Knowing Yourself Can Make You Accept Your Strengths and Limitations and Dealing With Others Better

NAME: NUR-SALI H.
BALLAHO
SUBJECT: PERSONAL DEVELOPMENT
WEEK: 1
Knowing yourself can make

Lesson you accept your strengths and
1 limitations and dealing with
others better
OBJECTIVES:
After going through this module, you are expected to:
1. Explain that knowing yourself can make you accept
your strengths and limitations and dealing with others
better;
2. Share your unique characteristics, habits and
experiences; and
ACTIVITY 1:
Directions: As an initial activity, you will be assessed on your prior knowledge about finding the
answers to the research questions. This is to find out what are the things you need to learn more
about the subject matter.
Multiple Choice: Encircle the letter of the best answer
1. Which of the following refers to your awareness of yourself?
A. Actual self C. Self-Concept
B. Ideal self D. Self-Image
2. Which statement pertains to Self-knowledge?

A. It is the self that you aspire to be.
B. It is the self that you actually see.
C. It is derived from social interactions that provide insight into how others react to you.
D. It is an idealized image that we developed over time, based on what we have learned
and experienced.
3. It is the one that you hope will possess characteristics similar to that of a mentor or some
other worldly figure.
4. It is the self that has characteristics that you were nurtured or, or in some cases, born to have.
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5. It is the union of elements, namely: body, thoughts, feelings or emotions, and sensations that
constitute the individuality and identity of a person.
A. Habit C. Self-Concept
B. Self D. Self-Image
6. It is a simple and useful tool for understanding and training self-awareness, personal
development, improving communications, interpersonal relationships, group dynamics, team
development and intergroup relationships.
A. Johari Window C. Self-Concept
B. Self Assessment D. Self-Image
7. In Johari Window, it is the quadrant where others know about you and you know too.
A. Blind Self C. Open Self
B. Hidden Self D. Unknown Self
8. There are often parts of our selves that are too private to share with others wherein we hide
these away and refuse to discuss them with other people or even expose them in any way.
9. This is part of yourself where What others know about you, but you don’t.
10. This is part of yourself that others don’t know about you and you don’t either
11. It is shaped from a variety of factors like beliefs, thoughts, expressions, associations and
external influence
A. Aspirations C. Belief
B. Attitude D. Moral
12. Which of the following statement showed is most likely not a good habit?
A. Adventure Maniac C. Computer geeks
B. Chain smokers D. Early riser
13. It is a dynamic concept and you tend to imbibe things, which you learn out of your daily
experiences.
A. Appearance C. Personality
B. Hobbies D. Self-Concept
14. It is the first thing that people would visualize when they think of you.
A. Appearance C. Habits
B. Attitude D. Signature Style
15. Which of the following does NOT describe a NAÏVE persona?

A. They talk little about themselves and may spend a significant amount of time
ensconced in their own private world.
B. They know relatively little about themselves, they may be of lower intelligence, not
being able to relate either to themselves or to others
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C. They are so comfortable with themselves they are not ashamed or troubled with the
notion of other people seeing themselves as they really are.
D. They hide little about themselves and are typically considered as harmless by others,
who either treat them in kind, and perhaps patronizing ways (that go unnoticed) or
take unkind advantage of their naivety
DISCUSSION
Imagine yourself looking into a mirror. What do you see? Do you see
your ideal self or your actual self?
SELF is the union of elements, namely: Body, thoughts, feelings or
emotions, and sensations that constitute the individuality and identity
of a person. Your ideal self is the self that you aspire to be. It is an
idealized version of yourself created of what you have learned from
your life experiences, the demands of society, and what you admire in
your role model. Your actual self, however, is the one that you actually see. It is your
presentation of the attributes that you believe you actually possess, or that you believe others
believe you possess. It is the self that has characteristics that you were nurtured or, in some
cases, born to have.
The actual self and the ideal self are two broad categories of self-concept. Self-concept refers to
your awareness of yourself. It is the construct that negotiates these two selves. In other worlds, it
connotes first the identification of the ideal self as separate from others, and second, it
encompasses al the behaviors evaluated on the actual self that you engage in to reach the ideal
self.
The actual self is built on self-knowledge. Self-knowledge is derived from social interactions
that provide insight into how others react to you. The actual self is who we actually are. It is
how we think, how we feel, look, and act. The actual self can be seen by others, but because we
have no way of truly knowing how others view us, the actual self is our self-image.
The ideal self, on the other hand, is how we want to be. It is an idealized image that we have
developed over time, based on what we have learned and experienced. The ideal self could
include components of what our parents have taught us, what we admire in others, what our
society promotes, and what we think is in our best interest.
ACTIVITY 2:
Directions: Take a look at your own self-concept and answer the following self-concept
inventory in your journal. Give yourself a rating using the scale:
0 = very weak; 1 = weak; 2 = somewhat weak or somewhat at strong;
3 = strong; 4 = very strong
___1. I have strong sex appeal.
___2. I am proud of my physical figure.
___3. I am physically attractive and beautiful/handsome.
___4. I exude with charm and poise.
___5. I am easy to get along with.
___6. I can adjust to different people and different situations.
___7. I am approachable; other people are at ease and comfortable with me.
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___8. I am lovable and easy to love.
___9. I am a fast learner, can understand with one instruction.
___10. I am intelligent.
___11. I have special talents and abilities.
___12. I can easily analyze situations and make right judgments.
___13. I can be trusted in any transaction.
___14. I have a clean conscience and carry no guilty feeling.
___15. I have integrity and good reputation.
___16. My friends and classmates can look up to me as a model worth emulating.
___17. I can express my ideas without difficulty.
___18. I talk in a persuasive manner that I can easily get people to accept what I say.
___19. I can express my ideas in writing without difficulty.
___20. I am a good listener.
___21. I am emotionally stable and not easily rattled when faced with trouble.
___22. I am logical and rational in my outlook and decisions.
___23. I feel and act with confidence.
___24. I am a mature person
Scoring: Copy this table in your journal. Write your score opposite each number and get the
subtotal.
Physical Human Intelligence Character Communications Maturity
appeal Relations
9. ______ 13. ______ 17. ______ 21. _____
1. ______ 5. ______
10. ______ 14. ______ 18. ______ 22. _____
2. ______ 6. ______
11. ______ 15. ______ 19. ______ 23. _____
3. ______ 7. ______
12. ______ 16. ______ 20. _______ 24. _____
4. _______ 8. _______
Subtotal:__ Subtotal:__ Subtotal:___ Subtotal:_
Subtotal:__ Subtotal:__
How do you perceive yourself?

Look at the results of your self-concept inventory and answer the following questions.
1. In what areas do you consider yourself strong (with score 14-16 or somewhat weak
(score of 10-13) and very weak (below 10).
2. Are there qualities you consider as your weakness but other people consider as your
strength? What are these? Check with a partner.
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ACTIVITY 3:
What are three of your greatest What two things that seems harder for
strengths? you than other learners your age?
1. _____________________________ 1. _____________________________
2. _____________________________ 2. _____________________________
3. _____________________________
Are you open to talking with friends

about what you’re strong at and what
you struggle with? (YES____ /
NO_____ )
Are you open to asking teachers for
help with things that are hard for you?
(YES____ / NO_____ )
ACTIVITY 3:
Research in positive psychology has shown us that people who know their strengths and use
them frequently tend to feel happier, have better self-esteem, and are more likely to accomplish
their goals. However, many people have a hard time identifying their strengths. They see them
as ordinary, even when they are not. Strengths are natural capabilities and skills that each person
has. When a person uses their strengths, they tend to feel energized, and they report higher levels
of self-esteem, well-being, and other desirable outcomes.
Asking about strengths.
Although many people have a hard time identifying their strengths, asking direct questions is a
good place to begin.
 What are you good at?
 What do you enjoy doing?
 In what areas of your life have you been most successful?
 What sort of activities fill you with energy?
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 What traits do you admire in other people?
None of these prompts ask directly about strengths, but their answers will often provide clues.
Watching for strengths.
Body language, tone, emotion, and behavior are excellent clues for spotting strengths.
Signs of Strengths
 Being drawn to things that allow for use of the strength.
 Desiring to use the strength and feeling drained if not using it.
 Prioritizing tasks that require use of the strength.
 Desire to learn new information related to the strength.
 Sense of energy and engagement when using the strength.
 Having success when using the strength.
ACTIVITY 4:
Those who know their strengths and use them frequently tend to have more success in several
areas. They feel happier, have better self-esteem, and are more likely to accomplish their goals.
To use strengths effectively, it’s important to have a clear idea of what they are, and how they
can be used. Some of your greatest strengths might be easy to recognize, while others go
unnoticed because they feel ordinary to you (even if they aren’t).
In this worksheet you will identify your strengths and ways in which you are already using
them. Additionally, you will explore new ways to use your strengths to your advantage.
Circle your strength from the choices below, or add your own at the bottom
Wisdom Artistic Ability Curiosity Leadership
Empathy Honesty Open Mindedness Persistence
Enthusiasm Kindness Love Social Awareness
Fairness Bravey Cooperation Forgiveness
Modesty Common Sense Self-Control Patience
Gratitude Love of Learning Humor Spirituality
Ambition Creativity Confidence Intelligence
Athleticism Discipline Assertiveness Logic
Optimism Independence Flexibility Adventurousness
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ACTIVITY 5:
Relationship
Romantic relationships, friendship, and family
List the strengths you possess that help you in your relationship
Describe a specific time your strengths were able to help you in a relationship
Describe two new ways you could use your strengths in relationships
JOHARI WINDOW
Self Awareness is having a

clear perception of your
personality, including strengths, weaknesses, thoughts, beliefs, motivation, and emotions. Self
Awareness allows you to understand other people, how they perceive you, your attitude and your
responses to them in the moment.
Johari window is a simple and useful tool for understanding and training self-awareness,
personal development, improving communications, interpersonal relationships, group dynamics,
team development and intergroup relationships.
It is a technique to improve self-awareness within an individual. It helps undertanding your
relationship with yourself and others. It is a method used for self-discovery. It allows people to
identify their strengths, weaknesses, and blind spots.
It is a diagram showing four different selves and how the awareness or otherwise of these aspects
of our self by others and ourselves leads to four categories (The public self, the private self, the
blind self and the undiscovered self)
Increased self-disclosure generally leads to greater self-awareness. The concept of self-disclosure
refers to the sharing of information about oneself with others either consciously or unconsciously
The Johari Windows is made of four regions or quadrants:
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Open Self – What
others know about you and you know too.
This is the Public Self- the part of ourselves that we are happy to share with others and discuss
openly. Thus you and I both see and can talk openly about this “me” and gain a common view of
who I am in this element.
Blind Self – What others know about you, but you don’t.
We often assume that the public and private selves are all that we are. However, the views that
others have of us may be different from those we have of ourselves. For example a person who
considers themselves as intelligent may be viewed as arrogant and socially ignorant by others. 10
Our blind self may remain blind because others will not discuss this part of us for a range of
reasons. Perhaps they realize that we would be unable to accept what they see. Perhaps they have
tried to discuss this and we have been so blind that we assume their views are invalid. They may
also withhold this information as it gives them power over us.
Hidden Self – What others don’t know about you, but you do. It’s your secrets.
The Private Self- There are often parts of our selves that are too private to share with others. We
hide these away and refuse to discuss them with other people or even expose them in any way.
Private elements may be embarrassing or shameful in some way. They may also be feared or
avoided being discussed for reasons of vulnerability. Between the public and private selves, there
are partly private, partly public aspects of our selves that we are prepared to share only with
trusted others.
Unknown Self – What others don’t know about you and you don’t either.
The Undiscovered Self- Finally, the fourth self is one which neither we nor other people see.
This undiscovered self may include both good and bad things that may remain forever
undiscovered or may one day be discovered, entering the private, blind or maybe even public
selves. Between the Blind and Undiscovered Selves, are partly hidden selves that only some
people see. Psychologists and those who are more empathetic, for example, may well see more
than the average person.
Self-Awareness and Self-Disclosure
Showing people who you are requires self-awareness and self-disclosure. The Johari Window is
effectively a lens on your own self-awareness as well as a lens on self-disclosure. You can think
of your self-awareness and self-disclosure as slider bars and the Johari Window can help you
figure out where your slider bars are at.
Key Scenarios for the Johari Window
You can use the Johari Window to help you with the following scenarios:
Understanding how you communicate with yourself and others.
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Understanding how you present yourself to yourself and others.
Understanding how you perceive yourself and how others perceive you.
Understanding actions vs. motivations.
JOHARI WINDOW EXERCISE
ACTIVITY 6:
Directions: In this exercise you need to be with a group or with your peers. The purpose is to for
you to know more about yourself. Assume positive intentions when selecting adjectives.
Approach this exercise with an open mind. Multiple peers to fill your Johari window is
suggested.
Table of Adjectives
Able Accepting Adaptable Bold Brave Calm

Caring Cheerful Clever Complex Confident Dependable
Dignified Energetic Extroverted Friendly Giving Happy
Helpful Idealistic Independent Ingenious Introverted Kind
Knowledgeable Logical Loving Mature Modest
Nervous Observant Organized Patient Powerful Proud
Quiet Reflective Relaxed Religious Responsive Searching
Self-assertive Self-Conscious Sentimental Shy
Silly Spontaneous Sympathetic Tense Warm
Wise Witty
The key steps are:

1. You are given a list of 55 adjectives
2. You pick 5 or 6 that you think describes your personality
3. Peers are given the same list and they each pick 5 or 6 adjectives that they think
describe you.
4. You arrange the adjectives on the Johari Window based on awareness.
Here’s the summary of how to place the adjectives
Open Self Hidden Self Blind Self Unknown Self

(Arena) (Façade) (Blind Spot)
Adjectives you and Adjectives selected Adjectives selected by Adjectives not selected
your peers selected by you only your peers only by anybody
Reducing Your Blind Spots and Increasing the Open Area
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The more you know about yourself and the more other people know about you, the more you can
communicate on the same wavelength. By asking for feedback you can simultaneously reduce
your Blind Spot while increasing the amount and quality of information you can share in the
Open Self.
Source: http://sourcesofinsight.com/know-and-share-yourself-enough/
Four personas
Associated with the Johari Window, we can define four different personas, based on the largest
'self' or based on the number of adjectives in the previous activity.
1. The Open Persona
Someone with an open persona is both very self-aware (with a small blind self) and is quite
happy to expose their self to others (a small private self). The Open person is usually the most
'together' and relaxed of the personas. They are so comfortable with themselves they are not
ashamed or troubled with the notion of other people seeing themselves as they really are. With a
small Blind Self, they make fewer social errors and cause less embarrassment. They are also in a
more powerful position in negotiations, where they have fewer weaknesses to be exploited.
Becoming an Open Persona usually takes people much time and effort, unless they were blessed
with a wonderful childhood and grew up well-adjusted from the beginning. It can require
courage to accept others’ honest views and also to share your deeper self and explore the depths
of the undiscovered self. The weaker side of the Open Persona is where they understand and
share themselves, but do not understand others. They may thus dump embarrassing information
from their Private Selves onto others who are not ready to accept it.
2. The Naive Persona
The Naive Persona has a large Blind Self that others can see. They are thus may make significant
social gaffes and not even realize what they have done or how others see them. They hide little
about themselves and are typically considered as harmless by others, who either treat them in
kind, and perhaps patronizing ways (that go unnoticed) or take unkind advantage of their naivety.
The Naive Persona may also be somewhat of a bull in a china shop, for example using
aggression without realizing the damage that it does, and can thus be disliked or feared. They
may also wear their heart on their sleeves and lack the emotional intelligence to see how others
see them.
3. The Secret Persona
When a person has a large Private Self, they may appear distant and secretive to others.They talk
little about themselves and may spend a significant amount of time ensconced in their own
private world. In conversations they say little and, as a result, may not pay a great deal of
attention to others. Having a smaller Blind Self (often because they give little away), the Secret
Persona may well be aware of their introverted tendencies, but are seldom troubled about this.
Where they are troubled, their introversion is often as a result of personal traumas that have led
them to retreat from the world.
3. The Mysterious Persona
Sometimes people are a mystery to themselves as well as to other people. They act in strange
ways and do not notice it. They may be very solitary, yet not introverted. As the Mysterious
Persona knows relatively little about themselves, they may be of lower intelligence, not being
able to relate either to themselves or to others. They may also just prefer to live in the moment,
taking each day as it comes and not seeking self-awareness. Some forms of esoteric self-
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developments seek to rid oneself of concerns about the self in order to achieve a higher state of
being. They may deliberately enter states of nonthinking and revel in such intuitive paradoxes as
knowing through not knowing.
Source: https://www.aspira.org/sites/default/files/U_III_M_1_SA.pdf
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TEACHER’S NAME:AISA A. ABBISI
SUBJECT: 21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
WEEK: 1
Lesson
I. Introduction
Henry James, considered by many to be among the greatest novelists in the

English language, once said that “it takes a great deal of history to produce a little literature.”
Indeed, literature and history are inarguably intertwined, for literature is not only a piece of
writing that contains an author’s thoughts and emotions about a certain idea. It may also be a
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writer’s reaction and opinion about a particular societal event, a citizen’s feelings about his
fellowmen and leaders, or a country’s collective hopes and dreams for its citizens.
As a twenty first century learner, you should be able to familiarize yourself with the history of
Philippine literature and identify a literary work’s geographic, linguistic, and ethnic dimension.
You must understand, too, our respected Filipino writers’ works to be able to appreciate our
literary history as Filipinos. It is essential that we make this understanding deeper so that we
shall be able to express our concern for these literary works and give value to our rich literary
heritage.
This module provides meaningful activities and discussions for you to be able to:
•identify the geographic, linguistic, and ethnic dimensions of Philippine literary history
from pre-colonial to the contemporary; and
•take to heart these aspects and develop a genuine love for Philippine literature.
Activity 1: Matching Literary Works and Literary Periods

Read the items under column A and column B. Then match them by writing the letters of
your answers in a separate sheet of paper. One literary period may match more than one literary
work.
Column A Column B
_____ 1.Ang Doctrina Cristiana A. Pre-colonial (BC to 1564)

_____ 2.I Saw the Fall of the Philippines B. Spanish Colonial (1565 to 1898)
_____ 3.Biag-Ni-Lam-Ang C. Japanese Occupation (1941 to 1945)
_____ 4.Dead Stars D. Contemporary (1970 to present)

_____ 5.Kundiman E. American Colonial Period (1898 to
1941)
_____ 6. Pres. Aquino’s Speech before F. Nationalistic Period (1864 – 1896) The
US Congress
______7. Pasyon
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______8. Myths
______9. Footnote to Youth
______10. Korido
Was it easy for you to match the given literary works with the periods they were written?
Why? Why not? Do you think that sometimes, the title of a literary piece alone can give us a clue
to the period that it was written? Explain.
III. Lesson Proper
Try to recall the literary works you had discussed in junior high school. Can you remember
them and be able to tell their linguistic and geographic origins? Let us see how you will be able
to recall these details by answering the activity below.
Activity 2: Matching Literary Works and Places
Directions: Look at the Philippine map. Copy it on your notebook and write down the given
titles of literary works on the appropriate location on the map to indicate their geographic origin.
Literary Works
1.Alim 6. Atin Cu Pung Singsing
2.Tigsik 7. The Dung-aw
3.Pamulinawen 8. Ibalon
4.Dandansoy 9. Mariang Makiling
5. Sarong Banggi 10 Bidasari
THE PHILIPPINE MAP
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Were you able to correctly match the literary works with theirsource: respectivegoogle.com
place s of origin? Can you tell the linguistic and geographic origin
of some literary works by just reading through their titles? Why is it important that we should
also know the geographic origin of a literary piece?
REMEMBER:
Geographic origin refers to the place where a piece of literature came from. For example, the
classic song Matud Nila came from the Visayas region.
The linguistic origin of a piece of literature is somewhat related to its geographic origin. For
example, if a poem is written using the Visayan dialect, most probably, it originated from the
Visayas region. Note though that a particular region may have more than one dialect. Take as
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an example the Bikol dialect which may be classified into Bikol Sorsogon, Bikol Albay, Bikol
Camarines Sur, and other dialects in the Bicol Region.
Related to the geographic and linguistic origins of a piece of literature is its ethnic origin
which refers to the racial or cultural beginning. An Ilocano poem that makes use of the Ilocano
dialect may most probably trace its origin to the Ilocano race and discusses things related to the
Ilocano culture. We may, however, have pieces of literature written in Ilocano which discuss
things that are not Ilocano in ethnicity.
Building Your Vocabulary
Activity 3: What is the synonym?
Give a synonym for the underlined word in each sentence by reading through the given
context clues and choosing from the given words inside the parentheses. Write your answers in a
separate sheet of paper
__________ 1.The president’s action of stealing money from the people is a brazen and bold act
coming from a government leader given trust by his people.(discreet, friend, shameless)
__________ 2.His insatiable greed for money and power could not be controlled and satisfied; it
lasted for almost twenty years. (big, limitless, limited)
__________ 3.The soldiers were charged with subversion for going against the government that
they saw as corrupt. (compliance, murder, rebellion)
__________ 4.Ninoy Aquino’s decision to come home was irrevocable. Not even his wife and
children could convince him to stay.(changeable, irreversible, temporary)
__________ 5.His critics knew that Pres. Marcos would again stage a rigged election, and he
would again come out as winner. (genuine, engineered, organized) __________ 6.He was
known for his fraudulent ways – cheating during elections, stashing money in backs, and buying
properties abroad to enrich himself while in office (dishonest, genuine, extravagant)
__________ 7.Cory Aquino was known for her implicit faith in democracy, being the widow of
Ninoy who fought Pres. Marcos’ dictatorship. (implied, spoken, explicit) __________ 8.The
Communists’ insurgency against the government was said to be an uprising to fight the
president’s dictatorial ways. (mutiny, obedience, friendship) __________ 9.During the EDSA
Revolution, the people showed up at the rally in massive strength, showing the world that they
were capable of gathering a solid and big number. (tiny, slight, enormous)
__________ 10.Thousands died during the stringent and rigid days of Martial Law.(lax, poor,
harsh)
Study These
Speeches are forms of expressing great ideas. They are excellent ways to communicate the
geographic, linguistic, and ethnic dimensions of a literary work. Below is a speech of Her
Excellency Corazon Cojuangco Aquino, President of the Philippines, delivered during the Joint
Session of the United States Congress in Washington, D.C. on September 18, 1986.
(As a background, you may have already known by this time that Pres. Cory Aquino was the
widow of opposition leader Ninoy Aquino who was one of the known critics of Pres. Marcos’
oppressive government that ruled for 20 years. When Ninoy came back to Manila from his US
exile, he was brutally gunned down at the then Manila International Airport just after alighting
from the plane. After his death, things were never the same anymore. Filipinos took to the streets
to express their anger over
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Ninoy’s death; all these ended with the Marcoses’ exile to the US and Cory Aquino’s election as
the country’s president through a peaceful revolution. With Cory’s assumption into office,
democracy was brought back to the Filipino people.)
Activity 4: Reading a Speech
Three years ago, I left America in grief to bury my husband, Ninoy Aquino. I thought I had
left it also to lay to rest his restless dream of Philippine freedom. Today, I have returned as the
president of a free people.
In burying Ninoy, a whole nation honored him. By that brave and selfless act of giving honor, a
nation in shame recovered its own. A country that had lost faith in its future found it in a faithless
and brazen act of murder. So in giving, we receive, in losing we find, and out of defeat, we
snatched our victory.
For the nation, Ninoy became the pleasing sacrifice that answered their prayers for freedom.
For myself and our children, Ninoy was a loving husband and father. His loss, three times in our
lives, was always a deep and painful one.
Fourteen years ago this month was the first time we lost him. A president-turneddictator and
traitor to his oath, suspended the Constitution and shut down the Congress that was much like
this one before which I am honored to speak. He detained my husband along with thousands of
others – senators, publishers, and anyone who had spoken up for the democracy as its end drew
near. But for Ninoy, a long and cruel ordeal was reserved. The dictator already knew that Ninoy
was not a body merely to be imprisoned but a spirit he must break. For even as the dictatorship
demolished one by one the institutions of democracy – the press, the Congress, the independence
of the judiciary, the protection of the Bill of Rights – Ninoy kept their spirit alive in himself.
The government sought to break him by indignities and terror. They locked him up in a tiny,
nearly airless cell in a military camp in the north. They stripped him naked and held the threat of
sudden midnight execution over his head. Ninoy held up manfully–all of it. I barely did as well.
For 43 days, the authorities would not tell me what had happened to him. This was the first time
my children and I felt we had lost him.
When that didn’t work, they put him on trial for subversion, murder, and a host of other
crimes before a military commission. Ninoy challenged its authority and went on a fast. If he
survived it, then, he felt, God intended him for another fate. We had lost him again. For nothing
would hold him back from his determination to see his fast through to the end. He stopped only
when it dawned on him that the government would keep his body alive after the fast had
destroyed his brain. And so, with barely any life in his body, he called off the fast on the fortieth
day. God meant him for other things, he felt. He did not know that an early death would still be
his fate, that only the timing was wrong.
At any time during his long ordeal, Ninoy could have made a separate peace with the
dictatorship, as so many of his countrymen had done. But the spirit of democracy that inheres in
our race and animates this chamber could not be allowed to die. He held out, in the loneliness of
his cell and the frustration of exile, the democratic alternative to the insatiable greed and
mindless cruelty of the right and the purging holocaust of the left.
And then, we lost him, irrevocably and more painfully than in the past. The news came to us in
Boston. It had to be after the three happiest years of our lives together. But his death was my
country’s resurrection in the courage and faith by which alone they could be free again. The
dictator had called him a nobody. Two million people threw aside their passivity and escorted
him to his grave. And so began the revolution that has brought me to democracy’s most famous
home, the Congress of the United States.
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The task had fallen on my shoulders to continue offering the democratic alternative to our
people.
Archibald Macleish had said that democracy must be defended by arms when it is attacked by
arms and by truth when it is attacked by lies. He failed to say how it shall be won.
I held fast to Ninoy’s conviction that it must be by the ways of democracy. I held out for
participation in the 1984 election the dictatorship called, even if I knew it would be rigged. I was
warned by the lawyers of the opposition that I ran the grave risk of legitimizing the foregone
results of elections that were clearly going to be fraudulent. But I was not fighting for lawyers
but for the people in whose intelligence I had implicit faith. By the exercise of democracy, even
in a dictatorship, they would be prepared for democracy when it came. And then, also, it was the
only way I knew by which we could measure our power even in the terms dictated by the
dictatorship.
The people vindicated me in an election shamefully marked by government thuggery and
fraud. The opposition swept the elections, garnering a clear majority of the votes, even if they
ended up, thanks to a corrupt Commission on Elections, with barely a third of the seats in
parliament. Now, I knew our power.
Last year, in an excess of arrogance, the dictatorship called for its doom in a snap election.
The people obliged. With over a million signatures, they drafted me to challenge the dictatorship.
And I obliged them. The rest is the history that dramatically unfolded on your television screen
and across the front pages of your newspapers.
You saw a nation, armed with courage and integrity, stand fast by democracy against threats
and corruption. You saw women poll watchers break out in tears as armed goons crashed the
polling places to steal the ballots but, just the same, they tied themselves to the ballot boxes. You
saw a people so committed to the ways of democracy that they were prepared to give their lives
for its pale imitation. At the end of the day, before another wave of fraud could distort the
results, I announced the people’s victory.
The distinguished co-chairman of the United States observer team in his report to your
President described that victory:
“I was witness to an extraordinary manifestation of democracy on the part of the
Filipino people. The ultimate result was the election of Mrs. Corazon C. Aquino as
President and Mr. Salvador Laurel as Vice-President of the Philippines.”
Many of you here today played a part in changing the policy of your country towards us. We,
Filipinos, thank each of you for what you did: for, balancing America’s strategic interest against
human concerns, illuminates the American vision of the world.
When a subservient parliament announced my opponent’s victory, the people turned out in
the streets and proclaimed me President. And true to their word, when a handful of military
leaders declared themselves against the dictatorship, the people rallied to their protection. Surely,
the people take care of their own. It is on that faith and the obligation it entails, that I assumed
the presidency.
As I came to power peacefully, so shall I keep it. That is my contract with my people and my
commitment to God. He had willed that the blood drawn with the lash shall not,
in my country, be paid by blood drawn by the sword but by the tearful joy of reconciliation.
We have swept away absolute power by a limited revolution that respected the life and
freedom of every Filipino. Now, we are restoring full constitutional government. Again, as we
restored democracy by the ways of democracy, so are we completing the constitutional structures
18 | P a g e
of our new democracy under a constitution that already gives full respect to the Bill of Rights. A
jealously independent Constitutional Commission is completing its draft which will be submitted
later this year to a popular referendum. When it is approved, there will be congressional
elections. So within about a year from a peaceful but national upheaval that overturned a
dictatorship, we shall have returned to full constitutional government. Given the polarization and
breakdown we inherited, this is no small achievement.
My predecessor set aside democracy to save it from a communist insurgency that numbered
less than 500. Unhampered by respect for human rights, he went at it hammer and tongs. By the
time he fled, that insurgency had grown to more than 16,000. I think there is a lesson here to be
learned about trying to stifle a thing with the means by which it grows.
I don’t think anybody, in or outside our country, concerned for a democratic and open
Philippines, doubts what must be done. Through political initiatives and local reintegration
programs, we must seek to bring the insurgents down from the hills and, by economic progress
and justice, show them that for which the best intentioned among them fight.
As President, I will not betray the cause of peace by which I came to power. Yet equally, and
again no friend of Filipino democracy will challenge this, I will not stand by and allow an
insurgent leadership to spurn our offer of peace and kill our young soldiers, and threaten our new
freedom.
Yet, I must explore the path of peace to the utmost for at its end, whatever disappointment I
meet there, is the moral basis for laying down the olive branch of peace and taking up the sword
of war. Still, should it come to that, I will not waver from the course laid down by your great
liberator: “With malice towards none, with charity for all, with firmness in the rights as God
gives us to see the rights, let us finish the work we are in, to bind up the nation’s wounds, to care
for him who shall have borne the battle, and for his widow and for his orphans, to do all which
may achieve and cherish a just and lasting peace among ourselves and with all nations.”
Like Lincoln, I understand that force may be necessary before mercy. Like Lincoln, I don’t
relish it. Yet, I will do whatever it takes to defend the integrity and freedom of my country.
Finally, may I turn to that other slavery: our $26 billion foreign debt. I have said that we shall
honor it. Yet must the means by which we shall be able to do so be kept from us? Many
conditions imposed on the previous government that stole this debt continue to be imposed on us
who never benefited from it. And no assistance or liberality commensurate with the calamity that
was visited on us has been extended. Yet ours must have been the cheapest revolution ever. With
little help from others, we Filipinos fulfilled the first and most difficult conditions of the debt
negotiation the full restoration of democracy and responsible government. Elsewhere, and in
other times of more stringent world economic conditions, Marshall plans and their like were felt
to be necessary companions of returning democracy.
When I met with President Reagan yesterday, we began an important dialogue about
cooperation and the strengthening of the friendship between our two countries. That meeting was
both a confirmation and a new beginning and should lead to positive results in all areas of
common concern.
Today, we face the aspirations of a people who had known so much poverty and massive
unemployment for the past 14 years and yet offered their lives for the abstraction of democracy.
Wherever I went in the campaign, slum area or impoverished village, they came to me with one
cry: democracy! Not food, although they clearly needed it, but democracy. Not work, although
they surely wanted it, but democracy. Not money, for they gave what little they had to my
campaign. They didn’t expect me to work a miracle that would instantly put food into their
mouths, clothes on their back, education in their children, and work that will put dignity in their
19 | P a g e
lives. But I feel the pressing obligation to respond quickly as the leader of a people so deserving
of all these things.
We face a communist insurgency that feeds on economic deterioration, even as we carry a
great share of the free world defenses in the Pacific. These are only two of the many burdens my
people carry even as they try to build a worthy and enduring house for their new democracy, that
may serve as well as a redoubt for freedom in Asia. Yet, no sooner is one stone laid than two are
taken away. Half our export earnings, $2 billion out of $4 billion, which was all we could earn in
the restrictive markets of the world, went to pay just the interest on a debt whose benefit the
Filipino people never received.
Still, we fought for honor, and, if only for honor, we shall pay. And yet, should we have to
wring the payments from the sweat of our men’s faces and sink all the wealth piled up by the
bondsman’s two hundred fifty years of unrequited toil?
Yet to all Americans, as the leader of a proud and free people, I address this question: has
there been a greater test of national commitment to the ideals you hold dear than that my people
have gone through? You have spent many lives and much treasure to bring freedom to many
lands that were reluctant to receive it. And here you have a people who won it by themselves and
need only the help to preserve it.
Three years ago, I said thank you, America, for the haven from oppression, and the home you
gave Ninoy, myself and our children, and for the three happiest years of our lives together.
Today, I say, join us, America, as we build a new home for democracy, another haven for the
oppressed, so it may stand as a shining testament of our two nations’ commitment to freedom.
Activity 5: Comprehension Check
1.What is the geographic origin of Pres. Aquino’s speech?
2.What is the language used in her speech? What do you think is its linguistic origin?
3.Explain the relevance of this speech to the political setting during that period. Read up on this,
or you may interview your parents or your grandparents about this particular period of our
nation’s history by asking them about what they remember. Also, ask them about the situation
when Ninoy was gunned down. How did the different ethnic groups react to Ninoy’s murder?
Was the whole Philippines affected by his death? Write about 15 sentences for this activity.
20 | P a g e
TEACHER’S NAME: PATRICK B. RAMOS
SUBJECT: STATISTICS AND PROBABILITY
WEEK: 1
Lesson
Random Variables and
1 Probability Distribution
OBJECTIVES:
After going through this module, you are expected to:
1. Illustrate a random variable (discrete or continuous).
2. Distinguish between a discrete and continuous random
variable.
3. Find possible values of a random variable.
4. Illustrate a probability distribution for a discrete
random variable and its properties. Compute
probabilities corresponding to a given random variable.
ACTIVITY 1:
Directions: Write your answer on a separate sheet of paper. Read the statements carefully and
choose the letter of the best answer.
1. If two coins are tossed once, which is NOT a possible value of the random variable for
the number of heads?
a. 0
b. 1
c. 2
d. 3
2. Which of the following is a discrete random variable?
a. Length of wire ropes
b. Number of soldiers in the troop
c. Amount of paint used in repainting the building
d. Voltage of car batteries
3. Which formula gives the probability distribution shown by the table?
X 3 4 5
P(X) 1/3 1/4 1/5
a. P(X) = X
b. P(X) = 1/X
c. P(X) = X/3
d. P(X) = X/5
4. How many ways are there in tossing two coins once?
a. 4
b. 3
c. 2
21 | P a g e
d. 1
5. It is a numerical quantity that is assigned to the outcome of an experiment.
a. random variable
b. variable
c. probability
d. probability distribution
B. Classify the following random variables as discrete or continuous.
1. The weight of the professional wrestlers

2. The number of winners in lotto for each day
3. The area of lots in an exclusive subdivision
4. The speed of a car
5. The number of dropouts in a school per district
C. Determine the values of the random variables in each of the following distributions.
1. Two coins are tossed. Let T be the number of tails that occur. Determine the values of
the random variable T.
2. A meeting of envoys was attended by 4 Koreans and 2 Filipinos. If three envoys were
selected at random one after the other, determine the values of the random variable F
representing the number of Filipinos.
DISCUSSION
You have learned in your past lessons in junior high school
Mathematics that an experiment or trial is any procedure or activity
that can be done repeatedly under similar conditions. The set of all
possible outcomes in an experiment is called the sample space. The
concept of probability distribution is very important in analyzing
statistical data especially in hypothesis testing.
In this lesson, you will explore and understand the random variable.
Before we discuss probability distribution, it is necessary to study first the concept of random
variable. Try to do the next activity to prepare you for this lesson. Stay focused. Recording – is
the act of keeping a chronological record of events that are measurable in accounting documents
like journals and ledgers.
Communicating – refers to the process of communicating financial reports to the users of
financial information.
What’s In
A. Identify the term being described in each of the following:

1. Any activity which can be done repeatedly under similar conditions
2. The set of all possible outcomes in an experiment
22 | P a g e
3. A subset of a sample space
4. The elements in a sample space
5. The ratio of the number of favorable outcomes to the number of possible
outcomes
B. Answer the following questions.
1. In how many ways can two coins fall?
2. If three coins are tossed, in how many ways can they fall?
3. In how many ways can a die fall?
4. In how many ways can two dice fall?
5. How many ways are there in tossing one coin and rolling a die?
The answer in this question requires an understanding of random variables. You can do it! Aja!
Definitions of Random Variable
A random variable is a result of chanceevent, that you can measure or

count.
A random variable is a numerical quantity that is assigned to the
outcome of an experiment. It is a variable that assumes numerical
values associated with the events of an experiment.
A random variable is a quantitativevariable which values depend on
change.
NOTE:
We use capital letters to represent a random variable.
23 | P a g e
Example 1
Suppose two coins are tossed and we are interested to determine the number of tails that will
come out. Let us use T to represent the number of tails that will come out. Determine the values
of the random variable T.
Solution:
Steps Solution
1. List the sample space S = {HH, HT, TH, TT}
2. Count the number of tails in

each outcome and assign this
number to this outcome. Outcome Number of Tails
(Value of T)
HH 0
HT 1
TH 1
TT 2
3. Conclusion The values of the random variable T (number of tails)

in this experiment are 0, 1 and 2.
Example 2
Two balls are drawn in succession without replacement from an urn containing 5 orange balls
and 6 violet balls. Let V be the random variable representing the number of violet balls. Find the
values of the random variable V.
Solution:
Steps Solution
1. List the sample space S = {OO, OV, VO, VV}
2. Count the number of violet balls

in each outcome and assign this
number to this outcome. Outcome Number of Violet
balls
(Value of V)
OO 0
OV 1
VO 1
VV 2
3. Conclusion The values of the random variable V (number of

violet balls) in this experiment are 0, 1, and 2.
24 | P a g e
Example 3
A basket contains 10 red balls and 4 white balls. If three balls are taken from the basket one after
the other, determine the possible values of the random variable R representing the number of red
balls.
Solution:
Steps Solution
1. List the sample space S = {RRR, RRW, RWR, WRR, WWR, WRW,
RWW, WWW}
2. Count the number of red balls in
number to this outcome. Outcome Number of Red balls
(Value of R)
RRR 3
RRW 2
RWR 2
WRR 2
WWR 1
WRW 1
RWW 1
WWW 0
3. Conclusion The values of the random variable R (number of red

balls) in this experiment are 0, 1, 2, and 3.
Example 4
Four coins are tossed. Let T be the random variable representing the number of tails that occur.
Find the values of the random variable T.
Solution:
Steps Solution
1. List the sample space S = {HHHH, HHHT, HHTH, HHTT, HTHH,
25 | P a g e
HTHT, HTTH, HTTT, THHH, THHT, THTH,
THTT, TTHH, TTHT, TTTH, TTTT}

Outcome Number of tails
number to this outcome.
(Value of T)
HHHH 0
HHHT 1
HHTH 1
HHTT 2
HTHH 1
HTHT 2
HTTH 2
HTTT 3
THHH 1
THHT 2
THTH 2
THTT 3
TTHH 2
TTHT 3
TTTH 3
TTTT 4
3. Conclusion The values of the random variable T (number of tails)

in this experiment are 0, 1, 2, 3, and 4.
Example 5
A pair of dice is rolled. Let X be the random variable representing the sum of the number of dots
on the top faces. Find the values of the random variable X.
Solution:
Steps Solution
26 | P a g e
1. List the sample space S=
{(1, 1), (1, 2), (1, 3), (1, 4), (1, 5), (1, 6),
(2, 1), (2, 2), (2, 3), (2, 4), (2, 5), (2, 6),
(3, 1), (3, 2), (3, 3), (3, 4), (3, 5), (3, 6),
(4, 1), (4, 2), (4, 3), (4, 4), (4, 5), (4, 6),
(5, 1), (5, 2), (5, 3), (5, 4), (5, 5), (5, 6),
(6, 1), (6, 2), (6, 3), (6, 4), (6, 5), (6, 6)}
2. Count the sum of the number of
dots in each outcome and assign
this number to this outcome. Outcome Sum of the number of dots
(Value of X)
(1, 1) 2
(1, 2), (2, 1) 3
(1, 3), (3, 1), (2, 2) 4
(1, 4), (4, 1), (2, 5
3), (3, 2)
(1, 5), (5, 1), (2, 6
4), (4, 2), (3, 3)
(1, 6), (6, 1), (2, 7
5), (5, 2), (4, 3),
(3, 4)
(3, 5), (5, 3), (2, 8
6), (6, 2), (4, 4)
(5, 4), (4, 5), (6, 9
3), (3, 6)
(6, 4), (4, 6), (5, 5) 10
(5, 6), (6, 5) 11
(6, 6) 12
3. Conclusion The values of the random variable X (sum of the

number of dots) in this experiment are 2, 4, 5, 6, 7, 8,
9, 10, 11, and 12.
Discrete and Continuous Random Variable

A random variable may be classified as discrete and continuous. A discrete random variable has
a countable number of possible values. A continuous random variable can assume an infinite
number of values in one or more intervals.
Examples:
27 | P a g e
Discrete Random Variable Continuous Random Variable
Number of pens in a box Amount of antibiotics in the vial
Number of ants in a colony Length of electric wires
Number of ripe bananas in a basket Voltage of car batteries
Number of COVID 19 positive cases in Weight of newborn in the hospital

Hermosa, Bataan
Number of defective batteries Amount of sugar in a cup of coffee
What is It
In the previous grade levels in studying Mathematics, we have learned how to make a frequency
distribution table given a set of raw data. In this part, you will learn how to construct a
probability distribution.
In the previous part of this module, you already learned how to determine the values of discrete
random variable. Constructing a probability distribution is just a continuation of the previous
part. We just need to include an additional step to illustrate and compute the probabilities
corresponding to a given random variable.
Using Example 1 in the previous page,
Steps Solution
1. List the sample space S = {HH, HT, TH, TT}

each outcome and assign this Outcome Number of Tails
number to this outcome. (Value of T)
HH 0
HT 1
TH 1
TT 2
The values of the random variable T (number of tails)

in this experiment are 0, 1, and 2.
28 | P a g e
3. Construct the frequency
distribution of the values of the
Number of Tails Number of
random variable T.
(Value of T) Occurrence
(Frequency)
0 1
1 2
2 1
Total 4
4. Construct the probability
distribution of the random Number of Probability
Number of
variable T by getting the Tails Occurrence P(T)
probability of occurrence of each
value of the random variable. (Value of T) (Frequency)
0 1 1/4
1 2 2/4 or 1/2
2 1 1/4
Total 4 1
The probability distribution of the random variable T

can be written as follows:
T 2 1 0
1/4
P(T) 1/2 1/4

histogram.
P(T)
4
3
2
1
29 | P a g e
0
0 1 2
T
Steps Solution
1. List the sample space S = {OO, OV, VO, VV}
2. Count the number of violet

balls in each outcome and assign Outcome Number of Violet
this number to this outcome. Balls
(Value of V)
OO 0
OV 1
VO 1
VV 2
The values of the random variable V (number of violet

balls) in this experiment are 0, 1, and 2.

random variable V. Number of
Number of Violet
Balls Occurrence
(Value of V) (Frequency)
0 1
1 2
2 1
Total
4

distribution of the random Number of Number of Probability
variable V by getting the Violet balls Occurrence P(V)
probability of occurrence of each
value of the random variable. (Value of V) (Frequency)
30 | P a g e
0 1 1/4
1 2 2/4 or 1/2
2 1 1/4
Total 4 1
The probability distribution of the random variable V

can be written as follows:
V 2 1 0
1/4
P(V) 1/2 1/4

histogram.
4
3
P(V) 2
1
0
0 1 2
V
Steps Solution
1. List the sample space S = {HHHH, HHHT, HHTH, HHTT, HTHH,

HTHT, HTTH, HTTT, THHH, THHT, THTH,
THTT, TTHH, TTHT, TTTH, TTTT}
31 | P a g e
each outcome and assign this Outcome Number of tails
number to this outcome. (Value of T)
HHHH 0
HHHT 1
HHTH 1
HHTT 2
HTHH 1
HTHT 2
HTTH 2
HTTT 3
THHH 1
THHT 2
THTH 2
THTT 3
TTHH 2
TTHT 3
TTTH 3
TTTT 4
The values of the random variable T (number of tails)
in this experiment are 0, 1, 2, 3, and 4.

random variable T.
Number of Tails Number of

(Value of T) Occurrence
(Frequency)
0 1
1 4
2 6
3 4
4 1
Total 16
32 | P a g e
Number of Probability
distribution of the random variable
T by getting the probability of Number of Tails Occurrence P(T)
occurrence of each value of the
random variable. (Value of T) (Frequency)
0 1 1/16
1 4 4/16 or
1/4
2 6 6/16 or
3/8
3 4 4/16 or
1/4
4 1 1/16
Total 16 1
The probability distribution of the random variable T can be

written as follows:
T 0 1 2 3 4
3/8
P(T) 1/16 1/4 1/4 1/16
33 | P a g e
5. Construct the probability 16
histogram.
P(T) 14
12
10
0 1 2 3
4
Steps Solution
1. List the sample space S=

{(1, 1), (1, 2), (1, 3), (1, 4), (1, 5), (1, 6),
(2, 1), (2, 2), (2, 3), (2, 4), (2, 5), (2, 6),
(3, 1), (3, 2), (3, 3), (3, 4), (3, 5), (3, 6),
(4, 1), (4, 2), (4, 3), (4, 4), (4, 5), (4, 6),
(5, 1), (5, 2), (5, 3), (5, 4), (5, 5), (5, 6),
(6, 1), (6, 2), (6, 3), (6, 4), (6, 5), (6, 6)}
34 | P a g e
2. Count the sum of the number
Outcome Sum of the
of dots in each outcome and
number of
assign this number to this
dots
outcome.
(Value of
X)
(1, 1) 2
(1, 2), (2, 1) 3
(1, 3), (3, 1), (2, 2) 4
(1, 4), (4, 1), (2, 3), (3, 2) 5
(1, 5), (5, 1), (2, 4), (4, 2), (3, 3) 6
(1, 6), (6, 1), (2, 5), (5, 2), (4, 3), 7
(3, 4)
(3, 5), (5, 3), (2, 6), (6, 2), (4, 4) 8
(5, 4), (4, 5), (6, 3), (3, 6) 9
(6, 4), (4, 6), (5, 5) 10
(5, 6), (6, 5) 11
(6, 6) 12
The values of the random variable X (sum of the number of

dots) in this experiment are 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, and 12.

random variable X. Number of
Sum of the number of
dots Occurrence
(Value of X) (Frequency)
2 1
3 2
4 3
5 4
35 | P a g e
6 5
7 6
8 5
9 4
10 3
11 2
12 1
Total 36

distribution of the random Sum of the Number of Probability P(X)
variable X by getting the number of
Occurrence
probability of occurrence of dots
each value of the random (Frequency)
(Value of X)
variable.
2 1 1/36
3 2 2/36 or 1/18
4 3 3/36 or 1/12
5 4 4/36 or 1/9
6 5 5/36
7 6 6/36 or 1/6
8 5 5/36
9 4 4/36 or 1/9
10 3 3/36 or 1/12
11 2 2/36 or 1/18
12 1 1/36
Total 36 1
36 | P a g e
The probability distribution of the random variable X can
be written as follows:
X 2 3 4 5 6 7 8 9 10 11
P(X) 1 1
9 9
5. Construct the probability P(X)

histogram.
37 | P a g e
36 27
18
9
0
2 3 4 5 6 7 8 9 10 11 12
X
What’s More
Direction: Complete the table below by constructing and illustrating the probability
distribution of Example 3 (refer to page 7).
Steps Solution
1. List the sample space

number to this outcome.

given random variable.

distribution of the given random
variable by getting the probability
of occurrence of each value of the
random variable.
38 | P a g e
histogram.
What I Have Learned
Direction: Write your answer on a separate sheet of paper. Answer the following in 2-3
sentences only.
1. How do you describe a discrete random variable?
2. How do you describe a continuous random variable?
3. Give three examples of discrete random variable.
4. Give three examples of continuous random variable.
5. What do you notice about the probability values of random variable in each probability
distribution?
6. What is the sum of the probabilities of a random variable?
7. Why should the sum of the probabilities in a probability distribution is always equal to 1?
8. What is the shape of most probability distributions? Why do you think so?
Scoring Rubric
0 1 2 3 4
No answer at all Correct answer Correct answer Correct answer Correct answer
but not in a
written in a written in a written in a
sentence form.
sentence form sentence form sentence form
but no with 1 with 2 or more
supporting supporting supporting detail
details. from
detail from the
text. the text.
Used
Did not use Used capitalization
capitalization and
capitalization
and
and punctuation.
punctuation.
punctuation.
All words
3 or more spelled
1-2 spelling
spelling
mistakes. correctly.
mistakes.
39 | P a g e
What I Can Do
Number of Defective COVID-19 Rapid Antibody Test Kit

Suppose three test kits are tested at random. Let D represent the defective test kit and let N
represent the non-defective test kit. If we let X be the random variable for the number of
defective test kits, construct the probability distribution of the random variable X.
Assessment
DIRECTION: Write your answer on a separate sheet of paper.

A. Multiple Choice. Choose the letter of the best answer.
1. If three coins are tossed, which is NOT a possible value of the random variable for the
number of tails?
a. 1
b. 2
c. 3
d. 4
2. Which of the following is a discrete random variable?
a. Length of electrical wires
b. Number of pencils in a box
c. Amount of sugar used in a cup of coffee
d. Voltage of car batteries
3. Which formula gives the probability distribution shown by the table?
X 3 4 5
P(X) 1/3 ¼ 1/5
a. P(X) = X
b. P(X) = 1/X
40 | P a g e
c. P(X) = X/3
d. P(X) = X/5
4. How many ways can a "double" come out when you roll two dice?
a. 2
b. 4
c. 6
d. 8
5. It is a numerical quantity that is assigned to the outcome of an experiment.
a. random variable
b. variable
c. probability
d. probability distribution
B. Classify the following random variables as discrete or continuous.
1. The weight of the professional boxers
2. The number of defective COVID-19 Rapid Antibody Test Kit
3. The area of lots in an exclusive subdivision
4. The number of recovered patients of COVID-19 per province
5. The number of students with Academic Excellence in a school per district
C. Determine the values of the random variables in each of the following distributions.
1. Two coins are tossed. Let H be the number of tails that occur. Determine the values of the
random variable H.
2. A meeting of envoys was attended by 4 Koreans and 2 Filipinos. If three envoys were
selected at random one after the other, determine the values of the random variable K
representing the number of Koreans.
D. Construct the probability distribution of the situation below:
Two balls are drawn in succession without replacement from an urn containing 5 white balls and
6 black balls. Let B be the random variable representing the number of black balls. Construct the
probability distribution of the random variable B.
41 | P a g e
42 | P a g e
Kagamitang Pampagtuturo sa
Pagbasa at Pagsusuri ng Iba’t
TEACHERS NAME: SUZETTE E. RAMOS
SUBJECT: PAGBASA AT PAGSUSURI NG IBA’T IBANG TESKTO TUNGO SA
ibang Teksto Tungo sa

WEEK:
PANANALIKSIK
Pananaliksik
ARALI
N Mga
GradeUri ng Teksto:
11-Dulog Tekstong
Modyular
1 Impormatibo
Baitang: Grade 11 Markahan: Semestre 2/Linggo 1/Kuwarter 3
Panahong Igugugol: Isang Linggo
Alamin Natin
Sa katapusan ng Modyul, ang mga mag-aaral ay inaasahang
MELC1_LR1 tekstong Imporrmatibo (F11PB-111a-98) (SHS, Qtr 3)
1. Natutukoy ang paksang tinatalakay sa iba’t ibang tekstong binasa.
2. Natutukoy ang kahulugan at katangian ng mahahalagang salitang ginamit ng iba’t ibang
tekstong binasa.
Tuklasin
A. Basahin ang teksto. Tuklasin ang mahahalagang kaisipan at impormasyon na
nakapaloob dito.
MANILA, Philippines - Pinamamadali nina Buhay party-list Reps. Irwin Tieng at Mariano
Michael Velarde ang pagpasa ng panukalang cyber bullying upang matugunan ang lumalang
problema na may kinalaman sa internet at mga social networking sites.
Sinabi nina Tieng at Velarde, dapat madaliin ng Kamara ang pagpapasa ng House Bill 6116 dahil
na rin sa mabilis na development ng information and communication technologies na bagong uri
ng pang lipunang sakit na mabilis na kumakalat o mas kilala sa tawag na cyber bullying.
Sa pamamagitan lamang umano ng paggamit ng cell phones at social networking sites ay
nakakapaglagay na ng hindi magagandang komento sa mga litrato na nakikita ng publiko.
Paliwanag ng mga mambabatas, ang “cyber bullying attacks” ay mas masakit dahil hindi kaagad
ito nabubura sa internet kayat napapaaway ang mga biktima ng ilang buwan o halos taon na.
Ang cyber bullying ay pagkakasangkot ng isang indibidwal sa pagmamalupit sa pamamagitan ng
paggamit ng internet o iba pang digital technologies at paulit-ulit na pagpapadala ng mga
nakakahiya, pambabastos, malalaswa, pang iinsultong mensahe at pananakot sa biktima.
43 | P a g e
Gawin Mo
1. Ano ang layunin ng teksto?
2. Ano ang intensiyon ng may-akda sa kabuuan ng teksto? _______________.
3. Ang kabuuang nilalaman ng teksto ay nakapokus sa __________________.
4. Anong impresyon ang gustong ibigay ng teksto sa mambabasa?
Batayan Kaukulang Marka

Puntos
Nagpakita ng Malalim na Pagsusuri sa teksto 10
Nasusuri ang nialalaman, intensiyon at impresyon ng 10
teksto
Maayos ang Sistema at malinaw ang paglalahad ng 10
mga bahagi ng papel
Kabuuan 30
Suriin
Paghawan ng Sagabal
B. Bigyang-kahulugan ang salitang Cyber Bullying sa pamamagitan nang pagbibigay ng

mga kaugnayan na salita, parirala at pangungusap dito gamit ang word network.
SALITA
Cyber
PARIRALA
Bullying
PANGUNGUSAP
Pagyamanin
Pagsusuring Panggramatika
1. Aling mga salita sa teksto ang maituturing na hiram? Paano ito isinulat?
2. Bakit kailangan pa nating manghiram ng mga salita gayong malawak naman ang
leksikong Filipino?
44 | P a g e
3. Nakatutulong ba ang mga salitang ito upang higit na maging mabisa ang pagkakabuo
ng talata? Patunayan.
Isaisip
Konseptong Pangkaisipan
Alam mo ba?
Ang TEKSTONG IMPORMATIBO ay isang uri ng babasahing di piksyon. Ito ay naglalayong
magbigay ng impormasyon o magpaliwanag nang malinaw at walang pagkiling tungkol sa iba’t
ibang paksa tulad ng sa mga hayop, isports, agham o siyensya, kasaysayan, gawain, paglalakbay,
heograpiya, kalawakan, panahon, at iba pa. • Di tulad ng ibang uri ng teksto ang mga
impormasyon o kabatirang inilahad ng may-akda ay hindi nakabase sa kanyang sariling opinyon
kundi sa katotohanan at mga datos kaya’t hindi nito masasalamin ang kanyang pagpabor o
pagkontra sa paksa.
ELEMENTO NG TEKSTONG IMPORMATIBO
1. LAYUNIN NG MAY-AKDA • Maaring magkakaiba-iba ang layunin ng may-akda sa
pagsulat niya ng isang tekstong impormatibo. • Maaring layunin niyang mapalawak pa ang
kaalaman ukol sa sa isang paksa ; maunawaan ang mga pangyayaring mahirap ipaliwanag;
matuto ng maraming bagay ukol sa ating mundo; masaliksik; at mailahad ang mga yugto sa
buhay ng iba’t ibang uri ng insekto, hayop, at iba pang nabuhuhay; at iba pa. • Gayunpaman,
anuman ang layunin ay mapapansing kaugnay ito lagi ng pagbibigay o paglalahad ng
impormasyon.
2. PANGUNAHING IDEYA • Di tulad ng tekstong naratibo na hindi agad inihahayag ng
manunulat ang mga mangyayari upang mapaabot ang interes ng mambabasa sa kasukdulan ng
akda, sa tekstong impormatibo naman ay dagliang inilalahad ang mga pangunahing ideya sa
mambabasa. • Nagagawa ito sa pamamagitan ng paglalagay ng pamagat sa bawat bahagi –
tinatawag din itong organizational markers na nakatutulong upang agad makita at malaman ng
mambabasa ang pangunahing ideya ng babasahin.
HALIMBAWA:
3 PANTULONG NA KAISIPAN • Mahalaga rin ang paglalagay ng mga angkop na pantulong
na kaisipan o mga detalye upang makatulong na makabuo sa isipan ng mambabasa ang
pangunahing ideyang nais niyang matanim o maiwan sa kanila.
ESTILO SA PAGSULAT, KAGAMITAN/SANGGUNIANG MAGTATAMPOK SA MGA
BAGAY NA BIBIGYANG-DIIN • Makatutulong sa mga mag-aaral na magkakaroon ng mas
malawak na pag-unawa sa binabasang tekstong impormatibo ang paggamit ng mga estilo o
kagamitang /sangguniang magbibigay-diin sa mahalagang bahagi tulad ng sumusunod: a.
Paggamit ng mga nakalarawang presentasyon- makatulong ang paggamit ng mga larawan, guhit
dayagram, tsart, talahanayan, timeline, at iba pa upang higit na mapalalim ang pag-unawa ng
mga mambabasa. 4
b. Pagbibigay-diin sa mahalagang salita sa teksto- nagagamit dito ang mga estilong tulad ng
pagsulat nang nakadiin, nakahilis, nakasalungguhit, o nalagyan ng panipi upang higit na
madaling makita o mapansin ang mga salitang binibigyang-diin sa babasahin. c. Pagsulat ng mga
talasanggunnian- karaniwang inilagay ng mga manunulat ng tekstong impormatibo ang mga
45 | P a g e
aklat, kagamitan, at iba pang sangguniang ginagamit upang higit na mabigyang diin ang
katotohanang naging basehan sa mga impormasyong taglay nito.
MGA URI NG TEKSTONG IMPORMATIBO

1. Paglalahad ng Totoong Pangyayari/ Kasaysayan • Sa uring ito ng tekstong impormatibo
inilalahad ang mga totoong pangyayaring naganap sa isang panahon o pagkakataon. • Maaring
ang pangyayaring isasalaysay ay personal na nasaksihan ng manunulat tulad ng mga balitang
isinusulat ng mga reporter ng mga pahayagan o maari ding hindi direktang nasaksikan ng
manunulat kundi mula sa katotohanang nasaksihan at pinatutunayan ng iba tulad naman ng
sulating pangkasaysayan o historical account.
Ang uring ito ng teksto ay karaniwang sinisimulan ng manunulat sa isang mabisang panimula o
introduksiyon. • Kung ito ay isang balita, mababasa sa bahaging ito ang pinakamahalagang
impormasyon tulad ng kung sino, ano, saan, kailan, at paano nangyari ang inilahad. • Sinusundan
ito ng iba pang detalyeng nasa bahagi naman katawan, at karaniwang nagtatapos sa kongklusyon.
2. Pag-uulat Pang-impormasyon • Sa uring ito nakalahad ang mahahalagang kaalaman o
imormasyon patungkol sa tao, hayop, at iba pang bagay na nabubuhay at di nabubuhay, gayundin
sa mga pangayayri sa paligid. • Ang ilang halimbawa ay mga paksang kaugnay ng teknolihiya,
global warming, cyberbullying, mga hayop na malapit nang maubos. • Ang pagsulat ng ganitong
uring teksto ay nangangailangan ng masusing pananaliksik sapagkat ang mga impormasyon at
detalyeng taglay nito ay naglalahad ng katotohanan ukol sa paksa at hindi dapat samahan ng
personal na pananaw o opinyon ng manunulat.
3 Pagpapaliwanag • Ito ang uri ng tekstong impormatibong nagbibigay paliwanag kung paano o
bakit naganap ang isang bagay o pangyayari. • Layunin nitong makita ng mambabasa mula sa
mga impormasyong nagsasaad kung paano humantong ang paksa sa ganitong kalagayan. •
Karaniwang itong ginagamitan ng mga larawang, dayagram, o flowchart na may kasamang mga
paliwanag. • Halimbawa nito’y ang siklo ng buhay ngg mga hayop at insekto tulad ng paruparo,
palaka, at iba pa.
Iba’t-ibang Uri ng Tekstong Impormatibo
Mayroong iba’t-ibang uri ang tekstong impormatibo batay sa kung ano ang estraktura ng
pagkakalahad nito. Ito ay maaring maglahad ng sanhi at bunga, paghahambing, pagbibigay ng
depinisyon, at paglilista ng klasipikasyon.
Sanhi at bunga
Uri ng tekstong impormatib na naglalahad ng ugnayan ng mga pangyayari. Nagpapakita ito ng
direktang relasyon sa pagitan ng bakit nangyari ang pangyayari (sanhi) at kung ano ang naging
resulta nito (bunga). Ito ay nagpapaliwanag sa kung paano nakaapekto ang mga pangyayari sa
nakaraan sa mga kaganapan sa kasalukuyan at maging sa hinaharap.
Paghahambing
Ito naman ay nagpapakita ng pagkakaiba o pagkakatulad sa pagitan ng kahit anong bagay,
konsepto, at maging pangyayari.
Pagbibigay ng depinisyon
Sa ganitong uri ng tekstong impormatibo, ipinapaliwanag ng manunulat ang kahulugan ng isang
salita, terminolohiya, o konsepto.
Paglilista ng Klasipikasyon
46 | P a g e
Sa tekstong ito, ang malawak na paksa ay hinahati sa iba’t-ibang kategorya upang magkaroon ng
sistema ang talakayan. Sa uring ito ng teksto, ang manunulat ay nag-uumpisa sa paglalahad ng
kahulugan ng paksa sa pangkalahatan, pagkatapos ay hahatiin ito batay sa uri o klasipikasyon
nito.
Isagawa
Isagawa natin: Tukuyin at Sabihin ang hulwaran ng oragnizasyon ang bawat kasunod na
teksto.
1.
Ang istetoskowp ay isang uri ng instrumenting pangmedisina upang pakinggan ang
daloy ng hangin sab aga at gayundin ang tibok ng puso ng may karamdaman.
Kalimitanmg ginagamit ito ng mga duktor sa medisina at mga nars sa ospital.
Napakahalagang instrument ito ng mga tagapangalaga ng kalusugan ng
sangkatauhan.
2. Ang isang set ng kompyuter ay binubuo ng mga sumusunod: CPU o central

processing unit, monitor, mouse, keyboard at AVR o automatic voltage regulator.
Ang mga opsyunal na bahagi nito ay ang printer at scanner. Ibig sabihin, maaaring
wala ang mga kagamitang ito.
2. Dalawang uri pamahalaan ang umiiral sa kasalukuyan, ito ay ang presidensyal at

parlyamentari. Ang pinakamataas na nanunungkulan sa presidensyal ay tinatawag
na Pangulo samantalanag ang sa parlyamentari ay tinatawag na Praym Minister.
Gayunpaman, parehong demokrasya ang pinaiiral na dalawang uri ng pamahalaan.
Ang Karapatan ng mamamayan, kapayapaan at hustisya ay pinangangalagaan din sa
dalawang anyo ng pamahalaan.
3.
Tumaas ang presyo ng lahat bilihin ngayong taon. Dahil kasi ito ng pagtaas ng
dagdag na buwis ng ipinataw ng pamahalaan sa lahat ng mga bilihin.
4.
Napakataas na presyo ng bilihin sa panahong ito. Kulang na ang badyet sa pang-
araw-araw dahil naman tumaas ang sweldo o kinikita. Ang dating napagkakasyang
salapi sa isang araw ay hindi na sapat kaya kailangang magdagdag. Dahil dito,
magtipid ng buong mag-anak. Kung hindi naman kinakailangan ang isang bagay ay
huwag nang ilaan ang pera rito bagkos itabi ito upang makapag-impok. Sakaling may
biglaang pangangailangan ay may madudukot na salapi
47 | P a g e
LAGOM
Ang tekstong impormatibo-isang uring babasahin na may layuning magbigay

ng isang malinaw, sapat walang pagkiling o pagpanig na paglalantad sa
nasasaklaw nitong bagay o kaalaman.
Katangian ng teksto
Paraan ng Pagkakasulat ng Teksto- Ang tinutukoy nito ay tungkol sa
pagkakabuo ng teksto tulad paraan ng pagsisimula, pagwawakas, paksa at
estilong ng may-akda.
ELEMENTO NG TEKSTONG IMPORMATIBO
 Layunin ng May-akda
 Pangunahing ideya
 Pantulong na kaisipan
Mga Uri ng tekstong Impormatibo
 Paglalahad ng Totoong Pangyayari/ Kasaysayan
 Pag-uulat Pang-impormasyon
 Pagpapaliwanag
Uri ng tekstong Impormatibo ayon sa Estruktura
 Sanhi at bunga
 Paghahambing
 Pagbibigay ng depinisyon
 Paglilista ng Klasipikasyon
Tayahin
Pangwakas na Pagtataya
Gamit ang Paksang “LIGTAS ANG MAY ALAM”. Gumuhit ng poster sa
isang puting papel o bond paper. Pagkatapos ay sumulat ng maikling talata
kung ano and sariling pagpapakahulugan sa paksa.
____________________________________
Poster
_________________________________________
_________________________________________
_________________________________________
_________________________________________
48 | P a g e
_________________________________________
_________________________________________
Rubriks
Batayan Kaukulang Grado
Puntos
Tumpak ang mga datos at impormasyong ginamit sa 10
datos
Nailahad ang iba’t ibang panig ng paksa 10
mga bahagi ng papel
Malikhain at nakapukaw ang poster na ginuhit 10
Kabuuan 40
Gamit ang Paksang “Ligtas ang may Tungkol sa Kalusugan”. Gumuhit ng poster sa isang puting
papel o bond paper. Pagkatapos ay sumulat ng maikling talata kung ano ang sariling
pagpapakahulugan sa paksa.
Batayan ng Grado Kaukulang Grado
Puntos
Tumpak ang mga datos at impormasyong ginamit 10
Napapanahon at Kapaki-pakinabang ang napiling 10
paksa tungkol sa kalusugan
mga bahagi
Malikhain at maayos ang kabuuang presentasyon ng 10
datos
Kabuuan 40
49 | P a g e
50 | P a g e
TEACHER’S NAME:JENICA A. ULLANG
SUBJECT: PHYSICAL EDUCATION AND HEALTH
WEEK: 1
LESSO
N
Coaching Philosophy
1
OBJECTIVES:
• Discuss what coaching is, and what it focuses on.
• Define coaching philosophy.
Recap
Sports coaching can be defined as the process of

motivating, guiding and training an individual in preparation for any sporting hobby, career, or
event. Most professional sportspeople have coaches to help them train and compete - but one
does not have to be a pro to hire a coach.
LESS O N
Lesson 1 Coaching Philosophy
51 | P a g e
You may think it strange to start a practical coaching course by talking about philosophy. Yet
nothing is as practical as a well-developed philosophy of life and coaching. This philosophy
determines every thought, every action and every decision you make.
No matter who you are, where you came, or how you come to be in coaching, you bring ideas,
opinions and attitudes from a lifetime of personal experiences. Take the opportunity to examine
how well you know yourself and what you want to achieve as a coach. Without this knowledge it
is difficult to have a well-defined philosophy. Without a well-defined coaching philosophy, it is
difficult to be a successful and efficient coach.
Philosophy is simply the way you see situations and experiences in your life. The way you view
people and develop relationships with them. It is the value you put on all of these. You already
have a philosophy of life and this may be well developed. You may be aware of your philosophy
or you may act without giving much thought to the reasons for your decisions. Whichever, your
philosophy is always developing and will do so throughout your life.
What is a coaching philosophy?
A coaching philosophy is a statement of what you value and how you will approach your
coaching role. It covers your purpose as a coach and how you will approach player development
and winning.
Your coaching philosophy consists of your major objectives and the beliefs and principles that
you adhere to achieve your objectives. Your coaching philosophy guides how you behave as a
coach and how you interact with your athletes. It should reflect who you are and who you want
to be. It is based on your experiences, knowledge, values, opinions and beliefs. Of these, your
values have the greatest impact on your coaching philosophy, as it is a statement of what is
important to you.
A coaching philosophy will usually be a couple of sentences. Some people are able to capture
their philosophy in a couple of words; other people have philosophy statements that run into
several paragraphs. All good philosophies, regardless of their length, explain the purpose of
coaching and the beliefs and principles that the coach follows to achieve their goals. Below are
two examples of coaching philosophies to give you an idea of how they can look.
52 | P a g e
What is coaching?
The term “coaching” is often used to cover a wide range of activities, usually to help someone
prepare for something. Coaching in athletics has been described as the organized provision of
assistance to an individual athlete or group of athletes in order to help them develop and
improve.
Many people such as parents, teachers, officials and sponsors would claim to help in this way.
So what are involved in coaching? Coaching involves teaching, training, instructing and more. It
is not simply about helping people to learn sports, skills, improve performance and reach their
potential. It is also about recognizing, understanding and providing for the other needs of
athletes. These needs are many and cover a wide range such as social and emotional needs, as
well as the more obvious needs related to athletics and competition.
As a good coach you should have a code of ethics which places the rights and needs of your
athletes before those of yourself. You will need to develop a caring and continuing relationship
with the athletes you coach. Participation on athletics is a social process. Your coaching will
therefore have great power to shape the lives of your athletes.
Why do you need a coaching philosophy?
As a coach, you need to be clear on where you are heading and how you will get there.
Your coaching philosophy forms some guiding principles that help you to identify
where you want to go and what methods you will use to get there. This will impact on
how you design and deliver training sessions for the development of your athletes. It
also guides how much emphasi you place on winning versus player development.
53 | P a g e
Coaching is challenging, as you will often need to make ethical decisions. By having a
clear philosophy you are able to make appropriate decisions and to coach more
effectively. Being consistent is an important quality for a coach; a clear coaching
philosophy helps you to make consistent decisions, and to stay firm in the face of
external pressures. For example, if you have a philosophy of developing all of the
players that you coach, you are less likely to cave in to the pressure to field your
strongest athletes.
In promoting consistency, a clear coaching philosophy will remove uncertainty around

areas such as team rules, style of play, player discipline, competition, and your long-
term objectives. Each of these should be based on your coaching philosophy and you
should be consistent in applying them. A clear philosophy statement will also help
your athletes, their parents, and other people within your coaching environment to
understand the decisions you make.
Everyone that coaches has a coaching philosophy; not everyone has taken the time to
examine it and write it down. If you have not examined it, then your coaching
philosophy will be at a subconscious level. It will still be impacting on how you
coach, however, without a clear understanding of what it is you are unable to ensure
that it is appropriate. You will also struggle to use it to guide you in your coaching
practice. It is an important step for all coaches to write out their coaching philosophy.
How do you use a coaching philosophy?
While the process of writing a coaching philosophy will help you to clarify your values and what
is important to you, just having it written down is not enough. Too often coaches write a
philosophy statement and then leave it in the drawer. To be effective, the philosophy needs to be
used, which means that you live it day in and day out. This also means that you abide by it late in
the season, when the pressure is on, as much as you do the first day of training.
54 | P a g e
You should use your philosophy to help you to identify the objectives that you pursue. This will
be across a season, during training blocks, and down to individual training sessions and matches.
It should also be used to help you to make decisions. If you are unsure what to decide or what
action to take, have a look at your philosophy. If it is well written, it should guide you in making
the correct choice.
It is important that you inform your players and their parents of your philosophy. This will help
them to understand how you will coach them, and explain the objectives that you set. By
communicating your philosophy to your athletes, you will reduce confusion, and it will be easier
for you to explain the decisions that you make. By informing people of your philosophy you are
making a commitment to follow through on it. This will increase the likelihood that you will
adhere to it.
It is important to recognize that coaching philosophies grow and evolve over time. This is due to
the experience you develop, the knowledge you gain, and the changing profile of the athletes that
you coach. It is important that you adapt your philosophy so that it matches the athletes you are
coaching. This requires you to regularly take time out to reflect on your coaching philosophy and
make sure that it is still accurate and relevant.
One way of maintaining your philosophy is to reflect on the challenging situations that you face.
Ask yourself if the way that you approached it matches your philosophy. If it did, then you will
reinforce your philosophy. If you did not, or if adhering to your philosophy had a negative result,
you will need to reassess your philosophy. If you are regularly getting a negative response, it
may pay to identify what you need to change about your philosophy or your approach to
coaching.
A coaching philosophy is an important tool for guiding how you coach. It provides you with
some clear guidance on the objectives that you should pursue and the approach you will take to
achieve them. It helps you to make effective, consistent decisions, and to coach in a way that
adheres to your values. By taking the time to clarify your philosophy, and then following through
with it, you will be a more effective coach.
ACTIVITIES
Activity #1 Answer each question.

1. Who do you consider as your best coach? Why? What attributes does he or she
possess?
_______________________________________________________________
_______________________________________________________________
______________________________________________________________.
2. How are you going to develop your own coaching philosophy?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
55 | P a g e
WRAP – UP
1. What have you learned in this lesson?
I have learned
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.
ALUING
A coaching philosophy is an important tool for guiding how you coach. It

provides you with some clear guidance on the objectives that you should
pursue and the approach you will take to achieve them. It helps you to make effective, consistent
decisions, and to coach in a way that adheres to your values.
POST TEST
Directions. Write the letter of the correct answer on the blank provided.
1. A __________is a statement of what you value and how you will approach your
coaching role.
a. Coaching c. Philosophy
b. Coaching philosophy d. Good coach
2. The term __________is often used to cover a wide range of activities, usually to
help someone prepare for something.
3. A __________ has a code of ethics which places the rights and needs of your
athletes before those of yourself.
56 | P a g e
4. A ___________ is an important tool for guiding how you coach. It provides you
with some clear guidance on the objectives that you should pursue and the approach you
will take to achieve them.
5. ____________is simply the way you see situations and experiences in your life.
57 | P a g e
TEAHEAR’S NAME:FRANCIS THOMAS P. LIM
SUBJECT: DISCIPLINE AND IDEAS IN THE SOCIAL SCIENCE
WEEK: 1
58 | P a g e
Lesson 1 Anthropology and Economics
OBJECTIVES:
At the end of this module, you are expected to:
a. Discuss the major events and their
contribution that led to the emergence of the
social science discipline;
b. Identify the differences in the
various social science disciplines and their
fields; and
c. Give the importance of applying the
social science discipline in everyday aspects of living.
Pre-ACTIVITY 1:
Directions: Choose the best answer to the following questions/statements below. Write the
chosen letter on a separate sheet of paper.
1. Which of the following is NOT the focus of anthropology?
a. Humans
b. Human Behaviour
c. Human Societies
d. Human Consumption
2. Which of the following best describes anthropology?
a. It is concerned with both human biology and culture.
b. It is concerned with human variation, evolution, and adaptation.
c. It focuses only on prehistoric societies.
d. Both a and b
3. If I were focused and on the behavior and interaction of economic agents, which among
the discipline is the suited in my investigation
a. Anthropology
b. Economics
c. Psychology
d. Sociology
4. Which of the following is responsible for changing the name of the political economy to
economics?
a. Karl Marx
b. John Stuart Mill
c. Immanuel Kant
d. Alfred Marshall
5. It is the field of science devoted to the study of the lands, features, inhabitants and
phenomena of the Earth and Planet.
a. History
b. Sociology
c. Earth Science
d. Geography
6. Which of the following discipline focuses on the built of environment and how humans
create, view, manage, and influence space?
59 | P a g e
a. Human Geography
b. Environmental Geography
c. Physical Geography
d. Geography
7. It is an umbrella term that relates to past events as well as the memory, discovery,
collection, organization presentation, and interpretation of information about events.
a. Sociology
b. Geography
c. History
d. Economics
8. The word history comes from the ancient Greek word “historia” which means
____________.
a. Past events
b. Witness
c. Inquiry
d. Narration
9. Which of the following is TRUE about History?
a. History helps us understand people and societies.
b. History provides identity.
c. Studying history is essential for good citizenship.
d. All of the above.
10. If I were to provide the perspectives on human diversity and skills in learning about and
understanding others’ behaviors and beliefs, which among the disciplines is best
applicable?
a. Anthropology
b. Sociology
c. Psychology
d. Geography
Discussion
A. DEFINITION OF ANTHROPOLOGY AND FIELDS OF
ANTHROPOLOGY
The word anthropology comes from the New Latin “anthropologia” derived
from the combined words anthropos (human) and logos (study). It is the
scientific study of humans, human behavior, and societies in the past and
present.
Anthropology and many other current fields are the intellectual results of the
comparative methods developed in the earlier 19th century. Theorists in such
diverse fields as anatomy, linguistics, and Ethnology, making feature-by-feature comparisons of
their subject matters, were beginning to suspect that similarities between animals, languages, and
folkways were the result of processes or laws unknown to them then of species they had seen in
agronomy and in the wild.
Bernardino de
Sahagun is considerd
to be the founder of
Darwin and modern anthropology Wallace unveiled evolution in the late 1850s. There was
an https://en,wikipedia.org/wiki/ immediate rush to bring it into the social sciences. Paul
Anthropology#/media/File:Be
Broca in rnardino_de_Sahgun_(2).jpg Paris was in the process of breaking away from the
60 | P a g e
Société de biologie to form the first of the explicitly anthropological societies, the Société
d'Anthropologie de Paris in which the first meeting was in Paris in 1859. When he read Darwin,
he became an immediate convert to Transformisme, as the French called evolutionism. His
definition now became "the study of the human group, considered as a whole, in its details, and
concerning the rest of nature."
BRANCHES OF ANTHROPOLOGY
1. Social Anthropology – studies patterns of behavior.
2. Cultural Anthropology – studies cultural meaning, including norms and values.
3. Linguistic Anthropology – studies how language influences social life.
4. Biological Anthropology – (physical anthropology) studies the biological development of
humans.
5. Visual Anthropology – part of social anthropology, focuses on ethnographic film.
6. Archaeology – studies human activity through investigation.
B. ETYMOLOGY, DEFINITION, AND SUBFIELDS OF ECONOMICS
Economics is derived from the Greek word “Oikonomia,” which
means “household management.”
Economics was the first to read in ancient Greece. Aristotle, the Greek
Philosopher, termed economics as a science of “household
management.” But with the change of time and progress of civilization,
the economic condition of man changes, resulting in an evolutionary
change in the definition of Economics.
During the 18th century, Adam Smith, the

ADAM SMITH
Father of Economics, defined economics as the “science of wealth.”
According to hi, “Economics is a science that enquires who
the nature and causes of the wealth of nations.”
Alfred Marshall defined economics as a study of mankind in the

ordinary business of life”.
Lionel Robbins, the modern economist, define
“Economics as a science which studies human
behavior as relationship between ends and scarce
means which have alternatives uses.” Therefore,
LIONEL ROBBINS economics, as a social
science discipline, studies how people perform
economic activities and how they try to satisfy
unlimited wants by the proper use of limited resources.
BRANCHES OF ECONOMICS
1. Microeconomics – examines how entities, forming a market structure, 5 interact with
the market to create a market system. These entities include private and public players
with various classifications, typically operating under scarcity of tradable units and light
government regulations.
61 | P a g e
2. Macroeconomics – examines the economy as a whole to explain broad aggregates and
their interactions “top-down,” that is, using a simplified form of general-equilibrium
theory
Lesson 2 Geography and History
Discussion
Geography comes from the Greek
word, “geographia” literally means
“earth description”. It is a field of
science devoted to the study of
lands, features, inhabitants, and
phenomena of the Earth and planets.
The first person who used the word
“geographia” was Eratosthenes (276-194 BC).
BRANCHES OF GEOGRAPHY
1. PHYSIOGRAPHY – or physical geography, focuses on geography as an Earth
science. It aims to understand the physical problems and the issues of lithosphere,
hydrosphere, atmosphere, pedosphere, and global flora and fauna patterns
(biosphere). Physical Geography is the study of earth’s seasons, climate, atmosphere,
soil streams, landforms, and oceans.
2. ENVIRONMENTAL GEOGRAPHY – concerned with the description of the
spatial interactions between humans and the natural world. It requires an
understanding of the traditional aspects of physical and human geography.
3. GEOMATICS – is concerned with the application of computers to the traditional
spatial techniques used in cartography and topography. Geomatics emerged from the
qualitative revolution in geography in the mid-1950s.
4. REGIONAL GEOGRAPHY – a branch which is concerned with the description of
the unique characteristics of the earth’s surface, resulting in each area from the
combination of its complete natural or elements, as of physical and human
environment.
B. HISTORY
History comes from Greek word “historia,” meaning inquiry,
knowledge acquired by investigation. History is the study of the past.
Events occurring before the invention of writing systems are considered
prehistory. History is the umbrella term that relates to past events as well
as the memory, discovery, collection, organization, presentation, and
interpretation of information about these events. Persons who focus on
history are called historians. Herodotus is considered to be the father of
HERODOTUS history.
62 | P a g e
History also includes the academic discipline which uses a narrative to describe, examine,
question, and analyze a sequence of past events, investigate the patterns of cause and effect that
are related to them. Historians seek to understand and represent the past through initiatives. They
often debate which narrative best explains an event, as well as the significance of different
causes and effects.
TASK 1- I CAN EXPLAIN
DIRECTIONS: Your task is to discuss the major events and contributions that led to the
emergence of the social sciences discipline by completing the table below. Use your notebook to
write your answer.
ANTHROPOLOGY
Year Events Contributions that led to its

emergence
ECONOMICS

emergence
GEOGRAPHY

emergence
HISTROY

emergence
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TASK 2- FILL ME UP
DIRECTIONS: Your task is to identify the differences in the various social science disciplines,
and their fields by completing the table below. Use your notebook to write your answer.
CRITERIA ANTHROPOLOGY ECONOMICS GEOGRAPHY HISTORY

ETYMOLOGY
NAME
FOCUS OF
THE STUDY
FOUNDER
TASK 3- SHARE IT
Directions: Your task is to give the importance of applying the social science disciplines in
everyday aspects of living and give examples of activities at home. Write your answer in your
notebook.
SOCIAL SCIENCE IMPORTANCE ACTIVITES AT HOME

DISCIPLINE
1. ANTHROPOLOGY
2. ECONOMICS
3. GEOGRAPHY
64 | P a g e
4. HISTORY
ASSESSMENT:
Directions: Choose the best answer to the following questions/statements below. Write the
chosen letter on a separate sheet of paper.
1. Cultural Anthropology is the study of _________________

a. Commonalities and differences among past and present.
b. Modern bacteria.
c. Physical mutation among cultures.
d. Ancient plant life.
2. What are the four sub-fields of anthropology?
a. Cultural, Archeology, Linguistic and Civilized anthropology.
b. Biological and Archeology
c. Sociological, Psychological, Languages and Cultural Anthropology
d. None of the above.
3. According to Alfred Marshall, Economics is a study of mankind in the ordinary business
of life. This means ___________________.
a. Economics studies wealth produced is used in the focus of economics.
b. Economics studies not only wealth but also the activities centering wealth.
c. A and B are correct.
d. None of the above.
4. Which of the following is considered as the Father of Economics?
a. Alfred Marshall
b. John Stuart Mill
c. Lionel Robins
d. Adam Smith
5. Which of the following is the economic doctrine that flourished from the 16 th to 18th
centuries in prolific pamphlet literature which held that a nation’s wealth depended on its
accumulation of gold and silver?
65 | P a g e
a. Merchants
b. Mercantilism
c. Physiocrats
d. Cartography
6. The following are the branches of geography, EXCEPT:
a. Regional Geography
b. Geomatics
c. Physiography
d. Cartography
7. Anthropology: Human Behavior and societies; Human Geography: ______________.
a. Culture and norms
b. Language and social life
c. Human environment
d. Governance
8. Which of the following social science discipline studies the production, distribution, and
consumption of goods and services?
a. Anthropology
b. Linguistics
c. Economics
d. Psychology
9. History: Inquiry; Economics; _______________.
a. Wealth management
b. Evolution management
c. Household management
d. Cultural management
10. Which of the following study the past events as well as the memory, discovery,
collection, organization, presentation, and interpretation of information?
a. Geography
b. Geomatics
c. Physiography
d. History
e.
TASK 4- MY PICTURE COLLAGE.
Directions: Your task is to make a picture collage showing activities happened form past to
present of the various social science discipline. Your use bond paper in making Photo Collage.
66 | P a g e
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NAME: SUZETTE E. RAMOS
SUBJECT: DISASTAR READINES AND RISK REDUCTION
WEEK: 1
Lesson
PILING LARANG –AKADEMIK
1
68 | P a g e
Tara, Sulat Tayo!
Panimula:
Magandang araw!
Kumusta ka ngayon ?
Ok ka lang ba?
Natutuwa ako na nasa maayos kang kalagayan! Mahilig ka bang
magsulat? Anuman ang sagot mo tiyak na magiging kapaki-pakinabang sa iyo ang araling pag-
uusapan natin ngayon. Siguradong ‘di ka lang matututo mag-i-enjoy ka pa!
Halika! Umpisahan na natin.
Sa modyul na ito ay makikilala mo ang akademikong pagsulat bilang isa sa mga uri ng
pagsulat batay sa kahulugan at at mga katangian nito.
O, ano handa ka na ba?
Sa modyul na ito, ikaw ay inaasahang

nakapagbibigay - kahulugan sa akademikong
pagsulat.
Ooops!
Bago ka magsimula, may mga bagong salita na

dapat mong kilalanin para sa araling ito.
Magagamit mo ang mga ito para ganap na
maunawaan ang mga susunod na talakay tungkol
sa ating paksa.
Talasalitaan Simulan mo na!
69 | P a g e
Basahin natin.
pagsulat -
artikulasyon ng mga ideya,
konsepto, paniniwala at
nararamdaman na
ipinahahayag sa paraang
pasulta, limbag at elektroniko.
akademya –
lipunan o institusyon ng mga
kilalang iskolar, artist, o
siyentista na naglalayong
palaganapin at panatilihin ang
pamantayan sa isang tiyak na
larangan.
iskolar –
mag -aaral sa kolehiyo o unibersidad/
propesyonal na
nagpapakadalubhasa sa isang
larangan, may mataas na antas ng
karunungan.
sulating akademik –
pormal na sulating
isinasagawa sa isang
intelektuwal – akademikong institusyon o
kasanayan sa paggamit ng unibersidada sa isang
mataas na antas ng pag -iisip. partikular na larangang
akademiko.
Ano ba ang alam mo na sa ating

aralin?
Panimulang Gawain 1
70 | P a g e
Panuto: Basahin at suriin ang bawat talata na sinipi mula sa mga piling sulatin at
pagkatapos ay tukuyin kung anong uri ng pagpapahayag ang ginamit sa mga ito. Piliin
ang sagot sa loob ng kahon sa ibaba. Titik lamang ang isulat sa iyong sagutang kuwaderno
A. PAGLALAHAD C. PAGLALARAWAN
B. PAGSASALAYSAY D. PANGANGATWIRAN
1. Sang-ayon kay Giovanni Careri, isang manlalakbay na Italyano na nakasapit sa ating

bansa noong 1696, ang mga unang Tagalog na naninirahan sa baybayin ng dagat at mga
ilog ay sumasamba sa mga puno ng Balite. Siya ay naglibot sa mga paligid sa Lawa ng Bai
na ngayon ay tinatawag na Lawa ng Laguna at mataman niyang pinag-aralan ang mga
naninirahan dito.
- Halaw sa “Ang Alamat ng Bayan,”
Angono Rizal: Art Capital ng Pilipinas
2. Masyadong maikli ang panahon para sa preparasyon ng mga guro. Kaya ba ng limang
araw na pagsasanay na ibigay ang karampatang kaalaman sa pagtuturo sa mga klaseng
remedial para sa buong taunang na karanasan ang mga gurong magtuturo ng tatlong
nabanggit na asignatura, iba pa rin ang katangian at oryentasyon ng klaseng remedial.
Ang mga estudyanteng nakapaloob dito ay malamang na mabagal umintindi kaya
kailangang maging mapanlikha sa paraan ng pagtuturo at makgaroon ng maraming
gawain. Hindi kasya ang limang araw para makapagtakda ng pamantayan sa pagtuturo ng
tatlong asignatura.
- Halaw mula sa “High School Readiness Test:

Dagdag pasanin ng mga Estudyante, Guro at magulang “konteksto
niDanila Arana Araw.
3. “Dumating ang may-ari ng litsunan, sa ayos niya’y mukhang siya pa ang dapat tuhugin
ng kawayan at ihawin sa nagbabagang uling. Bilog na bilog ang kanyang katawan. Wala
na siyang leeg. Nakasaklay na ang kanyang balikat sa magkabilang tainga. Makipot ang
nagma-mantika niyang labi na ibinaon naman ng pumuputok niyang pisngi. Biik lamang
ang kanyang tangkad. Kung maglakad siya’s parang nakawalang bulog. Sumenyas siya.
Pinapupunta kami sa loob ng kanyang kural, este opisina.
- Halaw sa “May Baboy na Di-Matuhod sa litsunan” Barriotic Punk,

mga Kwento sa Baryo at Kanto ni Mes De Guzman
71 | P a g e
4. Batihing mabuti ang isang itlog at ihalo rito ang karneng dinurog.Timplahan ng asin,
budburan ng kaunting paminta at ihalo ang harina.Gumawa ng katamtamang laki ng
bola-bola at kapag nabilog na ay iprito sa mahina-hinang apoy hanggang sa pumula
ito.Ilagay sa mantika ang pinitpit na bawang at kapag mamula-mula na ito ay igisa rin dito
ang sibuyas at kamatis.Sabawan ng mga anim na kutsarang tubig ang kawali hanggang sa
maging parang sarsa ang sabaw.Ihalo ang mga ginawang bola-bola at pabayaang
kumulo.Pagkaraan ng limang minuto, hanguin ang nilutong bola-bola at ihain ito nang
mainit.
- Mula sa Masarap na Luto Natin nina

Maria Salud Paz at Martha E. Jacobo
5. Ngunit ang kanilang marangyang pamumuhay ay hindi po nagtagal. Labing-isang taong

gulang si Rizal nang dakpin ang kanyang ina, palakarin ng limampung kilometro
patungong Sta. Cruz, at itapon sa bilangguan. Wala po siyang naging sala, napag-initan
lang ng isang alkaldeng sinasabing alipores ng mga fraile. Hindi pa dito natapos ang
kalbalyaro ng kanilang pamilya. Di nagtagal, nagsimula na rin ang pagsamsam ng mga
fraile sa mga lupain at ilang ari-arian ng mg Mercado-Rizal.
- Mula sa “Tuwid na Landas ang Tinahak ni Rizal”

Binigkas sa pagdiriwang na Ika – 150 Anibersaryo
ng Kapanganakan ni Jose Rizal Calamba,L aguna, 19 Hunyo 2011
Pangulong Benigno Simeon Aquino III
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Binabati kita.Natapos mo ang unang pagsubok.
Alamin natin sa pahina

19 ang wastong sagot sa mga tanong.
Saang antas kakaya nabibilang?
5 tamang sagot – NAPAKAHUSAY

3-4 tamang Sagot– MAGALING
1-2 tamang sagot– PAGBUBUTIHAN PA
0 tamang sagot – KAYA MO YAN
Wow!!! Ang galing!!!
O, diba kayang-kaya mong sagutin ang gawain.
Sakaling nahirapan ka sa pagsagot sa ibinigay na
paunang pagtataya, huwag kang mag -aalala. Ang
bahaging ito ng modyul ay lilinang sa iyong
kaalaman, kakayahan at pag-unawa.
Handa ka na ba?
73 | P a g e
Mga Gawain sa Pagkatuto:
Basahin mo.
Pagsulat sa Mataas na Antas
Ni: Rosemarie M. Nocedo
Isa sa pinakamahirap hasaing kasanayan sa komunikasyon ang pagsulat. Totoong ang pagsulat
ay isang komplikadong proseso na nangangailangan ng sapat na panahon upang maging mahusay
rito. Hindi ito dapat katakutan dahil ang pagsasanay sa pagsulat ay nagdudulot ng higit na
pagkatuto at pag-unlad sa ating pagkatao. Ang isang taong nagnanais na maging dalubhasa sa
larangang ito ay nangangailangan magkaroon ng malawak na kaalaman lalo na sa mga uri ng
pagsulat na ginagawa sa iba’t ibang larangan.
Karaniwang ang mga uri ng pagsulat ay nagkakaiba-iba sa paksa, anyo o estruktura, layunin at
maging sa antas ng kaalamang nais ipabatid sa target na mambabasa. Natatangi sa mga ito ang
akademikong pagsulat.
Ayon kay Karen Gocsik (2004), ang akademikong pagsulat ay isang uri ng pagsulat na
ginagawa ng mga iskolar para sa mga iskolar. Madalas na ito ay nakalaan sa mga paksa at tanong
na pinag-uusapan at intertesante sa akademikong komunidad at naglalahad ng mga importanteng
argumento. Ito ay isang masinop na at sistematikong pagsulat ukol sa isang karanasang
panlipunan na maaaring maging
batayan ng marami pang pag
-aaral na magagamit sa ikatataguyod ng lipunan.
______________________________________
Ano ang akademikong pagsulat?

Tama! Ang akademikong pagsulat ay isang uri ng pagsulat na ginagawa ng mga iskolar para sa
mga iskolar. Tandaan na nakalaan ito sa mga paksang interesante sa akademikong komunidad
at naglalahad ng importanteng argument.
________________________________________________________________
Maituturing na natatangi akademikong pagsulat pagkat ito ay intelektuwal na pagsulat na
naglalayong pataasin ang antas at kalidad ng kaalaman ng mga mambabasa. Ilan sa mga
katangian taglay nito ang pormal at piling-piling paggamit ng pananalita, pagiging obhetibo, may
paninidigan, may pananagutan, at may kalinawan.
__________________________________________________________________
74 | P a g e
Ano-ano ang mga katangian ng akademikong pagsulat?
Tama! Ang akademikong pagsulat ay pormal, obhetibo, may paninidigan, may pananagutan,
at may kalinawan.
__________________________________________________________________
Ano ang layunin ng akademikong

pagsulat?
Tumpak! Layunin ng akademikong pagsulat ang pataasin ang antas ng kaalaman ng mga target
na mambabasa.
___________________________________________________________________
Ang pagbuo ng akademikong pagsulat ay nakadepende sa kritikal na pagbasa ng isang

indibidwal. Kinikilala sa ganitong uri ng pagsulat ang husay ng manunulat dahil may kakayahan
siyang mangalap ng mahahalagang datos, magorganisa, ng mga ideya, lohikal mag-isip, mahusay
magsuri, marunong magpahalaga sa orihinalidad, at may inobasyon at kakayahang gumawa ng
sintesis.( Arrogante et .al 2004)
Sa pagsulat ng sulating pang-akademiko, gumagamit ng piling-piling salita at isinasalang-alang
ang mga mambabasa. Mahigpit din sa paggamit ng wastong bantas at baybay ng mga salita dahil
nakatuon ito sa pagbibigay ng kaalaman.
_______________________________________________________________
Kung nais mong maging mahusay na

manunulat sa larangang akademiko, ano -
ano ang mga katangiang dapat mong
taglayin?
Ang galing! Taglay mo dapat ang mataas na antas ng kasanayan sa pagsulat, kakayahan sa
pangangalap ng datos, pag-organisa ng mga ideya, lohikal mag-isip, mahusay magsuri,
marunong magpahalaga sa orihinalidad, at may inobasyon at kakayahang gumawa ng sintesis.
___________________________________________________________________ Kung
ihahambing sa malikhaing pagsulat (gaya ng maikling kuwento, tula, dula at nobela) ang
akademikong pagsulat ay nangangailanagn ng mas mahigpit na na tuntunin sa pagbuo ng
sulatin. Layunin nitong magbigay ng makabuluhang impormasyon sa halip na manlibang
lamang.
Layunin din nitong:
- manghikayat sa pamamagitan ng pagbibigay ng mga posibleng sagot o dahilan at
ebidensiyang maaari mong paniwalaan;
75 | P a g e
- mag-analisa sa pamamagitan ng paliwanag at ebalwasyon gayundin ng mga baryabol at ang
kaugnayan nito, at panghuli;
- magbigay ng impormasyon sa pamamagitan ng pagpapalawak at pagpapalalim sa kaalaman
ng mambabasa.
-
Mayroon itong isang paksa na may magkakaugnay na mensahe. Maayos na inihahanay ang mga
pangungusap at talata upang maging malinaw ang pagkakabuo ng mga ideya at paliwanag ng
mga ito. Ang karaniwang estruktura ng nito ay may simula kung saan nakalahad ang
introduksiyon, gitna na nilalaman ng mga paliwanag at wakas na nilalaman ng resolusyon,
kongklusyon at rekomendasyon.
Saang aspekto nagkakaiba ang akademikong

pagsulat at malikhaing pagsulat?
Magaling! Maliban sa paksa at estr truktuira, nagkakaiba rin ang akademikong
_____________________________________________________
Oh, nasusundan mo ba ang ating

pagtalakay? Mabuti kung gano’n. Ngayon,
paano ba “iniuulat o sinasabi” ng manunulat
ang mga impormasyong nais niyang ipabatid
sa mga target na mambabasa?
Para malaman mo ang sagot, ipagpatuloy mo

ang pagbasa .
___________________________________________________________________
pagsulat at malikhaing pagsulat sa layunin.
Narito ang mga paraan kung paano ipinahahayag ang mga ideya sa akademikong
pagsulat:
1) Paglalahad (ekpositori) – kung ang teksto ay nagbibigay-linaw o

nagpapaliwanag hinggil sa proseso, isyu, konsepto, o anumang paksa na
nararapat na alisan ng pag- aalinlangan.
2) Paglalarawan (deskriptiv) – kung ang teksto ay bumubuo ng isang imahe sa

pamamagitan ng paglalantad ng mga katangian nito.
76 | P a g e
3) Pagsasalaysay (narativ) – kung ang teksto ay nagkukwento ng mga
magkakaugnay na pangyayari.
4) Pangangatwiran (argumentativ) – kung ang teksto ay may layuning

manghikayat at magpapaniwala sa pamamagitan ng pagbibigay ng
mga rason at ebidensya.
Paano naiiba ang paraan ng pagpapahayag sa akademikong

pagsulat sa iba pang uri ng pagsulat?
Tumpak! May malaki ngang pagkakaiba.
Bagaman may iba’t ibang paraan ng pagpapahayag na ginagamit sa akademikong pagsulat

gaya ng sa iba pang uri ng pagsulat, karaniwan ang layunin nito ay manghikayat sa
pamamagitan ng pagbibigay ng mga posibleng sagot o dahilan at ebidensiyang maaari mong
paniwalaan, mag-analisa sa pamamagitan ng paliwanag at ebalwasyon gayundin ng mga
baryabol at ang kaugnayan nito, at panghuli ang magbigay ng impormasyon sa pamamagitan
ng pagpapalawak at pagpapalalim sa kaalaman ng mambabasa.
Posible bang magkaroon ng kombinasyon sa mga uri

o paraan ng pagpapahayag sa iisang teksto lamang?
Tama ka! Posible nga. Balikan mo ang tekstong sinuri at tukuyin ang mga bahaging ginamitan
ng paglalahad, paglalarawan, pangnagtwiran at pagsasalaysay.
___________________________________________________________________
Yehey!!! Aprub ba sa’yo ang ating talakay?
77 | P a g e
Mabuti kung ganoon. Natutuwa akong unti-unting nagiging malinaw sa iyo kung ano ang
akademikong pagsulat
Ngunit gusto kong malaman mo na nakatuon lang tayo ngayon sa kahulugan at mga katangian ng
akademikong pagsulat.
Ipagpatuloy mo pa.
Ano’ng mahahalagang impormasyon ang iyong nalaman?
Makatutulong kaya ang mga ito sa iyong pag-aaral?
Markahan sa ibaba ang antas ng iyong pagkaunawa:
Lubos na naunawaan
Naunawaan
Naguluhan
Ngayon, alam kong handa ka na para sa mga inihandang pagsasanay para sa’yo.
Game ka na ba?
Simulan mo na ang iba’t ibang gawain.

Pagsasanay 2
___________________________________
ISULAT MO!
Panuto: Isulat sa kwaderno ang salita o
konseptong katumbas ng katangiang taglay nito
batay sa araling tinalakay.
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Pangangatwiran Paglalahad
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1. Ito ay nagbibigay-linaw sa mga pangyayari, sanhi at bunga, at pagbibigay ng
mga halimbawa.
2. Ito ay nakapokus na pagkakasunod-sunod ng daloy ng mga pangyayaring

aktwal na naganap.
3.
Nagsasaad ito ng obserbasyon, uri, kondisyon, palagay,
at damdamin ng manunulat hinggil sa isang bagay, tao, lugar, o
pangyayari.
4. I t o a y n a k a l a a n s a
uusapan ng o interesante sa akademikong komunidad.
5. Ito ay nagpapahayag ng katwiran o argumentong

pumapanig o sumasalungat sa isang isyung nakahain sa manunulat.
Dahil madali mo lang nasagutan ang unang

Pagsasanay 3 pagsasanay, heto pa ang isa pang gawaing
magpapatibay ng iyong kaalaman.
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KATANGIAN KO, SURIIN MO!
Panuto: Basahin at unawaing mabuti ang sipi ng akademikong sulatin na makikita sakasunod na
pahina. Sa tulong ng talahanayan, suriin ito batay sa mga taglay nitong katangian.
Bionote ni Bienvenido Lumbera

Isinulat ni Rommel Rodriguez
Kilalang manunulat at iskolar ng kultura at panitikan, si Bienvenido Lumbera ay

ipinanganak noong Abril 11, 1932 sa Lipa, Batangas. Nag-aral sa Unibersidad de Santo Tomas
noong 1950 at sa Indiana University noong 1967. Naging propesor din siya sa Osaka University
at University of Hawaii sa Manoa, gayundin din sa iba’t ibang unibersidad sa bansa.
Hindi matatawaran ang kontribusyon ni Bien sa larangan ng sining at panitikan.

Nakapaglimbag na siya ng mga panandang-bato na antolohiya, nakapagsulat ng iba’t ibang dula
tulad ng Tales of the Manuvu, Nasa Puso ang Amerika at Hibik at Himagsik nina Victoria
Laktaw. Pinarangalan siya bilang Pambansang Alagad ng Sining at nagkamit na rin ng gawad
mula sa Ramon Magsaysay Awards para sa Pamamahayag.
Sa kabila ng buhay sa sining, hindi nakaligtaan ni Bien ang halaga at ugnayan ng kanyang
pagiging iskolar, guro at artista sa lipunan at bayan. Kinikilala ang kanyang ambag sa larangan
ng pagtatayo ng mga organisasyong nagtataguyod ng pambansang demokrasya. Bukod sa
pagiging Professor Emeritus sa UP Diliman, siya rin ang Chairman Emeritus ng Concerned
Artists of the Philippines at Congress of Teachers/Educators for Nationalism and Democracy.
Siya rin ang naging tagapanguna sa pagkakatatag ng Alliance of Concerned Teachers,
Philippines na nangangalaga naman sa kagalingan ng mga guro sa Pilipinas.
Maraming beses na rin nakasama si Bien sa mga pambansang kilos- protesta. Patuloy
siyang nakikibahagi sa pagsulong ng makatuwirang sahod at karapatan ng mga manggagawa.
Inilapat niya sa kanyang mga akda ang buhay at himagsik ng mga magsasaka. Naging lunan ng
kanyang mga karanasan noong batas militar ang mga obrang tula at awitin. Sa lahat ng ito, isang
dakilang patunay si Bien na ang sining ay marapat lamang magsilbi sa mga uring inaapi at
pinagsasamantalahan, habang ito rin ay mabisang paraan upang humukin ang mamamayan na
makiisa tungo sa paglaya ng bayan.
Pagsasanay 4
Talahaayan 1
KATANGIAN KO, SURIIN MO!
Pamagat ng Teksto:
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Paksa
Layunin
Nilalaman (gist lamang)
Kahalagahan sa Mambabasa
Ang galing -galing mo! Natapos mo ang

Pagsasanay 2.
Ituloy mo na ang pagsagot sa huling

pagsasanay. Alam kong kayang -kayang
mo ito.
Pagsasanay 5
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IPAHAYAG MO ANG PATUNAY!
Panuto: Gamit ang parehong teksto sa pagsasanay 2, hanguin ang mga piling bahagi na
ginamitan ng iba’t ibang paraan ng pagpapahayag at pagkatapos ay magbigay ng patunay.
Sundin ang pormat sa ibaba at isulat sa kuwaderno ang iyong sagot.
Talahanayan 2
IPAHAYAG MO ANG PATUNAY!
Piling Pahayag Uri ng Pagpapahayag Patunay
1.
3.
4.
5.
Kongklusyon:
Ang akademikong pagsulat?
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Pak na pak ang galing mo! Binabati kita!
Nasagutan mo lahat na pagsasanay.
Anong naramdaman mo matapos malaman

ang resulta ng iyong pagsisikap?
 ☺ 
Ang bahaging ito ng modyul ay susukat sa mga natutuhan mo sa loob ng aralin. Huwag
kang matakot dahil alam kong kayang-kaya mo ito. Tandaan mo malapit ka na sa finish
line! Huling pagsubok na lamang ito na kailangan mong gawin.
Panapos na Pagsubok
Panuto: Basahin at unawain ang pahayag sa bawat bilang. Isulat ang AKADEMIK kung ito ay
tumutugon sa mga katangiang taglay ng akademikong pagsulat at DIAKADEMIK kung ito ay
taliwas.
_______________1. Layunin ng akademikong pagsulat ang magbigayimpormasyon, mag-

analisa at manghikayat.
_______________2. Sa pagsulat ng akademikong sulatin hindi maaaring magkaroon ng
kombinasyon ng mga paraan ng pagpapahayag sa iisang teksto.
_______________3. Ang wikang ginagamit sa akademikong pagsulat ay karaniwang di-
pormal pagkat ito ay angkop na angkop sa mga mambabasa sa akademikong institusyon.
_______________4. Masusi ang proseso ng akademikong pagsulat pagkat ito ay
nangangailangan ng pananaliksik ng mga paktwal na datos na magagamit sa paglalahad ng mga
impormasyon at pag-aanalisa.
_______________5. Ang akademikong pagsulat ay nakalaan sa mga paksang interesante at
pinag-uusapan ng lahat ng tao sa kahit na anong antas at estado ng lipunan.
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B. Panuto Sagutin ang tanong nang hindi bababa sa limang pangungusap.
1. Ano ang akademikong pagsulat? Paano ito naiiba sa iba pang uri ng pagsulat? (5 puntos)
2. Ano sa tingin mo ang naidudulot ng pagbasa at pagsulat ng mga sulating akademik sa
tulad mong mag-aaral? (5 puntos)
Panuto: Matapos mong basahin, aralin at isakatuparan ang mga gawain sa modyul na ito, isulat
sa iyong kuwaderno ang mga konseptong iyong natutuhan sa tulong ng graphic organizer sa
kasunod na pahina. Ipakita at palagdaan sa magulang ang ginawang graphic organizer.
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Graphic Organizer
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NAME: NUR-SALI H. BALLAHO
SUBJECT: INTRODUCTIO TO WORLD RELIGIONS AND BELIEF SYSTEM
WEEK: 1
MODULE 1: WHAT IS RELIGION AND BELIEF SYSTEM?
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At the end of this module, you will be able to:
 Give an example of a belief system or a worldview;
 Communicate one’s understanding of religion;
 Differentiate religion from (a) spirituality, (b) theology, and (c) philosophy of
religion;
 Discuss the nature and value of religion and its importance in relation to (a) one’s
self, (b) society, and (c) nature and environment (enrichment).
Activity 1.
PAUSE AND REFLECT ON THESE QUESTIONS: WRITE YOUR ANSWER ON A

SHORT BOND PAPER. (WRITTEN OR ENCODED)
1.HOW DO YOU DESCRIBE YOUR COMMITMENT TO YOUR RELIGION?
2.HOW DO YOU AND YOUR FRIENDS OBSERVE YOUR RELIGIOUS PRACTICES?
3.HOW DO PEOPLE WITH DIFFERENT RELIGIOUS BACKGROUNDS PRACTICE
THEIR RELIGION?
Most people, if not all, belong to a religion. Perhaps you belong in a family that deeply
observes religious practices regularly and submits to its teachings of doctrines and beliefs.
However, while growing up, you encounter people various religions, and you discover that
while your religion may be different from theirs, it still shares something in common with
other religion.
For instance, most religious believe in a god and teach salvation and good moral conduct.
Judaism, Christianity, and Islam believe that there is only one personal GOD, while
Hinduism, though has many gods and goddesses, still believe that there is a first
GOD(Brahma) Christian believe that salvation can be attained trough Jesus Christ while
Mahayana Buddhist believe that attainment of satori or awakening is salvation- this means
becoming becoming selfless or ego-free.
Christian and Buddhist, in this sense, differ in their view of salvation, but both speak about
radical change (liberation from the state of sinfulness or fallenness of the world). In moral
conduct, all religions actually adhere to the Golden rule: “Do not do unto others that you
likewise would not want others do the same thing to you.”
Activity 2.
GO ONLINE!
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Research the following:
NOTE: DO THIS ACTIVITY IN A SHORT BOND PAPER, FOLLOW THE TABLE
BELOW.
RELIGION BELIEF TRADITION CULTURAL

BACKGROUND
CHRISTIANITY
JUDAISM
ISLAM
Some definition of religion.
According to the oxford English dictionary, religion is an “action or conduct indicating belief
in, obedience to, and reverence for a God, Gods, or similar superhuman power; the
performance of religious rites or observances. “this lexical definition emphasizes two
important essential components of religion: 1.) belief in a supernatural being; and 2.) effort or
commitment. The first component is performative in a sense that one has to show his or her
belief by practice.
By etymology, the word religion comes from three Latin variants: relegre, religari, and re-
eligre. The first Latin term, relegere, which literally means “constantly return to. “speaks
about religious observance such as Holy week(Christianity), Ramadan(Islam), or Passover
(Judaism). The second term, religari, which literally means “to be tied into,” refers to the
commitment to one’s own religion. The third term, re-eligere, which literally means “to
choose again.” refers to conversion or going back to one’s root or goals. These meanings can
help you better grasp the concept of religion.
Here are some definition by some respected experts from various disciplines whose views of
religion.
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Friedrich Schleiermacher ( 1778-1834) – religion is “the feeling of absolute dependence.”
Rudolf Otto (1869-1937)- religion is that which grows out of, and gives expression to,
experience of the holy in its various aspects. We are dealing with something for which
there is only one appropriate expression: mysterium tremendum.
Paul Tillich (1886-1965)- religion is the “ultimate concern for the ground of being.”
William James (1842-1910)- religion is the feeling, acts, and experiences of individual
people in their solitude as they stand in relation to whatever they may consider the divine.”
Victor Frankl (1905-1997)- religion is a “function of the spiritual unconscious, which is

the source of the will to meaning.”
Emile Durkheim (1858-1917)- religion is “a unified system of beliefs and practices relative
to sacred things which unite into one single moral community all those who adhere to
them.
Activity 3.
Note: write your answer in a short bond paper.
REFLECT UPON!
Look into different definitions of religion given above and consider the characteristics of
religion that they each draw attention to. How do you find those definitions and the
characteristic they have formed about religion? Provide a convincing argument for your
answer. Include in your reflective analysis your personal experiences with your religion.
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NAME: JOMAR V. JAKARIA
SUBJECT: READING AND WRITING SKILLS
WEEK: 1
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Learning outcomes
This module focuses on teaching reading and equipping learners with the skills of reading. By
the end of the module you will be able to:
• recognize a range of skills for effective reading
• identify activities that can be used to practice these specific skills
• explore other techniques for improving reading skills.
1. Before you watch
A. What skills do you need for effective reading?
Think about when you read in your own language and also in English?
Try to compare your answers with a partner.
B. Do you know what these reading skills are?

INFERRING SKIMMING SCANNING
Match each one to the definitions taken from the British Council’s TKT Glossary
_________________ is reading a text quickly to pick out specific information.
_________________ is reading a text quickly to get a general idea of what it is about.
_________________ is deciding how a writer feels about something from the way that
they write rather than the words they use.
2. Watch
2.1 Reading skills advice
Watch and listen to the commentary at the beginning of Reading skills: Part 1 (00:00 to 01:06).
Then pause the video and answer the following questions. a. What reading skills does the trainer
mention?
B. Finish the following sentences according to the trainer’s advice.
“The reason that we read affects ______ ____ ________.”
“We need to work with our students to __________ ________._____ ______ ____.”
“We also need to show them ______ ____ ____ ____ ______ ____ ________ _______.”
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“We also need to ask comprehension questions and conduct activities that __________
________._____ ______ ____.”
2.2 Reading skills practice
What does this advice mean in practice? Complete the following reading activity and afterwards
we will analyze the reading skills that you used.
A. On the following page is a reading text about learning styles. Don’t read it yet, instead make a
note below about what you know about learning styles.
B. Look quickly (25 seconds maximum) at the reading text on the next page. What is it
about?
C. Quickly look again at the reading text on the next page. Which three learning styles are
mentioned?
1.
2.
3.
Learning styles
We all learn in different ways. One theory of learning focuses on the way information is given to
learners and refers to visual, auditory and kinaesthetic learners.
• Visual learners respond well to pictures, colours, images. They need to
see things to help them learn and remember.
• Auditory learners learn best by hearing things.
• Kinaesthetic learners like movement. They need movement and hands-on
tasks to help them learn.
In any class we teach, the learners will have a range of learning styles. This means that to help all
of our learners learn we have to use a range of classroom activities and techniques so that
different styles of learner are interested and can learn from our lessons.
Adapted from: British Council (2008), Teaching Speaking
Read the text in more detail and answer the following questions. The first one has been done as
an example. d. Who is the text written for and how do you know that?
The text is written for teachers. It says we teach, our class and our lesson as well as using
teaching jargon such as activities and techniques.
e. What do you think the expression ‘hands-on’ means? What helped you to guess?
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f In the final sentence what does ‘this’ refer to?
.
g. Is the theory outlined commonly accepted as the main theory of learning styles? Does the
writer consider it the main theory? Please give reasons for your answer.
h. What is the main point that the writer wants to convey? How do you know that?
i. This is the first part of a text on learning styles. What do you think second part will be about?
Try to compare your answers with a partner and then check them with the answer section at the
end.
2.3 Reading skills analysis

1. We are now going to look at the questions again and think about their purpose. Each one
practiced one of the reading skills listed in the box below. Match each reading skill to each
question. The first one has been done for you as an example.
scanning inferring predicting
establishing context for guessing meaning from

recognizing links
reading context
identifying the target audience skimming identifying the main

message
Question Reading skill
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a. On the following page is a reading text about learning styles. establishing context for
Don’t read it yet, instead make a note about what you know reading
about learning styles.
b. Look quickly (25 seconds maximum) at the reading text on

the next page. What is it about?
c. Quickly look again at the reading text on the next page.

Which three learning styles are mentioned?
d. Who is the text written for and how do you know that?
e. What do you think the expression ‘hands-on’ means? What

helped you to guess?
f. In the final sentence what does ‘this’ refer to?
g. Is the theory outlined commonly accepted as the main theory

of learning styles? Does the writer consider it the main theory?
Please give reasons for your answer.
h. What is the main point that the writer wants to convey? How
do you know that?
i. This is the first part of a text on learning styles. What do you

think second part will be about?
2.4 Practicing reading skills

A. Watch the next sequence of Reading skills: Part 1 (01:22 to 08:24). You will see specific
reading skills being practiced. Put the activities below in the order you see them.
Scanning a text for specific details.
Guessing the meaning of words from the context.
Predicting the content of a text.
Skimming a text for the main ideas.
Identifying a text type and the purpose for reading.
Establishing the context for a reading text.
B. Watch and listen again. How does the teacher in sequence four (04:47 to 05:33)
cater for different learning styles?
2.5 Teaching reading skills
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A. Watch the final sequence of Reading skills: Part 1 (08:39 to 10:57). The teachers talk about
how they teach and provide practice for reading skills. Which of their tips have you seen in the
video?
•
•
•
•
•
B. What other tips and techniques do they mention?
•
•
•
A. which tips and techniques could you use with your classes? Put a tick (✓) in the right hand
column of each table.
2.6 Reading skills – further practice
a. Watch Reading skills: Part 2 (00:00 to 16:03).
What activities does the teacher use to practice each reading skill? Complete the table.
Reading skill Activity
1. Establishing the context of the

reading text. (00:24 to 02:30)
2. Predicting the content. (02:31 to

04:30)
3. Skimming for main ideas. (04:30

to 07:20)
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4. Scanning for specific details.
(07:20 to 09:22)
5. Guessing the meaning of

vocabulary from the context (09:22
to 16:03)
3. Reflection
Think about the next few classes that you are going to teach. If you use a course book, look at the
next reading text.
a. Analyze the reading tasks through the following questions:
1. Are there tasks for learners before, during and after reading?
2. Are there are a range of tasks that appeal to different learning styles?
3. What reading skills do the tasks practice?
How can you make these skills explicit to learners and help them identify how to improve their
skills?
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B. How could you adapt and/or supplement the tasks to match your learners’ needs? Are there
any techniques from this module that you could use and try out?
Transcripts of trainer’s talk

2.1 Reading skills advice
The reason that we read affects how we read so for example if we are following instructions we
will read differently than if we are reading to find out information.
There are a number of skills involved in reading for example predicting, skimming, scanning and
recognizing links. We need to work with our students to analyze what these skills are and also to
show them how they can get better at these skills. We also need to ask comprehension questions
and conduct activities that will practice these specific skills.
Now let’s look at some examples of activities that practice a range of reading skills. Watch the
films and make notes to answer the questions in the viewing task. The answers will appear at the
end of the sequence.
2.5 Teaching reading skills
Let’s listen now to some tips. Watch the interviews and make notes to answer the questions in
the viewing task. The answers will appear at the end of the section.
In the next stage students read the text again, this time scanning for details. The teacher writes
numbers on the board and asks students to find their significance in the text.
This activity encourages students to scan the text for specific information, allowing them to gain
more in-depth understanding of the topic.
2.6 Reading skills – further practice
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In this lesson you’ll see how a range of reading skills is practised in one reading lesson. Watch
the films and make notes to answer the questions in the viewing task. The answers will appear at
the end of the sequence.
In this lesson, the students are going to look at a short article about social networking sites,
Facebook and Twitter.
The teacher starts the lesson by showing students the Facebook logo and asking questions.
This generates interest and starts students thinking about the theme of the reading task to come.
First of all, students do a short punctuation task, using a sentence from the reading text.
Now the teacher uses the sentence to encourage students to predict the content of the text.
If students predict some of the content of a text before reading it, they can then read to check if
their predictions are correct. This gives them a purpose for reading.
This kind of purpose is motivating for students because it has been generated by them; they have
produced the predictions themselves.
Now the teacher asks students to read through the text quickly to check their predictions. She
uses this task to encourage the students to skim the text – to read it quickly to get the main ideas.
The skimming activity introduces students to the article and helps them gain a sense of what it is
about, without putting them under pressure to read and understand the whole text in one go.
When students approach the text in stages, it makes the task more manageable and therefore
more motivating.
In the next stage students read the text again, this time scanning for details. The teacher writes
numbers on the board and asks students to find their significance in the text.
This activity encourages students to scan the text for specific information, allowing them to gain
more in-depth understanding of the topic.
In the last stage, the students are encouraged to deduce meaning from context. The teacher gives
the learners a worksheet with questions about the text content and the meaning of some
vocabulary items. The students read the text again to answer the questions. No dictionaries are
allowed! They must answer the questions and guess the meaning of the unfamiliar vocabulary
from the other words and sentences that surround it.
An activity like this encourages students to be independent learners because it teaches them to
look for clues in the text to deduce meaning, and not rely on dictionaries or the teacher!
100 | P a g e

Knowing Yourself Can Make You Accept Your Strengths and Limitations and Dealing With Others Better

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NAME: NUR-SALI H.

Knowing yourself can make

2. Which statement pertains to Self-knowledge?

15. Which of the following does NOT describe a NAÏVE persona?

How do you perceive yourself?

Are you open to talking with friends

Self Awareness is having a

JOHARI WINDOW EXERCISE

Able Accepting Adaptable Bold Brave Calm

The key steps are:

Open Self Hidden Self Blind Self Unknown Self

Reducing Your Blind Spots and Increasing the Open Area

Henry James, considered by many to be among the greatest novelists in the

Activity 1: Matching Literary Works and Literary Periods

_____ 1.Ang Doctrina Cristiana A. Pre-colonial (BC to 1564)

_____ 4.Dead Stars D. Contemporary (1970 to present)

THE PHILIPPINE MAP

1.What is the geographic origin of Pres. Aquino’s speech?

B. Classify the following random variables as discrete or continuous.

1. The weight of the professional wrestlers

A. Identify the term being described in each of the following:

Definitions of Random Variable

A random variable is a result of chanceevent, that you can measure or

1. List the sample space S = {HH, HT, TH, TT}

2. Count the number of tails in

3. Conclusion The values of the random variable T (number of tails)

1. List the sample space S = {OO, OV, VO, VV}

2. Count the number of violet balls

3. Conclusion The values of the random variable V (number of

3. Conclusion The values of the random variable R (number of red

1. List the sample space S = {HHHH, HHHT, HHTH, HHTT, HTHH,

2. Count the number of tails in

3. Conclusion The values of the random variable T (number of tails)

3. Conclusion The values of the random variable X (sum of the

Discrete and Continuous Random Variable

Number of pens in a box Amount of antibiotics in the vial

Number of ants in a colony Length of electric wires

Number of ripe bananas in a basket Voltage of car batteries

Number of COVID 19 positive cases in Weight of newborn in the hospital

Number of defective batteries Amount of sugar in a cup of coffee

1. List the sample space S = {HH, HT, TH, TT}

2. Count the number of tails in

The values of the random variable T (number of tails)

The probability distribution of the random variable T

5. Construct the probability

Using Example 2 in the previous page,

1. List the sample space S = {OO, OV, VO, VV}

2. Count the number of violet

The values of the random variable V (number of violet

3. Construct the frequency

4. Construct the probability

The probability distribution of the random variable V

5. Construct the probability

Using Example 4 in the previous page,

1. List the sample space S = {HHHH, HHHT, HHTH, HHTT, HTHH,

3. Construct the frequency

Number of Tails Number of

The probability distribution of the random variable T can be

P(T) 1/16 1/4 1/4 1/16