Phillippine Literature Module_ PADAYON

To our dear learners,
Welcome to this module! This module is written for Grade 7 learners like you. This

provides varied activities to develop your English communication skills that maximize your
learning through the key concepts of Philippine Literature and literature in general. This will
further place emphasis on our past through our country‘s literature, its impact on our lives today,
and how it helped shape our current society through series of discussions and activities of different
local literature genres and forms. This will also let you absorb and appreciate the value of our
nationality in literature.

Moreover, this module will help you deepen and sharpen your oral and written
communication skills and build your self-expression in using the English language. This is a useful
guide as you have your journey in enriching your knowledge on the facts and information on
Philippine Literature.

Generally, it is hoped that this module shall supplement and enhance you in becoming a
better student, a better Filipino citizen and a better person as a whole.

Before you will do the activities, you must familiarize the different learning icons that will
guide you in understanding the lesson.

This will give the learners an idea of the skills or competencies they are expected to learn in the
module

This part includes an activity that will review their knowledge about the previous topic. It also
provides another activity that aims to check what the learners know about the lesson to take

This portion is a brief drill or motivational activity to set the mood of the students to learn the
new lesson.

This section provides a discussion of the lesson. This aims to help the learners discover and
understand new concepts and skills.

This is a task that aims to evaluate your level of mastery in achieving the learning competency.

In this portion, another activity will be given to the learners to enrich their knowledge or skill of the lesson
learned. This also leads to the retention of the learned concepts.

Grade 7 Module –Page 2

Grade 7 Module –Page 3

English – Grade 7
Alternative Delivery Mode
Quarter 1, Quarter 2, Quarter 3 and Quarter 4
First Edition, 2021
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 book 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 Graduate School of Philippine Normal University – Mindanao
Professor Jeanette Guir Tibay- Gongora
MA ELE students: Yvon Lapac, Novellyn Martije, Gem Lee Aumada and Angelie candelansa

Development Team of the Module
Writers & Editors: Yvon Lapac, Novellyn Martije, Gem Lee Aumada and Angelie Candelansa
Reviewers: Professor Jeanette Guir Tibay – Gongora and the ELE 703 students
Illustrator and Layout Artist: Novellyn Martije
Management Team: Yvon Lapac

Novellyn Martije
Gem Lee Aumada
Angelie Candelansa

Grade 7 Module –Page 4

Quarter 1 – Connecting to My Past 8
8
Task 1: See, feel and think! 9
Task 2: Word of Mouth 10 - 11
Task 3: Complete Me 12
Task 4: Read Your Text 13
Task 5: Link Me 13
Task 6: Use Me 13
Task 7: Learn Me 14
Task 8: Making It Simple 14
Task 9: Talk of the Town 14
Task 10: Library Visit
Task 11: The Living Past 17
18 - 19
Quarter 2 - Appreciating Others 19 - 20
20 - 21
Task 1: True or False 22 - 23
Task 2: Choose Me 23
Task 3: Educate Me 24
Task 4: Comprehension Check 24 - 25
Task 5: Can you follow? 25 – 26
Task 6: What Can I Say?
Task 7: Complete Me
Task 8: Kanta Time
Task 9: Almost Done
.

Grade 7 Module –Page 5

Quarter 3 – Connecting with Others 28
29
Task 1: What am I 34
Task 2: Recognize Me 37
Task 3: Arrange Me 37
Task 4: Fill Me In 39
Task 5: Tell Me Who 39
Task 6: Describe Me 40
Task 7: Dealing with Adjectives 41
Task 8: Write, Shoot, & Deliver
Task 9: My Takeaways 43 - 44
44
Quarter 4 – Befriending Others . 45
46 - 48
Task 1: Untangle the Puzzle 49
Task 2: Name it, to Win it! 49 - 50
Task 3: Think of Me Wisely 50
Task 4: Relate and Connect 51
Task 5: Star Diagram 52
Task 6: Language Connections 52
Task 7: Let’s Learn 52 – 53
Task 8: Grammar Bytes
Task 9: Preposition Flash
Task 10: Photo Challenge
Task 11: Assignment

Grade 7 Module –Page 6

Quarter Connecting

1 to My Past

A life should be treasured and your roots should be known. This lesson asks students to
consider the significant legacies of the past and the broader sweep of history to know your roots as
a Filipino. The exploration of legacies and personal connections to history in this lesson prepares
students to think about the impact of history on the identity of a nation in the next lesson. The
identity of a nation is certainly affected by the legacies of those who were part of that nation‘s past;
their choices, their collaborations, their conflicts all shape the identity of the nation in the present
day.As a Grade 7 student, you will do everything to revisit the past in order to understand the
present. The challenge now is how can you achieve this goal positively?

Most Essential Learning Competency:
● Discover literature as a means of connecting to significant past
This lesson takes you to the significant experiences of the past that determines our present.

Discover this past by knowing the origin of things and how it affects us as people. After revisiting
the past, you must be able to achieve these goals:

1. review the previous lesson about the Creation Story from Luzon;
2. Use appropriate idiomatic expressions in a variety of basic interpersonal communicative

situations
3. To organize ideas in the myths using comparison-contrast chart
4. Formulate correct simple sentences
5. Recognize the various sections of the library
6. Use materials in the different sections in the library
7. Write a five-to-seven sentence paragraph on information gathered

Are you ready? Now, begin journey. Good luck students!

Grade 7 Module –Page 7

Before you start this module, let us first check how well you learned in your previous
lesson. Prepare and be ready.

Direction: Complete the timeline by providing the information based on what you see, feel
and think out from the story, A creation Story from Luzon.

A creation
Story from

Luzon

How was your answers? Did you get it right? You may check them using the Answer Key
page. If you get it right then, that‘s great! I guess, you are now ready to discover new things from

this module. Challenge yourself and take this pretest to find out what you already know

about our next topic.
Let‘s begin!

Test your ability to apply what you know.

a. Below is a group of related words. Do you have an idea what image do these words create?
Draw it in the box.

famine drought parched sear barren

Grade 7 Module –Page 8

b. This is a breechclout. Who usually wears it? What material is it
made of?
Answer:

c. Corrupt government officials, who are accused of usurpation of power, are not trusted by
people. What are examples of actions showing usurpation of power?

Answer:

d. People express remonstrances against this usurpation of power by corrupt officials. How do
people show their objections or oppositions to this practice?

Answer:

e. Justice is tarried when the filing of cases is delayed. What word in the sentence is
synonymous with tarried?

Answer:
Okay, compare your responses with those in the Answer Key page. Did you make it right?

If you got them right, keep it up! Be more inspired and motivated to go on with our activitites.
Now let‘s carry on!

Directions: Complete the statements by writing the word of your choice from the pool of words.

bathala ancestors nature rice balangay

_______________ is the staple food of Filipinos.
Our _________ used their stories to explain how palay was discovered as a crop and rice as
a food.
In the beginning, people depended on ___________ for food.
Our ancestors were proud and thankful to _________, their god.
_______________ is a large swift canoe or boat of the Philippines.

How was your answers? Check your answers on the Answer Key Page. After
completing the task, try to analyze the main idea of these sentences to get a hint on your next topic.
Are you ready?

Grade 7 Module –Page 9

Read silently the Ibaloi, and Tagalog versions of ―The Origins of Rice. Take note of the
similarities and differences among these versions (including the Bohol version)

The Origin of Rice (Bohol)
Long time ago all the land bordering the sea, was ruled by the mighty Aglao, the King of
the ―Spirit Hunters‖. These spirits were powerful and numerous. Their chief recreation
was to spend their time hunting deer, unless Aglao needed them to drive away to their
common enemy, the terrible spirit of the sea, Bacobaco, who is also very fond of deer‘s
meat. He would transform as a giant turtle and then sally forth into the hunting grounds of
the hunters and gorge himself with deer to the neck. Aglao would greatly resent this, but
he was powerless compared to this monster. So one day he consulted Wasi, one of the
spirit hunters. Wasi then suggested to ask Blit, his brother; the spirit othe wind, for
assistance because he is the one who is capable of killing the giant turtle. Aglao followed
his advice. He went to meet Blit and ask for help. Blit agreed because he himself is an
enemy of Bacobaco. The following day the huge turtle appeared again, but Blit was quiet
ready for him this time. But as he carefully placed an arrow to his bow, Bacobaco saw
him and immediately hid his whole body beneath his shield. The arrow struck exactly at
the place where his head had been thrust forward only a few moments before. Before he
could recharge his weapon Bacobaco escaped. Bacobaco tried to hide in a lake at the foot
of Mount Pinatubo, but finding the water clear, he climbed to the peak where he started
digging a hole. ―Bit pieces of rock, mud, dust and other things began to fall in showers all
around the mountain. During all the while (Bacobaco) howled and howled so loudly that
the earth shook under the foot of Blit, Aglao and his hosts. The fire that escaped from his
mouth became so thick and so hot that the pursuing party had to run away.‖ ―For three
days,‖ the story goes, ―the turtle continues to burrow itself, throwing rocks, muds, ashes
and thundering away all the time in deafening wars. At the end of three days he stopped,
and all was quiet again in the mountain. But the lake, with its clear water, was now filled
with rocks, and mud covered everything. On the summit of Pinatubo was a great hole,
through which Bacobaco had passed, and from which the smoke could be seen constantly
coming out. This showed that he was already quiet, he was still full of anger, since fire
continued to come from his mouth.‖

The Origin of Rice (Tagalog Version)
Long ago, people did not plant crops or raise animals for food. They relied only on nature
and their surroundings. They would live in places where they could find food. Some
stayed in caves and lived on fruits and animal meat. Some stayed by river banks and the
sea, so they could fish for their food. They would stay in a place until food got scarce and
then move to another place where food was bountiful. The couple Banag and Danas
belonged to a group who used to live near the sea. They were looking for a new place. A
fierce storm had destroyed their houses near the sea. They feared the coming of another
storm. "Why do we always move our home?" Banag asked Danas. "I am tired of this kind
of life. We cannot even have children because we keep moving." Banag wanted to
seperate from the rest of the group and stay behind in a pleasant place. "I want to bear our
child there." Danas gave in to his wife's request. They chose a nice place in the mountains
and built a simple house there. Their new home was tranquil and food was bountiful.
Nearby was a clear stream where Danas caught many fish. But then came a drought. For a
long time, no rain fell, and the earth dried up. Plants and trees died,and birds and animals
and disappeared. Fish perished in the dried stream. Danas traveled far to look for food.
But the drought was merciless. He traveled until he reached the next mountain. Still, he
could not find food.

Grade 7 Module –Page 10

Exhaustion caught up with Danas in the middle of a vast field. He lay among the grasses
and fell asleep. Suddenly, the wind blew, and the grasses danced and sang. Danas woke
up surprised. Danas listened to the song of the grasses. "We are the hope of the people,
Danas. Gather our grains. Our grains are good food." Danas noticed the head of the grains
of the grasses. Each head was full of golden grains. He picked a grain and bit it. "Pound
our grains to remove their golden covers, " sang the grasses. "Cook the white kernels
inside the grains to soften them.

The Rice Myth (Ibaloi)
Very long ago there was no rice in the world. The people gathered fruits and caught fish
for their food.
There was an old man, Labangan, who had fished and hunted fruit one day, but had not
found anything. He sat down and cried saying, ―O, Kabunian, why did you make us to
starve? I am weak and old and cannot find my food. Better had I died when a child,
because now I will die of hunger.‖
Kabunian dropped a rope from the sky, and Labangan made a seat of wood. Kabunian
pulled him up to the sky and gave him rice for food. He did not know that rice was good
to eat, and did not eat it until Kabunian said that it was his food.
Kabunian gave the bad grains to Labangan to take with him, but he did not accept them.
When Kabunian was not looking, Labangan stole a good grain of rice and hid it in his
breechcloth. When he was about ready to go, Kabunian searched his body all over, and
found the grain of rice.
He waited until Kabunian had turned around, and put rice in his hair; but when he was
almost ready to go again, Kabunian searched him and found the rice. Then he put a grain
of rice in his mouth, and when Kabunian searched, he made him open his mouth, but
Labangan had the rice under his tongue.
Then they planted the rice, and all the people soon had enough.

The Rice Myth (Nabaloi Version)
Long ago, people did not plant crops or raise animals for food. They relied only on nature
and their surroundings. They would live in places where they could find food. Some
stayed in caves and lived on fruits and animal meat. Some stayed by river banks and the
sea, so they could fish for their food. They would stay in a place until food got scarce and
then move to another place where food was bountiful. The couple Banag and Danas
belonged to a group who used to live near the sea. They were looking for a new place. A
fierce storm had destroyed their houses near the sea. They feared the coming of another
storm. "Why do we always move our home?" Banag asked Danas. "I am tired of this kind
of life. We cannot even have children because we keep moving." Banag wanted to
seperate from the rest of the group and stay behind in a pleasant place. "I want to bear our
child there." Danas gave in to his wife's request. They chose a nice place in the mountains
and built a simple house there. Their new home was tranquil and food was bountiful.
Nearby was a clear stream where Danas caught many fish. But then came a drought. For a
long time, no rain fell, and the earth dried up. Plants and trees died,and birds and animals
and disappeared. Fish perished in the dried stream. Danas traveled far to look for food.
But the drought was merciless. He traveled until he reached the next mountain. Still, he
could not find food. Exhaustion caught up with Danas in the middle of a vast field. He lay
among the grasses and fell asleep. Suddenly, the wind blew, and the grasses danced and
sang. Danas woke up surprised. Danas listened to the song of the grasses. "We are the
hope of the people, Danas. Gather our grains. Our grains are good food." Danas noticed
the head of the grains of the grasses. Each head was full of golden grains. He picked a
grain and bit it. "Pound our grains to remove their golden covers, " sang the grasses.
"Cook the white kernels inside the grains to soften them.

Grade 7 Module –Page 11

How was your readings? Check your understanding on the story through this activity.
Are you ready?
1. Complete the table on the different versions of ―The Origin of Rice

2. Answer the questions below.
a. In what aspects are the four versions similar and different?
b. What traits did the gods/goddesses show?
c. What do the stories say about the relationship between humans and their gods/goddesses?

Idiomatic expressions are common phrases or sayings whose meanings cannot be
understood by the individual words or parts. One kind of idiomatic expressions is the phrasal verb.
Below are examples of these expressions and their meanings.

Grade 7 Module –Page 12

Look for at least five idiomatic expressions and their meanings. Also, use each expression in a
sentence. Use a table for your answer.

What words whose meanings cannot be understood by the individual words or parts?
How did you express the meanings of these expressions?

Sentence structure refers to the physical nature of a sentence and how the elements of that
sentence are presented. Just like word choice, writers should strive to vary their sentence structure
to create rhythmic prose and keep their reader interested. Sentences that require a variation often
repeat subjects, lengths, or types.

There are four types of sentences: simple, compound, complex, and compound-complex.
Each sentence is defined by the use of independent and dependent clauses, conjunctions, and
subordinators.

Simple sentences: A simple sentence is an independent clause with no conjunction or
dependent clause.
Amazing! You‘ve learned the types of sentences, specifically, simple sentence. Now, you
need to accept the challenge, apply what you‘ve learned. Break a leg!

Below are simple sentences from the myths you have read. Underline the simple subject and
encircle the simple predicate in each sentence.

1. The people hunted fruit and fish for their food.
2. All the fires in the village shall be extinguished.
3. Sappia bared her bosom and squeezed a drop of milk into the weeds.
4. Kabunian and Bugan enjoyed the canyao in their magnificent house.
5. I am weak and old and cannot find my food.

Grade 7 Module –Page 13

1. Choose one topic from the list.
a. Rice varieties
b. Rice dishes
c. Fast food chains offering unlimited rice
d. Rice in every Filipino meal
e. Rice and Filipino superstitions
2. Write down ideas your want to share about your chosen topic. To make these ideas clear, use
simple sentences.

Choose one task below. Work on the task of your choice.
Task1:
a. Go to the General Reference Section of the library.
b. Using the atlas, locate at least seven rice-producing countries.
c. Find out what is common among these countries.
d. Make a visual presentation of your answers.
Task 2:
a. Go to the Filipiniana Section of the library.
b. Research on popular dishes in the Philippines.
c. Write the names of these dishes and the provinces and regions they are from.
d. Find out what makes these dishes popular.
e. Make a poster promoting these dishes.
Task 3:
a. Go to the Serials Section of the library.
b. Go through newspapers and magazines and look for exotic dishes.
c. Determine if these dishes will be appealing to Filipinos‗ taste buds.
d. Create a menu featuring these exotic dishes

1. Research on the values as a people and the richness of Filipino culture.
2. Write your answers in a well-written five-to-seven sentence paragraph. Express your ideas

in simple sentences.
3. Give your paragraph a title.

Grade 7 Module –Page 14

Congratulations!
You have successfully completed Quarter 1. Please proceed to Module 2.

A CREATION STORY FROM LUZON

Character & Setting
Setting – The surroundings affect the situation. For example, The land and sea breeze were married
and they had a child which was a bamboo. The feet of the crow struck on the bamboo so the crow
pecked it, and out of a section a man and a woman came.
Characters/Characterization –Protagonist the sea, the sky, crow, land breeze, sea breeze, bamboo,
man, woman, earthquake, birds, fishes, children.

Plot
Exposition – The father seized a stick and began beating them' then the children that they fled in
different directions, seeking hidden rooms in the house and some concealed themselves in the
walls, some ran outside, others hid in the earthen stove, and several fled to the sea.
Rising Action – Land and sea had a child which was a bamboo. Crow pecked at the bamboo and
there were man and woman came.
Conflicts – The father seized a stick and began beating them' then the children that they fled in
different directions, seeking hidden rooms in the house and some concealed themselves in the
walls, some ran outside, others hid in the earthen stove, and several fled to the sea.
Complication – they get married and many children were born and came all the different races of
people from them .

Climax - Man and woman got married and different races came from them but they've grew tired.
Time passed by, the number of children increase that there were no peace on them and the father
started to beat them.
Falling Action – children were frightened so they went on many places just to get away from their
home
End – these people became the chiefs of the islands, slaves, free men, dark skinned and other were
gone many years and some children came back and they were white people.

Perspective
Readers see the story realistically because nowadays some parents doesn't know how to make a
family planning. They will have their children in a very large numbers but when they became
grumpy ang irritated, they are beating their children until they are gone.The parents will realize that
they are too much on them.

Grade 7 Module –Page 15

a.

b. A breechcloth is a long rectangular piece of tanned deerskin, cloth, or animal fur and is usually
used by men.

c. Examples of usurpation of power:
 Rebel kills the King and takes his power. To take over or occupy without right.
 congressman deciding a case
 mayor or judge enacting a law
 public officials who performed an official functions beyond their respective jurisdiction

d. Corrupt government officials who are accused of usurpation of power are not trusted by people.

e. delayed

Rice
Ancestors
nature
Bathala
Balangay

Example: Meaning Sentence
Idiomatic Expression
something that is very easy to The boy found the project to
―Piece of cake‖

complete be a piece of cake because it

was incredibly easy.

6. The people hunted fruit and fish for their food.
7. All the fires in the village shall be extinguished.
8. Sappia bared her bosom and squeezed a drop of milk into the weeds.
9. Kabunian and Bugan enjoyed the canyao in thzeir magnificent house.
10. I am weak and old and cannot find my food.

Grade 7 Module –Page 16

Quarter Appreciating
Others
2

Teacher’s note:
During these difficult times, teachers all over the country are tasked to make

learning fun and exciting. The creativity is being tested also on how to give quality
education while at the same time fighting to the unseen enemy, the COVID-19. Some
schools adapted synchronous and asynchronous ways of teaching, others are into
blended learning, but in our case we will be using module. I believe module can
help you learn during this crisis because it is accessible, economy-friendly and can
also save you from getting the virus. I do hope that you will value this module and
accomplished all tasks with honesty and authenticity. Enjoy!!!

Most Essential Learning Competency:
● Use listening strategies based on purpose, familiarity with the topic and levels of
difficulty of short texts listened to.

After going through this life-changing adventure, you are expected to achieve these goals:
1. answer question of content, key ideas, details and opinions;
2. show effective, active listener behaviour;
3. listen effectively;
4. note down the gist of the text;
5. predict the outcome of the listening text; and
6. follow instruction.

Before you start this module, let‘s check first your stock knowledge. So find comfortable
place in order for you to give the best answer.

Directions: Write TRUE if the statement is correct, and FALSE if it is wrong.
_____ 1. Hearing and listening are the same thing.
_____ 2. If someone does not agree, he/she is not listening.
_____ 3. Asking questions improves listening effectiveness.
_____ 4. The person speaking is responsible for making sure his/her message is understood.
_____ 5. People with higher IQs are better listeners.
_____ 6. If you are facing the person speaking, you're always actively listening.
_____ 7. Even if you are silent while someone else speaks, you might not be actively listening.
_____ 8. Listening means to pay attention to sound and be alerted to catch an expected sound.
_____ 9. Hearing is to apprehend by the ear while listening is to gain knowledge of by hearing.
_____10. Active listening skills help you to communicate your ideas and knowledge more
effectively

Grade 7 Module –Page 17

Directions: Choose the letter of the correct answer.
_____ 1. Listening is poor when

a. we do not expend the effort.
b. we experience message overload.
c. we experience psychological noise.
d. All of these are correct.

_____ 2. Which is true?
a. Listening and hearing are remarkably similar.
b. It is possible to hear without listening.
c. Listening is physical; hearing is psychological.
d. It is possible to listen without hearing.

_____ 3. The stages of listening include all BUT
a. attending
b. understanding
c. responding
d. activating

_____ 4. When listening for information, it is wise to
a. make some quick judgments about the speaker, so you are not misled.
b. tie the message and speaker together in your mind.
c. be opportunistic by learning what you can from this speaker, even if you learn what not
to do.
d. listen for details rather than the main ideas.

_____ 5. Research cited in your text shows listening to be a significant factor in maintaining
a. marital relationships.
b. family relationships.
c. career success.
d. All of these are correct.

____ 6. Which of the following are reasons active listening is a must have skill?
a. listening to one another generates new ideas
b. listening makes you feel good
c. listening diffuses conflict
d. listening makes you more powerful

____ 7. Which of the following are listening techniques to become a better listener?
a. eye contact
b. paying attention
c. deferred judgment
d. proper manner and etiquette

____ 8. Things that compete with the message for the listener‘s attention
a. barriers
b. distraction
c. emotional barriers
d. noise

____ 9. Why is it called ―active listening‖?
a. you stay active rather than sitting around
b. it requires a lot of multi-tasking

Grade 7 Module –Page 18

c. you use your eyes and brain as well as your ears
d. you look very focused

____ 10. Which one is NOT one of the ways to give feedback when listening?
a. repeat the information back
b. give advice
c. reflect how the speaker probably feels
d. put their statement in your own words, to clarify

Now, compare your responses with those in the Answer Key page. Did you make it
correctly? If you hit them right, keep it up! Be more inspired and motivated to go on with our
activities.

Let‘s continue!

Directions: Read carefully the passage. Write down important details and answer the questions
below in complete sentences.

About Covid-19

Coronaviruses (CoV) are large family of viruses that can cause illness ranging
from the common cold to more severe diseases such as Middle East Respiratory
Syndrome (MERS-CoV) and Severe Acute Respiratory Syndrome (SARS-CoV). A
novel coronavirus (nCoV) is a new strain that has not been previously identified in
humans.

Coronaviruses are zoonotic, meaning they are transmitted between animals and
people. Detailed investigations found that SARS-CoV was transmitted from civet cats to
humans and MERS-CoV from dromedary camels to humans. Several known
coronaviruses are circulating in animals that have not yet infected humans.

Common signs of infection include respiratory symptoms, fever, cough, shortness
of breath and breathing difficulties. In more severe cases, infection can cause pneumonia,
severe acute respiratory syndrome, kidney failure and even death.

Standard recommendations to prevent infection spread include regular hand
washing, covering mouth and nose when coughing and sneezing, thoroughly cooking
meat and eggs. Avoid close contact with anyone showing symptoms of respiratory illness
such as coughing and sneezing.

Source: http//www.emro.who.int/health-topics/corona-virus/aboutcovid-19.html

1. What is coronavirus?
_________________________________________________________________________
_________________________________________________________________________

2. What causes COVID-19?

Grade 7 Module –Page 19

_________________________________________________________________________
_________________________________________________________________________
3. Can animals get infected with SARS-CoV?
_________________________________________________________________________
_________________________________________________________________________
4. When is a person infectious?
_________________________________________________________________________
_________________________________________________________________________
5. What are the symptoms of COVID-19 infection?
_________________________________________________________________________
_________________________________________________________________________
6. Who are more vulnerable or at risk of being infected with Coronavirus?
_________________________________________________________________________
_________________________________________________________________________
7. State at least three preventive measures against infection
_________________________________________________________________________
_________________________________________________________________________
8. Why is social distancing important?
_________________________________________________________________________
_________________________________________________________________________
9. In what way can face masks protect people against COVID-19? State one.
_________________________________________________________________________
_________________________________________________________________________
10. What should we do if we develop symptoms of COVID-19?
_________________________________________________________________________
_________________________________________________________________________

Activity Processing:
 How do you find the activity?
 Why do you think the activity was done using essay? Was it helpful?

Directions: Listen to the text. In a separate sheet, copy and answer the following questions.

THE CORNER STORE
By Eudora Welty

―Our Little Store rose right up from the sidewalk; standing in a street of family houses, it
alone hadn‘t any yard in front, any tree or flower bed. It was a plain frame building covered
over with brick. Above the door, a little railed porch ran across on an upstairs level and four
windows with shades were looking out. But I didn‘t catch on to those. Running in out of the
sun, you met what seemed total obscurity inside. There were almost tangible smells-
licorice recently sucked in a child‘s cheek, dill pickle brine I that had leaked through a
paper sack in a fresh trail across the wooden floor, ammonia-loaded ice that had been
hoisted from wet crooker sacks and slammed into the icebox with its sweet butter at the
door, and perhaps the smell of still untrapped mice.

1. Where is the corner store located?
_______________________________________________________________________________
_______________________________________________________________________________
2. What makes a building/room a store?

Grade 7 Module –Page 20

_______________________________________________________________________________
______________________________________________________________________________

3. Does the location help convince the customers?
_______________________________________________________________________________
______________________________________________________________________________

4. What is in a store?
_______________________________________________________________________________
______________________________________________________________________________

5. As a customer, how do you choose a store?
_______________________________________________________________________________
______________________________________________________________________________

6. If you are planning to put up a store what would you need to consider?
_______________________________________________________________________________
______________________________________________________________________________

Everyone understands that listening is an essential skill for effective leadership. But not many
people realize that there are many ways to listen to someone.

Five Key Active Listening Techniques

Give the speaker your undivided attention and

Pay Attention acknowledge the message. Recognize that non-

verbal communication also "speaks" loudly.

Use your own body language and gestures to show

Show That You're that you are engaged.

Listening Encourage the speaker to continue with small

verbal comments like yes, and "uh huh."

Our personal filters, assumptions, judgments, and

beliefs can distort what we hear. As a listener,

Provide Feedback your role is to understand what is being said. This

may require you to reflect on what is being said

and to ask questions.

Interrupting is a waste of time. It frustrates the

Defer Judgment speaker and limits full understanding of the

message.

Active listening is designed to encourage respect

Respond Appropriately and understanding. You are gaining information
and perspective. You add nothing by attacking the

speaker or otherwise putting her down.

Grade 7 Module –Page 21

Six strategies to improve your listening skills:

1. Be Attentive – practice mindfulness by consciously eliminating distractions from your
mind and body.

2. Ask Questions – one of the ways you can live in the moment is by asking clear questions.
Often times, people's comments are open to interpretation to understand their desire to
understand what they hear.one of the ways you can stay in the moment is to ask clarifying
questions.

3. Don’t interrupt unnecessarily – use the acronym WAIT, Why Am I Talking? to keep your
comments relative to the speaker‘s thoughts.

4. Use body language – being able to understand and interpret body language can help you
grasp other people's unspoken questions, problems, or negative feelings. Face-to-face, you
can convey that you are listening by nodding, smiling, and maintaining eye contact.

5. Empathize – the ability to perceive the feelings of others, as well as to imagine what
someone else is thinking or feeling. To listen effectively to what the speaker is saying, try
to look at him from his perspective.

6. Take notes – it provides you with a permanent record to refer back to. Good note taking
will improve your active listening, comprehension of material, and retention.

Source: https://www.linkedin.com/pulse/20140805121004-5815444-six-strategies-for-effective-
listening

Directions:

Listen to these simple steps on how to create bookmarks.
Follow each step as you listen.
Refer to the rubrics below for the criteria.
Get ready to submit your work later.

CRITERIA FOR BOOKMARK MAKING

Criteria 53 2

Creativity

Originality

Neatness

Have you heard of bookmarks? Take a look at the pictures below. These are bookmarks.

They are strips of leather, cardboard or any other material used to mark someone's place in a book.

Listen to the guide and try to make one.
So, I‘m going to teach you how to create a beautiful bookmark out of a piece of paper that

you‘ll cherish forever (or until you lose or break it). Here are examples of bookmarks. Design and

decorate your own bookmarks.

Grade 7 Module –Page 22

How to make A BOOKMARK
1. Prepare your materials

 Craft Scissors/scissors
 Card
 Glue
 patterned paper, art papers
 colored pens/crayons
2. Cut out the basic shape
 Bookmarks and books should be the same size. Get the actual size of the book and use the

best shape and design you want.
3. Choose your nice patterned paper

 You can have floral patterns and other paper designs that will enhance your work. Choose
the design you like best.

4. Cut out and glue the patterned paper
 Use the bookmark base as a width reference. Choose the shapes and details you want and
cut them carefully.

5. Decorate with any and all pens at your disposal
 Make it attractive and appealing. Mix the best color combinations you can to make the
best bookmark.

6. You are mostly done.
 Cover the bookmark with clear tape to make this marking tool last longer. Enjoy
bookmarking and enjoy reading.

Activity Processing:
 How was the activity?
 Did you enjoy making your bookmark?
 How did you get the instructions?
 Were you able to follow them?
 Now, in your bookmark, find or create very simple slogan/quote/sayings on how to prevent
COVID-19. See sample slogan below.
Slogan – is a short phrase that is easy to remember

Examples:
An apple a day keeps the doctor away
Health is precious – Protect It

Congratulations! Your journey is successful. Now, time to face the challenge.
#KeepOnLearning

I. Directions: Share your learning by discussing your ideas on the following questions
1. Why do you think some students do not listen in class? In your own words, wrap it up in 5
sentences.

Grade 7 Module –Page 23

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. What particular value is displayed when listening takes place? Give only one and elaborate.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

II. Directions: Complete the sentences by filling in the appropriate idea/word.
1. Taking down notes or note taking is important because _______________________________.
2. Listening with instruction will give you correct _____________________________________.
3. When you are listening, you are receiving language through the ________________________.

Directions:
1. The Ten Steps on How to Develop Effective Listening will be read.
2. Listen carefully.
3. Complete each sentence in Column A by choosing an appropriate word/phrase in
Column B. Use a separate sheet for your answers.

1. Face the speaker and maintain _____. A. mind
2. Keep an open _____. B. relax
3. Be attentive but ______. C. solution
4. Wait for the speaker to pause to ask _____. D. feeling
5. Ask questions only to ensure _____. E. clarifying/questions
6. Try to feel what the speaker is _______. F. understanding
7. Give the speaker regular _____. G. non-verbal cues
8. Listen to the _____. H. feedback
9. Pay attention to what is not said _____. I. eye contact
10. Don‘t interrupt and don‘t impose your _____. J. words

Are you familiar with the song Roar by Katy Perry?

Directions: You are going to listen to a certain portion of that song to be played twice. Sing the
song while filling up the missing words. Choose words from the box given below.

enough bite hey brushing
mess push thunder got up
everything quietly
voice

Grade 7 Module –Page 24

ROAR
Katy Perry
I used to________ my tongue and hold my breath
Scared to rock the boat and make a ________
So I sat _________, agreed politely
I guess that I forgot I had a choice
I let you ________ me past the breaking point
I stood for nothing, so I fell for ________
You held me down, but I got up
Already __________ off the dust
You hear my_________,
You hear that sound
Like ________, gonna shake the ground
You held me down, but I ________
Get ready ‗cause I had __________
I see it all, I see it now.

Finally, you are almost done in this module. Congratulations for doing so well with the given tasks.
Now, ask yourself, how well do you listen? To have a glimpse of your listening skill, do the last
activity for this lesson.
Directions: Fill in the ―performance checklist for listening comprehension‖ while listening to a
short passage (BIG SISTER) by Consorcio Borjeto to be read thrice for you. Copy and answer the
chart in a separate paper.

Grade 7 Module –Page 25

BIG SISTER
by Consorcio Borjeto

The eighteen-year-old big sister, Inciang helps the twelve-year-old brother
prepare his stuff for the travel to Vigan. In the process, Inciang recalls her hardship in
tending to the needs of her only brother. Their mother has passed away giving birth to
the brother of Inciang so she acts as the mother to Itong. The father never married
again and spends his time tilling their land and help in the everyday sustenance of the
family. Itong needs to go to school and being a valedictorian graduate in the barrio
elementary school, there is a need for him to pursue not only his dream but more so of
the dreams of the family members for him become a doctor or a lawyer. Inciang feels
in pain soon being apart from her brother for the first time. The rest of the family and
more of Inciang display support, love, concern, care for Itong. He left the first time and
the rest of the neighbourhood tend up to the bus station. Inciang is in so much
emotional pain seeing his brother leave for Vigan but she displayed firm attitude as
everyone bids the boy goodbye. A year has passed and Itong returns to the barrio. He
displays eagerness to see his old friends and Inciang notices everything. Few more
years and Itong has grown taller and bigger, simultaneously he has changed in a way
that he is no longer very tactile to his sister. Inciang is affected and she observes more
yet accepting that change is indeed inevitable. The family needs to live a life despite
the changes and Nena comes to the scene, someone whom she feels could be her sister.

Source: https://www.answers.com/Q/Summary_of_big_sister_by_consorcio_borje

Checklist for Listening Comprehension

Questions After 1st listening Before 2nd listening After 2nd listening
(Guess? Reason? (Other possibilities) (Did I miss
Where anything?)
When
Who
How
What
Why

Answer Key

Task 1 False Task 2 d Task 7 I Task 8 Task 3: Answers may vary
1. False 1. b 1. A 1. Bite Task 4: Answers may vary
2. True 2. d 2. B 2. Mess Task 5: Answers may vary
3. False 3. c 3. E 3. Quietly Task 6: Answers may vary
4. False 4. d 4. F 4. Push Task 9: Answers may vary
5. False 5. a 5. D 5. Everything
6. True 6. b 6. H 6. Hey
7. True 7. b 7. J 7. Brushing
8. True 8. c 8. G 8. Voice
9. True 9. b 9. C 9. Thunder
10. 10. 10. 10. Enough

Grade 7 Module –Page 26

References:

Basa, M.M. et.al (2019): Journeying Through Literature and Language with
Philipine Literary Text. Salesiana Books by Don Bosco, Inc., Makati City,
Philippines.

Department of Education: Most Essential Learning Competencies
Retrieved from: https://commons.deped.gov.ph/K-to-12-MELCS-with-CG-Codes.pdf

Grade 7 Module –Page 27

Quarter Connecting with
Others
3

Hi dear Learners! This module is solely written for you. The activities inside
this module are designed for you to be able to not only learn as you flip these pages
but have fun as well while answering the questions. As the education shifts to new
normal, varieties of media have been used to virtually connect with others. Now,
this module encourages you to use appropriate multi-media resources when orally
giving information, instructions, making explanations and narrating events in
personal or factual recounts (EN7OL-IV-e-3.10). So, let‘s explore and enjoy
learning!

Most Essential Learning Competency:
Use appropriate multi-media resources when orally giving information,
instructions, making explanations and narrating events in personal or factual
recounts (EN7OL-IV-e-3.10).

After going through this, you are expected to:
1. narrate events in personal or factual recounts
2. arrange the events in the text read using multi-media resources.
3. identify the 5 elements of a short story
3. identify the adjectives in the text presented; and
4. create sentences using adjectives

Are you excited to get moving? To begin with your learning journey, let us do the
following activities. These activities will check how much you know about multi-media
resources and sequencing events.

TASK 1: WHAT AM I?

Directions: On a separate answer sheet, choose the best option that best answer the
statements below.

Media Multimedia Audio Pictures Video Text

_________1. It is a media and content that uses a different content form.
_________2. This means a medium of communication.

Grade 7 Module –Page 28

_________3. A form of multimedia that includes sound.
_________4. This provides people better understanding of the information being presented.
_________5. This enhances, dramatizes, and gives impact to your multimedia application
_________6. It is most widely used and flexible means of presenting the information and
conveying ideas.
_________7. It is a recording of moving visual images made digitally.

TASK 2: Recognize Me

Directions: Write the letter of the correct answer on a separate sheet of paper.
_____1. It refers to the resources that combined multiple media format like
text, still images, audio, animation and video interactively.

a. multi-media resources
b. internet resources
c. primary resources
d. secondary resources
_____2. Which of the following is a benefit of using multi-media resources?
a. It provides a deeper understanding.
b. It gives access to a wide array of information.
c. It increases positive emotion.
d. all of the above
_____3. Which of the following is not true about multi-media resources?
a. Multi-media resources do not allow world exploration.
b. Multi-media resources have a direct effect on learning.
c. Multi-media resources can impact the students‘ mood during the

learning process.
d. Multi-media resources stimulate the brain.
_____4. Which component of multi-media resources is considered as the
oldest form of media?
a. text materials
b. photographs and other still images
c. audio files
d. video presentation
_____5. Which component of multi-media resources refers to moving
pictures and typically combining images and sound for compelling multimedia
experience?
a. text materials
b. photographs and other still images
c. audio files
d. video presentation

Now that you have already gained familiarity with some terminologies which
are related to multi-media resources, I will now ask you to read the story My Father
Goes to Court. Reading this story will acquaint you with a good example of a
narrative story. Note how this story illustrates narrative sequences.

Grade 7 Module –Page 29

My Father Goes To Court
Carlos Bulusan

When I was four, I lived with my mother and brothers and sisters in a small town on
the island of Luzon. Father‘s farm had been destroyed in 1918 by one of our sudden
Philippine floods, so several years afterwards we all lived in the town though he preferred
living in the country. We had as a next door neighbor a very rich man, whose sons and
daughters seldom came out of the house. While we boys and girls played and sang in the
sun, his children stayed inside and kept the windows closed. His house was so tall that his
children could look in the window of our house and watched us played, or slept, or ate,
when there was any food in the house to eat.

Now, this rich man‘s servants were always frying and cooking something good, and
the aroma of the food was wafted down to us form the windows of the big house. We hung
about and took all the wonderful smells of the food into our beings. Sometimes, in the
morning, our whole family stood outside the windows of the rich man‘s house and listened
to the musical sizzling of thick strips of bacon or ham. I can remember one afternoon when
our neighbor‘s servants roasted three chickens. The chickens were young and tender and the
fat that dripped into the burning coals gave off an enchanting odor. We watched the
servants turn the beautiful birds and inhaled the heavenly spirit that drifted out to us. Some
days the rich man appeared at a window and glowered down at us. He looked at us one by
one, as though he were condemning us. We were all healthy because we went out in the sun
and bathed in the cool water of the river that flowed from the mountains into the sea.
Sometimes we wrestled with one another in the house before we went to play. We were
always in the best of spirits and our laughter was contagious. Other neighbors who passed
by our house often stopped in our yard and joined us in laughter.

As time went on, the rich man‘s children became thin and anemic, while we grew
even more robust and full of life. Our faces were bright and rosy, but theirs were pale and
sad. The rich man started to cough at night; then he coughed day and night. His wife began
coughing too. Then the children started to cough, one after the other. At night their
coughing sounded like the barking of a herd of seals. We hung outside their windows and
listened to them. We wondered what happened. We knew that they were not sick from the
lack of nourishment because they were still always frying something delicious to eat.

One day the rich man appeared at a window and stood there a long time. He looked
at my sisters, who had grown fat in laughing, then at my brothers, whose arms and legs
were like the molave, which is the sturdiest tree in the Philippines. He banged down the
window and ran through his house, shutting all the windows.

From that day on, the windows of our neighbor‘s house were always closed. The
children did not come out anymore. We could still hear the servants cooking in the kitchen,
and no matter how tight the windows were shut, the aroma of the food came to us in the
wind and drifted gratuitously into our house.

One morning a policeman from the presidencia came to our house with a sealed
paper. The rich man had filed a complaint against us. Father took me with him when he
went to the town clerk and asked him what it was about. He told Father the man claimed
that for years we had been stealing the spirit of his wealth and food.

When the day came for us to appear in court, father brushed his old Army uniform
and borrowed a pair of shoes from one of my brothers. We were the first to arrive. Father

Grade 7 Module –Page 30

sat on a chair in the center of the courtroom. Mother occupied a chair by the door. We
children sat on a long bench by the wall. Father kept jumping up from his chair and
stabbing the air with his arms, as though we were defending himself before an imaginary
jury. The rich man arrived. He had grown old and feeble; his face was scarred with deep
lines. With him was his young lawyer. Spectators came in and almost filled the chairs. The
judge entered the room and sat on a highchair. We stood in a hurry and then sat down again.
After the courtroom preliminaries, the judge looked at the Father. ―Do you have a lawyer?‖
he asked.

―I don‘t need any lawyer, Judge,‖ he said.

―Proceed,‖ said the judge.

The rich man‘s lawyer jumped up and pointed his finger at Father. ―Do you or you
do not agree that you have been stealing the spirit of the complaint‘s wealth and food?‖

―I do not!‖ Father said.

―Do you or do you not agree that while the complaint‘s servants cooked and fried fat
legs of lamb or young chicken breast you and your family hung outside his windows and
inhaled the heavenly spirit of the food?‖

―I agree.‖ Father said. 7 ―Do you or do you not agree that while the complaint and
his children grew sickly and tubercular you and your family became strong of limb and fair
in complexion?‖

―I agree.‖ Father said.

―How do you account for that?‖
Father got up and paced around, scratching his head thoughtfully. Then he said, ―I would
like to see the children of complaint, Judge.‖

―Bring in the children of the complaint.‖
They came in shyly. The spectators covered their mouths with their hands, they
were so amazed to see the children so thin and pale. The children walked silently to a bench
and sat down without looking up. They stared at the floor and moved their hands uneasily.

Father could not say anything at first. He just stood by his chair and looked at them.
Finally he said, ―I should like to cross – examine the complaint.‖

―Proceed.‖

―Do you claim that we stole the spirit of your wealth and became a laughing family
while yours became morose and sad?‖ Father said.

―Yes.‖

―Do you claim that we stole the spirit of your food by hanging outside your
windows when your servants cooked it?‖ Father said.

―Yes.‖

―Then we are going to pay you right now,‖ Father said. He walked over to where we
children were sitting on the bench and took my straw hat off my lap and began filling it up
with centavo pieces that he took out of his pockets. He went to Mother, who added a fistful

Grade 7 Module –Page 31

of silver coins. My brothers threw in their small change. 8 ―May I walk to the room across
the hall and stay there for a few minutes, Judge?‖ Father said.

―As you wish.‖
―Thank you,‖ father said. He strode into the other room with the hat in his hands. It
was almost full of
coins. The doors of both rooms were wide open.
―Are you ready?‖ Father called.
―Proceed.‖ The judge said.
The sweet tinkle of the coins carried beautifully in the courtroom. The spectators
turned their faces toward the sound with wonder. Father came back and stood before the
complaint.
―Did you hear it?‖ he asked.
―Hear what?‖ the man asked.
―The spirit of the money when I shook this hat?‖ he asked.
―Yes.‖
―Then you are paid,‖ Father said.
The rich man opened his mouth to speak and fell to the floor without a sound. The
lawyer rushed to his aid. The judge pounded his gravel.
―Case dismissed.‖ He said.
Father strutted around the courtroom the judge even came down from his high chair
to shake hands with him. ―By the way,‖ he whispered, ―I had an uncle who died laughing.‖
―You like to hear my family laugh, Judge?‖ Father asked?
―Why not?‖
―Did you hear that children?‖ father said. 9 My sisters started it. The rest of us
followed them soon the spectators were laughing with us, holding their bellies and bending
over the chairs. And the laughter of the judge was the loudest of all.

(Lourna V. Tagay and Ma. Luisa Z. Brutas,
2009)

Grade 7 Module –Page 32

The story is an example of a narrative story. It pertains to a particular account
of events, experiences and details. It is also told in first person as most of
narrative stories are told from the point of view of the main character. As a
reader, it is important for you to identify the sequence of the story. The
sequence of events is the order of events as they occur in a story. The
sequence of events in the story occurs in a precise order so that it makes sense
to the person reading it.

So how are we going to identify the sequence of events? You can organize
the story into three sections and ask yourself the following questions:

1. What happens at the beginning of the story?
2. What happens in the middle of the story?
3. What happens at the end of the story?

The beginning of the story usually introduces the main characters, setting, and
problem faced by or purpose of the characters. The middle part of the story
usually focuses on the characters as they try and solve the problems. The end
of the story focuses on
how the problem is resolved, or the end of the characters‘ journey (Jenkins,
2018)
Source: https//study.com/academy/lesson/sequence-of-events-in-a-narrative-lesson-for-kids.html

How to narrate or sequence more creatively?

One way is to use appropriate multimedia resources. Multi-media resources are characterized by
the presence of text, pictures, sound, animation and video; some or all of which are organized
into some coherent program (Phillips, 1997).
According to several researches, the use of multimedia resources in learning offers a lot of
benefits. Such benefits are:
(1) it helps learners gain deeper understanding of the lesson;
(2) it enhanced problem solving skills;
(3) it nurtures positivity in learning;
(4) it serves as an avenue to gain various information and
(5) it allows world exploration. (Chioran, 2016)

In using multimedia resources in narrating events, the presentation of your narratives should
consist of at least two, and perhaps all, of the following types of communication (Sarokin, 2019).

1. Text Materials – It refers to the original words of something written, printed or
spoken. It serves as a primary way to transmit information (Nordquist, 2019)

2. Photographs and other still images – These are illustrations which are perhaps the
oldest form of media. It is as a strong visual element which is often used as an entry point to
more detailed information.

3. Audio Files – It pertains to any digital information with speech or music stored on and
played through a computer (Hope, 2020). Your narrative presentation can add sound from a
musical background to a spoken explanation.

4. Video Presentations – It is a form of multimedia presentation which contains graphic
images or moving images, concise text, and sound. Video files are the most memory-intensive
multimedia component which provide a compelling experience for the learners.

5. GIFs and Other Forms of Animation – GIF stands for Graphics Interchange Format.
It is a short, animated picture without a sound (Shillinburg, 2014).

Grade 7 Module –Page 33

Did you enjoy reading the story? Are you now ready to answer more fun activities? Let’s go
and practice some more!

TASK 3: Arrange Me

Then,

Next, After that,

First Finally,

RUBRIC FOR THE OUTPUT 1

5 32 Enumerated 1
event in the
Enumerated and Enumerated 3-4 Enumerated 2 story
arranged of the events in of the events
chronologically the the and arranged in the story 6 or more
events in the story chronologically spelling
the events in the 4-5 spelling mistakes
no spelling mistakes story mistakes committed 8
or more
2-3 spelling grammatical
mistakes errors

committed 2 committed 3-4 committed 5-7
grammatical errors grammatical grammatical
errors errors

NOTE: If you have access to Powepoint you can arrange them chronologically in a PowerPoint

presentation. Be creative with your slides by combining texts with illustrations and animations and send
it to me email: [email protected]

Grade 7 Module –Page 34

The Five Essential Elements of a Story

A story has five basic but important elements. These five components are: the
characters, the setting, the plot, the conflict, and the resolution. These essential
elements keep the story running smoothly and allow the action to develop in a logical
way that the reader can follow.

CHARACTERS
The characters are the individuals that the story is about. The author should

introduce the characters in the story with enough information that the reader can
visualize each person. This is achieved by providing detailed descriptions of a
character‘s physical attributes and personality traits. Every story should have a main
character. The main character determines the way the plot will develop and is usually
who will solve the problem the story centers upon. However, the other characters are
also very important because they supply additional details, explanations, or actions. All
characters should stay true to the author‘s descriptions throughout the story so that the
reader can understand and believe the action that is taking place—and perhaps even
predict which character may do what next.

SETTING
The setting is the location of the action. An author should describe the environment

or surroundings of the story in such detail that the reader feels that he or she can picture
the scene. Unusual settings (such as a fantasy world) can be interesting, but everyday
settings can help a reader to better visualize the story and feel connected to the plot!

PLOT
The plot is the actual story around which the entire book is based. A plot should

have a very clear beginning, middle, and end—with all the necessary descriptions and
suspense, called exposition—so that the reader can make sense of the action and follow
along from start to finish.

CONFLICT
Every story has a conflict to solve. The plot is centered on this conflict and the ways

in which the characters attempt to resolve the problem. When the story‘s action becomes
most exciting, right before the resolution, it is called the climax.

RESOLUTION
The solution to the problem is the way the action is resolved. For example, Katie

often resolves a conflict by finding a compromise for two fighting characters or helping
fix any mistakes she made while switched into someone else. It is important that the
resolution fi t the rest of the story in tone and creativity and solve all parts of the conflict.

How is learning so far? Which part confuses you? You need not to worry.
The next activities will help you understand more. So, what are you
waiting for? Let’s Go!

Grade 7 Module –Page 35

Tungkung Langit and Alunsina

Once upon a time when the earth was but a shapeless, formless void appeared the
god called Tungkung Langit (― Pillar of Heaven‖) and the virgin goddess of the eastern
skies, Alunsina (― The Unmarried One‖).
The old Visayan folklore states that Tungkung Langit fell in love with Alunsina. After he
had courted her for many years, they married and made their home in the highest part of
heaven. There the water was always warm, and the breeze was forever cool, not a bad
weather was in sight, and the couple was happy. In this place in the heavens, order and
regularity began.

Tungkung Langit was a loving, hard-working god. He wanted to impose order over
the confused world. He decided to arrange the world so that the heavenly bodies would
move regularly. On the other hand, Alunsina was a lazy, jealous, selfish goddess. She sat at
the window of their home all day doing nothing but brush her long beautiful hair.
Sometimes she would leave her home, sit down by a pool near the door, and comb her long,
jet-black hair all day long.

One day Tungkung Langit told his wife that he would be away for some time. He
said he must make time go on smoothly and arrange everything in the world and did not
return for a long time. Alunsina thought he was off to see a lover, so she summoned the
breeze to spy on Tungkung Langit. Tungkung Langit caught the spying breeze and he
became very angry with Alunsina. After he returned home, he told her that it was ungodly
of her to be jealous since there were no other gods in the world except the two of them.
Alunsina resented this reproach, and they quarreled all day. In his anger, Tungkung Langit
drove his wife away.

And with that, Alunsina suddenly disappeared, without a word or a trace to where
she went. A few days passed, Tungkung Langit felt very lonely and longed for his wife. He
realized that he should not have lost his temper. But it was too late, Alunsina is gone. Their
home which was once vibrant with Alunsina‘s sweet voice, his home became cold and
desolate. In the morning when he woke up, he would find himself alone. In the afternoon
when he came home, he would feel loneliness creeping deep within him.

For months Tungkung Langit lived in utter desolation. Try as he did, he could not
find Alunsina. And so, in his desperation, he decided to do something to forget his sorrow
and win back his wife‘s favor. So, he came down to earth and planted trees and flowers that
she may notice it, but she still didn‘t come home. Then in desperation, he took his wife‘s
jewels and scattered them in the sky. He hoped that when Alunsina should see them she
might be induced to return home.
Alunsina‘s necklace became the stars, her comb the moon, and her crown the sun. But in
spite of all his efforts, Alunsina did not return home. Until now, as the story goes,
Tungkung Langit lives alone in his palace in the skies and sometimes, he would cry out for
Alunsina and his tears would fall down upon the earth as rain and his loud voice, calling out
for his wife, was believed to be the thunder during storms, begging for her to come back to
their heavenly palace once more.

Grade 7 Module –Page 36

TASK 4: Fill Me In

Directions: Now, let us go back in the story Tungkung Langit and Alunsina and fill in
the STORY ELEMENTS table below.

STORY ELEMENTS
Title: _______________________________________

et’ L CHARACTERS SETTING
s RESOLUTION
go
for
m CONFLICT
or
e!

PLOT

TASK 5: Tell me who

Directions: List all the words that you found in the story that describe Tungkung
Langut and Alunsina

ALUNSINA TUNKUNG LANGIT

Grade 7 Module –Page 37

WHAT IS AN ADJECTIVE?

adjective (noun): a part-of-speech that modifies or describes a noun or a pronoun

An adjective is one of the nine parts of speech.

An adjective is a word that tells us more about a noun. It "describes" or "modifies"
a noun (The big dog was hungry). In these examples, the adjective is in bold and the noun that it modifies is
in italics.

An adjective often comes BEFORE a noun:

 a green car
 a dark sky
 an interesting story

And sometimes an adjective comes AFTER a verb:

 My car is green.
 The sky became dark.
 His story seemed interesting.

But adjectives can also modify pronouns (She is beautiful). Look at these examples:

 They were empty.
 I thought it seemed strange.
 Those are not expensive.

Note that we can often use two or more adjectives together
(a beautiful young French lady / it is black and white).

The adjective is the enemy of the noun
This is sometimes said because, very often, if we use the precise noun we don't need an adjective. For
example, instead of saying "a large, impressive house" (2 adjectives + 1 noun) we could simply say "a
mansion" (1 noun).

Adjective Form

Some adjectives have particular endings, for example:

 -able/-ible: washable, credible
 -ish/-like: childish, childlike
 -ful/-less: careful, careless
 -ous: dangerous, harmonious
 -y: dirty, pretty

However, many adjectives have no obvious form.

Comparative, Superlative

Most adjectives can be comparative or superlative, for example:

 big, bigger, biggest good, better, best

Grade 7 Module –Page 38

TASK 6: Describe Me

Directions: On a separate answer sheet, list atleast 5 adjectives that you can describe your Mom or
Dad or your guardian. Then, Use it in a sentence.

Describing my Mom/Dad/Guardian….
1.
2.
3.
4.
5.

TASK 7: Dealing with Adjectives

Directions: On a separate answer sheet, choose the adjectives in each of the statements below. Write
only the letter of your chosen answer.

_____1. Small children skipped. _____6. The worried parent waited.
A. Children A. Parent
B. Skipped B. Worried
C. Small C. Waited
_____2. Silly puppies tugged. _____7. The hot volcano erupted.
A. Silly A. Hot
B. Puppies B. Erupted
C. Tugged C. Volcano
_____3. The round ball bounced. _____ 8. Wet ducks swam.
A. Round A. Wet
B. Ball B. Swam
C. Bounced C. Ducks
_____4. Pretty flowers bloomed. _____ 9. The bright light glowed.
A. Flowers A. Glowed
B. Bloomed B. Light
C. Pretty C. Bright
_____5. Special people won. _____10. Fast cars raced.
A. People A. Cars
B. Won B. Raced
C. Special C. Fast

Grade 7 Module –Page 39

TASK 8: Write, Shoot and Deliver

Now that you have practiced how to narrate/sequence events of the story, you should be ready
to use appropriate multi-media resources in narrating events in personal or factual recounts. Let
us try to see how you can apply your understanding of the lesson to more complex situations.

Narrate the things that you have done during Christmas Season ruined by
the corona virus pandemic through a video blog or vlog. Then, post it in
your favorite social media account. Be reminded of the rubrics below.

Grade 7 Module –Page 40

TASK 9: My Takeaways

Directions: Write a reflection on what you have learned in this module by completing
the blank space below.

I have learned through this lesson that ….

CONGRATULATIONS FOR COMPLETING ALL THE TASKS! GOOD JOB!
Grade 7 Module –Page 41

WHAT AM IREFERENCES: 1. DEALING WITH ADJECTIVES
MULTIMEDIA 2. 1. A
MEDIAChioran, A. (2016, November 23). 5 Benefits of multimedia learning. Retrieved from nuiteq.com:3. 2. A
AUDIOhttps://www.nuiteq.com/company/blog/5-benefits-of-multimedia-learning4. 3. A
TEXTJenkins, H. (2018, November 16). Sequence of Events in a Narrative:Lesson for Kids. Retrieved5. 4. C
VIDEOfrom study.com: https//study.com/academy/lesson/sequence-of-events-in-a-narrative-lesson-for-6. 5. C
PICTUREkids.html.7. 6. B
VIDEOGoogle: 7. A
https://quizizz.com/admin/quiz/6058a02215e082001ced09a7/multimedia-resources 8. A
ANSWER KEYhttps://www.englishclub.com/grammar/adjective-what.htm 9. C
https://www.proprofs.com/quiz-school/story.php?title=adjective 10. C

Grade 7 Module –Page 42 RECOGNIZE ME

1. A
2. D
3. A
4. A
5. D

Quarter Befriending

4 Others

As John Donne once said, ―No man is an island, entire of itself; every man is a piece of the
continent, a part of the main.” Learning to deal with others is a key to establish a harmonious
relationship with the people around you since no one is truly self-sufficient, everyone must rely on
the company and comfort of others in order to thrive. As a Grade 7 student, you will do everything
to blend in and be treated well by others. Nonetheless, making friends would not be that demanding
on your part if you are open and willing to interact. The challenge for you now is how can you
befriend others successfully?

Most Essential Learning Competency:
● Discover the conflicts presented in literary selections and the need to resolve those
conflicts in non-violent ways.
As you map out the course of your journey in this lesson, you are expected to achieve

these goals:
1. review the previous lesson about the features of academic writing;
2. comprehend the story, ―The Stranger‖ by Ishmael V. Mallari and answer the

process questions;
3. identify the types of conflict in a literary selection;
4. discover the conflicts presented in literary selections and the need to resolve those
conflicts in non-violent ways;
5. identify the five (5) kinds of prepositions; and
6. use those different prepositions in a sentence, paragraph, story.

Before you start this module, let‘s check first how far you‘ve learned in your previous
lesson. Take a comfortable position. Relax and prepare yourself to answer.

Are you ready?

Directions: In the puzzle, finds the words which are being described by the statements below.
Write your answers on a separate sheet.

Across:
1. Written language is relatively more complex than spoken language. It has longer words
and has a more varied vocabulary.
3. In academic writing, facts and figures are given precisely.
4. Written language is in a general objective rather than personal. It has fewer words that

Grade 7 Module –Page 43

refer to the writer or the reader.
5. Academic writing is explicit about the relationships in the text.

Down
2. Academic writing is relatively formal in general. This means that in an essay you should

avoid colloquial words and expressions.
6. Academic writing uses vocabulary accurately.

7. In any kind of academic writing you do, it is necessary to make decisions about your
stance on a particular subject, or the strength of the claims you are making.

8. In academic writing you must be responsible for and must be able to provide evidence
and justification for, any claims you make.

Well, how was it? Do you think you hit the right answers? Check them using the Answer
Key page. If you fared well, then, that‘s great! Then I guess, you are now ready to discover new

things from this module. Challenge yourself and take this pretest to find out what you already know

about the topic
Let‘s go!

Directions: Tell the location/direction of the following things by looking at the picture.
Then, create a sentence. Please see the example below.

(books) (lampshade)

(cabinet) e.g. (laptop)
(plant)
The laptop is on
the table.

(cat)

Grade 7 Module –Page 44

Now, compare your responses with those in the Answer Key page. Did you make it
correctly? If you hit them right, keep it up! Be more inspired and motivated to go on with our
activitites.

Let‘s continue!

Directions: Describe each picture with the given scrambled letters.

RSATNRGE LBDULEI
________________________ _________________________

GUMNTAER D FSIRNE

_____________________________ _______________________________

Did you guess them right? Oh well, they are easy check your answers on the
Answer Key Page. After completing the task, try to analyze the main idea of these pictures. Write
your answer either in one word, a phrase, or a sentence.

Optional Activity: If you have an internet connection at home, you may listen to the song “Count
on Me” by Bruno Mars. Take note of the key ideas mentioned in the song, then answer the process

questions.

1. What does the song mean to you?

2. What qualities of a friend are reflected in the song?
Grade 7 Module –Page 45

3. Does the song teach you how to establish a friendly relationship? Explain your answer.
What to do: Read the story, ―The Stranger‖ by Ishmael V. Mallari. Analyze and try to
predict what will happen next in the story. Answer the questions below each part. Write your
answers on a separate sheet of paper.

Grade 7 Module –Page 46

Grade 7 Module –Page 47

How about you, have you done anything heroic for a friend? How did you feel? The story
that you read gives you an idea that conflict occurs in one‘s life. You will encounter conflict in life
which will teach you to become what you will be today and in the future. Conflict happens
internally and externally. Find out more about conflicts by reading the text below.

Grade 7 Module –Page 48

Directions: Draw a big star on your paper. Follow the format given below. Fill in each wing
the details needed by writing the conflicts, then identify them as internal or external, lessons
learned, and self-reflection about the story.

Conflic
ts

Internal Conflict External Conflict

Your answers may vary here. Always remember to apply the golden things you‘ve
learned in this lesson. I bet you are now ready to move on! Come on!

Directions: Study the pictures below inspired and some are taken from the story, The
Stranger. Describe them and answer the questions that follow.

1. Where did David usually sit? 2. What time does the class starts?

Grade 7 Module –Page 49

What words did you use to describe the locations of the pictures?
What part of speech shows time and location? Use the hint given to you.

PORE STNIOPI

Prepositions- are words that show spatial (space),

temporal (time), or logical relationship or association of on

in an object to the rest of the sentence.

through at by of beside inside

Prepositions of Time: At, On, In

 Use at to designate specific times.
Examples:
We felt guilty of the way we had treated David at the beginning of the school year.
The students go to school at 7:30 a.m.

 Use on to designate days and dates.
Examples:
We are going to David‘s birthday on Monday.
He will be moving in our place on the 4th of August.

 Use in for nonspecific times during a day, a month or a year.
Examples:
He likes to play in the afternoon.
David‘s father strated the job in 2021.
They are going to Pampanga in January.

Prepositions of Place: At, On, In

 Use at for specific addresses.
Example:
David‘s family lived at Blk 8 Lot Borez St. San Vicente, Bacolod.

 Use on to designate names of streets and avenues.
Example:
His house is on Aparri Road.

 Use in for the names of land-areas (towns, counties, states, countries, and continents).
Example:
David‘s family lives in Quezon City.
Butuan city in in Agusan del Norte, Caraga Region.
He had to sit in the schoolyard and watch us play.

Prepositions of Directions: By, Beside, Inside

 Use by to show nearness.
Examples:
He lives in the house by the river.
The bus went right by him without stopping.

Grade 7 Module –Page 50