English Grade 2 Part 2

B. Match the drawing with ou or ow.ou owDrawing Drawing owl mountainRemember This /aw/ is a diphthong.I Can Do ItA. Read the poem. Circle each word that has the same vowel sound as house. Then write the words where they belong. Can you think of other words? Write them down, too. The little brown doggie I found down the street, Would run around And sniff the ground. How he’d dance around With a little barking sound— My little doggie Brown. 328

Spelled like “cow” Spelled like “house”_______________________ ______________________________________________ ______________________________________________ ______________________________________________ _______________________B. Complete the name of each picture. Write ou or ow on the blanks.cr __ __ n m __ __ ntainm __ __ se st __ __ tMeasure My Learning Check if you hear /aw/. Cross if you do not hear /aw/.1. crown _____ 4. brown _____2. road _____ 5. home _____3. flower _____ 329

Lesson 31: I Can Perform Simple InstructionsLet’s TryI. Do the following inside the box. 1. Draw a circle. 2. Draw a star inside the circle. 3. Write the first letter of your name inside the star.II. Draw a line to connect the synonyms. 4. hot • little 5. small • warm 6. happy • gladIII. Match the drawing with the steps. Write 1 to 4 in the box. How to draw a star: 7. Draw an upside down V. 8. Draw a straight line upward to the left. 9. Draw a straight line across to the right. 10. Draw a straight line downward to the right to your starting point. 330

Let’s Aim Let us read the story. Museum Tour By Rose Ann B. Pamintuan It was a bright Friday morning. All the girls and boys of Grade 2-Mabait were all excited. It was the day they were going to the museum. It was their first time. At 7 o’clock, their teacher, Miss Nora, told them to line up. “Fall in line by twos.” The girls and boys lined up. Miss Nora led them to the bus. “Watch your step,” she said as each girl and boy climbed up the steps of the bus. Once inside the bus, the teacher reminded the class, “Do not stand while the bus is moving. Do not open the windows. Put your trash in the trash bag.” At the museum, the girls and boys lined up again at the entrance. Before entering, the museum guide told them, “Do not touch the exhibit.” Inside, the children saw many interesting things. The museum guide told them what the exhibit was about. The children asked questions and the guide answered them patiently. After their museum tour, the children went back to the bus. They were again told by Miss Nora to remain on their seats and not to open the windows. The children were tired but they enjoyed the museum tour very much. 331

Let’s Answer Answer the questions correctly. 1. Why were the girls and boys of Grade 2-Mabait excited? 2. Why did Miss Nora ask them to line up? 3. What did Miss Nora remind the children when they were inside the bus? 4. Were the reminders important? Why or why not? 5. What did the museum guide tell the children before they entered the museum? 6. Why do you think touching the exhibit was not allowed? 7. How did the children feel about the museum tour? 332

Agreement One way of appreciating God’s gifts is to take good care of nature. Wild animals must be set free so that they will live happily. For example, owls make great pets, but it is not right to keep an owl in a cage. So let’s just make a paper owl toy. You will need: the pattern below, coloring materials, scissors, and glue or tape. Step 1: Color the pattern. Step 2: Cut out the pattern. Follow the thick black lines. Step 3: Fold along the broken lines. Step 4: Curl the body part to form a cylinder. (Fig. 1) Step 5: Glue the gray tab to keep it in place. Step 6: Curl the top part and glue to the main body. (Fig. 2) Step 7: Glue the wings to the gray circles L and R. (Fig. 3) Wait for it to dry and play with your new paper pet! 333

Lesson 32: I Can Do ThingsGet Set Let’s talk about the pictures. They show some of your rights as a child.Right to be alive Right to a nameRight to be with parents Right to choose religionRight to choose friends Right to basic needsRight to quality education Right to play and rest 334

Let’s Aim One of the rights of a child is the right to play. Create a pinwheel using the pattern. Enjoy!MATERIALS• scissors• coloring materials• 1 thumb tack• pencil with an eraser at the endStep1: Cut outthe square atthe right. Followthe thick blackoutline.Step 2: Cut along Step 4: Gently bend to the center, stickthe dotted lines to the paper so all a thumbtack into itmake four slits. corners with holes so it stays put, and reach the center stick it to the pencilStep 3: Using the tip hole. eraser.of a pencil, gentlypunch a hole on the Step 5: With the Step 6: Blow onareas of the square corner flaps still bent your pinwheel andmarked with an watch it spin!X. Don’t make theholes too large. 335

Lesson 33: I Can WriteLet’s Recite Let us recite the rap. Different By Rose Ann B. Pamintuan You are you; I am me. From the North or from the South;Different color, can’t you see? From the West or from the East Boy or girl; young or old, You are you; I am me. We are diff’rent yet the same Different size, let me see. And there’s one thing I’ll tell you You are you; I am me. We are all Filipinos true. Different shape, Oh! I see.Let’s Aim Let us read the underlined words and their synonyms. Different color, can’t you see? unlike Different size; Let me see. measure Different shape, Oh! I see. form Boy or girl; lad – miss young or old, tender age – elderly We are all Filipinos true. real Let’s study more synonyms.a. Lisa is a good friend. Lisa is a nice friend.b. Lita is a beautiful girl. Lita is a pretty girl.c. Don is a smart boy. Don is an intelligent boy.d. Roy is quiet. Roy is silent.e. The house of Amy is clean. The house of Amy is neat.Remember This Synonyms are words with the same meaning. 336

We Can Do It Let’s use the synonyms in your sentences. Complete the sentence. Write the name of your friends or classmates. a. _____ is a good friend. _____ is a nice friend. b. _____ is a beautiful girl. _____ is a pretty girl. c. _____ is a smart boy. _____ is an intelligent boy. d. _____ is quiet. _____ is silent. e. The house of _____ is clean. The house of _____ is neat. 337

Measure My LearningA. From the box, choose a word that has the same meaning as the word above the picture. Write that word on the line. The first one was done for you. dine huge halt build automobile picture eat photo_____d__in_e______ ______________ car make______________ ______________ large stop______________ ______________ 338

B. From the word in the box, find the synonym of the underlined word in the sentence. Write it on the line after the sentence. angry big little shouted quiet 1. We were in a large room. __________ 2. Some children screamed. __________ 3. Some were mad. __________ 4. The teacher asked the small children to sit down. __________ 5. The children were all silent. _____________ 339

Lesson 34: I Can Meet FriendsLet’s Aim Let us read the story. The Frowning Flower By Rose Ann B. Pamintuan There was a Flower – a flower that had a frown on its face. It was frowning because it was sad. It was sad because it had no friend. It looked and looked for a new friend. But it could not find one. The Flower with a frown sat down. It looked at the clouds. The frowning Flower was surprised to see a cloud with a smile on its face. “Hello, Flower!” said the Cloud. “Oh! Hello, too, Cloud,” said the Flower. The Cloud smiled brighter and said, “Can I be your friend?” “Of course!” said Flower. A smile slowly appeared on her face. So the Flower and the Cloud shook hands. And Flower said, “Now I have a new friend.” From then on, the frowning Flower became the smiling Flower. 340

Comprehension Check: 1. In our story, how was the flower feeling? 2. Why was the flower feeling that way? 3. What changed the frown into a smile? 4. What must you do so that you can have a friend? Diphthong /ow/ or /ou/ flower frown down cloud What is the sound of the underlined letters?Remember This /ow/ or /ou/ is also a diphthong.Let’s Practice Let’s read more words with diphthongs /ow/ or /ou/. cow wow out found bow plow shout hound how fowl house pound now howl mouse roundI Can Do It Write ow or ou to complete the words. 1. t __ __ el 6. br __ __ n 11. c __ __ nt 2. v __ __ el 7. cr __ __ n 12. p __ __ er 3. h __ __ r 8. cl __ __ n 13. sh __ __ er 4. l __ __ d 9. m __ __ th 14. m __ __ ntain 5. __ __ ch 10. t __ __ er 15. th __ __ sand 341

Lesson 35: I Can Tell What Is ImportantLet’s TryA. Read the paragraph. Answer the questions next. Kids are often happy to see birds that they would like to have one as a pet. The three kinds of birds that are good for pets are the finches, parakeets, and cockatiels. The finches make good pets because they are beautiful and they make beautiful sound. The parakeets are colorful, small, easy to care, and can learn to talk. And the cockatiels can also learn to talk, whistle, and do cute tricks. 1. Which birds are beautiful and can make beautiful music?______________________________ 2. Which birds can learn to talk and whistle? ______________________________________________B. Encircle the word with diphthong /ow/ in each number. 3. brow clue blew 4. flour flow drawC. Connect the opposites.5. day night6. sad happy 342

D. Read then check the box that tells what will happen next. 7. Eve gets her notebooks and books. She will study her lesson. She will watch TV. 8. Pat gets her soap and towel. She will take a bath. She will clean the yard. 343

E. Study the graph, then answer the questions. Dan’s Pet Shop 5 4 3 2 1 9. How many parakeets are there in Dan’s Pet Shop? ___________ 10. How many cockatiels are there in Dan’s Pet Shop? ___________Let’s Aim Look for the answers in the paragraph. Questions: 1. How long have farmers been making scarecrows? 2. What is a scarecrow? 3. What is it shaped like? 4. Where is it placed? 5. What kinds of birds do scarecrows scare away? 6. Why is it a farmer’s best friend? 344

Scarecrow Farmers have been making scarecrows for more than three thousand years. A scarecrow or hay-man is a trap. It is shaped like a human dressed in old clothes and placed in fields by farmers to scare away birds such as crows or sparrows from eating the seeds or crops. A scarecrow is truly a farmer’s best friend.I Can Do It Know the important details of the next paragraph by answering the questions below. Questions: 1. What is the color of the crows? 2. Where do they feed? 3. What do they eat? 4. When trained, what can they copy? 5. Up to what number can they count? Crows Crows are glossy black birds. They feed mostly on the ground, where they walk about purposefully. They eat meat, grain crops, insects, and eggs of other birds. Crows are intelligent birds. They can be trained to copy their owner’s voice or to count aloud up to seven. 345

Measure My Learning Answer the questions to know the important information about the paragraph. Questions: 1. What is the size of sparrows? 2. What is the shape of their bill? 3. What do they eat? 4. What is their color? 5. Where are they found? Sparrows Sparrows are small birds with bills shaped like cones. They eat seeds and insects. Some sparrows are brown. Some are gray. They are found around homes and on farms worldwide.Lesson 36: I Can Tell the SoundGet Set Recite this rhyme.Cock crows in the morn For early to bedTo tell us to rise, And early to rise,And he who lies late; Is the way to be healthyWill never be wise And wealthy and wise. 346

Let’s Aim Let’s study the sentences. The scarecrow is a bird trap. Crows are black birds. Sparrows are small birds. What are the underlined letters? What is the sound of the underlined letters? Let’s read the words with the diphthong /ow/ as in crow. blow grow row stow bow know show throw flow low slow tow glow mow snow arrowRemember This /ow/ is also a diphthong. 347

I Can Do It Read the words in the box. Use the words to complete the sentences below. grow crow know blow throw slow 1. I will put out the candlelight; I will __________ the flame out. 2. I am going to __________ the ball to my teammate. 3. I __________ how to spin the ball. 4. I eat a lot of vegetables and drink milk. I am going to __________ tall. 5. That black bird looks like a __________. 6. This turtle is __________. 348

Measure My Learning Read the words in the box. Complete each sentence below with the correct word from the box.show tomorrowslow yellowflow rowblow growMy best friend sits in the last ____________.Her favorite color is ____________.Her birthday is ____________. She willhave some candles to ____________.After her party, we will watcha ____________.. 349

Lesson 37: I Can Tell What Is NextGet Set Read the story silently. The King Kalapati (Dove King) Adapted by Rose Ann B. Pamintuan One day, the flock of doves flew low to look for food led by King Kalapati. They found some rice scattered beneath a tree. So all the doves landed and began to eat. (What do you think happened next?) Without warning a huge net fell over them and they were all trapped. They saw a hunter approaching them carrying a cage. (What do you think happened next?) The doves wildly flapped their wings trying to get out, but they could not. King Kalapati got an idea. He told all the doves to fly up together. Each dove picked up a part of the net and together they flew off carrying the net with them. (What do you think happened next?) The hunter was surprised. He tried to follow them, but they were flying high over the trees and over the field. They flew to a nearby farm where there lived a small mouse under a tree who was a faithful friend of King Kalapati. (What do you think happened next?) 350

When the mouse heard the loud flapping of wings, he was afraid and went into hiding. King Kalapati gently called out to him and then the mouse was happy to see him. The dove king explained that they were caught in a net and needed the mouse’s help. (What do you think happened next?) The mouse chewed the net with his teeth and set the doves free. They all thanked the mouse and flew away together. (What do you think happened next?) Answer the following questions: 1. What kind of birds flew together? 2. Why did they fly together? 3. Who led the flock of doves? 4. How and where did they find their food? 5. What happened while the doves were eating? 6. What did they do when they were caught in the net? 7. How did the birds escape the hunter? 8. How did the birds get out of the net? 351

Let’s Aim Antonyms are words that have opposite meanings. Let us study the sentences. 1. The building is high. 2. The tree is low. 3. The elephant draw is huge. mouse 4. The mouse is small. 5. The bird is flying over the tree. 6. The mouse is hiding under the tree.We Can Do It Demonstrate the following antonyms:1. up – down 2. near – far 3. loud – soft 4. happy – sad 5. first – last 352

I Can Do ItI. Read each paragraph. Then answer the questions in complete sentences. 1. When school is over, we do many things in the playground. Roy brings out his ball. He goes to the court with his friends. One of the boys checks the hoop. What will the boys do? ____________________________ ____________________________ 2. Joe stops at the library. He comes out with a book. He finds a bench under a big tree. He sits down. What will Joe do? ____________________________ ____________________________ 3. Annie is digging a hole for her flower seeds. She puts in the seeds. She sees that the soil is dry. She looks around and finds a can of water. What will Annie do? ____________________________ ____________________________ 353

II. Complete each sentence. Choose a word from the box that means the opposite of the word under the line. found small happy behind many 1. We feel very _______________. sad 2. We _______________ this picnic place. lost 3. It has a _______________, grassy lawn. big 4. It is_______________ a hill. in front of 5. We are sure to see _______________ things in this place. a few 354

Measure My Learning Read each sentence. Check the square beside the best prediction. Then circle the picture that matches your answer. The boy put on his uniform. He will go swimming. He will go to school. The woman wrote a letter to a friend. She will call her friend on the phone. She will drop the letter in the mailbox. A player asked for a glass of water. She will drink. She will water the plants. A boy turned on the television. He will watch a television show. He will listen to music. The students went to the library. They will read books. They will have snacks with their friends. 355

Agreement Complete the sentence with a word that has the opposite meaning of the underlined word. Choose the correct answer from the words below the sentence. 1. The fish pond is __________. The fishes swimming in the pond are small. clean, large, deep 2. Robin looks short next to the __________ tree. tall, fire, fruit 3. When I am happy, I _________. When I am sad, I cry. run, study, laugh 4. The turtle is slow, while the rabbit is __________ .. big, fast, nice 5. I always bring an umbrella. My brother __________ does. can’t, never, sometimes 356

Lesson 38: I Can Share ThingsLet’s Aim Let us recite the prayer. Prayer for Other Children Dear God, I pray not only for myself but also for other boys and girls. As you give me the things that I need, may I learn to share them with other children. If other children have more toys than I, may I not feel bad about it. And may I learn to think first of what others need before I think about what I need. Amen.We Can Do It Study the cartoon. Think and answer the following: 1. What do you understand about this picture? __________________________________________ 2. What does the man stand for? __________________________________________ 3. Why do you think he is hugging the big piggy bank? __________________________________________ 357

Lesson 39: I Can Use a MapGet Set Draw a line to connect symbol with its meaning. Hospital zone Drinking station Restrooms Bicycle parking Telephone station 358

Let’s Aim Let’s help King Kalapati find the mouse’s house. Use the symbols to guide King Kalapati. 1. Fly across the bridge. 2. Turn left towards the field. 3. Turn left towards the town. 4. Draw a mouse on the fourth house. 359

Let’s Answer Let’s study the school map below. Betty’s classroom is near the computer room. Her next class is music. How will she get there? Let’s guide Betty. _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ 360

I Can Do It Study the city map below and do the activity.1. Color the map as follows: Blue – water Red – fire station Orange – houses Yellow – school Green – park Pink – city hall Purple – hospital Brown – community center2. Draw a green X at the intersection of Orosa Street and 2nd Avenue.3. Draw a black X where Rivera Street meets Carlos Bridge.4. Draw a blue X at the address 180 Rivera Street.5. What city building is located along 1st Avenue? ______________________________________________ 361

Measure My Learning Study the city map, then do the activity. 1. Which bridge is closest to the museum? ______________________________________________ 2. What park is located in A2? ______________________________________________ 3. When you look north, you see the river. When you look east, you see the High School. Where are you? ______________________________________________ 4. What building is across the hospital? ______________________________________________ 5. What is the park along Estrella Street? ______________________________________________ 362

2 English Learner’s Material Unit 4 This book belongs to:Name: ____________________________________________________Grade and Section: ___________________________________School: ___________________________________________________ This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at [email protected]. We value your feedback and recommendations. Department of Education Republic of the Philippines

English – Grade 2Learner’s MaterialFirst Edition, 2013ISBN: 978-971-9990-82-6Republic Act 8293, section 176 indicates that: No copyright shall subsist in any work ofthe Government of the Philippines. However, prior approval of the government agencyor office wherein the work is created shall be necessary for exploitation of such workfor profit. Such agency or office may, among other things, impose as a condition thepayment of royalties.Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,trademarks, etc.) included in this book are owned by their respective copyright holders.Every effort has been exerted to locate and seek permission to use these materials fromtheir respective copyright owners. The publisher and authors do not represent nor claimownership over them.Published by the Department of Education and UnionBank of the PhilippinesDepEd Secretary: UnionBank Chairman/CEO:Br. Armin A. Luistro FSC Justo A. OrtizDepEd Undersecretary: UnionBank President:Yolanda S. Quijano, Ph.D. Victor B. ValdepeñasDepEd Assistant Secretary: UnionBank Executive Director:Elena R. Ruiz Maria Gonzalez-Goolsby Developmental Team of the Learner’s MaterialChairman: Luz S. Almeda, Ph.D.Assistant Chairman: Rizalino Jose T. RosalesTeam Leader: Victoria R. MayoWriters: Myrna J. Hipolito, Magdalena S. Rosopa, Porfiria B. Santos, MarimelJane H. Polita, Elisa O. Cerveza, Rose Ann B. Pamintuan, Nerissa R. Lomeda, andAmcy M. EstebanContributors: Leah N. Bautista, Ana Lou N. Caspi, Ivy M. Romano and PraxedesF. MendozaEditors: Victoria R. Mayo and Violeta M. GonzalesConsultant: Norma A. Adamos, Ph.D.Encoders: Eduardo A. Abutal and Christianne C. QuemadoIllustrator: Jose Miguel T. TejidoLayout Artist: Ernanie S. GonzalesPrinted in the PhilippinesDepartment of Education–Instructional Materials Council Secretariat(DepEd-IMCS)Office Address: 2nd Floor Dorm G, PSC ComplexTelefax: Meralco Avenue, Pasig CityE-mail Address: Philippines 1600 (02) 634-1054 or 634-1072 [email protected] ii

The gift of learning is made possible only through the hard work, dedication,and commitment of individuals who, over the last few years, have participated,in one way or another, to create this worthwhile project.The Department of Education and UnionBank of the Philippines extend theirheartfelt gratitude for their participation in this undertaking. UnionBank Learning System CreditsConceived, Produced and Published by: Maria Gonzalez-GoolsbyWritten by: Adalia D. SorianoIllustrations and Activity Pages by: Jose Miguel T. TejidoLayout by: Ernanie S. GonzalesCopy Editing by: Nancy Pe-RodrigoAlmario, Ani Rosa AcknowledgmentAlmeda, Luz S.Arce, Joseling L. Novido, Dolores G.Asprer, Merlie J. Pado, Felicitas E.Baltazar, Teresita D. Pilor, Socorro A.Barro, Mary Margaret M. Quemado, Christianne C.Batalla, Sally G. Quijano, Yolanda S.Belena, John M. Reyes, Lourdes C.Borgonia, Recaredo G. Reyes, NeilBragado, Rosebie J. Rosales, Rizalino Jose T.Dimaano, Marilyn D. Ruivivar, Ilene R.Domalanta, Teresita G. Ruiz, Elena R.Dulangon, Carmelita T. Ruiz, Jean Marie E.Estigoy, Susana Teresa B. Salvaña, Josefina AtienzaEvaristo, Ma. Luz F. Santos, Daisy O.Francisco S.J., Fr. Manoling Soto, Cornelia C.Hael, Elizabeth H. Tang, Elizabeth C.Hidalgo, Fe A. Tay, Dexter A.Hipolito, Myrna J. Teves, Gerard Jude F.Ilagan, Cesar G. Tirado, Kenneth C.Lapus, Jesli A. Tolentino, Maria Teresa A.Lastimoza, Zeny B. Torrevillas, ZonitoLee, Marcy D. Valarao, Carlos V.Magtibay, Januel M. Valencia, Joven M.Magtibay, Maria Elena A. Varela, Francisco M.Mayo, Victoria R. Vidanes, Hector A.Muyot, Alberto T. Villanueva, Roberto P.Ng, Therese Villanueva, Victor A.Niega, Josephine C. Villaruel, Othello T. Vispo, Marilou G. iii

FOREWORDIn our quest to make a difference in our community, we are guided by Magis – the relentless drive to look for something more in every opportunity with a heroic attitude and to engage our ideas, talents, and energies on endeavors thatmay at first seem undistinguished, but are in fact required. For us at UnionBank,this means a corporate philanthropy and social responsibility agenda that can bestleverage our resources and capabilities to develop our nation and our people.For us, this means taking the less travelled path of values formation.It is thus that we have endeavored to focus on youth development and to alignour values formation efforts with the public school curriculum. Through theUnionBank Learning System, we have succeeded in developing learning materialsthat are designed to integrate values formation – in particular, the time-honoredvalues enshrined in the Philippine Constitution – with the crucial area of reading.Knowing fully that reading is a survival skill – if you cannot read, you cannot learn– our learning system endeavors to help produce independent readers among ouryoung.Having launched the program in 2006, we have provided students’ workbooks toover 2.5 million pupils and teachers’ guides to 13,000 Grade 2 teachers in 5,200public schools throughout the country. Over the years, we have received variousawards and commendations for this philanthropic undertaking, as well as excellentimpact evaluations that show proof of its immense worth to Philippine education.Now, through this partnership with the Department of Education, we areembarking on the institutionalization of the program in the public school system,with each and every Grade 2 pupil to be given a copy of this book – revised inaccordance with the new basic education curriculum – beginning school year2013-2014!For UnionBank, this marks the end of a long yet fruitful journey.With hope and confidence in the future, it is our joy and privilege to give this book– through this monumental partnership with the Department of Education – as agift to the Filipino child.May it continue to serve as an effective learning tool, one that can help empowereach Filipino child with the capabilities required by the emerging global village.And may it continue to inspire others to participate in the noble struggle for nationbuilding and, to be reminded that “besides the earth, man’s principal resource isman himself,” for the transformation of each individual. JUSTO A. ORTIZ Chairman and CEO UnionBank of the Philippines iv

INTRODUCTION THE JOURNEYThis book has been eight years in the making. As the culminating output of the flagship program in Corporate Philanthropy and Social Responsibility of UnionBank of the Philippines, the UnionBank Learning System (UBLS)is the embodiment of the bank’s corporate creed – To Make a Difference in theCommunity – realized through programs and projects that focus on the all-important area of values formation, like the UBLS.Launched on June 19, 2006, auspiciously the 145th birth anniversary of ournational hero, Dr. Jose Rizal, the UBLS is the brainchild of UnionBank Chairmanand CEO Justo A. Ortiz and UnionBank Corporate Philanthropy and SocialResponsibility (CPSR) Executive Director Maria Gonzalez-Goolsby.Recognizing the importance of addressing the Millennium Development Goalof achieving universal primary education (MDG 2), and responding to the callfor volunteerism and private sector participation in Philippine public educationthrough the Adopt-A-School Program, UnionBank embarked on a journey to helpFilipino children read, write, and speak English and, at the same time, learn tobecome good and productive Filipino citizens.The Foreword of the first UBLS book reads— We want to give the Filipino child the solidarity of love, a guiding moral compass, pride in our Filipino heritage, and the capability to participate in the equalizing global village.As pointed out by Ortiz, “At the end of the day, values formation becomes a veryimportant foundation for the future, and that’s why more investment should beput into it.”In 2006, UnionBank commissioned Marcy Dans-Lee to write and illustrate thestorybook As A Filipino, as conceptualized by Goolsby. Likewise, Dr. FelicitasE. Pado of the University of the Philippines was commissioned to write aself-instructional Teacher’s Handbook using the Four-Pronged MotivationalApproach and a corresponding Student’s Workbook based on the storybook,while Ms. Lourdes Colina-Reyes, M.A., veteran teacher of De La Salle Zobeland author of a values formation book, was commissioned to write the ValuesEducation component of the book series.The UnionBank “As a Filipino” Learning System: Developmental ReadingIntegrated with Values Education for Good Citizenship (As A Filipino) was born. v

Compliance with the learning competencies set by the Department of Educationwas a primary consideration in developing the entire UnionBank program.The As a Filipino book introduced pupils to the 16 values enshrined in thepreamble of the Philippine Constitution – Faith in God, Unity, Patriotism, Work,Respect for Life, Respect for Law and Government, Truth, Justice, Freedom, Love,Equality, Peace, Promotion of the Common Good, Concern for Family and FutureGenerations, Concern for the Environment, and Order.In 2007, the program was launched in the National Capital Region (NCR), incoordination with then DepEd NCR Director Teresita G. Domalanta, where it wasrolled out in all its public elementary schools that year. Recognizing the Filipinoteacher’s noble mission and dual roles as mentor and model of the Filipino child,UnionBank paid tribute to all the 5,000 Grade 2 public schools teachers of NCR,who were also the first to use the As a Filipino books, through a massive teachertraining event on October 24-25 at the Philippine International ConventionCenter that preceded the region-wide rollout.To validate the program’s effectiveness, UnionBank commissioned Dr. CorneliaC. Soto of the Ateneo de Manila University’s Ateneo Teacher Center (ATC),an acknowledged Assessment and Evaluation of Learning Expert, to conductthe 2007-2008 census study “The Impact of the UnionBank Learning System:Developmental Reading Integrated with Values Education for Good Citizenship As aFilipino on Pupil Achievement in the National Capital Region (NCR).”Based on the performance results of 200,000 Grade 2 pupils, the study concludedthat there was a 41.59% increase in Reading Achievement. In assessing ValuesKnowledge and Feelings, a significant increase was also observed towardsLove for Reading (p.=.002) and Behavior Towards Family (p.=.015) and School(p.=.008). It further stated that, in general, both quantitative and qualitative dataindicated that the UBLS was substantially successful as a cognitive instrumentalsystem. Its affective impact was also substantially beneficial to teachers andpupils, with the Observational, Interview, and Survey results showing thefollowing: The principals (N=29) and teachers (N=168) selected from 450schools felt that the UBLS’ goals and objectives of developing reading skills andvalues integration were achieved. Both respondents gave the UBLS a high rating(principals’ mean = 4.38, teachers’ mean = 4.32 on scale of 1-5). They believedthe UBLS was relevant, useful, and helpful to both teachers and pupils. Theyfound the content logical and well organized, with values properly integratedand applicable to the pupils’ daily life at home and in school, and correlated withother subjects such as Filipino, Makabayan, and Character Education.Under the continuing conceptualization, direction, and management ofUnionBank CPSR head Goolsby, with CPSR officers Ilene R. Ruivivar and MaryMargaret M. Barro, the program evolved in 2008 into the UnionBank Learning vi

System: Development Reading Integrated with Values Education for GoodCitizenship, an integrated program for teaching Literacy, English Proficiency, andValues Education for pupils in the primary grade level.The five editions of the UBLS were written by Adalia D. Soriano, a highlyregarded Language Arts specialist with three masters degrees (GeneralEducation, Elementary School Administration, and Language Teaching) and 35years of teaching experience at the elementary level. Jose Miguel “Jomike” T.Tejido, architect, artist, and author of children’s books, magazines, and comics,enlivened the workbook with his illustrations and activity pages, engaging thepupils and motivating them to interact with the text.Composed of a Student’s WorkText for every pupil, a Teacher’s Edition of theWorkText for every teacher, a Teacher Training Video, and the As a Filipino AudioCD for every school, the UBLS Program was used 90 minutes daily for 32 weeksin participating public elementary schools.Since its launch in 2007, the UBLS has benefited over 2.5 million primarypublic school pupils and 13,000 teachers in 5,200 public elementary schoolsnationwide. Covering the main regions of NCR, Region VII (Central Visayas),and Region XI (Davao), the Divisions of Sarangani, Tawi-Tawi, Isabela City andLamitan City, and the Districts of Maluso and Tipo-Tipo, Basilan and San Isidro,Nueva Ecija, the UBLS was effectively a nationwide program.Coverage expanded in school year 2008-2009 to the Visayas and Mindanao, andATC’s Soto did a study in these areas using the same evaluation protocol usedin 2007-2008. Despite difficult logistics that allowed complete data gatheringin only a few schools, the study showed encouraging results. In Metro Cebu, forinstance, the sample of 2 schools, 9 teachers, and 466 pupils indicated a 16.54%increase in pupils’ reading achievement. In the Autonomous Region of MuslimMindanao, the sample of 29 schools, 36 teachers, and 1,786 pupils yielded anincrease of 34.03%.In school year 2011-2012, then DepEd NCR Director Elena R. Ruiz initiated aDepEd Impact Study, again independently conducted by the Ateneo TeacherCenter. This was administered by ATC’s Soto in collaboration with DepEd NCREducation Supervisor Victoria R. Mayo. The study focused on the rich sourceof data from Grade 2 NCR teachers (N=1592) evaluation of the UBLS Student’sWorkText and Student’s WorkText Teacher’s Edition. The “Teacher Evaluation ofthe UnionBank Learning System: Developmental Reading Integrated with ValuesEducation for Good Citizenship A Content Analysis” Study showed the value of theUBLS to both pupils and teachers.The teachers’ evaluation of the UBLS resource materials was overwhelminglypositive in terms of general impact, characteristics, and content and that these vii

materials were “useful and helpful because of their development of cognitivecompetencies such as the integrated skills of reading, writing, listening,and speaking, values education and integration, and their development ofpsychomotor skills and the arts.”Teachers felt that the focus on values education and integration was quitesignificant since pupils were exposed to “poems, stories, and activities whichcontain values and virtues that are essential for children to become goodpersons, [and which are] essential in strengthening and fortifying theircharacter.” Teachers thought that the inclusion of non-language arts skills andcontent such as art activities, puzzles, and games “challenged the pupils tothink, to question, and to be more creative and imaginative.” The activities “helpincrease their motivation” and made them “more participative and attentive.”The UBLS was given credit by teachers for the perceived change in attitude andbehavior of pupils: they were more attentive, participative, independent, critical,imaginative, and creative. Similarly, teachers expressed that they learned newstrategies and techniques, by using the new instructional materials. They alsobecame more creative, resourceful, patient, and imaginative.The Bureau of Elementary Education (BEE) under Director Marilyn D. Dimaano,also conducted an evaluation of the UBLS in 2012, which showed that the UBLSstudent’s workbook “designed to strengthen literacy skills and instill values, is acomplete package that will be of great help to both the teachers and the pupils.Thus, it is highly recommended for use in Grade 2.”It should be noted that the UBLS has earned several awards of distinction forUnionBank, including the Anvil Award for Excellence in Education (2008), theAnvil Award for Excellence in Responsible Citizenship (2008), the ManagementAssociation of the Philippines (MAP) Special Award for Best in Education (2009),and Finance Asia Top Ten Companies in Asia for CSR (2010).With the onset of the new basic education curriculum, the Department ofEducation saw the value of capitalizing on the strengths of the UBLS.“The UnionBank Learning System has been a great help to all our pupils andteachers for the past five years,” wrote DepEd-NCR Director Luz S. Almeda in herOctober 23, 2012 request to UnionBank to allow the DepEd Learning ResourceWriting Team (LRWT) to use materials from the UBLS for the new DepEdLearner’s Material (LM) and Teacher’s Guide (TG).“This is an opportunity for the UBLS seeds to grow and bear more fruits as they willbe sown in all parts of the country,” Almeda added. “It is high time that [UnionBank’s]advocacy on reading and good citizenship spread throughout the land.” viii

Having been granted permission by UnionBank through CPSR head Goolsby,Almeda requested clearance from Ruiz, who by then had been promotedto the position of DepEd Assistant Secretary for Programs and Projects, touse the UBLS in the development of the LM and TG for Grade 2 English. Thematter was eventually elevated to then DepEd Undersecretary for Programsand Projects Yolanda S. Quijano, and after several meetings with UnionBank’sGoolsby and other DepEd officials, among them Undersecretary for Finance andAdministration Francisco M. Varela, Undersecretary for Legal and LegislativeAffairs Alberto T. Muyot, Instructional Materials Council Secretariat DirectorSocorro A. Pilor, Adopt-A-School Program Operations Manager Merlie J. Asprer,BEE’s Dimaano, and NCR’s Almeda and Mayo (the latter serving as team leader ofthe DepEd-NCR LRWT), the integration of the UBLS in DepEd’s Grade 2 EnglishLM and TG and its institutionalization in the public school curriculum wasassured.At this point, the final chapter of UnionBank’s journey with the UBLS was alreadynear at hand.With DepEd formally “acknowledging and recognizing the proven usefulness andimpact of the UBLS” in providing schools with literacy, English proficiency, andValues Education for character formation, and having “examined, checked, andcleared it for adoption and use” in the Grade 2 English LM and TG for all publicelementary schools in the country, selected materials from the UBLS were usedin combination with materials provided by DepEd, using the UBLS template, asdeveloped by the DepEd-NCR LRWT.In completing its journey with the UBLS, UnionBank agreed to assign to DepEdits rights and interests and allow its use and adoption in the public schoolsystem.Thus, on February 6, 2013 a Memorandum of Agreement was signed byEducation Secretary Br. Armin A. Luistro FSC and UnionBank Chairman/CEOJusto A. Ortiz to formalize the turnover of the UBLS to the Department ofEducation.Under this agreement, UnionBank granted DepEd, at no cost, permission toadopt, integrate, and use in the Grade 2 English LM and TG selected exercisesand materials from the UBLS. UnionBank also gave DepEd the right to use allcomponents of the learning system – Student’s WorkText, Student’s WorkTextTeacher’s Edition, Teacher Training Video, As a Filipino Audio CD, and CorporatePhilanthropy and Social Responsibility (CPSR) Audio-Visual Presentation – freeof charge.These LMs will be disposable, on a 1:1 ratio for all Grade 2 public school pupilsnationwide, with every child entitled to bring home the LM at the end of the ix

school year. The TG, however, will be reusable, on a 1:1 ratio, for Grade 2 Englishpublic school teachers nationwide. The Grade 2 English LM will be printed byDepEd in time for school year 2013-2014 and then every year thereafter.Under this agreement, UnionBank and DepEd are copyright co-owners of theGrade 2 English Learner’s Material.According to Secretary Luistro, “The LM is like a student’s worktext which everypupil can study, answer and write on, and bring home as their own.”In the coming school year, it will be given to all 2.5 million Grade 2 pupils inpublic elementary schools nationwide.“This particular engagement comes at a very important segment in our journeytowards reforms,” Luistro explains. “We are thankful to UnionBank for thelearning system that will enable us to integrate and use the Learning Materialsand Teachers Guides in the context of K to 12.”On behalf of UnionBank, Ortiz notes –“We are happy to join DepEd in this historic, enabling, and noble project – abook for every child – for the benefit of all the 2.5 million Grade 2 pupils and the60,000 Grade 2 teachers nationwide. We share [DepEd’s] vision of creating abetter Philippines through the commitment of a better educational system.”This is UnionBank’s Gift to the Filipino Child. And now, through this partnershipwith the Department of Education and this book collaboration, it is for allFilipino children to own, learn from, and enjoy.CARLOS V. VALARAOMarch 13, 2013 x

CONTENTSForeword iv . ............................................................................................................................................................................................................................................................................................................................................Introduction v   . ...............................................................................................................................................................................................................................................................................................................................UNIT  4  –  I  Belong  to  a  Community 363 . ..........................................................................................................................................Lesson  1:     I  Am  a  Man  for  Others  * 364 . ...............................................................................................................................................................................Lesson  2:     My  Responsibility,  My  Community  * 369  .........................................................................................................Lesson  3:     Let’s  Talk  about  Our  Community  * 372....................................................................................................................Lesson  4:     Learn  More  about  Your  Community 375  ...........................................................................................................Lesson  5:     Punctuation  Marks  Are  Important 377  ...................................................................................................................Lesson  6:     Be  Aware  of  Your  Community   378  ...........................................................................................................................................Lesson  7:     We  Are  the  Guardians  of  Our  Environment  * 381 . .........................................................Lesson  8:     Experience  Is  the  Best  Teacher    for  Everybody  ..............................................385Lesson  9:     Beautiful  Sights  in  Our  Environment 386   . .....................................................................................................Lesson  10:  Our  Plants:  Our  Life 389  .....................................................................................................................................................................................................Lesson  11:  Find  the  Inner  Beauty  of  Others 392 . ................................................................................................................................Lesson  12:  Reading  Shapes  Our  Community  * 394 . ...................................................................................................................Lesson  13:  We  Are  Unique  and  Special 397  ............................................................................................................................................................Lesson  14:  Teamwork  Leads  to  Success  * 399 . .............................................................................................................................................Lesson  15:  Working  as  a  Team 402  ..........................................................................................................................................................................................................Lesson  16:  Respect  for  Life:  Uplift  People  * 404  ...................................................................................................................................Lesson  17:  Bring  Out  the  Hero  in  You  * 410   . ..........................................................................................................................................................Lesson  18:  Studying  Can  Save  Lives  * 412 . ....................................................................................................................................................................Lesson  19:  Be  Proud  of  Who  You  Are 413 . .....................................................................................................................................................................Lesson  20:  Be  Thankful  for  God’s  Creation  * 416  .............................................................................................................................Lesson  21:  I  Have  a  Good  Friend  * 419.......................................................................................................................................................................................Lesson  21:  I  Have  a  Good  Friend  (Day  2)  * 424  ........................................................................................................................................Lesson  22:  I  Know  What  a  Declarative  Sentence  Is 426    .........................................................................................Lesson  23:  I  Know  How  to  Sequence  Events 430 . ............................................................................................................................. xi

Lesson  24:  I  Can  Make  a  Card 432  ................................................................................................................................................................................................................Lesson  25:  I  Love  to  Help  Others  * 433 . ....................................................................................................................................................................................Lesson  25:  I  Love  to  Help  Others  (Day  2) 438................................................................................................................................................Lesson  26:  I  Know  What  an  Exclamatory  Sentence  Is 441...........................................................................Lesson  27:  I  Am  a  Part  of  a  Whole 445   . ......................................................................................................................................................................................Lesson  28:  I  Can  Write  a  Simple  Story 447  ................................................................................................................................................................Lesson  29:  I  Am  a  Filipino  * 450...........................................................................................................................................................................................................................Lesson  29:  I  Am  a  Filipino  (Day  2)  * 455  ............................................................................................................................................................................Lesson  30:  I  Know  How  to  Ask  Questions 459  ............................................................................................................................................Lesson  31:  I  Know  What  Will  Happen  Next 462  ...................................................................................................................................Lesson  32:  I  Can  Write  a  Simple  Story  Again 464  ............................................................................................................................Lesson  33:  I  Love  My  Filipino  Brothers  and  Sisters  * 465 . .............................................................................Lesson  33:  I  Love  My  Filipino  Brothers  and  Sisters  (Day  2)  * . ...............................469‡••‘͵Ͷǣƒƒ‡–Š‡‹ơ‡”‡–‹†•‘ˆ‡–‡…‡• . ........................................................473Lesson  35:  I  Know  My  Good  Friends 475  .........................................................................................................................................................................Lesson  36:  Let’s  Celebrate  Being  Filipinos 477  ........................................................................................................................................ *   Activities  and  Exercises  adopted  from  the  UnionBank  Learning  System  Student’s   WorkText  (2012)  and  revised  by  DepEd  National  Capital  Region  –  Learning   Resource  Writing  Team xii

UNIT 4 I Belong to a Community This unit is all about taking care ofour community, loving our environment, and being concerned with others. We all belong to a community so we should love it.

UNIT 4 I Belong to a CommunityLesson 1: I Am a Man for OthersLet’s TryI. Let’s try to study if the group of words in each item is a sentence or not. Put S on the blank before the number if item is a sentence or NS if not. _________ 1. it is a taxi _________ 2. in the market _________ 3. you will see the wallet above the table _________ 4. when I go home, I will eat the pancit _________ 5. they like theII. Put the missing punctuation marks and write them inside the box. _________ 6. How do you go to school every day _________ 7. I ride the bus to school _________ 8. Stop, wait for me _________ 9. The children shouted, “Fire” _________ 10. Why do you read books 364

Get Set Every Time By Amcy M. Esteban Every time I share my belongings With someone who has none, I show how much I care! Every time I listen to my friend Who is very lonely, I show how much I care! Every time I help others in need And make them smile and laugh, I show how much I care! How do you show care for others? Can you share your experience with us? My Personal Experience 365