10

English
Quarter 3 – Module 5:
Examining Texts

Department of Education ● Republic of the Philippines

English – Grade 10
Alternative Delivery Mode
Quarter 3 – Module 5: Examining Texts
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

Writer: KARREN GIL A. BENEDICTO

Editor: MA. GLAIZA M. MACAMAY, LESTER T. SISCON
Reviewers: VERGILIA O. PANCHO, PhD, SSP I
ROSELLE A. FERBER, SSP I
SARAH M. MANCAO, PhD, EPS in English

Illustrator and Layout Artist: JULIUS P. NARVASA

Management Team
Chairperson: ARTURO B. BAYOCOT, PhD, CESO III, Regional Director
Co-Chairpersons:
VICTOR G. DE GRACIA Jr. CESO V, Asst. Regional Director
RANDOLPH B. TORTOLA, PhD, CESO IV, Schools Division Superintendent
SHAMBAEH A. USMAN, PhD, Assistant Schools Division Superintendent
MALA EPRA B. MAGNAONG, PhD, CLMD Chief
NEIL A. IMPROGO, PhD, EPS-LRMS
BIENVENIDO U. TAGOLIMOT, Jr., EPS-ADM
Members:
ELBERT R. FRANCISCO, PhD, CID Chief
SARAH M. MANCAO, PhD, EPS in English
REJYNNE MARY L. RUIZ, PhD, LRMDS Manager
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Office Address: Fortich St. Sumpong, Malaybalay City
Telephone: (088) 813-3634
E-mail Address: [email protected]
 10

English
Quarter 3 – Module 5:
Examining Texts
 TABLE OF CONTENTS
Page

COVER PAGE
COPYRIGHT PAGE
TITLE PAGE
TABLE OF CONTENTS
WHAT THIS MODULE IS ABOUT
Note to the Teacher/Facilitator
Note to the learner
Note to the Parents/ Guardian
Module Icons
WHAT I NEED TO KNOW (Monday) 1
WHAT I KNOW 1
Lesson 1 – Vocabulary Strategy: Expanded Definition of Words
What I Need to Know 4
What I Know 4
Task 1: Get Started
What’s In 5
Task 2: Search For It!
What’s New 6
Task 3: What Does It Mean?
What is it 7
What’s More 9
Task 4: Recognizing Synonyms
Task 5: Expanding Definition of Words
What I have Learned 10
Task 6: What Do I Think?
What I Can Do 10
Task 7: Express Your Ideas
Assessment 10
Task 8: Check Your Understanding
Additional Activities 13
Task 9: Learn More

Lesson 2 – Responding to Text (Tuesday)

What I Need to Know 14
 What I Know 14
Task 1: Get Started
What’s In 16
Task 2: Get the Message
What’s New 17
Task 3: Read to Respond
What is it 22
What’s More (Wednesday) 23
Task 4: Comprehension Check
Task 5: Making Connections
Task 6: Pointing Different Views
What I have Learned 24
Task 7: What Do I Think?
What I Can Do 24
Task 8: Express Your Ideas
Assessment 25
Task 9: Check Your Understanding
Additional Activities 27
Task 10: Learn More
Lesson 3 – Examining Biases
What I Need to Know 28
What I Know 28
Task 1: Get Started
What’s In (Thursday) 31
Task 2: Associate Ideas
What’s New 31
Task 3: Find It
What is it 32
What’s More 33
Task 4: Analyzing Text
Task 5: Identifying Biases
What I have Learned 34
Task 6: What Do I Think?
What I Can Do 35
Task 7: Express Your Ideas
Assessment 35
Task 8: Check Your Understanding
Additional Activities 37
Task 9: Learn More

Assessment (Friday) 37
Key Answer 40
References 41
What this Module is About

Hello, I am Teacher Karr. In this module,

you will have the opportunity to succeed with the
lessons and activities designed to reach your
different learning styles and skill levels. After you
get through, you’ll be able to master the
competencies reflected on the objectives. To
achieve the desired result, please take note of the
instructions in utilizing this module. Good luck!

Hi Teacher Karr. I am excited to learn

more from this module. I am motivated to
acquire new skills and manage learning with
maximum effectiveness using this module.

For the facilitator:

Welcome to the English 10 Alternative Delivery Mode (ADM) Module on Finding
Information!
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:

Notes to the Teacher and Parents

This contains helpful tips or strategies that will
help you in guiding the learners.
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:

Welcome to the English 10 Alternative Delivery Mode (ADM) Module on Finding
Information!
The hand is one of the most symbolized parts 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!

How to Learn from this Module

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.

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:

References This is a list of all sources used in developing

this module.

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!
 What I Need to Know
This module was designed and
written with you in mind. It aimed to reach
the different learning styles and skill levels of
the learners. Reading texts and language
tasks were provided to help you master the
target competencies.

Below is the sequence of the lessons found

in this module:
 Lesson 1 – Expanding Definition of
Words
 Lesson 2 – Responding to Text
 Lesson 3 – Examining Biases
After working on the activities, you will be
able to:
1. give expanded definition of words
(EN10V-IIIa-13.9);
2. express personal significance of the
selection to the reader (reader
response) (EN10RC-IIIf-2.18); and
3. examine biases (EN10RC-IIIi-3.1.12).

Now that you already have the

background of the lessons in this module, you
are now ready to accomplish the tasks and
activities in the succeeding pages. Good luck!

What I Know

Directions: Read each statement carefully and answer. Write your answers on a
separate sheet of paper.

1. The line “The frail little beggar-girl tripping after them.” suggests that
A. she is sick. B. she is tired.
C. she wants to play. D. she wants to be left behind.

2. The lines “Red zigzag of lightning gleam here and there across it.” and
“There is a sound of far-away rumbling.” describes the ____________.

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 A. earth. B. plants.
C. skies. D. seas.

3. Interpret the mood of the statement, “He longs to tell someone, all that is haunting
him now, but there is no one to tell.”
A. confused B. disappointed
C. excited D. sad

4. What is the antonym of the word agitate?

A. calm B. disturb
C. move D. stir

5. Which of the following words is similar to the word tremendous?

A. great B. little
C. miniscule D. minute

For nos. 6-7:

New automobiles are not built as well as they used to be. Owners of new cars
in 2002 have more complaints about their automobiles than in past years. In fact, the
recalling of new car by their makers is becoming a practice. Instead of insisting upon
safe, well-designed products, carmakers seem more concerned with throwing
together shoddy automobiles and making a profit. Invariably, new cars need parts
replaced almost as soon as the warranty expires. Unfortunately, people need
transportation, so they continue to buy new automobiles.

6. What is the main text all about?

A. new car owners B. car repair shops
C. automobile manufacturers D. foreign car manufacturers

7. Does the author show bias in the text?

A. maybe B. never
C. no C. yes

For nos. 8-10:

Russia is certainly a strong military power; it now has nuclear power to
destroy the entire world. It is not the only country that has the capacity. The threat of
nuclear war affects all of us.

8. What is the main topic of the paragraph?

A. war affects us all B. threat of nuclear power
C. destroying the entire world D. strong military power of Russia

9. Does the author show bias in the text?

A. maybe B. never
C. no D. yes
10. The author seems biased against ___________.
A. the world B. nuclear arms
C. other countries D. Russian military power

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11. Which of the following words is a synonym of the word absence?
A. excess B. insufficiency
C. plenty D. surplus

12. Which of the following has the same meaning with the word fatal?
A. deadly B. fair
C. fortunate D. lucky

For nos. 13-15, choose the letter that best defines the word.

13. misanthropic
A. being suspicious B. decreasing in size
C. disliking humanity D. covering up or concealing

14. expert
A. existing in idea only B. earning money for a task
C. possessing great wealth D. having great skill or knowledge

15. zeal
A. tireless effort B. a rigid principle
C. great enthusiasm D. habitual honesty

3
Lesson
Expanding Definition of Words
1
Welcome to the first lesson of this module. Before
you work on the activities and tasks, please be guided
with the competency to master and the objectives to
attain at the end. This lesson will sharpen your vocabulary
not only through giving definitions, but also expanding the
definition of words. Through this, you will be able to give
examples, compare and contrast, and describe words as
you expand its definition. Good luck!

What I Need to Know

This lesson provides you the opportunity to deal more with words to firmly
understand its meaning. After working on the activities, you are expected to give
expanded definition of words (EN10V-IIIa-16).
Specifically, you are expected to:
1. give examples of expanded definition of words;
2. compare and contrast to give expanded definition of words; and
3. describe words to give its expanded definition.

What I Know

Task 1. Get Started!

Directions: Read each question carefully and answer. Write your answers on a
separate sheet of paper.

1. Which of the following has the same meaning with fatal?

A. deadly B. fair
C. fortunate D. lucky

2. Which of the following words is the synonym of absence?

A. excess B. insufficiency
C. plenty D. surplus

3. What word is synonymous to prudent?

A. discreet B. inadvisable

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 C. intelligent D. unwise

For nos. 4-9, choose the letter of the best definition of the given word in each item.
4. colleague
A. a contest B. a coworker
B. a conference D. a college professor
5. prevalent
A. avoidable B. envious
C. undecided D. widespread

6. zeal
A. tireless effort B. a rigid principle
C. great enthusiasm D. habitual honesty

7. misanthropic
A. being suspicious B. decreasing in size
C. disliking humanity D. covering up or concealing

8. cruel
A. critically important B. willfully causing pain
C. uncivilized or unworldly D. made up of a mix of ethnicities

9. expert
A. existing in idea only B. earning money for a task
C. possessing great wealth D. having great skill or knowledge

For nos. 10-15, choose the word that differs most in meaning from the other words.
10. A. keen B. inattentive C. observant D. vigilant
11. A. awkwardness B. gracefulness C. incompetence D. ineptitude
12. A. constant B. finite C. infinite D. perpetual
13. A. abruptly B. brusquely C. gruffly D. kindly
14. A. barricade B. fence C. obstruction D. walkway
15. A. cringe B. flinch C. strut D. wince

What’s In

Task 2. Search For It!

In English, you are always dealing with words. Whether you are reading,
writing, or carrying a conversation you are dealing with words. The more words you
know, the more likely you are to write well and express yourself clearly.

Some of the words in the box below have the same meaning. Copy the
vocabulary map diagram in your notebook. Write 8 synonyms of the word
sanctuary.
retreat protection asylum harbor
haven shelter refuge danger
5
den lamppost embrace home
 sanctuary

You have just finished identifying the

synonyms of the word sanctuary.
You may now proceed working on the
succeeding activities.

What’s New

Task 3. What Does It Mean?

Getting the meaning of a word is not enough. Expanding your vocabulary
bank is important for comprehension. Below is a poem entitled “Song of Autumn” by
Charels Bauselaire. Read the poem and list down words that are difficult to
understand. Provide definition of the words listed.

www.pinterest.com

Song of Autumn

6
 Soon we shall plunge into the cold darkness;
Farewell, vivid brightness of our short-lived summers!
Already I hear the dismal sound of firewood
Falling with a clatter on the courtyard pavements.

All winter will possess my being: wrath,

Hate, horror, shivering, hard, forced labor,
And, like the sun in his polar Hades,
My heart will be no more than a frozen red block.

All atremble I listen to each falling log;

The building of a scaffold has no duller sound.
My spirit resembles the tower which crumbles
Under the tireless blows of the battering ram.

It seems to me, lulled by these monotonous shocks,

That somewhere they’re nailing a coffin, in great haste.
For whom?--- Yesterday was summer; here is autumn
That mysterious noise sounds like a departure.

I love the greenish light of your long eyes,

Sweet beauty, but today all to me is bitter;
Nothing, neither your love, your boudoir, nor your hearth
Is worth as much as the sunlight on the sea.

Yet, love me, tender heart! be a mother,

Even to an ingrate, even to a scapegrace;
Mistress or sister, be the fleeting sweetness
Of a gorgeous autumn or of a setting sun.

Short task! The tomb awaits; it is avid!

Ah! let me, with my head bowed on your knees,
Taste the sweet, yellow rays of the end of autumn,
While I mourn for the white, torrid summer!

--William Aggeler, The Flowers of Evil (Fresno, CA: Academy Library Guild, 1954)http://fleursdumal.org/poem208

What Is It

One of the most difficult tasks in studying language is coping with the range of
vocabulary required. You need to be able to understand and use a wide range of
vocabulary. Widening one’s horizon entails considerable patience and interest in
reading and studying. Below are the different ways of expanding the definition of
words into a paragraph.

1. Expanding by Giving an Example

7
 Giving an expanded definition is distinguishing the characteristics of a certain
word by giving examples and saying what can be included to describe it.

Example:

Speed is a concept that marks our time. Everybody is in a hurry to go

somewhere. Industry is constantly demanding new inventions that will speed up
production so that the constant cry of the bosses to the workmen is speed up! The
maker of automobiles boasts of the newest type of a car which is faster than the old
model. Shoppers push and shove each other all about the counters. All are in a hurry
to get something. People who are going to school, shop, or office rush breathlessly
to do important tasks. They gulp their food and swallow it in haste. Restless “hunters
of fun” crowd into places of entertainment. Most of these people cannot sit still. At a
movie, they tap their feet or fingers in impatience. Yes, speed is the word of the day.

2. Expanding by Comparing and Contrasting

This kind of expanding the definition of word determines the similarities and
differences between two things that are related in some ways and focus on the most
important about them.

Example:

Speed is a concept that marks our day. Sluggishness is out. Speed is

demanded by industry which is constantly on the look-out for new inventions.
Sluggishness is penalized, especially in industries where compensation depends
upon output. Speed is the attractive come-on for short-term courses in cooking,
computerizing, sewing, diving, learning a new language, and others. The slower
long-term courses are not so appealing. Instant coffee is usually preferred to coffee
that needs to be boiled. Yes, speed is the word of the day.

3. Expanding by Describing a Process

Expanding a definition of word by describing a process explains how to do
something or how something happens.

Example:

The process of speeding up in a vehicle begins with the setting of the

gear level to the first gear. Gradually you shift the gear to the next, pressing the
accelerator pedal at the same time to attain a speed between 10-30 kph. You pick up
more speed by shifting gears to the next higher levels at speed beyond 30 kph. To
do this, , ever-increasing pressure must be exerted on the accelerator. The only time
you lift your foot from the accelerator is when you shift gears, so you can step on the
clutch pedal simultaneously with the shifting. After releasing the clutch pedal, you
immediately step on the accelerator pedal while picking up speed. Maximum speed
is attained once you shift to the fourth, or in the case of some vehicles, the fifth gear.

The three ways in expanding the definition of words will really help you to
understand firmly the meaning of a certain word.

You surely feel great now, don’t you?

As you continue working on the activities in
this8 lesson, you may go back and re-read the
discussion part. Now try the activities on the
succeeding pages.
 What’s More

Task 4. Recognizing Synonyms

A. Look at the rows of words below. In each row, identify two words which have
similar meanings with the italicized word. Write the letters of your answer on a
separate sheet of paper.

1. hearth A. abode B. desert C. home D. wilderness

2. plunge A. climb B. dive C. jump D. rise
3. lull A. busy B. calm C. noisy D. quiet
4. haste A. hurry B. slow C. slug D. quick
5. boudoir A. bedroom B. chamber C. park D. playground

B. Fill in the table with the correct data needed.

Words to Be Clue Word/Phrase Possible Meaning

Defined

Summer

Autumn

Departure

Sister

Vivid

Task 5. Expanding Definition of Words

Write a paragraph to expand the definition of the word in every item. Use the type of
expanding definitions enclosed in parenthesis. Write your answers on a separate
sheet of paper.
1. Summer (giving examples)
2. Autumn (comparison and contrast)
3. Departure (describing a process)
4. Sister (comparison and contrast)
5. Vivid (giving examples)

9
 What I Have Learned

Task 6. What Do I Think?

Having successfully accomplished your tasks for the entire lesson, you gained
new knowledge in widening your vocabulary. Hence, you must have something to
remember. For this, complete the following statements below. Write your answers on
a separate sheet of paper.
The insights I gained are ______________________________________________.
I realize that I still have to improve in _____________ for me to be_____________.

The lesson is significant for me because _________________________________.

What I Can Do
Task 7. Express Your Ideas
Answer the question below. Write your answer on a separate sheet of paper.

 How did the COVID-19 pandemic affect your family? Answer with an
expanded definition of the word pandemic.

Assessment

Task 8. Check Your Understanding

Answer the following questions. Write your answers on a separate sheet of paper.

For nos. 1-5:

Mother Nature (sometimes known as Mother Earth or the Earth-Mother) is a
common personification of nature that focuses on the life-giving and nurturing
aspects of nature by embodying it in the form of the mother. Images of women
representing Mother Earth and Nature are timeless. In prehistoric time goddesses
were worshipped for their association with fertility, fecundity, and agricultural bounty.

10
1. Which of the following is synonymous in meaning with the word nurture?
A. care B. deprive
C. discipline D. neglect

2. In the sentence “Images of women representing Mother Earth and Mother Nature
are timeless.” what is the synonym of the underlined word?
A. dying B. end
C. eternal D. perishable

3. Which word has the same meaning with the word fecundity?
A. barren B. dead
C. fruitful D. poor

4. Which of the following words is the synonym of the word prior?

A. after B. preceding
C. today D. tomorrow

5. Which word is not a synonym of the word nurture?

A. cultivate B. foster
C. hinder D. nourish

For nos. 6-7, determine what way of expanding a definition of words is used. Choose
the letter of your answer.

6. Honesty and laughter in friendship are like the bricks that support a building.
A. Expanding by giving an example
B. Expanding by describing a process
C. Expanding by comparing and contrasting
D. Both A and C

7. True friendship is like a bond that is mutually shared.

A. Expanding by giving an example
B. Expanding by describing a process
C. Expanding by comparing and contrasting
D. Both A and B

8. Which of the following sentences describes the word patience by giving an

example?
A. Patience is the ability to wait or endure without complains.
B. Patience means being calm even if you have been waiting forever.
C. If you have patience you are able to endure even the most difficult situation
in life.
D. An example of having patience is when someone standing calmly in a very
long line waiting for his turn.

9. Which of the following sentences expands the word autumn by describing a process?
A. Autumn was initially referred to harvest.
B. Autumn is described as a season between summer and winter.
C. Autumn also known as fall is one of the four temperate seasons.
D. The four seasons are spring, summer, autumn, and winter. Each follows
one another regularly.
11
10. Comparing and contrasting is one way of expanding the definition of a word.
What sentence compares and contrasts in expanding the definition of the word?
A. Mother Earth is timeless.
B. Mother Earth is the answer to all our needs.
C. Mother Earth focuses on the life-giving and nurturing aspects of nature.
D. Earth is like a mother as it gives love, affection, and care given that cannot
be repaid in anyway.

11. “Employers value employees who can communicate effectively; it means they
are able to listen to others, as well as successfully relay their own ideas and
opinions.” This is a part of an expanded definition of what word?
A. Communication B. Employment
C. Success D. Values

12. What kind of expanding the definition of words is used when it determines the
similarities and differences between two things that are related in some ways and
determine the most important about them?
A. Expanding by giving an example
B. Expanding by describing a process
C. Expanding by comparing and contrasting
D. Both B and C

13. This is a kind of expanding a definition by describing and explaining how to do,
make something, or how something happens. _______
A. Expanding by giving an example
B. Expanding by describing a process
C. Expanding by comparing and contrasting
D. Both A and B

14. What kind of expanding the definition of words or phrases in distinguishing the
characteristics of a certain word by giving examples.
A. Expanding by giving an example
B. Expanding by describing a process
C. Expanding by comparing and contrasting
D. Both A and C

15. Which of the following is not included in expanding the definition of word?
A. Expanding by connecting
B. Expanding by giving an example
C. Expanding by describing a process
D. Expanding by comparing and contrasting

12
 Additional Activities

Task 9. Learn More

Expand the definition of the word ‘education’. Choose from the different ways
of expanding the definition of words into a paragraph. Write your answer on a
separate sheet of paper.

Lesson
Responding to Text
2
13
 You’re now on the second part
of this module. Another set of activities
and tasks that meet the target
competency for this lesson will be given
to you. But before that, be familiarized
with the objectives for this lesson.

What I Need to Know

In this lesson you will learn how to express the personal significance of the
selection to the reader (reader-response) (EN10RC-IIIf-2.18).
Specifically, you are expected to:
1. read a selection;
2. express the personal significance of the text; and
3. respond to the text.

What I Know

Task 1. Get Started

Directions: Read each statement carefully and answer. Write the letters of your
answers on a separate sheet of paper.

For nos. 1-7.

I see trees of green, red roses, too;

I see the bloom, for me and you.
And I think to myself,
what a wonderful world.

I see skies of blue,

And clouds of white.
The bright blessed day,
the dark sacred night.
And I think to myself,
what a wonderful world.

The colors of the rainbow,

so pretty in the sky,
Are also on the faces,
Of people going by
I see friends shaking hands,
saying, “How do you do?”
They’re really saying, “I love you.”

14
 I hear babies cry,
I watch them grow,
They’ll learn much more,
Than I’ll ever know.
And I think to myself,
What a wonderful world.

1. What does the line “trees of green” symbolize? It symbolizes?

A. hope and life. B. health and wellness.
C. cleanliness and purity. D. freshness and freedom.

2. The blooming of red roses signifies ____________.

A. sharing of glory B. bountiful blessings
C. love for the people D. wealth that abounds

3. The bright blessed day and the sacred night are symbolisms for ___________.
A. challenges and trials B. triumphs and dreams
C. sorrows and problems D. successes and failures

4. What does the line “The colors of the rainbow that are on the faces of people”
convey? it conveys __________.
A. generosity and serenity. B. friendship and camaraderie.
C. happiness and contentment. D. lasting relationship among
spouses.
5. The speaker in the song has _________.
A. no dreams to carry on B. a positive outlook in life
C. lousy disposition towards life D. a pessimistic idea about nature

6. When a narrator is the major character in a story, what point-of-view is being

emphasized?
A. first person point-of-view B. second point-of-view
C. third person point-of-view D. omniscient person point-of-view

7. What point-of-view is being used in the song “What a Wonderful World”?

A. first person point-of-view B. second point-of-view
C. third person point-of-view D. omniscient person point-of-view

8. Who wrote the selection “A Day in the Country”?

A. Anton Chekhov B. Craig Rain
C. Ernest Hemingway D. F. Scott Fitzgerald

9. The line “A dark leaden-coloured mass is creeping over the sky toward the
sun.” uses what literary device?
A. analogy B. imagery
C. irony D. metaphor

10. The lines “Red zigzag of lightning gleam here and there across it.” and
“There is a sound of far-away rumbling.” describe the __________.

15
 A. earth B. plants
C. skies D. seas

11. The line “The frail little beggar-girl tripping after them.” suggests that ______.
A. she is sick B. she is tired
C. she wants to play D. she wants to be left behind

12. Interpret the mood of the statement, “He longs to tell someone, all that is
haunting him now, but there is no one to tell.”
A. confused B. disappointed
C. excited D. sad

13. Which of the following is a similar word for tremendous?

A. great B. little
C. miniscule D. minute

14. What is the opposite word for agitate?

A. calm B. disturb
C. move D. stir

15. Which of the following has the same meaning with the word vivid?
A. bright B. clear
C. dull D. sharp

What’s In

Task 2. Get the Message

The lyrics of the song on page 12 imply something about the beauty of the
world. Read the lyrics again and complete the diagram below. Use a separate sheet
of paper for your answers.

I feel that… I believe that…

I think that… In my opinion…

When you wrote your feelings, beliefs, thoughts, and opinions about the song, you
already expressed your understanding of the text and responded to the message of the
song.

You just completed the first activity for

this lesson. Brace yourself for new skills
16
and knowledge that you will gain in the
following tasks.
 What’s New

Task 3. Read to Respond

In this lesson, you will be reading a selection entitled ‘A Day in the Country’
What do you think is it all about? Write your answer on your notebook.

Looking at the title of the story, I think that the story is about…

Before you read the text, let us first get the meaning of some unfamiliar words in the
selection. Match the italicized words in column A with their meaning in column B.

Column A Column B
1. They come out of the village and turn
along the dusty road towards the count’s A. to slow down
copse that lies in the distance.
2. The insects are scurrying to and fro in the B. growth of small trees
mud.
3. The children lie huddled together on the C. laid in a curled or bent position
straw, dozing.
4. The thunder gradually abates, and its D. are moving quickly
rumbling is heard far away beyond the
village.
5. Terenty stumbles over stumps and begins E. becomes weaker
to slacken his pace.

The story you are about to read is very touching, a reflection of nature’s
beauty and the wisdom of country folks. Read and understand the story.

17
 A Day in the Country
by Anton Chekhov

BETWEEN eight and nine o’clock in the morning.

A dark leaden-coloured mass is creeping over the sky towards the sun. Red
zigzags of lighting gleam here and there across it. There is a sound of far-away
rumbling. A warm wind frolics over the grass, bends the trees, and stirs up the dust.
In a minute there will be a spurt of May rain and a real storm will begin.
Fyokla, a little beggar-girl of six, is running through the village, looking for
Terenty, the cobbler. The white-haired, barefoot child is pale. Her eyes are wide-
open, her lips are trembling.
“Uncle, where is Terenty?” she asks every one she meets. No one answers.
They are all preoccupied with the approaching storm and take refuge in their huts. At
last she meets Silanty, the sacristan, Terenty’s bosom friend. He is coming along,
staggering from the wind.
“Uncle, where is Terenty?”
“At the kitchen-gardens,” answers Silanty.
The beggar-girl runs behind the huts to the kitchen-gardens and there finds
Terenty, the tall old man with a thin, pock-marked face, very long legs, and bare feet,
dressed in woman’s tattered jacket, standing near the vegetable plots, looking with
drowsy, drunken eyes at the dark storm-cloud. On his long crane-like kegs he sways
in the wind like a starling-cote.
“Uncle Terenty!” the white-headed beggar-girl addresses him. “Uncle, darling!”
Terenty bends down to Fyokla, and his grim, drunken face is overspread with
a smile, such as come into people’s faces when they look at something little, foolish,
and absurd, but warmly loved.
“Ah! servant of God, Fyokla,” he says, lisping tenderly, “where have you come
from?”
“Uncle Terenty,” says Fyokla, with a sob, tugging at the lapel of the cobbler’s
coat. “Brother Danilka has had an accident! Come along!”
Terenty comes out of the kitchen-garden and, lifting high his long legs, begins
striding down the village street. He walks quickly without stopping or looking from
side to side, as though he was shoved from behind or afraid of pursuit, Fyokla can
hardly keep up with him.

Pause and answer these questions on a separate sheet of paper:

Why do you think Terenty would help the orphans? What role does he play in the
life of the children?

18
 They come out of the village and turn along the dusty road towards the
count’s copse that lies dark blue in the distance. it is about a mile and a half away.
The clouds have by now covered the sun, and soon afterwards there is not a speck
of blue left in the sky. It grows dark.
“Holy, holy, holy…” whispers Fyokla, hurrying after Terenty. The first
raindrops, big and heavy, lie dark dots on the dusty road. A big drop falls on Fyokla’s
cheek and glides like a tear down her chin.
“The rain has begun,” mutters the cobbler, kicking up the dust with his bare
bony feet. “That’s fine, Fyokla, old girl. The grass and the trees are fed by the rain,
as we are by bread. And as for the thunder, don’t you be frightened, little orphan.
Why should it kill a little thing like you?”
“We shall get soaked, Fyokla,” mutters Terenty. “There won’t be a dry spot left
on us… Ho-ho, my girl! It’s run down my neck! But don’t be frightened, silly… The
grass will be dry again, the earth will be dry again, and we shall be dry again. There
is the same sun for us all.”
A flash of lighting, some fourteen feet long, gleams above their heads. There
is a loud peal of thunder, and it seems to Fyokla that something big, heavy, and
round is rolling over the sky and tearing it open, exactly over her head.
“Holy, holy, holy…” says Terenty, crossing himself. “Don’t be afraid, little
orphan! It is not from spite that it thunders.”
Terenty’s and Fyokla’s feet are covered with lumps of heavy, wet clay. It is
slippery and difficult to walk, but Terenty strides on more and more rapidly. The weak
little beggar-girl is breathless and ready to drop.
But at last they go into the count’s copse. The washed tress, stirred by a gust
of wind, drop a perfect waterfall upon them. Terenty stumbles over stumps and
begins to slacken his pace.

Please pause again to answer the question:

What does the line “The grass and trees are fed by the rain as we are by bread.
And as for the thunder, don’t you be frightened, little orphan.” reveal?

“Whereabouts is Danilka?” he asks. “Lead me to him.”

Fyokla leads him into a thicket, and after going a quarter of a mile, points to
Danilka. Her brother, a little fellow of eight, with hair as red as ochre and a pale
sickly face, stands leaning against a tree, and with his head on one side, looking
sideways at the sky.
In one hand he holds his shabby old cap, the other is hidden in an old lime tree. The
boy is gazing at the stormy sky, and apparently not thinking of his trouble. Hearing
footsteps and seeing the cobbler he gives a sickly smile and says:
“A terrible lot of thunder, Terenty… I’ve never heard so much thunder in all my
life.”
“And where is your hand?”
“In the hole… Pull it out, please, Terenty!”
The wood had broken at the edge of the hole and jammed Danilka’s hand; he
could push it farther in, but could not pull it out. Terenty snaps off the broken piece,
and the boy’s hand, red and crushed, is released.
“It’s terrible how it’s thundering,” the boy says again, rubbing his hand. “What
makes it thunder, Terenty?”

19
 “One cloud runs against the other,” answers the cobbler. The party come out
of the corpse, and walk along the edge of it towards the darkened road. The thunder
gradually abates, and it’s rumbling is heard far away beyond the village.
“The ducks flew by here the other day, Terenty,” says Danilka, still rubbing his
hand. “They must be nesting in the Gniliya Zaismishtcha marshes… Fyokla, would
you like me to show you a nightingale’s nest?”
“Don’t touch it, you might disturb them,” says Terenty, wringing the water out
of his cap. “The nightingale is a singing-bird, without sin. He has a voice given him in
his throat, to praise God and gladden the heart of man. It’s a sin to disturb him.”
“What about the sparrow?”
“The sparrow doesn’t matter; he’s bad, spiteful bird. He is like a pickpocket in
his ways. He doesn’t like man to be happy. When Christ as crucified it was the
sparrow which brought nails to the Jews, and called ‘alive! alive!”
A bright patch of blue appears in the sky.
“Look!” says Terenty. “An ant-heap burst open by the rain! They’ve been
flooded, the rogues!”
They bend over the ant-heap. The downpour has damaged it; the insects are
scurrying to and fro in the mud, agitated, and busily trying to carry away their
drowned companions.
“You needn’t be in such a taking, you won’t die of it~” says Terenty, grinning.
“As soon as the sun warms you, you’ll come to your senses again… It’s a lesson to
you, you stupids. You won’t’ settle on low ground another time.
They go on.
“And here are some bees,” cries Danilka, pointing to the branch of a young
oak tree.
The drenched and chilled bees are hurdled together on the branch. There are
so many of them that bark nor leaf can be seen. Many of them are settled on one
another.
“That’s a swarm of bees, “Terenty informs them. “They were flying looking for
a home, and when the rain came down upon them they settled. If a swarm is flying,
you need only sprinkle water on them to make them settle. Now if, say you wanted to
take the swarm, you would bend the branch with them into sack and shake it, and
they all fall in.”
Little Fyokla suddenly frowns and rubs her neck vigorously. Her brother looks
at her neck, and sees a big swelling on it.
“Hey-hey!” laughs the cobbler. “Do you know where you got that from, Fyokla,
old girl? There are Spanish flies on some trees in the woods. The rain has trickled off
them, and a drop has fallen on your neck – that’s what has made the swelling.”

Please pause again to answer the question:

The author compares a nightingale to a sparrow. To whom can you compare these
two birds?
The sun appears from behind the clouds and floods the woods, the fields, and
the three friends with its warm light. The dark menacing clouds has gone far away
and taken the storm with it. The air is warm and fragrant. There is a scent of bird-
cherry, meadowsweet, and lilies-of-the-valley.
“That herb is given when your nose bleeds, “says Terenty, pointing to a
woolly-looking flower. “It does good.”

20
 They hear a whistle and a rumble, but not such a rumble as the storm-clouds
carried away. A goods train races by before the eyes of Terenty, Danilka, and
Fyokla. The engine, panting and puffing out black smoke, drags more than twenty
vans after it. Its power is tremendous. The children are interested to know how an
engine, not alive and without the help of horses can move and drag such weights,
and Terenty undertakes to explain it to them: “It’s all the steam’s doing, children…
The steam does the work… You see, it shoves the river. They walk not with any
object, but just at random, and talk all the way… Danilka asks questions, Terenty
answers.
Terenty answers all his questions, and there is no secret in nature which
baffles him. He knows everything. Thus, for example, he knows the name of all the
wild flowers, animals, and stones. He knows what herbs cure diseases; he has no
difficulty in telling the age of a horse or a cow. Looking at the sunset, at the moon, or
the birds, he can tell what sort of weather it will be next day.
And indeed, it is not only Terenty who is so wise. Silanty Silitch, the
innkeeper, the market-gardener, the shepherd, and all the villagers, generally
speaking, know as much as he does. These people have learned not from books,
but in the fields, in the woods, on the river bank. Their teachers have been the birds
themselves, when they sang to them, the sun when it left a glow of crimson behind it
at setting, the very trees, and wild herbs.
Danilka looks at Terenty and greedily drinks in every word. In spring, before
one is weary if the warmth and the monotonous green of the fields, when everything
is fresh and full of fragrance, who would not want to hear about the golden may-
beetles, about the cranes, about the gurgling streams, and the corn mounting into
ear?
The two of them, the cobbler and the orphan, walk about the fields, talk
unceasingly, and are no weary. They could wander about the world endlessly. They
walk, and in their talk of the beauty of the earth, do not notice the frail little beggar-
girl tripping after them. She is breathless and moves with lagging step. There are
tears in her eyes; she would be glad to stop these inexhaustible wanderers, but to
whom and where can she go? She has no home or people of her own. whether she
likes it or not, she must walk and listen to their talk.
Towards midday, all three sit down on the river bank. Danilka takes out his
bag a piece of bread, soaked and reduced to a mash, and they begin to eat. Terenty
says a prayer when he has eaten the bread, then stretches himself on the sandy
bank and falls asleep. While he is asleep, the boy gazes the water, pondering. He
has many different things to think. He has just seen the storm, the bees, the ants, the
train. Now, before his eyes, fishes are whisking about. Some are two inches long
and more; others are no bigger than one’s nail. A viper, with its head held high, is
swimming from one bank to the other.
Only towards the evening the wanderers return to the village. The children go
for the night to a deserted barn, where the corn of the commune used to be kept,
while Terenty, leaving them, goes to the tavern. The children lie huddled together on
the straw, dozing.
The boy does not sleep. He gazes into the darkness, and it seems to him that
he is seeing all that he has seen in the day: the storm-clouds, the bright sunshine,
the birds, the fish, lanky Terenty. The number of his impressions, together with
exhaustion and hunger, are too much for him; he is as hot as though he were on fire,
and tosses from, side to side. He longs to tell someone all that is haunting him now
in the darkness and agitating his soul, but there is no one to tell. Fyokla is too little
and could not understand.

21
 “I’ll tell Terenty tomorrow,’ thinks the boy.
The children fall asleep thinking of the homeless cobbler, and, in the night,
Terenty comes to them, makes the sign of the cross over them, and puts bread
under their heads. And no one sees his love. It is seen only by the moon which floats
in the sky and peeps caressingly through the holes in the wall of the deserted barn.

What Is It

When you respond to a text, you are given the opportunity to express what
you understand and feel about something. When you respond, it is important that
you get the following points across to your audience.

Points to consider in responding to a text:

 Identify the problem. In order to identify the problem structure in a text, you
need to look for signal words and phrases such as the problem, the dilemma
is, the challenges, and the difficulties.
 Make connections to what you are reading and to your existing
knowledge on the text. A solid connection to the text occurs when text you
are able to apply what you’ve read from one text to another text.
 Make inferences. When inferring, the central question is “What is the author
really saying?” It involves making judgments and drawing conclusions.
 Identify and critique assumptions. When you identify assumptions, you
need to know and understand the conclusion and reasoning of the author.
 Apply what you have learned through reading in practical ways.
 Take a different point of view from the text. A point of view is a perspective
from where you want to see the points of the text.

Now that you know how to

express your response to a text,
you are now ready to answer the
exercises.

What’s More

Task 4. Comprehension Check

Read carefully and answer the questions below. Write your answers on a
separate sheet of paper.
1. List four specific details about Terenty.

22
2. Number the statements from 1-6 to show the order in which the events happened
in the story.

Fyokla is running through the village looking for Terenty, the cobbler.
The children fall asleep.
They walk on the fields and talk unceasingly, and are not weary.
The beggar-girl leads Terenty into a thicket that points to Danilka.
Towards the midday, all three sit down on the river bank.
Terenty helps Danilka.

Task 5. Making Connections

Read the each item carefully and answer the following questions.
1. Who are the following characters?
a. Terenty
b. Fyokla
c. Danilka

2. What does Terenty mean when he tells Fyokla that the grass will be dry again, the
earth will be dry again, and we shall be dry again. There is the same sun for us all.

3. What motivates Terenty to help the children?

4. How can you relate the story to your experience/experiences? Give specific
situations mentioned in the story which you can relate to your life as an individual.

5. What event/entity in the story do you find most significant? Why?

Task 6. Pointing Different Views

How well did you answer the questions? Spend some time reflecting on what
you learned from the text. On a separate sheet of paper, copy the Readers
Response Table found on the next page and write your responses.

Reader’s Response

Name: Year & Section:

 What is the author’s attitude towards the story? Which part impacts the
way you view life? 23
 What kind of emotion or feeling did you get after reading the selection?
How can it help you become a better person?
 What ideas and new skills did you find interesting?
 What I Have Learned

Task 7. What Do I Think?

Write your significant learnings in this lesson by completing the statement
below. Write your answers on a separate sheet of paper.

After going through Lesson 2 of this module, I realized that in life, I MUST…
1.
2.
3.

What I Can Do

Task 8. Express Your Ideas

Responding to a text demonstrates your understanding on the different
perspectives of the text. It helps you examine, explain, and defend your personal
reaction. Review the story “A Day in the Country” by Anton Chekhov. Complete the
table below. Write your answers on a separate sheet of paper.

When I read this part: I was reminded of:

Assessment

Task 9. Check Your Understanding

Choose the letter of the correct answer and write it on a separate sheet of paper.

24
1. In the story “A Day in the Country” from the way the characters react to the
setting, you can tell that they are _________.
A. comfortable with their surroundings
B. excited by the prospects of an adventure
C. confident that they will get through the forest
D. disturbed by the dark stuffiness of the forest

2. In the first paragraph of the story ‘A Day in the Country’, imagery is used to
describe the day. What kind of mood does that imagery create?
A. The mood is happy because a warm wind frolics over the grass.
B. The mood is in distress as the “trees bends” and “dust stirs up”
suggest danger.
C. The mood is creepy because of the line “a dark leaden-coloured mass
is creeping over the sky towards the sun”.
D. The mood is emotional as the line “And no one sees his love” suggests
affection of the character towards the other characters in the story.

3. The line “A dark leaden-coloured mass is creeping over the sky toward the
sun.” uses what literary device?
A. analogy B. imagery
C. irony D. simile

4. You can tell that the story is told from the third-person point of view because
the narrator ___________.
A. is a character in the story B. is a voice outside the story
C. takes part in the story’s action D. knows all the characters’ thoughts

5. Reread the last paragraph on page 284. Why does Terenty come back to the
orphans and puts bread under their heads?
A. He is happy to be with the kids.
B. He has nowhere to go for the night.
C. He silently loves and cares the orphans.
D. He wants to see how the orphans are doing.

6. What is the main problem in the story?

A. Fyokla needs the cobbler’s help to rescue her brother.
B. A threatening storm lures at the village.
C. The characters enjoy the splendors of the country.
D. The children have nowhere to go except for the barn.

7. What is the author’s purpose in writing the story?

A. to compare experiences
B. to explain the beauty of nature
C. to show that there is the same sun for us all
D. to reflect of nature’s gift and the wisdom of country folks

8. Interpret the mood of the statement, “He longs to tell someone, all that is
haunting him now, but there is no one to tell.”
A. confused B. disappointed
C. excited D. sad
25
 9. The lines “Red zigzag of lightning gleam here and there across it.” and
“There is a sound of far-away rumbling.” describe the ___________.
A. earth B. plants
C. skies D. seas

10. The line “The frail little beggar-girl tripping after them.” suggests that ______.
A. She is sick. B. She is tired.
C. She wants to play. D. She wants to be left behind.

11. The bright blessed day and the sacred night are symbolisms for
A. challenges and trials B. triumphs and dreams
C. sorrows and problems D. successes and failures

12. The line ‘colors of the rainbow that are on the faces of people’ convey
A. generosity and serenity B. friendship and camaraderie
C. happiness and contentment D. lasting relationship among
spouses
13. Why do you think the story entitled ‘A Day in the Country’?
A. It is because the author lives in the country the major characters live.
B. It is because the characters made their way to adventure and explored
the beauty of nature.
C. One day, a little boy had trapped his hand inside a hole in the bark of a
tree in the country forest.
D. The story is so called as it is based on the incidents in the life of the
three country folks in one single day.

14. What significant lesson can we learn from the story ‘A Day in the Country’?
A. It can be difficult sometimes to understand the lessons of life.
B. Living a simple life means living an unsatisfactory life whether you’re in
a country or not.
C. We should know every little detail the fields have, the river banks, the
birds, and the tress.
D. In modern days, people have been too preoccupied with technology
that they forget to appreciate the benefits and wonders of nature.

15. When a narrator is the major character in a story, what point-of-view is being
emphasized?
A. first person point-of-view B. second point-of-view
C. third person point-of-view D. omniscient person point-of-view

Additional Activities

Task 10. Learn More

The purpose of a character study is to provide insight into the personality of
an individual. In the chart below, list downTerenty’s three most outstanding traits. For
each, cite examples from the text, and write instances in your life which you can
relate with.

26
Outstanding Traits Examples from Text Related Instances

You did great in this lesson! You just

finished the activities. You are now ready
for another lesson.

Lesson
Examining Biases
3
Congratulations! You just reached
the last part of this module. Get
ready for another lesson to learn.
27
 What I Need to Know

Lesson 3 of this module is intended to help you examine biases (EN10RC-lllh-

23.1). After going through the series of activities and tasks, you are expected to:
a. examine a text;
b. analyze a text to identify bias; and
c. determine biases in a text.

What I Know

Task 1. Get Started

Read and answer each question carefully and write your answers on a separate
sheet of paper.

For nos. 1-3:

Every food processor must own a food processing machine. This invention was
now being used by mostly vegetarians, compared with half that number a couple of
years ago. Vegetarians rarely have a weight problem since most vegetables are low in
calories and contain a little to no fat. They do not suffer a build-up of cholesterol in the
bloodstream as they grow older. Some doctors have suggested a link between
vegetarianism and longevity. As Americans become more health-conscious,
vegetarianism will certainly become more popular.

1. What is the text all about? It is all about

A. becoming an American. B. becoming a vegetarian.
C. eating healthy foods. D. owning a food processor.

2. Does the author show bias in the text?

A. maybe B. never
C. no D. yes

3. The author shows bias for __________.

A. avoiding cholesterol B. eating “health foods”
C. becoming a vegetarian D. eating more vegetables
For nos. 4-6:

Russia is certainly a strong military power; it now has nuclear power to destroy
the entire world. It is not the only country that has the capacity. The threat of nuclear
war affects all of us.
4. What is the main topic of the paragraph?

28
 A. war affects us all B. threat of nuclear power
C. destroying the entire world D. strong military power of Russia

5. Does the author show bias in the text?

A. maybe B. never
C. no D. yes

6. The author seems biased against __________.

A. the world B. nuclear arms
C. other countries D. Russian military power

For nos. 7-8:

The entire so-called science of parapsychology is simply a clever fraud. The
attention of parapsychologists is focused on false claims that fall outside the
bounds of normal human experience, including extrasensory perception. These
parapsychologists know as much about real science as the town drunk. In truth,
their experiments have been shown to be impossible to replicate, which is a
fundamental qualification for a science.
7. The text is talking about __________.
A. experimentation B. human experience
C. parapsychologist D. science

8. The author shows bias against __________.

A. experimentation B. parapsychologist
C. scientists D. the town drunk

For nos. 9-10:

An independent insurance agent works directly for you, not for a large,
anonymous organization. The agent must provide you with the best policy at the
lowest price if he is to remain in business. The agent’s job is to help you find policy that
suits your needs. This may cover your life, health, home, or automobile. Independent
insurance agents are free to recommend the best policy, regardless of the insurance
company provides.
9. What is the main topic of the text?
A. the best policy B. works of an agent
C. insurance company D. anonymous organization

10. The author show bias in favor of

A. avoiding low-cost insurance policies
B. using an independent insurance agent
C. selecting an insurance policy on your
D. buying insurance from a well-known own company

For nos. 11-12:

29
 New automobiles are not built as well as they used to be. Owners of new cars
in 2002 have more complaints about their automobiles than in past years. In fact, the
recalling of new cars by their makers is becoming a practice. Instead of insisting
upon safe, well-designed products, carmakers seem more concerned with throwing
together shoddy automobiles and making a profit. Invariably, new cars need parts
replaced almost as soon as the warranty expires. Unfortunately, people need
transportation, so they continue to buy new automobiles.

11. What is the main text all about?

A. new car owners B. car repair shops
C. automobile manufacturers D. foreign car manufacturers

12. Does the author show bias in the text?

A. maybe B. never
C. no D. yes

For nos. 13-14:

Citizens of the Lawn Park area look with alarm at the diabolical plot to change
a beautiful spot into a baseball park. If this malicious plan is carried out, the lovely
trees in the park will be chopped down. Values of the property within the area will
drop sharply as the park fills with the filth and debris of the bulldozers and other
equipment. Later the shrieks of the young ruffians who take over the park will destroy
the peace and quiet of the neighborhood. Obviously no one cares about the poor
citizen who has slaved to pay his home and to keep up with his taxes.

13. In this passage, the author shows bias against __________.

A. more trees in the park B. a baseball field in the park
C. homeowners and taxpayers D. citizens of the Lawn Park area

14. What is the attitude of the author in writing the text?

A. doesn’t care at all B. negative on something
C. positive on something D. persuading the readers

15. Which of the following is considered when you examine biases in a text?
A. topic and main idea B. opinions expressed
C. author’s attitude D. All of the above.

What’s In

Task 2. Associate Ideas

A. Can you think of words that can be associated with the word ‘bias’? Write them in
a word web. Use a separate sheet of paper for your answer.

30
BIAS
B. Based on your answer from the first activity, complete the first two columns of the
table on what you already know and what you want to know about the lesson.
What do I already KNOW What do I WANT to know What did I LEARN
about this? about this? about this?

Very good! You have just activated your

prior knowledge for this lesson. Buckle
up as you complete the activities and
tasks on the succeeding pages.

What’s New

Task 3. Find It!

Read and study the written speech below.
The world knows climate change is real and action is needed. New
Zealanders understand that. Let’s be honest, this National Government also knows it
but has buried its head in the sand rather than tackle a problem that involves more
window dressing.
Looking around this room today reminds me what is great about New
Zealanders and why I chose to live in this country. All of you here understand the
problem of climate change is a serious problem for our country and for the planet.
We don’t bury our head in the sand and pretend there’s nothing to worry about
because that’s easy thing to do. We face up to it, some of us study it, some of us
reach about it, some of us raise awareness about it and others among us factor it
into how our business or the economy works.
It’s not the Kiwi way to look the other direction when there’s a challenge to be
faced. This is the country that gave women the vote. This is the country that said yes
to nuclear free, in the face of super power pressure.

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 When we see a problem, we are not defeated. We don’t say no, we say
“yeah-nah that’s no good” and then break out the number eight wire and start to sort
it out. Quite often we find positive opportunities to seize along the way.
New Zealanders have a can-do attitude; we’re not by-standers. New
Zealanders think our country should do its fair share. We are not the kind of people
to leave problems for other to fix. Yet our greenhouse gas emissions are the highest
they have ever been and they are going up. Yet climate change in our country is an
international joke. That’s just not the Kiwi way.
We believe our obligations go beyond ourselves and extend to others,
including our Pacific neighbors. We must respond to the threat of climate change or
betray our children and their children.
New Zealand was once seen as a leader on climate change. It introduced an
ETS, it had opinions and influence.
Source: https://www.greens.org.nz/russel-normans-keynote-green-party-climate-change-conference

Answer the following questions:

1. What is the main topic of the text?

2. What is the author’s attitude towards it?
3. Is the text bias? Explain your answer.
4. How do you identify the writer’s bias in the text?
5. What makes the text bias?

What Is It
Writers strive hard to keep their work as far as possible without being bias.
Biased information tries to change your mind. Being aware of biases and knowing
how to examine and identify biased information is a skill that must be developed.
What is Bias?
Bias is putting across an unfair or one sided opinion. When a text is biased, it
means that it does not give a fair representation of both sides of an argument. Bias
comes in various types namely gender, racial, ethnic, cultural, socio-economic,
abilities, age, educational, and political.
How do we identify bias in a text?
 Identify the topic and the main idea.
 Identify the author’s attitude – either positive or negative; subjective or
objective.
 A text is subjective when it expresses personal feelings, thoughts, judgments,
and opinions.
 A text is objective when it presents facts, figures, and no personal opinion
included.

32
  The text is biased when exaggerated language is used to present and win the
chosen side of an issue.
 Determine the type of information presented in the text if it is balanced or
unbalanced information.
 If you are unable to find either a positive or negative attitude toward the
subject, then the text is unbiased.

Bias is prejudice about or leaning towards something and against something.

Critical reading is required so that a reader examines and recognizes bias in writing.

Were you able to grasp the

discussion? Now, let’s try to answer
the following activities.

What’s More

Task 4. Analyzing Text

Read the text carefully and analyze the ideas presented. Answer the
questions that follow on a separate sheet of paper.

Cell Phone Use: Beneficial or Disastrous?

Mobile phones are ubiquitous; even children carry cell phones. Though cell
phones are now a necessity in most people’s lives, we have heard that such use
exposes men to a dosage of radiation which mobiles emit and it is said that this is
harmful to the user, and it can cause severe brain damage.

But mobile phones are helpful especially during emergency. But cell phones
are also associated with crimes. Parents say that our children are under threat of
violence merely by the possession of a phone. Parents should think carefully before
purchasing a mobile phone for their child. Schools also have policies related to the
use of the cell phone.

1. What is the text all about?

2. How do you know that the item is subjective or objective?
3. Examine the text. Use the table below to determine the bias.

Yes No
Exaggerated language
Unbalanced Information
Bias (for or against)
My emotional response

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Task 5. Identifying Biases

1. What is the topic or main idea of the text?

2. Discuss the different sides concerning the topic of the text you just read.
3. What is the speaker’s purpose in writing the text?
4. Do you think the text is effective in achieving the writer’s purpose?
5. Give your personal opinion about the text.

What I Have Learned

Task 6. What Do I Think
Using the K-W-L Chart, sum up what you have learned throughout this lesson.
This time, complete the table by writing your answers on the “What I Learned”
column. Use a separate sheet of paper.
What do I already KNOW What do I WANT to know What did I LEARN
about this? about this? about this?

You have just finished the last lesson for

this module. It is hoped that I helped you
become an enlightened and resourceful
learner.

What I Can Do

Task 7. Express Your Ideas

Before you put aside this lesson, spend some time reflecting on how you can
apply the things you have learned in real life situation.

A person can be bias against someone or something. It can affect a person’s

emotions. How can you avoid biases against someone? How do you deal with
biases you experience from others? Write your answers on a separate sheet of
paper.

34
 Assessment

Task 8. Check Your Understanding

Read each item carefully and use a separate sheet of paper for your answer.
Write the letter of your choice.

1. All of the following indicators point to bias in written work EXCEPT _________.
A. the writer’s lack of citation
B. the writer’s use of vague statements
C. the writer’s use of impartial language
D. the writer’s inclusion of extraneous information

2. Why is it important for readers to identify biases in written work?

A. recognizing these factors is not important; it is normal to have biases about
people or things
B. recognizing these factors helps readers become more acquainted with
writers they agree with
C. recognizing these factors helps readers think critically in order to gain a
better understanding of the writer’s perspective
D. recognizing these factors helps readers think critically to avoid being
influenced about how they feel about people or things

3. What word indicates bias in this sentence? ‘If he is elected, he would be the first
Negro in the White House.’
A. elected B. first
C. negro D. white

4.The following statements show bias, EXCEPT _________

A. Tomorrow, I am meeting with the chairman.
B. All members of our staff give their very best effort.
C. The firemen arrived on the scene shortly after the blaze.
D. Mary Jane will be mentally retarded for life.

5. How do you rewrite this sentence to avoid bias? ‘The special education student
scored 10 points higher.’
A. The disabled student scored 10 points higher.
B. The disabled special student scored 10 points higher.
C. The special student with a disability scored 10 points higher.
D. The student in a special education program scored 10 points higher.

6. The sentence ‘The Chairman disagreed.’, shows bias against gender. The
following words can replace ‘chairman’ to have gender neutrality EXCEPT _____.
A. chair B. chairperson
C. chairwoman D. head

For nos. 7-9

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 Every food processor must own a food processing machine. This invention
was now being used by mostly vegetarians, compared with half that number a
couple of years ago. Vegetarians rarely have a weight problem since most
vegetables are low in calories and contain a little to no fat. They do not suffer a build-
up of cholesterol in the bloodstream as they grow older. Some doctors have
suggested a link between vegetarianism and longevity. As Americans become more
health-conscious, vegetarianism will certainly become more popular.
7. What is the text all about?
A. becoming an American B. becoming a vegetarian
C. eating healthy foods D. owning a food processor

8. Does the author show bias in the text?

A. maybe B. never
C. no C. yes

9. The author shows bias for?

A. avoiding cholesterol B. eating “health foods”
C. becoming a vegetarian D. none

For nos. 10-11:

Should the town paint bicycle lanes in the streets to encourage people to get
healthy exercise rather than pollute the air with exhaust fumes?

10. What is the text all about?

A. have a healthy exercise B. cycling is a good exercise
C. using bicycles instead of cars D. putting bicycle lanes in the town

11. Does the author show bias in the text?

A. maybe B. never
C. no D. yes

12. All of the following indicators point to bias in written work except _______.
A. lack of information B. gives fair share of details
C. use of appropriate language D. both issues are presented

13. When does the text become biased?

A. fair information is given
B. enough information is given
C. one-sided information is presented
D. representation of both sides is shared

14. Which of the following is considered when you examine biases in a text?
A. Identify the topic and the main idea.
B. Identify opinions expressed are biased writing.
C. Identify the author’s attitude – either positive or negative
D. All of the above

36
15. Which of the following is a disadvantage of having a biased text? It _______.
A. enlightens your mind B. changes your mind set
C. broadens your knowledge D. gives you fair share of information

Additional Activities
Task 9. Learn More
Work this out and answer the given questions on a separate sheet of paper.
Look for a text from a newspaper or magazine. Cut and paste it on a bond paper.

1. What is the issue all about?

2. What are the different sides presented in the text?
3. What is the purpose of the text?
4. Have you examined? Identify the biases detected.

Assessment

Task 10. Wrap It Up

Read each statement carefully. Write your answers on a separate sheet
of paper.

1. You can tell that the story is told from the third-person point of view because the
narrator ________.
A. is a character in the story B. is a voice outside the story
C. takes part in the story’s action D. knows all the characters’ thoughts
2. In the story “A Day in the Country”, what is the main problem?
A. A threatening storm lures at the village.
B. The characters enjoy the splendors of the country.
C. The children have nowhere to go except for the barn.
C. Fyokla needs the cobbler’s help to rescue her brother.

3. What is the author’s purpose in writing the story?

A. compare experiences B. explain the beauty of nature
C. show us the same sun D. reflect on country folks’ wisdom

4. Why did Terenty come back to the orphans and put bread under their heads?
A. He is happy to be with them B. He has nowhere to go that night.
C. He silently loves cares for them. D. He wants to see how they are.

5. Who wrote the selection “A Day in the Country”?

A. Anton Chekhov B. Craig Rain
C. Ernest Hemingway D. F. Scott Fitzgerald

6. The bright blessed day and the sacred night are symbolisms for ________.

37
 A. challenges and trials B. triumphs and dreams
C. sorrows and problems D. successes and failures

7. Which of the following is considered when you examine biases in a text?

A. the author’s attitude B. the opinions expressed
C. the topic and the main idea. D. All of the above

8. All of the following indicators point to bias in written work except ________.
A. lack of information B. fair share of details
C. use of appropriate language D. all issues are presented

9. Which of the following is a disadvantage of having a biased text?

A. enlightens your mind B. changes your mind set
C. broadens your knowledge D. gives you fair share of information

10. Which of the following sentences DOES NOT show bias?

A. Mary Jane will be mentally retarded for life.
B. Tomorrow, I am meeting with the chairman.
C. All members of our staff give their very best effort.
D. The firemen arrived on the scene shortly after the blaze.

11. Which word is not a synonym of the word nurture?

A. cultivate B. foster
C. hinder D. nourish

12. Which word has the same meaning of the word fecundity?
A. barren B. dead
C. fruitful D. poor

13. Which of the following words is the synonym of the word prior?
A. after B. preceding
C. today D. tomorrow

14. What can be used to avoid bias in this sentence: ‘If he is elected, he would be
the first Negro in the White House.’
A. African B. American
C. Black Citizen D. African-American

15. Does the author show bias in this sentence: ‘Jeff is a superb secretary despite
the fact that he is a man.’?
A. Maybe B. No
C. Partly D. Yes

38
Answer Key

Lesson 1

39
 Lesson 2 Lesson 3

References

Almonte, Liza. Flandez, Lerma. Hermosa, Angelou. Lagustan, Nedia. Mangaluz,

Liberty. Miranda, Elenita. Mendoza, Paul Anthony. et al. Celebrating
Multiculturism Through World Literature. (Philippines:Department of
Education, 2015) 276.
Almonte, Liza. Flandez, Lerma. Hermosa, Angelou. Lagustan, Nedia. Mangaluz,
Liberty. Miranda, Elenita. Mendoza, Paul Anthony. et al. Celebrating
Multiculturism Through World Literature. (Philippines:Department of
Education, 2015) 279-284.
Almonte, Liza. Flandez, Lerma. Hermosa, Angelou. Lagustan, Nedia. Mangaluz,
Liberty. Miranda, Elenita. Mendoza, Paul Anthony. et al. Celebrating
Multiculturism Through World Literature. (Philippines:Department of
Education, 2015) 317-318.
Almonte, Liza. Flandez, Lerma. Hermosa, Angelou. Lagustan, Nedia. Mangaluz,
Liberty. Miranda, Elenita. Mendoza, Paul Anthony. et al. Celebrating
Multiculturism Through World Literature. (Philippines:Department of
Education, 2015) 375-376.

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Google Chrome http://www.lyricsfreak.com/l/louis+armstrong/what
+a+wonderful+world_20085347.html.
https://www.greens.org.nz/speeches/russel-normans-keynote-speech-green-party-
climate-change-conference.
William Aggeler, The Flowers of Evil (Fresno, CA: Academy Library Guild, (1954).

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For inquiries or feedback, please write or call:

Department of Education – Learning Resources Management and

Development Center (LRMDC)

Division of Bukidnon
Sumpong, Malaybalay City, Bukidnon
Telefax: (08822)855-0048)
E-mail Address: [email protected]

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