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Preliminary Activities

Greetings

Hello, Grade 7!

How have you been? I hope you are doing well. This week, we will have another
interesting topic. I hope you will apply what you will learn in this topic to your life. Are
you ready?

Prayer

Before we begin, let us pray.

Father in heaven, we glorify Your Name as we begin this week. We thank You for
the guidance and strength that You have given us each day. Thank You, Father, for
the heavenly wisdom you have poured upon us.

We ask for Your guidance as we continue to do our tasks. Give us motivation and
prudence in our everyday lives. We pray that You protect us from any harm and
guide our path. Cover us with your most precious blood.

Heavenly Father, as we still face the pandemic, we pray that you guide us in this
new normal set-up.

We bring you back all the praise and thanksgiving. In Jesus’ Name, we pray. Amen

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Quarter III: Overview and Outline

Quarter
Module Lessons: Lessons and Timeline
Titles
Week 1

Lesson 1:
I Am a Filipino I Am a Filipino by Carlos P. Romulo

Lesson 2: Types of
Sentences according
to Structure Complex Sentences and Compound-Complex Sentences

Week 2

Lesson 3:
The World in a Train The World in a Train by Francisco B. Icasiano

Lesson 4: Passive and

Active Voice Passive and Active Voice

3rd
Quarter Week 3

Lesson 5: Like the Molave by Rafael Zulueta Da Costa

Like the Molave

Lesson 6: Direct and

Reported Speech
Direct and Reported Speech

Week 4
The Guitar by Magdalena Jalandoni
Lesson 7:
The Guitar

Lesson 8: Past Perfect Tense

Past Perfect Tense

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Module 2 LITERATURE: The World in a Train

GRAMMAR: Voices of Verbs

Module Map

Lesson 1: Literature

Philippine
The World in a
Philippine literature in the
Train by Francisco
Literature Period of
B. Icasiano
Emergence

Lesson 2: Grammar
Active Voice

VERBS Voices of Verbs

Passive Voice

 LESSONS AND COVERAGE FOR MODULE 2

In this lesson, you will learn the following:

Week Lessons Learning Competencies

• Discover literature as a tool to assert
one’s unique identity and to better
Week 2 Lesson 1: Literature understand other people (EN7LT-III-c-
5)
• Use the passive and active voice
Lesson 2: Grammar meaningfully in varied contexts (EN7G-
III-c-2)

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Performance Task (GRASP)

Goal – To write a short entertaining story featuring the values of a true Filipino

Role – Writer

Audience – classmates, teachers, family members, community

Situation – The 2022 Writer’s festival has come to the City of Koronadal to encourage young people to write
pieces of literature that feature the values of a true Filipino. You are chosen by your class to join
the Short Story Writing Competition that will be held in your school.

Product – Short Story

Standards – writing skill, organization, support

Rubric
Criteria 4 3 2 1

OUTSTANDING SATISFACTORY DEVELOPING BEGINNING

Writing Skill The writer demonstrates The writer The writer only. uses The writer r has no
(subject-verb an understanding of the demonstrates a marginal amounts of real understanding
agreement, subject-verb agreement, reasonable subject-verb of subject-verb
elements, spelling. capitalization, understanding of agreement, spelling, agreement, spelling,
grammar, and punctuation, and subject-verb. capitalization,
sentence sentence formation. agreement, spelling, capitalization, punctuation, and
structure) capitalization, punctuation, and sentence formation.
punctuation, and sentence formation.
sentence formation.

Organization The story manifests The story delivers all The story itself is The story lacks
creativity in presenting the elements of the clear but needs a organization.
ideas so that the idea in a logical defined structure.
audience could fully order.
understand them.

Support Persuasively supports Supports the main Supports the main Provides little or
the main point with well- point with developed point with some no support for the
developed reasons reasons and/or underdeveloped main point
examples reasons and/or
and/or examples
examples

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Content Standard

The learner demonstrates an understanding of the Period of Emergence as a tool

to assert one’s identity and use of passive and active voice.

Performance Standard

The learner transfers learning by showing ways of asserting one’s identity and
enriching written and spoken communication using passive and active voice.

Transfer Goal

The learner on their own and in the long run will be able to use their learning to
show ways of asserting one’s identity through answering questions based on the text.

Learning Competencies

Acquisition Meaning Making Transfer

• Discover literature • Read intensively to • Make wise decisions

as a tool to assert find answers to • Make value
one’s unique specific questions statements
identity and to
better understand
other people
(EN7LT-III-c-5)

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Essential Understanding (EU) Essential Questions (EQ)

As we go along with this lesson, you will be As we go along with this lesson, you will
able to understand that resolving conflicts be able to answer this question:
presented in literary selections is
influenced by the understanding of How does the understanding of Philippine
Philippine literature during the Period of literature during the Period of
Apprenticeship as a means of examining Apprenticeship as a means of examining
conflicts. conflicts help in resolving conflicts
presented in literary selections?

The World in a Train

Lesson 1.1

| EXPLORE

Learning Objectives

✓ I can unlock the meaning of the unfamiliar words found in the story using the
context clues.
✓ I can use the unlocked unfamiliar words in sentences.
✓ I can read intensively to find answers for specific questions.
✓ I can identify explicitly stated information from the story.
✓ I can make inferences.
✓ I can make wise decisions.
✓ I can make value statements.

THINK OF THIS!

Have you ever ridden a train before? How did you feel riding with different kinds of
people? This week, we are going to read an essay about how a man reflected on life when
he rode a train. Before we dive into the lesson, let us first unlock the meaning of the
unfamiliar words found in the story.

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Activity 1: Unlocking Unfamiliar Words

Directions: Unlock the meaning of the underlined words using context clues. Encircle
the letter of the correct answer.

1. He had no qualms about what he did. He was never disturbed nor uneased with
his crimes.
a. feeling of happiness
b. disturbing feeling of uneasiness
c. assuring feeling of hope
d. feeling of anger

2. Karen is always prejudiced against Asian people. She does not like them nor
does she talk to them.
a. biased
b. affected
c. loved
d. in favor

3. There is a skirmish at the back. They are having a little fight about who is the
strongest among them.
a. a happy conversation
b. a violent fight
c. a little fight
d. a peaceful talk

Activity 2: Using the Unfamiliar Words in Sentences

Directions: Write one (1) sentence using each unlocked unfamiliar word. Write your
sentence in the space provided.

1. qualms
________________________________________________________

2. prejudiced
________________________________________________________

3. skirmish
________________________________________________________

You will no longer have difficulty understanding the story now that you have
unlocked all of the unfamiliar words found in it.

For you to have a deeper understanding of the story, consider answering the
following questions while reading the story. 7
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Questions:

1. Why did the author prefer to take the train on his journey to Bulacan?
2. What is his description on the different scenes in the coach?
3. What did he learn about the people from these scenes?
4. How did he feel about them?
5. How did the author describe how human sympathy operates?

| FIRM-UP

The World in a Train

by Francisco B. Icasiano, 1941

One Sunday I entrained for Baliwag, a town in Bulacan which can well afford to hold
two fiestas a year without a qualm.

I took the train partly because I am prejudiced in favor of the government-owned

railroad, partly because I am allowed comparative comfort in a coach, and finally
because trains sometimes leave and arrive according to schedule.

In the coach I found a little world, a section of the abstraction called humanity whom
we are supposed to love and live for. I had previously arranged to divide the idle hour
or so between cultivating my neglected Christianity and smoothing out the rough edges
of my nature with the aid of grateful sights without - the rolling wheels, the flying huts
and trees, and light-green palay seedlings and carabaos along the way.

Inertia, I suppose, and the sort of reality we moderns know make falling in love with
my immediate neighbors often a matter of severe strain and effort to me.

Let me give a sketchy picture of the little world whose company Mang Kiko shared in
moments which soon passed away affecting most of us.

First, there came to my notice three husky individuals who dusted their seats furiously
with their handkerchiefs without regard to hygiene or the brotherhood of men. It gave
me no little annoyance that on such a quiet morning the unpleasant aspects in other
people's ways should claim my attention.

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Then there was a harmless-looking middle-aged man in green camisa de chino with
rolled sleeves who must have entered asleep. When I noticed him, he was already
snugly entrenched in a corner seat, with his slippered feet comfortably planted on the
opposite seat, all the while his head danced and dangled with the motion of the train.
I could not, for the love of me, imagine how he would look if he were awake.

A child of six in the next seat must have shared with me in speculating about the dreams
of this sleeping man in green. Was he dreaming of the Second World War or the price
of eggs? Had he any worries about the permanent dominion status or the final outcome
of the struggles of the masses, or was it merely the arrangement of the scales on a
fighting roaster's legs that brought that frown on his face?

But the party that most engaged my attention was a family of eight composed of a
short but efficient father, four very young children, mother, grandmother, and another
woman who must have been the efficient father's sister. They distributed themselves
on four benches - you know the kind of seats facing each other so that half the
passengers travel backward. The more I looked at the short but young and efficient
father the shorter his parts looked to me. His movements were fast and short, too. He
removed his coat, folded it carefully and slung it on the back of his seat. Then he pulled
out his wallet from the hip pocket and counted his money while his wife and the rest
of his group watched the ritual without a word.

Then the short, young, and efficient father stood up and pulled out two banana leaf
bundles from a bamboo basket and spread out both bundles on one bench and log
luncheon was ready at ten o'clock. With the efficient father leading the charge, the
children (except the baby in his grandmother's arms) began to dig away with little
encouragement and aid from the elders. In a short while the skirmish was over, the
enemy - shrimps, omelet, rice and tomato sauce - were routed out, save for a few
shrimps and some rice left for the grandmother to handle in her own style later.

Then came the water-fetching ritual. The father, with a glass in hand, led the march to
the train faucet, followed by three children whose faces still showed the marks of a
hard-fought-battle. In passing between me and a person, then engaged in a casual
conversation with me, the short but efficient father made a courteous gesture which is
still good to see in these democratic days; he bent from the hips and, dropping both
hands, made an opening in the air between my collocutor and me - a gesture which in
unspoiled places means "Excuse Me."

In one of the stations where the train stopped, a bent old woman in black boarded the
train. As it moved away, the old woman went about the coach, begging to hold every
prospective Samaritan by the arm, and stretching forth her gnarled hand in the familiar
fashion so distasteful to me at that time. There is something in begging which destroys

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some fiber in most men. "Every time you drop a penny into a beggar's palm you help
degrade a man and make it more difficult for him to rise with dignity. . ."

There was something in his beggar's eye which seemed to demand. "Now do your
duty." And I did. Willy-nilly I dropped a coin and thereby filled my life with repulsion.
Is this Christianity? "Blessed are the poor . . ." But with what speed did that bent old
woman cross the platform into the next coach!

While thus engaged in unwholesome thought, I felt myself jerked as the train made a
curve to the right. The toddler of the family of eight lost his balance and caught the
short but efficient father off-guard. In an instant, all his efficiency was employed in
collecting the shrieking toddler from under his seat. The child had, in no time, developed
two elongated bumps on the head, upon which was applied a moist piece of cloth.
There were no reproaches, no words spoken. The discipline in the family was
remarkable, or was it because they considered the head as a minor anatomical
appendage and was therefore not worth the fuss?

Occasionally, when the child's crying rose above the din of the locomotive and the
clinkety-clank of the wheels on the rails, the father would jog about a bit without
blushing, look at the bumps on his child's head, shake his own, and move his lips saying,
"Tsk, Tsk." And nothing more.

Fairly tired of assuming the minor responsibilities of my neighbors in this little world in
motion, I looked into the distant horizon where the blue Cordilleras merged into the
blue of the sky. There I rested my thoughts upon the billowing silver and grey of the
clouds, lightly remarking upon their being a trial to us, although they may not know it.
We each would mind our own business and suffer in silence for the littlest mistakes of
others; laughing at their ways if we happened to be in a position to suspend our emotion
and view the whole scene as a god would; or, we could weep for other men if we are
the mood to shed copious tears over the whole tragic aspect of a world thrown out of
joint.

It is strange how human sympathy operates. We assume an attitude of complete

indifference to utter strangers whom we have seen but not met. We claim that they are
the hardest to fall in love with in the normal exercise of Christian charity. Then a little
child falls from a seat, or a beggar stretches forth a gnarled hand, or three husky men
dust their seats; and we are, despite our pretensions, affected. Why not? If even a
sleeping man who does nothing touches our life!

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Activity 2. Answering Literal Questions

Directions: Answer the following literal questions. Write your answer in the space
provided. Answer in complete sentences.

1. Why did the author prefer to take the train on his journey to Bulacan?
_________________________________________________________________
_________________________________________________________________

2. What is his description of the different scenes in the coach?

_________________________________________________________________
_________________________________________________________________

3. What did he learn about the people from these scenes?

_________________________________________________________________
_________________________________________________________________

4. How did he feel about them?

_________________________________________________________________
_________________________________________________________________

5. How did the author describe how human sympathy operates?

_________________________________________________________________
_________________________________________________________________

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Literary Point

Francisco Icasiano was a Filipino author who also went by the more extended
name of Francisco "Mang Kiko" Bayan Icasiano. Amongst his first literary works were a
series of essays written in the Sunday Tribune Magazine. The essays, written in English,
were entitled 'From my Nipa Hut' and were satirical or comedic in style and tried to
reflect the culture of the common Tao people in the Philippines. The essays seemed to
look at the culture in the Philippines and, whilst comedic in style, presented an opinion
on what life was like in the Philippines.

In his essay, “The World in a Train,” he described the differences of people,

whether it be capability or social class. He emphasized in his essay the lessons we can
learn from different people.

In this essay, he described how unique the Filipino people are and the values
and identity of a true Filipino.

In the previous section, you have read the essay and also, you have answered
literal questions. These questions will measure how much you actually read the text in
detail.

|DEEPEN

In this section, you are going to answer more questions about the
story. These questions will help you further understand the story.

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Activity 2. Answering Inferential Questions

Directions: Answer the following inferential questions. Write your answer in the space
provided. Answer in complete sentences.

1. Would a person be able to see all of these on a ride in the light railway train in the
city?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

2. What would you gain by observing people around you?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Activity 3. Answering Critical Questions

Directions: Answer the following critical questions. Write your answer in the space
provided. Answer in complete sentences.

1. How do you describe Mang Kiko as a passenger?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. What Bible-based reference has the writer used in his essay? What is the purpose
of citing it?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

You have answered inferential and critical questions that have measured
how much you can think and read between the lines of the text.

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Activity 4. Details Galore

Directions: Recall the details in the essay read then complete the below to show the
scenes that the writer saw in the train, his reactions towards them, and
what he learned from them.

Scene No. Persons What they did Author’s Lessons

Reaction Learned

1.

2.

3.

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|TRANSFER
In the previous sections, you have answered different types of questions
that have further developed your understanding of the text.

Now, you are going to transfer your learning by answering one final question
that will show how much you have learned from the text.

ACTIVITY 5: Answering Integrative Question

Directions: Answer the question in 3 to 5 sentences. Write your answer in the space
provided.

1. The essay, “The World in a Train,” talks about how an author learned the lesson
from people around him. In your life, what lesson or lesson have you learned from
other people that you have applied to yourself?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

In this section, you have used your understanding to answer one final
question about the text. Did it help you fully understand the text?

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Closure and Summary

3 2 1…
3 things I have learned from the text…

a. _____________________________________________________
b. _____________________________________________________
c. _____________________________________________________

2 things I want to fully understand about the lessons from the text…

a. ______________________________________________________
b. ______________________________________________________

1 question I want to be answered about learning from people’s experience…

a. _____________________________________________________
b.

Summary of the Lesson

In this lesson, you have learned a short story from a notable Filipino author.
In this story, you have learned the so much especially about learning from other
people’s experience.

Congratulations! You have accomplished all our learning objectives for this
lesson.

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Lesson 2
Voices of the Verb

Learning Competencies

Acquisition Meaning Making Transfer

• Define voices of the • Explain the rules of • Use the passive and
verb active and passive active voice
• Identify the voices voice meaningfully in
of the verbs varied contexts
• Identify active (EN7G-III-c-2)
voice and passive
voice

Essential Understanding (EU) Essential Questions (EQ)

As we go along with this lesson, you will be As we go along with this lesson, you will
able to understand that enriching written be able to answer this question:
and spoken communication is influenced
by the understanding of active voice and How does the understanding of active
passive voice. voice and passive voice help us enrich
written and spoken communication?

| EXPLORE

Learning Objectives

• I can define voices of verbs.

• I can identify the voices of the verbs.
• I can identify active voice and passive voice.
• I can explain the rules of active voice and passive voice.
• I can use active voice and passive voice in expressing ideas.
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Activity 1: Act IT!

Directions: Read each sentence carefully. Underline the verbs in each sentence.

1. Harry ate six shrimp at dinner.

2. At dinner, six shrimp were eaten by Harry.
3. Beautiful giraffes roam the savannah.
4. The savannah is roamed by beautiful giraffes.
5. Sue changed the flat tire.
6. The flat tire was changed by Sue.
7. We are going to watch a movie tonight.
8. A movie is going to be watched by us tonight.
9. I ran the obstacle course in record time.
10. The obstacle course was run by me in record time.

In this activity, you have identified the verbs in each sentence. Have
you noticed something about how the verbs are acted upon in each
sentence? In this lesson, we are going to talk about the voices of the
verbs.

| FIRM-UP
Voice of the Verb
Action verbs can have two voices, active or passive. The voice of a verb tells you
whether the subject of the sentence is completing an action or if an action is being done
to the subject.

A. Active Voice
When the subject of a sentence performs the verb’s action, we say that the sentence
is in the active voice. Sentences in the active voice have a strong, direct, and clear tone.

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Here are some short and straightforward examples of active voice.

1. Monkeys adore bananas.
2. The cashier counted the money.
3. The dog chased the squirrel.

✓ All three sentences have a basic active voice construction: subject, verb, and
object.
✓ The subject monkey performs the action described by adore.
✓ The subject the cashier performs the action described by counted.
✓ The subject the dog performs the action described by chase.
✓ The subjects are doing, doing, doing—they take action in their sentences. The
active voice reminds us of the popular Nike slogan, “Just Do It.”

More Examples of Sentences in the Active Voice

1. The crew paved the entire stretch of highway.
2. Mom read the novel in one day.
3. I will clean the house every Saturday.
4. The company requires staff to watch a safety video every year.
5. Tom painted the entire house.

B. Passive Voice
A sentence is in the passive voice, on the other hand, when the subject is acted on
by the verb. The passive voice is always constructed with a conjugated form of to be
plus the verb’s past participle. Doing this usually generates a preposition as well.
That sounds much more complicated than it is—passive voice is actually quite easy to
detect.
For these examples of passive voice, we will transform the three active sentences
above to illustrate the difference.

1. Bananas are adored by monkeys.

2. The money was counted by the cashier.
3. The squirrel was chased by the dog.

Let’s take a closer look at the first pair of sentences.

✓ “Monkeys adore bananas”
✓ “Bananas are adored by monkeys.”

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The active sentence consists of monkeys (subject) + adore (verb) + bananas (object).
The passive sentence consists of bananas (object) + are adored (a form of to be plus
the past participle adored) + by (preposition) + monkeys (subject).

Making the sentence passive flipped the structure and necessitated the preposition ‘by.’
In fact, all three of the transformed sentences above required the addition of ‘by.’

More Examples of Sentences in the Active Voice

1. The entire stretch of highway was paved by the crew.
2. The novel was read by Mom in one day.
3. The house will be cleaned by me every Saturday.
4. The staff is required by the company to watch a safety video every year.
5. The entire house was painted by Tom.

Study the table below and see how different tenses of verbs are transformed from active
voice to passive voice. Let us use the verb “write” as an example.

Verb Tense Active Passive

Simple Present write is written

Simple Past wrote was written

Simple Future will write will be written

Present Progressive is writing is being written

Past Progressive was writing was being written

Present Perfect has written has been written

Past Perfect had written had been written

Future Perfect will have written will have been written

When to use active and passive voice

Using the active voice conveys a strong, clear tone and the passive voice is subtler
and weaker. Here’s some good advice: don’t use the passive voice just because you think
it sounds a bit fancier than the active voice.

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That said, there are times the passive voice is useful and called for. For example:

✓ “The squirrel was chased by the dog.”

That sentence construction would be helpful if the squirrel were the focus of your
writing and not the dog.

A good rule of thumb is to try to put the majority of your sentences in the active
voice unless you truly can’t write your sentence in any other way.

Choosing Passive Voice

As a general rule, avoid using the passive voice. The passive voice takes away
from the liveliness of your writing and can make it seem flat. However, there are some
instances when the passive voice is a better choice.

1. When you want to call attention to the receiver of the action instead of
the performer.
• Passive
o Restrictions on foreign investment were removed (action) and tariffs were
eliminated (action) on imported goods. (no agent)

• Active
o Governments (agent) removed (action) restrictions on foreign investment
and eliminated (action) tariffs on imported goods.

2. When the performer of the action is not known, or not important

• Passive

✓ In the era of globalization, worldwide standards for workplace safety, wages, and
environmental protection are (action) set. (no agent)

3. When you want to avoid calling attention to the performer of an action

• Passive

✓ Land is given (action) to the private sector so that corporations can develop it. (no
agent)

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• Active

✓ The government (agent) gives (action) land to the private sector so that
corporations can develop it.

4. When you want your writing to appear objective (i.e. lab reports)

• Passive

✓ One sixth the amount of energy is consumed (action) by passengers (agent) on

trains.

• Active

✓ Passengers (agent) on trains consume (action) one-sixth the amount of energy as

a car with no passengers.

Try This!

Directions: Identify whether the sentence is Active voice or Passive voice. Write your
answer in the space provided.

a. Susan will bake two dozen cupcakes for the bake sale. __________________
b. The comet was viewed by the science class. ______________
c. Instructions will be given to you by the director. ______________
d. Thousands of tourists visit the Grand Canyon every year. ______________
e. The homeowners remodeled the house to help it sell. ______________

Active voice and passive voice are grammatical constructions that communicate
certain information about an action. Using active voice often improves clarity, while
passive voice can help avoid unnecessary repetition. Active voice can help ensure
clarity by making it clear to the reader who is taking action in the sentence. In addition,
the active voice stresses that the actor (or grammatical subject) precedes the verb,
again, putting emphasis on the subject. Passive voice construction leaves out the actor
(subject) and focuses on the relationship between the verb and object.

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|DEEPEN

In this section, your goal is to answer activities that will develop your
mastery of Active voice and Passive Voice.

Activity 2. Is it Active?

Directions: Identify whether the sentence is Active voice or Passive voice. Write A
for Active voice and P for Passive voice. Write your answer in the space
provided.

1. He submitted a story for Palanca Awards. _____

2. The story was inspired by one of the events in his life. _____
3. His best friend read the story to give comments. _____
4. The comments were inscribed along the margins of the paper. _____
5. The draft of the paper was folded lengthwise. _____
6. He typed his story again on a clean sheet of paper. _____
7. He went to Palanca office to submit his story. _____
8. He was told by the secretary to wait in the hallway. _____
9. The judges of the contest accept stories not previously published. _____
10. The next great story will be written by an unknown writer. _____

Activity 3. From Act to Pass

Directions: Convert the following active sentences into passive.

11. Heirs of Don Carlos Palanca, Sr. established the Palanca awards.
____________________________________________________________________

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12. The Palanca Awards committee added more categories as the years passed.
____________________________________________________________________
13. Teenagers below 18 participate in the Kabataan Essay category.
____________________________________________________________________
14. The organizers have divided the Kabataan Essay category into English and Filipino.
____________________________________________________________________
15. This year, I will join the contest.
____________________________________________________________________
16. Writers submit their entries at the Palanca office.
____________________________________________________________________
17. Some writers bring their entries by hand.
____________________________________________________________________
18. The library of the Palanca office houses all of the winning entries.
____________________________________________________________________

Activity 4. From Pass to Act

Directions: Convert the following passive sentences into active.

19. The Palanca Awards were established in 1950.

____________________________________________________________________

20. The Futuristic Fiction category was added by organizers in the year 2000.
____________________________________________________________________

21. Some winning works were compiled and were published by the Palanca
Foundation.
____________________________________________________________________

22. In 1975, a few of the winning plays were presented at the Cultural Center
of the Philippines.

____________________________________________________________________
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23. An awardee will be inducted into the Hall of Fame if he or she has won five
first prizes.
____________________________________________________________________

Activity 4. In Action

Directions: Rewrite the paragraph by changing the passive sentences into active
sentences.

Diane wants to join the Palanca Awards this year. A one-act play was written by
her as an assignment for her creative writing course. She thinks it is good enough for the
Palanca Awards. Her entry was typed by her sister, who also helped her check for
corrections. They were careful not to place her real name on the bond paper, though.
Her real name was written only on the actual entry form, as the contest rules stipulate.
The real names should not be read by the judges when they are judging the work. Diane
then placed all copies of her entry into an envelope. The envelope was delivered to the
Palanca Office by her sister.

________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

You have engaged in activities that developed your mastery of Active and
Passive voices.. I believe you are now ready for your final task.

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|TRANSFER

In the previous section, you have engaged in activities that helped you
master the active voice and passive voice.

Now, you are going to transfer your learning by writing a paragraph using
active voice and passive voice.

ACTIVITY 3:
Directions: Write a five-sentence paragraph about the most valuable thing you have
learned in the internet. Use both active and passive voice in your paragraph,
but use them judiciously. Write in cursive form.

________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

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In this section, you have used your learnings to accomplish the task of
writing a paragraph using active and passive voices. How did you find the
task? Did it help you master your lesson?

Closure and Summary

Put a checkmark () before the item that applies to you.

Skills

1. I can unlock the meaning of the unfamiliar words found in the

poem by using the dictionary.
2. I can identify explicitly stated information from the story.

3. I can make inferences.

4. I can make wise decisions.

5. I can make value statements.

6. I can define voices of verbs.

7. I can identify the voices of the verbs.

8. I can identify active voice and passive voice.

9. I can explain the rules of active voice and passive voice.

10. I can use active voice and passive voice in expressing ideas.

THEREFORE, I learned well!

THEREFORE, I need more practice so I can do better next time.

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Summary of the Lessons

In this week’s lessons, we have discussed active and passive voice. You have
Congratulations! You have accomplished all our learning objectives for this
week.
✓ I can unlock the meaning of the unfamiliar words found in the story using the
dictionary.
✓ I can identify explicitly stated information from the story.
✓ I can make inferences.
✓ I can make wise decisions.
✓ I can make value statements.
✓ I can define voices of verbs.
✓ I can identify the voices of the verbs.
✓ I can identify active voice and passive voice.
✓ I can explain the rules of active voice and passive voice.
✓ I can use active voice and passive voice in expressing ideas.
✓

REFERENCES
Garcia-Eusebio, Maria Fe. Perla Zotomayor and Rebecca de Lemos-Mendoza. (2017).
Essential English: Worktext in English Language and Reading.
Manila, Philippines: REX Book Store

Ribo, Lourdes M. (2013). Language in Literature: Philippine Literature. Quezon

City, Philippines: Vibal Publishing House

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APPENDIX A

Vocabulary
1. qualms – disturbing feeling of uneasiness
Synonyms: doubt, worry, concern
Antonyms: confidence
Example sentences:
a. He had qualms of conscience.
b. Lucy didn't have any such qualms, apparently.
c. I don't feel any qualms about applying it to the people who wrote and voted
for the rule.
d. And if you get any qualms about workplace inspections, there's a guide to
that too.

2. prejudiced – biased
Synonyms: unfair, detrimental
Antonyms: fair, just
Example sentences:
a. He had the full confidence of Queen Caroline, whom he prejudiced
against Carteret.
b. Whigs were brought before prejudiced juries and partial judges.
c. Brazilian literature has been seriously prejudiced by partisan politics and
dilettantism.
d. If you have friends or family who are prejudiced toward your partner,
try and purposefully spend time with that person or persons.

3. skirmish – a little fight

Synonyms: confrontation, battle
Antonyms: peace, truce
Example sentences:
a. The first skirmish of the inevitable war was fought at Lexington in
1775.
b. After a skirmish he was deserted by his troops, and was obliged to
surrender.
c. At first, after you 've collected your thoughts following the initial
skirmish, you'll just admire the scenery.
d. This high-quality skirmish game is playable right out of the box.

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