This document provides information about an English language module for 8th grade students on the topic of searching for knowledge. It includes details about the module such as the publisher, development team, and contact information. It also outlines the learning objectives for the module which are to determine meaning from context clues, extract details from stories, and understand a mother's love and wisdom.

1. English
Quarter 1 – Module 1:
Searching for Knowledge
8

2. English – Grade 8
Alternative Delivery Mode
Quarter 1 – Module 1: Searching for Knowledge
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
SDS: Joseph Irwin A. Lagura PhD
ASDS: Marcelo K. Palispis EdD, JD
Reviewer: Jerry B. Belecina
CID Chief: John Ariel A. Lagura PhD
Division In-charge of LRMS: Neolita S. Sarabia EdD
Prepared by: Mira Lou B. Caspe and Emma A. Balatero
Region: VII
Department of Education
Region VII
Division of Tagbilaran
Office Address: Rajah Sikatuna Street, Dampas District, Tagbilaran City Bohol
Telefax: (038)427-1702; (038)427-2506; (038)427-6718;(038)544-2147
Email Address: tagbilarancity.division@deped.gov.ph

3. 8
Enslish
Quarter 1 – Module 1:
Searching for Knowledge

4. 2
Introductory Message
For the facilitator:
Welcome to the English 8 Alternative Delivery Mode (ADM) Module on Lesson 1:
Beginning the Knowledge Quest !
This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal, social,
and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of the
module:
As a facilitator you are expected to orient the learners on how to use this module. You also
need to keep track of the learners' progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do the
tasks included in the module.
For the learner:
Notes to the Teacher
This contains helpful tips or strategies that will
help you in guiding the learners.

5. 3
Welcome to the English 8 Alternative Delivery Mode (ADM) Module on Lesson 1: Beginning
the Knowledge Quest!
The hand is one of the most symbolized part of the human body. It is often used to depict
skill, action and purpose. Through our hands we may learn, create and accomplish. Hence,
the hand in this learning resource signifies that you as a learner is capable and empowered
to successfully achieve the relevant competencies and skills at your own pace and time.
Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to check
what you already know about the lesson to take.
If you get all the answers correct (100%), you
may decide to skip this module.
What’s In This is a brief drill or review to help you link the
current lesson with the previous one.
What’s New In this portion, the new lesson will be introduced
to you in various ways such as a story, a song, a
poem, a problem opener, an activity or a
situation.
What is It This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What’s More This comprises activities for independent
practice to solidify your understanding and skills
of the topic. You may check the answers to the
exercises using the Answer Key at the end of the
module.
What I Have Learned This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do This section provides an activity which will help
you transfer your new knowledge or skill into real
life situations or concerns.

6. 4
Assessment This is a task which aims to evaluate your level of
mastery in achieving the learning competency.
Additional Activities In this portion, another activity will be given to
you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
Answer Key This contains answers to all activities in the
module.
At the end of this module you will also find:
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!
References This is a list of all sources used in developing this
module.

7. 5
What I Need to Know
This module was designed and written with you in mind. It is here to help you master the
nature of Biology. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students. The
lessons are arranged to follow the standard sequence of the course. But the order in which
you read them can be changed to correspond with the textbook you are now using.
This module has one lesson which is about Context Clues.
After going through this module, you are expected to:
1. Determine the meaning of unfamiliar words through context clues.
2. Extract information and details about a story.
3. Generate a significance of a mother’s love and wisdom.
What I Know
Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
1. The flag is fluttering in the breeze.
a. moving forward c. showing patriotism
b. waving gently d. expressing loyalty
2. She recalls herself a culture of orphan.
a. accepted by culture c. deprived by culture
a. adopted by culture d. abandoned by culture
3. He is an illegitimate child of many races.
a. unlawful c. unwanted
b. unfaithful d. unmindful
4. We are the end products of polyglot influences.
a. lingual c. bilingual
b. monolingual d. multilingual
5. She always wants to indulge in fantasy.
a. get addicted c. join forcibly
b. allow oneself d. ignore extremely

8. 6
Lesson
1 Context Clues
Through this module, you will gain knowledge on Afro-Asian families and learn their values,
customs, traditions, and practices. You will also be exposed to various meaningful learnings
and activities that will help you competently and competitively express your ideas to prepare
you to be better in the real world.
What’s In
Hello learner! Are you familiar with the song entitled, “Mama” by Spice Girls? I bet you are.
Listen to the song in www.youtube.com and sing with it while playing. If you don’t have the
internet, below is a copy of the lyrics of the song.
“Mama”
Spice Girls
She used to be my only enemy and never let me be free
Catching me in places that I knew I shouldn't be
Every other day I crossed the line I didn't mean to be so bad
I never thought you would become the friend I never had
Back then I didn't know why
Why you were misunderstood mama
So now I see through your eyes
All that you did was love
Mama I love you
Mama I care
Mama I love you
Mama my friend
You're my friend
I didn't want to hear it then but I'm not ashamed to say it now
Every little thing you said and did was right for me
I had a lot of time to think about, about the way I used to be
Never had a sense of my responsibility
Back then I didn't know why
Why you were misunderstood
So now I see through your eyes
All that you did was love
Mama I love you

9. 7
Mama I care…
Source: LyricFind
Process Questions:
Direction: Answer the questions in complete sentence.
1. Who is being talked about in the song?_
______________________________________________________
2. Describe your mother.
______________________________________________________
3. What does your mother symbolize?
¬¬¬¬¬¬______________________________________________________
4. How significant is your mother in honing you to become a better person?
______________________________________________________
What’s New
Knowing the Author
Before reading the story, get to know the author first.
A Japanese Author Matsuo Basho (1644 – 1694) was the most
famous poet of the Edo period in Japan. He is today regarded as the
master of the haiku, and one of the greatest poets in the history of
Japanese literature. In his own times, Basho was particularly famous
for his renga, collaborative poems in which a group of poets would
take turns writing linked stanzas; today, however, Basho is known
worldwide for his clear, piercing haikus.

10. 8
Reading of the Japanese Folktale.
THE STORY OF THE AGED MOTHER
A Japanese Folktale
by Matsuo Basho
Long, long ago there lived at the foot of the mountain a poor farmer and his aged,
widowed mother. They owned a bit of land which supplied them with food, and they were
humble, peaceful, and happy.
Shining was governed by a despotic leader who though a warrior, had a great and
cowardly shrinking from anything suggestive of failing health and strength. This caused him
to send out a cruel proclamation. The entire province was given strict orders to immediately
put to death all aged people. Those were barbarous days, and the custom of abandoning old
people to die was not uncommon. The poor farmer loved his aged mother with tender
reverence, and the order filled his heart with sorrow. But no one ever thought twice about
obeying the mandate of the governor, so with many deep and hopeless sighs, the youth
prepared for what at that time was considered the kindest mode of death.
Just at sundown, when his day’s work was ended, he took a quantity of unwhitened
rice which was the principal food for the poor, and he cooked, dried it, and tied it in a square
cloth, which he swung in a bundle around his neck along with a gourd filled with cool, sweet
water. Then he lifted his helpless old mother to his back and started on his painful journey
up the mountain. The road was long and steep; the narrow road was crossed and re-crossed
by many paths made by the hunters and woodcutters. In some place, they lost and confues,
but he gave no heed. One path or another, it mattered not. On he went, climbing blindly
upward -- ever upward towards the high bare summit of what is known as Obatsuyama, the
mountain of the “abandoning of the aged.”
The eyes of the old mother were not so dim but that they noted the reckless
hastening from one path to another, and her loving heart grew anxious. Her son did not know
the mountain’s many paths and his return might be one of danger, so she stretched forth her
hand and snapping the twigs from brushes as they passed, she quietly dropped a handful
every few steps of the way so that as they climbed, the narrow path behind them was dotted
at frequent intervals with tiny piles of twigs. At last the summit was reached. Weary and
heart sick, the youth gently released his burden and silently prepared a place of comfort as
his last duty to the loved one. Gathering fallen pine needles, he made a soft cushion and
tenderly lifted his old mother onto it. Hew rapped her padded coat more closely about the
stooping shoulders and with tearful eyes and an aching heart he said farewell.
The trembling mother’s voice was full of unselfish love as she gave her last
injunction. “Let not thine eyes be blinded, my son.” She said. “The mountain road is full of
dangers. LOOK carefully and follow the path which holds the piles of twigs. They will guide
you to the familiar path farther down.” The son’s surprised eyes looked back over the path,
then at the poor old, shriveled hands all scratched and soiled by their work of love. His heart
broke within and bowing to the ground, he cried aloud: “oh, Honorable mother, your kindness
breaks my heart! I will not leave you. Together we will follow the path of twigs, and together
we will die!”
Once more he shouldered his burden (how light it seemed now) and hastened down

11. 9
the path, through the shadows and the moonlight, to the little hut in the valley. Beneath the
kitchen floor was a walled closet for food, which was covered and hidden from view. There
the son hid his mother, supplying her with everything she needed, continually watching and
fearing she would be discovered. Time passed, and he was beginning to feel safe when
again the governor sent forth heralds bearing an unreasonable order, seemingly as a boast
of his power. His demand was that his subjects should present him with a rope of ashes.
The entire province trembled with dread. The order must be obeyed yet who in all
Shining could make a rope of ashes? One night, in great distress, the son whispered the
news to his hidden mother. “Wait!” she said. “I will think. I will think” On the second day she
told him what to do. “Make rope of twisted straw,” she said. “Then stretch it upon a row of
flat stones and burn it on a windless night.” He called the people together and did as she
said and when the blaze died down, there upon the stones, with every twist and fiber
showing perfectly, lay a rope of ashes.
The governor was pleased at the wit of the youth and praised greatly, but he
demanded to know where he had obtained his wisdom. “Alas! Alas!” cried the farmer, “the
truth must be told!” and with deep bows he related his story. The governor listened and then
meditated in silence. Finally, he lifted his head. “Shining needs more than strength of youth,”
he said gravely. “Ah, that I should have forgotten the well-known saying, “with the crown of
snow, there cometh wisdom!” That very hour the cruel law was abolished, and custom
drifted into as far a past that only legends remain.
Understanding
Direction: Answer the questions in complete sentence.
1. Why did the cruel leader issue the proclamation?
___________________________________________________
2. How does the poor farmer or youth feel about the proclamation?
_________________________________________________________
3. How did the mountain of Obatsuyama, which is one of the settings of the story,
contribute to the solution of the problem?
_________________________________________________________
4. If you were the farmer, what are you going to do with your old mother if faced with
the same problem?
_________________________________________________________
5. What is the moral of the story?
_________________________________________________________

12. 10
Skill Building
Directions: Determine the meaning of the underlined words from the story read.
1. Shinano was governed by a despotic leader.
a. ruler with absolute power and authority c. a ruler who is forgiving
b. ruler who listens d. a ruler with care
2. No one ever thought a second time about obeying the mandate of the governor.
a. to listen to c. to argue
b. an official order d. a letter
3. The trembling mother’s voice was full of unselfish love as she gave her last injunction.
a. request c. command
b. time d. moment
4. The governor sent forth heralds bearing an unreasonable order.
a. assistant c. soldier
b. an official messenger bringing news d. minister
5. The cruel law was abolished.
a. begin c. flourish
b. approve d. to end
Did you find the words easy or difficult? How did you get the meaning?
What’s More
Word Detectives
Context clues are hints that the author gives to help define a word you don’t know.
The clue may appear in the same sentence as the word you don’t know or in a
nearby sentence.
This is a useful and important strategy because it helps you understand what you
are reading, and it allows you to easily learn new vocabulary.
Types of Context Clues
Synonym: A word or group of words that
has the same meaning as the unknown
word can be found in the sentence.
Example: My little brother is gaunt—just
so thin and bony!
Antonym: A word or group of words that
has the opposite meaning of the unknown
word can be found in the sentence.
Example: Though some students are
aloof, others pay attention to everything.
Explanation: The unknown word is
explained within the sentence.
Example: Specific examples in the
sentence help define the term.

13. 11
Example: My friend was so forlorn when
her dog died that she cried for a week.
Example: Commercial vehicles, such as
trucks, buses, and taxis with paid drivers,
can all be found on the road.
What I Have Learned
Vocabulary Building I
Directions: Determine the meaning of all underlined words through context clues. Encircle
the clues.
a. The Mayazedi inscription is the earliest extant specimen of Burmese literature and
still in existence until now.
b. There were dedicatory inscriptions and writings on the statue of the golden Buddha.
c. The monks wrote eloquent pomes that expresses emotions clearly.
d. Burmese literature is filled with Buddhist piety with religious devotion.
e. The author were monks, educated courtiers, who were people at a royal court.
f. Burmese poems contain panegyric and praise-worthy odes.
g. If you want to become a monk, write a letter to the abbot or the head of the
monastery.
h. Output of the Burmese literature increased; foreign literature, especially English
works, was displaced or transplanted.
Vocabulary Building II
Direction: Choose the correct meaning of the underlined words through context clues. Write
the letter of the correct answer.
a. The workers lifted the mallet in order to shape the bell.
a. a hammer b. a saw c. an aye
b. They have to smite the metal harder and harder.
a. hit b. touch c. embrace
c. I was writhing in pain as the doctors amputated my right hand.
a. leading b. bleeding c. twisting
d. There are very few foundry shops in the city that manufacture steel products.
a. art of making plastics b. art of casting metals c. art of painting metals
e. After long years of absence, the lovers rekindled the flame of their love for each other.
a. stopped b. lighted again c. set fire again
f. The masons toilsomely repeated the shaping and pounding of metal in to a bell.
a. lightly b. with difficulty c. with ease
g. Ko-Ngai leaped into the white flood of metals.
a. jump b. squat c. run
You can do more!
Vocabulary Building III
Directions: Read each sentence. Box the part of the sentence that helps you find the
meaning of the underlined word, and then write a definition for the word in bold. Use context
clues!

14. 12
 The man who used to be very lax with the rules now follows all the laws.
Definition: ________________________________________________
 The comestibles, including a huge pizza, a birthday cake, chocolate-covered peanuts,
and tasty hot dogs, were all in the fridge before my birthday party.
Definition: ________________________________________________
 She was so erratic that she would be in a great mood one minute and crying the next.
You never could predict the way she’d act.
Definition: ________________________________________________
 The brawl, or fight, on the playground got both kids sent to the principal.
Definition: ________________________________________________
Congratulations! You are doing great! I know that your vocabulary has been enhanced
because of the use of context clues.
What I Can Do
Context clues are hugely important because your comprehension and effective usage leads
to academic success. They can increase your vocabulary, reading comprehension, and make
you a better reader. So next time you find difficulty understanding a word or phrase while
reading, find the clues which can be found in the words and sentences surrounding the
unknown word or phrase.
Enjoy reading!
Assessment
Hi there! Now you are about to finish Lesson 1. To check your in-depth understanding of the
lesson, answer the test below. Determine the meaning of the underlined words through
context clues.
1. He is extremely bewildered young man.
a. principled c. rejected
b. confused d. enlightened
2. The composer exploited something in his song.
a. took emphasis c. took bias
b. took advantage d. took consideration
3. Our culture is tinged with foreign influences.
a. mixed c. denied

15. 13
b. applied d. originated
4. Our country is making progress, if it fills, with compassion.
a. empathy c. sincerity
b. unity d. creativity
5. Underneath all names, a Filipino heart beats.
a. narrow under c. close under
b. far under d. below closer
Additional Activities
Test yourself!
Direction: Identify the meaning of the words using context clues.
1
. In the pirate story, there were the good guys against the buccaneers.
In this sentence, the word buccaneers means
a) actors c. helpers
b) teachers d. pirates
2. The canopy will shade us from the sun as well as an umbrella would.
In this sentence, the word canopy means
a) blanket c. cover
b) overhang d. tree
3. It takes several people to get the job done - not just one.
In this sentence, the word several means
a) no one c. smart
b) one d. more than one
4. Even though Donna tries to be accurate in her work, she makes a lot of mistakes.
In this sentence, the word accurate means
a) fast c. sloppy
b) correct d. slow
5. The pungent smell in the office, which smelled horrible, caused everyone walk
the other way.
In this sentence, the word pungent means

16. 14
a) lovely c. strong
b) flower d. scent
6. I asked if I could go to Hailey's party, and Mom said she would have to give it
some consideration before she gave me an answer.
In this sentence, the word consideration means
a) paint c. mistake
b) flame d. thought
7. Her piercing scream was not at all like a whisper.
In this sentence, the word piercing means
a) quiet c. loud
b. silent d. calm
8. Our driveway was gelid yesterday, just like the ice in the freezer, but it has thawed
out since then.
In this sentence, the word gelid means
a) hot c. cracked
b) hard d. icy
9. The boy acted in a humane way when taking care of the lost dog.
In this sentence, the word humane means
a) caring c. mean
b) hurtful d. bad
10. I tried to persuade her to recycle her plastic bottles, but I just couldn't talk her into it.
In this sentence, the word persuade means
a) convince c. force
b) make d. allow
Congratulations! I am sure that this lesson on context clue has made you more self-
confident in communicating with others. Ready for the next lesson?

17. 15
Answer Key
What
I
have
Learned
Vocabulary
Building
I
a.
still
in
existence
b.
writing
on
the
statue
c.
expresses
emotions
clearly
d.
religious
devotion
e.
people
at
a
royal
court
f.
praise-worthy
odes
g.
head
of
the
monastery
h.
transplanted
Vocabulary
Building
II
a.
a
b.
a
c.
c
d.
b
e.
c
f.
b
g.
a
Vocabulary
Building
III
1.
follows
all
the
laws
–
relax
2.
huge
pizza,
birthday
cake,
chocolate-covered
peanuts,
tasty
hot
dogs
–
items
of
food
3.
great
mood
in
one
minute
and
crying
the
next
–
unpredictable
4.
fight
–
fight;
quarrel
What's
Now
1.
A
2.
B
3.
C
4.
B
5.
D
Additional
Activities
1.
D
2.
B
3.
D
4.
B
5.
C
6.
D
7.
C
8.
D
9.
A
10.
A
What
I
Know
1.
B
2.
B
3.
A
4.
D
5.
B
Assessment
1.
B
2.
B
3.
A
4.
A
5.
D

18. 16
References
Books:
 English 8, Learning Module K to 12
 Salamida, Annabelle E. 2016. English 8 Learning Plan. Malate, Manila. Reevee Book
Supply
Internet:
 https://www.smartspeechtherapy.com/and-now-on-the-importance-of-context-clues/
 https://macmillanmh.com/ccssreading/treasures/grade6/ccslh_g6_lv_8_3b.html

19. For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph