discover the conflicts presented in literary selections and the need to resolve those
conflicts in non-violent ways
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LEARNING TARGETS:
At the end of this lesson, the learner is expected to:
1.
2.
3.
4.
5.
Identify the different conflicts in literary piece;
Show how to resolve conflicts in non-violent ways;
Demonstrate effective communication skills;
Analyze a conflict they have experienced and how they resolved in non-violent
ways; and
Create a storyboard that shows the type of conflict.
PRE- ASSESSMENT
Direction: Determine what type of conflict is presented on the following pictures.
1. _________________
2. _________________
4. _________________
3. _________________
5. _________________
What Is Conflict in Literature?
In literature, a conflict is a literary device characterized by a struggle
between two opposing forces. Conflict provides crucial tension in any story and is
used to drive the narrative forward. It is often used to reveal a deeper meaning in
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a narrative while highlighting characters’ motivations, values, and weaknesses.
There are six main types of literary conflict, each of which is detailed below.
Internal vs. External Conflict
All conflict falls into two categories: internal and external.

Internal conflict is when a character struggles with their own opposing
desires or beliefs. It happens within them, and it drives their development
as a character.

External conflict sets a character against something or someone beyond
their control. External forces stand in the way of a character’s motivations
and create tension as the character tries to reach their goals.
The 6 Types of Literary Conflict
1. Character vs. Self
This is an internal conflict, meaning that the opposition the character faces
is coming from within. This may entail a struggle to discern what the moral or
“right” choice is, or it may also encompass mental health struggles. All other types
of conflict are external—meaning that a character comes up against an outside
force that creates the conflict.
2. Character vs. Character
This is a common type of conflict in which one character’s needs or wants
are at odds with another’s. A character conflict can be depicted as a
straightforward fist fight, or as intricate and nuanced as the ongoing struggle for
power in the HBO series Game of Thrones.
3. Character vs. Nature
In a nature conflict, a character is set in opposition to nature. This can mean
the weather, the wilderness, or a natural disaster. For example, in Ernest
Hemingway’s The Old Man and the Sea, the main character, Santiago finally
manages to reel in a fish after months and months of bad luck. He fends off sharks,
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who are trying to steal his prized catch, but eventually they eat the fish—leaving
Santiago with only a carcass. This is the essence of the man versus nature conflict:
man struggles with human emotions, while nature charges forth undeterred.
4. Character vs. Supernatural
Pitting characters against phenomena like ghosts, gods, or monsters raises
the stakes of a conflict by creating an unequal playing field. Supernatural conflict
also covers characters, like Harry Potter or Odysseus, who have a fate or destiny
and struggle to accept the sacrifices that come along with it.
5. Character vs. Technology
In this case, a character is in conflict with some kind of technology. Think
of the tale of John Henry, the African American folk hero. In American folklore,
Henry was a former slave who worked as a steel-driver on the rail line. To prove
his superiority over new technology, he raced a steam-powered rock drilling
machine and won. However, he suffered a heart attack after winning the race.
6. Character vs. Society
A character vs. society conflict is an external conflict that occurs in
literature when the protagonist is placed in opposition with society, the
government, or a cultural tradition or societal norm of some kind. Characters may
be motivated to take action against their society by a need to survive, a moral sense
of right and wrong, or a desire for happiness, freedom, justice, or love.
“Dialogue is the most effective way of resolving conflict.”
-Tenzin Gyatso, The 14th Dalai Lama
LESSON 27
Literature as a Tool to Assert One’s
Identity and Philippine Literature the
Values of Today’s Global Village
MOST ESSENTIAL LEARNING COMPETENCIES
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

S.Y. 2021-2022
Discover literature as a tool to assert one’s unique identity and to better
understand other people
Discover through Philippine literature the need to work cooperatively and
responsibly in today’s global village
LEARNING TARGETS:
At the end of this lesson, the learner is expected to:
1.
2.
3.
4.
5.
6.
7.
Discover one’s unique identity through the material read;
Identify the message of the poem;
Recognizing local color;
Value the significance of cooperation and responsible responses toward
diversities;
Assert and appreciate one’s unique identity in reading literature; and
write a reflection essay about the lesson; and
Compose an informative essay.
PRE- ASSESSMENT
Direction: List down 10 Filipino traits and characteristics.
PINOY AKO!
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1. ___________________
2. ___________________
3. ___________________
4. ___________________
5. ___________________
6. ___________________
7. ___________________
8. ___________________
9. ___________________
10. ___________________
READING I:
We Filipinos Are Mild Drinkers
by Alejandro R. Roces
Read “We Filipinos are mild drinkers” by Alejandro R. Roces on page 352-357.
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LECTURE I:
Recognizing Local Color
Study “Recognizing Local Color” on page 359.
“My culture is my identity and personality. It gives me spiritual,
intellectual and emotional distinction from others, and I am proud of
it.”
-M.F. Moonzajer
READING II:
I Apologize, Waling-Waling
by Peter Solis Nery
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Read “Apologize, Waling-Waling” by Peter Solis Nery on page 509-511.
“It is our collective and individual responsibility. To preserve and tend
to the world in which we all live.”
-Dalai Lama
Prayer After
Study
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RUBRIC FOR CREATING INFOGRAPHICS
CRITERIA
Topic/Purpose
3 POINTS:
EXCEEDS
EXPECTATIONS
The topic/purpose of
the infographic was
clear and concise.
2 POINTS:
MEETS
EXPECTATIONS
The topic/purpose
was somewhat broad
and did not allow
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1 POINT:
NEEDS WORK
The topic/purpose of
the infographic was
not clear and concise.
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Data
Data of the
infographic was
accurate and relevant
to topic
The infographic had a
great layout, with
applicable graphics.
Layout
Color/Font
The font was legible
and the color scheme
enhanced the
infographic.
Sourcing
Citations for the
infographic's sources
were included.
S.Y. 2021-2022
viewer to understand
the purpose.
Data of the
infographic was
somewhat accurate
and relevant to topic.
The graphics were
somewhat applicable
to the infographic,
creating an average
layout.
The font was
somewhat legible and
the color scheme
didn't effect the
infographic.
Citations for some of
the sources used
were included.
Data of the
infographic was not
accurate and was not
relevant to topic.
The graphics had
nothing to do with
the topic and had a
poor layout. There
was an overload of
text.
The font was not
legible and the color
scheme detracted
from the infographic.
No citations of the
infrographic's
sources were
included.
RUBRIC FOR WRITING A REFLECTIVE ESSAY
Criteria
Poor
1 pts
Rubric on Writing a Reflective Essay
Fair
Good
2 pts
3 pts
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4 pts
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Depth of
reflection
Required
components
Quality of
Information
Structure &
Organizatio
n
S.Y. 2021-2022
Poor
Fair
Writing
demonstrate
s lack of
reflection on
the selected
topic, with
no details.
Writing
demonstrates a
general reflection
on the selected
topic, including
some suporting
details and
examples.
Poor
Writing
demonstrate
s a minimal
reflection on
the selected
topic,
including a
few
supporting
details and
examples.
Fair
Good
Excellent
Writing does
not include
the required
components
of the
selected
topic.
Poor
Writing
includes the
a few
components
of the
selected
topic.
Fair
Writing includes
the required
components of the
selected topic.
Writing surpasses
the required
components of the
selected topic.
Good
Excellent
Information
has little to
do with the
main topic.
Information
clearly
relates to the
main topic.
No details
and/or
examples
are given.
Fair
Information clearly
relates to the main
topic. It provides 12 supporting
details and/or
examples.
Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.
Good
Excellent
Writing is
unclear, and
thoughts are
not well
organized.
Thoughts
are not
expressed in
Writing is mostly
clear, concise, and
organized with the
use of excellent
sentence/paragrap
h structure.
Thoughts are
Writing is clear,
concise, and well
organized with the
use of excellent
sentence/paragrap
h structure.
Thoughts are
Poor
Writing
unclear,
disorganized
. Thoughts
make little
to no sense.
Good
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Excellent
Writing
demonstrates an
in-depth reflection
on the selected
topic, including
supporting details
and examples.
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a logical
manner.
Grammar
Poor
There are
numerous
spelling or
grammar
errors per
page of
writing
reflection.
expressed in a
logical manner.
expressed in a
logical manner.
Fair
Good
Excellent
There are
more than
five spelling
or grammar
errors per
page of
writing
reflection.
There are no more
than five spelling
or grammar errors
per page of writing
reflection.
There are no more
than three spelling
or grammar errors
per page of writing
reflection.
RUBRIC FOR CREATING A STORYBOARD
CRITERIA
Proficient
Conflict
Description
The cell used
exemplary schoolappropriate scenes,
characters, and text to
convey someone
experiencing each type
of conflict. The conflict
type is clear to the
viewer. The cell does
not need a description
to convey the conflict
message.
The description and
title effectively explain
the correct conflict
provided in the cell.
The description also
defines the conflict in
the student's own
words.
Emerging
Beginning
The cell used
adequate schoolappropriate scenes,
characters, and text
to convey someone
experiencing each
type of conflict. The
conflict type is clear
to the viewer.
The cell used
inappropriate scenes,
characters, and text to
convey someone
experiencing each type
of conflict. The conflict
type is unclear to the
viewer. The description
is needed to reinforce
understanding.
The description and
title explain the
correct conflict
provided in the cell.
The description does
not define the
conflict in the
student's own words.
There is a missing title
and description or
description does not
match the image
created in the cell.
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Structure
and
Grammar
S.Y. 2021-2022
Six cells were used in
the story, including
titles and descriptions.
There are few to no
grammar or spelling
mistakes.
Six cells were used in
the story, including
titles and
descriptions. There
are some grammar
or spelling mistakes,
but understanding of
content is clear.
There are too many
grammar or spelling
mistakes, creating an
unclear understanding
of content.
RUBRIC FOR WRITING AN INFORMATIVE ESSAY
RUBRIC ON WRITING AN INFORMATIVE ESSAY
CRITERIA
Introduction/T
hesis Statement
Body
Paragraphs
Excellent
4 pts
Excellent
Good
3 pts
Good
Fair
2 pts
Fair
Poor
1 pts
Poor
Very well
developed
introduction &
thesis
statement. They
engage the
reader and
create interest.
They contain
and/or
introduce the
process and
state the
author's point
about the
process. They
also cover the
whole process.
Excellent
The
introduction &
thesis
statement
create interest
and are fairly
well
developed. But
while they
contain and/or
introduce the
process, they
are not very
engaging;
although, they
do cover the
whole process.
The
introduction
& thesis
statement
introduce the
process, but
they either do
not give
accurate and
complete
information,
or they lack
detail and
creativity.
May not cover
the whole
process.
The
introduction
& thesis
statement do
not introduce
the process.
No controlling
point about
the process is
evident.
Good
Fair
Poor
Each paragraph
contains a
clearly focused
topic sentence
Each
paragraph
contains a
topic sentence
Not all
paragraphs
contain topic
sentences
There are no
apparent topic
sentences.Det
ails are either
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Topic Sentences
& Supporting
Details
Conclusion
Organization/St
ructure
S.Y. 2021-2022
that relates to
the process
being described.
Details in the
essay are clear
and specific,
and there are
enough details
to help the
reader see and
understand all
the steps of
process.
Concrete sense
language is used
effectively.
that relates to
the process
being
described.
Details are
clear and
specific, and
the steps in the
process can be
followed well
enough to
understand the
described
process.
that relate to
the process
being
described.
There are
details, but
they are not
very clear or
specific, or
there are not
enough of
them to allow
the reader to
follow the
progression
of the
process.
Fair
wrong or
lacking. They
do not seem
to relate to the
process.
Excellent
Good
The concluding
paragraph
effectively
unifies the
essay. It makes
a point about
the process that
is creative and
interesting.
The concluding
paragraph
effectively
unifies the
essay, but it
does not make
a very
interesting
point about the
process.
There is no
apparent
conclusion or
point made
about the
process.
Good
The
concluding
paragraph
relates a
conclusion to
the process,
but it does
little to unify
the essay
around the
steps of the
process.
Fair
Excellent
Logical
progression of
details with a
clear structure
that enhances
the essay and
provides a clear
step-by-step
description of
Logical
progression of
details.
Transitions are
present, but
they do not
enhance the
overall
effectiveness
Organization
is clear. Some
transitions
are present,
while others
are either
inappropriate
or missing.
Some steps
No discernible
organization.
Transitions
are not
present.
Cannot
discern a
logical
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Poor
Poor
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the process. The
transitions are
appropriate and
used very
effectively to
indicate the
time order of
the steps.
Excellent
of the essay.
All steps are
covered and in
the correct
order.
may be
missing or not
in the proper
order.
explanation of
the process.
Good
Fair
Poor
Writing is clear
and sentences
have varied
structure.
There is
consistent tone
and word
choice is
appropriate
for the
description of
the process.
Spelling
Writing is
smooth, skillful,
and coherent.
Sentences are
strong and
expressive with
varied
structure.
Consistent and
appropriate
tone and word
choice is used
throughout the
essay. Vivid
sense language
is used to create
clear images of
the process.
Excellent
Some spelling
errors.
Effort
Spelling is
generally
correct.
Excellent
The students
followed all of
the directions.
The students
put more effort
into the project
The students
followed most
of the
directions. The
students put
good effort to
this project.
Style: sentence
flow, tone, and
word choice.
Good
Good
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Writing is
clear, but
sentences
may lack
variety. The
tone is
inconsistent
and word
choice, while
adequate,
does not
clearly
explain the
process.
Fair
Writing is
confusing and
hard to follow.
Contains
fragments
and/or run-on
sentences.
The tone and
purpose is
inconsistent
and difficult to
determine.
The word
choice is
inadequate
and the
process is not
explained.
Poor
Several
spelling
errors.
Fair
Many spelling
errors.
The students
followed
some of the
directions.
More effort
was needed
to have a
The students
failed to
follow
directions.
The students
put minimal
to no effort
Poor
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LEARNING MODULE IN ENGLISH 7
than what was
required.
S.Y. 2021-2022
better finish
for this
product.
into their
work.
REFERENCES
Books
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Dela Cruz, Edna Montano, et al. Proficiency in English Worktext in English, 2010.
Sampaloc, Manila. REX book Store, Inc.,2010
Carbonell, Victoria L. et al. Language in Literature 7, Philippine Literature. Araneta Avenue,
Quezon City. Vibal Group, Inc., 2016
Online Resources
http://www.uefap.net/writing/writing-features/writing-features-exercises#features-of-academicwriting
https://positivepsychology.com/interpersonal-effectiveness/
https://positivepsychology.com/communication-games-and-activities/
https://www.youtube.com/watch?v=n3YrvsaKMeI
https://www.storyboardthat.com/lesson-plans/conflict-management-and-resolution/types-ofconflicts
IMMACULATE HEART OF MARY ACADEMY, INC.
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