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ENGLISH
Quarter 1 – Module 1:
Noting Context Clues / Local
Color
English – Grade 8
Alternative Delivery Mode
Quarter 1 – Module 1: NOTING CONTEXT CLUES / LOCAL CULTURE
First Edition, 2020

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Every effort has been exerted to locate and seek permission to use these materials from
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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

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English
Quarter 1 – Module 1:
Noting Context Clues / Local
Color
Introductory Message
For the facilitator:

Welcome to the English Grade 8 Alternative Delivery Mode (ADM) Module on

Determining the meaning of words and expressions that reflect the Local culture by
Noting Context Clues !

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to the ENGLISH 8 Alternative Delivery Mode (ADM) Module on ( Noting

Context Clues and Identifying Local Colors reflected in a text !

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

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 What I Have Learned This includes questions or blank
sentence/paragraph to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
determine the meaning of words and expressions that reflect the local culture
by noting context clues. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.

The module is divided into three lessons, namely:

 Lesson 1 – Reading of the story, “ THE STORY OF THE AGED MOTHER“
 Lesson 2 – Identifying local culture from the story read.
 Lesson 3 – Noting Context Clues

After going through this module, you are expected to:

A. Determine the meaning of words and expressions that reflect the local
culture by noting context clues. ( MELC )
B. Interpret the actions, attitudes, and motives of the story characters.
C. Discuss cultural symbols identified in the story.
D. Generate the significance of a mother’s love and wisdom as a worthwhile
human value as it enhances substance among the youth which expands
their experiences and ideals in life.
E. Post a picture of your mother and write a short message of love in your
mother’s Facebook Timeline / Wall.
F. Identify local culture presented in the story then compare it to the
Philippines’ local culture.

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 What I Know

I. Fill in the square by describing your mother. Provide words or describing words which
start with the word “MOTHER”.

M O T H E R

In answering this activity, be guided by this question : What does your mother symbolize?
How significant is her role in honing your individuality?

II. A. Enrich your Word Power. Choose the appropriate meanings of the underlined words
through context clues.

1. The place was governed by a despotic and dictatorial leader who sends out cruel

proclamation.

2. No one ever thought about obeying the mandate or order of the cruel officer.

3. The poor man loved his mother with tender reverence, love and respect.

4. Her eyes were not so dim that she noted the reckless hastening and hurrying from one
path to another.

5. The terribling mother’s voice was full of unselfish love as she gave her last injunction
and command to his son.

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 Lesson
Springboard: THE STORY
1 OF THE AGED MOTHER
Noting Context Clues
The story is a Japanese Folktale written by Matsuo Basho. It talks
about the relationship of the son and hid old aged mother. The story also deals
with the cruel law of these Japanese people long time ago.

What’s In

We have talked about the Afro-Asian countries during the early

period of the First quarter, and we also have dealt with their own local cultures.
Today, we will be dealing again with the local culture of the Japanese people and
compare these to some local cultures of our own country, the Philippines.

Notes to the Teacher

The teacher should introduce the author of the story
and post some questions that could lead them to what the story is
all about.

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 What’s New

Background of the Selection

A mother is always considered the dearest person to a child’s heart. She is a
symbol of love, unselfishness and wisdom. In this story, the son reciprocated his mother’s love by
doing something that eventually benefitted their land. Find out what it was.

For the story, THE STORY OF THE AGED MOTHER, PLEASE see the following references:

a. English Time 8, First Grading Issue

b. (https://daydreamerthegirlwhocantbemoved.wordpress.com/2011/07/27/the-story-of-
the-aged-mother-a-japanese-folk. )

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 What is It

THINK and REFLECT

A. Answer the following comprehension QUESTIONS.

1. Why did the despotic leader send a cruel proclamation?

_____________________________________________________________
_____

2. What did he order the people to do?

_____________________________________________________________
____

3. Did the poor farmer obey the order?

YES _______________ NO _______________

4. Where did the son bring his mother?

_____________________________________________________________
_____

5. As they were climbing the mountain, what did the mother do so that her
son would not get lost when he returns to the village?

_____________________________________________________________
___________

6. What was the second order of the governor? Was the order accomplish?

_____________________________________________________________
____________

7. What did the mother tell his son to do? Describe how they did it.

_____________________________________________________________
____________

8. Was the governor satisfied with the story of the poor farmer? Read the
lines to prove it.

_____________________________________________________________
____________

9. What did the governor do with his cruel law?

_____________________________________________________________

10. What do you mean by this saying, “ WITH THE CROWN OF SNOW, THERE
COMETH A WISDOM .”
_____________________________________________________

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 What’s More

ENRICHMENT

A GLIMPSE OF THE JAPANESE. Identify the values and traditions of the

Japanese people that you can infer from the reading selection, The Story of the Aged
Mother “. Give the supporting details to prove your claim. Then answer the process
question that follow.

THE STORY of the AGED MOTHER

Japanese Values/ Traditions Supporting details in the Story

Answer the following Questions:

1. What are the values and/ or tradition of the Japanese people as gleaned from

“ The Story of the Aged Mother.”

2. Are they similar to your values and traditions as a Filipino? Explain briefly.

3. Are these values and/ or traditions also true to the Chinese people? Why?

4. Why is it important to know the values and traditions of our Asian neighbors

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 What I Have Learned

1. “THE STORY OF THE AGED MOTHER “ is a Japanese Folktale.

2. It is written by Matsuo Basho.

3. Matsuo Basho was the most famous poet of the Edo period in
Japan.

4. Basho was particularly famous for his Renga, collaborative

poems in which a group of poets would take turns writing linked
stanzas.

5. In the story, the protagonist is the young farmer.

6. The antagonist is the despotic leader and the cruel law.

7. Having one despotic leader shows one of the Japanese local

culture.

8. There are local cultures that are the same with us Filipinos.

9. In the saying “ with the crown of snow, there cometh a wisdom “

– the crown of snow is pertaining to the elders, emphasizes the
importance of them in shaping our society.

10. In the latter part of the story, when they made a rope of ashes,
wisdom and obedience were manifested.

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 What I Can Do

If you were the young farmer, would you do what the what
the farmer has done in saving his aged mother? If yes, WHY? If no, Why NOT?

Assessment

(https://quizizz.com/admin/quiz/59605b1ed582151000dad289/the-story-of-the-aged-mother )

1. Who are the characters in the folk tale?

A. Poor writer, widowed father, democratic leader
B. Poor Salesman, widowed father, aristocratic
leader
C. Poor farmer, widowed mother, despotic leader
D. Poor carpenter, widowed mother, autocratic
leader

2. Where is the setting of the folktale?

A. Shinine B. Shinano C. Shinane D. Shinuhe

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3. What was the cruel proclamation of the governor of
Shinano?
A. To immediately put to death all aged people
B. To compulsory let them eat vegetables only
C. To give rewards to centenarians
D. To provide them their own shelter.

4. Do you agree with the order of the governor?

A. Yes, because aged people cannot do any work
already.
B. No, because he has no right to kill anyone.
C. Yes, because they have dense population.
D. No, because even if people are old, you can still
learn something from them.

5. What do you think are the common fears of

powerful and rich people as reflected in the
folktale?
A. They are afraid to lose their fame.
B. They are afraid to become poor.
C. They are afraid to lose their control over the
commoners.
D. They are afraid to become weak and useless.

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 Additional Activities

Post a picture of you mother and write a short message of love in

your mother’s Facebook Timeline /Wall.

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 Answer Key

Assessment What's More What I Know

1. C ANSWERS VARY I. Answers vary
2. B II. 1. Dictatorial
3. A 2. order
4. D 3. love/respect
5. C 4. hurrying
5. injunction

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References

1. ENGLISH TIME 8 - First Issue pp. 27 – 30

2. ENGLISH 8 Learning Plan

3. (https://daydreamerthegirlwhocantbemoved.wordpress.com/2011/07/27/the-story-of-
the-aged-mother-a-japanese-folk. )

4. (https://quizizz.com/admin/quiz/59605b1ed582151000dad289/the-story-of-the-aged-
mother

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For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph