English 8 Quarter 2 Module 5: Analyzing Messages Conveyed in a Text

English Quarter 2 – Module 5: Analyzing Messages Conveyed in a Text

8

English

Quarter 2 – Module 5: Analyzing Messages Conveyed in a Text

[illustration: students reading and studying outdoors and at a table, with a globe and a lamp]

CO_Q2_English8_Module5

English – Grade 8 Alternative Delivery Mode Quarter 2 – Module 5: Analyzing Messages Conveyed in a Text First Edition, 2020

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Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio

Printed in the Philippines by

Department of Education – Caraga Region Learning Resource Management Section (LRMS) Office Address: J.P. Rosales Avenue, Butuan City, Philippines 8600 Tel. no.: (085) 342-8207 Telefax: (085) 342-5969 E-mail Address: caraga@deped.gov.ph

Development Team of the Module

Writers: Michael Jame P. Urgel, Jenny Lynne B. Urgel, Christine P. Podadera Editors: Vanessa R. Natulla, Tammy C. Catubig, Eden Monforte, Donna Mary L. Orbillos Reviewers: Gladys S. Asis, Maria Dinah D. Abalos, Camela G. Lerio, Juliet C. Tiujongco, Mary Ann O. Gocela, Cleofe Q. Arado, Noel V. Bernales, Bridget T. Escatron, Hazel P. Yabo, Venus Sheila O. Ayado, Imie Concepcion C. Valdez, Joshua L. Albia Illustrator: Joy G. Torion, Gil C. Dayot Jr., Anselmo S. Osores Jr. Layout Artist: Joy G. Torion Management Team: Francis Cesar B. Bringas, Isidro M. Biol, Jr., Maripaz F. Magno, Josephine Chonie M. Obseñares, Corazon P. Roa, Donald D. Orbillos, Israel B. Reveche

8

English

Quarter 2 – Module 5: Analyzing Messages Conveyed in a Text

Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teachers are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you

What I Need to Know

This module is designed and written to help you, young learners, learn better the English language. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary levels of learners. The lessons are arranged to follow the standard sequence of the learning competencies for Grade 8 learners.

The Most Essential Learning Competency (MELC) covered in this module is recognize positive and negative messages conveyed in a text.

Objectives: As a learner of this module, you are expected to:

1. recognize signal words and expressions used to convey positive and negative messages;
2. identify whether the message in a sentence level or paragraph level is positive or negative;
3. classify statements whether the positive or negative messages are literally or figuratively expressed;
4. identify the figurative language used in the message conveyed; and
5. write a reflective essay on a particular topic by expressing your positive or negative message

What I Know

Before you proceed to the other parts of this module, check your readiness for the lesson. The test below will help measure your prior knowledge about recognizing positive and negative messages conveyed in the text.

Directions: Read and answer the questions carefully. Write the letters of your answers on a separate sheet of paper.

1. None of the Grade 8 learners are allowed to go out to get their modules due to age restriction imposed by the government to mitigate COVID-19 infection risk. What word signals a negative message in the statement?

   • A. none
   • B. mitigate
   • C. infection
   • D. restriction

2. I am very delighted that my teachers exert effort in communicating with us— not just because it is their job, but because of the love and compassion they have for the learners. What word in the statement signals a positive message?

   • A. love
   • B. exert
   • C. effort
   • D. delighted

3. Neither of my internet service providers satisfies my needs for online class. What word in the statement indicates a negative message?

   • A. online
   • B. neither
   • C. internet
   • D. satisfies

4. “Aye, aye, captain. I will do what I am told,” yelled the young cadet. What word in the statement signals a positive message?

   • A. do
   • B. aye
   • C. told
   • D. yelled

5. All the statements below express a negative message EXCEPT one.

   • A. After seeing my deep wound, I thought I’d lose my lunch.
   • B. I believe that COVID-19 pandemic will never disappear by itself.
   • C. After days of waiting, now comes our most awaited game. Break a leg!
   • D. Some hardly obey health protocol despite the constant reminders by the authorities.

6. Which of the following statements expresses a negative message?

   • A. No pain, no gain.
   • B. The news hit me like a tsunami.
   • C. A friend in need is a friend indeed.
   • D. Although my aunt lives abroad, she sometimes calls us to say hello.

7. The figure of speech that uses overstatement to express a message is called

   • A. hyperbole
   • B. irony
   • C. metaphor
   • D. simile

8. Below are euphemisms for “death” except one.

   • A. died
   • B. deceased
   • C. passed away
   • D. rested in peace

9. The following sentences are metaphorically expressed. Which among them is negatively conveyed?

   • A. He has the eye of a tiger.
   • B. My life is a prison to break out of.
   • C. Sarah’s voice was music to his ears.
   • D. Life is a dance. You have to sway with the rhythm.

10. Sarcasm is ___________.

    • A. literally conveyed
    • B. used to give a moral
    • C. the use of irony to either vex or humiliate someone
    • D. the careful choice of word in order not to hurt someone

11. You can’t expect me to finish this difficult task after a week. Such work takes time to complete. The proverb to be applied here is ____________.

    • A. Better late than never
    • B. Rome wasn’t built in a day
    • C. The pen is mightier than a sword
    • D. Good things come to those who wait

For items 12-13

Girl: I love you. Boy: I love you, too. Girl: Prove it. Scream it to the world. Boy: (whispers in the ear) I love you. Girl: Why did you whisper it to me? Boy: Because you are my world.

12. Read the dialog in the box. How is the message conveyed?

    • A. neutrally
    • B. positively
    • C. negatively
    • D. all of the above

13. How did the boy express his message?

    • A. sarcastically
    • B. idiomatically
    • C. metaphorically
    • D. euphemistically

For items 14-15

¹ The dilemma on cell phones in school arises many questions on whether or not they should be allowed or banned. ² Some say cell phones should be banned from school because they are said to be a distraction and used to bully, cheat, and plan fights. ³ On the other hand, cell phones should be allowed in school because they improve communication between parents and students, they are an educational resource, and in the event of an emergency responders could be quickly notified. ⁴ While many feel that cell phones should be banned from school because they are said to be a distraction and used to bully, cheat, and plan fights, they should really be allowed in school. ⁵ Although cell phones may have made it easier for students’ plan fights, cheat, and bully, banning cell phones will not stop the nonsense.

An excerpt from: https://www.bartleby.com/essay/Pros-And-Cons-Of-Banning-Cell-Phones-FZJX3DTYPWR

14. Which part in the paragraph suggests a negative message?

    • A. sentence No. 1
    • B. sentence No. 2
    • C. sentence No. 3
    • D. sentence No. 4

15. Generally, the message is positive because ___________.

    • A. the use of cell phones can cause less distraction
    • B. cell phones can be used in the event of an emergency
    • C. banning the cell phones will not stop bullying and cheating
    • D. the use of cell phones has a more promising impact to students than unfavorable

Lesson 1 Recognizing Positive and Negative Messages Conveyed in a Text

What’s In

In your previous lesson, you learned the skills of comparing and contrasting ideas. Let us check your understanding of this lesson.

Part 1.

Directions: Below are some examples of South Korean non-verbal communication culture. Read each of them and compare and contrast their culture with ours, Filipino culture. Draw a Venn diagram to illustrate comparison and contrast. Write your answers on a sheet of paper.

South Korean Non-Verbal Communication Culture

• Physical Contact: Koreans are generally not very physically affectionate with one another. However, male friends may touch one another more than Western men, and girls may walk hand-in-hand.
• Personal Space: Personal space is not guarded very closely in Korea. People generally expect to come into contact with strangers on busy streets and tend not to worry or apologize when personal space is invaded.
• Pointing: People do not point with their index finger but rather with their entire hand.
• Beckoning: One beckons by fluttering all fingers to one’s hand with the palm facing towards the ground.
• Eye Contact: During a discussion or friendly conversation, Koreans make full eye contact with the person they are talking to. They avoid direct eye contact if scolded/rebuked by someone older or of a higher status than you. Some Koreans may also avoid eye contact with their superiors on a regular basis.
• Hands: Koreans use two hands or the right hand alone to offer or receive something.
• Gestures: It is considered rude to make a fist with your hand while placing the thumb between the middle and index finger.
• Expressions: Koreans tend to come across as quite straight-faced in conversation. However, their facial expressions can immediately expose their anger or disagreement.
• Smiling: As well as an expression of glee and humor, smiling can indicate that one is feeling ashamed or embarrassed in Korean culture. For example, Koreans may smile when they make a mistake.
• Sneezing: Sneezing is considered rude in Korea. It is best practice to excuse yourself from the room if you have to.

Source: https://culturalatlas.sbs.com.au/south-korean-culture/south-korean-culture-communication

[transcriber’s note: the module title is not printed on these pages. The title above is the document identifier from the page footer.]

CO_Q2_English8_Module5

Venn Diagram

[chart: Venn diagram; Venn Diagram]

• Left circle: Contrast
• Overlap: Comparison
• Right circle: Contrast

Part 2.

Directions: In paragraph form, write your comparison and contrast of South Korean and Philippine non-verbal communication cultures. Write your answers on a separate sheet of paper.

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_____________________________________________________________.

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_____________________________________________________________.

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_____________________________________________________________.

Be guided by the rubric below for Part 1:

Criteria	Level 5 (10 points)	Level 4 (8 points)	Level 3 (6 points)	Level 2 (4 points)	Level 1 ( 2 points)
Writing Mechanics/ Content	Two similarities and eight differences between the two cultures. Information is detailed and not generalized.	Two similarities and six differences between the two cultures. Information is detailed and not generalized.	Two similarities and four differences between the two cultures.	Two similarities and two differences between the two cultures.	Two similarities and eight differences between the two cultures.
Presentation	Extremely Neat	Neat	Fairly neat	Legible	Illegible

Be guided by the rubric below for Part 2:

Criteria	(10)	(8-9)	(6-7)	(4-5)	(2-3)
Writing Mechanics/ Content	Content shows comparison and contrast between cultures with no error found in spelling, punctuation, and grammar.	Content shows comparison and contrast between cultures with 1-2 errors found in spelling, punctuation, and grammar.	Content shows comparison and contrast between cultures with 3-4 errors found in spelling, punctuation, and grammar.	Content shows comparison and contrast between cultures with 5-6 errors found in spelling, punctuation, and grammar.	Content shows comparison and contrast between cultures with 7-8 errors found in spelling, punctuation, and grammar.

What’s New

Messages can either be heard or read.

We can easily differentiate a positive from a negative message upon hearing the tone (the speaker’s attitude in saying the message) and the mood (the feeling inflicted to the listener) of the speaker.

[illustration: a woman and a man, the man frowning with a raised hand; a boy sitting on the floor putting toys away, with a thought bubble]

Thought bubble: What if he’s in a bad mood? I have to put my toys away!

Callout: It is easily recognized that the message conveyed is negative

Illustrated by: Joy G. Torion

While reading a text entails literal comprehension or understanding what is directly stated, it also requires interpretation through visible expressions, signs, and symbols, which — just like audible tone – are easy to identify whether positively or negatively meant.

[illustration: two smiling people giving thumbs up beside a pill bottle with a skull-and-crossbones warning label and pills]

Callout (left): It is easily recognized that the message conveyed is positive

Callout (right): It is easily recognized that the message conveyed is negative

Illustrated by: Joy G. Torion

Now, what if the message is conveyed through text?

If you were to identify whether a message in a text is positively or negatively intended, how would you do it? Would you just rely on the words that are used in the sentences, or depend on the intention conveyed?

As you go further in this module, you will be guided on how to recognize the positive and negative messages conveyed in a text.

Read the sentences below, and identify whether the sentences carry a positive or negative meaning. Put a check correspondingly. Do it on a separate sheet of paper.

Sentences	Conveyed: Positively	Conveyed: Negatively
1. That is a very generous offer, Son.
2. We have never had a good time with friends since the pandemic.
3. Your dog is now six feet under.
4. Aside from your face, what other jokes do you have?
5. I will try to be nicer if you try to be smarter.

Self-check:

1. How did you come up with your answer?
2. Did any signal word(s) help you identify whether the message is positively or negatively conveyed?

What is It?

In this part of the module, you will be learning new concepts on recognizing positive and negative messages conveyed in a text through different activities and exercises.

Generally, language is divided into two categories, literal and figurative.

The positivity or negativity of a message in a text can be recognized either through explicit markers or implicit meanings. When the words or phrases mean exactly what they are supposed to mean, we call them LITERAL. On the other hand, when the message is implicitly expressed and departs from the dictionary meaning, we call the language used FIGURATIVE.

LITERAL

(fully-expressed with clarity)

Positive and negative messages in a text can be identified through explicit markers or signal words/phrases/expressions.

Below are examples of commonly used signal words/phrases/expressions:

POSITIVE

Examples of Commonly Used Signal Words/ Phrases/ Expressions	When to Use	Sample Sentences
grateful appreciate Thanks!	When expressing gratitude	▪ We are grateful to the frontliners who risk their lives in these very trying times. ▪ I appreciate every little thing you do. ▪ The children thanked their parents for loving and caring for them despite many challenges.
Admire brilliant amaze splendid excellent awesome Wow! Good! Great!	When expressing motivational/ encouraging/ constructive remarks	▪ Mary admires the LGBTQ for being so brave in showing people who they really are. That takes so much courage. ▪ What you did was brilliant! ▪ The learners were amazed by the landscapes in the school. ▪ Splendid things come unexpectedly. ▪ The principal thinks that the SDRRMC did an excellent job. ▪ I had an awesome time chit chatting with you. ▪ Wow! You can draw well. ▪ I noticed that you do all the household chores without being told by your parents. That’s good! ▪ Great! You have answered all the items correctly.

[transcriber’s note: table continued from the previous page]

Examples of Commonly Used Signal Words/ Phrases/ Expressions	When to Use	Sample Sentences
Well-done! Congratulations!	When giving congratulatory remarks	▪ You made it to the finals. Well-done! ▪ You made it to the finals! Congratulations!
Accept sympathize in favor Yes! Correct!	When expressing agreement	▪ Rudy accepted the challenge entrusted to him. ▪ I sympathize with the bereaved families who lost their loved ones due to COVID-19. Yes! I am with you on that matter. ▪ Correct! You finally understood my point.
Welcome Hi! / Hello! Best wishes! Good morning!	When giving greetings / well-wishes	▪ Everyone is welcome to visit the newly-opened animal farm. ▪ Hi! I am Mike. At your service! ▪ Best wishes to both of you. May you be bountifully blessed. ▪ Good morning, Grade 8 learners!
Fortunate glad plenty	When expressing happiness/ blessedness	▪ The lad was fortunate to be saved by the dog from the snatcher. ▪ Jessa is glad that she was able to defeat COVID-19 after a month of battle. ▪ We have plenty of time to be with our loved ones at home.

NEGATIVE

Examples of Commonly Used Signal Words/ Phrases/ Expressions	When to Use	Sample Sentences
none never neither no one no way nobody nowhere no not Prefixes like: un- in unfriend im- in impossible in- in incorrect mis- in mishandle dis- in dislike	When expressing negation and negative expression	▪ None of you has ever realized my worth. ▪ Never will I ever talk to you again. ▪ Neither of them can go out of his house. ▪ Henry yelled for hours to seek help, but no one heard him. ▪ There is no way she can open this phone without a password. ▪ Nobody wants to be this lonely. ▪ My necklace is nowhere to find. ▪ There is no high school learner allowed to get inside the school campus. ▪ I do not want to see you. ▪ She unfriended him on FB. ▪ It is impossible to make Brownie quiet without food. ▪ Your answer is incorrect. ▪ The owner mishandled the business. ▪ My classmate dislikes vegetables.
disgust offend dismay shock	When expressing disappointment	▪ Patrick’s mom was disgusted by his very bad grades. ▪ He got offended by his subordinate’s actions. ▪ To his dismay, he cried.

[transcriber’s note: table continued from the previous page]

Examples of Commonly Used Signal Words/ Phrases/ Expressions	When to Use	Sample Sentences
		▪ The coach was very shocked by the decision of the referee.
only	When limiting	▪ There is only one left for me.

Take Note:

Mathematical rules can also be applied in recognizing positive and negative messages conveyed in a text.

[chart: sign rules for simple sentences; Take Note: mathematical rules applied to sentences]

• Rule: (+)·(+) = (+)
• Rule: (+)·(−) = (−)
• Rule: (−)·(+) = (−)
• Rule: (−)·(−) = (+)
• Callout: For simple sentences, we can use multiplication to recognize the positivity or negativity of the message conveyed.

Sentence	Signs	Result
My parents were happy to see my high grades.	+ · +	+
He loves to see you getting in trouble.	+ · −	−
Never again will I ever talk to you nicely.	− · +	−
I don’t like doing impractical things.	− · −	+

Conjunctive adverbs and word connectors for comparison and contrast can also help you recognize whether a message is positive or negative. These word connectors introduce a subordinate clause that makes a sentence a complex sentence.

[chart: word connectors for comparison and contrast; Conjunctions in a complex sentence]

• Callout (top): To recognize positivity or negativity of the conveyed message in a complex sentence, we can use these conjunctions as mathematical addition operation.
• Callout (left): Generally negative but to understand the message, we can use these conjunctions as mathematical addition operation.
• Callout (right): Generally negative but to understand the message, we can use these conjunctions as mathematical addition operation.
• CONTRAST (left): unlike, though, whereas, however, on the contrary
• COMPARE (center): as, like, also, alike, both, similar, equally, likewise, just like, same as
• CONTRAST (right): yet, while, instead, in contrast, on the other hand

Take a look at these examples:

[chart: addition of message signs; Take a look at these examples]

• 1 (Message) + 1 (Message) = 2 (Message)
• -1 (Message) + -1 (Message) = -2 (Message)
• 1 (Message) + -1 (Message) = 0 (neutral) (Message)
• -1 (Message) + 1 (Message) = 0 (neutral) (Message)

Example	Result
Water is the most essential element of the human body, likewise, it is the most important component of plants. (positive message) (positive message)	= positive message
Not only is the livelihood of many affected by COVID-19, but the general health of everyone is also threatened. (negative message) (negative message)	= negative message
The government is doing its best to eradicate extreme poverty, however, some are not willing to help themselves get rid of it. (positive message) (negative message)	neutral
Helen’s attitude is very terrible, although she is very beautiful. (negative message) (positive message)	neutral

FIGURATIVE

(not directly expressed)

Positive and negative messages in a text can also be expressed implicitly.

This is totally different from identifying positive and negative messages with signal words because figuratively conveyed messages need deeper understanding and processing in one’s mind. Messages can be tricky sometimes; that is why relying only on the literal meaning may lead to inaccurate interpretations. You should know the figurative meaning of these words or expressions for you to correctly identify the intended message, whether positive or negative.

One would say something, but mean the other. For this reason, it is very significant that we examine the meaning of the message by the manner/intention/approach it is said.

REMEMBER: It is not always what one says, but how one says it.

This time, you will be guided on how to recognize positive and negative messages conveyed in a text.

Here are common examples:

Hyperbole is the use of exaggeration or overstatement to emphasize a point. e.g.

POSITIVE	NEGATIVE
Laura reads Florante’s letter a million times everyday. (It means that Laura always reads Florante’s letter because she’s very much in love with him.) I can wait forever just for you. (It means that you are the only one for me.)	I’m so sad that I’m drowning in tears. (It means that I am crying very hard due to sadness.) He is very hungry that he could eat a horse. (It means that he is very, very hungry.)

Simile is a comparison of two different things using as and like. e.g.

POSITIVE	NEGATIVE
Norman is like a walking dictionary. (It means that Norman has a wide vocabulary.) He moves as swiftly as the wind. (It means that he moves as quickly as the wind.)	Michelle’s love is like the sun that lights up my whole world. (It means that Michelle’s love brightens up my life.) Education is as valuable as gold. (It means that education is a treasure like gold.)

Metaphor is a direct comparison of two different things. It does not use as and like. e.g.

POSITIVE	NEGATIVE
Norman is a walking dictionary. (It means that Norman has a wide vocabulary.) You are the apple of my eye. (It means that you are most cherished above anyone else.)	Michelle’s love is the sun that lights up my whole world. (It means that Michelle’s love brightens up my life.) Education is gold. (It means that education is a treasure like gold.)

Euphemism is a mild or indirect expression or word that substitutes a crude, blunt, vulgar, embarrassing, hurtful, or unpleasant word.

The message of the paragraph above cannot be determined by focusing on only one of its sentences. The message conveyed as a whole should be evaluated keenly.

Analysis	Sentences in the Paragraph
In the first sentence, we can suppose that the message is negative since women’s role in the family in the past was limited only to household chores; women can do more than that!	“In the past, most women stayed at home to take care of domestic chores such as cooking or cleaning,”
This is why the second sentence states that women’s liberation and feminism have led towards the betterment of women’s lives.	“Women’s liberation and feminism have meant that this situation has been transformed and in contemporary society women are playing an almost equal role to men in terms of work.”
This claim is supported by the third sentence, which shows how the liberation of women has improved the quality of life by increasing children’s sense of responsibility in the family, and greater gender equality in the society.	“This has had significant consequences, both in terms of the family, for example by improving quality of life and increasing children’s sense of independence, and also for society itself with greater gender equality.”

Thus, as a whole, the message of the paragraph is positive.

What’s More

In this part of the module, you will be given tasks and sets of questions that can help you enrich your skills in expressing positive and negative messages.

Activity 1. Soar High

Directions: I Believe I Can Fly by R. Kelly is a popular song about believing in oneself to achieve personal goals. Using the lyrics of this song, fill in the crossword puzzle. Use the clues given below. Write your answers on a separate sheet of paper.

[chart: crossword puzzle grid; Activity 1. Soar High]

HORIZONTAL

1. means “terrible”
2. an extraordinary event
3. in no degree
4. act of being confident

VERTICAL

2. feeling of affection
3. successfully reach
4. denotes ability
5. honest

Assessment 1: Underline Me

Directions: Read the sentences below. On the space provided, write positive if the message is good, and negative if the message is bad. Then, underline the word that signals the positivity or negativity in the message conveyed. Write your answer on a separate paper.

_____1. The meat in the fridge has a terrible smell. _____2. My parents always tell me that they love me very much. _____3. Our neighbor’s little girl is very honest in answering questions _____4. Nothing is left for the kid to eat. _____5. Merlinda, the leader of the team, believes in her subordinates.

Activity 2. My Connections

Directions: Identify which sentences are positively or negatively conveyed. Connect the dots to the tips of the arrows, respectively.

[chart: connecting exercise; arrows from a (+) box and a (-) box pointing to the sentences]

• 
  
  1. He is a very amiable person. Everyone likes him.
  
  
  
  
  2. Love conquers all.
  
  
  
  
  3. Nice perfume. How long did you marinate in it?
  
  
  
  
  4. Thanks for reminding me of my incapacities. It’s so nice of you.
  
  
  
  
  5. You are already at your golden age! Stop misbehaving!
  
  
  
  
  6. The situation is a blessing in disguise.
  
  
  
  
  7. More challenges are yet to come. For now, let’s focus here. Let’s just cross the bridge when we get there.
  
  
  
  
  8. Vandolf never ceases doing good deeds.
  
  
  
  
  9. Look! The car is very quickly heading towards us!
  
  
  10. I hope it rains today. The plants are very thirsty.

Assessment 2: Figure It Out

Directions: In Part 1, all sentences are positively conveyed. In Part 2, all sentences are negatively conveyed. On the space provided, write which of the following is used: Hyperbole, Simile, Metaphor, Euphemism, Sarcasm, Proverb, or Idiom.

Part 1. Positive Messages

_____1. She is a superstar. _____2. Laughter is the best medicine. _____3. This task is just a piece of cake. _____4. Don’t judge a book by its cover. _____5. My favorite month is December because it rains money and food.

Note to the Teacher Provide extra copies of this page for students’ use.

Part 2. Negative Messages

_____1. After all the investigations I’ve done, I realized that you were just telling me a fairy tale. _____2. Unless your name is Google, stop acting like you know everything. _____3. I’m afraid that she would spill the beans about the test results. _____4. She talks like a broken record. _____5. He hits like a girl in the ring.

Activity 3. What Do You Mean

Directions: Draw the corresponding emoticon for each message conveyed in the texts. Draw it at the tip of the callout cloud. For positive message, you may draw any of these: [illustration: three smiling emoticons]. For negative message, you may draw any of these: [illustration: three frowning emoticons]. Write your answers on a separate sheet of paper.

1. Into every life, a little rain must fall.
2. I only like you as a friend.
3. We’re letting you go. Maybe this job is not for you.
4. The situation of his only daughter is driving him nuts.
5. You are my sunshine after the rain.
6. Your love is as cold as ice.
7. Light travels quicker than sound. This is why some people look smart until you hear them speak.
8. I’d walk a thousand miles just to be with you.

Note to the Teacher Provide extra copies of this page for students’ use.

Assessment 3: Brains…

Directions: Read the texts below. Put a ✓ in the column labelled (+) if the message is positive, or ✗ in the column labelled (-) if the message is negative. Then, under MANNER, write Literal if the message is literally meant, and write Hyperbole, Simile, Metaphor, Euphemism, Sarcasm, Proverb, or Idiom if the message is figuratively conveyed. Write your answers on a separate sheet of paper.

MESSAGE	POLARITY: +	POLARITY: –	MANNER
1. I’m impressed by your production.
2. Mark is very economically challenged.
3. Love is like the wind. You can’t see it but you can feel it. Nicholas Sparks, A Walk to Remember
4. “You look smart today,” said Alexis to his slow learner classmate wearing eyeglasses.
5. A journey of a thousand miles begins with a single step.
6. Stewart’s father finally met his Maker.
7. Her heart is as hard as a stone.
8. “Thank you for explaining that my eye cancer isn’t going to make me deaf. I feel so fortunate that an intellectual giant like yourself would deign to operate on me.” – John Green, The Fault in Our Stars
9. I am very tired that I could sleep for a year.
10. When life gives you lemons, make lemonade.

What I Have Learned

In this part of the module, you are going to write your insights. Write your answers on a separate sheet of paper.

The challenging activities you have taken surely made you reflect on some important points.

Jot Down Your Insights

After doing all the activities, I have learned that

---

---

---

_____.

It is now clear to me that

---

---

---

_____.

The most challenging part of the activity is

---

---

---

_____.

I believe

---

---

What I Can Do

In this part of the module, you will be given another activity which will help you apply your newly acquired knowledge in real-life situations.

Activity 1A: Try Me

Directions: Make one sample sentence according to the indicated manner. It can either be positively or negatively conveyed. Write your sentence under the positive column if the sentence is positive. Write your sentence under the negative column if the sentence is negative. Write your answers on a separate sheet of paper.

MANNER	POSITIVE	NEGATIVE
Literal
Hyperbole
Simile
Metaphor
Euphemism
Sarcasm
Idiom

Activity 1B. Things to Ponder

Directions: In the first column are examples of proverbs. In the second column, you are going to write the message each proverb conveys. Write your answers on a separate sheet of paper.

PROVERBS	MEANING
Opportunity knocks once.
Don’t count the chicks until the eggs are hatched.
You can’t judge a book by its cover.
You can lead a horse to the water, but you can’t let him drink.
You can get more flies with honey than you can with vinegar.

Assessment

In this part of the module you will be evaluated as to the level of your mastery of the lessons learned in recognizing positive and negative messages conveyed in a text.

Directions: Read and answer the questions carefully. Write the letter of your answers on a separate sheet of paper.

1. I am very delighted that my teachers exert effort in communicating with us— not just because it is their job, but because of the love and compassion they have for the learners. What word in the statement signals a positive message?

   • A. love B. exert C. effort D. delighted

2. None of the Grade 8 learners are allowed to go out to get their modules due to age restriction imposed by the government to mitigate COVID-19 infection risk. What word signals a negative message in the statement?

   • A. none B. mitigate C.infection D. restriction

3. “Aye, aye, captain. I will do what I am told,” yelled the young cadet. What word in the statement signals a positive message?

   • A. do B. aye C. told D. yelled

4. Neither of my internet service providers satisfies my needs for online class. What word in the statement indicates a negative message?

   • A. online B. neither C. internet D. satisfies

5. Which of the following statements expresses a negative message?

   • A. No pain, no gain.
   • B. A friend in need is a friend indeed.
   • C. The news hit me like a tsunami.
   • D. Although my aunt lives abroad, she sometimes calls us to say hello.

6. All the statements below express a negative message EXCEPT one.

   • A. After seeing my deep wound, I thought I’d lose my lunch.
   • B. I believe that COVID-19 pandemic will never disappear by itself.
   • C. After days of waiting, now comes our most awaited game. Break a leg!
   • D. Some hardly obey health protocol despite the constant reminders by the authorities.

7. The figure of speech that uses overstatement to express a message is called

   • A. Irony B. simile C. metaphor D. hyperbole

8. Below are euphemisms for “death” except one.

   • A. died B. deceased C. passed away D. rested in peace

9. Sarcasm is ___________.

   • A. literally conveyed
   • B. used to give a moral
   • C. the use of irony to either vex or humiliate someone
   • D. the careful choice of word in order not to hurt someone

10. You can’t expect me to finish this difficult task after a week. Such work takes time to complete. The proverb to be applied here is ____________.

    • A. Better late than never
    • B. Rome wasn’t built in a day
    • C. The pen is mightier than a sword
    • D. Good things come to those who wait

11. The following sentences are metaphorically expressed. Which among them is negatively conveyed?

    • A. He has the eye of a tiger.
    • B. My life is a prison to break out of.
    • C. Sarah’s voice was music to his ears.
    • D. Life is a dance. You have to sway with the rhythm.

For items 12-13

Girl: I love you. Boy: I love you, too. Girl: Prove it. Scream it to the world. Boy: (whispers in the ear) I love you. Girl: Why did you whisper it to me? Boy: Because you are my world.

12. Read the dialog in the box. How is the message conveyed?

    • A. negatively B. positively C. neutral D. all of the above

13. How did the boy express his message?

    • A. sarcastically B. idiomatically C. euphemistically D. metaphorically

For items 14-15

1. The dilemma on cell phones in school arises many questions on whether or not they should be allowed or banned. 2. Some say cell phones should be banned from school because they are said to be a distraction and used to bully, cheat, and plan fights. 3. On the other hand, cell phones should be allowed in school because they improve communication between parents and students, they are an educational resource, and in the event of an emergency responders could be quickly notified. 4. While many feel that cell phones should be banned from school because they are said to be a distraction and used to bully, cheat, and plan fights, they should really be allowed in school. 5. Although cell phones may have made it easier for students’ plan fights, cheat, and bully, banning cell phones will not stop the nonsense.

An excerpt from: https://www.bartleby.com/essay/Pros-And-Cons-Of-Banning-Cell-Phones-FZJX3DTYPWR

14. Which part in the paragraph suggests negative message?

    • A. sentence No. 1
    • B. sentence No. 2
    • C. sentence No. 3
    • D. sentence No. 4

15. Generally, the message is positive because ___________.

    • A. The use of cell phones can cause less distraction.
    • B. Cell phones can be used in the event of an emergency.
    • C. Banning the cell phones will not stop bullying and cheating.
    • D. The use of cell phones has a more promising impact to students than unfavorable.

Additional Activities

You have just learned how to recognize positive and negative messages, conveyed either literally or figuratively in a text, from the sentence to the paragraph level. This time, you are going to write a reflective essay.

Directions: Write an essay with at least three (3) paragraphs on either Modular Distance Learning or Online Distance Learning. After writing the essay, fill out the form below. Write your essay on a separate sheet of paper.

[transcriber’s note: the essay writing box is blank]

Directions: Fill out the table accordingly. Put a check under Negative if the message of the paragraph is negative, and a check under Positive if the message is positive.

Paragraph No.	Polarity of Message: NEGATIVE	Polarity of Message: POSITIVE

Be guided by the rubric below:

Criteria	(10)	(8-9)	(6-7)	(4-5)	(2-3)
Writing Mechanics / Content	Content shows reflection on Modular or Online Distance Learning with no error found in spelling, punctuation, and grammar.	Content shows reflection on Modular or Online Distance Learning with 1-2 errors found in spelling, punctuation, and grammar.	Content shows reflection on Modular or Online Distance Learning with 3-4 errors found in spelling, punctuation, and grammar.	Content shows reflection on Modular or Online Distance Learning with 5-6 errors found in spelling, punctuation, and grammar.	Content shows reflection on Modular or Online Distance Learning with 7-8 errors found in spelling, punctuation, and grammar.

Total Score: _____/10

<!– transcriber’s note: this page is printed rotated 180 degrees. It was read upright, and some labels and item numbers are uncertain. –>

Answer Key

What I Need to Know

1. A
2. D
3. B
4. B
5. D
6. B
7. C
8. C
9. A
10. C
11. B
12. B
13. C
14. B
15. D

What’s In

Part 1 Answers vary

Part 2 Answers vary

What’s New

1. Positively
2. Negatively
3. Negatively
4. Negatively
5. Negatively

What’s More

Activity 1

1. awful
2. love
3. miracles
4. achieve
5. can
6. nothing
7. true
8. believe

Activity 2

Positive: 1, 6, 7, 8 Negative: 2, 3, 4, 5, 9, 10

Activity 3

Part 1

1. positive emoji
2. negative emoji
3. negative emoji
4. negative emoji
5. positive emoji
6. negative emoji
7. negative emoji
8. positive emoji

Part 2

Table: [transcriber’s note: the table’s columns and marks were read from a rotated image and are uncertain]

No.	Item	+	–
1	literal	/
2	euphemism		x
3	simile	/
4	sarcasm		x
5	proverb	/
6	euphemism		x
7	simile	/
8	sarcasm		x
9	hyperbole		x
10	proverb	/

What I Can Do

Activity 1 Answers vary

Activity 2 Answers vary

Assessment 1

1. positive/always or
2. positive/honest
3. negative/nothing
4. positive/believe
5. love
6. negative/terrible

Assessment 2

Part 1

1. Metaphor
2. Proverb/metaphor
3. idiom
4. Proverb
5. Hyperbole

Part 2

6. Euphemism
7. Sarcasm
8. Hyperbole
9. Simile
10. Simile

Assessment 3

Part 1

1. D
2. D
3. B
4. B
5. C
6. D
7. D
8. A
9. C
10. B
11. B
12. B
13. D
14. B
15. D

Part 2

1. (-)
2. (+)

References

Sheldon Smith, “Cause & Effect Essays,” EarFoundation.Com, November 9, 2020. https://www.eapfoundation.com/writing/essays/cande/

”Pros and Cons of Banning Cell Phones in School” Bartleyby. https://www.bartleby.com/essay/Pros-And-Cons-Of-Banning-Cell-Phones-FZJX3DTYPWR

”Education in the Time of COVID-19” ECLAC-UNESCO, August 2020. https://reliefweb.int/sites/reliefweb.int/files/resources/S2000509_en.pdf

2020 Merriam-Webster, Inc.

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