Developmental Reading |1

Developmental Reading for Grade 7

General Description:

● The development of reading and writing skills as applied to a wide range of materials other
than poetry, fiction and drama.

Content Standard: The learner realizes that information in a written text may be selected and
organized to achieve a particular purpose.

Performance Standard: Acquire and critically process information from a wide range of written and
multimedia materials in the English language to function effectively as a member of the family,
community, nation, and the world, and to participate in community and economic development.

● Most Essential Learning Competencies:

1. Scan for logical connectors to determine the text type

2. Scan for logical connectors to determine the text type

3. Skim to determine key ideas

4. Use the appropriate reading style (scanning, skimming, speed reading, intensive

reading etc.) for one’s purpose

5. Read intensively to determine the author’s purpose

● Learning Objectives:

1. Get the gist of the story read

2. Look for specific meanings and explicitly stated information

3. Read intensively

4. Use appropriate idioms in speaking and writing

5. Identify the meanings of signs and symbols

 Developmental Reading |2

6. Identify the elements of a story

7. Identify the author’s purpose in writing

LESSON 1: SKIMMING TO GET THE GIST OF THE STORY

SETTING UP:

What do you think is happening in the picture?

LEARNING CONTENT:

The Art of Making Ligaw: Traditional and Modern Courtship in the Philippines
By Jerwin Regala, Shane Wendy Sarabia, and Alvin Joseph Mapoy
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“Panliligaw”, the Tagalog word for courtship, is the most romantic and the sweetest stage
of every Filipino’s lovelife. Courtship, in general, is a period of development towards a
sexual relationship wherein a couple gets to know each other and decide whether there
will be an engagement. It may be an informal or private matter between two people, a
public affair, or a formal arrangement with family approval [9]. In the Philippines,
Filipinos developed unique and symbolic courtship and dating customs and traditions,
influenced by its collective culture, both indigenous and colonial.

Classic Ligaw: Traditional Way of Filipino Courtship

Influenced by Spaniards and Catholicism, Filipino courtship is described as far more
subdued compared to Western cultures [5] . Although having a series of friendly dates is
the normal starting point in the Filipino way of courting, Courtship usually begins with
tuksuhan or the process of teasing, a process of pairing off a potential couple [7] . The
process helps in discerning whether the feelings of the people involved are mutual, and
this process ends either in avoidance or further courtship [2]. If the manliligaw or the
suitor really takes it seriously, one has to visit the family of the nililigawan, or the one
being courted, and introduce oneself formally. This particular importance on the family
has been part of the Filipino tradition even before the pre-colonial era. Paninilbihan or the
custom requiring a certain man to work for the woman’s family was a “long, arduous and
expensive process of courting in ancient Philippines[4]. The practice of harana or
serenading is a very popular practice in Filipino courtship. Banding along with their
friends with guitars at hand, young men would sing underneath women’s bedroom
windows at night, in the hopes of getting their attention, and the eventual acceptance of
their romantic advances [5].

Inspired by Dr. Jose Rizal’s fondness in writing, sending love letters is another courtship
norm [20] In this dating move, the suitor asks the close relative or friend of the
nililigawan to hand in the letter, which requires a sufficient amount of patience and
understanding in the past as sending letters through mediators takes a lot of time [20] .
Then when postal mail was introduced in the country, the penpal system became a craze.

Courtship, traditionally, takes a year or more; if the couple decides for a serious
engagement, the pamamanhikan will follow. The man and his parents, together with
some pasalubong or gifts, will visit the woman’s family and ask for her parents’ blessings
to marry their daughter. It is also an occasion for the parents of the woman to get to know
the parents of the man [9].

PDA: The Trending Public Courtship

For sure, you have witnessed ligawan in high school, which is done publicly, catching
mass attention and public display of affection. Whenever we hear girls screaming and see
boys pushing each other, there is something romantic happening on the school grounds.
The suitor, who is usually a man, would invite some of his friends to join in serenading
the girl he has been courting for quite some time. Along with the traditional harana, come
gifts of flowers, chocolates and letters with cheesy messages plus the banners held by
a company of suitors. It is in this age where we also learn to accept romantic
relationships and attractions between two boys or two girls. Courtships take effort to
make the nililigawan give the sweetest “yes”, and lose the fear of being “basted”.

As a high school student, it was never easy to approach someone you like. At the back of
your mind, you hear your grandfather’s voice telling you to follow traditional courtship
advice. But you want to approach someone using your tech-savvy techniques. It starts
 Developmental Reading |4

with ligaw-tingin. You become comfortable and proceed with ligaw-biruan and proceed
with panunuyo [1] . But for most people who never went through the ligaw phase in high
school, we are with you. Sometimes, the big move is just letting your sincere emotions
shine through.

Online Ligaw: Courtship in the Modern Age and in the Time of COVID-19
Throughout the years, Filipino dating culture has evolved, and the traditional customs
have become more westernized. If we compare, modern courtship is far different from
traditional courtship. Courting can now take place without personal contact: virtual
dating, chatting online, sending text messages, conversing over the telephone, and instant
messaging [12] .

The pandemic crippled us with unrelenting waves of anxiety, where we feel like our lives
have been flipped upside down. The thought of going through it alone is equal parts
terrifying and overwhelming. Modern dating has been here for a long time. However,
since the pandemic started, dating publicly has been prohibited. Online dating is now a
thing. In the past, single people may have met potential dates mostly through family,
friends, or colleagues. These days, people can increase their dating choices exponentially
via online dating services such as Facebook, Twitter, Instagram, Tinder, Tantan, Grindr,
Blued, and Fem etc. These online dating sites are still very profitable.

On the grounds that these applications speed up what is a “slow and arduous task” for
some, technology-enabled platforms have become a virtual bar where singles lurk and
look for a potential partner [11] . Texting is more suitable to contemporary Filipino
society and social conditions. The rapid change in society can be attributed to increased
use of technology. Texting as part of courtship opened more doors to the possibility of
younger age groups to experience romance and to participate without hindrance from
parents.

However: dating online appears to be prone to dishonesty. In general, no matter the

setting, people are more likely to lie when looking for a date than in other social
situations [16]. We have heard of many cat fishing stories, where one is being tricked by
someone who assumes a persona different from their real identity. “Posers”, the Filipino
term for catfish, display fake profile pictures and fabricated biographies or completely
deceptive profiles. Different things motivate each of these people. It’s most commonly a
need to be liked or hide who they are because of a confidence issue [13] .

However, research suggests that major lies are actually rare. People who are into online
dating realize that if they do want to pursue serious relationships, they have to be serious
too in sharing their identities [19] .

Comprehension Check

1. What is the selection all about?

2. Give the gist of the story.

Did you know the reading strategy that you employed when I just asked you to give the
main idea of the text?

It is called skimming.
 Developmental Reading |5

Skimming refers to looking only for the general or main ideas, and works best with non-
fiction (or factual) material. With skimming, your overall understanding is reduced
because you don’t read everything. You read only what is important to your purpose.

How to Skim
● Read only the first sentence of each paragraph.

● Deliberately skip text that provides details, stories, data, or other elaboration.
Instead of closely reading every word, focus on the introduction, chapter
summaries, first and last sentences of paragraphs, bold words, and text features.
Skimming is extracting the essence of the author’s main messages rather than the
finer points.
● Watch for signal words and phrases that indicate an author’s direction (e.g.,
however, although, moreover, in addition to). Things to focus on while skimming:
o Introduction and conclusion
o Chapter/section summaries
o First and last sentences
o Titles, subtitles, and headings
o Bold words
o Charts, graphs, or pictures
o End of chapter review questions

When to Skim
● When you do not have time to read each word, but you need a large quantity of
solid information

Why Skim?
● You need the “big picture” or main points when you’re reading.

● You need to make the most of your time.

● You need to review a text you have read before.

.

LEARNING ACTIVITY:
Read the selection below and write its gist in a paragraph.

WHAT YOU NEED TO KNOW ABOUT THE MONKEYPOX PUBLIC HEALTH

EMERGENCY
BY SARAH ALAOUI ON JULY 29, 2022

The World Health Organization (WHO) has taken a significant step to help countries
manage the evolving monkeypox outbreak. On July 23, the agency declared the situation
a Public Health Emergency of International Concern (PHEIC), a designation meant to
mobilize the global community to take coordinated measures to control the spread of this
disease and protect communities.

But what exactly does PHEIC mean? How will the world be affected by the declaration?
Does this mean we’re facing another pandemic? And how can people protect themselves?

Here are the facts.

 Developmental Reading |6

WHAT IS A PHEIC?

A PHEIC (pronounced feek or occasionally fake) is WHO’s highest level of alert and call
to action in response to an international health risk. PHEICs have been declared for other
disease outbreaks in the past, including COVID-19, Zika, polio, Ebola, and H1N1. It’s a
call that’s not made lightly, and the WHO Director-General, as well as an emergency
committee of advisers, deliberate and consider a range of factors before making the
decision.

Before the Director-General of WHO, Dr. Tedros Adhanom Ghebreyesus, declared

monkeypox a PHEIC on July 23, 2022, he considered key questions: Is the virus showing
up in countries that have not encountered it previously? Will this virus have disruptive
ripple effects across borders such as interrupting global trade or travel? Will it require a
global response? By definition, a PHEIC means that an outbreak is serious, sudden,
unusual, or unexpected; it’s a public health risk beyond the affected countries’ borders;
and that it may require an urgent international response.

News of a PHEIC could be alarming, especially since we’re still in the throes of the
COVID-19 pandemic. But it’s important to remember that a PHEIC declaration is not a
pandemic declaration. WHO’s International Health Regulations (2005) provide a
framework for declaring a PHEIC. A pandemic, by comparison, is an epidemiological
term defined by the U.S. Centers for Disease Control and Prevention that “refers to an
epidemic that has spread over several countries or continents, usually affecting a large
number of people.” An outbreak does not have to be a pandemic to be declared a PHEIC
as demonstrated by previous PHEIC declarations for Ebola and polio. But PHEICs play
an important role in motivating a coordinated, rapid response across borders against a
threat that has the potential to escalate.

WHAT HAPPENS NOW THAT A PHEIC HAS BEEN DECLARED

The PHEIC declaration empowered the WHO Director-General to issue temporary

recommendations to countries. WHO plays an essential role not only in tracking and
coordinating the global response to health risks like monkeypox, but also in making
recommendations to ensure that responses to risk are inclusive and equitable. That’s why
some recommendations also include special directives for countries that have the capacity
to manufacture monkeypox diagnostics, vaccines, or therapeutics. Other temporary
recommendations proposed include strengthening readiness and coordination
mechanisms, establishing and improving disease surveillance, and raising awareness
about monkeypox among groups that are affected or at risk.

By declaring a PHEIC, WHO has put the global community in a better position to come
together and tackle monkeypox quickly and equitably. The action could also pave the
way for possible funding and allocation of treatments, vaccines, and other critical
resources.

HOW CAN PEOPLE PROTECT THEMSELVES FROM THE MONKEYPOX VIRUS?

At the time of declaring the PHEIC, WHO had determined that the global risk of
monkeypox was moderate everywhere with the exception of the European region, where
the risk was high.

Monkeypox is a rare disease that is rarely fatal. People can protect themselves by first
learning the facts, understanding how monkeypox is spread, its symptoms, and key
prevention steps.
 Developmental Reading |7

Stay up to date with guidance from reliable sources like the CDC and WHO. And check
out this video from WHO to learn more.

As we’ve seen with COVID-19, no country can tackle a disease outbreak alone, and with
the new PHEIC, we have a better chance of containing monkeypox before it spreads
further. The good news is that we know what we need to do to get monkeypox under
control. As Dr. Tedros said: “With the tools we have right now, we can stop transmission
and bring this outbreak under control.” Now, we just need to scale up our collective
response.

LESSON 2: SCANNING FOR SPECIFIC MEANINGS AND

EXPLICITLY STATED INFORMATION

SETTING UP:
Do you think it is important to be vaccinated? Why?

LEARNING CONTENT:

Almost 68M Filipinos fully vaxxed; 13M get boosters shots

By Lade Jean Kabagani

MANILA – The Philippines has administered 146,869,397 doses of coronavirus vaccines

nationwide, with 67,911,464 million Filipinos already fully vaccinated, according to the
latest report of the National Task Force (NTF) Against Covid-19.

The data presented during the prerecorded “Talk to the People” of President Rodrigo
Duterte aired Tuesday morning also showed that 4,779,495 are waiting for their second
primary doses while 7,430 have second booster shots since the official rollout on April
25.
 Developmental Reading |8

NTF chief implementer Secretary Carlito Galvez Jr. said the vaccination coverage
significantly declined since December last year, leaving only 13,231,643 with first
booster shots.

He noted that of the total fully vaccinated, 94 percent belong to the 18 to 59 age group
while 80 percent are senior citizens.

“We are calling on those who haven’t received their vaccines and boosters to be
vaccinated because we want the incoming election on Monday not just honest and orderly
but also safe from Covid-19,” he said.

Galvez cited the need to increase the vaccine demand amid complacency over low Covid-
19 cases.

“Despite the slowing of vaccination output but already high vaccination coverage, 8 out
of 17 regions are now on Alert Level 1 and 42 provinces out of 81 also under Level 1,”
he said.

Twenty-four provinces are still behind the 70-percent vaccination coverage -- Davao del
Norte, Bohol, Antique, Negros Occidental, Western Samar, Benguet, Davao de Oro,
Davao del Sur, Dinagat Islands, Cebu, Sultan Kudarat, North Cotabato, Masbate, Ifugao,
Davao Occidental, Sarangani, Palawan, Negros Oriental, Lanao del Norte, Tawi-Tawi,
Basilan, Maguindanao, Sulu, and Lanao del Sur.

Further, Galvez cited the significant contributions of the private sector in the country's
Covid-19 pandemic responses, thanking them for helping the government increase testing
capacity from a single polymerase chain reaction test laboratory to 334 currently
operational laboratories nationwide -- 155 of them manned by the government.

From 1,000 daily, testing capacity has reached 76,000 per day.

“We believe the national government cannot do it alone,” he said.

 Developmental Reading |9

The government likewise partnered with the private sector in procuring and donating
personal protective equipment for health care workers at the height of the pandemic.

Galvez said such strong partnerships resulted in the construction of isolation facilities,
mobilization of private hospitals and medical clinics for Covid-19 treatment, massive
vaccination program, and insurance packages.

“The weekly forum and meeting provided us the broader perspective on the global and
regional context of Covid response and vaccination that’s why we are able to garner 83
percent approval for the government and President Duterte’s Covid-19 response rating in
an OCTA Research survey,” Galvez said. (PNA)

COMPREHENSION CHECK
1. How many Filipinos are already vaccinated against Covid-19?
2. To what age group do the 94% of the fully vaccinated Filipinos belong?
3. How many regions are in alert level 1?
4. Out of 42 provinces in alert level 1, how many provinces are still behind the 70-
percent vaccination coverage?
5. What are the 22 provinces that are still behind the 70-percent vaccination
coverage?

How were you able to answer the questions above?

Did you read everything to get the answer?
The process of looking for a specific fact or piece of information without reading
everything is called scanning.

Did you know when to employ this reading technique?

You scan when your aim is to find specific pieces of information. If you were doing the
research for an oral presentation, you could scan the index of books, web sites, and
reference materials. You would discover whether they contain any information you want
and the pages where the information can be found.
 Developmental Reading | 10

In the past, you probably scanned without knowing you were doing it. Now with the
information provided in this section, you can use scanning more intentionally and
frequently. The more you practice, the more effective scanning will become. Finally, the
most important benefit of scanning is its ability to help you become a more flexible
reader. Scanning adds another high gear to your reading.

You scan when you look for your favorite show listed in the cable guide, for your
friend’s phone number in a telephone book, and for the sports scores in the newspaper.
For scanning to be successful, you need to understand how your material is structured as
well as comprehend what you read so you can locate the specific information you need.
Scanning also allows you to find details and other information in a hurry.

The material you scan is typically arranged in the following ways: alphabetically,
chronologically, non-alphabetically, by category, or textually. Alphabetical information is
arranged in order from A to Z, while chronological information is arranged in time or
numerical order.

Information can also be arranged in non- alphabetical order, such as a television listing,
or by category, listings of like items such as an auto parts catalog. Sometimes information
is located within the written paragraphs of text, also known as a textual sense, as in an
encyclopedia entry.

Learning to use your hands while scanning is very helpful in locating specific
information. Do you do anything with your hands to locate a word in a dictionary? To
find a meeting time on your calendar? To read a train or bus schedule?

Using your hand or finger is extremely helpful in focusing your attention and keeping
your place while scanning a column of material. Your peripheral vision can also help
you scan effectively. When your hand moves down a list of names, you see not only the
name your finger is pointing to, but also the names above and below. Let your eyes work
for you when searching for information.

Keep the concept of key words in mind while scanning. Your purpose will determine the
key words. Suppose you are looking for the time a train leaves from New York City for
Washington, D.C. The key words to keep in mind are “from New York City” and “to
Washington, D.C.” If you are looking for the cost of a computer printer with the code
number PX-710, the key word to locate in a list of many printers is “PX-710.”

LEARNING ACTIVITY:
Read this article from the World Health Organization website and answer the questions
that follow.

Read the Multi-country monkeypox outbreak in non-endemic countries

21 May 2022

Outbreak at glance

Since 13 May 2022, cases of monkeypox have been reported to WHO from 12 Member
States that are not endemic for monkeypox virus, across three WHO regions.
Epidemiological investigations are ongoing, however, reported cases thus far have no
established travel links to endemic areas. Based on currently available information, cases
have mainly but not exclusively been identified amongst men who have sex with men
(MSM) seeking care in primary care and sexual health clinics.
 Developmental Reading | 11

The objective of this Disease Outbreak News is to raise awareness, inform readiness and
response efforts, and provide technical guidance for immediate recommended actions.

The situation is evolving and WHO expects there will be more cases of monkeypox
identified as surveillance expands in non-endemic countries. Immediate actions focus on
informing those who may be most at risk for monkeypox infection with accurate
information, in order to stop further spread. Current available evidence suggests that
those who are most at risk are those who have had close physical contact with someone
with monkeypox, while they are symptomatic. WHO is also working to provide guidance
to protect frontline health care providers and other health workers who may be at risk
such as cleaners. WHO will be providing more technical recommendations in the coming
days.

Description of the outbreak

As of 21 May, 13:00, 92 laboratory confirmed cases, and 28 suspected cases of

monkeypox with investigations ongoing, have been reported to WHO from 12 Member
States that are not endemic for monkeypox virus, across three WHO regions (Table 1,
Figure 1). No associated deaths have been reported to date.

Table 1. Cases of monkeypox in non-endemic countries reported to WHO between 13 to

21 May 2022 as at 13:00

Figure 1. Geographical distribution of confirmed and suspected cases of monkeypox in

non-endemic areas between 13 to 21 May 2022, as at 13:00.
 Developmental Reading | 12

Reported cases thus far have no established travel links to an endemic area. Based on
currently available information, cases have mainly but not exclusively been identified
amongst men who have sex with men (MSM) seeking care in primary care and sexual
health clinics.

To date, all cases whose samples were confirmed by PCR have been identified as being
infected with the West African clade. Genome sequence from a swab sample from a
confirmed case in Portugal, indicated a close match of the monkeypox virus causing the
current outbreak, to exported cases from Nigeria to the United Kingdom, Israel and
Singapore in 2018 and 2019.

The identification of confirmed and suspected cases of monkeypox with no direct travel
links to an endemic area represents a highly unusual event. Surveillance to date in non-
endemic areas has been limited, but is now expanding. WHO expects that more cases in
non-endemic areas will be reported. Available information suggests that human-to-human
transmission is occurring among people in close physical contact with cases who are
symptomatic.

In addition to this new outbreak, WHO continues to receive updates on the status of
ongoing reports of monkeypox cases through established surveillance mechanisms
(Integrated Disease Surveillance and Response) for cases in endemic countries [1], as
summarized in table 2.
[1]
Monkeypox endemic countries are: Benin, Cameroon, the Central African Republic,
the Democratic Republic of the Congo, Gabon, Ghana (identified in animals only), Ivory
Coast, Liberia, Nigeria, the Republic of the Congo, Sierra Leone, and South Sudan.

Table 2. Cases of monkeypox in endemic countries between 15 December 2021 to 1

May 2022
 Developmental Reading | 13

For additional information please refer to WHO AFRO Weekly Bulletin on Outbreaks
and Other Emergencies.

Epidemiology of the disease

Monkeypox is a viral zoonosis (a virus transmitted to humans from animals) with

symptoms very similar to those seen in the past in smallpox patients, although it is
clinically less severe. It is caused by the monkeypox virus which belongs to
the orthopoxvirus genus of the Poxviridae family. There are two clades of monkeypox
virus: the West African clade and the Congo Basin (Central African) clade. The name
monkeypox originates from the initial discovery of the virus in monkeys in a Danish
laboratory in 1958. The first human case was identified in a child in the Democratic
Republic of the Congo in 1970.

Monkeypox virus is transmitted from one person to another by close contact with lesions,
body fluids, respiratory droplets and contaminated materials such as bedding. The
incubation period of monkeypox is usually from 6 to 13 days but can range from 5 to 21
days.

Various animal species have been identified as susceptible to the monkeypox virus.
Uncertainty remains on the natural history of the monkeypox virus and further studies are
needed to identify the exact reservoir(s) and how virus circulation is maintained in nature.
Eating inadequately cooked meat and other animal products of infected animals is a
possible risk factor.

Monkeypox is usually self-limiting but may be severe in some individuals, such as

children, pregnant women or persons with immune suppression due to other health
conditions. Human infections with the West African clade appear to cause less severe
disease compared to the Congo Basin clade, with a case fatality rate of 3.6% compared to
10.6% for the Congo Basin clade.

Public health response

● Further public health investigations are ongoing in non-endemic countries that

have identified cases, including extensive case finding and contact tracing,
laboratory investigation, clinical management and isolation provided with
supportive care.
● Genomic sequencing, where available, have been undertaken to determine the
monkeypox virus clade(s) in this outbreak
● Vaccination for monkeypox, where available, is being deployed to manage close
contacts, such as health workers. WHO is convening experts to discuss
recommendations on vaccination.

WHO has developed surveillance case definitions for the current monkeypox
outbreak in non-endemic countries.

(case definitions will be updated as necessary)

Suspected case:

A person of any age presenting in a monkeypox non-endemic country[2] with an

unexplained acute rash
 Developmental Reading | 14

AND

One or more of the following signs or symptoms, since 15 March 2022:

● Headache
● Acute onset of fever (>38.5oC),
● Lymphadenopathy (swollen lymph nodes)
● Myalgia (muscle and body aches)
● Back pain
● Asthenia (profound weakness)

AND

for which the following common causes of acute rash do not explain the clinical picture:
varicella zoster, herpes zoster, measles, Zika, dengue, chikungunya, herpes simplex,
bacterial skin infections, disseminated gonococcus infection, primary or secondary
syphilis, chancroid, lymphogranuloma venereum, granuloma inguinale, molluscum
contagiosum, allergic reaction (e.g., to plants); and any other locally relevant common
causes of papular or vesicular rash.

N.B. It is not necessary to obtain negative laboratory results for listed common causes of
rash illness in order to classify a case as suspected.
[2]
Monkeypox endemic countries are: Benin, Cameroon, the Central African Republic,
the Democratic Republic of the Congo, Gabon, Ghana (identified in animals only), Côte
d’Ivoire, Liberia, Nigeria, the Republic of the Congo, and Sierra Leone. Benin and South
Sudan have documented importations in the past. Countries currently reporting cases of
the West African clade are Cameroon and Nigeria. With this case definition, all countries
except these four should report new cases of monkeypox as part of the current multi-
country outbreak.

Probable case:

A person meeting the case definition for a suspected case

AND

One or more of the following:

● has an epidemiological link (face-to-face exposure, including health workers

without eye and respiratory protection); direct physical contact with skin or skin
lesions, including sexual contact; or contact with contaminated materials such as
clothing, bedding or utensils to a probable or confirmed case of monkeypox in the
21 days before symptom onset
● reported travel history to a monkeypox endemic country 1 in the 21 days before
symptom onset
● has had multiple or anonymous sexual partners in the 21 days before symptom
onset
 Developmental Reading | 15

● has a positive result of an orthopoxvirus serological assay, in the absence of

smallpox vaccination or other known exposure to orthopoxviruses
● is hospitalized due to the illness

Confirmed case:

A case meeting the definition of either a suspected or probable case and is laboratory
confirmed for monkeypox virus by detection of unique sequences of viral DNA either by
real-time polymerase chain reaction (PCR) and/or sequencing.

Discarded case:

A suspected or probable case for which laboratory testing by PCR and/or sequencing is
negative for monkeypox virus.

WHO risk assessment

Endemic monkeypox disease is normally geographically limited to West and Central

Africa. The identification of confirmed and suspected cases of monkeypox without any
travel history to an endemic area in multiple countries is atypical, hence, there is an
urgent need to raise awareness about monkeypox and undertake comprehensive case
finding and isolation (provided with supportive care), contact tracing and supportive care
to limit further onward transmission.

Cross-protective immunity from smallpox vaccination will be limited to older persons,

since populations worldwide under the age of 40 or 50 years no longer benefit from the
protection afforded by prior smallpox vaccination programmes. There is little immunity
to monkeypox among younger people living in non-endemic countries since the virus has
not been present there.

Historically, vaccination against smallpox had been shown to be protective against

monkeypox. While one vaccine (MVA-BN) and one specific treatment (tecovirimat)
were approved for monkeypox, in 2019 and 2022 respectively, these countermeasures are
not yet widely available.

Based on currently available information, cases have mainly but not exclusively been
identified amongst men who have sex with men (MSM) seeking care in primary care and
sexual health clinics. No deaths have been reported to date. However, the extent of local
transmission is unclear at this stage, as surveillance has been limited. There is a high
likelihood of identification of further cases with unidentified chains of transmission,
including in other population groups. With a number of countries in several WHO
regions reporting cases of monkeypox, it is highly likely that other countries will identify
cases.

The situation is evolving and WHO expects there will be more cases of monkeypox
identified as surveillance expands in non-endemic countries. So far, there have been no
deaths associated with this outbreak. Immediate actions focus on informing those most at
risk for monkeypox infection with accurate information, stopping further spread and
protecting frontline workers.
 Developmental Reading | 16

WHO advice

Identification of additional cases and further onward spread in the countries currently
reporting cases and other Member States is likely. Any patient with suspected
monkeypox should be investigated and if confirmed, isolated until their lesions have
crusted, the scab has fallen off and a fresh layer of skin has formed underneath.

Countries should be on the alert for signals related to patients presenting with an atypical
rash that progresses in sequential stages – macules, papules, vesicles, pustules, scabs, at
the same stage of development over all affected areas of the body – that may be
associated with fever, enlarged lymph nodes, back pain, and muscle aches. These
individuals may present to various community and healthcare settings including but not
limited to primary care, fever clinics, sexual health services, infectious disease units,
obstetrics and gynecology, urology, emergency departments and dermatology clinics.
Increasing awareness among potentially affected communities, as well as health care
providers and laboratory workers, is essential for identifying and preventing further
secondary cases and effective management of the current outbreak.

Considerations relating to surveillance and reporting

Surveillance

The key objectives of surveillance and case investigation for monkeypox in the current
context are to rapidly identify cases, clusters, and the sources of infection as soon as
possible in order to provide optimal clinical care, isolate cases to prevent further
transmission, identify and manage contacts and tailor effective control and prevention
methods based on most commonly identified routes of transmission.

In non-endemic countries, one case is considered an outbreak. Because of the public

health risks associated with a single case of monkeypox, clinicians should report
suspected cases immediately to national or local public health authorities regardless of
whether they are also exploring other potential diagnoses. Cases should be reported
immediately, according to the case definitions above or nationally tailored case
definitions. Probable and confirmed cases should be reported immediately to WHO
through IHR National Focal Points (NFPs) under the International Health Regulations
(IHR 2005).

Countries should be on the alert for signals related to patients presenting with unusual
rash, vesicular or pustular lesions or lymphadenopathy, often associated with fever, in a
range of community and health care settings, including but not limited to primary care,
fever clinics, sexual health services, infectious disease units, obstetrics and gynecology,
and dermatology clinics. Surveillance for rash-like illness should be intensified and
guidance provided for collection of skin samples for confirmatory testing.

Reporting

Case reports should include at a minimum the following information: date of report;
reporting location; name, age, sex and residence of the case; date of onset of first
symptoms; recent travel history; recent exposure to a probable or confirmed case;
relationship and nature of contact with probable or confirmed cases (where relevant);
recent history of multiple or anonymous sexual partners; smallpox vaccination status;
presence of rash; presence of other clinical signs or symptoms as per case definition; date
of confirmation (where done); method of confirmation (where done); genomic
characterization (if available); other relevant clinical or laboratory findings, particularly
 Developmental Reading | 17

to exclude common causes of rash as per the case definition; whether hospitalized; date
of hospitalization (where done); and outcome at time of reporting.

A global case reporting form is under development.

Considerations related to case investigation

During human monkeypox outbreaks, close physical contact with infected persons is the
most significant risk factor for monkeypox virus infection. If monkeypox is suspected,
the investigation should consist of (i) clinical examination of the patient using appropriate
infection prevention and control (IPC) measures, (ii) questioning the patient about
possible sources of infection and the presence of similar disease in the patient’s
community and contacts, and (iii) safe collection and dispatch of specimens for
monkeypox laboratory examination. The minimum data to be captured are included
above under ‘Reporting’. Exposure investigation should cover the period between five
and 21 days prior to symptom onset. Any patient with suspected monkeypox should be
isolated during the presumed and known infectious periods, that is during the prodromal
and rash stages of the illness, respectively. Laboratory confirmation of suspect cases is
important but should not delay implementation of public health actions. Suspected
presence of similar disease in the patient’s community or amongst contacts should be
further investigated (also known as “backwards contact tracing”).

Retrospective cases found by active search may no longer have the clinical symptoms of
monkeypox (they have recovered from acute illness) but may exhibit scarring and other
sequelae. It is important to collect epidemiological information from retrospective cases
in addition to active ones. Retrospective cases cannot be laboratory confirmed; however,
serum from retrospective cases can be collected and tested for anti-orthopoxvirus
antibodies to aid in their case classification.

Samples taken from people with suspected monkeypox or animals with suspected
monkeypox virus infection, should be safely handled by trained staff working in suitably
equipped laboratories. National and international regulations on transport of infectious
substances should be strictly followed during the sample packing and transportation to
the testing laboratories. Careful planning is required to consider national laboratory
testing capacity. Clinical laboratories should be informed in advance of samples to be
submitted from persons with suspected or confirmed monkeypox, so that they can
minimize risk to laboratory workers and, where appropriate, safely perform laboratory
tests that are essential for clinical care.

Considerations related to contact tracing

Contact tracing is a key public health measure to control the spread of infectious disease
pathogens such as monkeypox virus. It allows for the interruption of transmission and can
also help people at a higher risk of developing severe disease to more quickly identify
their exposure, so that their health status can be monitored, and they can seek medical
care faster if they become symptomatic. In the current context, as soon as a suspected
case is identified, contact identification and contact tracing should be initiated. Case
patients should be interviewed to elicit the names and contact information of all such
persons. Contacts should be notified within 24 hours of identification.

Definition of a contact
 Developmental Reading | 18

A contact is defined as a person who, in the period beginning with the onset of the source
case’s first symptoms, and ending when all scabs have fallen off, has had one or more of
the following exposures with a probable or confirmed case of monkeypox:

● face-to-face exposure (including health care workers without appropriate PPE)

● direct physical contact, including sexual contact
● contact with contaminated materials such as clothing or bedding

Contact identification

Cases can be prompted to identify contacts across a number of contexts, including

household, workplace, school/nursery, sexual contacts, healthcare, houses of worship,
transportation, sports, social gatherings, and any other recalled interactions. Attendance
lists, passenger manifests, etc. can be further used to identify contacts.

Contact monitoring

Contacts should be monitored at least daily for the onset of signs/symptoms for a period
of 21 days from the last contact with a patient or their contaminated materials during the
infectious period. Signs/symptoms of concern include headache, fever, chills, sore throat,
malaise, fatigue, rash, and lymphadenopathy. Contacts should monitor their temperatures
twice daily. Asymptomatic contacts should not donate blood, cells, tissue, organs, breast
milk, or semen while they are under symptom surveillance. Asymptomatic contacts can
continue routine daily activities such as going to work and attending school (i.e., no
quarantine is necessary), but should remain close to home for the duration of
surveillance. It may, however, be prudent to exclude pre-school children from daycare,
nursery, or other group settings.

Options for monitoring by public health authorities are dependent on available resources.
Contacts can be monitored passively, actively, or directly.

● In passive monitoring, identified contacts are provided with information on the

signs/symptoms to monitor, permitted activities, and how to contact the public
health department if signs/symptoms develop.
● Active monitoring is when public health officials are responsible for checking at
least once a day to see if a person under monitoring has self-reported
signs/symptoms.
● Direct monitoring is a variation of active monitoring that involves at least daily
either physically visiting or visually examining via video for signs of illness.

A contact who develops initial signs/symptoms other than rash should be isolated and
closely watched for signs of rash for the next seven days. If no rash develops, the contact
can return to temperature monitoring for the remainder of the 21 days. If the contact
develops a rash, they need to be isolated and evaluated as a suspected case, and a
specimen should be collected for laboratory analysis to test for monkeypox.

Monitoring exposed health workers and caregivers

Any health worker or household member who has cared for a person with probable or
confirmed monkeypox should be alert to the development of symptoms that could
suggest monkeypox infection, especially within the 21-day period after the last date of
 Developmental Reading | 19

care. Health workers should notify infection control, occupational health, and public
health authorities to be guided about a medical evaluation.

Health workers who have unprotected exposures (i.e., not wearing appropriate PPE) to
patients with monkeypox or possibly contaminated materials do not need to be excluded
from work duty if asymptomatic, but should undergo active surveillance for symptoms,
which includes measurement of temperature at least twice daily for 21 days following the
exposure. Prior to reporting for work each day, the health worker should be interviewed
regarding evidence of any relevant signs/symptoms as above.

Healthcare workers who have cared for or otherwise been in direct or indirect contact
with monkeypox patients while adhering to recommended IPC measures may undergo
self-monitoring or active monitoring as determined by local public health authorities.

Post-exposure vaccination (ideally within four days of exposure) may be considered by

some countries for higher risk contacts such as health workers Including laboratory
personnel.

Travel-related contact tracing

Public health officials should work with travel operators and public health counterparts in
other locations to assess potential risks and to contact passengers and others who may
have had contact with an infectious patient while in transit.

Considerations related to risk communication and community engagement

Two-way communication on monkeypox related risks and engagement of at-risk and

affected communities on prevention, detection and care, is essential for preventing further
spread of monkeypox and controlling the current outbreak.

This includes providing public health advice through the channels that target audiences
use on how the disease transmits, its symptoms, preventive measures and what to do in
case of suspect or confirmed infection. This should be combined with targeting
community engagement to the population groups who are most at risk, working closely
with health care providers, including sexual health clinics, and civil society organizations.

Risk communication should be informed by insights from social listening detecting

public sentiment and should timely address possible rumors and misinformation. Health
information and advice should be provided avoiding any form of stigmatization of certain
groups such as men who have sex with men (MSM).

Key messages include the below:

● Prevention - Someone who has direct contact with an infected person, including
sexual contact can get monkeypox. Steps for self-protection include avoiding skin
to skin or face to face contact with anyone who has symptoms, practicing safer
sex, keeping hands clean with water and soap or alcohol-based hand rub, and
maintaining respiratory etiquette.

● Detection and care - If people develop a rash, accompanied by fever or a feeling

of discomfort or illness, they should contact their health care provider and get
tested for monkeypox. If someone is suspected or confirmed as having
monkeypox, they should isolate until the scabs have fallen off and abstain from
 Developmental Reading | 20

sex, including oral sex. During this period, patients can get supportive treatment
to ease monkeypox symptoms. Anyone caring for a person sick with monkeypox
should use appropriate personal protective measures, including wearing a mask,
and cleaning objects, & surfaces that have been touched.
● Reporting - Any rash-like illness during travel or upon return should be
immediately reported to a health professional, including information about all
recent travel, sexual history and smallpox immunization history. Residents and
travellers to monkeypox-endemic countries should avoid contact with sick
mammals such as rodents, marsupials, non-human primates (dead or alive) that
could harbour monkeypox virus and should refrain from eating or handling wild
game (bush meat).

Considerations related to large gatherings

Concerns have been raised by the media with regard to the amplification of the spread of
monkeypox virus in the context of large gatherings. Large gatherings may represent a
conducive environment for the transmission of monkeypox virus as they entail close,
prolonged and frequent interactions among people, which in turn can expose attendees to
contact with lesions, body fluids, respiratory droplets and contaminated materials.

While the exact mechanisms of transmission of the present monkeypox outbreak are still
being investigated, and they likely differ from those of SARS-CoV-2, it is important to
remind that the general precautionary measures recommended against COVID-19 are
also expected to largely protect from monkeypox virus transmission.

In addition, any person meeting the suspected, probable and confirmed case definition
detailed above should refrain from close contact with any other individual and should not
attend large gatherings.

WHO is closely monitoring the current monkeypox outbreak. While no specific measures
are required at this time with regard to holding, postponing or cancelling a mass
gathering in areas where monkeypox cases have been detected, information can be shared
with prospective attendees of mass gatherings for them to make an informed decision.

Considerations related to clinical management and infection prevention and control

in health care settings

Health workers caring for patients with suspected or confirmed monkeypox should
implement standard, contact and droplet precautions. These precautions are applicable in
any health facility including outpatient services and hospitals. Standard precautions
include strict adherence to hand hygiene, appropriate handling of contaminated medical
equipment, laundry, waste and cleaning and disinfection of environmental surfaces.

Prompt isolation of suspected or confirmed cases in a single room with adequate

ventilation, dedicated bathroom and staff is recommended. Cohort (confirmed with
confirmed, suspected with suspected) can be implemented if single rooms are not
available, ensuring minimum of 1-meter distance between patients. Recommended
personal protective equipment (PPE) includes gloves, gown, medical mask and eye
protection – goggles or face shield. The patient should also be instructed to wear a
medical mask when they come into close contact (under 1m) with health workers or other
patients, if they can tolerate it. Additionally, a bandage, sheet or gown can be used to
cover lesions in order to minimize potential contact with lesions. PPE should be disposed
of prior to leaving the isolation area where the patient is admitted.
 Developmental Reading | 21

Should aerosol generating procedures (AGPs) (i.e. aspiration or open suctioning of

respiratory tract specimens, bronchoscopy, intubation, cardiopulmonary resuscitation), be
required for any reason and cannot be delayed, then as a matter of standard practice, a
respirator (FFP2 or EN certified equivalent or US NIOSH-certified N95) must be used by
health care workers instead of a medical mask.

Isolation and transmission-based precautions should be continued until resolution of

symptoms (including the resolution of any rash and scabs that have fallen off and healed).

Deployment of pharmaceutical countermeasures including specific antivirals (i.e.

tecovirimat, which is approved for monkeypox, but not yet widely available) can be
considered under investigational or compassionate use protocols, particularly for those
who have severe symptoms or who may be at risk of poor outcomes (such as those with
immune suppression). There is a vaccine recently approved for monkeypox which is not
yet widely available. Some countries may hold smallpox vaccine products which could
be considered for use according to national guidance. Any request for vaccine products
may potentially be available in limited quantities through national authorities, depending
on the country. Countries may want to consider timely vaccination of close contacts as
post-exposure prophylaxis or for certain groups of health care workers for pre-exposure
vaccination.

Based on available information at this time, WHO does not recommend that Member
States adopt any international travel-related measure for both, incoming and outgoing
travellers.

WHO will be providing interim technical guidance in the coming days.

Questions:

1. How many countries around the world have confirmed monkeypox cases as of May
21, 2022?
____________________________________________________________
2. How many confirmed cases were reported in Germany?

____________________________________________________________
3. What countries have 1-5 confirmed cases?

____________________________________________________________
4. What country has the most number of suspected cases?

____________________________________________________________
5. What is monkeypox disease?

__________________________________________________________

LESSON 3: READING INTENSIVELY

SETTING UP:
Can you name some of the Filipino culture and traditions?

LEARNING CONTENT:
 Developmental Reading | 22

You know you’re Filipino if you believe in these 12 superstitions

By: Rhobie Alburo Ruaya - June 07, 2021

The Philippines has a very rich and colorful history. We have a unique culture that only
exists in some parts of our country and we have our own traditions to thank our ancestors
for.

There are a number of different beliefs and practices that play an important role in our
culture and every Filipino person’s day-to-day life.

Some of these beliefs are said to bring either good or bad fortune.

We, Filipinos, are a good example of those who believe in “pamahiin.” We have it in our
blood, passed on to us by our grandparents, parents and even by people we meet outside
of our families.

Some of these superstitious beliefs might be strange, weird, and even unbelievable
because they are not based on science but by our ancestor’s history and culture. However,
many believe in these since they oftentimes serve as a warning for possible dangers that
may harm us.

As we celebrate the 123rd Independence Day in the Philippines, let us explore some of
the superstitions that shaped our beliefs and practices today.

You may already know these from your family’s customs but we have to agree that these
practices are just a few that tell how unique Filipinos are, and how our culture gives us
the freedom to have our own beliefs.

Here are 12 of the most famous superstitions in the Philippines that still exist today.

SWEEPING AT NIGHT IS ‘MALAS’

Can you relate to this one? This takes the most popular belief seat in Filipino traditions
our lolo and lola told us when we were young — not to sweep the floor at night.

It doesn’t matter how dirty your floor is or if you have dirt on the sala because you forgot
to take off your shoes, do not sweep the floor because it’s ‘malas’ or unlucky.

Some say that when you sweep the floor at night, all fortune will also be swept outside of
the house instead of coming inside the house.

WHEN YOU BITE YOUR TONGUE, SOMEONE IS THINKING OF YOU

If you accidentally bite your tongue, this means someone can’t get you off their minds.

Although the idea of someone might be thinking of you is somewhat sweet, the thought
of having them think of you in a bad way is also disturbing.

When you bite your tongue, it is said that you have to choose a number from 1 to 26 and
determine its corresponding letter from the alphabet. The first person that pops into your
head whose name starts with that letter means that the person just thought about you and
you might want to reach them if you haven’t been talking for a long time.

SERVE PANCIT AT CELEBRATIONS, ESPECIALLY BIRTHDAYS

 Developmental Reading | 23

An ancient tradition that we share with the Chinese involves having noodles whenever
there’s a special celebration.

During birthdays, noodles are prepared to symbolize long life. It is believed that the
longer the noodles, the bigger the wish for long life.

Here in the Philippines, instead of having a cake, many might be enjoying their birthday
noodles or “pancit”.

This ever-present dish at Filipino gatherings may be a joke to some, but it remains a
staple at nearly every birthday feast or barangay fiesta.

BE CAREFUL WHEN SHOWING FONDNESS OVER BABIES

It’s difficult to restrain from playing with cute babies or complimenting their parents on
their child’s adorable features, but doing so in the Philippines is believed to be a potential
cause of illness.

Referred to as either “usog” or “bati”, this superstition dates back to our ancestors’ time.

When a person with strong energy greets a child, the child may soon after suffer from an
unexplainable discomfort.

This is why older people know to say “pwera usog” in tagalog or “purya buyag” in bisaya
when showing fondness over children.

These short lines are meant to counter any “usog” that may bring your children.

To show your appreciation to your baby cousins or your nieces and nephews, shop for
baby clothes instead at Gingersnaps and give it to them as a gift.

BLAME YOUR MISSING THINGS ON ELVES

Have you ever tried leaving your glasses on a table, then couldn’t find it there moments
later but after a while, it just reappears again on the same spot you were looking for it?

When this happens, we Filipinos usually blame it on playful elves or “duwendes”.

While these mystical creatures are also part of Philippine folklore, these mischievous yet
little creatures are believed to be mostly harmless which is another bedtime story
grandparents tell their grandchildren.

Here’s a pro tip, stop blaming the elves! To avoid your personal and valuable items
getting lost, buy an organizer from The SM Store and never lose your stuff again.

THE NUMBER OF STEPS OF STAIRCASES AT HOME SHOULD NOT BE

DIVISIBLE BY THREE
Filipinos believe in many traditions when constructing or buying a new home. There are
a number of pre-construction and house blessing traditions that Filipinos practice until
today to invite good luck.

But one particular area of the house that Filipinos are very particular of is the staircase. It
should always end with “oro” or “plata” when chanting “oro, plata, mata” which
translates to gold, silver, and death.
 Developmental Reading | 24

Many Filipinos will go to great lengths to avoid ending in “mata,” which is said to bring
bad luck or misfortune to the house and the people who live in it. Meanwhile, when
ending with “oro” or “plata,” it is said to bring success and fortune.

INCLUDE MONEY WHEN GIVING WALLET OR BAG AS A GIFT

Filipinos love giving gifts even on regular days. But Filipinos never forget to consider
superstitious beliefs when doing this.

In the Philippines, when someone gives a wallet as a gift, it should always have money in
it.

This belief is said to ensure financial success for the receiver. Even just a few coins or
paper bills inside the wallet is enough to give good fortune.

Having a wallet or bag is essential to keep our money or things in one place, get these
from Penshoppe and just remember to add some coins or paper bills before using them or
giving them to someone.

AN ITCH ON YOUR PALM MEANS INCOMING WEALTH

Have your palms itched lately? Some would take this as a good sign.

Regardless if it’s because of an insect bite or dirty hands, Filipinos believe a good amount
of money will come in the coming days if palms itch.

But just because Filipinos believe this superstition, it doesn’t mean you shouldn’t wash
your hands. However, the belief is not applicable when someone forcibly scratches their
palm to attract money. So stop scratching your palm for no reason!

Train your kids or young cousins to save money early and buy a cute coin bank from Toy
Kingdom to keep their savings safe.

Toy Kingdom, Second Floor, City Wing, SM Seaside City Cebu

DON’T GIVE SOMEONE A PAIR OF SHOES OR THE PERSON WILL WALK

AWAY FROM YOU
Another gift idea that we all consider when giving gifts are shoes, because of their
practicality.

But Filipinos believe that when giving someone shoes, the shoes represent a message that
the person who receives it will either walk away from you or walk over you.

Your bad luck increases more if you give the person a particularly expensive pair of
shoes.

To avoid bad luck, the person is supposed to give you a small amount of money to
prevent any rifts in your relationship.

DON’T POINT YOUR FINGER AT TREES AT NIGHT

Although pointing out of nowhere is considered a bad manner to some, for Filipinos
pointing at night or at trees is bad luck.
 Developmental Reading | 25

Our ancestors believe that trees have spirits and souls so if you mistakenly point your
finger at night or at trees during the dark, you have to bite your finger to avoid a series of
bad luck coming your way.

JUMPING ON NEW YEAR’S EVE

We really don’t know where this tradition originated but a lot of people practice jumping
on New Year’s Eve until today. Grandparents encourage young children to jump on New
Year’s Eve to grow taller.

Aside from lighting fireworks to scare the bad spirits on New Year’s Eve, Filipinos jump
to welcome a greater and higher year ahead, or some just want to grow a few more inches
to become taller.

OPENING AN UMBRELLA INDOORS

Our elders have warned us since we were young not to open umbrellas indoors as it will
give you bad luck.

This superstitious belief of Filipinos symbolizes blocking the good luck by using the
umbrella as a shield from good luck. It is said that our guardians or good spirits inside our
homes become offended when we open umbrellas inside of the house.

Fun fact about this superstition is that it is linked to the ancient Egyptians who used
papyrus umbrellas to shade nobility from the sun. Because the umbrellas of that time
were made to mimic the goddess of the sky, shade from an umbrella was considered
sacred.

How many of these superstitions do you still practice today? Now that we reviewed our
Filipino superstitious beliefs and practices that keeps us away from bad luck, we
remember these beliefs that we grew up with as we celebrate our Philippine
Independence, let’s share a special meal with our families and friends.

Comprehension Check:
1. What is the selection all about?
2. From what are superstitious beliefs based on?
3. What do many people believe about superstitious beliefs?
4. What does it mean when you bite your tongue?
5. What other superstitious beliefs are mentioned in the selection? What do they
mean?

How were you able to answer the questions above? Did you use only one reading
technique?

In this activity, you engaged in intensive reading where you used both skimming and
scanning skills.

In intensive reading, you focus on details to understand the meaning and implications of
what you read.

LEARNING ACTIVITY:
Read this article from the [Link] and answer the questions that follow.
 Developmental Reading | 26

Lazaro Francisco, Cabanatuan’s treasure

By: Neni Sta. Romana Cruz - @inquirerdotnet
Philippine Daily Inquirer / 05:04 AM February 15, 2020

I was in my hometown Cabanatuan in Nueva Ecija two weeks ago for a gala
awards night that coincided with the city’s 70th anniversary. Perhaps I should not
complain because my brother Chito, who is current ambassador to the People’s Republic
of China, was an awardee, but I thought it a serious omission that during the ceremony,
there was no mention of the city’s treasure, National Artist for Literature Lazaro
Francisco. His residence on Rizal Street, Barangay Bonifacio is now the Museo ng
Lazaro Francisco, a mandatory tourist spot in the city. (It is a street I am familiar with as
my grandparents lived on the same street.) Truly, a prophet is not acknowledged in one’s
own hometown; even I only had a belated discovery of the genius in our midst. It was
reassuring to know from the Facebook post of Francisco’s son, Dr. Floriño Francisco,
that the Cabanatuan city government, Department of Education Cabanatuan, and Masonic
Lodge No. 53 are honoring Francisco on his 122nd birth anniversary on Saturday, Feb.
22. A zarzuela competition has been launched among students, focusing on the life and
works of Lazaro Francisco. Ka Saro was not born in Cabanatuan but in Orani, Bataan,
though most of his childhood and adult years were spent in Cabanatuan where the family
settled after migrating from Orani because of religious differences. An interesting literary
detail is that Orani was also where Francisco Baltazar or Balagtas, known for “Florante at
Laura,” wandered around, presumably in search of inspiration for his poetry.
As early as the fourth grade, Lazaro was recognized for his fluency with words.
This skill was put to good use when his classmates would ask him to write love letters
that he would deliver himself while maintaining his [Link] completed his 7th
grade at the Cabanatuan West Central School, which has now been renamed after him.
His teacher always assigned him to handle the grammar class because he excelled in it.
It was not long after that he began contributing stories to Liwayway, where his
readers awaited every week’s installment of the serial stories. He gained the reputation of
being the magazine’s highest paid contributor and also having his manuscript published
as is, with no editing at all.
He wrote beautifully in Tagalog but was even more commended because of his
choice of subject matter—usually the plight of farmers under a tenancy system, then
considered a revolutionary topic.
In his lifetime, Ka Saro received many awards, from the Republic Cultural
Heritage Award in 1970 to Ateneo’s Tanglaw ng Lahi Award, which recognized him as a
master of the Tagalog novel. It is unfortunate that the highest award that the Philippine
government bestows on a Filipino person of letters—the National Artist for Literature—
came 29 years after his death on June 17, 1980.
A few evenings ago, I was also at a second fellowship night of Circulo Novo
Ecijano, hosted by Ambassador Francis Chua. It is with them in mind that I am listing
below the titles of Lazaro Francisco’s 12 novels, especially since some continue to be
available from the UP and the Ateneo publishing houses, with a few English translations,
too.
“Binhi at Bunga” (1925): on corporal punishment suffered by his brother
“Cesar” (1926): one he considered a mere literary exercise “Ama” (1929): focuses on the
tenancy system “Bayang Nagpatiwakal” (1931): speaks against foreign capital and its
impact on the economy “Sa Paanan ng Krus” (1934): about a widower who remarries and
whose second wife has difficulties adjusting to her stepchildren “Ang Pamana ng Pulubi”
(1935): adapted for stage and the screen, it is the story of two orphans “Bago Lumubog
ang Araw” (1936): revolves around the conflict between duty and love “Singsing na
Pangkasal” (1939): deals with complications of love, romantic entanglements, fate, and
divine providence “Ilaw sa Hilaga” (1947): dramatized the plight of Filipinos who
struggle in an economy dominated by foreigners; has a forthcoming English translation to
 Developmental Reading | 27

be published in Singapore “Sugat ng Alaala” (1951): on love and war “Maganda Pa ang
Daigdig” (1956): focuses on Central Luzon and its tenancy system “Daluyong” (1961): a
sequel to “Maganda Pa ang Daigdig” Lazaro Francisco is a Filipino writer to know and
be proud of.

Questions:
1. Who is narrating in the selection?
__________________________________________________________________
2. Who is the national artist she mentioned in her writing?
__________________________________________________________________
3. Who were honoring the national artist and what was the occasion?
__________________________________________________________________
4. What has been launched to honor the artist and his works?
__________________________________________________________________
5. Who was Ka Saro?
__________________________________________________________________
6. Where was he born?
__________________________________________________________________
7. How did he show his writing skill at an early age?
__________________________________________________________________
8. Where did he finish grade school?
__________________________________________________________________
9. What school was named after him?
__________________________________________________________________
10. What was notable to him as a writer?
_________________________________________________________________

LESSON 4: SCANNING FOR LOGICAL CONNECTORS TO

DETERMINE TEXT TYPES

SETTING UP:

What environmental issues do you know?

 Developmental Reading | 28

Right! Pollution is one of them. Let us find out in this article how this can be solutioned.

ENVIRONMENTAL POLLUTION

Pollution is one of the greatest threats to our environment in the 21st century. The air is
constantly being polluted by smoke from factories and by carbon monoxide (CO) and
other poisonous gasses emitted by motor vehicles. Even the ground we walk on in both
urban and rural areas—is polluted by uncollected garbage. Water is also being polluted,
particularly due to untreated sewage, which kills aquatic creatures like fishes and plants.
The best way to curb pollution is to plant trees and care for them. Throwing garbage
everywhere must also be controlled in order to fight pollution on the land. To fight the
pollution of water, sewage treatment plants must be built. We also must see that industrial
effluents are not released directly into the rivers. Above all, we all should join hands in
maintaining the ecological balance.

LEARNING CONTENT:

What information did you get from the paragraph you read?
Did you know that this type of text is called an expository text.
Expository text provides facts and it focuses on educating the reader.

Five Types of Expository Text Structures

1. Description
The author describes a topic, person, place or thing by listing a collection of its
features or examples — gives additional information about what a person, place or
thing is like.

Structure:
1) Identification— of phenomenon to be described
2) Description— of parts, qualities, features or examples

Clue Words:
for example, characteristics, for instance, such as, is like, including, to illustrate

2. Sequence
The author uses numerical or chronological order to list items or events, or explains
the steps one must follow to do/make something—typically the easiest structure for
students to comprehend.

Structure:
Listing—the order of steps/actions in a process or event from first to last (in a
sequential order)

Clue Words:
first, second, third then before, previously finally, last next after to start now

3. Compare-Contrast
The author shows how two or more events, topics or objects are the same and how
they are different.

Structure:
1) Introduction— of topics to be compared/contrasted
2) Comparison— list similarities the topics share
3) Contrast— list differences that distinguish the topics
 Developmental Reading | 29

Clue Words:
However, alike, same, similarly, just as, in contrast, different, and, also, both
4. Problem-Solution
The author describes a problem and then gives one or more valid solutions.

Structure:
1) Outline— of problem to be addressed in the text
2) Identification— of potential solution(s)
3) Explanation—of why potential solution is valid

Clue Words:
Because, problem is, so that, as a result, therefore, solved, answer, question

5. Cause-Effect
The author describes the relationship between one or more causes (event) the ensuing effects
(what happened because of the event) - explanation of how one event leads to another.

Structure:
1) Introduction— of initial event that triggers subsequent events
2) Description— of what/how consequences occurred as a result *Note: effects may appear
before the cause in texts

Clue Words:
If, then, reasons, why, as a result, because of, due to, led to, consequently, since

LEARNING ACTIVITY:

Read the following selections and identify whether its structure is description, sequence,
compare-contrast, problem-solution, or cause-effect. Then, explain why you came up with
that answer. Write your answer on the space provided. ( 5 points each )

1. When water droplets join together, it becomes heavy. This is caused by the rise
and cool of water vapor, which forms clouds in the sky. As a result, there will be
rain.

__________________________________________________________________

__________________________________________________________________

2. Disasters are natural. They are the intersection of factors other than physical.
They are the accumulation of the constant breach of economic, social, and
environmental thresholds. Most of the time, disaster is a result of inequity and the
poorest people of the world are at greatest risk because of their vulnerability and
decades of maldevelopment, which I must assert is connected to the kind of
pursuit of economic growth that dominates the world; the same kind of pursuit of
so-called economic growth and unsustainable consumption that has altered the
climate system.

__________________________________________________________________

__________________________________________________________________
 Developmental Reading | 30

3. How can you develop yourself? First, you must learn good habits. Start by waking
early in the morning to set the mood of the day. Second, spend time in prayer and
meditation. Third, establish discipline. Make a checklist of your goals. You can
even make a weekly plan. Lastly, monitor your growth. If you fail at some point,
try to recover by focusing on improving your weaknesses and building your
strengths.

__________________________________________________________________

__________________________________________________________________

4. Both Washington, DC, and London are capital cities of English-speaking

countries, and yet they offer vastly different experiences to their residents and
visitors. Comparing and contrasting the two cities based on their history, their
culture, and their residents show how different and similar the two are.

Both cities are rich in world and national history, though they developed on very
different time lines. London, for example, has a history that dates back over two
thousand years. It was part of the Roman Empire and known by the similar name,
Londinium. It was not only one of the northernmost points of the Roman Empire
but also the epicenter of the British Empire where it held significant global
influence from the early sixteenth century on through the early twentieth century.
Washington, DC, on the other hand, has only formally existed since the late
eighteenth century. Though Native Americans inhabited the land several thousand
years earlier, and settlers inhabited the land as early as the sixteenth century, the
city did not become the capital of the United States until the 1790s. From that
point onward to today, however, Washington, DC, has increasingly maintained
significant global influence. Even though both cities have different histories, they
have both held, and continue to hold, significant social influence in the economic
and cultural global spheres.

Both Washington, DC, and London offer a wide array of museums that harbor
many of the world’s most prized treasures. While Washington, DC, has the
National Gallery of Art and several other Smithsonian galleries, London’s art
scene and galleries have a definite edge in this category. From the Tate Modern to
the British National Gallery, London’s art ranks among the world’s best. This
difference and advantage has much to do with London and Britain’s historical
depth compared to that of the United States. London has a much richer past than
Washington, DC, and consequently has a lot more material to pull from when
arranging its collections. Both cities have thriving theater districts, but again,
London wins this comparison, too, both in quantity and quality of theater choices.
With regard to other cultural places like restaurants, pubs, and bars, both cities are
very comparable. Both have a wide selection of expensive, elegant restaurants as
well as a similar amount of global and national chains. While London may be
better known for its pubs and taste in beer, DC offers a different bar-going
experience. With clubs and pubs that tend to stay open later than their British
counterparts, the DC night life tend to be less reserved overall.

5. Both cities also share and differ in cultural diversity and cost of living. Both cities
share a very expensive cost of living—both in terms of housing and shopping. A
downtown one-bedroom apartment in DC can easily cost $1,800 per month, and a
similar “flat” in London may double that amount. These high costs create
socioeconomic disparity among the residents. Although both cities’ residents are
 Developmental Reading | 31

predominantly wealthy, both have a significantly large population of poor and

homeless. Perhaps the most significant difference between the resident
demographics is the racial makeup. Washington, DC, is a “minority majority”
city, which means the majority of its citizens are races other than white. In 2009,
according to the US Census, 55 percent of DC residents were classified as “Black
or African American” and 35 percent of its residents were classified as “white.”
London, by contrast, has very few minorities—in 2006, 70 percent of its
population was “white,” while only 10 percent was “black.” The racial
demographic differences between the cities is drastic.

Even though Washington, DC, and London are major capital cities of English-
speaking countries in the Western world, they have many differences along with
their similarities. They have vastly different histories, art cultures, and racial
demographics, but they remain similar in their cost of living and socioeconomic
disparity.

__________________________________________________________________

__________________________________________________________________

5. DRUG ADDICTION—A CURSE

Drug addiction has, of late, become one of the major problems of our society,
particularly in urban areas. Many youngsters are falling victim to this deadly
curse. The rackets of unscrupulous traders operate through the underworld and
narcotics and drugs are smuggled into the country. These rackets thrive at the cost
of the precious lives of our young generation. Many are enticed to take these
drugs and they are led astray. The alarming nature of the problem must be
highlighted and the people must be made aware of this evil with the help of the
mass media. Seminars and discussion sessions should be organized in schools and
colleges. In West Bengal, an anti-narcotic cell has been established in Lalbazar,
Kolkata. But no Government action can be fruitful unless it is backed by strong
public participation.

__________________________________________________________________

__________________________________________________________________

LESSON 5: USING APPROPRIATE IDIOMS

SETTING UP:

Let us sing!
 Developmental Reading | 32

Top of the World

Carpenters

Such a feelin's comin' over me

There is wonder in most everything I see
Not a cloud in the sky, got the sun in my eyes
And I won't be surprised if it's a dream

Everything I want the world to be

Is now comin' true especially for me
And the reason is clear, it's because you are here
You're the nearest thing to heaven that I've seen

I'm on the top of the world lookin' down on creation

And the only explanation I can find
Is the love that I've found, ever since you've been around
Your love's put me at the top of the world

Something in the wind has learned my name

And it's tellin' me that things are not the same
In the leaves on the trees, and the touch of the breeze
There's a pleasing sense of happiness for me

There is only one wish on my mind

When this day is through I hope that I will find
That tomorrow will be, just the same for you and me
All I need will be mine if you are here

I'm on the top of the world lookin' down on creation

And the only explanation I can find
Is the love that I've found, ever since you've been around
Your love's put me at the top of the world

I'm on the top of the world lookin' down on creation

And the only explanation I can find
Is the love that I've found, ever since you've been around
Your love's put me at the top of the world

LEARNING CONTENT:

How does the speaker in the song feel?

Which specific line in the song expresses that meaning?
Did you know that it is an example of a figurative language called idiom?
If you will define idioms based on that example, what would it be?

Idioms are expressions whose meanings are different from the words that make them.
Understanding an idiom requires some other knowledge than knowing the words used.
Idioms normally cannot be modified or the words within them changed.

Common English Idioms

Idiom Meaning Usage

A blessing in disguise a good thing that seemed bad at first as part of a sentence
 Developmental Reading | 33

A dime a dozen Something common as part of a sentence

Beat around the bush Avoid saying what you mean, usually because as part of a sentence
it is uncomfortable

Better late than never Better to arrive late than not to come at all by itself

Break a leg Good luck by itself

Call it a day Stop working on something as part of a sentence

Get out of hand Get out of control as part of a sentence

Get something out of your Do the thing you've been wanting to do so you as part of a sentence
system can move on

Give someone the benefit Trust what someone says as part of a sentence
of the doubt

Hang in there Don't give up by itself

Hit the sack Go to sleep as part of a sentence

It's not rocket science It's not complicated by itself

Let someone off the hook To not hold someone responsible for as part of a sentence
something

Make a long story short Tell something briefly as part of a sentence

Miss the boat It's too late as part of a sentence

No pain, no gain You have to work for what you want by itself

On the ball Doing a good job as part of a sentence

Pull someone's leg To joke with someone as part of a sentence

Pull yourself together Calm down by itself

So far so good Things are going well so far by itself

Speak of the devil The person we were just talking about showed by itself
up!

That's the last straw My patience has run out by itself

LEARNING ACTIVITY:

A. Fill in the blanks with appropriate idiomatic expressions.

1. It’s a __________________________ that my eye got swollen because my
glaucoma was detected early.
 Developmental Reading | 34

2. You have to exert effort in exercising to lose weight. Remember,

__________________________.
3. It is already 5:00 p.m. Let’s ____________________.
4. Don’t worry. You can do it; ______________________________________.
5. I’ve got to get up early tomorrow, so I’m ____________________________.

B. Compose your own sentences using idiomatic expressions.

1._______________________________________________________
2._______________________________________________________
3._______________________________________________________
4. _______________________________________________________
5. _______________________________________________________

LESSON 6: UNDERSTANDING SIGNS AND SYMBOLS

SETTING UP:
What comes into your mind when you hear the word sign?
Where do you usually see signs and symbols?
What do you think will happen if people do not know the meaning of signs and symbols
on the street?

LEARNING CONTENT:

Signs and symbols are designed to command attention and communicate a clear message.
As a responsible citizen, you should know the different types and meanings of signs and
symbols as they control the flow of traffic, guide you to your destination, and inform you
of roadway services. Knowing them prevents you and other people from meeting with
accidents.

Road Sign Color Meanings

● Red: Red generally means stop. The use of red on signs is limited to stop, yield,
and prohibition signs.
● White: A white background indicates a regulatory sign.

● Yellow: Yellow conveys a general caution message.

● Green: Green shows permitted traffic movements or directional guidance.
● Fluorescent yellow/green: Indicates pedestrian crossings and school zones.
 Developmental Reading | 35

● Orange: Orange is used for warning and guidance in roadway work zones.
● Coral: Coral is used for incident management signs.
● Blue: Blue indicates road user services, tourist information, and evacuation
routes.
● Brown: Brown is used to showing guidance to sites of public recreation or cultural
interest.

Road Sign Shape Meanings:

● An octagon road sign conveys the need to stop. A stop sign is the only sign that uses
this shape.
● An upside-down triangle road sign always means “yield.”
● Diamond-shaped road signs always warn of possible hazards ahead. These are traffic
signs, temporary traffic control signs, and some pedestrian and bicycle signs.
● Pennant-shaped road signs warn drivers of no-passing zones.
● Round-shaped road signs are used for railroad signs. When you see a round traffic
sign, you will likely see a railroad crossing or light rail transit crossing signs ahead.
 Developmental Reading | 36

● A pentagon-shaped road sign provides a warning that a school zone is ahead or a

school crossing zone is approaching.
● A horizontal rectangle-shaped road sign usually provides guidance to drivers but can
be used for a variety of needs.
● Vertical rectangle road signs are typically used to inform drivers of regulatory
notices, such as speed limits.

Road Signs and Their Meanings

LEARNING ACTIVITY:

Study the signs and identify their meanings.

1. ________________

2. _________________

3. _________________

4. _________________

5. _______________
 Developmental Reading | 37

6. ________________

7. ________________

8. ________________

9. _______________

10. ________________

LESSON 7: UNDERSTANDING ELEMENTS OF A SHORT

STORY
SETTING UP:
What is your favorite story?
What story elements do you know?

LEARNING CONTENT:

The 8 Elements of a Story

1. Setting
The first of the story elements is the story setting. All stories have a setting.
The setting includes the time and place in which the story will be taking place.

Common setting considerations are:

● Time

● Place

● Alternative reality

2. Characters
The characters are the people (or sometimes animals!) who are featured in a
story. The different characters in a story that you need to know about are: the
protagonist, antagonist, static character, dynamic character, and confidante
character.
 Developmental Reading | 38

● The protagonist is the hero of the story and central character. We’ll
also usually call them the ‘main character’.
● The antagonist is the opponent of the main character. This person stirs
trouble and is often the main cause of tension in the plot line.
● There can also be peripheral and dynamic characters. Peripheral
characters who don’t change much throughout a story but set the
context are often called ‘static characters’.
● Lastly, the confidante is the sidekick for the main character. It often
takes the role of a wise or philosophical character, although not
always. In The Lion King, Timon and Pumba act as confidantes to
Simba during his exile years. Other confidantes in that story include
Rafiki and Nala.

3. Conflict
The conflict in a story is the main challenge to overcome. It compels the plot
forward and is usually resolved during the plot’s climax.
The main types of conflict you will come across in a story are:
● Protagonist vs Antagonist
● Protagonist vs Nature
● Protagonist vs Self
● Protagonist vs Society

protagonist vs antagonist conflict

The protagonist (hero) must challenge the antagonist in order to prevent the
antagonist from doing something harmful.
For example:

Harry (protagonist) must defeat Voldermort (antagonist). Harry is the only

person who can save the world from Voldermort and represents the child
savior.

protagonist vs nature conflict

The protagonist goes up against a challenge that occurs in nature. This may
involve a main character taking on a natural challenge like escaping the
jungle, or a natural disaster like a tsunami or asteroid coming at earth.

protagonist vs self conflict

The protagonist may have inner struggles to overcome in order to succeed.
The protagonist may need to get over a lost love, learn courage, or achieve a
personal goal that they set out for themselves in the beginning.
For example:

In The Wizard of Oz, Dorothy and her companions each has to learn that the
characteristics they most desire are within them. The Cowardly Lion seeks
courage, the Tin Man seeks the ability to love, and the Scarecrow seeks
intellect.
 Developmental Reading | 39

protagonist vs society conflict

The protagonist may identify an enemy or problem in society that he/she must
overcome, often single-handedly. In children’s books, this model is often
recast as Child (protagonist) vs. Adults (Society) where the child must save
adults from themselves.
4. Theme

The theme is the author’s central argument or big idea they want to convey.
Themes are often associated with a ‘moral of a story’ or an analogy (a hidden
meaning in the text). They attempt to convey a piece of wisdom or
fundamental truth about human nature for us to think about. Even in a short
story there will be a key theme.

Common types of themes include:

● Good vs. evil
● True love
● The pain of war
● Seeking freedom
● Political corruption
● The power of redemption
● The importance of faith

5. Plot
The plot is the sequence of events that tell the story.
Plots usually follow a familiar structure:

● Exposition: The exposition begins the story. It provides the necessary

background information like the setting and character details. It may also
outline the relationships between characters and any other important
information. This section should set the scene but also entertain the reader
from page one.
● Rising Action: The rising action part is the part of the story where “the
plot thickens”.Challenges, conflicts and complications are introduced
during the rising action segment. This is often the longest part of the story.
Authors aim to create and build tension as long as possible to entertain the
reader and create a true ‘page turner’ of a story.
● Climax: After rising action comes climax. This is the turning point of the
story where the tensions in the plotline come to a head. A good climax
may involve a twist or a big reveal. Other examples of a climax might be a
big battle, police chase or exposure of a love affair.
● Falling Action: After the climax comes falling action. During the falling
action, tension starts to dissolve.
● Resolution : The resolution gives a sense of closure to the reader. It may
tie up loose ends in character plotlines and explain what becomes of the
key characters after the story. To use The Lord of the Rings example, the
resolution shows Frodo sailing to the Grey Havens and Sam marrying
Rosie Cotton.

6. Point Of View

The point of view of a story has a big impact on how the story will be told.
 Developmental Reading | 40

Point of view also influences how the audience will respond to it. There
are three common points of view: first person, second person and third
person.

First person stories are told by the protagonist. You can tell a first person
story from the use of first person phrases like ‘I’ and ‘We’. A benefit of
first person point of view is that you can get inside the head of the main
character. They can talk about what they’re thinking and what their
opinion is of all the other characters throughout the piece.

Second person stories are narrated by an outsider (not a character in the

story), but talk directly to the reader. It is like we are in a conversation
with the author. This is called ‘breaking the fourth wall’. An example of a
second person is when the author directly says ‘you’ to the reader.

Third person stories do not talk directly to the reader and do not insert
themselves into the story either. This is the most common type of point of
view. Most third person books have an omniscient narrator. This means
the narrator is an all-knowing person who can get into characters’ heads
and explain their thoughts. The author tells the story as if looking through
a looking glass. They refer to the characters (including the protagonist)
using terms like ‘he’, ‘she’ and ‘they’.

7. Tone

Authors choose a tone to act as the backdrop to a story. The tone often
overlaps with the protagonist’s mood or circumstance.

Tones include moods like:

● Melancholy
● Uplifting
● Hopeful
● Ominous
● Intellectual

8. Style

Writing style is one of the most important elements of a story, but very
personal to each author.

A style is simply a way of speaking about our subjects.

Below are a range of styles to consider:

● Short sentences: I first came across very short sentences in

Hemmingway’s For Whom the Bell Tolls. Hemminway’s curt writing
style comes across as masculine, but is often very easy to read.
● Highly Descriptive: When reading The Lord of the Rings, I was bemused
at just how long it took JRR Tolkein to describe a fireplace. While I
 Developmental Reading | 41

personally prefer a short story, many of the classics have this descriptive
style.
● Fast-Paced: If you like entertaining books, ensure your writing is always
compelling the plot forward and not getting into the weeds.

LEARNING ACTIVITY:
Read the story and answer the questions that follow.

Biyag ni Lam-Ang (English Version)

A summary of the Ilokano epic "Biag ni Lam-ang" by Pedro Bukaneg,

A couple named Don Juan and Namongan lived in a faraway barrio of Nalbuan.
One day, Don Juan left his pregnant wife and went to the mountain to punish a
group of Igorots. While he was in the mountain, Namongan gave birth to a baby
boy. The baby was different from other babies because upon birth he could
already speak. He wanted his name to be Lam-ang. And he was the one who chose
his [own] godfather when he was baptized.

“Where is my father?” Lam-ang asked his mother Namongan one day.

“He is in the mountains to settle his feud with a group of Igorots there,” said his
mother.

Lam-ang felt sad. He hadn't seen his father since he was born and he was terribly
longing to see him.

“Would it be long before he comes back?”

“I don't know,” answered his lonely mother Namongan who was also terribly
missing her husband. “I don't even know if he is still alive.”

One day, Lam-ang had an unusual dream. In his dream, he saw how his father was
mercilessly killed by a group of Igorots. He was seething with anger when he
woke up. He decided to follow his father to the mountain. He was then nine
months old, when he reached the Igorot's village, he saw them dancing around the
head of his father that was on top of a thin bamboo pole. In his rage, he fought all
the Igorots and slew them all, including the leader of the group whom he tortured
first before he killed.

On his way home to Nalbuan, he passed by the Amburayan River. There he took a
bath with his lady friends scrubbing his body of dirt and blood that eventually
killed all the living creatures in the river.

When he was old enough to marry, he heard of the beautiful Ines Kannoyan and
fell in love with her. He went to Ines' place to court her taking with him his white
rooster and his favorite dog. When he arrived at her house, he was annoyed to see
Ines' many suitors in front of the house.

He asked his rooster to crow and the rooster did. At once, Ines' house crumbled to
the ground killing all her suitors. Then he asked his dog to bark and the dog did.
The crumbled house stood again at once. Ines and her parents went out of the
 Developmental Reading | 42

house to meet him. The white rooster expressed Lam-ang's feelings for Ines
Kannoyan.

“My master, Lam-ang, loves you very much and he wants to marry you”, the
white rooster said to Ines in the language she clearly understood.

“I'll marry you if your wealth could equal our riches”, answered Ines Kannoyan.

Ines' challenge to him did not dampen Lam-ang's spirit. He went home at once and
came back with a big boat full of gold, the value of which surpassed Ines' family's
wealth. Then they were married and they lived happily.

Years passed and came Lam-ang's turn to catch a fish known as "rarang". It was
an obligation of every married man in the community to catch a "rarang". Lam-
ang, however, felt that he would be killed by a "berkahan" (a kind of fish that
belonged to the shark family) once he set out to catch a "rarang". But he had to do
his duty and one night, he sailed out to the sea. He was killed by a "berkahan" as
he had foreseen.

Ines wept in sorrow. Lam-ang's white rooster thought of a way to bring Lam-ang
back to life again. Ines Kannoyan paid a deep-sea diver to locate all the bones of
Lam-ang under the sea. The diver found all the bones very easily and Ines put
them together. Then, together with Lam-ang's white rooster and favorite dog, she
held prayer vigils every night, until one day, Lam-ang came back to life. And they
lived happily ever after.
1. Who is the protagonist?
_________________________________________________________________
2. What is the exposition of the story?
_________________________________________________________________
3. What is the conflict?
_________________________________________________________________
4. What type of conflict is present in the story?
_________________________________________________________________
5. What is the theme of the story?
_________________________________________________________________

LESSON 8: IDENTIFYING AUTHOR’S PURPOSE

SETTING UP:

Have you heard about asteroids?

What are they?
Read this article and find out how mining asteroids can help spare Earth.

Decoder: Mining asteroids for minerals can help spare Earth

by Tira Shubart | 2 Aug 2022 | Climate change, Decoders, Environment, Technology

Technology depends on rare earth minerals, but their extraction can harm our planet.
Asteroids offer a plentiful source of valuable elements.
Decoder Mining asteroids for minerals can help spare Earth 1
 Developmental Reading | 43

In the future, mankind will go to the asteroid belt between Mars and Jupiter to mine for
the vast wealth that is within the asteroids. (AP Photo/Stocktrek Images)

Green technology, which generates energy from renewable sources, has never been in
greater demand. But there is an environmental cost to producing wind turbines, batteries
for electric vehicles or solar panels.

The extraction of materials, known as rare earth elements, that are needed to build green
technology has inflicted some of the worst ecological damage on our planet. Mining can
leave behind toxic waste, cause soil erosion and water contamination and displace whole
communities.

Why not turn to a source that contains billions of dollars of mineral wealth and can be
extracted without harming Earth?

That is the question being asked by scientists and engineers who believe mining asteroids
could be the way forward.

Minerals in asteroids can be far more concentrated than on Earth.

Asteroids are small chunks of rock and metal in our solar system. We know of about a
million asteroids, which range in size from a few meters across to ones larger than 1,000
kilometers in diameter.

Most asteroids orbit between Mars and Jupiter. But others come closer to Earth, within
easy reach of spacecraft that can extract their rich content. Their valuable minerals can be
hundreds of times more concentrated than on Earth.

The mineral elements on asteroids include gold, silver, platinum, iridium, osmium,
palladium, rhenium, rhodium, ruthenium, tungsten and many more. These minerals are
crucial for green technology, smartphones, medicine and aerospace due to their durable,
malleable and conductive properties.

Asteroids are the “low hanging fruit of the solar system,” according to Chris Lewicki, a
former flight director at NASA’s Jet Propulsion Laboratory. Lewicki co-founded
Planetary Resources, which focuses on developing robotic asteroid mining.

There have already been a number of missions to asteroids, including the Japanese Space
Agency Hayabusa mission, which landed on asteroid Ryugu and returned to Earth with a
sample.

The cost of space travel has fallen by a factor of three in the past half century, and the
technology for building robotic craft to mine space resources already exists. Mining
robots would need to heat up asteroid material, separate out the desired elements and then
return to Earth with their payload.

Mining asteroids can produce far less CO2.

But which asteroids contain valuable minerals?

From Earth, we can use spectral images to discover if an asteroid has an abundance of
valuable elements. The James Webb Space Telescope has increased that ability as it
carries instruments that use wave lengths unavailable from Earth to analyze the surface of
asteroids as well as planets.
 Developmental Reading | 44

What is the environmental cost of moving toxic mining activities off-planet? After all,
launching rockets is not without cost.

Andreas Hein, a scientist and professor specializing in “disruptive future space systems,”
has done the number crunching. Hein said that mining a kilo of platinum on Earth creates
40,000 kg of the greenhouse gas CO2. But mining a kilo from an asteroid will only create
150 kg of CO2, he said.

Hein is a professor at the University of Luxembourg, based in the tiny and wealthy nation
that has a space agency focused on space mining. The Luxembourg Space Agency states
that their goal is a sustainable space economy based on natural resources available on
asteroids as well as the moon and Mars.

“Use of space resources will create major socio-economic benefits for humankind,”
according to the agency. Luxembourg has attracted more than 70 space companies that
have invested in this space mining potential.

When will the first robotic mining craft return to Earth?

Luxembourg is not alone in betting on the future of space mining.

Degrees in space resources are offered at the Colorado School of Mines. It’s an exciting
but challenging field, according to Professor Jamal Rostami from the department of
Mining Engineering. “The design of mining operations in space requires some out-of-the-
box thinking and emphasis on automation, safety and remote operation,” he said.

The number of students opting for space resource studies may well rise when NASA’s
Psyche mission launches in 2023.

Psyche is a rare, all-metal asteroid the size of a city that is estimated to contain elements
worth in excess of $700 quintillion dollars — that’s 700 followed by 27 zeros. The
Psyche mission is a purely scientific mission that will enable an array of instruments to
beam back information on the composition of an asteroid that is not only valuable in
monetary terms but in what it might reveal about the early solar system.

When will the first robotic mining craft return to Earth with a valuable payload?

Some scientists say possibly in the early 2030s, but technological leaps can speed up
progress. After all, when in 1903 the Wright brothers achieved the first powered flight,
which lasted a mere 12 seconds, they might not have believed that man would walk on
the moon just 63 years later.

Comprehension Check:
[Link] to this article, how can asteroid mining save the Earth?
2. What do you think is the purpose of the author for writing this article?

LEARNING CONTENT:

When we talk of the author’s purpose we are referring to the why behind their
writing. What motivated the author to produce their work? What is their intent
and what do they hope to achieve?
The author’s purpose is the reason they decided to write about something in
the first place.
There are many reasons a writer puts pen to paper. It’s important that you
possess the necessary tools for identifying these various reasons and intents.
 Developmental Reading | 45

Being able to identify the author’s purpose accurately is absolutely essential

to effectively evaluate a piece of writing.

AUTHOR’S PURPOSE DEFINITION

The author’s purpose is their intent (or purpose) for writing something. To
either persuade, inform or entertain an audience.

You will most commonly see these three aspects attributed as being the
author’s purpose, however other elements such as describing and explaining
are commonly sighted as well.

THE DIFFERENT TYPES OF AUTHOR’S PURPOSE

1. TO PERSUADE

Definition: This is a very common purpose of writing, particularly in

nonfiction writing. When a text is written to persuade it will aim to convince
the reader of the merits of a certain point of view. With this type of writing the
author will attempt to persuade the reader to agree with this point of view
and/or subsequently take a particular course of action.

Examples: This purpose can be found in all kinds of writing. It can even be in
fiction writing when the author has an agenda, whether consciously or
unconsciously. However, it is most commonly the motivation behind essays,
advertisements, and political writing such as speeches and propaganda.

How to Identify: To identify when the author’s purpose is to persuade,

students should ask themselves if they feel the writer is trying to get them to
believe something or take a specific action. They should learn to identify the
various tactics and strategies used in persuasive writing such as repetition,
various types of supporting evidence, hyperbole, attacking opposing
viewpoints, forceful phrases, emotive imagery and photographs etc.

2. TO INFORM
Definition: When an author’s purpose is to inform, they usually wish to
enlighten their readership about a real-world topic. Often, they will do this by
providing lots of facts. Informational texts are geared toward imparting
information to the reader with the purpose of educating them on a given topic.

Examples: Many types of school books are written with the express purpose
of informing the reader. Added to textbooks, we also have encyclopedias,
recipe books, and newspapers.

How to Identify: In the process of informing the reader, the author will make
use of facts and this is one surefire way to spot the intent to inform.

However, when the author’s purpose is persuasion they will also be likely to
provide the reader with some facts in an attempt to convince the reader of the
merits of their particular case. The main difference between the two different
ways facts are employed is that, when the intention is to inform, facts are
presented only to teach the reader. When the author’s purpose is to persuade,
they will commonly mask their opinions amid the facts.
 Developmental Reading | 46

Students must become adept at recognizing ‘hidden’ opinions through

practice. Teach your students to beware of persuasion masquerading as
information!

3. TO ENTERTAIN

Definition: When an author’s chief purpose is to entertain the reader they will
endeavor to keep things as interesting as possible. Things happen in books
that are written to entertain, whether in the form of an action-packed plot,
inventive characterizations, or sharp dialogue.

Examples: Not surprisingly, a great deal of fiction is written with the aim of
entertaining, especially genre fiction. For example, we find entertaining
examples in science fiction, romance, and fantasy – to name but a few.

How to Identify: When a writer is attempting to entertain or amuse the reader

they will use a variety of techniques to engage their attention. They may
employ cliffhangers at the end of a chapter, for example. They may weave
humor into their story, or even have characters tell jokes. In the case of a
thriller, an action-packed scene may follow an action-packed scene as the
drama builds to a crescendo. Think of the melodrama of a soap opera here,
rather than the subtle touch of an art house masterpiece.

4. TO EXPLAIN
Definition: When writers write to explain, they want to tell the reader how to
do something or reveal to them how something works. This type of writing is
about communicating a method or a process.

Examples: Writing with the purpose of explaining can be found in

instructions, step-by-step guides, procedural outlines, and recipes.

How to Identify: Often you will find this type of writing organized into
bulleted or numbered points. As it focuses on telling the reader how to do
something, often lots of imperatives will be used within the writing. Diagrams
and illustrations are often used to reinforce the text explanations too.

5. TO DESCRIBE

Definition: Often writers will use words to describe something in more detail
than be conveyed in a photograph alone. After all, they say ‘a picture paints a
thousand words and text can help get us beyond the one-dimensional
appearance of things.

Examples: We can find lots of descriptive writing in obvious places like short
stories, novels and other forms of fiction where the writer wishes to paint a
picture in the reader’s imagination. We can also find lots of writing with the
purpose of description in nonfiction too – in product descriptions or
descriptive essays, for example.

How to Identify: In the case of fiction writing which describes, the reader will
notice the writer using lots of sensory details in the text. Our senses are how
we perceive the world and, to describe their imaginary world, writers will
 Developmental Reading | 47

draw heavily on language that appeals to these senses. In both fiction and
nonfiction, readers will notice the writer will rely heavily on adjectives in
their writing.

LEARNING ACTIVITY:
Read each text and identify the author’s purpose. Write your answer on the
space provided.
____________________1.
The value of Taking Risks and Making Mistakes in Life
There are many consequences for those who choose to make mistakes in life.
Some find out earlier than others. But it’s not up to us to fix others' mistakes; they have to
learn to fix their own problems and mistakes just like the rest of us. The positive and
negative outcomes of these consequences depend on your actions and what you choose to
do in life. Whatever you decide to do is there with you for the rest of your entire life.
First of all, let’s think about the negative values that would be retained in
education for example. Education is the primary key to success in life as to getting a job,
going to college, running for some sort of office, or having the possessions you once
thought about when you were a little child. All of these pertain to education, but if you
don’t come to school and pay attention then what’s the point in having a job or going to
college? You might as well be nothing if it’s not worth something to maybe not you but a
cousin or brother or maybe even a friend. Some people just come to school to sleep in
class to make time go by, or disrespect the teachers when they ask for a simple
assignment. Worst of all, they won’t even make an attempt to come to school or to try
and work. These are prime examples of how to ruin your life.
Now on the other hand, the positive outcomes of education would be better jobs,
better college scholarships, or more money. Now most of us have already decided what
we want to pursue in life. Some want to be doctors, some want to be lawyers, maybe even
a teacher or professional athlete. But without education what’s the point in even putting
the effort towards all of this. It would be like a car with no tires or wheels, or a book with
blank pages. What I’m saying is there is too much talent in this world to just throw away.
Not everybody was blessed with a gift from above.
____________________2.
Oil prices on another round of hefty rollback
Published August 6, 2022, 9:21 AM
by Myrna M. Velasco

Filipino motorists will experience continued relief in their pockets next week as prices of
petroleum commodities at the pumps will be on another around of big-time rollback,
according to oil companies.

Based on the outcome of five-day trading in the regional market, oil firms estimated that
the price cut for unleaded gasoline products will be at P2.00 to P2.20 per liter while
diesel prices will be slashed by P2.10 to P2.30 per liter.

For kerosene products, which is generally used as base for aviation fuel, the calculated
price reduction will be at the scale of P2.50 to P2.70 per liter, according to the industry
players.

Oil companies will enforce the price cuts on Tuesday, Aug. 9. The price reduction is
anchored mainly on the cost swing of the Mean of Platts Singapore (MOPS), the pricing
reference being employed in the deregulated downstream oil industry.
____________________3.
As the sun sets towards the western horizon, the sky portrays a perfect
masterpiece. It is brimming with the colors of the spectrum in shades of red and blue.
____________________4.
 Developmental Reading | 48

The moon is rusting, and Earth is to blame

Mark Serrels
Sept. 8, 2020 4:56 p.m. PT

Researchers find rust on the moon, which is weird but not entirely unexplainable.

The moon probably shouldn't have rust. Rust, an iron oxide, requires both oxygen and
water to occur naturally, so you'd think a celestial body that's mostly dry and completely
absent of oxygen wouldn't have any rust whatsoever. Turns out it does. And scientists are
trying to figure out why.

A new study published in Science Advances took data from Indian Space Research
Organization's Chandrayaan-1 orbiter and discovered that the rock at the moon's poles
had a different composition compared with other areas of the moon. Upon closer
inspection Shuai Li, the lead author on the study, discovered hematite, a common iron
oxide -- rust, essentially.

He reached out to scientists and NASA Jet Propulsion Laboratory to confirm the find.

"At first, I totally didn't believe it. It shouldn't exist based on the conditions present on the
moon," said JPL scientist Abigail Fraeman, one of the scientists Li contacted. "But since
we discovered water on the moon, people have been speculating that there could be a
greater variety of minerals than we realize if that water had reacted with rocks."

So why does rust currently exist on the moon? There are a number of factors, but Earth is
partly to blame.

To begin with, water exists on the moon in small quantities. Ice water exists in lunar
craters, but that water exists on the far side of the moon, far from where the rust occurred.
The current theory is that dust particles that often hit the moon are helping release water
molecules, mixing those water molecules with iron on the surface.

Then there's the oxygen part. That's where Earth comes in.

Thanks to the fact it exists in such close proximity to Earth, the moon plays host to trace
amounts of oxygen, traveling from Earth's upper atmosphere all the way to the moon. Li
found that the side of the moon that faces Earth has more rust than the areas that don't
face Earth.

He believes this process has been occurring on the moon for billions of years. Moon,
please accept our most sincere apologies for the rust.

____________________5.
Easy Basic Pancakes
Nothing says "weekend" like homemade pancakes for breakfast. Our easy recipe
will help you whip them up in less than 30 minutes. Making pancake batter from
scratch is so simple that you'll wonder why you never did it before!

Ingredients

1 cup all-purpose flour, (spooned and leveled)

2 tablespoons sugar
2 teaspoons baking powder
1/2 teaspoon salt
1 cup milk
2 tablespoons unsalted butter, melted, or vegetable oil
1 large egg
1 tablespoon vegetable oil
 Developmental Reading | 49

Assorted toppings, such as butter, maple syrup, confectioners' sugar, honey, jams,
preserves, sweetened whipped cream, or chocolate syrup

Instructions
Step 1
Preheat the oven to 200 degrees; have a baking sheet or heatproof platter ready to
keep cooked pancakes warm in the oven. In a small bowl, whisk together flour,
sugar, baking powder, and salt; set aside.

Step 2
In a medium bowl, whisk together milk, butter (or oil), and egg. Add dry
ingredients to milk mixture; whisk until just moistened (do not overmix; a few
small lumps are fine).

Step 3
Heat a large skillet (nonstick or cast-iron) or griddle over medium. Fold a sheet of
paper towel in half, and moisten with oil; carefully rub the skillet with oiled paper
towel.

Step 4
For each pancake, spoon 2 to 3 tablespoons of batter onto the skillet, using the
back of the spoon to spread batter into a round (you should be able to fit 2 to 3 in
a large skillet).

Step 5
Cook until the surface of the pancakes have some bubbles and a few have burst, 1
to 2 minutes. Flip carefully with a thin spatula, and cook until browned on the
underside, 1 to 2 minutes more. Transfer to a baking sheet or platter; cover
loosely with aluminum foil, and keep warm in the oven. Continue with more oil
and remaining batter. (You'll have 12 to 15 pancakes.) Serve warm, with desired
toppings.

LESSON 9: LINEAR AND NON-LINEAR TEXT

SETTING UP:
Can we live without water?
What do you take to keep your body hydrated?
Did you know that there are foods that keep our body hydrated?
Find it out in the article below.

LEARNING CONTENT:

Hydrating Foods to Keep Your Health Afloat

 Developmental Reading | 50

Hydration is typically approached one glass of water at a time. You aren’t wrong to try that when
tracking your liquid intake. Drinking plenty of plain water really is the best way to attain healthy
hydration. But you can also easily add several hydrating foods to your daily menu to help out.

It’s important to do everything you can to stay properly hydrated because it’s essential for good
overall health. Healthy hydration helps your body remain in the state of homeostasis it craves.
And the combination of liquids and water-rich foods will help your body experience the benefits
of proper, healthy hydration. Those include supporting:

healthy, normal cognition and focus

circulation (since water makes up a big portion of your blood)

healthy-looking skin that appears plump

your immune system’s germ fighters

healthy bones and properly lubricated joints

the functions of your vital organs to literally keep you alive

Maximize Your Hydration Mix with Water-Rich Foods

Your body—from head to toe—needs water. The sources you tap for that healthy hydration is up
to you. Studies have found a wide range for total water intake that comes from food. Variations
by culture, age, and other factors account for anywhere between 20 and 40 percent of water
coming from food.

Your target percent is up to you, but having flexibility is good. Maybe water isn’t your go-to
beverage and you think it’s kind of boring. Your other liquids count, too. Broth, skim milk, and
coconut water are great hydrating options. Even coffee and tea help—despite the myths about
caffeine-containing beverages adversely impacting hydration.

Or would you rather maximize your diet by loading up your plate with hydrating foods
throughout the day? You’re in luck. There are obvious options you’ll find on any list of water-
rich foods—watermelon, cucumber, citrus fruit, a variety of berries, celery, lettuce, squash,
tomatoes, and grapes.

There are also some foods that could be real surprises to you. Scroll through the list of eight
common grocery store items you might not reach for first while filling your cart with hydrating
foods.

Shrimp

From the ocean to your table, this popular seafood item is packed with water. Its moisture content
falls somewhere between 70 and 79 percent, depending on processing. Protein sources—from
chicken breasts to beef tenderloin—shouldn’t be overlooked as an avenue for adding hydration to
the diet, as well. Shrimp are a delicious place to start.

Carrots

These colorful root vegetables, on first glance, don’t appear to be a juicy option for hydration.
But the truth is that carrots contain about 88 percent water. That might be one of the reasons
they’re so popular with people who make their own juice.

Yogurt

You’d think it would be the water content (over 80 percent) that has yogurt on a list of hydrating
foods. That’s certainly part of the appeal. But potassium and the other electrolyte minerals in this
fermented dairy product provide an enhanced hydration boost.

Cottage Cheese
 Developmental Reading | 51

By weight, cottage cheese is about 80 percent water. Couple that with protein and lots of nutrients
and the creamy curds become a hydrating—and filling—addition to any meal.

Cruciferous Vegetables (Broccoli, Cauliflower, and Cabbage)

Maybe you could have guessed cabbage is full of water—it does look like lettuce on steroids after
all. Broccoli and cauliflower, though? They don’t seem like hydrating, water-rich foods.
Cauliflower has a water percentage in the low nineties, and broccoli clocks in around 88 percent.
Keeping these vegetables as close to raw as possible will help them remain moisture-packed
options.

Boiled Eggs

At 75 percent water, chicken eggs aren’t as flooded with moisture as some foods on this list. But
you might think boiling an egg would ruin it’s hydrating potential, right? The fact is, that 75
percent water content remains and combines with high protein levels and a bounty of essential
nutrients to make boiled eggs another hydrating addition to a salad.

Bananas

Hidden beneath that bright yellow peel is a healthy, hydrating snack. Bananas are about three
quarters water (75 percent), with a lot of fiber and potassium. That makes bananas an appealing
addition to your list of hydrating foods.

Boiled or Baked Potatoes

Potatoes grow underground, soaking up all the water and nutrients the soil has to offer. When
they’re harvested—and even after cooking—these popular tubers still sport a water content
percentage in the high seventies.

Fill Up on Hydrating Foods to Help Buoy Your Health

Humans don’t have the option to go waterless. You don’t live very long without water. Even if
you don’t take in enough each day, you’ll experience a parched and arid existence.

But satisfying your thirst isn’t exactly the same as keeping yourself properly hydrated. That’s
because the mix of hydrating foods and beverages requires thinking outside the glass when it
comes to water intake.

Luckily, you have a raft of healthy and delicious, water-rich foods from which to choose. They’re
also easy to incorporate into your weekly meal planning. Just remember that cooking some of
these hydrating foods will impact their final moisture content. So, plan on preparing them in a
way that maximizes their hydrating benefits.

Source:[Link]
fbclid=IwAR0C6A0OLrhId_3QFj_jaA1LAsernMjF2HmvBIJo5h6KhgaZpddgRW1fX_o

Comprehension Check:

1. What are the foods that keep the body hydrated?

2. Why should we keep our body hydrated?
3. What are the benefits of healthy hydration?

How did you read the text to be able to find out the answers to the given questions?

Did you know that the text that is read from beginning to end to be able to understand its idea is
called linear text?

Linear text is the most common type of reading that requires reading from the beginning to the
end.
 Developmental Reading | 52

Properties of Linear Texts

● Focuses on the arrangement of words, both grammatically and stylistically

● There is only one reading path, which is decided by the author.
● Sequential in structure.

Study the food pyramid below and answer the questions that follow.

1. What kind of food comprises the biggest part of the pyramid?

2. What does it tell us?
3. Which foods should be eaten in the least amount?

How were you able to answer the given questions? Did you follow a certain pattern to get its
message?

That chart is an example of nonlinear text.

Nonlinear text is the opposite of linear text. As its name suggests, it is nonlinear and non-
sequential. In other words, the readers do not have to go through the text in a sequential manner
in order to make sense of the text. This type of text has many reading paths since it’s the readers
who decide the sequence of reading, not the author of the text.

Examples of Nonlinear Texts

flowcharts, charts, and graphs (ex: pie chart, bar graphs), graphic organizers such as knowledge
maps and story maps

What is the Difference Between Linear and Nonlinear Text?

Linear text refers to traditional text that needs to be read from beginning to the end while
nonlinear text refers to text that does not need to be read from beginning to the end. As their
names imply, linear texts are linear and sequential while non-linear is non-sequential. Thus, there
is only one reading path in linear texts, which is determined by the author. However, nonlinear
texts can have multiple reading paths depending on the readers.
 Developmental Reading | 53

To understand the difference between linear and nonlinear text clearly, look at some of the
examples of both reading paths. Some examples of linear texts include novels, poems, letters,
textbooks, etc. In contrast, flow charts, knowledge maps, digital texts with hyperlinks, and
encyclopedias are some examples of nonlinear text. Furthermore, non-linear allows readers to
find specific information more quickly and efficiently.

Examples of Linear Text

1. essay
2. letter
3. poem
4. novels
5. short stories

Examples of Nonlinear Text

1. sequence chart
2. Venn diagram
3. pie chart
4. graphs
5. maps

LEARNING ACTIVITY:
Read and answer the questions below. Write only the letter of your answer.

_____1. What type of text requires reading from beginning to end?

A. graphic text B. linear text C. nonlinear text
_____2. What type of text is non-sequential?
A. graphic text B. linear text C. nonlinear text
_____3. Which type of text allows readers to find information quickly and efficiently?
A. graphic text B. linear text C. nonlinear text
_____4. The following are examples of linear texts EXCEPT______________.
A. novels B. maps C. diagram
_____5. Which is an example of nonlinear text?
A. encyclopedia B. news C. short story

Study the pie graph and answer the questions that follow.
 Developmental Reading | 54

1. What is the pie graph all about?

_____________________________________________________
2. What is the percentage of Americans married to Filipino women?
_____________________________________________________
3. Who makes the 6.3 % of foreign males married to Filipino women?
_____________________________________________________
4. Among the foreign males who married Filipino women, who are the least?
_____________________________________________________
5. Who makes the 56% of foreign males married to Filipino women?
_____________________________________________________
 Developmental Reading | 55

LESSON 10: TRANSCODING INFORMATION FROM LINEAR TO NONLINEAR

TEXT AND VICE VERSA

SETTING UP:
What are these two insects called?

LEARNING CONTENT:
Here is an article that will help us learn more about these two insects.

What's the difference between a moth and a butterfly?

By Tia Ghose published May 20, 2022

Butterflies and moths have numerous behavioral and physical differences.

Say the word "butterfly" and a brilliant, orange-and-black-winged Monarch butterfly may fly
through your mind. Say "moth," meanwhile, and the brain may conjure up an image of a dull,
brown-winged pest that nibbles holes through clothing.

But is appearance really the main difference between these two types of winged insects? What
exactly is the difference between moths and butterflies?

It turns out the difference is more than wing deep.

Moths and butterflies both belong to the order Lepidoptera, but there are numerous physical and
behavioral differences between the two insect types.

First of all, moths are much more diverse than butterflies. There are about 160,000 species of
moths, according to the Smithsonian Institution(opens in new tab), versus about 11,000 of
butterflies.

Both types of insects have scales on their wings. But moths tend to have drab, brown or beige
wings, while butterflies are typically more brilliantly decorated, Smithsonian Institution notes.

This coloration difference may in part be due to behavioral differences between the two types of
insects. Moths are nocturnal and try to camouflage themselves during the day on dark objects like
bark and leaves.

Butterflies also camouflage themselves in this way, but they are diurnal, meaning they spend the
daylight hours flitting from flower to flower sipping nectar. Their brightly colored wings are
often an attempt to tell predators that they contain nasty-tasting chemicals, according to Reiman
Gardens at Iowa State University(opens in new tab).

Another behavioral difference between the two is that butterflies usually fold their wings back to
rest, while moths flatten their wings against their bodies, BBC's Science Focus reported(opens in
new tab).
 Developmental Reading | 56

Their pupal stage (between the larva and adult stages) is slightly different, too. Moths make
cocoons wrapped in silk. Butterflies, on the other hand, form chrysalises, which are hard, smooth
and silkless, according to the Lewis Ginter Botanical Garden(opens in new tab) in Henrico,
Virginia.

Other physical differences abound. Butterfly antennae are thin with club-shaped tips, compared
with the feathery or comb-like antennae of moths.

In addition to the difference in wing coloration, with butterflies sporting more vibrant colors,
moth wings, unlike butterfly wings, have a structure called a frenulum, which joins the forewing
to the hind wing.

Though these various traits usually distinguish a butterfly from a moth, there are numerous
exceptions to these rules. The comet moth or Madagascan moon moth (Argema mittrei) sports
brilliant yellow wings dotted with bright red spots and is active during the day, according to the
National History Museum(opens in new tab) in London. And the endangered Schaus swallowtail
(Heraclides aristodemus ponceanus), which lives in Florida's swamps, has rather boring brown
coloration, speckled with some white spots, according to the University of Florida(opens in new
tab).

Comprehension Check:
1. What are the similarities of the moth and the butterfly?
2. How are they different?

If we will put your answers in a graphic organizer like a Venn diagram, how will it be?

Now, let’s study this diagram.

This process is called transcoding information from linear to nonlinear text.

 Developmental Reading | 57

LESSON 11: ANALYZING VERBAL ANALOGY

SETTING UP:

Study the set of words.

Tell why you think they are grouped together.

1. kitten : cat :: puppy : dog

2. pencil : write :: scissors : cut
3. moon : night:: sun : day
4. apple: fruit :: carrot : vegetable
5. good : bad :: black : white
6. car : road :: boat : ocean

What can you notice on the

pair of words?
2. How were you able to pair
the words?
LEARNING CONTENT:

What you have done is called verbal analogy.

What is verbal analogy?

In general, an analogy is a similarity that is drawn between two different, but sufficiently similar
events, situations, or circumstances. A verbal analogy draws a similarity between one pair of
words and another pair of words.
Example:
little : small (Both terms mean the
same.)
5. Antonym
These are analogies in which the
terms are opposite in meaning.
Example:
elegant : unattractive (The words
have opposite meaning.)
6. Geography
These are analogies in which one of
the terms can be situated in the
other.
Example:
shopping mall : city (Shopping mall
is found in the city.)
7. Time
These are terms that both speak of
time.
Example:
morning : evening (Both indicate
time.)

Verbal analogies are all about relationships. They test your ability to see a relationship between
two words and to recognize a similar relationship between two other words. Verbal analogy tests
measure not only your understanding of the words themselves but also your mental flexibility and
ability to manipulate relationships. The key to analogy success is being able to express the
relationship between the words in a pair-not words mean, but how they are related.

What do Verbal Analogy Questions Look Like?

 Developmental Reading | 58

An analogy can be written in several different ways. It may be written as a sentence, using only
words, or symbols may be substituted for the connecting words.

Look at this example.

Question 1: Winter is to summer as cold is to
(A) Wet
(B) Future
(C) Hot
(D) Freezing
(E) Spring

Answer. The correct answer is (C). WINTER and SUMMER are opposites, or antonyms. The
antonym for COLD is HOT.

Some analogies supply three of the four necessary words. You must find the relationship between
the first two words and then choose a word that is related to the third word in the same way.

Question 2: Spelling is to punctuation as biology is to

(A) Science
(B) Animals
(C) Dissection
(D) Chemistry
(E) Experiment

Answer. The correct answer is (D). SPELLING and PUNCTUATION are two subjects studied in
English. BIOLOGY and CHEMISTRY are two subjects studied in the field of science.

How do you Solve Verbal Analogies?

To solve verbal analogies, follow these five steps:

Figure out how the first two words are related.

Make up a sentence that expresses that relationship.
Try out your sentence on each answer choice and eliminate the ones that don’t work.
If you’re left with more than one answer – or no answer at all – go back and make your sentence
fit better.
Choose the best answer. If none of the choices fit exactly, choose the one that works best.
What do Smart Test-Takers Know?
A sentence can make the connection

Question 1: Scribble is to write as

(A) Inform is to supply
(B) Mutter is to listen
(C) Nuzzle is to feel
(D) Ramble is to feel
(E) Stagger is to walk

Answer. The correct answer is (E). Summarize each analogy relationship with a sentence. In this
case, scribbling is a bad kind of writing. Use the same sentence to test connections between the
two words in the answer choices. When you find one that work, you’re found your answer.

(A) Informing is a bad kind of supplying. (No).

(B) Muttering is a bad kind of listening. (No).
(C) Nuzzling is a bad kind of feeling. (No).
(D) Rambling is a bad kind of playing. (No).
(E) Staggering is a bad kind of walking. (Yes).

The More Precise Your Sentence, the Better

You cannot expect to solve every analogy by simply plugging in a list of common analogy types.
Remember that the analogies get more difficult as you work your way through each group. Use
 Developmental Reading | 59

the common categories as a starting point. But be prepaid to refine the relationship by making
your sentence more precise. Consider this Example:

Question Grain is to silo as

(A) Pilot is to plane
(B) Judge is to courtroom
(C) Water is to reservoir
(D) Clock is to time
(E) Automobile is to highway

Answer. The correct answer is (C).

If you apply the “place where” idea without thinking, here is what happens:

A silo is a place where you would find grain.

(A) A plane is a place where you would find a pilot.
(B) A courtroom is a place where you would find a judge.
(C) A reservoir is a place where you would find water.
(D) A clock is a place where you would find time.
(E) A highway is a place where you would find automobiles.

You can eliminate choice (D), but that still leaves you with four possible answers. Now is the
time to go back and make your original sentence fit better. How can you express the relationship
between silo and grain more precisely?

A silo is a place where grain is stored.

(A) A plane is a place where a pilot is stored.
(B) A courtroom is a place where a judge is stored.
(C) A reservoir is a place where water is stored.
(D) A highway is a place where automobiles are stored.

Source: [Link]

Analogy Types & Analogy Examples

Nature of Relationship Examples
1. Synonymous Relationship Abandon : Leave
‘Abandon’ means almost the same as ‘Leave’.
This type of relationship is established Hence, ‘Abandon’ is a synonym of ‘Leave’.
between the two words, when they convey the
same meaning. Dwelling : Abode
Vacant : Empty
House : Home
2. Antonymous Relationship Kind : Cruel
‘Kind’ means the opposite of ‘Cruel’. Hence,
This type of relationship is ‘Kind’ and ‘Cruel’ have antonymous
established between the two words, relationship.
when they are opposite in meaning.
Meet : Avoid
Never : Always
Chaos : Peace
3. Individual and Group Relationship Cattle : Herd

When one word of the pair is the A group of ‘Cattle’ is called ‘Herd’.
collective group of another word of
the pair, then it is called individual Termites : Colony
and group relationship. Pupils : Class
 Developmental Reading | 60

Players : Team
Flowers : Bouquet
Musicians : Band
4. Worker and Product Relationship Author : Book
When one word of the pair represents the
working professionals and the other word An author writes a book. It means ‘Book’ is
of the pair represents their final product, the product of ‘Author’.
then it is called worker and product
relationship. Poet : Poem
Producer : Film
Tailor : Clothes
Chef : Food
Carpenter : Furniture
[Link] and Tool Relationship Chef : Knife
‘Knife’ is a tool used by ‘Chef’.
When one word of the pair represents the
working professionals and the other word Surgeon : Scalpel
of the pair is the tool used for their Tailor : Needle
working, then it is called worker and tool Laborer : Spade
relationship. Author : Pen
Soldier : Gun
Farmer : Plough
6. Product and Raw Material Relationship Furniture : Wood
‘Furniture’ is made of ‘Wood’.
When one word of the pair represents the raw
material used for the formation of the product Book : Paper
given in the other word of the pair, then it is Paper : Pulp
called product and raw material relationship. Road : Asphalt
Shoes : Leather
Cloth : Fiber
Furniture : Wood
7. Part and Whole Relationship When one Computer : Hard Disk
word of the pair represents a single part
of the whole object given in other word ‘Hard Disk’ is a part of ‘Computer’.
of the pair, then it is called part and
whole relationship. Fan : Blade
Bicycle : Pedal
Cart : Wheel
Pen : Nib
Circle : Arc
Class : Student
House : Room
8. Worker and Working Place Relationship Clerk : Office
When one word of the pair represents the
working professional and the other word A ‘Clerk’ works in an ‘Office’.
of the pair their working place, then it is
called worker and working place Warrior : Battle field
relationship. Teacher : School
Doctor : Hospital
Farmer : Field
9. Tool and Action Relationship Gun : Shoot
Spoon : Feed
When one word of the pair represents the Knife : Cut
tool and the other word of the pair gives
its function/action, then it is called tool A ‘Knife’ is used for ‘Cutting’.
and action relationship. Axe : Grind
Shovel : Scoop
Binocular : View
10. Pair Relationship Lock : Key
 Developmental Reading | 61

‘Lock’ and ‘Key’ make pair.

When the two words form a genuine Question : Answer
pair, then it is called a pair relationship. Pencil : Eraser
Shoes : Socks
11. Study and Topic Relationship Pathology : Diseases

When one word of the pair gives the branch ‘Pathology’ is the study of ‘Diseases’.
of study and the other word gives the topic of Botany : Plants
study of that branch, then it is called study Astrology : Planets
and topic relationship. Cardiology : Heart
Physiology : Body
12. Animal and Movement Relationship Donkey : Trot

When one word of the pair gives the ‘Trot’ is the name given to the movement of
animal name and other word of the pair the ‘Donkey’.
represents its movement, then it is called
animal and movement relationship Rabbit : Leap
Mouse : Scamper
Horse : Gallop
Lion : Prowl
13. Animal/Thing and Sound Relationship Elephant : Trumpet

When one word of the pair represents Trumpet’ is the sound produced by ‘elephant’.
the sound produced by the animal/thing
given in the other word of the pair, then Lion : Roar
it is called animal/thing and sound Donkey : Bray
relationship. Rain : Patter
14. Individual and Dwelling Place Mouse : Hole
Relationship
A ‘Mouse’ lives in a ‘Hole’.
When one word of the pair represents the Nun : Convent
dwelling place of the individuals given Peasant : Cottage
in the other word of the pair, then it is Soldier : Barracks
called individual and dwelling place
relationship.
15. Games and Playing Place Relationship Cricket : Pitch
When one word of the pair represents the ‘Cricket’ is played on the ‘Pitch’.
place for playing the game given in the
other word of the pair, then it is called Skating : Rink
games and playing place relationship. Boxing : Ring
Badminton : Court
16. Male and Female Relationship Man : Woman

When two words of the pair represents ‘Man’ is the male while ‘Woman’ is the
male and female gender of each other, female.
then it is called male and female
relationship. Horse : Mare
Bull : Cow
Bullock : Heifer
Cock : Hen
17. Animal and Young One Relationship Frog : Tadpole

When one word of the pair represents ‘Tadpole’ is the young one of ‘Frog’.
the name given to the young ones of the
animals given in other word of the pair, Cat : Kitten
then it is called animal and young one Dog : Puppy
relationship. Deer : Fawn
Duck : Duckling
 Developmental Reading | 62

Learning Activity:
I. Choose the best word that will complete the analogy.
1. good : bad :: black : __________ A. color B. white C. evil D. sad
2. dwelling : abode : : endless : _______A. eternal B. measurable C. final D.
beginning
3. warrior : sword : : tailor : _________ A. chisel B. paint C. needle D.
stethoscope
4. soldier : barracks : : teacher : ______ A. bank B. school C. hospital D. gym
5. cock : hen : : lion : _________ A. mare B. cub C. lioness D.
chicken

II. Identify the relationship between the first pair of words given below. From the four choices,
choose the pair of words that has the same relationship as the original pair of words. Encircle
your answer.

1. chef : knife : : ____ : ____

A. computer : hard disk B. famous : renowned C. sink : drown D. warrior :
sword

2. Botany : plants : : ____ : ____

A. horse : grass B. Zoology : animals C. Cardiology : Physiology D.
rabbit : leap

3. scientist : laboratory : : ____ : ____

A. beautician : parlor B. court : lawyer C. theater : artist D. factory : worker

4. question : answer : : ____ : ____

A. pen : write B. shoes : socks C. binocular : view D. table : sit
5. king : palace : : ____ : ____
A. eskimo : igloo B. barracks : soldier C. cock : hen D. nephew : niece
6. 6. abduct : kidnap : : ____ : ____
A. meet : avoid B. always : never C. affirm : deny D. endless : eternal
7. create : destroy : : ____ : ____
A. never : always B. assign : a lot C. house : home D. enormous :
huge
8. class : student : : ____ : ____
A. dramatist : play B. book : chapter C. producer : film D. tailor :
clothes
9. gun : shoot : : ____ : ____
A. pencil : eraser B. cut : knife C. pen : write D. sew : needle
10. skating : rink : : ____ : ____
A. boxing : ring B. arena : wrestling C. court : tennis D. boxing :
gloves
 Developmental Reading | 63

LESSON 12: UNDERSTANDING FIGURATIVE

LANGUAGE
SETTING UP:

Let us sing.

Firework

Lyrics
Do you ever feel like a plastic bag
Drifting through the wind, wanting to start again?
Do you ever feel, feel so paper thin
Like a house of cards, one blow from cavin' in?
Do you ever feel already buried deep?
Six feet under screams, but no one seems to hear a thing
Do you know that there's still a chance for you?
'Cause there's a spark in you
You just gotta ignite the light
And let it shine
Just own the night
Like the Fourth of July
'Cause baby, you're a firework
Come on, show 'em what you're worth
Make 'em go, "Oh, oh, oh"
As you shoot across the sky
Baby, you're a firework
Come on, let your colors burst
Make 'em go, "Oh, oh, oh"
You're gonna leave 'em all in awe, awe, awe
You don't have to feel like a waste of space
 Developmental Reading | 64

You're original, cannot be replaced

If you only knew what the future holds
After a hurricane comes a rainbow
Maybe a reason why all the doors are closed
So you could open one that leads you to the perfect road
Like a lightning bolt, your heart will glow
And when it's time, you'll know
You just gotta ignite the light
And let it shine
Just own the night
Like the Fourth of July
'Cause baby, you're a firework
Come on, show 'em what you're worth
Make 'em go, "Oh, oh, oh"
As you shoot across the sky
Baby, you're a firework
Come on, let your colors burst
Make 'em go, "Oh, oh, oh"
You're gonna leave 'em all in awe, awe, awe
Boom, boom, boom
Even brighter than the moon, moon, moon
It's always been inside of you, you, you
And now it's time to let it through
'Cause baby, you're a firework
Come on, show 'em what you're worth
Make 'em go, "Oh, oh, oh"
As you shoot across the sky
Baby, you're a firework
Come on, let your colors burst
Make 'em go, "Oh, oh, oh"
You're gonna leave 'em all in awe, awe, awe
Boom, boom, boom
Even brighter than the moon, moon, moon
Boom, boom, boom
Even brighter than the moon, moon, moon
Source: [Link]
q=fireworks+lyrics+by+katy+perry&oq=fireworks+lyrics+by+katy+perry&aqs=chrome.0.69i59j
0i22i30i625l2j0i22i30j0i390l2.3541j0j7&sourceid=chrome&ie=UTF-8

1. What does Katy mean when she says you’re a firework?

2. What is the message of the song?

LEARNING CONTENT:

We all know that a person and a firework are not the same as the latter is an explosion of fire and
color.
In the song, firework has a figurative meaning.
It means that like a firework, you have to show your true color and shine—perform extremely
well.

Does a figurative language have a good effect in the song? Yes, it does.

A figurative language is usually used to add creative flourish to written or spoken language or
explain a complicated idea.

Have you ever heard someone talk about “butterflies in their stomach” when they’re nervous?
There aren’t actually butterflies inside of their stomach—that would be cruel! They’re just using
 Developmental Reading | 65

figurative language to describe the uneasy sensation in their body that feels as if a butterfly were
moving around inside them.

Figurative language can be difficult (like moving a mountain!), so below we have a quick guide
on what it is, why it’s useful, and how to use it yourself. There are many types of figurative
language—we explain five of the most common types, along with examples.

What is figurative language?

Basically, figurative language is anytime you stretch the actual meaning of words for
effect, whether to sound artistic, make a joke, or communicate more clearly and
engagingly. Figurative language is a common technique in narrative writing, where the
author strives to make emotional connections with the reader.

The opposite of figurative language is literal language, or phrasing that uses the exact
meaning of the words without imagination or exaggeration. For example, if an athlete is
doing well, you might say they’re “on fire” figuratively. If their clothes catch on fire
(which hopefully doesn’t happen), then they’d be on fire literally.

What is the purpose of figurative language?

Literal language serves its purpose in certain contexts, such as professional
communication, academic papers, or legal documents. However, in other contexts, to put
it bluntly, literal writing could be boring.

On the contrary, figurative language helps make writing and speeches more engaging and
amusing. The reader or listener has to think about the words a little more, as if
deciphering a riddle, which means they’re actively participating.

Another use of figurative language is to help simplify complex ideas. Scientists might use
it to explain the more complicated aspects of their research that a general audience might
not understand.

Figurative language makes full use of literary devices, particularly the five mentioned in
this text. Literary devices, in general, work well for making your writing more
entertaining, comprehensible, and poignant, so it’s no surprise that they go hand-in-hand
with figurative language.

Five Common Types of Figurative Language with Examples

1. Simile
A simile compares two different things, using the words “like” or “as” to draw attention
to the comparison.

“The very mystery of him excited her curiosity like a door that had neither lock nor key.”
—Margaret Mitchell, Gone with the Wind

“He swung a great scimitar, before which Spaniards went down like wheat to the reaper’s
sickle.” —Raphael Sabatini, The Sea Hawk

2 Metaphor
A metaphor compares two different things, similar to a simile. The main difference
between a simile and a metaphor is that metaphors do not use the words “like” or “as.”

Unlike similes, metaphors don’t acknowledge that they’re comparisons. A literal-minded

reader might mistake them for reality, which makes them more figurative and poetic.
 Developmental Reading | 66

“The sun was a toddler insistently refusing to go to bed: It was past eight thirty and still
light.” —John Green, The Fault in Our Stars

“All religions, arts and sciences are branches of the same tree.” —Albert Einstein, Out of
My Later Years

3. Personification
Personification is giving human characteristics to nonhuman or abstract things. This
could be physical attributes (“the eye of the needle”), emotional attributes (“a single
lonely shoe”), or human actions (“a leaf dancing in the wind”).

“Because I could not stop for Death –

He kindly stopped for me –

The Carriage held but just Ourselves –

And Immortality.”

—Emily Dickinson, “Because I could not stop for Death”

“Life moves pretty fast. If you don’t stop and look around once in a while, you could
miss it.” —John Hughes, Ferris Bueller’s Day Off

4. Hyperbole
Hyperbole is a great exaggeration, often unrealistic, to add emphasis to a sentiment. If
you’re especially busy, you might say, “I have a million things to do”; if you’re bored,
you might say, “I have nothing to do.” Neither are actually true, but the phrasing makes
the statement more emphatic.

“There was no hurry, for there was nowhere to go, nothing to buy and no money to buy it
with, nothing to see outside the boundaries of Maycomb County.” —Harper Lee, To Kill
a Mockingbird

“I heard all things in the heaven and in the Earth. I heard many things in Hell. How then,
am I mad?” —Edgar Allan Poe, The Tell-Tale Heart

5 Allusion
An allusion is a reference to a preexisting person, work, event, or well-known piece of
pop culture. Allusions generally relate to common knowledge, so no explanation is
necessary.

“The camera has its own kind of consciousness; in the lens the Garden of Eden itself
would become ever so slightly too perfect.” —Arthur Miller, Timebends: A Life

“Fear’s kryptonite is laughter.” —Richelle E. Goodrich, Slaying Dragons

How to use figurative language in your own writing

Figurative language can improve any piece of writing, but only when used effectively.
Here are four tips to keep in mind for using figurative language in your own writing:

 Use figurative language sparingly

With figurative language, a little goes a long way. Think of it like cooking with salt:
Using a little bit can enhance the taste and add wonderful new flavors, but overdoing it
can ruin your meal.

Figurative language can be distracting, so it’s best to limit its usage. If you’re using
metaphors, hyperbole, or other literary devices in every sentence, you’re going to exhaust
your reader. Save them for only the key moments in your story.
 Developmental Reading | 67

 Figurative language pairs well with humor

Aside from creating more engaging writing and helping to explain complex ideas,
figurative language is also great for a laugh. Comedians and comedic writers often use it
for punchlines and humorous analogies.

Hyperbole, especially an understatement, is particularly useful for cracking jokes. Think

of Monty Python’s Black Knight referring to losing a limb as “but a scratch.”

 Be careful when using figurative language as dialogue

Often in creative writing, it’s tempting to write figurative language as part of a
character’s dialogue. While figurative language is quite common in everyday speech (i.e.,
“I could just die from embarrassment,” or “I’m starving!”), flowery phrases tend to stick
out in conversations, and not always in a good way.

Even if a writer is particularly proud of a certain turn of phrase, putting those words in
the mouth of a character can seem out of place or inauthentic. Excessive figurative
language in dialogue can ruin the reader’s immersion and remind them that they’re
actually reading a story. The exception is if talking extravagantly is a particular trait of
your character, such as the purposefully pretentious Humbert Humbert from Vladimir
Nabokov’s Lolita.

 Think about how people talk in real life and use that as a guideline. If you come up
with a brilliant figurative phrase that must be used, work it into the narration instead.

 Never sacrifice clarity

Sometimes figurative language can simplify a complicated idea, but other times it can
complicate a simple idea. If you want to add some figurative spice to a sentence, make
sure that you don’t convolute the meaning.

 Remember that figurative language can be distracting, so sometimes it makes it harder

for the reader to understand what you’re trying to say. Never sacrifice clarity for
something that sounds nice—save figurative language for the times when you can
have both.

Source: [Link]
%20language%20is%20a%20way,or%20explain%20a%20complicated%20idea.

ACTIVITY:
Read the questions carefully. Encircle the letter of the best answer.
1. What is a simile?
A. Comparing two things without using like and as
B. Comparing two things in a text
C. Comparing two things using like and as
D. None of the above
2. What is a metaphor?
A. Comparing two things in a text
B. Comparing two things using like and as
C. An exaggeration
D. Comparing two things without using like and as

3. What is a hyperbole?
A. An exaggerated statement not to be taken literally
B. a comparison using like or as
C. repeating the beginning consonant sounds
D. none of the above
4."The sun was like a large ball of butter" is an example of what literary technique?
A. Personification
 Developmental Reading | 68

B. Simile
C. Metaphor
D. Allusion
5. "The wall stared at me silently" is an example of what type of literary device?
A. Simile
B. Personification
C. Metaphor
D. Paradox
6. It is a type of figurative language in which a non-human subject is given human
characteristics.
A. Personification
B. Characterization
C. Hyperbole
D. Simile
7. Identify the type of figurative language.
I am so thirsty my throat is as dry as a bone.
A. alliteration
B. personification
C. simile
D. metaphor
8. What type of figurative language is being used in the following passage?
"What happens to a dream deferred? Does it dry up like a raisin in the sun?"
A. simile
B. metaphor
C. alliteration
D. hyperbole
9. Identify the type of figurative language used in the sentence.
She did not realize that opportunity was knocking at her door.
A. hyperbole
B. simile
C. personification
D. metaphor
10. What type of figurative language is being used in the following passage?
"Sometimes she braided it to "teach it a lesson," but her hair always won and
would unbraid itself by the end of the day and curl into puffs of defiance."
A. Hyperbole
B. Simile
C. Personification
D. Metaphor
 Developmental Reading | 69

REFERENCES
Malata-Silva, J.H. , Cruz, C.J.O., Marcial, A.K.T. (2018)
Reading and writing skills. IBON Foundation Inc
Padilla M.M., Dagdag, L.A., Roxas, F.R., Jugo, R.R. (2017)
Read critically and write effectively in school and at work. Mutya
Publishing House, Inc.

Samoya, J.C. , Delos Reyes, J.E., Reading and writing module ( n.d.)
Department of Education Region IX- Zamboanga Peninsula
Tandoc, S. D., Seribo- Sambrano R.T. ( 2017) Reading and writing skills for
Senior high school. Mindshapers Co., Inc.

Tobias-Domagsang, A.G. (2016) Exploring literature and [Link]

Creations Publishing, Inc.

[Link]
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 Developmental Reading | 70

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Developmental Reading | 71