Module Code: PASAY EN8-Q4-W1-D1

Jamie Margarette P. Caraig pinya

Name: _______________________________________ Section: _______________
T. Guatlo
8
Grade Level: _________________________________ Teacher: _______________

DEPARTMENT OF EDUCATION-NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN ENGLISH 8
FOURTH QUARTER/ WEEK 1/ DAY 1

OBJECTIVE: Identify the positions of a topic sentence

(EN8RC-IVa-2.21.1: )

YOUR LESSON FOR TODAY:

Positions of a Topic Sentence

A PARAGRAPH is a series of sentences that support a main idea, or point. A paragraph

typically starts with the main idea or point (also called the topic sentence), and the rest of the
paragraph provides specific details to support and develop the point.

The TOPIC SENTENCE states the main or the general idea of the paragraph. The topic
sentence states the subject and the purpose of the paragraph. The topic sentence in a
paragraph summarizes what the entire paragraph is all about. In most academic essays,
though, the topic sentence is at the beginning.

Features of a topic sentence

➢ it states the main idea

➢ it controls the other sentences in the paragraph;
➢ it addresses one aspect of the subject that can be adequately covered in one
➢ it is more general than the sentences that develop it

Two Types of Topic Sentence:

1. STATED OR OBVIOUS TOPIC SENTENCE – this is the type of topic sentence that is
correctly expressed in the paragraph
2. IMPLIED TOPIC SENTENCE – this is the type of topic sentence that is not stated in
the paragraph

Pick out the most general statement among the following sentences.
1. Animals differ according to when they sleep.
2. Some animals sleep during daylight while others sleep during darkness.
3. Animals’ sleeping habits differ in a number of ways.
4. Hibernation is another kind of sleep for some animals.
Did you choose sentence 3 as the most general statement? Now we will
change this list into a paragraph by rearranging the sentences and adding few facts.
1
Animals’ sleeping habits differ in a number of ways. 2They differ according
to what time of day they sleep. 3Some animals sleep during daylight hours while
others sleep during darkness. 4They also differ in the length of time they sleep. 5Other
animals sleep for weeks or months at a time when
they hibernate.

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 Module Code: PASAY EN8-Q4-W1-D1

Name: _______________________________________ Section: _______________

Grade Level: _________________________________ Teacher: _______________

In this brief paragraph, the topic sentence appears first in the paragraph. Notice
that it is the most general statement in the paragraph. All the other sentences are
specific details that explain it.

Reading: Tips for Locating Topic Sentences

Here are some tips that will help you find topic sentences.
1. Identify the topic. As you did earlier, figure out the general subject of the entire paragraph.
In the preceding sample paragraph, “animals’ sleeping habits” is the topic.
2. Locate the most general sentence (the topic sentence). This sentence must be broad
enough to include all of the other ideas in the paragraph. The topic sentence in the sample
paragraph (“Animals’ sleeping habits differ in a number of ways.”) covers all of the other details
in that paragraph.
3. Study the rest of the paragraph. The topic sentence must make the rest of the paragraph
meaningful. It is the one idea that ties all of the other details together. In the sample paragraph,
sentences 2, 3, 4, and 5 all give specific details about how animals’ sleeping habits differ

POSITIONS OF A TOPIC SENTENCE:

Topic sentence is usually found at

the beginning of a paragraph,
where it gives a preview of and
direction to the sentences that
come after it.

Examples:

A brownout for students would be Student life today is not what it was
a horrendous disaster. The students then. Students log on to web sites
will not be able to check their mail. instead of going to libraries. Computers
They cannot receive their e-mails look for grammatical and typographical
either. They cannot use the fax errors in their papers unlike before 2.AT THE M
machine too. when students reviewed, reread, and
reedited their work for hours.

Examples:

The bird next to me was immature. He still had brown and tawny plumage instead of
the predominantly black color of the adult. For one thing, he may never have seen
another human being. But there is a better explanation; in remote Galapagos Islands,
there are hardly any land mammals, and the hawk is very nearly the sole predator. With
no enemies and almost no competitors, it has nothing to fear and plenty to eat.

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 Module Code: PASAY EN8-Q4-W1-D1

Name: _______________________________________ Section: _______________

Grade Level: _________________________________ Teacher: _______________

Dancing and chanting, Polynesian students give visitors to the Polynesian Culture Center
a glimpse of Hawaii’s post. Through its exhibitions, the Polynesian Culture Center
shows visitors the many elements of Hawaiian culture brought to Hawaii by
Polynesians. For example, the Center shows the similarities between the Polynesian
and Hawaiian villages with life-size models. In addition, the Center dramatizes Hawaiian
legends of ancestors journeying across oceans

Example:
Sometimes, however, topic
sentence comes at the end of the
paragraph, where it draws a
conclusion or functions as a
summary.

I cannot cut and paste excerpts

without my computer. I need my
CD-ROM to check the spelling and
change fonts of my paper. I do all
3. AT THE END
these on my computer at my own
leisure. I really don’t know how to
write a paper without doing it
The mountain air around a lake
directly on the computer.
invigorates and pleases me. I like a lake’s Are You Ready to Practice?
underwater life, such as minnows and trout,
and I enjoy observing the plant life around Practice Exercise 1
me. Most important, a lake usually has no Read the paragraphs and choose
chemicals because lake water is clean, the best topic sentence for each
natural, and more refreshing for swimming. paragraph.
I prefer swimming in a mountain lake.
1. Jim likes to play football. His
sister plays baseball. His brother is on a basketball team. His parents like to ski in
the winter.
A. Jim has a large family.
B. Jim's family enjoys sports.

2. My school has recess every day. I like to play on the swings and jungle gym with my
friends. We like to laugh and run. Recess is my favorite time of the day.
A. Recess is when I can have fun with my friends.
B. Some kids bring their toys from home for recess.
C. Parents sometimes bring their small children during recess for a visit.

3. Matt likes dogs and playing soccer. Claire likes cats and playing tennis. Matt likes to
eat pizza. Claire's favorite food is spaghetti.
A. Matt and Claire like animals.
B. Pizza and spaghetti taste good.
C. Matt and Claire like different things.

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 Module Code: PASAY EN8-Q4-W1-D1

Name: _______________________________________ Section: _______________

Grade Level: _________________________________ Teacher: _______________

4. I play basketball every weekend. My friends and I play it at recess and after school.
My mom took me to a basketball game. I got to see Michael Jordan play. That was
the greatest because basketball is my favorite game.
A. Basketball is my favorite game.
B. Michael Jordan was a great basketball player.
C. Some people play both football and basketball.

5. Our family spent the vacation at the beach. It was sunny and breezy. The sand felt
warm under our feet. We made sand castles and had lunch on our blanket. It was a
fun time.
A. Our family spent the vacation at the beach.
B. It was sunny and breezy.
C. We made sand castles and had lunch on our blanket

Practice Exercise 2
U Underline the topic sentence in each of the following paragraphs.

1. The United States has a severe fire problem that if not addressed, will continue to
worsen drastically. Fire statistics show that our nation, one of the richest and most
technologically sophisticated countries in the world, lags behind its peer nations in fire
security. Nationally, there are millions of fires, thousands of deaths, tens of thousands of
injuries, and billions of dollars lost each year—figures which far exceed comparable
statistics for other industrialized countries. In 2001, for example, the direct value of
property destroyed in fires was $11 billion ($44 billion if the World Trade Center loss is
included). More recently in 2004, direct property losses from fires were estimated at over
$9.8 billion. —Loyd and Richardson, Fundamentals of Fire and Emergency Services, p.
12

2. The star system has been the backbone of the American film industry since the mid
1910s. Stars are the creation of the public, its reigning favorites. Their influence in the
fields of fashion, values, and public behavior has been enormous. “The social history of
a nation can be written in terms of its film stars,” Raymond Durgnat has observed. Stars
confer instant consequence to any film they appear in. Their fees have staggered the
public. In the 1920s, Mary Pickford and Charles Chaplin were the two highest paid
employees in the world. Contemporary stars such as Julia Roberts and Tom Cruise
command salaries of many millions per film, so popular are these box-office giants.
Some stars had careers that spanned five decades: Bette Davis and John Wayne, to
name just two. — Giannetti, Understanding Movies, p. 251

3. For decades, we have looked at our steadily increasing life expectancy rates and
proudly proclaimed that Americans’ health has never been better. Recently, however,
health organizations and international groups have attempted to quantify the number of
years a person lives with a disability or illness, compared with the number of healthy
years. The World Health Organization summarizes this concept as healthy life
expectancy. Simply stated, healthy life expectancy refers to the number of years a
newborn can expect to live in full health, based on current rates of illness and mortality
and also on the quality of their lives. For example, if we could delay the onset of diabetes
so that a person didn’t develop the disease until he or she was 60 years old, rather than
developing it at 30, there would be a dramatic increase in this individual’s healthy life
expectancy. —Donatelle, Health: The Basics, p. 6

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 Module Code: PASAY EN8-Q4-W1-D1

Name: _______________________________________ Section: _______________

Grade Level: _________________________________ Teacher: _______________

Generalization:
The topic sentence is the most important sentence of a paragraph.
The topic sentence in a paragraph clearly states the main idea of
the paragraph. While it is usually at the beginning of the paragraph,
it also can be in the middle or end of it.

Evaluation: The topic sentence in a paragraph clearly states the main idea of the
Read the paragraphs.paragraph.
Underline the ittopic
While sentence
is usually at theand identifyofwhere
beginning it is located.
the paragraph, it
(Beginning, Middle, End)
also can be in the middle or end of it.

1. My brothers all have jobs. My oldest brother, Edward, is a doctor at the

hospital in the centre of the city, and the second oldest, Daniel, is an
accountant in an office near our home. My youngest brother is a
policeman. I am the only brother who is still at school.
Beginning
Answer: _________________________
https://bit.ly/3d9ShJf

2. Miniature golf is both fun and relaxing. Because of the wide variety of course
themes, playing each individual course is like taking a mini-vacation. You can play
in exotic locales like jungles or pirate islands. You can travel in time and play in
different places in history. Or you can take a leap of the imagination and play under
the sea, in space, or in alien worlds. For a very low price, you can take a different
vacation every time you play!
Middle
Answer: __________________

https://bit.ly/2Bjdhjw

3. People lie for different reasons. One common reason is to avoid hurting someone’s
feelings. For example, a friend might ask, “Do you like my new haircut? “ If you think
it’s ugly, you might still answer, “Yes.” Another common reason for lying is to avoid a
fight. 6Say a friend angers you and then asks, “Are you upset with me?” You might
answer, “No,” to avoid an argument. People also lie so that they’ll fit in, as when you
listen to a boring person and politely say, “That’s interesting.” In addition, people lie to
avoid spending more time with someone. For instance, you might lie, “I have to go
Beginning
now.” Answer: ________________________
https://bit.ly/2Bjdh

References:
https://www.slideshare.net/raneybacus3/the-paragraph-and-topic-sentence
https://dhs.dearbornschools.org/wp-content/uploads/sites/259/2013/12/Topic-Sentences-Multiple-Choice-
Questions.pdf?fbclid=IwAR1sdgiCAYyD6n7B-oYzn-XaQ4oerHiiPaJI7TDPmGE249lMTfX90kz3cI4
https://www.pearson.com/content/dam/one-dot-com/one-dot-com/us/en/higher-ed/en/products-services/course-products/mcwhorter-
2e-info/pdf/sample-chapter--ch03.pdf?fbclid=IwAR10MvK6CZcP5z9ceviAWIXBGxy8jbnlgezJNhI1XyayX0u273NGXNb2Wrg

Prepared by:
SOL B. TULIAO
Pasay City National Science High School

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 Pasay-EN8-Q4-W1-D2

Name:_________________________________________Section:______________________
Grade Level:___________________________________Teacher:_____________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN ENGLISH 8
Fourth Quarter/ Week 1/ Day 2

LEARNING OBJECTIVE: Predict what is to follow, after a segment of a text listened to.
EN8LC-IVa-2.5
As you listen/read to any story or text, you will tend to think about what comes
next. In many cases, this is easy to do. Skilled writers can often surprise us with what
comes next. In some cases, they can leave the reader/listener feeling blindsided by
the outcome of their thoughts. So in this lesson we are going to figure out some ways
in predicting what will come next in a text.

OUR LESSON FOR TODAY

Making Prediction

What is prediction?
• Prediction is the prognosis of what is going to occur in the future.
• It is a reading/listening technique in which a person uses the given information and
predicts a possibility according to his understanding.
• There is a fifty percent chance that a prediction can be right and a fifty percent chance
that it can be wrong.

Tips in making predictions

• Characters of the Story

Characters are one of the clues of the plot that are necessary to be analyzed to make an accurate
prediction. Characters can be analyzed by studying their language and actions. The dialogues
used by characters help the audience to predict their future activities.

• Pictures
Pictures used in any text or stage show reflect the theme and genre of what is written or what is
presented. If the pictures displayed on the stage are of a haunted house or Dracula, then the
audience can predict that the genre of the show is horror and thriller.

• Prediction of Tense
Readers can judge the tense of the text by looking at the sentence structure and helping verbs
used in the text. A reader can predict when the story is written through the tense used by the
writer. The tense in which the dialogues of a character are written helps audience to accurately
predict whether the character existed in the past or exists in the present.

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 Pasay-EN8-Q4-W1-D2

Name:_________________________________________Section:______________________
Grade Level:___________________________________Teacher:_____________________

ARE YOU READY TO PRACTICE?

DIRECTIONS: What do you think happens next? Explain your answer using evidence from the
text.

The Morning Meditation

After a stressful week as a trial attorney, Mr. Jenkins likes to meditate for a few hours every
Saturday morning. Unfortunately, he lives next door to a large, empty field where the
neighborhood kids like to play baseball on Saturdays. On this Saturday morning, Mr. Jenkins
settled down in his sunroom in front of the tall windows for his usual meditation practice.
Outside, he could hear the kids gathering. He took some deep breaths, with which he tried to
release his irritation. He closed his eyes. Outside, the game was beginning. Just as Mr. Jenkins
began to experience real relaxation, he was startled by the sharp crack of a bat hitting a ball. A
moment later. . .

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

PRACTICE EXERCISE I

DIRECTIONS: Read the following passages. (You can ask for help in a family member to do
it) Determine what event is likely to occur next. Explain your answer using textual evidence.

Vince Thunder waved to the crowd one more time before he put on his motorcycle helmet. The
crowd cheered uproariously. Vince looked down the ramp and across the 17 school busses that
he was about to attempt to jump. It was a difficult trick and everything would need to go right
for him to nail it. His cape blew in the wind. As Vince hoped on his motorcycle and started
down the ramp, he noticed something that he had not seen before. There was large oil slick at
the end of the ramp. He attempted to stop the bike, but it was too late. He had already built up
too much momentum...

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 Pasay-EN8-Q4-W1-D2

Name:_________________________________________Section:______________________
Grade Level:___________________________________Teacher:_____________________

1. What event is most likely to occur next?

________________________________________________

2. What evidence from the text supports your prediction?

PRACTICE EXERCISE II

DIRECTIONS: Read the following passages. (You can ask for help in a family member to do
it) Determine what event is likely to occur next. Explain your answer using textual evidence.

Rex sat at the mouth of the alley and chewed the bone that he had found by the dumpster. It was
a meaty bone that had belonged to a larger animal, perhaps a state fair prize-winning pig. Rex
was attracted to the bone by its strong scent. Apparently, he was not the only one who could
smell it. He heard the jangle of tags behind him and turned to see a larger dog. Rex released the
bone and began growling at the other dog. The other dog began growling at Rex. The two dogs
inched toward one another, maintaining eye contact. Each began growling louder as the other
approached within striking distance...

1. What event is most likely to occur next?

________________________________________________

2. What evidence from the text supports your prediction?

GENERALIZATION

To make predictions, we create a model of reality and then analyze past data to forecast
the future. A reader/listener involved in making predictions is focused on the text at hand,
constantly thinking ahead and refining, revising, and verifying his or her predictions. This
strategy also helps students make connections between their prior knowledge and the text.

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 Pasay-EN8-Q4-W1-D2

Name:_________________________________________Section:______________________
Grade Level:___________________________________Teacher:_____________________

2. What evidence from the text supports your prediction?

EVALUATION

DIRECTIONS: Read the following passages. (You can ask for help in a family member to do
it) Determine what event is likely to occur next. Explain your answer using textual evidence.

Lance did not cook much but he wanted to do something nice for his wife's birthday, so he
decided to make her dinner. He was preparing a meal of steak and potatoes by following a
recipe that he had found on the Internet. He put the steaks on the grill on low heat and quartered
the potatoes. Then he threw the potatoes in a skillet with a little bit of oil and cooked them over
medium heat. After browning the potatoes, he grabbed the skillet by the metal handle and put it
into the oven at 400 degrees. Twenty minutes later he grabbed the steaks off the grill and began
preparing the plates. The last thing that he needed to do was take the potatoes out of the oven.
He thought about using a potholder to remove the pan butdid not want to bother with getting one
out of the drawer. He reached into the hot oven, his hand nearing the metal handle of the skillet.
He wrapped his hand around the handle and clenched tightly...

1. What event is most likely to occur next?

his hand will very hot and got burnt by holding a hot skillet.
________________________________________________

"Don't forget to lock the barn behind you, so the animals don't get out." Farmer Green told his new
farmhand, Danny. Danny nodded and went to work. He fed all of the animals, and then he cleaned the
stables. It was hard work, but Danny was happy to have a job. At first Farmer Green watched him
carefully, but gradually he gave Danny some distance, showing him his trust. Danny was exhausted
from a hard day's work. He wiped the sweat from his brow and proceeded to exit the barn. He left the
lock in a pile of hay by the shovels and shut the door behind himself, walking away from the unlocked
door. Danny was off to see Farmer Green to find out his next task...

3. What event is most likely to occur next?

the animals escape from the barn and the farmer gren wil get mad at him.
________________________________________________

4. What evidence from the text supports your prediction?

he left the lock in a pile of hay by the shovels and shut the door behind himself and walk away
from the unlocked door of barn.

Page 9 of 20
References:

https://www.easyteacherworksheets.com/langarts/1/makingpredictions.html
https://www.ereadingworksheets.com/worksheets/reading/predictions/making-predictions-worksheet-
02/
https://www.ereadingworksheets.com/worksheets/reading/predictions/making-predictions-worksheet-
03/
https://www.ereadingworksheets.com/worksheets/reading/predictions/making-predictions-worksheet-
04/
https://www.education.com/resources/making-predictions-in-fiction-texts/
https://beyondweather.ehe.osu.edu/issue/the-sun-and-earths-climate/making-predictions-a-strategy-for-
reading-and-science-learning

Prepared by:
FAITH ANN S. SANTOS
PASAY CITY NORTH HIGH
SCHOOL- MDC

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 Pasay-EN8- Q4-W1-D3

Name:_________________________________________ Section:______________________
Grade Level:___________________________________ Teacher:_____________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN ENGLISH 8
Fourth Quarter/ Week 1/ Day 3

LEARNING OBJECTIVE: Analyze the elements that make up reality and fantasy based on a
material viewed
___________________________ EN8VC-Iva 20:_______________________________
Are you able to differentiate fantasy from reality in stories you read or in the
movies you watch? Do you know that discerning them will help you form values that
are necessary in facing life’s challenges and realities?

YOUR LESSON FOR TODAY Elements that Make up Reality and Fantasy
FANTASY

• Fantasy is any story of the impossible, but it is presented as if it was possible. Moreover,
the fantasy element has to be fresh and original. It may include magic, talking animals,
time travel, the supernatural, adventures in alternative worlds-any feature that is contrary
to the laws of nature as we understand them.
• Fantasy is a highly imaginative story about characters, places and events, yet it is
believable. Good fantasy is rooted in reality and in human nature. Modern fantasies
often contain truths that help the readers to understand today’s society, though the
events they describe cannot happen in real life.
• Nowadays, fantasy is popular across a huge range of media—film, television, comic
books, games, art, and literature—but, it’s predominate and most influential place has
always been in literature.
Elements of Fantasy
Although all fantasy stories are unique, there are elements that are common of the genre.
✓ Magic is the number one key element of the fantasy fiction genre. Characters have to be
able to perform some form of magic. Most often the hero or heroine possesses a very
strong magical ability that they don’t initially have, or don’t know they have, and learn to
develop.
✓ Good versus evil: In general, the conflict in fantasy novels is of good versus evil.
Usually, the protagonist and supporting characters set out to conquer this evil, although
this is often played out through a series of books, rather than just one. Most fantasy
fiction also features great details, with settings, creatures, words and names that are
often created by the author. Fantasy novels must be read carefully, for their settings and
characters are not familiar in everyday life.
✓ Supernatural Creatures: Elves, dragons, dwarves, enchanted plants, vampires,
werewolves and talking animals. The right combination of these, alongside a few lowly
humans, creates an essential dynamic between the real and the surreal.
✓ Love: Although the love factor must remain on the PG-rated side, a love interest exists
in order to pull at the heart strings of readers. Usually the love interest of the main
character is unattainable. It helps if they are not of the same genetic make-up (i.e.
Human and Vampire, Human and Elf, Werewolf and Vampire, etc.)
✓ The Villain: The Villain must be extraordinary and not easily defeated. The villain is
often not revealed in person until the end of the story, in order to create the most impact.
✓ A Great Battle: Without an epic battle in which the hero is nearly defeated, ultimate
victory would not be so sweet.

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Name:_________________________________________ Section:______________________
Grade Level:___________________________________ Teacher:_____________________

✓ The Weapon: Harry Potter has his wand, Eragon has his
sword and Bella has her ability to hide her mind from others.
Whatever the weapon, it has to be special in not only its
capabilities, but also in the reason behind its existence.
✓ The Setting: From Middle-earth, to Narnia, Alagaesia,
Hogwarts, and even Forks, the setting is another character in the story. It is the unique
quality of the landscape that allows for most of the events in the story to take place.
✓ Language: Whether it’s a fabricated language, such as the Elvish speak in Tolkien’s
works, or it’s the manipulation of how an existing language is spoken, common
vernacular won’t do. The inclusion of a fantasy language heightens the reader’s ability to
transport themselves into a different world.

REALITY

• Realistic fiction on the other hand attempts to portray the world as it is. It contains no
fantasy, no supernatural elements. The stories resemble real life, and fictional
characters within these stories react similarly to real people going about the business of
daily living, with all its joys, sorrow, successes, and failures.
• Realistic fiction finds its roots in the early nineteenth century. The genre was a response
to romanticism. (Note: “Romance “refers to the fiction portraying a world that seems
happier than the one we live in.) Realist artists and writers wanted to get back to
observations of society rather than creating exotic romantic works that are out of touch
with the real world. Subjects that were once taboo in realistic fiction are now
commonplace, and the language and character development are presented with great
honesty and development.
• Thus the stories that are classified as realistic fiction have plots that highlight social or
personal events or issues that mirror contemporary life, such as falling in love, marriage,
finding a job, divorce, alcoholism, etc.

Elements of Realistic Fiction

Literary realism isn’t hard to miss. It has several classic elements.

✓ Characterization ✓ Setting
-Characters are engaging and -Time and place must be
believable true to life
-Characters usually change as a
result of a problem and must be
able to resolve it. ✓ Dialogue
-must be based on our regular
conversation without any
✓ Plot-
flowery and hypothetical ideas
-must be plausible and believable, a
or thought.
story that could happen in your own
town. ✓✓ Theme
-usually there is conflict, problem or a -grows naturally out of the action
challenging event for characters to and characters - the writer does
resolve. not preach at us.
-the problems faced by the
characters are honestly portrayed.
-the resolution makes sense.
TRY TO DISCOVER
Fantasy & Reality Intertwined
Fantasy and reality seem like they're at odds because they represent different things -
fantasy is imagination, reality is limitation.

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 Pasay-EN8- Q4-W1-D3

Name:_________________________________________ Section:______________________
Grade Level:___________________________________ Teacher:_____________________

Yet, both fantasy and reality have their benefits in a work. Fantasy makes impossible
places and unbelievable creatures; reality conveys them in a manner that the audience can
connect to. Fantasy shows us exciting new worlds while reality connects us to basic concepts of
understanding and empathy.
The best kind of fantasies are the ones that strike us as in some way real or genuine.
One of the joys of experiencing really good fantasy and fiction is the very fact that they allow us
to imagine “what if”- to feel as though a very interesting or heart-warming story could be true.

ARE YOU READY TO PRACTICE?

Is today’s lesson clear to you? If not, go back to our discussion. Remember, fantasy refers
to stories and ideas drawn from a world which does not exist (those fairies, dragons, talking
horses, etc.). A realistic story tells about things that could really happen.
If our lesson is clear to you, then you are now ready for more practice … enjoy working
and learning!

PRACTICE EXERCISE I

Read the following two stories and answer the questions.

A. In two days, Frankie would celebrate his sixth birthday. All he wanted for his birthday was a
red bike. He had been swimming in the ocean since the day he was born. He was tired of
swimming. He wanted to ride a bike. He woke up on his birthday and was surprised to find a red
bike waiting for him. It had a big blue bow on the handle. He was the only fish in the sea with a
red bike!
1. Could this story have really happened? ____________
2. Is this story a realistic or fantasy story? ____________

A. Bert was very tired. He had been camping all weekend with his Tita Dori and Tito Ben. They
had left on Friday and driven for three hours. They went to a nice campground in the mountains.
They had fished and swum all day on Saturday. They had cooked the fish on Saturday night,
and sung songs around the campfire. On Sunday morning, they ate a big breakfast and started
the long trip home.
1. Could this story have really happened? ____________
2. Is this story a realistic or fantasy story? ____________

PRACTICE EXERCISE II

Complete the story by adding an element of fantasy into the simple realistic scene.
Example:
Realistic scene: Carmen said goodbye to her mom and stepped out of the car.

Carmen said goodbye to her mom and stepped out of the car. She floated right
up to the store. She used her space card to get into the store and buy her
lunch. Carmen took the first space shuttle to school.

Realistic scene: Susie sat at her table with all of her favorite dolls and stuffed animals. It was
afternoon teatime, and she started serving each of her pretend friends as she did every other day.
But today was no ordinary day. As Susie reached the chair where she had sat her favorite stuffed
bear, suddenly ________________________________________________________________

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 Pasay-EN8- Q4-W1-D3

Name:_________________________________________ Section:______________________
Grade Level:___________________________________ Teacher:_____________________

Fantasy element:

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

GENERALIZATION

Fantasy is a form of fiction that concentrates on imaginary elements (the

fantastic). Realistic fiction contains elements of believable characters, plot, and
settings, and highlights relatable issues for the contemporary reader.
Being able to distinguish fictional worlds from the real world in this period of
virtual existence is more important than ever before.

EVALUATION

Read the story carefully. Or access the net and click this link,
https://123moviesfd.net/movies/moana/?fbclid=IwAR2AxgiSDtbuQ5TF_2g31fwomxEQB6sQz9QTnaYAySV1b64vNSM1M33OisA.
to watch the movie animation, Then answer the questions that follow.

Once upon a time, there lived a little, beautiful

girl named Moana in Motunui island. Even when she
was little, she loved the ocean. She also loved listening
to her Gramma Tala’s stories. Moana’s favourite was
about the trickster demigod Maui who stole the heart of
the mother island, Te Fiti, the goddess of life. According
to Gramma, the demigod, Maui upset the balance of
nature by stealing the heart.
Moana’s dad, chief Tui, believed the ocean was
dangerous. The Islanders had stopped voyaging long
ago, and had placed a taboo on going beyond the reef. But Moana felt a deep connection to the
ocean being chosen by the sea itself to return the stolen heart of Te Fiti.
As Moana grew, she worked hard to help lead her people and follow her father’s wish for
her to be a future chieftain of the island.
But when Moana turned sixteen, her grandmother told her to follow her dreams and
leave the Island because it was what her “heart” wanted. Around this same time, many of the
foods of the islanders of Motunui started to become diseased or vanished completely. Moana’s
father’s reaction was to ride out the hard times because he was very set in his ways of staying
on the island and not leaving to find another “paradise” as he put it.
Moana’s Grandmother showed Moana a cave containing very large wayfinding” ships
and told her that she must make the people of Motunui not forget where they came from and
their culture. When Moana started drumming. BAM! BAM! BAM! she could feel the spirits of her
ancestors. They were way finders’ voyagers on the ocean. This created a lot of tension between
Moana and her father.
On that same night after Moana had an argument, she was rushed to a hut where she
discovered that her Gramma Tala had fallen ill and was going to pass away very soon. As
Moana’s Grandmother uttered her last words, she again told her to follow her heart and to “save
the people of Motunui”. This motivated Moana to pack her stuff and take one of the ships out to
sea in the hope of saving the people of Motunui and putting an end to the destruction on her
beloved island.
So defying her overprotective father and with the heart of Te Feti safe inside her
necklace, Moana set sail. But sailing on the ocean was not easy for Moana especially when a
storm hit!

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Name:_________________________________________ Section:______________________
Grade Level:___________________________________ Teacher:_____________________

Moana and her boat washed up on a faraway island when she met Maui the demigod!
He was not what Moana expected. Maui stole Moana’s boat. But when he tried to sail away, the
ocean made sure Moana went with him. The ocean wanted them to work together. Maui
promised to help her return the heart of Te Feti only if Moana helped him find his magic fish
hook which was his source of power. But first, they had to get past Kakamora, an army of wild
coconut clad bandits. Then, they had to dive into Lalotai, the realm of the monsters. Thinking
fast, Moana tricked Tamatoa, a crab monster and she and Maui retrieved the missing fishing
hook.
Along the way, Maui taught Moana how to way-find which was to use the sun, the stars,
the moon, and the ocean current to navigate. And when the journey became too difficult, the
spirit of Gramma Tala returned. “Know who you are meant to be,” Gramma’s spirit told Moana.
When Moana and Maui finally reached Te Fiti, the mother of the island was gone.
Instead, there was a lava monster named Te Ka. Maui and Moana tried everything, but they
could not defeat Te ka. Then Moana had an idea, summoning all her courage, Moana gave the
heart to Te Ka and Te Ka remembered who she was meant to be...She was Te Fiti! With her
heart restored, the island of Te Fiti bloomed again. The world was back in balance.
Moana and Maui bid goodbye. Their journey together was complete where Moana
learned what the power of persistence and faith could accomplish.
Maui transformed into a hawk and flew away. With the success of Moana’s mission and
her having learned the art of navigation and wayfinding, her people started voyaging again. She
started to lead an expedition to new lands with her people. The young girl from Motunui now
knew exactly who she was meant to be. She was a daughter, a leader, and a wayfinder. She
was Moana.

Did you enjoy this fantasy story? Let’s see how well you understood it.
Questions:
C 1. Which element of fantasy is not found in Moana?
A. love interest B. magic C. supernatural creatures
B 2. What did Moana discover about who she really was and the people of Motunui island?
A. That they were great warriors.
B. That they were ocean voyagers.
C. That they were peace-loving people.
A 3. What was Moana’s internal conflict?
A. She was faced with a choice between her loyalty to her family and the island and the
inner craving to follow her heart.
B. She felt pressured fulfilling her father’s expectation of her to be the next leader of their
island.
C. She struggled to prove that she was the hero destined to save the island of Motunui.
C 4. What character traits would best describe Moana?
A. obedient and submissive B. playful and rebellious C
B. brave and determined
B 5. What is the major theme of the story?
A. The importance of our family’s love and support through the most difficult situations.
B. Discovering who you really are and being your own hero.
C. Finding courage in the midst of great obstacles.
6. Although the story is basically a fantasy, do you find it realistic as well? Why? What elements
make it realistic? Explain your answer. (4 points)
I think yes because we can relate to it. when they sacrifice herself to save them and
____________________________________________________________________________
the character was determined and brave that she was be able to save them.
____________________________________________________________________________
____________________________________________________________________________
REFERENCES USED:
https://www.smithsonianmag.com/smithsonian-institution/how-story-moana-and-maui-holds-against-cultural-truths-180961258/
http://exploringbelievability.blogspot.com/2012/04/fantasy-and-reality-grounding-and.html
http://www2.nkfust.edu.tw/~emchen/CLit/Realistic_fiction.htm https://literaryterms.net/fantasy/
https://libguides.merrimack.edu/RealisticFiction
https://www.bedtimeshortstories.com/princess-moana
https://images.app.goo.gl/L6cMWbLMk6p241dH7
https://images.app.goo.gl/S6r5XmF6G4a1H8WXA
https://images.app.goo.gl/Pzcp5RjnV14yD2Mt6 ANTONELLA M. ARAGON
https://images.app.goo.gl/cgoQYQSK PCWHS

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 MODULE CODE-PASAY-ENG8-Q4-W1-D4

Name: _________________________________ Date: ______________________________

Teacher: _______________________________ Section: ____________________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN ENGLISH 8
Fourth Quarter/ Week 1/ Day 4

Objective: Use various strategies in decoding the meaning of words (EN8V-IVa-15)

It is important to identify and recognize the words when a

person reads. This is a prerequisite for a better reading
OUR LESSON FOR TODAY: comprehension. Aside from consulting a dictionary or a
thesaurus, a reader may employ different strategies for word
CONTEXT CLUES recognition and identification. One of the most popular is the
use of context clues.

What Do You Mean by Context Clues?

In English, context clues are basically the hints for specific content – to understand the meaning of the
content that is hidden in the plain yet twisted text. Context clues can be used to explain a passage,
paragraph, or individual statements.

With the help of context clues, we can find essential information about the phrases or words that are
used in the content. This directly or indirectly helps the reader to understand the meaning of the
paragraph. Moreover, the context clues provide insights into the specific portion of the text that is
generally difficult to understand. Sometimes even the title of a piece or the illustrations that come with
it offers context clues, as well. These clues are beneficial in learning the meaning of unfamiliar words in
a unique way.

Types of Context Clues

1. Clues supplied through synonyms:

Examples:
• Jerome is fond of using trite, worn-out expressions in his writing. His favorite is “You can
lead a horse to water, but you can’t make him drink.”
• Miguel was very loquacious. He really loved to talk.
• It was a frigid winter night; even the lake was frozen solid.

2. Clues contained in comparison and contrast:

Examples:
• As the trial continued, the defendant’s guilt became more and more obvious. With even
the slightest bit of new evidence against him, there would be no more chance of
acquittal.

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Teacher: _______________________________ Section: ____________________________
• This painting of the landscape is picturesque, while one of the old houses is just plain
ugly.
• The feral cat would not let us pet him, unlike our friendly cat.

3. Clues contained in a definition or description:

Examples:
• Peggy is transcriptionist, a person who makes a written copy of a recorded message.
• The dates are listed in chronological order; they start at the beginning and end with the
last event.
• The doctor’s writing was utterly illegible; no one could read those scribbles.

4. Clues through association with other words in the sentence:

Examples:
• Carol is one of the most talented students ever to have attended National High. Shehas
won many awards in art, music, and theater. She also writes poetry and short stories for
the school paper and creates video games on her computer. She is in the basketball
team and runs road races in the summer. Carol’s talents are innumerable.
• Nikola Tesla was an enigmatic figure. His inventions contribute to many of the modern
conveniences that we use to this day. But he also had visions, thought that he could
speak with beings on Mars, and died a pauper.

5. Clues which appear in a series:

Example:
• The dulcimer, fiddle, and banjo are all popular among the Appalachian Mountain
people.

6. Clues provided by the tone and setting:

Example:
• The streets filled instantly with bellicose protestors, who pushed and shoved their way
through the frantic bystanders. The scene was no longer peaceful and calm.

7. Clues derived from cause and effect:

Example:
• Since no one came to the first voluntary work session, attendance for the second one is
mandatory for all the members.

Are you ready to practice?

Practice Exercise 1
Choose the meaning of the underlined word from the list below. Be guided by the context clues.

1. The peso fluctuates based on the monetary exchange rate.

a. Decreases c. Disappears

b. Improves d. Changes

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Name: _________________________________ Date: ______________________________

Teacher: _______________________________ Section: ____________________________

2. When two or more crops are planted at the same time on the same farm, the system of
farming is said to be diversified.
a. Old c. Similar
b. Simple d. Varied
3. To a traffic officer, a car parked in a busy street is nuisance.
a. Help c. Annoyance
b. Important d. Pleasure
4. The taxicab is one thing that is ubiquitousin our streets.
a. Very important c. Seen everywhere.
b. Source of pollution d. Slow moving
5. The problem of pollution defied solution until the establishment of Pollution Control
Commission.
a. Obeyed c. Resisted
b. Feared d. Encouraged
6. Soil fertility should be replenishedto get abundant crops.
a. Lessened c. Refilled
b. Enlarged d. Reduced
7. With the wantondestruction of our forest, flashfloods can always happen.
a. Reckless c. Sacred
b. Legal d. Religious
8. The people should not tarry, if they really want economic recovery.
a. Forget c. Delay
b. Stop d. Prevent
9. There is an appalling number of non-readers in the elementary as shown by a result of the
Reading Test.
a. Destroying c. Shocking
b. Imitating d. Repeating
10. The janitor threw into the waste can every riff raff he got from the playground.
a. Stones c. Trash
b. Tickets d. Slippers

Practice Exercise 2
Use context clues to define italicizes words.

1. Your anecdote is very funny. Please tell another one.

___________________________________________________________________________
2. The new manager felt alienated after he made several heads roll in the company.
___________________________________________________________________________

3. After Mrs. Javier’s intensive training on computer system development, he became adept in
this field.
__________________________________________________________________________
4. Know your enemies. If you know your adversaries, you can plan better strategies.
___________________________________________________________________________
5. One can find the latest car models in affluent residential areas.
___________________________________________________________________________

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Name: _________________________________ Date: ______________________________

Teacher: _______________________________ Section: ____________________________
6. You can go to the party or stay at home. Those are your alternatives.
___________________________________________________________________________
7. Your sentence is ambiguous. I do not know exactly what you mean.
___________________________________________________________________________
8. I cannot find the signature in this letter. Perhaps the writer wants to be anonymous.
___________________________________________________________________________
9. Your behavior will not make you win friends. You are antagonistic to these people.
___________________________________________________________________________
10. Teenagers tend to be belligerent when they argue with their parents.

Generalization
Context clues are hints that an author gives to help define a difficult
or unusual word within a book. The clue may appear within the same
sentence as the word to which it refers, or it may follow in the next
sentence. Because most of our vocabulary is gained through reading,
it is important that we can recognize and take advantage of context
clues.

___________________________________________________________________________
Evaluation
Read the story below. Some of the words are underlined. Use context clues to determine the
meaning of the underlined word. Write what you think each word means and the clue you used to
figure it out in the box below.

The Eagle and the Fox

An Eagle and a Fox once liked each other very much and were great
companions. They decided to reside near each other. The Fox made a
home in the forest underbrush, while the Eagle built her nest high in a

nearby tree. Not long after, the Eagle, worried at being unable to find
food and anxious to feed her young, swooped down while the Fox was
away, seized one of her young pups in her claws, and fed it to her young. When she returned, the
Fox was irate. She was angry both because she had lost her pup and because she could not avenge
herself. But things soon came back around on the Eagle. She was hovering near a fire where some
men were roasting a goat. She darted forward and grabbed a bit of the singed goat flesh that still
had burning cinders on it. She flew with it back to her nest, where a breeze caught the cinder and
fanned it into flame. The Eagle’s nest burned, roasting the baby eagles, which fell to the ground
dead. There, finally able to get back at the Eagle, the Fox devoured them for her dinner. (Retold
Aesop’s Fable)

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Name: _________________________________ Date: ______________________________

Teacher: _______________________________ Section: ____________________________

Word What does it mean? What was your clue?

companions Friend

reside

anxious

seized

irate

avenge

cinders

devoured

Prepared by:
Mico Ivan A. Degala
Pasay City West High School

Reference/s:

https://www.englishbix.com/types-of-context-clues/
https://www.englishworksheetsland.com/grade2/language/13sentence/3eaglefox.pdf
https://www.dictionary.com/e/context-clues/
http://1.bp.blogspot.com/-
WHSCP7A9EYU/T4pRsT2izxI/AAAAAAAAApM/MKInSjbFFIs/s400/9.JPG

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