Republic of the Philippines

Department of Education
National Capital Region
DIVISION OF CITY SCHOOLS – MANILA
Manila Education Center Arroceros Forest Park
Antonio J. Villegas St. Ermita, Manila

ENGLISH 8

Making Difference

Quarter 1 Week 1 Module 1

Most Essential Learning Competency:

Determine the meaning of words and

expressions that reflect the local culture by
noting context clues.

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

PP

PARTS OF THE MODULE

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

1
Lesson 1 – Exploring Africa

At the end of the lesson, you should be able to:

A. identify the different types of context clues,

B. determine the meaning of words through context clues;
C. use information presented in the text to infer, evaluate, and react to critical
ideas.

Fill in the blanks with the correct answer. Choose from the box below.

1. Hints found within a sentence, paragraph, or passage that readers may use
to understand an unfamiliar word are called ______________.
2. Identify the type of context clues used in each of the following sentences to
determine the meaning of the words in bold.
__________A. The pupil, which is the hole located in the center of the
iris of the eye, controls the amount of light that gets into
the eye.
__________B. When the light brightens, the pupils of the eyes contract;
however, when it grows darker, they dilate.

__________C. The road we took going to the venue of their wedding was
tortuous, the twists and turns made us want to vomit.

_________ D. Many nocturnal animals such as bats, owls, and tarsiers

have large eyes to compensate for the lower light levels.

Example Clues Synonym Restatement Clues

Definition/Description Clues Context Clues Contrast/Antonym Clues

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

What I Know What My Friend Knows

What My Parents/Guardians Know What My Siblings/Cousins Know

What My Social Studies Teacher Knows

Have you run across an unfamiliar word while reading? One way to
understand the meaning of an unfamiliar word is by examining how it is used in
the sentence or paragraph. By reading closely, you may find some hints that could
help you understand the meaning of these difficult words. These hints are
called context clues.

There are several types of context clues, but for this lesson we will only study the
following:

• Definition/Description Clue
The new term may be formally defined, or sufficient explanation may be
given within the sentence or in the following sentence. Clues to definition
include “that is,” commas, dashes, and parentheses.

Example:
His emaciation, that is, his skeleton-like appearance, was frightening to see.
“Skeleton-like appearance” is the definition of “emaciation.”

3
 • Example Clues
Sometimes when a reader finds a new word, an example might be found
nearby that helps to explain its meaning. Words like including, such as, and
for example, point out example clues.

Example:
Celestial bodies, including the sun, moon, and stars, have fascinated man
through the centuries.
“Celestial” objects are those in the sky or heavens.

• Synonym Restatement Clue

The reader may discover the meaning of an unknown word because it
repeats an idea expressed in familiar words nearby. Synonyms are words
with the same meaning.

Example:
Flooded with spotlights – the focus of all attention – the new Binibining
Pilipan began her year-long reign. She was the cynosure of all eyes for the
rest of the evening.
“Cynosure” means “the focus of all attention.”

• Contrast/Antonym Clue
Antonyms are words with opposite meanings. An opposite meaning context
clue contrasts the meaning of an unfamiliar word with the meaning of a
familiar term. Words like “although,” “however,” and “but” may signal
contrast clues.

Example:
While Jon is very outgoing, his younger brother Emman is very reclusive.
Reclusive means avoiding the company of other people, which is the
opposite of outgoing.

Vocabulary Development
Underline the word / phrase in the sentence that gives the meaning of the
unfamiliar word in bold. The words in bold can also be found in the selections that
you are about to read.

1. Advancements in technology have changed our civilization by allowing us

to work faster and more efficiently.
2. Years after the accident, her pain has gradually healed. Little by little, she
recovered.
3. They colonized us by occupying even the lands that were already owned
and populated by indigenous people.
4. She asserted her independence from her parents by getting her own
apartment. Her freedom has made her satisfied.
5. A lot of skyscrapers have boomed in our city since I left 10 years ago. The
expansion has made our city a business hub for entrepreneurs.

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 READING PROPER

Read the following excerpts from http://www.localhistories.org/africanhistory.html

and jot down in your notebook significant events in African history.

1Scientists believe that Africa was the

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

2By 5,000 farming had spread to North

Africa. People herded cattle and they grew
crops. At that time the Sahara Desert was not a
desert. It was a green and fertile area. Gradually
Image:https://stravaganzastravaganza.blogspot.com it grew drier and became a desert.
/2016/02/agriculture-in-medieval-

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

4Farmersin Africa continued to use stone

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

5In
the 16th century Europeans began to
transport African slaves across the Atlantic.
Image: https://www.thoughtco.com/the-trans-
6However,
slavery was nothing new in Africa. atlantic-slave-trade-44544
For centuries Africans had sold other Africans to
the Arabs as slaves. However, the trans-Atlantic
slave trade grew until it was huge.

7In the 18th century ships from Britain

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

8Some Africans were sold into slavery

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

5
 9The Europeans founded their first colonies in Africa. In the 16th century,
the Portuguese settled in Angola and Mozambique while in 1652 the Dutch founded
a colony in South Africa.
In the 19th century European states tried to stop the slave trade. Britain banned
the slave trade in 1807. On the other hand in the late 19th century Europeans
colonized most of Africa!

10In 1814 the British took the Dutch colony in South Africa. In 1830 the

French invaded northern Algeria. However, colonization only became serious in the
late 19th century when Europeans 'carved up' Africa. In 1884 the Germans took
Namibia, Togo, and Cameroon and in 1885 they took Tanzania. In 1885 Belgium
took over what is now the Democratic Republic of Congo. The French took
Madagascar in 1896. They also expanded their empire in northern Africa. In 1912
they took Morocco and Italy took Libya. In 1914 the British took control of Egypt.
By then all of Africa was in European hands except Liberia and Ethiopia. (The
Italians invaded Ethiopia in 1896 but they were defeated by the Ethiopians).

11Further south the British took Zimbabwe, Zambia, Malawi, Uganda, and
Kenya. The British also took control of Egypt. Angola and Mozambique remained
Portuguese.

12However in the early 20th century attitudes to imperialism began to

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

13In the early 21st century Africa began to boom. Today the economies of
most African countries are growing rapidly. Tourism in Africa is booming and
investment is pouring into the continent. Africa is developing rapidly and there is
every reason to be optimistic.

VIEWING WITH PARENT

To learn more about the impacts of the Atlantic Slave Trade to Africa and its
people, watch this five-minute TEDEd video.

Parental guidance is encouraged.

https://ed.ted.com/lessons/the-atlantic-slave-trade-what-your-textbook-never-
told-you-anthony-hazard

6
Reading Skills
A. Arrange chronologically the following events in the history of Africa.
Write letters A-E.

____1. Most ____2. Africa ____3. ____4. ____5.

African has Modern Africans were Europe
nations have recovered humans who sold into colonized
gained from slavery lived by slavery most of
independence and its hunting making them Africa.
as a result of economy has moved to work in
the currently Europe from sugar
increasing been growing Africa. plantations
number of rapidly. in America.
their people
becoming
educated.

B. Write whether the following statements are true or false based on the
selection read and write the number of the paragraph that supports
your answer.

STATEMENT TRUE OR FALSE PAR. NO.

6. Slavery had been existing in Africa
even before the triangular slave
trade.
7. African slaves were sold to the
Europeans in exchange for
manufactured goods.
8. Not all slaves were taken by force;
many of them were sold to the
Europeans by their fellow Africans.
9. The African slaves were brought to
the West Indies to work at a rice
plantation.
10. The Atlantic slave trade lasted for
over 500 years.
11. Education ignited in the Africans
the will to fight for their
independences.
12. Only few of the African nations
gained independence.
13. Africa no longer recovered after
the abolishment of slavery.

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Answer the following questions classified as Right There, Think and Search
and On My Own.

Right There
14. When did the Europeans
begin transporting African
slaves across the Atlantic
Ocean?
15. What three continents
were involved in the triangular
trade and what did each of
them trade?

Think and Search

16. Which year or century do
you think Africa struggled
most? Why do you think so?

On My Own
17. What do you think was
the impact of the slave trade to
the economy of Africa and its
people?
18. How do you think has
education helped the abolition
of African slavery?

Let’s recall what we learned from this lesson by filling in the blanks with the
correct words.

1. The hints that are found within a sentence, paragraph, or passage

that may help the readers understand an unfamiliar word are called
___________________.
2-5. Types of context clues are ___________________,
___________________, ___________________, and ____________________.
6. Africa was colonized by __________________.
7-9. The three continents that took part in the triangular trade are
_______________, ________________, and _________________.
10. Slavery in Africa lasted for about __________________ years.

8
 Box the context clues in the following sentences, then choose from
the box below the meaning of the words in bold. Write only the letter
of your answer in the blank.

__________1. The pupil, which is the hole located in the center of the
iris of the eye, controls the amount of light that gets into
the eye.

__________2. When the light brightens, the pupils of the eyes contract;
however, when it grows darker, they dilate.

__________3. The road we took going to the venue of their wedding was
tortuous, the twists and turns made us want to vomit.

__________4 Many nocturnal animals such as bats, owls, and

tarsiers have large eyes to compensate for the lower light
levels.

A. active at night
B. bigger at wider
C. smooth and nice
D. extremely complicated
E. part of the eye

9
Lesson 2 – Reflecting African
History through Literature

At the end of the lesson, you should be able to –

A. identify the meaning of words through context clues;

B. determine how the selection may be influenced by African history;
C. analyze the literary elements of the poem; and,
D. make a petition to stand up against social injustices.

Directions: Identify the literary term /device being described in each

number. Choose from the box below.

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

Mood Simile Tone Hyperbole

Persona Context Clues Symbolism
Theme Personification Metaphor

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A. Vocabulary Development
Let us apply what we learned in lesson one about context clues.

Underline the word/phrase in the following sentences that gives the

meaning of the words in bold. You will also find these words in the poem
that we will read in this lesson.

1. They irrigated the whole barangay to flush out deadly viruses and to
water the trees and plants.
2. I heard from them that his child was obstinate, so stubborn that they
had to have him undergo a refining program for a year.
3. She was hurt and deeply humiliated by the presentation she showed.
The shame she felt should not stop her from trying again though.
4. I stayed as far away as possible from my high school friends for five
years that’s why I understand why they are so distant to me now.
5. I am proud to be a citizen of this nation because it values liberty.
However, this freedom comes with a responsibility.

B. Recalling Literary Terms & Devices

Do you still remember the literary terms you learned in Grade 7? There are
hundreds of literary terms and devices that we should learn in order for us
to truly understand what the author of a literary text wants to get across.
For this lesson, let’s recall the following:

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

11
 source: https://self-publishingschool.com/literary-devices/.

Many times, a writer’s work is a reflection of the values, life, or culture that
he/she grew up in. Literature can be taken as historical archive which serves as a
means for the readers to understand the world in which the work was written.

Study the life of the writer of the poem you are about to read and determine
how his life affects the development of his poem and the idea he wants to
communicate through it.

MEET THE AUTHOR

David Diop, (born July 9, 1927, Bordeaux, Fr.—died

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

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

Africa
by David Diop

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

13
Answer the following questions about the poem.
LITERARY ELEMENTS Africa by David Diop
PERSONA
1. Who is speaking in the poem?
• What does the poem reveal
about him?
• Why does he say he has
never known Africa? (refer to
the author’s background)
TONE
2. How does the writer feel in the
following lines of the poem?
a. 1-6
b. 7-15
c. 16-23
• Why does he feel that way?

SYMBOLISMS
3. Who may be referred to by the
following:
a. Tree
b. White and faded
flowers
FIGURATIVE LANGUAGE

4. What is the central poetic device

used in the poem? (includes but is
not limited to, simile, metaphor,
personification, hyperbole,
onomatopoeia)
Copy line/s that use/s such
device.
5. Why is the taste of liberty bitter?

THEME

6. What is the theme of the poem?

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

1. In what ways are African and Philippine history similar? Are there also
Filipino writers who expressed patriotism through writing?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. Philippines celebrate Independence Day every 12th of June to

commemorate how our mighty heroes fought for our freedom and
rights against our oppressors. Reflecting on the happenings in our
nation today, can you say that we are indeed free or are we still a
slave to something or someone? Explain your answer.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Image: pngimage.net
Image: voice-online.com/uk

15
A. There are others who have interpreted the tree in David Diop’s poem
Africa as the younger generation of Africans who are urged to stand strong
in protecting their liberty the older generations fought for. If you were to
represent the Filipino youth with an image or object, what best symbolizes
you?

Draw the symbol in the box below and write your explanation under it.

B. In order to gain independence, many Africans made a stand and

bravely fought for their rights and freedom. Liberty was indeed bitter on
their end yet they knew that it was always worth fighting for.

What particular oppressions or social injustices in the present time

should you stand against? Do you know that you can also make an
impact and be an agent of change in an orderly and peaceful way?

Make a difference either by signing or starting a petition

at www.change.org. Share your thoughts about your petition below.
Remember to write a clear mission for your petition and your desired
reasonable goal.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

16
A. Identify the meaning of the words in bold through context clues.

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

B. Match the literary elements with their right description.

5. Theme a. the writer's attitude toward the subject or audience

6. Tone b. the voice a writer creates to tell a story or to define the
speaker in a poem.
7. Mood c. the central topic or idea explored in a text, expressed
through character’s or writer’s actions, words, and
thoughts
8. Symbolism d. the use of images or objects to signify ideas and
qualities
9. Persona e. the atmosphere of a literary piece

C. Explain how the African history has influenced the themes and
messages conveyed in African literature. (3pts)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

17
 Reflective Learning Sheet

Name: _______________________ Grade and Sec.______________

Directions: Write a reflective learning on context clues learned by

answering the questions inside the box. You may express your answers in a
more critical and creative presentation of your great learning. Have fun and
enjoy!

This module on What learnings have What other example can

context clues I found from this I contribute to explore
guides me to reflect lesson? and think more?
on …

What learnings can I What good character What is my

share with my family have I developed conclusion on the
and peers? from this lesson? lesson?

18
Gonzales, Carolina T., Nelda R. Francisco, and Estrella E. De Vera. English for 21st
Century Learning. Manila: Rex Publishing House, 2018.

The Editors of Encyclopaedia Britannica. “David Diop.” Encyclopædia Britannica.

Encyclopædia Britannica, inc., January 1, 2020.
https://www.britannica.com/biography/David-Diop.

“A Brief History of Africa - Local Histories.” Accessed May 23, 2020.

http://www.localhistories.org/africanhistory.html.

“The Atlantic Slave Trade: What Too Few Textbooks Told You ...” Accessed May 23,
2020. https://ed.ted.com/lessons/the-atlantic-slave-trade-what-your-
textbook-never-told-you-anthony-hazard.

“AGRICULTURE IN MEDIEVAL AFRICA.” S T R A V A G A N Z A. Accessed May 24,

2020. https://stravaganzastravaganza.blogspot.com/2016/02/agriculture-
in-medieval-africa.html.

Context Clues. PDF file. August, 2005. https://www.mdc.edu/kendall/

collegeprep/documents2/context%20cluesrev8192.pdf.

Context Clues. PDF file. May 20, 2020. https://www.warrencountyschools.

org/userfiles/1593/Context%20Clues%20multiple%20choice%20exercise.pdf

Pope, Bella Rose. “Literary Devices: 15 Literary Elements With Examples & Tips to
Use Them.” Self Publishing School, April 29, 2020. https://self-
publishingschool.com/literary-devices/.

“Dictionary.com.” Dictionary.com. Dictionary.com. Accessed June 8, 2020.

https://www.dictionary.com/.

“Personification.” Personification dictionary definition | personification

defined. Accessed June 10, 2020.
https://www.yourdictionary.com/personification.

“Onomatopoeia Examples and Definition.” Literary Devices, October 31,

2015. http://www.literarydevices.com/onomatopoeia/.

STUDY.COM. Accessed June 10, 2020.

https://study.com/academy/lesson/what-is-theme-in-literature-definition-
examples-quiz.html.

19
 Acknowledgements

Writer: Mary Angeline V. Garcia, MT-I; Ram Jay I. Alde, T-II

Editor: Marichu J. Hernandez, Head Teacher VI
Reviewers: Vicente M. Victorio, Jr. EPS
Management Team: Maria Magdalena M. Lim, CESO V, Schools Division
Superintendent-Manila
Aida H. Rondilla, Chief, Education Supervisor-CID
Lucky S. Carpio, EPS-LRMS
Lady Hannah C Gillo, Librarian II-LRMS

20
 21
Lesson 2
Activities Remember
Pre-Test 1.
2. 1. D 1. Context Clues
1. Context clues 3. 2. E 8. T/6 2. * Definition/
2. a. Definition/ 4. 3. A 9. F/7 Description Clues
Description Clues 5. 4. B 10. F * Contrast /
b. Contrast / Antonym Clues
6. 5. C 11. T/12
Antonym Clues * Synonym /
c. Synonym / 7. 6. T/6 12. F/12
Restatement Clues
Restatement Clues 8. 7. T/7 13. F/13
* Example Clues
d. Example Clues
1. 14. 16th century
Your Text 2. 15. Africa-slaves
1. Advancements Europe-goods
2. Little by little America-sugar
3. Populated 16-18. Answers vary
4. Freedom
5. Expansion
Post-Test
1. E, the hole located
in the center of the
iris of the eye.
2. B, when the light
brightens, the
pupils of the eye
contracts, however
when it grows
darker
3. D, twists and turns
4. A, bats, owls, and
tarsiers
Lesson 1
 22
Activities
Pre-Test Post-Test
1. 1. The author who
6. Simile was not born and 1. B
7. Persona raised in Africa
8. Mood
2. A
but heard about it 3. C
9. Theme
from his grandma. 4. A
10. Metaphor
11. Tone 2. 2. a. proud 5. C
12. Symbolism b.grieving 6. A
13. Hyperbole c. hopeful 7. E
14. Personification 3. 3. a. 8. D
youth/post- 9. B
Looking Back to your colonial
Lesson 4. Africa
1. Water b. Europeans / invaders
2. Stubborn 5. 4. personification
3. Shame 6. 5. It costs many
4. Far away
lives
5. freedom
7. 6. Patriotism