Prince Bantugan/Paragraph/ Graphic connectors

1. Module 1 Lesson 3

2. Group yourselves into groups of 5.
Each group will be given a symbol or sign. Discuss the
following in your group:
What is the meaning of the symbol or sign?
In what ways can this symbol help you as a student?
In what ways can this symbol be harmful to you as a student?
Choose a PRESENTER to share the group’s discussion in class.

3. • Did our ancestors have these symbols and signs in pre-
colonial period? Why or why not?
• How were ideas and information transmitted in pre-
colonial period?

4. • Read the epic, “The Good Prince Bantugan” in your
book, pp. 73-76 then answer the questions that follow on
your lecture notebook.

6. ▹ A narrative that
describes and
portrays the
ORIGIN of the basic
elements and
assumptions of a
culture in symbolic
language.
▹ Were passed down
from generation to
generation by
WORD OF
MOUTH.
6

7. ▹ Is a narrative from
the past or is
believed to have
been historical.
▹ Are based on facts
or real person,
place or event.
▹ Teach lessons in
life.
7

8. • The HERO tale
• Long narrative POEM
• Based on ORAL TRADITIONs
• Presents the heroic deeds of the main character
embodying the beliefs, customs, ideals or life values of
the people.

10. A. KING OF BUMABARAN
B. KING OF THE KINGDOM-BETWEEN-TWO-SEAS
C. PRINCE MADALI
D. PRINCE BANTUGAN

11. A. Because people praise Bantugan.
B. Because Bantugan was good-looking.
C. Because Bantugan was brave.
D. All of the above

12. A. He had Bantugan arrested.
B. He had Bantugan leave Bumbaran.
C. He had the people ignore Bantugan.
D. None of the above

13. A. He was astonished.
B. He was saddened.
C. He was angry.
D. All of the above.

14. A. Kingdom-Between-Two-Oceans
B. Kingdom-Between-Two-Seas
C. Kingdom-Between-Two-Valleys
D. Kingdom-Between-Two-Mountains

15. A.Bumbaran
B. Heaven
C. Kingdom-Between-Two-Seas
d. None of the above

16. A. One of the neighboring kingdom recognized
him.
B. The King Bumbaran learned about his death
and told them to bring him home.
c. A parrot told them.
d. All of the above.

17. A. MAN VS MAN
B. MAN VS NATURE
C. MAN VS SOCIETY
D. MAN VS HIMSELF

18. A.Myth
B. Legend
C. Epic
D. Short Story

19. A.BROTHERLY LOVE
B. HATE
C. BETRAYAL
D. LIFE’S JOURNEY

20. Title of
Myths/
Legends/
Epics
The Number of Students Who Liked It
Section Jewel Section Jasper
Male Female Male Female
1. The
Creation Story
20 20 20 20
2. Maria
Makiling
15 25 13 27
3. The Good
Prince
Bantugan
30 10 32 8

21. • Information can be transmitted not only through
linear presentation but also through the use of
graphs, tables and charts.
• Some people understand ideas if presented
through graphs or pictures while other best
understand written texts.

23. • Used to record and
present changes in
data over a period of
time.

25. • Works similarly to a
line graph. It only
differs in the use of
bars of different
heights to show
different values.

27. • Is used to present
proportions out of the
whole.

29. It is easy to interpret.
• 1. Analyze the Data
• 2. Keep it simple and direct to the point
• 3. Focus on the data. Do not go off
tangent.

30. • This graph shows the
number of push-ups
made in a week. It
shows that he made
25 pushups on
Sunday; 15 on
Monday; 25 on
Tuesday; 5 on
Wednesday; 10 on
Thursday; 0 on Friday
and 20 on Saturday.

31. • This bar graph shows the
number of men and women
who watched the selected
childhood cartoons. It shows
that 10 men and 20 women
liked watching Alvin and the
Chipmunks; 5 men and 10
women liked watching the
Jetsons; Same number of
men and women liked
watching Scooby Doo; 15
men and 5 women watched
Darkwing Duck and 25 men
and 10 women watched
Duck Tales.

32. • This pie graph shows
the percentage of
people who liked certain
types of movies. This
shows that 30% likes to
watch Romance
movies; 25% likes to
watch Action films; 20%
watches Comedies;
20% watches SciFi and
only 5% watches
Drama.

33. • Interpret the date on the table below using any graph you
have learned.
Title of
Myths/
Legends/
Epics
The Number of Students Who Liked It
Section Jewel Section Jasper
Male Female Male Female
1. The
Creation Story
20 20 20 20
2. Maria
Makiling
15 25 13 27
3. The Good
Prince
Bantugan
30 10 32 8

34. Figure 1. The graph shows the number of males and females in Section
Jewel who liked pre-colonial literature. 20 males and 20 females liked the
Creation story; 15 males and 25 females like Maria Makiling and 30 males
and 10 females liked The Good Prince Bantugan.

35. Figure . This graph shows the Number of Male and Females in Section Jewel who liked
Pre-colonial literature. 20 males and females in Jewel and 20 males and females in
Jasper liked the creation story;
0
5
10
15
20
25
30
35
Creation Story Maria Makiling The Good
Prince Bantugan
Jewel Males
Jewel Females
Jasper Males
Jasper Females

37. A.TABLE
B. LINE GRAPH
C. BAR GRAPH
D. CIRCLE/ PIE GRAPH

40. Do TASK 10 (p. 79 of your book) on your lecture
notebook. Read the paragraph that follows.
Carefully examine the date presented in the
paragraph and interpret it using an appropriate
graphical presentation. Use colors to highlight
parts/ data in your presentation.

41. As a young teen, Riz does not enjoy as much as other
teenagers would. Her weekends are spent on looking for work so she
can earn her allowance. She spends two hundred pesos a week. One
hundred pesos for her lunch, eighty pesos for her fare and twenty
pesos for classroom dues.
She earns more than what she needs for the week. On
Saturdays, her routine would be to go to a distant relative and wash
clothes for a small earning of one hundred pesos. In the afternoon, she
volunteers weeding at a neighbor’s garden for an hour and gratefully
receives fifty pesos for the work extended.
On Sunday after church, she would iron out her teacher’s
uniform for a fee of one hundred pesos. Despite her weekend routine,
she remains to be one of the smartest in class.

42. Figure 1. The chart shows Riz’s weekly allowance where 40% is spent on
luch; 32% on fare; 8% on classroom dues and 20% is her extra money.
Lunch (P100)
40%
Fare (P80)
32%
Dues (P20)
8%
Savings (P50)
20%
Riz's Weekly Allowance

43. Divide yourselves into groups of 7 members.
You will be assigned a Grade Level.
Gather the following data from all the sections on
your assigned grade level:
* Number of Boys in each section
* Number of Girls in each section
* Total Number of Students in the section
and grade level.

44. Write your data in a table similar to the one below:
Choose a graph or chart to present your data.
Write your interpretation below it.
Use SHORT BOND PAPER/ CONSTRUCTION PAPER
It may be computerized or hand-written.
Must be well-organized, clean and colored output.
Grade 7 Section 1 Section 2 Section 3
BOYS GIRLS BOYS GIRLS BOYS GIRLS
25 26 20 26 21 18
TOTAL 51 46 39

45. Figure 1. This bar graph shows the number of boys and girls in the
Grade 7 Level. Section 1 has 25 boys and 26 girls; Section 2 has 20
boys and 26 girls; Section 3 has 21 boys and 18 girls.
0
5
10
15
20
25
30
Section 1 Section 2 Section 3
Boys
Girls

46. • The verb is SINGULAR if the two subjects are joined by AND
but they refer to the same person, place or thing.
Example: My friend and hero is loyal to me
 If one of these words EACH, EVERY and NO comes before
the subject, the verb is SINGULAR.
Example: No smoking or drinking is allowed.
 If two subjects are joined by OR, NOR, NEITHER-NOR,
EITHER-OR, NOT ONLY-BUT ALSO; the verb agrees with the
nearest subject.
Example: Prince Bantugan’s older brothers or the King of the
Kingdom-Between-Two-Seas is responsible for his honor.

47. Choose the correct verb that agrees with the subject in the
sentence.
1. Bacon and eggs (is, are) my favorite breakfast.
2. Every boy and girl in the class (does, do) volunteer
work.
3. Neither Mother nor Father (has, have) phoned.
4. Mary or Louise (belong, belongs) to the chess club.
5. Each morning Tom or the children (buys, buy) fresh
bread at the bakery.

48. 6. Every cup and saucer (was, were) broken in the move.
7. Either the children or I (walks, walk) into town for the
mail.
8. After dinner, either Bruce or Debbie (cleans, clean) the
table.
9. Sausage and peppers in tomato sauce (was, were)
served with a green salad.
10. My car or Ted’s (is, are) always available.

50. • Is a unit of writing containing a MAIN IDEA and
sentences elaborating the main idea (supporting ideas).
• ALL of the sentences in a paragraph should work
together in a UNIFIED AND COHERENT WAY.

51. • INTRODUCTION
• BODY
• CONCLUSION

52. • UNITY – oneness of idea. It makes use of a 1) TOPIC
SENTENCE 2) SUPPORTING DETAILS 3) CLINCHING
SENTENCE.
• COMPLETENESS – says what it intends to say. It has
enough EXAMPLES.
• COHERENCE – It is the arrangement of sentences that
relate to each other.
• EMPHASIS / ORDER – reveals the order that the reader
can follow such as from general to specific, whole to part,
cause to effect, etc.

53. • EXPOSITORY –explains information. You compare,
contrast, list, summarize or discuss different types of
information.
• DESCRIPTIVE – uses vivid and vibrant vocabulary.
Paints a mental picture
• NARRATIVE – tells a story in a chronological manner
• PERSUASIVE – intends to gain the readers support
concerning a specific topic.

54. • Our school library is very attractive place. The books
are stacked in neat rows on bookshelves arranged in
parallel rows. The spaces between the bookcases
are large enough to allow students to pass easily
and go on from one case to case. The room is large,
well-ventilated and well-lighted. We can easily read
the titles of the books. The library is a popular place
for students.

55. • We know that wood floats and iron sinks. This is
not always true, however. Our banca developed
a leak and it sank. But generally a piece of wood
will float while a piece of iron will sink. Some
wood float better than others. Any kind of wood
will, however, prove the point. The weight and
the size also determine its floating qualities.

56. AIM: To write a paragraph with unity and coherence.
Step 1: Choose a topic to write about. Possible topics are:
- My Unforgettable Vacation
- Why English is better than Filipino
- Our New School
- Say No to Drugs

57. Step 2: Write your TOPIC sentence. Make it as specific as
possible.
Step 3: Write at least 2-3 supporting ideas to your topic
sentence or main idea. You can use EXAMPLES on this
part or EXPLAIN more on the main idea.
Step 4: Write a CONCLUDING Statement. You can repeat
your topic sentence, ask a question or cite a quotation or
proverb related to your topic.

58. Step 5: Reread your paragraph. Check for errors in
grammar, spelling, punctuations and coherence. Remove
any unrelated sentences or improve your sentences if
needed.
Step 6: Rewrite your draft into a short size bond paper.
Make sure to avoid erasures, observe cleanliness and
neatness. Then submit your work.