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English
Quarter 1 – Module 2:
Note Implicit Signals Used
by the Writer to Indicate
Coherence
English – Grade 8
Alternative Delivery Mode
Quarter 1 – Module 2: Note Implicit Signals Used by the Writer to Indicate Coherence

First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
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Such agency or office may, among other things, impose as a condition the payment of
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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 2:
Note Implicit Signals Used
by the Writer to Indicate
Coherence
Introductory Message
For the facilitator:

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

Implicit Signals used by the Writer to Indicate Coherence!

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 Note Implicit
Signals used by the Writer to Indicate Coherence !

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.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to

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 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
understand essay in a better way. 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 the Story “ AFRICA” by David Diop
 Lesson 2 – Note Implicit Signals used by the Writer to Indicate
Coherence
 Lesson 3 – Writing A Reflection Paper

After going through this module, you are expected to:

1. Use correct production of the sounds of English when delivering speech
2. Use various strategies in decoding the meaning of words
3. Note implicit signals to indicate coherence ( MELC)
4. Use appropriate signals for emphasis
5. Make a reflection paper

What I Know

Key Vocabulary
Write the definition for each vocabulary word in your own words. Then create a
sentence in the third column. The sentence should provide enough information to
give the reader a clear idea of what each word means.

Working Together

Vocabulary Word Definition Sentence

1. savannas

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2. humiliations
3. impetuous
4. obstinately

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 Lesson Springboard: Africa by David
2 Diop
Note Implicit Signals used by the Writer to Indicate
Coherence

What’s In

David Diops Africa is a dialogue between a young poet and a mature or grave mind. It is a

patriotic poem that visualizes The bitter taste of liberty for Africa. ... The Africans had
worked in distant lands as slaves. Their beautiful black blood irrigates the fields.

Notes to the Teacher

Teacher may opt to give the link below for a video clip the student
may watch.
https://www.youtube.com/watch?v=Nv3t04vCV8Q
https://www.youtube.com/watch?v=UXwQclNIj6k

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 What’s New

Background of theSelection

''Africa'' is a poem by the Afro-French poet David Diop (1927-1960), who was born in France to a
Senegalese father and Cameroonian mother. Although he died at a young age in a plane crash and
had only published one collection of poems ( Coups de pilon-1956), he had already become one of the
most notable poets of his generation. ''Africa'' is one of Diop's most famous poems in which he explores
the history of colonialism in Africa and expresses hope for a postcolonial Africa. Before we start
analyzing Diop's ''Africa,'' let's familiarize ourselves with the poem:

The poem “Africa”, being a prominent in Diop’s poetry collection, typifies the philosophy of the negritude
movement. It was originally written in French but later translated to English.

For the story, AFRICA , PLEASE see the following references

https://www.youtube.com/watch?v=Nv3t04vCV8Q
https://www.youtube.com/watch?v=UXwQclNIj6k

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 What is It

Comprehending the Text

1. How does the speaker learn about the old Africa? What line in the poem gives away
the answer?
_________________________________________________________
2. What has become of the proud warrior of old? Read the phrases in the poem which
refer to the slavery of the African people.
_________________________________________________________
3. What event in history influenced the change of status of the African from proud
warrior to abused slave?
_________________________________________________________
4. What is meant by reference in the poem to the following?
a. The African blood that irrigates the fields.
___________________________________
b. The back of the African is bent.
___________________________________
c. The African back breaks under the weight of humiliation.
___________________________________
d. The African trembles with red scars.
___________________________________
e. The African says yes to whip under the midday sun.
___________________________________
5. Does the grave voice in the poem agree with the speaker’s bleak image of the
African people? Explain
________________________________________________________
________________________________________________________
6. From your readings and observations is the collective fate of the African people
changing for the better? Explain
________________________________________________________
________________________________________________________
7. In what way was the situation of the Filipinos some decades ago similar to that of the
African people described in the poem? Is the situation of the average Filipino still the
same today?
_________________________________________________________
_________________________________________________________
8. If the situation of the Filipino is still the same today, how can you help change it?
_________________________________________________________

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 What’s More

Appreciating the Text

Read the poem Africa’s Plea. Find out how the author expresses real life experience
by answering the questions after the selection.

https://www.google.com/search?q=africa
%27s+plea&source=lnms&tbm=isch&sa=X&ved=2ahUKEwiQzKHtv6HqAhWQad4KHdm8D6kQ_AUoA
XoECAwQAw&biw=1280&bih=658#imgrc=bCqeAaKpaNU5VM&imgdii=R2Ufzu85azvdqM

Questions:

1. What is the poem about?

________________________________________________________________
2. Who is speaking in the poem?
________________________________________________________________
3. What emotions does it communicate?
________________________________________________________________
4. Are there lines which you oppose?
________________________________________________________________
5. How do you feel about the poem?
________________________________________________________________
6. What is the intention of the author in writing the poem?
________________________________________________________________
7. What does the poem tell about the way of life in the place where it
originated?
_______________________________________________________________

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8. How does the message of the poem appeal to you as a persona?
________________________________________________________________
9. How do rhyme and sounds shape the meaning of the poem?
________________________________________________________________

What I Have Learned

1. The poem Africa, by David Diop, is about the country of Africa and its people. It describes
Africans as hard workers who sweat with backs bent in the fields and suffer humiliation.
2. Literary Criticisms
a. The Persona
The persona in the poem “Africa” is a person from Africa (a black one) but is living in another
country. This can be seen in the lines; “Africa my Africa, I have never known you but your blood flows in
my veins”. You can sense how much he misses his homeland by his stress on the word Africa, and he
continues to call it "My Africa" to emphasize that it is his land and his feelings of patriotism towards it. I
have also known the authors biography, stating that he is of West African descent and he lived in
France throughout his childhood and only visited Africa in the 1950s. His choice of word “distant” from
the line “On the banks of a distant river” again symbolize how far he is from his country. In some lines in
the poem we may be able to know that the persona is a young one (maybe in his teens or early 20’s),
from the verses “Africa whom my grandmother sings” As he stress that he did not know Africa until he
heard it from his grandmother songs (his grandmother maybe telling him a story from Africa to satisfy
his cleverness since for me he is a child), and “Impetuous child that tree, young and strong”.

b. The Theme
The theme for me would be “patriotism”, again understanding the poem in biographical
perspectives most of the authors poems highlighted the problems of Africa brought about by the
colonialism. In this poem he gave a message to African people to urge and bring about the change &
freedom in verses; “Is this your back that is unbent, this back that never breaks under the weights of
humiliation, This back trembling w/ red scars and saying yes to the whip of under the midday sun”.
These lines encourage the African people to stand up to the pain and humiliation that they are
experiencing in their own land. He then reminds them of the strength and pride they have in them,
despite of the suffering he urges them to remain unbent and must not this break them despite the weight
of their suffering.

c. Critical Insights
I think the best approach we could use is the Historical Approach. To better understand the
poem we do have to dig deeper to the history of the Africa during the colonial era, where the author
came from, and whom the poem is addressed. Based on the country’s history the African people suffer
and experienced slavery and forced labor brought about by colonialism. With this we may be able to
understand why the author wrote some lines of anger and accusatory; “Your beautiful black blood that
irrigates the fields, the blood of your sweat, the sweat of your work, the work of your slavery”. There he
stresses that it is the blood and sweat of his people that irrigates the fields for the benefit of other people
(the colonialist). He is pointing fingers to the colonialist who exploited the black people and used them
as slaves to profit from their hard labor.

d. Reflection
It is indeed a very nice poem. For me this serves as a wake-up call, not just to the African but
also for everyone who continues to live in oppression. I admire the fact that it does not encourage the
oppressed people to pursue the act of violence in order attain freedom. There he stressed the
importance of patience, and suggest everyone to be calm and be wise enough. Like the old adage
saying that it is better to wait, prepare and be ready before going into a battle, rather than fought a fight
in a hurry and experience defeat in the end (simply because you are not ready). Another thing I admire
in this poem is that it encourages us especially the Africans to be an optimistic person. That slavery,

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 problems and challenges are only a path to better enjoy the sweet and sour taste of success and
freedom.

What I Can Do

1. If the situation of the Filipino is still the same today, how can you help change it?
_________________________________________________________
_________________________________________________________
_________________________________________________________

Assessment

A. Write the letter asked by the following numbers in the alphabet to form the
message of the poem.
1.) 4-9-6-6-5-18-5-14-3-5
2.) 19-1-13-5-14-5-19-19
3.) 5-17-21-1-12-9-20-25
B. Write a reflection paper using signals on the poem Africa’s Plea.

Additional Activities

A: Writing a journal article review.
Write a journal article review guided by the following questions:

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Objectives What does the article set out to do?
Theory
Is there an explicit theoretical framework? If not, are there important theoretical as
sumptions?
Concepts What are the central concepts? Are they clearly defined?
Argument What is the central argument? Are there specific hypotheses?
Method What methods are employed to test these?
Evidence Is evidence provided? How adequate is it?
Values Are value positions clear or are they implicit?
Literature How does the work fit into the wider literature?
Contribution How well does the work advance our knowledge of the subject?
Style How clear is the author's language/style/expression?

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References

http://jlemorinas.blogspot.com/2014/07/africa-by-david-diopa-literary-criticism.html
https://www.google.com/search?q=africa
%27s+plea&source=lnms&tbm=isch&sa=X&ved=2ahUKEwiQzKHtv6HqAhWQad4KHdm8D6kQ_AUoA
XoECAwQAw&biw=1280&bih=658#imgrc=bCqeAaKpaNU5VM&imgdii=R2Ufzu85azvdqM

https://www.youtube.com/watch?v=Nv3t04vCV8Q

https://www.youtube.com/watch?v=UXwQclNIj6k

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Answer Key
What I Know What is It What’s More
Answers Vary Answers Vary Answers vary

What I Can Do Assessment Additional

Answers Vary A. 1. DIFFERENCE Activities
2. SAMENESS Answers Vary
3. EQUALITY
B. Answers vary
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