This document contains a table of specifications for the first quarterly examination in 21st Century Literature from the Philippines and the World at Santa Cruz Integrated National High School. It outlines the learning competencies, number of recitation hours, percentage and number of items for each competency. There are 8 competencies covering topics like Philippine literary history, representative texts and authors, canonical Filipino writers, comparing literary genres, inferring meaning from text, and analyzing sociological contexts. The exam will have 50 multiple choice items testing these competencies.
This document contains a daily lesson log for a creative writing class. It outlines the objectives, content, learning resources, procedures, and reflection for lessons taught over the course of a week. The objectives are to describe drama, recall types of drama, analyze elements and techniques of drama, and compose a draft of a one-act play scene. The content covers elements of drama like character, setting, and plot. Learning activities include matching terms, identifying elements in texts, comparing prose and poetry, and writing a one-scene play applying drama elements. Formative assessments evaluate student understanding, and remedial lessons are provided for students scoring below 80%.
This document provides a daily lesson plan for a Grade 12 STEM and TVL class on 21st century literature from the Philippines and the world. The objectives are for students to understand and appreciate literary texts from different cultures and genres. Students will analyze and interpret literary texts, relating them to context, and adapt texts into other creative forms. The lesson covers biographical, linguistic and sociocultural contexts, examining the relationship between texts and their contexts. It discusses critical reading strategies and producing multimedia adaptations of texts. Examples used include a poem by Robert Frost and Romeo and Juliet. The importance of understanding an author's life, culture, and work is emphasized for interpreting texts clearly.
This document provides information on critical reading and reasoning. It discusses distinguishing facts from opinions and constructing paragraphs using facts, arguments, and reasons. It also covers topics like taking notes on key points, interpreting texts, defining evidence, different forms of reasoning, analyzing statements as factual or opinionated, and providing an example paragraph analyzing the effectivity of face-to-face classes. The overall document aims to develop the reader's critical reading and reasoning skills through examples, definitions, and interactive activities.
ENGLISH 9 Summative Test and Performance Task 1( BIAS AND PREJUDICE).docxkierguido2
This document contains a summary test assessing knowledge of biases and prejudices. It provides definitions and examples to identify as bias or prejudice. The test has two parts:
1) Identifying 10 situations as demonstrating bias or prejudice.
2) Rewriting 10 biased or prejudiced sentences about surveys and groups of people.
The test was prepared by four individuals and aims to differentiate between biases and prejudices.
The document provides guidance on how to write an effective position paper by outlining the structure and elements to include. A position paper should present an arguable stance on an issue, address counterarguments, and support the writer's position with evidence. The document advises selecting a narrow topic of interest, researching both sides, and crafting an introduction that states the thesis followed by body paragraphs addressing arguments and counterarguments.
The document provides information about a book titled "Celebrating Diversity through World Literature" which was collaboratively developed by educators from various schools and universities. It encourages teachers and other stakeholders to provide feedback and recommendations to the Department of Education. The summary acknowledges the development team and production staff involved in creating the book.
The document introduces students to the concept of unchanging values in a volatile, uncertain, complex, and ambiguous (VUCA) world. It uses the Old English epic poem Beowulf as a literary example that reflects virtues that still persist despite modern changes. The summary discusses key events in Beowulf, where the protagonist defeats the monsters Grendel and Grendel's mother, then later in life kills a dragon as an old man, before dying in battle. The document aims to help students analyze how literature can convey enduring values across different eras.
This document contains a daily lesson log for a creative writing class. It outlines the objectives, content, learning resources, procedures, and reflection for lessons taught over the course of a week. The objectives are to describe drama, recall types of drama, analyze elements and techniques of drama, and compose a draft of a one-act play scene. The content covers elements of drama like character, setting, and plot. Learning activities include matching terms, identifying elements in texts, comparing prose and poetry, and writing a one-scene play applying drama elements. Formative assessments evaluate student understanding, and remedial lessons are provided for students scoring below 80%.
This document provides a daily lesson plan for a Grade 12 STEM and TVL class on 21st century literature from the Philippines and the world. The objectives are for students to understand and appreciate literary texts from different cultures and genres. Students will analyze and interpret literary texts, relating them to context, and adapt texts into other creative forms. The lesson covers biographical, linguistic and sociocultural contexts, examining the relationship between texts and their contexts. It discusses critical reading strategies and producing multimedia adaptations of texts. Examples used include a poem by Robert Frost and Romeo and Juliet. The importance of understanding an author's life, culture, and work is emphasized for interpreting texts clearly.
This document provides information on critical reading and reasoning. It discusses distinguishing facts from opinions and constructing paragraphs using facts, arguments, and reasons. It also covers topics like taking notes on key points, interpreting texts, defining evidence, different forms of reasoning, analyzing statements as factual or opinionated, and providing an example paragraph analyzing the effectivity of face-to-face classes. The overall document aims to develop the reader's critical reading and reasoning skills through examples, definitions, and interactive activities.
ENGLISH 9 Summative Test and Performance Task 1( BIAS AND PREJUDICE).docxkierguido2
This document contains a summary test assessing knowledge of biases and prejudices. It provides definitions and examples to identify as bias or prejudice. The test has two parts:
1) Identifying 10 situations as demonstrating bias or prejudice.
2) Rewriting 10 biased or prejudiced sentences about surveys and groups of people.
The test was prepared by four individuals and aims to differentiate between biases and prejudices.
The document provides guidance on how to write an effective position paper by outlining the structure and elements to include. A position paper should present an arguable stance on an issue, address counterarguments, and support the writer's position with evidence. The document advises selecting a narrow topic of interest, researching both sides, and crafting an introduction that states the thesis followed by body paragraphs addressing arguments and counterarguments.
The document provides information about a book titled "Celebrating Diversity through World Literature" which was collaboratively developed by educators from various schools and universities. It encourages teachers and other stakeholders to provide feedback and recommendations to the Department of Education. The summary acknowledges the development team and production staff involved in creating the book.
The document introduces students to the concept of unchanging values in a volatile, uncertain, complex, and ambiguous (VUCA) world. It uses the Old English epic poem Beowulf as a literary example that reflects virtues that still persist despite modern changes. The summary discusses key events in Beowulf, where the protagonist defeats the monsters Grendel and Grendel's mother, then later in life kills a dragon as an old man, before dying in battle. The document aims to help students analyze how literature can convey enduring values across different eras.
The document is a daily lesson log for an English class that focuses on teaching students about literary criticism and the formalistic approach. It outlines the objectives of examining a literary text's structure and elements and delivering speeches. The content section defines key terms and discusses analyzing how parts work together to form meaning. Sample activities include identifying literary devices in a story and evaluating statements about formalist critics.
Creative non-fiction is a genre that uses storytelling techniques to deliver factual information in an engaging way. It requires the research skills of journalism combined with the narrative skills of fiction writing. By making information vivid and emotional, creative non-fiction aims to give readers a deeper understanding than just presenting verifiable facts. Examples show how it uses vivid language, emotions, and the reader's imagination to stimulate thought and arrive at larger truths beyond mere facts. Creative non-fiction has applications in history, travel writing, profiles, memoirs, journalism, and even business where storytelling can be persuasive.
Using correct and appropriate multimedia resourcesTeacher Jodi AA
Multimedia refers to the combination of text, audio, still images, animation, and videos. Different types of multimedia resources include GIFs, PowerPoint presentations, audio recordings from smartphones or other devices, and photographs or other still images. The document encourages learning about and properly using various multimedia resources to express thoughts, feelings, and convey information through different mediums like presentations, interviews, and explanations.
This document discusses 21st century literature and various modern literary genres. It begins with an introduction to 21st century literature and the characteristics of a 21st century reader. The document then defines and provides examples of several new literary genres that have emerged in the 21st century, including digi-fiction, doodle fiction, graphic novels, manga, chick lit, science fiction, blogs, and hyper poetry. It concludes with an assessment to test the reader's understanding of these new literary genres.
English LP- Employ Analytical Listening in problem solving.docxAndreiBana1
The document provides a semi-detailed lesson plan for an English class. The lesson plan aims to teach students about analytical listening and how to use it in problem solving. Key points of the lesson include defining analytical listening, its sequential process, and importance. Students will listen to a song and identify a moral lesson. They will also watch a video on climate change and identify problems and solutions in a table. The lesson aims to help students value analytical listening in problem solving. An evaluation involves students answering questions to test their understanding of analytical listening concepts and steps to solving a problem.
This document introduces creative nonfiction, which tells fact-based stories in an imaginative way. To write creative nonfiction well, authors must learn strong storytelling techniques like setting vivid scenes, having satisfying endings that leave readers wanting more, and sharing personal struggles. While grounded in facts about events, creative nonfiction allows writers flexibility in how they shape and present those facts to craft compelling narratives from true experiences.
THE DIFFICULTIES FACE BY CSS STUDENT
IN THEIR SPECIALIZED SUBJECT
ANATING, MARVIN ROY D.
CORDOVA, JAYVEE TYRONE L.
ISIDRO, JOHN FYKE C.
PACIETE, BOVEE JAMES F.
CRUZ, JASMINE TRIX M.
DELA CHINA, EJAY T.
QUIMELAT, QUIMJAY V.
SELEBIO, JUN GIL G.
GRADE 12 – CSS
OCTOBER 28, 2022
INTRODUCTION
The new K to 12 curriculum proposed by the Department of Education has a big role in guiding the student’s career by giving the necessary knowledge that is essential for student their chosen career path. The department of education propose four tracks that includes (1) The Academic Strand which includes the Accountancy, Business and Management Strand, the Science, Technology, Engineering and Mathematics strand , the Humanities and Social Science strand, as well as the General Academic Strand; the (2) Technical Vocational Strand, that includes the Home Economics Strand, the TVL Maritime, the Agriculture and Fisheries Strand, and the Information and Communication Strand; (3) Sports Track; and the (4) Arts and Design Track
The curriculum of the different specializations of the different strands are carefully selected and distributed to give quality education to the Senior High School students. The subjects offered are subdivided into three categories namely the core subject, the applied subject, and the specialized subject. Each subjects play a role on the student. The core subjects includes the general academics where in it is taken by all the strands. The applied subjects where in simulations and practical subjects were included that is also taken by all the strand. The specialized subjects are enrichment courses that includes the fundamentals basics of selected college subjects.
The researcher aim to focus on the Computer System Servicing Strand as their respondents where in the focus of the research will be more subjective for it is correlated. The main focus of the study is on the specialized subject and its problems to the CCS students.
The researchers claim that within the two years of Senior High School, a lot of factors nay influence the students in taking the strand efficiently and seriously as heading to.
In addition, the progress of decision making in choosing a career be a huge factor in assessing if a student is ready and capable in engaging to a specific field. Choosing a degree requires an individual to critically think before making final decisions. It requires depth study – a student must consider the different consequences and benefits as well as to asses his/her strengths and weaknesses.
As CSS students, the researcher goal is to know and discover arrays of diverse problems that CSS students face earlier so that solution may be given to the students as an aid in facing the different challenges that an CSS student must encounter.
STATEMENT OF THE PROBLEM
The main purpose of the study is to aid to raise awareness on the rising difficulties faced by CCS students of Senior High School of Libertad National High School on t
The document discusses literary journalism, which combines elements of traditional journalism and literature. Literary journalism goes beyond just reporting the facts of what happened by using literary techniques like developing characters, plot, setting, conflict and themes. It takes more time than traditional journalism to conduct interviews, observe, research and write a story. But it provides both factual reporting and revealing deeper truths about human experiences. The example story is about a librarian named Mas Eko whose small community library helped transform people's lives, including helping one woman get pregnant through magazines she borrowed.
This document provides an overview of a literature course focusing on 21st century Philippine literature. It discusses how to analyze texts through close reading, differentiate between close analysis, critical interpretation, and adaptation. It also explains denotative vs. connotative meaning and provides tips for close analysis like determining author's purpose and point of view. Students are given examples and activities to practice close analysis, critical interpretation, and writing an adaptation of a provided flash fiction.
DETERMINING THE WORTH OF IDEAS MENTIONED IN THE TEXT.pptxReschelVisperas1
The document contains a prayer asking God for guidance, protection, and wisdom as the speaker listens and learns. It then outlines the objectives and topics of an English lesson, including determining important ideas from a listened text, the differences between hearing and listening, and an activity identifying discourse markers. The lesson concludes with an assignment to create an idea bulb based on what was learned.
The document discusses creative nonfiction as a genre that incorporates elements of fiction into nonfiction writing by using one's personal experiences, real people, or actual events as topics. It lists various literary elements commonly used in creative nonfiction such as characters, setting, plot, dialogue, imagery, point of view, and theme. Examples of these elements are also provided to illustrate how creative nonfiction utilizes techniques from both fiction and nonfiction writing.
Reading_Lesson 6 Critical Reading as Looking for Ways of ThinkingTine Lachica
Critical reading involves analyzing a text to understand its meaning and purpose beyond just comprehending the literal words. It requires reflecting on what the text says and does by making judgments about logical ideas and connections. Simple reading aims to understand the basic definition and central idea of a text, while critical reading has the additional goals of understanding an author's purpose, tone, biases, and inferring deeper meaning. Critical thinking builds on critical reading by applying complex thought processes like identifying main ideas, drawing conclusions, comparing/contrasting, and determining facts versus opinions to make reasoned judgments and solve problems effectively.
This document contains a table of specifications for a summative test in Creative Writing for Grade 12 students at Santa Cruz Integrated National High School. It outlines the 5 most essential learning competencies, the number of recitation and test items allocated to each, and their placement in the test. It provides the test questions assessing students' understanding of literary devices, different types of poems, and their ability to write examples of various poetic forms. Key is also included to grade the test.
The document provides guidance on how to write a critique of a narrative work. It defines what a critique is, explains the key elements to analyze in a narrative like character, setting, plot, theme, and style. It provides questions one should consider for each element when evaluating a work. These include how well the setting, characters, conflict and plot are developed and feel realistic. It prompts the reader to outline the introduction, body, and conclusion sections of a critique and provides a short story example to practice critiquing.
The document provides an overview of a self-learning module on analyzing themes and techniques used in creative nonfiction texts. It defines creative nonfiction as a hybrid genre that uses literary styles and factual narratives. The module aims to help students identify themes and techniques like symbolism, irony, imagery and dialogue that authors use to convey messages in creative nonfiction works.
This document discusses textual evidence and how to identify different types when analyzing a text. It defines textual evidence as evidence from a text that can support a reader's ideas or claims. There are four main types of textual evidence discussed: referencing by mentioning a specific part of the text, paraphrasing by restating the text in your own words, summarizing by concisely stating the main ideas and details in shorter form, and quoting by directly restating a part of the text. Examples are provided for each type of textual evidence.
This document outlines a classroom observation of a demonstration lesson on creative nonfiction. The teacher, Amiehan Comendador Grande, observed learners analyzing factual and nonfictional elements in texts. Learners were expected to understand nonfictional elements, analyze texts considering plot, characters, point of view, and other devices. The lesson utilized news articles and analysis prompts to help learners examine the purpose, organization, language, and elements of different nonfiction genres including narratives, reports, and arguments. Learners completed tasks analyzing provided texts and were encouraged to reflect on what they learned.
The document outlines the procedure for teaching students how to outline a two-paragraph passage. It includes preparatory activities like reviewing outlines and discussing whales. Then it presents the passage and has students analyze it by answering questions and creating an outline. Finally, it provides activities for students to practice outlining, including outlining news clippings.
This document discusses strategies for understanding literary works through analyzing their contexts. It emphasizes three contexts: biographical, linguistic, and sociocultural. For biographical context, it discusses analyzing details about an author's life that influenced their work. For linguistic context, it discusses analyzing word choices, structures, and comprehension levels. For sociocultural context, it discusses understanding the social, economic, and cultural influences embedded in a work. The document provides examples and questions to guide analyzing contexts in a sample text.
English8_Q4_Module 2_Expanding the Content of an Outline Using Notes from Pri...RonielynDelaCruz1
The document provides information about an English module for 8th grade students, including the most essential learning competency of expanding the content of an outline using notes from primary and secondary sources. It also lists the development team who created the module and defines some key terms like an outline, primary sources, and secondary sources. The module is intended to help students continue their studies at home during quarantine by providing self-learning materials.
This document is a midterm examination for a literature course that contains 45 multiple choice questions testing students' knowledge of different periods of Philippine literature and works by major authors. It covers topics like the Pre-Colonial, Spanish Colonial, American Colonial, and Contemporary periods; classic literary works from each era; genres like novels, short stories, poems, plays; and authors like Francisco Baltazar, Jose Rizal, Lope K. Santos, among others. The exam was prepared by an instructor and checked by the College Dean and administrative staff.
This document provides 50 multiple choice questions about Jose Rizal's life and writings. It tests knowledge on details like Rizal's family background, education, major works like Noli Me Tangere, time abroad, influences, and relationships. The questions cover topics spanning Rizal's entire life and career, from his early years through his later activism and writings advocating for reforms in the Philippines.
The document is a daily lesson log for an English class that focuses on teaching students about literary criticism and the formalistic approach. It outlines the objectives of examining a literary text's structure and elements and delivering speeches. The content section defines key terms and discusses analyzing how parts work together to form meaning. Sample activities include identifying literary devices in a story and evaluating statements about formalist critics.
Creative non-fiction is a genre that uses storytelling techniques to deliver factual information in an engaging way. It requires the research skills of journalism combined with the narrative skills of fiction writing. By making information vivid and emotional, creative non-fiction aims to give readers a deeper understanding than just presenting verifiable facts. Examples show how it uses vivid language, emotions, and the reader's imagination to stimulate thought and arrive at larger truths beyond mere facts. Creative non-fiction has applications in history, travel writing, profiles, memoirs, journalism, and even business where storytelling can be persuasive.
Using correct and appropriate multimedia resourcesTeacher Jodi AA
Multimedia refers to the combination of text, audio, still images, animation, and videos. Different types of multimedia resources include GIFs, PowerPoint presentations, audio recordings from smartphones or other devices, and photographs or other still images. The document encourages learning about and properly using various multimedia resources to express thoughts, feelings, and convey information through different mediums like presentations, interviews, and explanations.
This document discusses 21st century literature and various modern literary genres. It begins with an introduction to 21st century literature and the characteristics of a 21st century reader. The document then defines and provides examples of several new literary genres that have emerged in the 21st century, including digi-fiction, doodle fiction, graphic novels, manga, chick lit, science fiction, blogs, and hyper poetry. It concludes with an assessment to test the reader's understanding of these new literary genres.
English LP- Employ Analytical Listening in problem solving.docxAndreiBana1
The document provides a semi-detailed lesson plan for an English class. The lesson plan aims to teach students about analytical listening and how to use it in problem solving. Key points of the lesson include defining analytical listening, its sequential process, and importance. Students will listen to a song and identify a moral lesson. They will also watch a video on climate change and identify problems and solutions in a table. The lesson aims to help students value analytical listening in problem solving. An evaluation involves students answering questions to test their understanding of analytical listening concepts and steps to solving a problem.
This document introduces creative nonfiction, which tells fact-based stories in an imaginative way. To write creative nonfiction well, authors must learn strong storytelling techniques like setting vivid scenes, having satisfying endings that leave readers wanting more, and sharing personal struggles. While grounded in facts about events, creative nonfiction allows writers flexibility in how they shape and present those facts to craft compelling narratives from true experiences.
THE DIFFICULTIES FACE BY CSS STUDENT
IN THEIR SPECIALIZED SUBJECT
ANATING, MARVIN ROY D.
CORDOVA, JAYVEE TYRONE L.
ISIDRO, JOHN FYKE C.
PACIETE, BOVEE JAMES F.
CRUZ, JASMINE TRIX M.
DELA CHINA, EJAY T.
QUIMELAT, QUIMJAY V.
SELEBIO, JUN GIL G.
GRADE 12 – CSS
OCTOBER 28, 2022
INTRODUCTION
The new K to 12 curriculum proposed by the Department of Education has a big role in guiding the student’s career by giving the necessary knowledge that is essential for student their chosen career path. The department of education propose four tracks that includes (1) The Academic Strand which includes the Accountancy, Business and Management Strand, the Science, Technology, Engineering and Mathematics strand , the Humanities and Social Science strand, as well as the General Academic Strand; the (2) Technical Vocational Strand, that includes the Home Economics Strand, the TVL Maritime, the Agriculture and Fisheries Strand, and the Information and Communication Strand; (3) Sports Track; and the (4) Arts and Design Track
The curriculum of the different specializations of the different strands are carefully selected and distributed to give quality education to the Senior High School students. The subjects offered are subdivided into three categories namely the core subject, the applied subject, and the specialized subject. Each subjects play a role on the student. The core subjects includes the general academics where in it is taken by all the strands. The applied subjects where in simulations and practical subjects were included that is also taken by all the strand. The specialized subjects are enrichment courses that includes the fundamentals basics of selected college subjects.
The researcher aim to focus on the Computer System Servicing Strand as their respondents where in the focus of the research will be more subjective for it is correlated. The main focus of the study is on the specialized subject and its problems to the CCS students.
The researchers claim that within the two years of Senior High School, a lot of factors nay influence the students in taking the strand efficiently and seriously as heading to.
In addition, the progress of decision making in choosing a career be a huge factor in assessing if a student is ready and capable in engaging to a specific field. Choosing a degree requires an individual to critically think before making final decisions. It requires depth study – a student must consider the different consequences and benefits as well as to asses his/her strengths and weaknesses.
As CSS students, the researcher goal is to know and discover arrays of diverse problems that CSS students face earlier so that solution may be given to the students as an aid in facing the different challenges that an CSS student must encounter.
STATEMENT OF THE PROBLEM
The main purpose of the study is to aid to raise awareness on the rising difficulties faced by CCS students of Senior High School of Libertad National High School on t
The document discusses literary journalism, which combines elements of traditional journalism and literature. Literary journalism goes beyond just reporting the facts of what happened by using literary techniques like developing characters, plot, setting, conflict and themes. It takes more time than traditional journalism to conduct interviews, observe, research and write a story. But it provides both factual reporting and revealing deeper truths about human experiences. The example story is about a librarian named Mas Eko whose small community library helped transform people's lives, including helping one woman get pregnant through magazines she borrowed.
This document provides an overview of a literature course focusing on 21st century Philippine literature. It discusses how to analyze texts through close reading, differentiate between close analysis, critical interpretation, and adaptation. It also explains denotative vs. connotative meaning and provides tips for close analysis like determining author's purpose and point of view. Students are given examples and activities to practice close analysis, critical interpretation, and writing an adaptation of a provided flash fiction.
DETERMINING THE WORTH OF IDEAS MENTIONED IN THE TEXT.pptxReschelVisperas1
The document contains a prayer asking God for guidance, protection, and wisdom as the speaker listens and learns. It then outlines the objectives and topics of an English lesson, including determining important ideas from a listened text, the differences between hearing and listening, and an activity identifying discourse markers. The lesson concludes with an assignment to create an idea bulb based on what was learned.
The document discusses creative nonfiction as a genre that incorporates elements of fiction into nonfiction writing by using one's personal experiences, real people, or actual events as topics. It lists various literary elements commonly used in creative nonfiction such as characters, setting, plot, dialogue, imagery, point of view, and theme. Examples of these elements are also provided to illustrate how creative nonfiction utilizes techniques from both fiction and nonfiction writing.
Reading_Lesson 6 Critical Reading as Looking for Ways of ThinkingTine Lachica
Critical reading involves analyzing a text to understand its meaning and purpose beyond just comprehending the literal words. It requires reflecting on what the text says and does by making judgments about logical ideas and connections. Simple reading aims to understand the basic definition and central idea of a text, while critical reading has the additional goals of understanding an author's purpose, tone, biases, and inferring deeper meaning. Critical thinking builds on critical reading by applying complex thought processes like identifying main ideas, drawing conclusions, comparing/contrasting, and determining facts versus opinions to make reasoned judgments and solve problems effectively.
This document contains a table of specifications for a summative test in Creative Writing for Grade 12 students at Santa Cruz Integrated National High School. It outlines the 5 most essential learning competencies, the number of recitation and test items allocated to each, and their placement in the test. It provides the test questions assessing students' understanding of literary devices, different types of poems, and their ability to write examples of various poetic forms. Key is also included to grade the test.
The document provides guidance on how to write a critique of a narrative work. It defines what a critique is, explains the key elements to analyze in a narrative like character, setting, plot, theme, and style. It provides questions one should consider for each element when evaluating a work. These include how well the setting, characters, conflict and plot are developed and feel realistic. It prompts the reader to outline the introduction, body, and conclusion sections of a critique and provides a short story example to practice critiquing.
The document provides an overview of a self-learning module on analyzing themes and techniques used in creative nonfiction texts. It defines creative nonfiction as a hybrid genre that uses literary styles and factual narratives. The module aims to help students identify themes and techniques like symbolism, irony, imagery and dialogue that authors use to convey messages in creative nonfiction works.
This document discusses textual evidence and how to identify different types when analyzing a text. It defines textual evidence as evidence from a text that can support a reader's ideas or claims. There are four main types of textual evidence discussed: referencing by mentioning a specific part of the text, paraphrasing by restating the text in your own words, summarizing by concisely stating the main ideas and details in shorter form, and quoting by directly restating a part of the text. Examples are provided for each type of textual evidence.
This document outlines a classroom observation of a demonstration lesson on creative nonfiction. The teacher, Amiehan Comendador Grande, observed learners analyzing factual and nonfictional elements in texts. Learners were expected to understand nonfictional elements, analyze texts considering plot, characters, point of view, and other devices. The lesson utilized news articles and analysis prompts to help learners examine the purpose, organization, language, and elements of different nonfiction genres including narratives, reports, and arguments. Learners completed tasks analyzing provided texts and were encouraged to reflect on what they learned.
The document outlines the procedure for teaching students how to outline a two-paragraph passage. It includes preparatory activities like reviewing outlines and discussing whales. Then it presents the passage and has students analyze it by answering questions and creating an outline. Finally, it provides activities for students to practice outlining, including outlining news clippings.
This document discusses strategies for understanding literary works through analyzing their contexts. It emphasizes three contexts: biographical, linguistic, and sociocultural. For biographical context, it discusses analyzing details about an author's life that influenced their work. For linguistic context, it discusses analyzing word choices, structures, and comprehension levels. For sociocultural context, it discusses understanding the social, economic, and cultural influences embedded in a work. The document provides examples and questions to guide analyzing contexts in a sample text.
English8_Q4_Module 2_Expanding the Content of an Outline Using Notes from Pri...RonielynDelaCruz1
The document provides information about an English module for 8th grade students, including the most essential learning competency of expanding the content of an outline using notes from primary and secondary sources. It also lists the development team who created the module and defines some key terms like an outline, primary sources, and secondary sources. The module is intended to help students continue their studies at home during quarantine by providing self-learning materials.
This document is a midterm examination for a literature course that contains 45 multiple choice questions testing students' knowledge of different periods of Philippine literature and works by major authors. It covers topics like the Pre-Colonial, Spanish Colonial, American Colonial, and Contemporary periods; classic literary works from each era; genres like novels, short stories, poems, plays; and authors like Francisco Baltazar, Jose Rizal, Lope K. Santos, among others. The exam was prepared by an instructor and checked by the College Dean and administrative staff.
This document provides 50 multiple choice questions about Jose Rizal's life and writings. It tests knowledge on details like Rizal's family background, education, major works like Noli Me Tangere, time abroad, influences, and relationships. The questions cover topics spanning Rizal's entire life and career, from his early years through his later activism and writings advocating for reforms in the Philippines.
This document discusses the history of Philippine literature from pre-colonial times to the 21st century. It is divided into multiple periods: (1) The pre-Spanish period included legends, folktales, and folksongs. (2) During the Spanish period, religious books were written to support or contradict the Catholic Church. (3) Works by Jose Rizal such as Noli Me Tangere and El Filibusterismo were written during the period of enlightenment to awaken the Filipino people. (4) Literature developed in the English language during the American period. (5) Haiku and Tanaga were influenced by the Japanese period of occupation. (6) The 21st century presented new trends in
Introduction To Folklore Online Name _________________________.docxmariuse18nolet
Introduction To Folklore Online Name ______________________________
Summer 2014 Student # ___________________________
Midterm Exam
Short answer/essay
Answer only 5 of the following 12 questions. (16 points each, 80 points total)
Important Note – This is an open book, open note, home midterm exam. You have plenty of time to construct your answers. I expect full and complete answers without a lot of filler. Just answer all parts of the question. Do not be afraid to use detail, but do not feel that you have to write extensively. I just want to be sure you have a full understanding of the topics we are engaging. Use spell-check, edit your work, make sure it makes sense.
Deadline for submission is Saturday, August 2, at midnight PST.
1. What are the differences between elite/high culture, popular/normative culture, and folk culture? Give an example of each.
2. What does the contemporary legend of “The Hook” reveal about modern American values concerning gender and sexuality?
3. What are the three stages that define a Rite of Passage? Name a rite of passage that occurred in your life. Discuss the impact on your own identity and your community.
4. Describe four functions of spirituals/slave songs for slaves.
5. Brunvand writes that urban legends can survive if they have three basic elements. Describe these three elements, and show how they work in one urban legend of your choice.
6. What is “communitas?” Where does one find it? Describe, with detail, one example of communitas from your reading.
7. In Carr’s article on Grateful Dead music, what is his primary argument? Name three reasons Carr gives to support his argument.
8. What were the reasons for the German efforts to collect folklore or popular antiquities? Give at least two reasons with short explanations.
9. Define the term vernacular folklore as a geographic context. Give three examples, using Eugene or the Pacific Northwest in at least one of the examples.
10. From Living Folklore, identify three categories of folklore including examples of each. Which of the three categories interests you the most, and why?
11. Barre Toelken describes the “twin laws of folklore,” two elements of folklore that complement each other. What are these twin laws, and how do they interact?
12. Provide four diverse examples of “text” in folklore study. Describe why each is “text.”
Multiple Choice
Answer any 20 of the following 30 questions. (1 point each, 20 points total)
Please clearly indicate your answers. Provide the best answer.
Only the first 20 answers will be counted, so don’t answer more than that.
1. Blues and spirituals evolved from earlier songs called
A. ballads
B. work songs or slave songs
C. stanzas
D. ragas
2. A memorate is a descriptive term for
A. a device to help one remember information
B. an idea that gets stuck in your head
C. a narrative describing an encounter with a supernatural being or an
experience with a paranormal event
D. a f.
This document appears to be a student's exam from a MAPEH (Music, Arts, Physical Education, and Health) class. It contains 60 multiple choice questions testing material about elements of music, indigenous art and culture, physical education concepts, Philippine literature and drama, and other topics covered in the class. The exam includes spaces for the student's name and score, as well as the teacher's signature.
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The document provides an overview of Philippine literature from pre-colonial times to the 21st century. It discusses the major literary periods in Philippine history, including the pre-Spanish period characterized by folk tales and epics, the Spanish period which saw Spanish influences on language and genres, and the period of enlightenment during which Filipino intellectuals wrote about colonization. It also addresses the American, Japanese and post-WWII periods before concluding with trends in 21st century Philippine literature.
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This document contains a summative test from Balite National High School in the Philippines assessing students' knowledge of 21st century Philippine and world literature. The test contains 30 multiple choice questions testing students on different periods, genres, and works of Philippine literature including folktales, epics, songs, and plays from the pre-colonial, Spanish, American and Japanese periods. It also contains questions about regions, languages, and notable historical figures in Philippine literature and history. The document provides the test questions, answer key, and instructions for students to complete.
21st Century Week 1 quiz sample Lesson 1 and 2.pptxejamesmdavid
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Group 3 Drama presentation meanings and what is drama ug una apa samoka Ani uyamoinshunn
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1. Santa Cruz Integrated National High School
Santa Cruz, Laguna
21st
Century Literature from the Philippines and the World
TABLE OF SPECIFICATIONS
FIRST QUARTERLY EXAMINATION
SY 2019-2020
LEARNING COMPETENCIES
NO. OF
RECITATION
% NO.
OF
ITEM
ITEM
PLACEMENT
a. identify the geographic, linguistic, and
ethnic dimensions of Philippine literary
history from precolonial to the
contemporary
10 20 10
1-10
b. identify representative texts and authors
from each region (e.g. engage in oral
history research with focus on key
personalities from the students’
region/province/ town
5 10 5 11-15
c. appreciate the contributions of the
canonical Filipino writers to the
development of national literature
7 14 7 16-22
d. differentiate/compare and contrast the
various 21st century literary genres and
the ones from the earlier genres/periods
citing their elements, structures and
traditions
8 16 8 23-30
e. infer literary meaning from literal
language based on usage 5 10 5
31-35
f. explain the literary, biographical,
linguistic, and sociological contexts and
discuss how they enhance the text’s
meaning and enrich the readers’
understanding.
5 10 5 36-40
g. situate the text in the context of the
region and the nation 5 10 5 41-45
h. explain the relationship of context with
the text’s meaning 5 10 5 46-50
40 100 50
Prepared by: Noted:
GERARDO M. ANDAL
AMIHAN C. GRANDE OIC-Assistant Principal II
T-II
2. Santa Cruz Integrated National High School
Santa Cruz, Laguna
21st Century Literature from the Philippines and the World
FIRST QUARTERLY EXAMINATION
SY 2019-2020
Name:___________________________ Grade &Section _____________
LRN:_____________________________ Date:____________________________
A. Read each sentence carefully. Write only the letter of the correct answer.
______1. It is a body of work, either written, oral, or visual, containing imaginative language that realistically portrays thought,
emotions, and experiences of the human condition.
A. History B. Literature C. Poetry D. Prose
______2. The literature of formative past of the various groups of people who inhabited the archipelago.
A. American Colonial period C. Pre-Colonial period
B. Contemporary period D. Spanish Colonial period
______3. Philippine literary production during the American Period in the Philippines was spurred by two significant developments in:
A. Arts and culture C. Music and politics
B. Education and culture D. Sports and religion
______4. An imaginative awareness of experience expressed through meaning, sound, and rhythmic language choices so as to evoke
an emotional response.
A. Drama B. Poetry C. Song D. Short story
______5. A brief work of literature, usually written in narrative prose.
A. Drama B. Poetry C. Song D. Short story
______6. A composition for voice or voices being performed and accompanied by musical instruments.
A. Drama B. Poetry C. Song D. Short story
______ 7.The specific mode of fiction represented in performance. The enactment of ______ in theatre, performed by actors on a
stage before an audience, presupposes collaborative modes of production and a collective form of reception.
A. Drama B. Poetry C. Song D. Short story
______8. A poem written by Philippine national hero Dr José Rizal on the eve of his execution on 30 December 1896.
A. El Filibusterismo C. Noli Me Tangere
B. Mi Ultimo Adios D. Pag-ibig sa Tinubuang Lupa
______9. Written by Marcelo H. del Pilar, this is a satire on the friars' hypocrisy, licentiousness and greed, which consists of parodies of
the Sign of the Cross, the Act of Contrition, the Lord's Prayer, the Hail Mary, and the catechism. Rizal considers this as a model of
classical prose and an excellent example of Tagalog humor, wit, and sarcasm.
A. Dasalan at Tocsohan C. Para sa mga Babaeng Taga Malolos
B. La Solidaridad D. Urbana at Felisa
______10. This poem which was first published in the Diariong Tagalog. As the title indicates, the theme is directed to the Filipinos in
order to arouse their spirit of nationalism and self-dependence.
A. El Filibusterismo C. Noli Me Tangere
B. Mi Ultimo Adios D. Pag-ibig sa Tinubuang Lupa
B.Recall each author with the corresponding literary text title and excerpts they have written. Choose from the pool of
authors below. Write only the letter of the correct answer.
A.Hinilawod (Tales from the Mouth of the Halawod River) by F. Landa Jocano
B.Padre Faura Witnesses the Execution of Rizal by Danton Remoto
C. Preludes by Daryll Delgado
D. The God Stealer by Francisco Sionil-Jose
E.Waiting by Ron Darvin
11. I stand on the roof of Ateneo Municipal,
Shivering on this December Morning.
12. She did buy and continued to keep the packet of dried purple leaves….. Nenita gathered the leaves and went back inside the
house…. Certainly hot enough to boil an old man’s blood and pop his veins, she thought.
3. 13. Immediately after giving birth, Alunsina summoned the high priest Bungot-Banwa to perform the rites of the gods of the Mount
Madya-as to ensure that the triplets will have good health…. He opened the windows of the north side of the room after the ceremony,
and in came a cold wind that transformed the infants into strong, mighty and handsome young men.
14. Isabel: Just wait anak. Soon everything will be all right.
Miguel: Inay, all these years I’ve been waiting. Tell me, please tell me, when does soon begin?
15. “That’s it!” the voice within the hut had become a shriek. “That’s it! You’ll always find a way because you have all the money. You
can buy everything, even gods.”
C. Arrange the order of events in the epic Hinilawod. Write the correct sequence by writing the respective numbers 1-7.
____16.Abyang Baranagon defeated Saragnayan and won his father’s freedom.
____17. Labaw Donggon, the eldest of the three, asked his mother to prepare his magic cape, hat, belt and kampilan (sword), killed
monsters, and brought home three wives.
____18. The goddess of the eastern sky Alunsina (also known as Laun Sina, “The Unmarried One”) chose to marry a mortal, Datu
Paubari, the mighty ruler of Halawod.
____19. Humadapnon prepared to go to Saragnayan’s domain to avenge his brother. He employed the aid of Buyong Matanayon of
Mount Matiula who was well-known for his skill in swordsmanship.
____20. Alunsina and Paubari escaped harm through the assistance of Suklang Malayon, the goddess and guardian of happy homes
and sister of Alunsina.
____ 21. Alunsina became pregnant, she delivered a set of triplets who suddenly transformed into strong, handsome young men:
Labaw Donggon, Humadapnon, and Dumalapdap.
____22. Labaw Donggon submerged Saragnayan under water for seven years, the latter uprooted a coconut tree and started beating
Labaw Donggon with it.
D.Select from the pool of words below each item is pertaining to. Write only the letter that corresponds to the choice.
A.blood B. Bul’ul C. culture D.friendship
E.Ippig F.Philip Latak G. religion H. Sam Christie
____23-25. Three themes that tell what the story is all about.
____26. The ultimate sacrifice to make a perfect rice god is pig’s __________
____27.The god stealer
____28.Philip’s tribe name in their hometown.
____29.The foreign employer who wishes to bring home with him a god.
____30.The so called Ifugao rice god.
E. Recognize the italicized phrases as literal or figurative. Phrases are figurative when the author is suggesting or implying something
while literal is based on the actual meaning of the word/words.
Write L for literal language and F for figurative language.
____31. About the stars that do not collide, In the sky: Instead, he asked me about purgatory.
____32. She did know that she would never use the herbs, even if she wanted to keep, see, touch, and
feel the soft lump of leaves in her palm, every now and then.
____33. Fireflies ignited the grove of pine on the ledge below the house and farther, across the creek, above
the brooding terraces.
____34. There are many Doves, but my favourite is Dove Pomegranate. Ay it smells so good!
____35. Everything was gold - the walls, the curtains. And there would be food everywhere – and snow! The
angels would be flying around, and we’d all be dressed in white.
F. Expound the meaning of the following terms or proclamation. Choose the best answer from the set of choices in each item.
36. Jose Rizal is not the Philippines’ national hero is according to ___________________.
A. According to National Commission for Culture and the Arts (NCCA 2011), it was Andres Bonifacio
who should be our national hero.
B.According to National Commission for Culture and the Arts (NCCA 2011), there has been no official
proclamation of any Filipino historical figure as our national hero.
C.According to National Statistics Office (NSO 2011), there were many unsung heroes whose names
were no longer documented.
D.According to Philippine Information Agency (PIA 2011), the real Jose Rizal lived a long life and was
not shot at Bagumbayan, therefore, he cannot be a national hero.
4. 37. Which is the most precise meaning of adultery?
A. between a married woman and someone other than her husband
B. cohabitation of persons not legally married
C. voluntary sexual intercourse between a married man and someone other than his wife
D. would be both A and C
38. Which is the most precise meaning of concubinage?
A. between a married woman and someone other than her husband
B. cohabitation of persons not legally married
C. voluntary sexual intercourse between a married man and someone other than his wife
D. would be both A and C
39. Philippine diaspora affects the families involved because _____________
A. Both B and C
B. OFW children based on OFW families’ experiences long more for their parents’ presence more than the
financial or material aspect of going abroad
C.OFW families become more financially stable despite one of the family members’ absence
D.one of the parents is forced to work in another country for a better opportunity and is separated from his/her children
40. What does Miguel mean when he asked his mother Isabel who has been in Canada for seven years “when does soon begin”?
A. Isabel has been promising his son Miguel she will bring them to Canada so they can all be together
B. Miguel wants to work and earn money as soon as he gets to Canada
C. Roberto, his father is having an affair with their sister’s neighbor Kiko.
D. When Isabel finally got the Family Visa for them to come over, they have to wait another year to get the money ready for
their tickets and stuff.
G. Give the appropriate information based on history of an epic. Select the letter of the correct answer from the pool of
choices below.
A. F. Landa Jocano C. Hinilawod E. Laun Sina, Alunsina
B. Panay Islands D. Labaw Donggon
____41. The setting of the epic Hinilawod.
____42. The first born son of Alunsina and Datu Paubari
____43. This name means “The Unmarried One”.
____44. This name means “Tales from the mouth of Halawod River”.
____45. Filipino anthropologist who became interested with native folklore and who accidentally discovered the epic
Hinilawod.
H. Give the meaning of the italicized word/s or the line with the indicated number. Match the left column with the right column. Write
the letter of the nearest answer.
46.Any small luminous dot appearing in the cloudless A.persona
portion of the night sky
47.An exceptionally talented or famous person, often B. revolution
in a specific field; a celebrity.
48.letter, character, a Finnish or Scandinavian epic poem (Kalevala), C. rune
letter or mark used as a mystical or magic symbol, a verse, song, spell,
incantation
49..A character played by an actor D. star
50. A political upheaval in a government or nation characterized by
great change; removal and replacement of a government.
“Education is the most powerful weapon which you can use to change the world.”
-Nelson Mandela
5. KEY TO CORRECTION
Santa Cruz Integrated National High School
Santa Cruz, Laguna
21st Century Literature from the Philippines and the World
FIRST QUARTERLY EXAMINATION
SY 2019-2020
Name:___________________________ Grade &Section _____________
LRN:_____________________________ Date:____________________________
A.Read each sentence carefully. Write only the letter of the correct answer.
______1. It is a body of work, either written, oral, or visual, containing imaginative language that realistically portrays thought,
emotions, and experiences of the human condition.
B. History B. Literature C. Poetry D. Prose
______2. The literature of formative past of the various groups of people who inhabited the archipelago.
A. American Colonial period C. Pre-Colonial period
B.Contemporary period D. Spanish Colonial period
___ __ 3. Philippine literary production during the American Period in the Philippines was spurred by two significant developments in:
A. Arts and culture C. Music and politics
B. Education and culture D. Sports and religion
______4. An imaginative awareness of experience expressed through meaning, sound, and rhythmic language choices so as to evoke
an emotional response.
A. Drama B. Poetry C. Song D. Short story
______5. A brief work of literature, usually written in narrative prose.
A. Drama B. Poetry C. Song D. Short story
______6. A composition for voice or voices being performed and accompanied by musical instruments.
A. Drama B. Poetry C. Song D. Short story
______ 7.The specific mode of fiction represented in performance. The enactment of ______ in theatre, performed by actors on a
stage before an audience, presupposes collaborative modes of production and a collective form of reception.
A. Drama B. Poetry C. Song D. Short story
___B__8. A poem written by Philippine national hero Dr José Rizal on the eve of his execution on 30 December 1896.
A. El Filibusterismo C. Noli Me Tangere
B. Mi Ultimo Adios D. Pag-ibig sa Tinubuang Lupa
______9. Written by Marcelo H. del Pilar, this is a satire on the friars' hypocrisy, licentiousness and greed, which consists of parodies of
the Sign of the Cross, the Act of Contrition, the Lord's Prayer, the Hail Mary, and the catechism. Rizal considers this as a model of
classical prose and an excellent example of Tagalog humor, wit, and sarcasm.
A.Dasalan at Tocsohan C. Para sa mga Babaeng Taga Malolos
B. La Solidaridad D. Urbana at Felisa
10. This poem which was first published in the Diariong Tagalog. As the title indicates, the theme is directed to the Filipinos in order to
arouse their spirit of nationalism and self-dependence.
A. El Filibusterismo C. Noli Me Tangere
B.Mi Ultimo Adios D. Pag-ibig sa Tinubuang Lupa
B.Recall each author with the corresponding literary text title and excerpts they have written. Choose from the pool of
authors below. Write only the letter of the correct answer.
A.Hinilawod (Tales from the Mouth of the Halawod River) by F. Landa Jocano
B.Padre Faura Witnesses the Execution of Rizal by Danton Remoto
C. Preludes by Daryll Delgado
D. The God Stealer by Francisco Sionil-Jose
E.Waiting by Ron Darvin
11. I stand on the roof of Ateneo Municipal,
Shivering on this December Morning. B
6. 12. She did buy and continued to keep the packet of dried purple leaves….. Nenita gathered the leaves and went back inside the
house…. Certainly hot enough to boil an old man’s blood and pop his veins, she thought.C
13. Immediately after giving birth, Alunsina summoned the high priest Bungot-Banwa to perform the rites of the gods of the Mount
Madya-as to ensure that the triplets will have good health…. He opened the windows of the north side of the room after the ceremony,
and in came a cold wind that transformed the infants into strong, mighty and handsome young men. A
14. Isabel: Just wait anak. Soon everything will be all right.
Miguel: Inay, all these years I’ve been waiting. Tell me, please tell me, when does soon begin? E
15. “That’s it!” the voice within the hut had become a shriek. “That’s it! You’ll always find a way because you have all the money. You
can buy everything, even gods.” D
C. Arrange the order of events in the epic Hinilawod. Write the correct sequence by writing the respective numbers 1-7.
__6__16.Abyang Baranagon defeated Saragnayan and won his father’s freedom.
__4__17. Labaw Donggon, the eldest of the three, asked his mother to prepare his magic cape, hat, belt and kampilan (sword), killed
monsters, and brought home three wives.
__1__18. The goddess of the eastern sky Alunsina (also known as Laun Sina, “The Unmarried One”) chose to marry a mortal, Datu
Paubari, the mighty ruler of Halawod.
__7__19. Humadapnon prepared to go to Saragnayan’s domain to avenge his brother. He employed the aid of Buyong Matanayon of
Mount Matiula who was well-known for his skill in swordsmanship.
__2__20. Alunsina and Paubari escaped harm through the assistance of Suklang Malayon, the goddess and guardian of happy homes
and sister of Alunsina.
__3__ 21. Alunsina became pregnant, she delivered a set of triplets who suddenly transformed into strong, handsome young men:
Labaw Donggon, Humadapnon, and Dumalapdap.
__5__22. Labaw Donggon submerged Saragnayan under water for seven years, the latter uprooted a coconut tree and started beating
Labaw Donggon with it.
D. Select from the pool of words below each item is pertaining to. Write only the letter that corresponds to the choice.
A.blood B. Bul’ul C. culture D.friendship
E.Ippig F.Philip Latak G. religion H. Sam Christie
__C,D, G_ 23-25. Three themes that tell what the story is all about.
__A__26. The ultimate sacrifice to make a perfect rice god is pig’s __________
___F_27.The god stealer
__E__28.Philip’s tribe name in their hometown.
_H___29.The foreign employer who wishes to bring home with him a god.
__B__30.The so called Ifugao rice god.
E. Recognize the italicized phrases as literal or figurative. Phrases are figurative when the author is suggesting or implying something
while literal is based on the actual meaning of the word/words.
Write L for literal language and F for figurative language.
__F_31. About the stars that do not collide, In the sky: Instead, he asked me about purgatory.
_L__32. She did know that she would never use the herbs, even if she wanted to keep, see, touch, and
feel the soft lump of leaves in her palm, every now and then.
_F__33. Fireflies ignited the grove of pine on the ledge below the house and farther, across the creek, above
the brooding terraces.
__L_34. There are many Doves, but my favourite is Dove Pomegranate. Ay it smells so good!
__L_35. Everything was gold - the walls, the curtains. And there would be food everywhere – and snow! The
angels would be flying around, and we’d all be dressed in white.
F. Expound the meaning of the following terms or proclamation. Choose the best answer from the set of choices in each item.
36. Jose Rizal is not the Philippines’ national hero is according to ___________________.
A. According to National Commission for Culture and the Arts (NCCA 2011), it was Andres Bonifacio
who should be our national hero.
B.According to National Commission for Culture and the Arts (NCCA 2011), there has been no official proclamation
of any Filipino historical figure as our national hero.
C.According to National Statistics Office (NSO 2011), there were many unsung heroes whose names
were no longer documented.
D.According to Philippine Information Agency (PIA 2011), the real Jose Rizal lived a long life and was
not shot at Bagumbayan, therefore, he cannot be a national hero.
7. 37. Which is the most precise meaning of adultery?
A. between a married woman and someone other than her husband
B. cohabitation of persons not legally married
C. voluntary sexual intercourse between a married man and someone other than his wife
D. would be both A and C
38. Which is the most precise meaning of concubinage?
A. between a married woman and someone other than her husband
B. cohabitation of persons not legally married
C. voluntary sexual intercourse between a married man and someone other than his wife
D. would be both A and C
39. Philippine diaspora affects the families involved because _____________
A. Both B and C
B. OFW children based on OFW families’ experiences long more for their parents’ presence more than the
financial or material aspect of going abroad
C.OFW families become more financially stable despite one of the family members’ absence
D.one of the parents is forced to work in another country for a better opportunity and is separated from his/her children
40. What does Miguel mean when he asked his mother Isabel who has been in Canada for seven years “when does soon begin”?
A. Isabel has been promising his son Miguel she will bring them to Canada so they can all be together
B. Miguel wants to work and earn money as soon as he gets to Canada
C. Roberto, his father is having an affair with their sister’s neighbor Kiko.
D. When Isabel finally got the Family Visa for them to come over, they have to wait another year to get the money ready for
their tickets and stuff.
G. Give the appropriate information based on history of an epic. Select the letter of the correct answer from the pool of
choices below.
A. F. Landa Jocano C. Hinilawod E. Laun Sina, Alunsina
B. Panay Islands D. Labaw Donggon
_B__41. The setting of the epic Hinilawod.
_D__42. The first born son of Alunsina and Datu Paubari
_E__43. This name means “The Unmarried One”.
_C__44. This name means “Tales from the mouth of Halawod River”.
_A__45. Filipino anthropologist who became interested with native folklore and who accidentally discovered the epic Hinilawod.
H. Give the meaning of the italicized word/s or the line with the indicated number. Match the left column with the right column. Write
the letter of the nearest answer.
46. Any small luminous dot appearing in the cloudless D A. persona
portion of the night sky
47. An exceptionally talented or famous person, often D B. revolution
in a specific field; a celebrity.
48. letter, character, a Finnish or Scandinavian epic poem (Kalevala), C. rune
letter or mark used as a mystical or magic symbol, a verse, song, spell,
incantation C
49. A character played by an actor A D. star
50. A political upheaval in a government or nation characterized by
great change; removal and replacement of a government. B
“Education is the most powerful weapon which you can use to change the world.”
-Nelson Mandela
8. PRACTICE TEST
Give the meaning of the italicized word/s or the line with the indicated number. Match the left column with the right column. Write the
letter of the nearest answer.
1. Any small luminous dot appearing in the cloudless A.persona
portion of the night sky
2.An exceptionally talented or famous person, often B. revolution
in a specific field; a celebrity.
3.letter, character, a Finnish or Scandinavian epic poem (Kalevala), C. rune
letter or mark used as a mystical or magic symbol, a verse, song, spell,
incantation
4..A character played by an actor D. star
5. A political upheaval in a government or nation characterized by
great change; removal and replacement of a government.
Give the appropriate information based on history of an epic. Select the letter of the correct answer from the pool of choices
below.
A. F. Landa Jocano C. Hinilawod E. Laun Sina, Alunsina
B. Panay Islands D. Labaw Donggon
____6. The setting of the epic Hinilawod.
____7. The first born son of Alunsina and Datu Paubari
____8. This name means “The Unmarried One”.
____9. This name means “Tales from the mouth of Halawod River”.
____10. Filipino anthropologist who became interested with native folklore and who accidentally discovered the epic Hinilawod.
Expound the meaning of the following terms or proclamation. Choose the best answer from the set of choices in each item.
11. Jose Rizal is not the Philippines’ national hero is according to ___________________.
A. According to National Commission for Culture and the Arts (NCCA 2011), it was Andres Bonifacio
who should be our national hero.
B.According to National Commission for Culture and the Arts (NCCA 2011), there has been no official
proclamation of any Filipino historical figure as our national hero.
C.According to National Statistics Office (NSO 2011), there were many unsung heroes whose names
were no longer documented.
D.According to Philippine Information Agency (PIA 2011), the real Jose Rizal lived a long life and was
not shot at Bagumbayan, therefore, he cannot be a national hero.
12. Which is the most precise meaning of adultery?
A. between a married woman and someone other than her husband
B. cohabitation of persons not legally married
C. voluntary sexual intercourse between a married man and someone other than his wife
D. would be both A and C
13. Which is the most precise meaning of concubinage?
A. between a married woman and someone other than her husband
B. cohabitation of persons not legally married
C. voluntary sexual intercourse between a married man and someone other than his wife
D. would be both A and C
14. Philippine diaspora affects the families involved because _____________
A. Both B and C
B. OFW children based on OFW families’ experiences long more for their parents’ presence more than the
financial or material aspect of going abroad
C.OFW families become more financially stable despite one of the family members’ absence
D.one of the parents is forced to work in another country for a better opportunity and is separated from his/her children
15. What does Miguel mean when he asked his mother Isabel who has been in Canada for seven years “when does soon begin”?
A. Isabel has been promising his son Miguel she will bring them to Canada so they can all be together
B. Miguel wants to work and earn money as soon as he gets to Canada
C. Roberto, his father is having an affair with their sister’s neighbor Kiko.
D. When Isabel finally got the Family Visa for them to come over, they have to wait another year to get the money ready for
their tickets and stuff.
9. Recognize the italicized phrases as literal or figurative. Phrases are figurative when the author is suggesting or implying something
while literal is based on the actual meaning of the word/words.
Write L for literal language and F for figurative language.
____16. About the stars that do not collide, In the sky: Instead, he asked me about purgatory.
____17. She did know that she would never use the herbs, even if she wanted to keep, see, touch, and
feel the soft lump of leaves in her palm, every now and then.
____18. Fireflies ignited the grove of pine on the ledge below the house and farther, across the creek, above
the brooding terraces.
____19. There are many Doves, but my favourite is Dove Pomegranate. Ay it smells so good!
____20. Everything was gold - the walls, the curtains. And there would be food everywhere – and snow! The
angels would be flying around, and we’d all be dressed in white.
Select from the pool of words below each item is pertaining to. Write only the letter that corresponds to the choice.
A.blood B. Bul’ul C. culture D.friendship
E.Ippig F.Philip Latak G. religion H. Sam Christie
____21-23. Three themes that tell what the story is all about.
____24. The ultimate sacrifice to make a perfect rice god is pig’s __________
____25.The god stealer
____26.Philip’s tribe name in their hometown.
____27.The foreign employer who wishes to bring home with him a god.
____28.The so called Ifugao rice god.
Arrange the order of events in the epic Hinilawod. Write the correct sequence by writing the respective numbers 1-7.
____29.Abyang Baranagon defeated Saragnayan and won his father’s freedom.
____30 Labaw Donggon, the eldest of the three, asked his mother to prepare his magic cape, hat, belt and kampilan (sword), killed
monsters, and brought home three wives.
____31. The goddess of the eastern sky Alunsina (also known as Laun Sina, “The Unmarried One”) chose to marry a mortal, Datu
Paubari, the mighty ruler of Halawod.
____32. Humadapnon prepared to go to Saragnayan’s domain to avenge his brother. He employed the aid of Buyong Matanayon of
Mount Matiula who was well-known for his skill in swordsmanship.
____33. Alunsina and Paubari escaped harm through the assistance of Suklang Malayon, the goddess and guardian of happy homes
and sister of Alunsina.
____ 34. Alunsina became pregnant, she delivered a set of triplets who suddenly transformed into strong, handsome young men:
Labaw Donggon, Humadapnon, and Dumalapdap.
____35. Labaw Donggon submerged Saragnayan under water for seven years, the latter uprooted a coconut tree and started beating
Labaw Donggon with it.
Recall each author with the corresponding literary text title and excerpts they have written. Choose from the pool of authors
below. Write only the letter of the correct answer.
A.Hinilawod (Tales from the Mouth of the Halawod River) by F. Landa Jocano
B.Padre Faura Witnesses the Execution of Rizal by Danton Remoto
C. Preludes by Daryll Delgado
D. The God Stealer by Francisco Sionil-Jose
E.Waiting by Ron Darvin
36. I stand on the roof of Ateneo Municipal,
Shivering on this December Morning.
37. She did buy and continued to keep the packet of dried purple leaves….. Nenita gathered the leaves and went back inside the
house…. Certainly hot enough to boil an old man’s blood and pop his veins, she thought.
38. Immediately after giving birth, Alunsina summoned the high priest Bungot-Banwa to perform the rites of the gods of the Mount
Madya-as to ensure that the triplets will have good health…. He opened the windows of the north side of the room after the ceremony,
and in came a cold wind that transformed the infants into strong, mighty and handsome young men.
39. Isabel: Just wait anak. Soon everything will be all right.
Miguel: Inay, all these years I’ve been waiting. Tell me, please tell me, when does soon begin?
40. “That’s it!” the voice within the hut had become a shriek. “That’s it! You’ll always find a way because you have all the money. You
can buy everything, even gods.”
10. B. Read each sentence carefully. Write only the letter of the correct answer.
______41. It is a body of work, either written, oral, or visual, containing imaginative language that realistically portrays thought,
emotions, and experiences of the human condition.
C. History B. Literature C. Poetry D. Prose
______42. The literature of formative past of the various groups of people who inhabited the archipelago.
C. American Colonial period C. Pre-Colonial period
D. Contemporary period D. Spanish Colonial period
______43. Philippine literary production during the American Period in the Philippines was spurred by two significant developments in:
C. Arts and culture C. Music and politics
D. Education and culture D. Sports and religion
______44. An imaginative awareness of experience expressed through meaning, sound, and rhythmic language choices so as to
evoke an emotional response.
A. Drama B. Poetry C. Song D. Short story
______45. A brief work of literature, usually written in narrative prose.
A. Drama B. Poetry C. Song D. Short story
______46. A composition for voice or voices being performed and accompanied by musical instruments.
A. Drama B. Poetry C. Song D. Short story
______ 47.The specific mode of fiction represented in performance. The enactment of ______ in theatre, performed by actors on a
stage before an audience, presupposes collaborative modes of production and a collective form of reception.
A. Drama B. Poetry C. Song D. Short story
______48. A poem written by Philippine national hero Dr José Rizal on the eve of his execution on 30 December 1896.
C. El Filibusterismo C. Noli Me Tangere
D. Mi Ultimo Adios D. Pag-ibig sa Tinubuang Lupa
______49. Written by Marcelo H. del Pilar, this is a satire on the friars' hypocrisy, licentiousness and greed, which consists of parodies
of the Sign of the Cross, the Act of Contrition, the Lord's Prayer, the Hail Mary, and the catechism. Rizal considers this as a model of
classical prose and an excellent example of Tagalog humor, wit, and sarcasm.
C. Dasalan at Tocsohan C. Para sa mga Babaeng Taga Malolos
D. La Solidaridad D. Urbana at Felisa
______50. This poem which was first published in the Diariong Tagalog. As the title indicates, the theme is directed to the Filipinos in
order to arouse their spirit of nationalism and self-dependence.
C. El Filibusterismo C. Noli Me Tangere
D. Mi Ultimo Adios D. Pag-ibig sa Tinubuang Lupa
11. KEY TO CORRECTION: PRACTICE TEST
Give the meaning of the italicized word/s or the line with the indicated number. Match the left column with the right column. Write the
letter of the nearest answer.
1. Any small luminous dot appearing in the cloudless D A. persona
portion of the night sky
2. An exceptionally talented or famous person, often D B. revolution
in a specific field; a celebrity.
3. letter, character, a Finnish or Scandinavian epic poem (Kalevala), C. rune
letter or mark used as a mystical or magic symbol, a verse, song, spell,
incantation C
4. A character played by an actor A D. star
5. A political upheaval in a government or nation characterized by
great change; removal and replacement of a government. B
Give the appropriate information based on history of an epic. Select the letter of the correct answer from the pool of choices
below.
A. F. Landa Jocano C. Hinilawod E. Laun Sina, Alunsina
B. Panay Islands D. Labaw Donggon
_B__6. The setting of the epic Hinilawod.
_D__7. The first born son of Alunsina and Datu Paubari
_E__8. This name means “The Unmarried One”.
_C__9. This name means “Tales from the mouth of Halawod River”.
_A__10. Filipino anthropologist who became interested with native folklore and who accidentally discovered the epic Hinilawod.
Expound the meaning of the following terms or proclamation. Choose the best answer from the set of choices in each item.
11. Jose Rizal is not the Philippines’ national hero is according to ___________________.
A. According to National Commission for Culture and the Arts (NCCA 2011), it was Andres Bonifacio
who should be our national hero.
B.According to National Commission for Culture and the Arts (NCCA 2011), there has been no official proclamation
of any Filipino historical figure as our national hero.
C.According to National Statistics Office (NSO 2011), there were many unsung heroes whose names
were no longer documented.
D.According to Philippine Information Agency (PIA 2011), the real Jose Rizal lived a long life and was
not shot at Bagumbayan, therefore, he cannot be a national hero.
12. Which is the most precise meaning of adultery?
A. between a married woman and someone other than her husband
B. cohabitation of persons not legally married
C. voluntary sexual intercourse between a married man and someone other than his wife
D. would be both A and C
13. Which is the most precise meaning of concubinage?
A. between a married woman and someone other than her husband
B. cohabitation of persons not legally married
C. voluntary sexual intercourse between a married man and someone other than his wife
D. would be both A and C
14. Philippine diaspora affects the families involved because _____________
A. Both B and C
B. OFW children based on OFW families’ experiences long more for their parents’ presence more than the
financial or material aspect of going abroad
C.OFW families become more financially stable despite one of the family members’ absence
D.one of the parents is forced to work in another country for a better opportunity and is separated from his/her children
15. What does Miguel mean when he asked his mother Isabel who has been in Canada for seven years “when does soon begin”?
A. Isabel has been promising his son Miguel she will bring them to Canada so they can all be together
B. Miguel wants to work and earn money as soon as he gets to Canada
C. Roberto, his father is having an affair with their sister’s neighbor Kiko.
D. When Isabel finally got the Family Visa for them to come over, they have to wait another year to get the money ready for
their tickets and stuff.
12. Recognize the italicized phrases as literal or figurative. Phrases are figurative when the author is suggesting or implying something
while literal is based on the actual meaning of the word/words.
Write L for literal language and F for figurative language.
__F_16. About the stars that do not collide, In the sky: Instead, he asked me about purgatory.
_L__17. She did know that she would never use the herbs, even if she wanted to keep, see, touch, and
feel the soft lump of leaves in her palm, every now and then.
_F__18. Fireflies ignited the grove of pine on the ledge below the house and farther, across the creek, above
the brooding terraces.
__L_19. There are many Doves, but my favourite is Dove Pomegranate. Ay it smells so good!
__L_20. Everything was gold - the walls, the curtains. And there would be food everywhere – and snow! The
angels would be flying around, and we’d all be dressed in white.
Select from the pool of words below each item is pertaining to. Write only the letter that corresponds to the choice.
A.blood B. Bul’ul C. culture D.friendship
E.Ippig F.Philip Latak G. religion H. Sam Christie
__C,D, G_ 21-23. Three themes that tell what the story is all about.
__A__24. The ultimate sacrifice to make a perfect rice god is pig’s __________
___F_25.The god stealer
__E__26.Philip’s tribe name in their hometown.
_H___27.The foreign employer who wishes to bring home with him a god.
__B__28.The so called Ifugao rice god.
Arrange the order of events in the epic Hinilawod. Write the correct sequence by writing the respective numbers 1-7.
__6__29.Abyang Baranagon defeated Saragnayan and won his father’s freedom.
__4__30. Labaw Donggon, the eldest of the three, asked his mother to prepare his magic cape, hat, belt and kampilan (sword), killed
monsters, and brought home three wives.
__1__31. The goddess of the eastern sky Alunsina (also known as Laun Sina, “The Unmarried One”) chose to marry a mortal, Datu
Paubari, the mighty ruler of Halawod.
__7__32. Humadapnon prepared to go to Saragnayan’s domain to avenge his brother. He employed the aid of Buyong Matanayon of
Mount Matiula who was well-known for his skill in swordsmanship.
__2__33. Alunsina and Paubari escaped harm through the assistance of Suklang Malayon, the goddess and guardian of happy homes
and sister of Alunsina.
__3__ 34. Alunsina became pregnant, she delivered a set of triplets who suddenly transformed into strong, handsome young men:
Labaw Donggon, Humadapnon, and Dumalapdap.
__5__35. Labaw Donggon submerged Saragnayan under water for seven years, the latter uprooted a coconut tree and started beating
Labaw Donggon with it.
Recall each author with the corresponding literary text title and excerpts they have written. Choose from the pool of authors
below. Write only the letter of the correct answer.
A.Hinilawod (Tales from the Mouth of the Halawod River) by F. Landa Jocano
B.Padre Faura Witnesses the Execution of Rizal by Danton Remoto
C. Preludes by Daryll Delgado
D. The God Stealer by Francisco Sionil-Jose
E.Waiting by Ron Darvin
36. I stand on the roof of Ateneo Municipal,
Shivering on this December Morning.
37. She did buy and continued to keep the packet of dried purple leaves….. Nenita gathered the leaves and went back inside the
house…. Certainly hot enough to boil an old man’s blood and pop his veins, she thought.
38. Immediately after giving birth, Alunsina summoned the high priest Bungot-Banwa to perform the rites of the gods of the Mount
Madya-as to ensure that the triplets will have good health…. He opened the windows of the north side of the room after the ceremony,
and in came a cold wind that transformed the infants into strong, mighty and handsome young men.
39. Isabel: Just wait anak. Soon everything will be all right.
Miguel: Inay, all these years I’ve been waiting. Tell me, please tell me, when does soon begin?
40. “That’s it!” the voice within the hut had become a shriek. “That’s it! You’ll always find a way because you have all the money. You
can buy everything, even gods.”
13. Read each sentence carefully. Write only the letter of the correct answer.
______41. It is a body of work, either written, oral, or visual, containing imaginative language that realistically portrays thought,
emotions, and experiences of the human condition.
D. History B. Literature C. Poetry D. Prose
______42. The literature of formative past of the various groups of people who inhabited the archipelago.
A. American Colonial period C. Pre-Colonial period
B.Contemporary period D. Spanish Colonial period
______43. Philippine literary production during the American Period in the Philippines was spurred by two significant developments in:
C. Arts and culture C. Music and politics
D. Education and culture D. Sports and religion
______44. An imaginative awareness of experience expressed through meaning, sound, and rhythmic language choices so as to
evoke an emotional response.
A. Drama B. Poetry C. Song D. Short story
______45. A brief work of literature, usually written in narrative prose.
A. Drama B. Poetry C. Song D. Short story
______46. A composition for voice or voices being performed and accompanied by musical instruments.
A. Drama B. Poetry C. Song D. Short story
______ 47.The specific mode of fiction represented in performance. The enactment of ______ in theatre, performed by actors on a
stage before an audience, presupposes collaborative modes of production and a collective form of reception.
A. Drama B. Poetry C. Song D. Short story
______48. A poem written by Philippine national hero Dr José Rizal on the eve of his execution on 30 December 1896.
C. El Filibusterismo C. Noli Me Tangere
B. Mi Ultimo Adios D. Pag-ibig sa Tinubuang Lupa
______49. Written by Marcelo H. del Pilar, this is a satire on the friars' hypocrisy, licentiousness and greed, which consists of parodies
of the Sign of the Cross, the Act of Contrition, the Lord's Prayer, the Hail Mary, and the catechism. Rizal considers this as a model of
classical prose and an excellent example of Tagalog humor, wit, and sarcasm.
A.Dasalan at Tocsohan C. Para sa mga Babaeng Taga Malolos
D. La Solidaridad D. Urbana at Felisa
50. This poem which was first published in the Diariong Tagalog. As the title indicates, the theme is directed to the Filipinos in order to
arouse their spirit of nationalism and self-dependence.
A. El Filibusterismo C. Noli Me Tangere
B.Mi Ultimo Adios D. Pag-ibig sa Tinubuang Lupa