Republic of the Philippines

Department of Education
MIMAROPA Region
School’s Division of Oriental Mindoro
INARAWAN NATIONAL HIGH SCHOOL
Inarawan, Naujan

ENGLISH 8 WORKSHEETS

WEEK 7

COMPETENCIES:

EN8RC-Ig-7.1: Read intensively to determine the author’s purpose

EN8LT-Ig-2.3: Draw similarities and differences of the featured selections in relation to the
theme

EN8WC-Ig-6: Organize notes taken from an expository text

EN8WC-Ig-6.2: Arrange notes in one-step word, phrase, and sentence outline forms

EN8G-Ig-7: Use parallel structures

EN8F-Ig-3: Deliver a self-composed informative speech

EN8OL-Ig-3.8: Use the correct stance and behavior

EN8G-Ig-8: Use appropriate cohesive devices in composing an informative speech

EN8LC-Ig-5.2: Note the changes in volume, projection, pitch, stress, intonation, juncture,
and rate of speech that affect meaning

EN8VC-Ig-15: Compare and contrast the presentation of the same topic in different
viewing/reading genres
 Republic of the Philippines
Department of Education
MIMAROPA Region
School’s Division of Oriental Mindoro
INARAWAN NATIONAL HIGH SCHOOL
Inarawan, Naujan

EN8RC-Ig-7.1: Read intensively to determine the author’s purpose

NAME:________________________________ DATE:________________
SECTION:_____________________________ SCORE:_______________

Let’s Recall..

An author’s purpose is his reason for or intent in writing.

An author’s purpose may be to amuse the reader, to persuade the reader, to inform the reader, or
to satirize a condition.

An author writes with one of four general purposes in mind:

1. To relate a story or to recount events, an author uses narrative writing.

2. To tell what something looks like, sounds like, or feels like, the author uses descriptive
writing
3. To convince a reader to believe an idea or to take a course of action, the author uses
persuasive writing.
4. To inform or teach the reader, the author uses expository writing.

An author’s purpose is reflected in the way he writes about a topic. For instance, if his purpose is
to amuse, he will use jokes or anecdotes in his writing.

Clues to an author’s purpose may be found in titles, prefaces, and the author’s background.

EXERCISES: Read each paragraph. Then select the answer that best describes the author’s
purpose in writing.

The word is terracide. It is not committed with guns and knives, but with relentless bulldozers,
roaring dump trucks, and giant shovels like mythological beasts. Dynamite cuts and rips apart
mountains to reach the minerals inside, leaving nothing but empty, naked hills. The land is left
wasted and allowed to slide down upon houses and into streams, making the land unlivable and
the stream water undrinkable. This is terracide, or if you prefer, strip mining.

1. The author’s purpose is to

a. inform you about the purposes of strip mining.
b. describe a strip mining operation.
c. persuade you that strip mining is bad for the environment.
d. define terracide

The human sex chromosomes are of the XX-XY pattern. The Y chromosome is much smaller
than the X chromosome. Two types of sperm cells are formed during gametogenesis; half of
these have the X chromosome and the others have the Y chromosome. Every egg cell has an X
chromosome; therefore, fertilization determines the sex. If a Y sperm cell fertilizes the egg, a
male develops.

2. The author’s purpose is to

a. explain how the sex of humans is determined.

b. describe chromosomes.
c. tell the steps in fertilization.
d. contrast X and Y chromosomes

To make a delicious New England pit, proceed as follows: take some water and flour; then
construct a bullet-proof dough. Make this into a disk-shaped object. Dry it for a couple of days in
a mild temperature. Pour on stewed dried apples and slabs of citron; leave it in a safe place until
it petrifies. Serve cold at breakfast and invite your mother-in-law.

3. The author’s purpose is to

a. tell the steps in making a pie.
b. make fun of (satirize) New England cooking.
c. persuade the reader to buy New England pie.
d. describe New England pie.

I will try to give the reader of this article some idea of the real nature of Gothic architecture, not
just of Venice, but of universal Gothic. One of the most interesting parts of our study will be to
find out how far Venetian architecture went in achieving the perfect type of Gothic, and how far
it fell short of it.

4. The author’s purpose is to

a. explain the importance of Gothic architecture.
b. describe Venetian architecture.
c. show how Venetian architecture is different from Gothic architecture.
d. show the nature of Gothic architecture.

On September 23, a large cavalry troop from Fort Robinson arrived at the camp of Sitting Bull.
Just as he was about to give a welcoming speech, a commotion broke out among the watching
warriors. Rifles were fired, and the meeting ended in a massacre of the soldiers.

5. The author’s purpose is to

a. describe Sitting Bull’s camp.
b. persuade the reader that the Indians were bloodthirsty.
c. tell the events leading to a massacre.
d. explain the problems of the Calvary.

Tofu is a product that is becoming very popular as a low-calorie, cholesterol-free meat substitute.
Formerly it was found exclusively in Oriental markets and health food stores, but today tofu can
be purchased in most supermarket produce departments. This white, cheese like substance is
made from the condensed milk of soybeans. It is extremely high in protein and low in sodium.
Tofu is almost tasteless by itself, but it can be easily mixed into sauces and soups; it can even be
made to imitate scrambled eggs.

6. The author’s primary purpose is to

a. evaluate Oriental cooking.

b. persuade you to eat low-cholesterol foods.
c. describe tofu.
d. to compare tofu with meat.

Dear Tall, Dark and Handsome — This is your lucky day! The girl of your dreams is just a phone
call away. I am 5’ 10’’, slim, pretty, and only 23. I love pop music, good books, exotic foods, and
foreign travel. Give me a ring any day after 6 P.M. You won’t be sorry. Your gal, Jackie.

7. The author’s purpose is to

a. convince the reader to call the writer.
b. describe the writer objectively.
c. criticize the writer’s lack of intelligence.
d. entertain the reader with some interesting facts.

Our criminal justice system today is a disgrace. Modern day criminals have more rights than an
honest citizen ever imagined were written into our U.S. Constitution. Murderers and rapists are
typically set free on legal technicalities and seldom face any jail time. While that scum is back to
work finding new victims, the pleas of those they have killed, maimed, or violated go unheard.
Until we begin giving some real consideration to people who obey the law, instead of those who
break it, things are going to continue getting worse.

8. The author’s purpose is to

a. describe the actions of the criminals.
b. compare criminals with honest citizens.
c. inform the reader about the extent of crime in America.
d. criticize our criminal justice system.

Source: https://www.mdc.edu/kendall/collegeprep/documents2/author's
%20purposerev818.pdf
 Republic of the Philippines
Department of Education
MIMAROPA Region
School’s Division of Oriental Mindoro
INARAWAN NATIONAL HIGH SCHOOL
Inarawan, Naujan

EN8LT-Ig-2.3: Draw similarities and differences of the featured selections in relation to the
theme

NAME:________________________________ DATE:________________
SECTION:_____________________________ SCORE:_______________

BACKGROUND ON PERSIAN LITERATURE

Persian literature refers to the body of writings in Modern Persian, the form of the Persian
language that emerged in the 19th century, especially in north-eastern Iran. The first writings in
Modern Persian were in verse. As prose translation from Arabic were made, improvements based
on Arab literary conventions and the use of literary devices were introduced.

The “Rubaiyat of Omar Khayam”, which scattered philosophical quatrains of rare music and
charm, was written in answer to the many questions about life. What makes it outstanding is the
fact that these verses were written, not by a man of letters, but by a famous mathematician and
astronomer who lived in Persia in the eleventh century for the readers of the western world. Let’s
try to find out the general mood or tone of the poem. Find the lines that describe it. But before
you do it, answer this vocabulary test.

The Rubaiyat of Omar Khayam

Translated by Edward Fitzgerald

                 1

Wake! For the Sun, who scattered into flight

The Stars before him from the Field of Night,
    Drives Night along with them from Heav'n and strikes
The Sultán's Turret with a Shaft of Light.

                 2

Before the phantom of False morning died,

Methought a Voice within the Tavern cried,
    "When all the Temple is prepared within,
Why nods the drowsy Worshiper outside?"

                 3
And, as the Cock crew, those who stood before
The Tavern shouted--"Open, then, the Door!
    You know how little while we have to stay,
And, once departed, may return no more."

                 12

A Book of Verses underneath the Bough,

A Jug of Wine, a Loaf of Bread--and Thou
    Beside me singing in the Wilderness
Oh, Wilderness were Paradise enow!

                 13

Some for the Glories of This World; and some

Sigh for the Prophet's Paradise to come;
    Ah, take the Cash, and let the Credit go,
Nor heed the rumble of a distant Drum!

                 14

Look to the blowing Rose about us--"Lo,

Laughing," she says, "into the world I blow,
    At once the silken tassel of my Purse
Tear, and its Treasure on the Garden throw."

                 15

And those who husbanded the Golden Grain,

And those who flung it to the winds like Rain,
    Alike to no such aureate Earth are turned
As, buried once, Men want dug up again.

                 19

I sometimes think that never blows so red

The Rose as where some buried Caesar bled;
    That every Hyacinth the Garden wears
Dropped in her Lap from some once lovely Head.

                 20
And this reviving Herb whose tender Green
Fledges the River-Lip on which we lean--
    Ah, lean upon it lightly! for who knows
From what once lovely Lip it springs unseen!
                 21

Ah, my Belovéd, fill the Cup that clears

Today of past Regrets and future Fears:
    Tomorrow!--Why, Tomorrow I may be
Myself with Yesterday's Sev'n thousand Years.

                 22

For some we loved, the loveliest and the best

That from his Vintage rolling Time hath pressed,
    Have drunk their Cup a Round or two before,
And one by one crept silently to rest.

                 23

And we, that now make merry in the Room

They left, and Summer dresses in new bloom,
    Ourselves must we beneath the Couch of Earth
Descend--ourselves to make a Couch--for whom?

                 24

Ah, make the most of what we yet may spend,

Before we too into the Dust descend;
    Dust into Dust, and under Dust to lie,
Sans Wine, sans Song, sans Singer, and--sans End!

                 71

The Moving Finger writes, and, having writ,

Moves on; nor all your Piety nor Wit
    Shall lure it back to cancel half a Line,
Nor all your Tears wash out a Word of it.

                 72

And that inverted Bowl they call the Sky,

Whereunder crawling cooped we live and die,
    Lift not your hands to It for help--for It
As impotently moves as you or I.

ACTIVITY 1. Vocabulary Building.

Match the underlined words in Column A with their definitions in Column B.

1. The sultan’s turret stands tall. a. a large inn
2. Tomorrow will be here anon b. soon
3. Her collection of vintage paints c. rundown
4. Travellers rest in caravanserai d. an earlier model
5. abandoned battered building e. projecting tower
f. disappeared
Guide Questions.

1. What is the theme of the selection?

2. What genre is the selection?
3. What other characteristics are observed in the text? Give at least two.

Activity 2: READING MEANING INTO POETRY

Directions: Encircle the letter of the most appropriate meaning of each of the following passages.

1. The Bird of Time has but a little way To fly -- and Lo! the Bird is on the Wing.

a. Life is short. b. Birds die fast. c. Birds cannot fly for a long time.

2. The Worldly Hope men set their Hearts upon Turns Ashes -- or it prospers;

a. Men burn their hopes. b. When men hope, their hurts burn. c. Men’s desires
either fail or suceed.

3. How Sultan after Sultan with his Pomp Abode his Hour or two and went his way.

a. No matter how rich a person is, time comes when he becomes poor.
b. Even rich men just live the life meant for them, then they die.
c. A rich man does not stay permanently in a palace.

4. Oh threats of Hell and Hopes of Paradise! One thing at least is certain--This Life flies:

a. Everyone should think about hell and paradise.

b. Life is destined for hell or paradise.
c. Life on earth soon ends.

5. One thing is certain and the rest is lies; The Flower that once is blown for ever dies.

a. Only one thing is certain in this world; all that live, die.
b. All flowers die after it has bloomed.
c. Once a thing dies, it does not live again.

Activity 3. Give your concept/idea about life and death based from the poem using the given
concept map.

LIFE DEATH
 Republic of the Philippines
Department of Education
MIMAROPA Region
School’s Division of Oriental Mindoro
INARAWAN NATIONAL HIGH SCHOOL
Inarawan, Naujan

EN8WC-Ig-6: Organize notes taken from an expository text

EN8WC-Ig-6.2: Arrange notes in one-step word, phrase, and sentence outline forms

NAME:________________________________ DATE:________________
SECTION:_____________________________ SCORE:_______________

Remember that a topic outline lists words or phrases. A sentence outline lists complete

sentences.

A topic outline arranges your ideas hierarchically (showing which are main and which are sub-
points), in the sequence you want, and shows what you will talk about. As the name implies, it
identifies all the little mini-topics that your paper will comprise, and shows how they relate.

A sentence outline does all of this, plus it shows exactly what you will say about each mini-topic.
Each sentence, instead of simply identifying a mini-topic, is like a mini-thesis statement about
that mini-topic. It expresses the specific and complete idea that that section of the paper will
cover as part of proving the overall thesis.

Activity 1.

Characteristics of Indian Literature

Sanskrit literature originated with an oral tradition that produced the Vedic holy texts, some time
after 1500 B.C. The Aryans, who came from Central Asia bringing their own Gods with them,
memorized these sacred literatures, the Vedas, which means “knowledge.” The oldest of these
holy works is the Rig Veda-“the Veda of praise”-a collection of 1017 hymns addressed to the
various Gods of the Aryans. After the Rig Veda, came the Brahmanas, which codified the rituals
and prayers of the Brahmins, the priests of the Aryans. The Brahmanas were followed by the
Upanishads, which were discourses between teachers and pupils. Then came the Puranas, which
were essentially the history of the Aryan race and its relationship with the gods.

The two most famous Puranic epics are the Mahabhrata and the Ramayana, which have since
been used as the sources of countless literary works. The Mahabharata interwove ideas about
cosmology, statecraft, philosophy and the science of war into its stories of the deeds of Gods and
men. It was considered to be the longest poem in any language. The Ramayana simply recounted
a sequence of heroic adventures, many of them with moral undertones.
When Sanskrit grammar was evolved beginning about 400 B.C., the literary works aimed to put
in order all learning in the form of laws for the arts and sciences, called shastras, as well as
poetry and stylized drama. Prior to this, the Indian constitution recognized several official
languages. This resulted in the production of regional literature. Major writers such as
Bhartrihari, and Mayura emerged when classical poetry reached its peak in the 7th century A.D.
Kalidasa, one of the notable poets, is better known for his play Sakuntala.

Modern Indian literature started with establishment of civil service training schools and printing
presses early in the 19th century. Western literary and philosophical writings produced a cultural
revival, while vernacular language and culture was taught to British colonial officials.

Twentieth-century writing has managed to keep alive the sentimental romanticism of the 19th
century, while nationalist leaders such as Mahatma Gandhi influenced the development of social
realism in the earlier works.

Writing in English was viewed with mixed feelings in post-Independence India but was wel-
established nevertheless. Pioneers in this field included Michael Dutt (1824-73) and
Sudhindranath (1901-60), Tagore, and Sri Aurobindo. Sarojini Naidu achieved fame both as a
poet in English and as a patriot.

Directions: Fill out this outline of the development of Indian literature and give the
characteristics of each period.
Activity 2.
Activity 3.
Activity 4.
Activity 5.
 Republic of the Philippines
Department of Education
MIMAROPA Region
School’s Division of Oriental Mindoro
INARAWAN NATIONAL HIGH SCHOOL
Inarawan, Naujan

EN8G-Ig-7: Use parallel structures

NAME:________________________________ DATE:________________
SECTION:_____________________________ SCORE:_______________

Today, we will learn about Parallelism.

Parallelism, also known parallel structures, can add fluidity and power to your writing. This involves
presenting your thoughts in an orderly manner so that your reader can easily follow your thoughts. It uses
the same pattern of words to show that two or more ideas have the same level of importance. This can
happen at the word and phrase level.
Use parallelism in single words and phrases, such as:
1. Verb or Verb Phrases –
(e.g. My sister walks and runs in the Plaza.)
(Romeo cooked the foods, washed the plates and watered the plants.)
2. Adjective - (e.g. Mark is an industrious and helpful boy.)
3. Adverb or Adverbial Phrases –
(e.g. Rose dances gracefully and happily.)
(The groups meets at night and on weekends.)
4. Gerund or Gerund Phrases (-ing form of the verb)
(e.g. Maria loves dancing, swimming and singing.)
(Joshua enjoys playing volleyball, singing love songs and baking cakes.)
5. Infinitive or Infinitive Phrases
(e.g. Jason likes to read and to write.)
(Dave loves to watch TV, to listen radio and to play computer games.
Let’s Recall!

Let’s Start!

ACTIVITY 1 . Make it Similar

Directions: Make the guide words, enclosed in parenthesis, similar or parallel to the series of
words/phrase.

E.g. (read) a. writing, painting, _______

Answer: reading
(run) 1. to walk, to jump, ________
(sing) 2. dancing, acting, ________
(cook) 3. washed, cleaned, _______
(quick) 4. immediately, carefully, _______
(take) 5. will make, will buy, _______

Activity 2: Directions: Change the underlined unparalleled word into the correct parallel
structure.

E.g. I love to sing, to dance and painting.

Answer: to paint
1. Amy loves chatting online friends, playing computer games and to watch YouTube videos.
2. To stop, to look and listen is important when driving.
3. He talks sweetly, softly and fluent.
4. Yesterday, I studied my lessons, answered the homework and check my notes.
5. The girl is beautiful, respectful and has many thoughts.

ACTIVITY 3 . Tell whether the sentence is PARALLEL OR NOT PARALLEL

1. Eating the right foods will help you feel healthier, more attractive, and strongly.
2. Fruits, vegetables, and grains are an important part of a well-balanced diet.
3. They provide vitamins, minerals, and are low in fat.
4. Meat, fish, and poultry are good sources of zinc, iron, and B vitamins.
5. Fiber, which is good for digestion, is found in plant foods like beans, peas, and whole grain
cereals.
6. To lose weight, eat smaller portions and limiting second helpings.
7. Eat slowly and be careful; be sure to chew your food well.

ACTIVITY 4. Directions: Use parallel structures in constructing correct word or phrase to make
the sentence complete. Guide words is given before the number.

E.g. (correct) Romeo answered the test quickly, thoroughly and ___________.
Answer: correctly
(convince) 1. Politicians are good in motivating, captivating and __________ people.
(die) 2. To love, to care, and __________ for our country is nationalism.
(respect) 3. Filipinos are hospitable, responsible and _________ people.
(wise) 4. We must vote honestly, correctly and __________.
(educate) 5. Social media informs, instructs and __________ people.

ACTIVITY 5. Rewrite the following sentence to make it parallel.

1. The store is good for fruit, meat, and to buy cheese.

2. Doctors say I should run, swim, and go walking.
3. The meal was tasty, quick, and the food was good for you.
4. In the rain I drove slowly, carefully, and watch out for other drivers.
5. The qualities I admire most in a man are honesty, courageous, and compassion.

Activity 6. Directions: Determine whether the sentences below contain errors in parallel
structure.
Fix any problems that you find.
1. Monica brewed espresso, steamed milk, and told jokes as she prepared Mike’s latte.
2. Natasha tried holding her breath, chewing a piece of gum, and poking her belly, but she could
not quiet her empty stomach, which rumbled during the chemistry exam.
3. In the restroom, Tishena was brushing her hair, freshened her lip-gloss, and took deep breaths,
trying to work up the courage to walk to her first speech class.
4. Celine looked behind the toilet, in the laundry basket, and checked under the bed, but she
could not find Squeeze, her nine-foot albino python.
5. Not only did Dennis apply an extra layer of deodorant to his armpits, but he also polished each
tooth with special care. He did not want to offend Malinda with any unpleasant odors.
6. For his first date with Malinda, Dennis bought not only a dozen roses but he also purchased a
box of chocolates.
7. Not only did Malinda squeal at the sight of the beautiful bouquet, but she also was tearing
open the box and eating chocolates all the way to the restaurant.
8. Dennis tried to be thoughtful and generous, yet Malinda refused to give him not only a kiss
good night but also a single chocolate from the nut and caramel sampler.
9. Chelsea had to paddle past a school of jellyfish, kick a small sand shark in the nose, and
untangle seaweed from her surfboard before she reached her favorite point break.
10. Spiders that bite, hissing snakes, and squealing rodents fill the aquariums in Desmond’s
basement.

ACTIVITY 7. Directions: Choose the option that maintains parallel structure in the sentence.

1. When Delores realized that her father had made lima beans and rice for dinner, she
__________, claimed to feel nauseous, and excused herself from the table. The bag of stale
popcorn in her room would tide her over until breakfast.

A. clutched her stomach B. was clutching her stomach C. did clutch her stomach

2. Not only did Hank despise the way June chewed with her mouth open, _________ finding her
wet towels all over the bathroom floor.

A. but also disliked B. but also disliking C. but he also disliked

3. To protect her delicate hands, Fran will not rake the yard, do the dishes, or __________.

A. refuses to scrub the bathtub B. won't scrub the bathtub C. scrub the bathtub

4. When Diane takes her beagle for a walk, Santana enjoys sniffing for edible garbage,
__________, and lunging at squirrels.

A. howls at bicyclists B. howling at bicyclists C. she howls at bicyclists

5. After Amanda cashes her paycheck, the money goes to her savings account, cappuccino fund,
and __________.
A. paying her credit card bill B. toward her credit card balance C. credit card balance
6. In preparation for her run, Alicia __________, applied sunscreen, and increased the volume on
her iPod.

A. tightened her shoelaces B. was tightening her shoelaces C. did tighten her shoelaces

7. We searched the car trunk, __________, and the top of the refrigerator, but we could not find
the box of cornflakes that we remember buying.

A. looked on the pantry shelves B. on the pantry shelves C. the pantry shelves

8. Bonkers, our ninety pound golden retriever, chews on furniture, __________, and snots up the
car windows—inconveniences we didn't anticipate when we adopted him.

A. would drag us around the neighborhood during walks B. he drags us around the neighborhood
during walks C. drags us around the neighborhood during walks

9. Belinda saw very little of the horror movie, for she shut her eyes __________, when she heard
the monster's footsteps in the dead leaves, and when characters started screaming.

A. when the violins began to play B. while listening to the violins play C. during the violin music

10. In Mrs. Curall's office, Ruben feigned the flu. He hoped to be excused from class, get an
extension on his paper, and __________.

A. spend the afternoon playing tennis with his friends

B. to spend the afternoon playing tennis with his friends
C. then to spend the afternoon playing tennis with his friends
 Republic of the Philippines
Department of Education
MIMAROPA Region
School’s Division of Oriental Mindoro
INARAWAN NATIONAL HIGH SCHOOL
Inarawan, Naujan

EN8F-Ig-3: Deliver a self-composed informative speech

EN8OL-Ig-3.8: Use the correct stance and behavior

EN8G-Ig-8: Use appropriate cohesive devices in composing an informative speech

EN8LC-Ig-5.2: Note the changes in volume, projection, pitch, stress, intonation, juncture, and
rate of speech that affect meaning

NAME:________________________________ DATE:________________
SECTION:_____________________________ SCORE:_______________

In this activity the students will compose their own informative speech of the topic of their own
choice. They will be graded according to the rubrics.

Rubrics for Speech Writing

1 2 3 4 5
Beginner Intermediate Writer Advanced Expert
Not Not indented Indented Indented Indented
indented Some spelling Some spelling and Few spelling and No spelling or
Conventio Many and punctuation punctuation punctuation mistakes. punctuation mistakes.
ns spelling mistakes mistakes “Third grade” words are Work is carefully
and spelled correctly proofread
punctuatio
n mistakes
Sentences All Most sentences Most sentences start Sentences start different Sentences start
sentences start or end the or end the same ways and some end different ways and
start or end same way. way. different ways. some end different
the same There are some There are no run on There are no run on or ways.
way. incomplete or or incomplete incomplete sentences. There are no run on
There are run-one sentences. or incomplete
many sentences. sentences.
incomplete
or run-on
sentences.
Topic The reader The reader can There is a topic The topic sentence of the The topic sentence of
sentence cannot tell tell the main sentence that paragraph is interesting. the paragraph is
 the main idea from the introduces the main The topic sentence may interesting.
idea from topic sentence idea of the be a firm statement or a The writer tried to
the topic but the word paragraph. question to interest the introduce the topic
sentence or “because’ is reader. by using descriptive
there is used in the topic language or a
none. sentence. SASSY sentence
beginning.
Vocabular Common Common words Common words The writer used colorful The writer used
y words such such as “like” such as “like” and words (adjectives) and colorful words
as “like” and “fun” are “fun” are replaced specific action words (adjectives) and
and “fun” used, but in with better (verbs) to enhance the specific action words
are used. addition to better vocabulary. writing. (verbs) to enhance
vocabulary. the writing.
The writer used a
simile.
Support None of None of the Some of the Most of the sentences All of the sentences
Sentences the sentences sentences support support the main idea. support the main
sentences support the main the main idea. The format is correct. idea.
support the idea. The format is The message is clear and The format is correct.
main idea. The format is correct. the ideas were well- The message is clear
The format correct. The message is thought out. and the ideas were
is wrong (a clear. well-thought out.
story, not a
paragraph)
There is no There is a There is a closing There is a closing There is a closing
Closing closing closing sentence, sentence that sentence that restates the sentence that restates
Sentence sentence. but it ends with restates the main main idea of the the main idea of the
“that’s how, idea of the paragraph in an paragraph in an
that’s why, “ etc. paragraph. interesting or exciting interesting or
to restate the way (think exclamation or exciting way using a
main idea. question) SASSY sentence.
 Oral Presentation Rubric : Informative Speech

Teacher Name:

Student Name:     ________________________________________

CATEGORY 4 3 2 1
Posture and Eye Stands up straight, Stands up straight Sometimes stands up Slouches and/or does
Contact looks relaxed and and establishes eye straight and not look at people
confident. contact with establishes eye during the
Establishes eye everyone in the room contact. presentation.
contact with during the
everyone in the room presentation.
during the
presentation.
Pitch Pitch was often used Pitch was often used Pitch was rarely used Pitch was not used to
and it conveyed but the emotion it OR the emotion it convey emotion.
emotions conveyed sometimes conveyed often did
appropriately. did not fit the not fit the content.
content.

Speaks Clearly Speaks clearly and Speaks clearly and Speaks clearly and Often mumbles or
distinctly all (100- distinctly all (100- distinctly most ( 94- can not be
95%) the time, and 95%) the time, but 85%) of the time. understood OR
mispronounces no mispronounces one Mispronounces no mispronounces more
words. word. more than one word. than one word.

Volume Volume is loud Volume is loud Volume is loud Volume often too
enough to be heard enough to be heard enough to be heard soft to be heard by
by all audience by all audience by all audience all audience
members throughout members at least members at least members.
the presentation. 90% of the time. 80% of the time.

Enthusiasm Facial expressions Facial expressions Facial expressions Very little use of
and body language and body language and body language facial expressions or
generate a strong sometimes generate a are used to try to body language. Did
interest and strong interest and generate enthusiasm, not generate much
enthusiasm about the enthusiasm about the but seem somewhat interest in topic
topic in others. topic in others. faked. being presented.
Preparedness Student is Student seems pretty The student is Student does not
completely prepared prepared but might somewhat prepared, seem at all prepared
and has obviously have needed a couple but it is clear that to present.
rehearsed. more rehearsals. rehearsal was
lacking.
Introduction The introduction is The introduction The introduction There is no clear
inviting, thanks thanks the audience leaves out at least introduction.
audience for coming, for coming, one main ingredient
acknowledges the acknowledges the and is not
occasion, and states occasion, and states particularly inviting.
the main idea. the main idea.
Sequencing There is one clear The theme is clear, Theme is somewhat The theme is not
well-focused theme. but the supporting clear but there is clear. There is a
The theme stands out information is need for more seemingly random
and is supported by general. supporting collection of
detailed information. information. information.

Conclusion The conclusion is The conclusion is The conclusion is The is no clear

strong and leaves the recognizable and tell recognizable but conclusion, the
audience with the the audience to act. does not inspire the speech just ends.
feeling that they get audience.
what the speaker is
saying. They are
inspired to action.
Personality/Voice The speaker seems to The speaker seems to The speaker relates The speaker has not
be speaking from be drawing on some of his own tried to connect to
knowledge or knowledge or knowledge or the audience in any
experience. The experience, but there experience, but it way.
speaker has taken is some lack of adds nothing to the
ideas and made them ownership of the speech.
his/her own. theme.
Listens to Other Listens intently. Listens intently but Sometimes does not Sometimes does not
Presentations Does not make has one distracting appear to be listening appear to be listening
distracting noises or noise or movement. but is not distracting. and has distracting
movements. noises or
movements.

Time-Limit Presentation is 5-7 Presentation is 4 Presentation is 3 Presentation is less

minutes long. minutes long. minutes long. than 3 minutes OR
more than 8 minutes.
 Republic of the Philippines
Department of Education
MIMAROPA Region
School’s Division of Oriental Mindoro
INARAWAN NATIONAL HIGH SCHOOL
Inarawan, Naujan

EN8VC-Ig-15: Compare and contrast the presentation of the same topic in different
viewing/reading genres

NAME:________________________________ DATE:________________
SECTION:_____________________________ SCORE:_______________

Compare Similar Themes and Topics

Comparing and contrasting two texts can help you better understand common topics and themes
in texts from different genres, or categories of literature. For example, you might compare and
contrast the topics and themes of a story and a poem or a historical novel and a fantasy story.

The topic is the subject of a text. A common topic in many texts is the adventure into the
unknown. The theme of a text is its central idea or message about life, such as “simple things are
the best things in life.”

Compare and Contrast a Story and a Poem

Read the short story and the poem below and see how to compare and contrast their topics and
themes.

Exploring the Volcano

Kendra woke up early. She changed out of her pajamas and into her hiking gear and grabbed the
small bag she had packed for herself. Filled with chocolate, apricots, a map, and a water bottle,
the bag contained some things she wanted to have while she went exploring. A fine mist was
coming down on the balcony outside her apartment, so she grabbed her poncho as she walked
out the door. She was very excited and feeling ambitious. Today she would go hiking in the
dormant volcano nearby.

She was to meet her hiking group in a plaza just down the road. They would then take a van to
the airport and travel to the volcano in a helicopter. Kendra could barely contain her excitement
when she pictured cruising into the mouth of a huge volcano!
When she got there, it was even more amazing than she had imagined it would be. From a
distance the volcano had always looked like a huge, flat plateau to Kendra. Now, as she was
flying down into the deep crater, she was a little bit nervous. What if the experts were wrong and
the volcano was still active?

The hike was the best she had ever taken. The tour guide, a man in denim jeans with a kind
voice, had led them all over the impressive landscape. Parts of the ground were very steep.
Kendra was glad that she had taken ballet and that her legs were strong.

She took a lot of pictures, and looked at them happily on the screen of her camera as the
helicopter flew her group back to the airport. This was not a day Kendra would soon forget.

Wonderful Woods

Over, under, round, and through

These woods fill me with such delight,
Whether wading through the winding creek
Or gazing at a star-filled night.

I uncover treasures of rubies and gold,

Defend fortresses high and mighty,
Slay towering dragons—a sight to behold!
A new adventure waits at every turn.

Comapare and Contrast the following:

a. Topics
b. Themes

Story and Poem Practice

Write your answers on the lines and then print this page. Read the short story and the poem.

Grassy Lake When the first warm breeze hints of spring—Yo-meni to the Maidu people—I like
to sit near the lake on the Reservation. To be honest, it’s not much of a lake. I can easily swim
across it from end to end. And when the waves lap onto the pebbled shore, they carry things:
soda cans, bottle tops, an old sneaker, a chewed-up baseball bat, all splashing and bobbing like
they belong. Still, I sit and imagine I’m at Grassy Lake. Two centuries ago my ancestors camped
all summer long at Grassy Lake, where nothing splashed and bobbed but the salmon. Back then,
life and sustenance flourished in the foothills, streams, and mountains. Clear, clean water
cascaded down the falls, and fish swam along fresh streams that carved out narrow canyons.
When Yo-meni settles over the Reservation, I try to see in the murky water and hardscrabble
grounds the same spirits—kakini—the old Maidu saw at Grassy Lake. If I listen long enough, I
can hear them whispering through the tall weeds that overrun the field behind the school. Mostly
though, I just hear a used-up wind, proclaiming its loneliness.

My Words Are Tied in One

My words are tied in one

With the great mountains,
With the great rocks,
With the great trees,
In one with my body
And my heart.

Do you all help me

With supernatural power,
And you, day,
And you, night!
All of you see me
One with this world!

Traditional poem of the Yokuts, a Nation of Native Americans in California

Now answer the questions.

1. How are the topics of the short story and the poem similar and/or different?

2. How are the themes of the short story and the poem similar and/or different?
 Republic of the Philippines
Department of Education
MIMAROPA Region
School’s Division of Oriental Mindoro
INARAWAN NATIONAL HIGH SCHOOL
Inarawan, Naujan

ENGLISH 8 WORKSHEETS

WEEK 8

COMPETENCIES:

EN8LT-Ih-3: Explain how a selection may be influenced by culture, history, environment or

other factors.

EN8VC-Ih-15: Determine the meaning of words and expressions that reflect the local culture by
noting context clues.

EN8LC-Ih-5.2: Note the changes in volume, projection, pitch, stress, intonation, junctures, and
rate of speech that affect meaning.
 Republic of the Philippines
Department of Education
MIMAROPA Region
School’s Division of Oriental Mindoro
INARAWAN NATIONAL HIGH SCHOOL
Inarawan, Naujan

EN8LT-Ih-3: Explain how a selection may be influenced by culture, history, environment or

other factors.

NAME:________________________________ DATE:________________
SECTION:_____________________________ SCORE:_______________

Ramayana

The Ramayana is one of the two great Indian epics, the other being the Mahabharata. The
Ramayana tells about life in India around 1000 BCE and offers models in dharma. The hero,
Rama, lived his whole life by the rules of dharma; in fact, that was why Indian considers him
heroic. When Rama was a young boy, he was the perfect son. Later he was an ideal husband to
his faithful wife, Sita, and a responsible ruler of Aydohya. "Be as Rama," young Indians have
been taught for 2,000 years; "Be as Sita." The original Ramayana was a 24,000 couplet-long
epic poem attributed to the Sanskrit poet Valmiki. Oral versions of Rama's story circulated for
centuries, and the epic was probably first written down sometime around the start of the
Common Era. It has since been told, retold, translated and transcreated throughout South and
Southeast Asia, and the Ramayana continues to be performed in dance, drama, puppet shows,
songs and movies all across Asia. From childhood most Indians learn the characters and
incidents of these epics and they furnish the ideals and wisdom of common life. The epics help to
bind together the many peoples of India, transcending caste, distance and language. Two all-
Indian holidays celebrate events in the Ramayana. Dussehra, a fourteen-day festival in October,
commemorates the siege of Lanka and Rama's victory over Ravana, the demon king of Lanka.
Divali, the October-November festival of Lights, celebrates Rama and Sita's return home to their
kingdom of Ayodhya Prince Rama was the eldest of four sons and was to become king when his
father retired from ruling. His stepmother, however, wanted to see her son Bharata, Rama's
younger brother, become king. Remembering that the king had once promised to grant her any
two wishes she desired, she demanded that Rama be banished and Bharata be crowned. The king
had to keep his word to his wife and ordered Rama's banishment. Rama accepted the decree
unquestioningly. "I gladly obey father's command," he said to his stepmother. "Why, I would go
even if you ordered it." When Sita, Rama's wife, heard Rama was to be banished, she begged to
accompany him to his forest retreat. "As shadow to substance, so wife to husband," she reminded
Rama. "Is not the wife's dharma to be at her husband's side? Let me walk ahead of you so that I
may smooth the path for your feet," she pleaded. Rama agreed, and Rama, Sita and his brother
Lakshmana all went to the forest. When Bharata learned what his mother had done, he sought
Rama in the forest. "The eldest must rule," he reminded Rama. "Please come back and claim
your rightful place as king." Rama refused to go against his father's command, so Bharata took
his brother's sandals and said, "I shall place these sandals on the throne as symbols of your
authority. I shall rule only as regent in your place, and each day I shall put my offerings at the
feet of my Lord. When the fourteen years of banishment are over, I shall joyously return the
kingdom to you." Rama was very impressed with Bharata's selflessness. As Bharata left, Rama
said to him, "I should have known that you would renounce gladly what most men work
lifetimes to learn to give up." Later in the story, Ravana, the evil King of Lanka, (what is
probably present-day Sri Lanka) abducted Sita. Rama mustered the aid of a money army, built a
causeway across to Lanka, released Sita and brought her safely back to Aydohya. In order to set a
good example, however, Rama demanded that Sita prove her purity before he could take her
back as his wife. Rama, Sita and Bharata are all examples of persons following their dharma.
This lesson focuses on how the Ramayana teaches Indians to perform their dharma. Encourage
students to pick out examples of characters in the epic who were faithful to their dharma and
those who violated their dharma. Mahatma Gandhi dreamed that one day modern India would
become a Ram-rajya.

Main Characters of the Ramayana

Dasaratha -- King of Ayodhya (capital of Kosala), whose eldest son was Rama. Dasaratha had
three wives and four sons -- Rama, Bharata, and the twins Lakshmana and Satrughna.

Rama -- Dasaratha's first-born son, and the upholder of Dharma (correct conduct and duty).
Rama, along with his wife Sita, have served as role models for thousands of generations in India
and elsewhere. Rama is regarded by many Hindus as an incarnation of the god Vishnu.

Sita -- Rama's wife, the adopted daughter of King Janak. Sita was found in the furrows of a
sacred field, and was regarded by the people of Janak's kingdom as a blessed child.

Bharata -- Rama's brother by Queen Kaikeyi. When Bharata learned of his mother's scheme to
banish Rama and place him on the throne, he put Rama's sandals on the throne and ruled
Ayodhya in his name.

Hanuman -- A leader of the monkey tribe allied with Rama against Ravana. Hanuman has many
magical powers because his father was the god of the wind. Hanuman's devotion to Rama, and
his supernatural feats in the battle to recapture Sita, has made him one of the most popular
characters in the Ramayana.

Ravana -- The 10-headed king of Lanka who abducted Sita. Kaushlaya -- Dasaratha's first wife,
and the mother of Rama. Lakshmana -- Rama's younger brother by Dasaratha's third wife,
Sumitra. When Rama and Sita were exiled to the forest, Lakshmana followed in order to serve.

Ramayana: A Summary

1. Dasharatha, King of Aydohya, has three wives and four sons. Rama is the eldest. His mother is
Kaushalya. Bharata is the son of his second and favorite wife, Queen Kaikeyi. The other two are
twins, Lakshman and Shatrughna. Rama and Bharata are blue, perhaps indicating they were dark
skinned or originally south Indian deities.

2) A sage takes the boys out to train them in archery. Rama has hit an apple hanging from a
string.

3) In a neighboring city the ruler's daughter is named Sita. When it was time for Sita to choose
her bridegroom, at a ceremony called a swayamvara, the princes were asked to string a giant
bow. No one else can even lift the bow, but as Rama bends it, he not only strings it but breaks it
in two. Sita indicates she has chosen Rama as her husband by putting a garland around his neck.
The disappointed suitors watch.

4) King Dasharatha, Rama's father, decides it is time to give his throne to his eldest son Rama
and retire to the forest to seek moksha. Everyone seems pleased. This plan fulfills the rules of
dharma because an eldest son should rule and, if a son can take over one's responsibilities, one's
last years may be spent in a search for moksha. In addition, everyone loves Rama. However
Rama's stepmother, the king's second wife, is not pleased. She wants her son, Bharata, to rule.
Because of an oath Dasharatha had made to her years before, she gets the king to agree to banish
Rama for fourteen years and to crown Bharata, even though the king, on bended knee, begs her
not to demand such things. Broken-hearted, the devastated king cannot face Rama with the news
and Kaikeyi must tell him.

5) Rama, always obedient, is as content to go into banishment in the forest as to be crowned

king. Sita convinces Rama that she belongs at his side and his brother Lakshman also begs to
accompany them. Rama, Sita and Lakshman set out for the forest. Bharata, whose mother's evil
plot has won him the throne, is very upset when he finds out what has happened. Not for a
moment does he consider breaking the rules of dharma and becoming king in Rama's place. He
goes to Rama's forest retreat and begs Rama to return and rule, but Rama refuses. "We must obey
father," Rama says. Bharata then takes Rama's sandals saying, "I will put these on the throne, and
every day I shall place the fruits of my work at the feet on my Lord." Embracing Rama, he takes
the sandals and returns to Aydohya.

6) Years pass and Rama, Sita and Lakshman are very happy in the forest. Rama and Lakshman
destroy the rakshasas (evil creatures) who disturb the sages in their meditations. One day a
rakshasa princess tries to seduce Rama, and Lakshmana wounds her and drives her away. She
returns to her brother Ravana, the ten-headed ruler of Lanka (Sri Lanka, formerly Ceylon), and
tells her brother (who has a weakness for beautiful women) about lovely Sita. Ravana devises a
plan to abduct Sita. He sends a magical golden deer which Sita desires. Rama and Lakshman go
off to hunt the deer, first drawing a protective circle around Sita and warning her she will be safe
as long as she does not step outside the circle. As they go off, Ravana (who can change his
shape) appears as a holy man begging alms. The moment Sita steps outside the circle to give him
food, Ravana grabs her and carries her off the his kingdom in Lanka.

7) Rama is broken-hearted when he returns to the empty hut and cannot find Sita. A band of
monkeys offer to help him find Sita. Ravana has carried Sita to his palace in Lanka, but he
cannot force her to be his wife so he puts her in a grove and alternately sweettalks her and
threatens her in an attempt to get her to agree to marry him. Sita will not even look at him but
thinks only of her beloved Rama. Hanuman, the general of the monkey band can fly since his
father is the wind, and Hanuman flies to Lanka and, finding Sita in the grove, comforts her and
tells her Rama will soon come and save her.
8) Ravana's men capture Hanuman, and Ravana orders them to wrap Hanuman's tail in cloth and
to set it on fire. With his tail burning, Hanuman hops from house-top to house-top, setting Lanka
afire. He then flies back to Rama to tell him where Sita is.

9) Rama, Lakshman and the monkey army build a causeway from the tip of India to Lanka and
cross over to Lanka. A might battle ensues. Rama kills several of Ravana's brothers and then
Rama confronts ten-headed Ravana. (Ravana is known for his wisdom as well as for his
weakness for women which may explain why he is pictured as very brainy.) Rama finally kills
Ravana.

10). Rama frees Sita. After Sita proves here purity, they return to Ayodhya and Rama becomes
king. His rule, Ram-rajya, is an ideal time when everyone does his or her dharma and "fathers
never have to light the funeral pyres for their sons."

ACTIVITY 1. Arrange the following events in the order of the diagram. Write numbers 1 to 10.
Then, retell the story in your own words. Put your answer on the space provided for you.

____ King Dasharatha, Rama's father, decides it is time to give his throne to his eldest son
Rama.Everyone seems pleased. However Rama's stepmother, the king's second wife, is not
pleased. She wants her son, Bharata, to rule. Because of an oath Dasharatha had made to her
years before, she gets the king to agree to banish Rama for fourteen years and to crown Bharata,
even though the king, on bended knees, begs her not to demand such things.

____ Rama, always obedient, is as content to go into banishment in the forest as to be crowned
king. Sita convinces Rama that she belongs to his side and his brother Lakshman also begs to
accompany them. Rama, Sita and Lakshman set out for the forest.

____ Dasharatha, King of Ayodhya, has three wives and four sons. Rama is the eldest. Bharata is
the second and the other two are twins, Lakshman and Shatrughna.

____ In a neighboring city the ruler's daughter is named Sita. When it is time for Sita to choose
her bridegroom, at a ceremony called a swayamvara, Sita indicates she has chosen Rama as her
husband by putting a garland around his neck. The disappointed suitors watch.

____ Ravana devises a plan to abduct Sita. He sends a magical golden deer which Sita desires.
Rama and Lakshman go off to hunt the deer, first drawing a protective circle around Sita and
warning her she will be safe as long as she does not step outside the circle. As they go off,
Ravana (who can change his shape) appears as a holy man begging alms. The moment Sita steps
outside the circle to give him food, Ravana grabs her and carries her off to his kingdom in Lanka.

___ Bharata, whose mother's evil plot has won him the throne, is very upset when he finds out
what has happened. Not for a moment does he consider breaking the rules of dharma and
becoming king in Rama's place. He goes to Rama's forest retreat and begs Rama to return and
rule, but Rama refuses.
90
___ Rama is broken-hearted when he returns to the empty hut and cannot find Sita. A band of
monkeys offers to help him find Sita. Ravana has carried Sita to his palace in Lanka, but he
cannot force her to be his wife so he puts her in a grove and alternately sweet-talks her and
threatens her in an attempt to get her to agree to marry him. Sita will not even look at him but
thinks only of her beloved Rama. Hanuman, the general of the monkey band can fly since his
father is the wind, and Hanuman flies to Lanka and, finding Sita in the grove, comforts her and
tells her Rama will soon come and save her.

___ Years pass and Rama, Sita and Lakshman are very happy in the forest. One day a rakshasa
princess tries to seduce Rama, and Lakshmana wounds her and drives her away. She returns to
her brother Ravana, the ten-headed ruler of Lanka, and tells her brother (who has a weakness for
beautiful women) about lovely Sita.

____ Rama frees Sita. After Sita proves her purity, they return to Ayodhya and Rama becomes
king. His rule, Ram-rajya, is an ideal time when everyone does his or her dharma and "fathers
never have to light the funeral pyres for their sons."

___ Ravana's men capture Hanuman, and Ravana orders them to wrap Hanuman's tail in cloth
and to set it on fire. With his tail burning, Hanuman hops from house-top to house-top, setting
Lanka afire. He then flies back to Rama to tell him where Sita is. Rama, Lakshman and the
monkey army build a causeway from the tip of India to Lanka and cross over to Lanka. A mighty
battle ensues. Rama kills several of Ravana's brothers and then Rama confronts ten-headed
Ravana. Rama finally kills Ravana.

ACTIVITY 2. Analyze the Actitude (Action/Attitude) . Fill out the Actitude Analysis below
and discuss your analysis.

Process for Actitude (Action/Attitude) Analysis

 First enumerate the attitudes/values of the characters revealed in the video.

 Then write the corresponding actions/ practices that will serve as your evidence.
 Analyze everything and come up with the summary of your analysis.

ACTITUDE ANALYSIS OF…

SUMMARY…

ATTITUDES/VALUES ACTION/PRACTICES

ACTIVITY 3. Validate the Conflict

  Identify the conflict in the story “Ramayana”
 Do this through a graphic organizer, how the conflict shaped the course of the story and how
it was resolved.
 Resolution
How the character How it shaped the
deal with it flow of the play

CONFLICT

ACTIVITY 4. Examine the Theme

 Identify the theme of “Ramayana”

 Process the activity by answering the following questions.

1. What is the theme of the play?

2. What ideas lead you to identifying the theme?

3. How is the theme of Ramayana similar or different from the other themes of dramas/movies
you have watched on television?

4. What does this reveal of about Afro-Asian plays?

5. How does the theme affect you as a person?

6. Are you able to relate an experience, a thought or a personal feeling with the story? Explain
your answer.

Republic of the Philippines

Department of Education
MIMAROPA Region
School’s Division of Oriental Mindoro
INARAWAN NATIONAL HIGH SCHOOL
 Inarawan, Naujan

EN8VC-Ih-15: Determine the meaning of words and expressions that reflect the local culture by
noting context clues.

NAME:________________________________ DATE:________________
SECTION:_____________________________ SCORE:_______________

Characteristics of Indian Literature

Sanskrit literature originated with an oral tradition that produced the Vedic holy texts, some time
after 1500 B.C. The Aryans, who came from Central Asia bringing their own Gods with them,
memorized these sacred literatures, the Vedas, which means “knowledge.” The oldest of these
holy works is the Rig Veda-“the Veda of praise”-a collection of 1017 hymns addressed to the
various Gods of the Aryans. After the Rig Veda, came the Brahmanas, which codified the rituals
and prayers of the Brahmins, the priests of the Aryans. The Brahmanas were followed by the
Upanishads, which were discourses between teachers and pupils. Then came the Puranas, which
were essentially the history of the Aryan race and its relationship with the gods.

The two most famous Puranic epics are the Mahabhrata and the Ramayana, which have since
been used as the sources of countless literary works. The Mahabharata interwove ideas about
cosmology, statecraft, philosophy and the science of war into its stories of the deeds of Gods and
men. It was considered to be the longest poem in any language. The Ramayana simply recounted
a sequence of heroic adventures, many of them with moral undertones.

When Sanskrit grammar was evolved beginning about 400 B.C., the literary works aimed to put
in order all learning in the form of laws for the arts and sciences, called shastras, as well as
poetry and stylized drama. Prior to this, the Indian constitution recognized several official
languages. This resulted in the production of regional literature. Major writers such as
Bhartrihari, and Mayura emerged when classical poetry reached its peak in the 7th century A.D.
Kalidasa, one of the notable poets, is better known for his play Sakuntala.

Modern Indian literature started with establishment of civil service training schools and printing
presses early in the 19th century. Western literary and philosophical writings produced a cultural
revival, while vernacular language and culture was taught to British colonial officials.

Twentieth-century writing has managed to keep alive the sentimental romanticism of the 19th
century, while nationalist leaders such as Mahatma Gandhi influenced the development of social
realism in the earlier works.

Writing in English was viewed with mixed feelings in post-Independence India but was wel-
established nevertheless. Pioneers in this field included Michael Dutt (1824-73) and
Sudhindranath (1901-60), Tagore, and Sri Aurobindo. Sarojini Naidu achieved fame both as a
poet in English and as a patriot.

ACTIVITY 1. Give the meaning of the underlined words using context clues.
 1. After the Rig Veda, came the Brahmanas, which codified the rituals and prayers of the
Brahmins, the priests of the Aryans.

2. The Brahmanas were followed by the Upanishads, which were discourses between teachers
and pupils.

3. The Mahabharata interwove ideas about cosmology, statecraft, philosophy and the science of
war into its stories of the deeds of Gods and men.

4. The Ramayana simply recounted a sequence of heroic adventures, many of them with moral
undertones.

5. Western literary and philosophical writings produced a cultural revival, while vernacular
language and culture was taught to British colonial officials.

5. How was English

ACTIVITY 2. Answer the following questions. accepted as literary
medium?
1. Describe briefly the development of Indian literature.

2. Explain the role played by religion in Indian literature.

3. Differentiate Ramayana and Mahabharata as to the theme.

4. How do several languages affect the development of Indian literature?

Republic of the Philippines

Department of Education
MIMAROPA Region
School’s Division of Oriental Mindoro
INARAWAN NATIONAL HIGH SCHOOL
Inarawan, Naujan

EN8LC-Ih-5.2: Note the changes in volume, projection, pitch, stress, intonation, junctures, and
rate of speech that affect meaning.

NAME:________________________________ DATE:________________
SECTION:_____________________________ SCORE:_______________

Indian Culture
India‟s architectural inspiration achieved its fullest expression in sacred buildings. The
landscape of the subcontinent is punctuated with temples built by Hindus, Buddhists and
Jains, adherents of the country‟s three great indigenous faiths.

Spanning twenty centuries, the places of worship have taken numerous forms, but one
constant feature is a riot of ornaments, especially on the buildings‟ exteriors. Columns
appear in every conceivable shape, from spiral to 16-sided, and all available surfaces are
encrusted with abstract motifs, or carvings of gods and goddess, plants and mythical beasts.

In every town and village are found the shrines of all the religions practiced there. In
addition, India boasts of some spectacular temple, complexes, and miniature cities in
themselves, which grew up over many lifetimes. A number of these collections of marvelous
buildings were erected by the Jains, who make up only 0.5 percent of India‟s population, but
because they believe that temple construction helps procure salvation the Jains erected
several temples. They have contributed disproportionately to the country‟s architectural
heritage.

Process Questions

1. Did your teacher give emphasis to all words in the sentence?

2. Can you recall the words that were stressed? What do we call those words?

3. What words were not stressed? Why do you think they were not stressed?

4. What do we call this emphasis or prominence which is given only to a syllable of certain
words in a sentence?

Let the students do Activity 2 for their Oral Practice. Ask them to choose their partners and take
turns in reading the excerpt of “The Prophet” by Khalil Gibran. Remind the students to apply the
things they have learned by putting the stress to the content words.

Activity 2. Directions: Take turns in reading this paragraph properly. Be sure to put emphasis to
a syllable of a content word.

The Prophet by Khalil Gibran

(excerpts)

Then a ploughman said, "Speak to us of Work."

You work that you may keep pace with the earth and the soul of the earth. For to be idle is to
become a stranger unto the seasons, and to step out of life's procession, that marches in majesty
and proud submission towards the infinite.
Work is love made visible. And if you cannot work with love but only with distaste, it is better
that you should leave your work and sit at the gate of the temple and take alms of those who
work with joy.
For if you bake bread with indifference, you bake a bitter bread that feeds but half man's hunger.
And if you grudge the crushing of the grapes, your grudge distils a poison in the wine. And if
you sing though as angels, and love not the singing, you muffle man's ears to the voices of the
day and the voices of the night.

Retrieval Chart

Directions: Pick out 10 words from the excerpts and classify them as content or function words.
Then, tell whether they are stressed or unstressed; write your answers in Column 3. Give your
reasons why you have the words as such. Write your reasons in the box provided.

Words Content/Funtion Stressed/Not Stressed

1
2
3
4
5

SOURCES USED IN THIS WORKSHEETS

BOOKS

Bermudez, Virginia, et.al. English Expressways II. Quezon City: SD Publications, Inc. 2007.

Delos Reyes, Rosemarie R. et.al. English_Com. II. Quezon City: Bookman Inc. 2004.

Fernando, Jovita et.al. College Freshman English. Caloocan City: Philippine Graphic Arts, Inc.
1973.

Lapid, Milagros G. and Josephine B. Serrano. English Comunication Arts and Skills Through
Afro-Asian Literature (6th Edition). Phoenix Publishing House, Inc. 2010.
Ponce de leon- Ladena, Helen, et.al . Dimensions in Learning English II. Quezon City: Rex
Publishing Company Inc. 2002.

Rodriguez, Lorna C. Worktext in English I. Lipa City: United Eferza Academic Publications, Co.
2010.

Teaching Guide English II. 2010 SEC: Bureau of Secondary Education, Department of
Education. 2011.

Torres, Myrna M. English for Secondary Schools (Revised Edition). FNB Educational Inc. 1997.

ONLINE SOURCES

Afro-Asian Traditional Dances. Retrieved November 15, 2012

https://www.google.com.ph/search?hl=fil&tbo=d&biw=1366&bih=643&tbm=isch&sa=
1&q=traditional+dances+of+AFRO-
ASIAN&oq=traditional+dances+of+AFROASIAN&gs_l=img.12...0.0.1.4927.0.0.0.0.0.0.0.0..0.
0...0.0...1c.ItzBPBMDhOQ&b
av=on.2,or.r_gc.r_pw.r_qf.&emsg=NCSR&noj=1&ei=dTX9UOO8BY6QiQfBhIGQ DA

The Prophet by Kahlil Gibran. On Work. Retrieved November 21, 2012

http://www-personal.umich.edu/~jrcole/gibran/prophet/prophet.htm

Differentiated Learning Rubric. Retrieved December 5, 2012 from Maxine website:

http://atozteacherstuff.com/pdf.htm?rubric_differentiated.pdf

Ramayana: Summary. Retrieved December 7, 2012

http://www.mythome.org/RamaSummary.html

English - Mythology Stories - Animated Story For Kids. Retrieved November 10, 2012.
http://www.youtube.com/watch?v=k3lPGfvF2Bk
Republic of the Philippines
Department of Education
MIMAROPA Region
School’s Division of Oriental Mindoro
INARAWAN NATIONAL HIGH SCHOOL
Inarawan, Naujan

WORKSHEETS IN ENGLISH 8

(WEEK 7 & 8)
 Prepared by:

KERWIN S. ZAMORA
Teacher III

Noted:

AGNES ARGUILLES-TALADTAD
Principal I