English Grade 8

4. What did he do with the cowrie shell?5. What was his reward from the king? Past FutureACTIVITY 19 .DARE TO CLIMB?Plot the events in the story by writing them inside the space provided. Be able to answer the guide Commented [R47]: In this activity ,let students write thequestions below. Explain your work. plot of the story by writing the events inside the rectangle .1. What is the beginning of the story?2. What is the rising action? 28

3. What is the climax of the story?4. What is the falling action?5. What is the denouement? Climax Rising Action Falling ActionIntroduction DenouementACTIVITY 20 . INTROSPECTING.. Commented [R48]: In this aspect, ask students whatWhat lessons in life have you learned from Makato’s experiences? Write a 5-7 sentence lessons in life they have learned from Makato’s experiences .paragraph. Provide your own title. Have them compose a 5-7 sentence paragraph. 29

----------------------------------------------------------------------------------------------------------------------------------ACTIVITY 21. CONNECTING...PAIRING Commented [R49]: Using the coordinate conjunctions , have students describe Makato in a 5-7 sentence paragraph .Compose sentences describing the character traits of Makato using coordinate conjunctions. Workwith a partner and brainstorm ideas to come up with a 5-7 sentence paragraph. They may choose from the given topics such as: 1. Makato, the Teenager 2. My Brief Encounter With Makato 3. Makato’s Dream and my Dream 4. How Makato influence My Life 5. In What Ways Can I Build Peace and Unity----------------------------------------------------------------------------------------------------------------------------------You are going to read your work orally in front of the class.You may choose from the following topics: 1. Makato, the Teenager 2. My Brief Encounter With Makato 3. Makato’s Dream and My Dream 4. How Makato Influenced My Life 5. In What Ways Can I Build Peace and Unity We are embarking on the next activity by learning about another Asian neighbour, Egypt. The Commented [R50]: Before taking up the story, give a selection enables you to deeply appreciate its customs and beliefs which are similar to ours. background information about Egyptian Literature. Find out if your focus questions, “How does diversity contribute to unity?” and Egyptian literature consists of inscriptions which are “How do traditions and beliefs bring about diversity and or harmony?” can be printed or engraved in monuments, or of manuscripts written answered. on papyrus and buried in the tombs or beneath the ruins of temples .It is closely related to the religion of the people. TheBefore Reading most important early literature of Egypt is the book of the Let us discover and explore one of the most interesting Arab countries. Find out its unique Dead, a funeral ritual, consisting of 166 chapters relating the adventures of man after death. It also contains a collection ofculture, traditions and beliefs. prayer of magical character. Egypt is famous for its Pyramid at Giza and the Giant Statue known as The Sphinx. She is Egyptians developed a story in the form of two short storiesconsidered a modern nation in an ancient land and considered the most populous country . believed to have been written 3000 years before Christ .This story ,”The Two Brothers “is considered the oldest in the world 30 .

Discover this country by observing the pictures on top or watching a documentary film. Commented [R51]: In this activity, ask students to workActivate your senses to draw out information. with a partner and have them discuss what they have seen or observed based on what they saw from a documentary orACTIVITY 22. PAIRED APPROACH observation based on the pictures on top.Work with a partner and discuss relevant issues. Be guided by the following questions. Have them discuss relevant issues using the guide questions.1. What country is described in the film/pictures?2. What knowledge and information did you get after watching/observing? During the processing of the questions, bring out the3. Describe what you see, feel, hear and/or touch. essential questions,”How does diversity contribute to4. What attracted you most about this country? Do you think you have common interests, culture, unity?”and “How do traditions and beliefs contribute to unity and or harmony ?”You may also give follow up questions to or similar customs and traditions? What make Egyptians different from Filipinos or Thais? check for a deeper understanding of the text.ACTIVITY 23. SENSE IT! 31

Using the sense web below, fill in the boxes with your answers and compare your work with Commented [R52]: From the documentary students haveyour seatmate. Do you have similar answers? What impressed you most about this country? watched and the observation they have made on the pictures , let them write down words associated with sounds, sight SENSE WEB ,touch ,hear and smell about Egypt . Instruct them to place their answers inside the boxes . Have them explain their answers .Sound SightTouch EGYPT Smell TasteACTIVITY 24. SUMMING UP! Commented [R53]: Have students write a 5-7 sentence paragraph describing Egypt using the sense web. EncourageWrite a 5-7 sentence paragraph describing Egypt using the information you placed in the sense students to talk about Egypt and discuss relevant informationweb. Find a partner and discuss relevant information about the country. about the country.ACTIVITY 25. WHAT ELEMENT? Commented [R54]: From this activity, let students answer the activity by guessing what word is described in the jumbledTo prepare you to fully understand the text you are about to read, review the elements of a short letters. The answers are:story by doing the next activity. 1. Character 2. PlotRearrange the letters of the words below. 3.Setting 4.Conflict1. TRACREHAR - ______________ 5.title2. TLOP - ______________3. GITETNS - ______________4. TCFIOCNL - ______________5. ETLIT - ______________ 32

Now, you are slowly going deeper into understanding human nature and the experiences ofother people of different races. Have you realized something? Are human thoughts, feelings andemotions universal? Do they manifest in every race and culture? Let us see how you will work on the next activity. Before we start working on the next activity , let us recall our lessons on idioms or idiomaticexpressions to be able to fully appreciate the beauty of these in the next reading text you areabout to read. English idiom or idiomatic expressions are Greek in origin. The word idiom means “aprivate citizen, something belonging to a private citizen, personal,” and, by extension, somethingindividual and peculiar. Idiomatic Expressions, then, conform to no laws or principles describingtheir formation. They may also violate grammar or logic or both and still be acceptable becausethe phrase is familiar, deep-rooted, widely used, and easily understandable- for the native born.“How do you do?” is, for example, an accepted idiom, although an exact answer would be absurd. There are many idiomatic expressions in our language. One is that several words arecombined which lose their literal meaning and express something very remotely suggested suchas ; birds of a feather, blacklist, lay up, toe the line, make out, bed of roses, dark horse, heavyhand, open house, read between the lines, no ax to grind, hard row to hoe. A second statement about idioms is that parts of the human body have suggested many ofthem: burn one’s fingers, all thumbs, fly in the face of, stand on one’s own feet, keep body andsoul together, keep one’s eyes open, step on someone’s toes, rub elbows with, get one’s back up,keep one’s chin up. A third generalization is that hundreds of idiomatic phrases contain adverbs or prepositionswith other parts of speech. Here are some examples: walk off, walk over, walk-up; run down, runin run off, run out; get nowhere, get through, get off.agree to a proposal on a plan with a personcontend for a principle with a person against an obstacle 33

Usage should conform to the idiomatic word combinations that are generally acceptable.Examples of Idiomatic expressions are : accord with ,according to , acquaint with ,adverse to , andaim to prove.ACTIVITY 26. WORKING WITH IDIOMS Commented [R55]: In this activity , ask students to answer the appropriate idiomatic expressions to be used in the . sentences .The answers are : 1. pros and cons Choose the appropriate idiomatic expressions to be used in the following sentences. Write 2.Ups and downsa piece of cake, odds and ends, pros and cons or ups and downs in the blanks provided. 3.A piece of cake 4.Odds and ends 1. The teacher asked us to talk about the ___________ of industrial development. 2. Don’t worry about the problems you have in your business .You know there are The answers to the next activity are : 1.pie always ___________ in business. 2.ocean 3. The police found nothing special in the house of the criminal as he had taken all the 3.Rags 4.cold important documents with him leaving just _____________. music 4. If you think that doing this math problem is __________, just try it. Choose the appropriate word to complete the meaning of the idiom. Write ocean, music,rags, cold and pie in the blanks provided. 1. All these promises the politicians make are just ____ in the sky. 2. The small amount of money donated is just a drop in the _____ compared to the large sum of money needed. 3. He has been successful in life. He went from ____ to riches. 4. They had a dispute yesterday. That‘s why she gave him a ___ shoulder. 5. I had to face the ____ all by myself, although I was not the only responsible for the problem.ACTIVITY 27. IDIOMATIC EXPRESSIONS Commented [R56]: In this activity , ask students to answer the idiomatic expressions below.Guess what idiomatic expressions are used below and give the correct meaning. After giving thecorrect meaning, use them in the sentences. Answers may vary here provided it is within the context. 1.act while opportunity opens 1. Bata makes hay while the sun shines.___________ 2. Thoroughly beaten that bruises are visible 2. The wife of Anpu was beaten black and blue._______ 3. Face becomes red due to emotion 3. Knowing the wife’s dishonesty, blood pours into his face._______ 4. Exhausted from exertion, anger, or exasperation 4. After killing the wife, Anpu was blue in the face.__________ 5.an easy solution 5. Bata had made an easy way out to the mountains.________ 6. with sincerety 6. In good faith, Bata supported his brother Anpu.________ 7. A feeling of annoyance 7. Anpu felt a pain in the neck when he heard his wife’s explanation.________ 8. with humility 8. She bent her knees for forgiveness._______ 9.a consequence of her act 9. Anpu’s wife accepted the dose of her own medicine.________ 10. find comfort or refuge 10. Bata kept company with god- Ra to seek consolation._______ 11. pass his own judgement 11. Anpu took the law into his hands.________ 34

The selection which you are about to read is considered the oldest literary piece believed to have been written 3000 years before Christ. Find out the similarities of Egyptians and Filipinos in terms of culture, beliefs, respect and love for family and reverence to God as depicted in this selection. THE TWO BROTHERS Egyptian Folktale Once there were two brothers. Anpu was the elder, and Bata was the younger. When theirparents died, Anpu was already married and had a house of his own, so he took his little brotherwith him and treated him like his son. When the little brother grew to be a young man, he becamean excellent worker. He did the plowing. He harvested the corn, and there was no one his equal inthe whole land. Behold, the spirit of the god was within him. Every morning, the younger brother followed his oxen and worked all day in the fields, andevery evening, he returned to the house with vegetables, milk, and wood. He laid all these beforehis elder brother, and he took with him his bread, and he drove the cattle into the field. Because Anpu loved his younger brother very much, his wife became very jealous and shewanted to destroy Bata. One day, when Anpu and Bata were in the fields, they needed some corn,so Anpu sent Bata home to get some. The younger brother found the wife combing her hair andsaid to her, “Get up and give me some corn that I may run to the field for my elder brother is in ahurry. Do not delay.” At eventide, Anpu returned home earlier than his brother because Bata had much work todo in the fields. Anpu was met by his wife, who was crying bitterly. She showed him her arms andlegs which he had painted black and blue and accused Bata of having beaten her up. Shepretended to be in great pain. She did not give him water to wash his hands with. She did not lightthe fire for him. She pretended that she was very sick. Anpu became very angry. He sharpened his knife and waited for Bata in the stable. When the sun went down, Bata came home as usual, loaded with herbs, milk and wood. Ashe entered the door, he saw the feet of his brother and the sharp knife hanging by his side. Thebrother sprang from him and Bata fled praying to the god Ra. “My good Lord! Save me from death,thou who divines the evil from the good.” Ra heard his cry. He made a river flow between onebrother and the other and filled it with crocodiles. 35

Bata asked his elder brother, “Why do you seek to kill me? Am I not your brother and haveyou not always treated me as if you were my father? Has not your wife been as mother to me?Now since you want to kill me, I shall go to the Valley of the Acacia.” Anpu answered, “Why did you beat up my wife and almost kill her.” Bata answered, “I did not do such thing. Have I told you that I have always looked upon heras my mother?” So, Anpu went home. He found his wife near the river washing off the black and blue dyewith which she had painted herself. Filled with great anger, Anpu killed his wife and cast her to thedogs. Then, he sat down, poured ashes on his head and mourned for his younger brother. Bata reached the Valley of Acacia. Since there was no one with him, he slew wild beastsfor food, built himself a house and met the Nine Gods who knew of his innocence and goodness.Ra said to the god Khunumu, “Behold, frame a woman for Bata that he may not remain alone.”SoKhunumu made for Bata a wife to dwell with him. She was indeed more beautiful than any otherwoman in the whole land. She was like a goddess, and Bata loved her very much.After Reading Commented [R57]: Through a Venn diagram , ask studentsACTIVITY 28. CHARACTERIZATION to fill out the diagram with the character traits of Bata ,theDescribe the three characters through a Venn Diagram. wife and Anpu. Ask students to explain their answers .1. Why did the wife get jealous of Bata? Commented [R58]: In this activity , ask students to draw2. What did the wife do to get the attention of Anpu? Do you agree with what she had done? out traditions of the Egyptians which are similar to Filipinos. Then, compare and contrast them to our culture. Let them Why so? explain their answers .3. If you were Bata, what would you do? Do you agree with him in leaving the house? Why so?4. If you were Anpu, would you believe your wife’s explanation?5. Do you agree with the beliefs and traditions they practice? Which of those bring unity and harmony? Which do not?6. Enumerate those traditions of Egyptians which are similar to you as Filipinos. Write them down on this canvas. Then, compare and contrast them to our culture. 36

ACTIVITY 29. SOLVING Commented [R59]: Let students identify what problems are faced by the two brothers which are also happening in today’s What problems are faced by the two brothers? Are these problems happening in today‘s world. Ask them to identify the problems and provideworld? Using the problem–solution chart, identify the problems and provide solutions to these solutions to these problems based on the reading text. Letbased on the selection you just read. them fill out the problem-solution chart .Allow students to explain their answers . Problem-Solution Chart Problems SolutionsACTIVITY 30. BUILDING Commented [R60]: In this activity, ask students to Using the plot organizer, enumerate the events in the story by filling in the rectangles. enumerate the events in the story using the plot organizer. Let them write their answers in the rectangles provided. Let themExplain your work to the class. explain their answers . The Two BrothersExposition Rising Action Climax Falling Action Denouement 37

ACTIVITY 31. DRAWING OUT...WHAT? Commented [R61]: Let students compose a 5-7 sentence What traditions and beliefs of Egyptians can contribute to and shape you as a Filipino? paragraph discussing the traditions and beliefs of Egyptians which shaped them as a Filipino .What cultural diversity brought unity, peace and progress? Compose a 5-7 sentence paragraph. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Bibliography contains a list of books or articles, or both, relating to a particular subject. In a research paper, a bibliography is an alphabetical list, sometimes grouped into categories, containing the names of all works quoted from or generally used in its preparation. Every formally prepared research paper should contain a bibliographyplaced at the end and begun on a separate page. Bibliographical items should be arranged correctly and consistently. Let’s take a look at thefollowing examples below. Books One Author Tompkins, Gail E. 2000. Teaching Writing (3rd ed.) New Jersey: Prentice-Hall Inc. Two Authors Dorn, Linda J. & Soffos, Carla. 2005. Teaching for Deep Comprehension. Maine: Stenhouse Publishers. Several Authors 38

Lauengco, Aurea, et.al. 1999. English CV for High Schools (3rd ed.). Makati: Bookmark Inc. Encyclopedia Helms, Ronald. “Electric Light”. World Book Encyclopedia. 1995 ed.Magazine Article Hackworth, Col. David H. “Terms of Forgiveness.” Newsweek. 24 Apr. 1995: 38-40.Journal Cline, C.L. \" Quasi Adventures in Literary Scholarship. \" Texas Quarterly. 20 (1977) 36- 42.Newspaper Hunt, Albert R. \"Clinton Needs Fewer Reinventions and More Consistency.World Wide Web Abilock, Debbie. \"Choose The best search engine for your information.”22 March >http://www.nueva.pvt.k12.ca.us/~debbie/library/research/adviceengine.html> 12 Apr. 1999 What have you observed in the examples above? In writing the format of bibliographicalentries, what are the things you are supposed to remember? Let’s try answering the questions below. ACTIVITY 32. FORMATTING 1. What is the format if the author is only one? Explain. ______________________________________________________ 2. For two authors , how would you write the bibliography? Explain. ______________________________________________________ 3. What words are used to mean several authors? Explain and give an example. ______________________________________________________ 4. In writing the topics for encyclopedia, magazine and newspaper articles, what should you observe? ______________________________________________________ 5. In writing the titles of the book, what should you remember? Explain. ______________________________________________________ 6. What should come first when writing the place and name of the publisher? ______________________________________________________ 39

POINTS TO REMEMBER: 1. All names of authors should start with the family name, followed by the first name. 2. For two authors, the second author‘s name should be written with the first name first and not with the family name. 3. For several authors, use the words et .al. , to mean many or several authors. 4. All titles of the books, magazines, encyclopedia and newspaper articles should be underlined. 5. Titles of topics of magazines, newspaper articles and encyclopedia must be enclosed in quotation marks. 6. Observe correct punctuation marks, such as period, after the author’s name, title of the book, encyclopedia, magazines and newspaper articles . 7. Place a comma after the author’s family name to separate it from the first name and use it also to separate it from the name of the publisher. Appendix An appendix refers to an “addendum” or any addition to a document, such as a book orlegal contract. It is a collection of supplementary materials, usually appearing at the end of areport, proposal, or a book. It may come in the form of tables and charts, sample questionnaires,budgets and cost estimates, correspondence about the preparation of the report, case histories,transcripts of telephone conversations, among others.REFLECT and UNDERSTAND Shall we move on to the next challenge by taking you off from the text and allowingyou to explore your outside world? How about experiencing and translating yourunderstanding in discovering who you are as a Filipino and one who treasured hisroots? Your performance will depend on how well you can perform the activity.Group Activities: Commented [R62]: In the presentation of multi-intelligence activities, encourage students to perform the assigned tasksA. Multiple Intelligence Activities such as:You are asked to perform the indicated activities. Dramatists, to perform the highlights of the story. Naturalists/environmentalists, to address environmental Group 1 – the Dramatists – Present a scene that highlights the theme of the story, “The problems besetting mother earth. Two Brothers” or “Mako and the Cowrie Shell.” Dancers, to perform a Thai or Egyptian dance showcasing its culture. 40 Singers, to sing a song related to the selection with their own lyrics depicting unity and diversity. Mathematicians, to compute the age of Makato when he became a king.

Group 2 – the Naturalists/Environmentalists – Present a problem–solution chartshowing your ability to address environmental problems.Group 3 – the Dancers – Present a Thai or Egyptian dance showcasing its culture.Group 4 – the Singers – Sing a song or perform a rap related to the selection. Provideyour own lyrics depicting unity and diversity.Group 5 – the Mathematicians – Through a mathematical formula, show the age ofMakato when he became a king .B. I’m “Punch Lining.” Can You? Commented [R63]: In this activity , ask students to work as Oral Activity a group and interpret this line ,”Unity in diversity is the 1. Work as a group and interpret this passage: “Unity in diversity is the highest highest possible attainment of a civilization ,a testimony to the possible attainment of a civilization, a testimony to the most noble possibilities most noble possibilities of the human race . This attainment is of the human race. This attainment is made possible through passionate made possible through passionate concern for choice in an concern for choice in an atmosphere of social trust.” –Michael Novak atmosphere of social trust .” 2. Using the key ideas presented in the passage, provide dialogs appropriate for the following pictures found below. Then, deliver the dialogues. Using the key ideas in the lines, ask students to provide 3. Your performance will be scored through a rubric. dialogs to the pictures found below and ask them to dramatize . Be guided by the following:  Deliver your lines well. Their performance will be scored through a rubric.  Enunciate the words with articulation.  Observe proper stress, tone and voice level.  Use appropriate facial expressions and hand and body movements.Leaders of three nations talking about national issues and problemsInternational beauties joining the contest 41

Two different nationalities in a boxing bout Men worshipping in a church or a mosque Meeting of ASEAN Leaders in a Summitwww.google.com.ph What can you say about the presentations made? What have you learned? Is there aconnection between the words diversity and unity? Traditions and beliefs? Give yourgeneralizations and conclusions.C. Writing Activity Commented [R64]: In this activity , ask students to fill out Using comparison and contrast, fill in the grid with the Positive-Interesting-Negative the grid with positive –interesting and negative features of the Thais, Egyptians and Filipinos in terms of love for family, aspects of Filipinos, Thais and Egyptians in terms of : reverence to God and desire to succeed in life . 42 Let the group explain their output.

a. Love for Family b. Reverence to God c. Desire to Succeed in LifeReport to the class afterward. Interesting Negative PositiveFilipinoThaiEgyptianD. More Readings Commented [R65]: Ask students to look for some readings With your group, look for some readings related to the topics below. Come up on the following assigned topics and ask them to come up with 10 bibliographies using on line resources, internet and with 10 bibliographies, using on line resources for additional information. library resources . 1. Multi-Cultural Dialects of Filipinos 2. Religious Beliefs of Filipinos Commented [R66]: Ask students to prepare a speech by 3. Filipino Treasured Values scouting reliable resources from the internet to talk about 4. Filipino Traditions and Beliefs ,”The Role of the Youth in Establishing Unity in a Diversified Multi-Cultural Society “.They are asked to make a list ofTRANSFER bibliographical sources and present it to class. You are asked to be the representative of the Youth Commission in a World YouthConference to speak on their behalf on the topic, “The Role of the Youth in Establishing Unity in aDiversified Multi-Cultural Society.” Your task is to prepare your speech by scouting reliableresources from the internet and other library resources to address the concerns. Make sure thatthe suggestions you will cite can be done by young people like you.Make a list of bibliographicalsources and present it to class.Rubric for Assessing an Oral PresentationGrading Criteria Excellent Acceptable Minimal UnacceptablePreparation Gathers Gathers Gathers Gathers information from information from information fromContent information from three or four one or two only one source; varied sources; sources; sources; writes may not be able makes note cards prepares notes presentation to complete task to use as cues and visual aids to accurately because of lack during use during of preparation presentation; presentation Used some creates attractive information not Used information visual aids to Used adequate connected to the that has little illustrate information about topic connection to presentation the topic; made topic Used an good points; used abundance of some variation in 43 materials clearly use of materials related to topic; Made points clearly; used

Organization varied materials Presented most Presented loosely Did not use aSpeaking Skills Organized information in a connected ideas; logical order in information and logical order; Presented a presentation ordered ideas Presented choppy and logically; generally clear difficult-to-follow Presented easy- and easy-to- organization to-follow follow arguments argument; Stated Had little or no Appeared a clear Engaged during expression; Did disinterested conclusion presentation. not enunciate during Well-poised, clearly presentation enthusiastic, and confident during the presentation; enunciated clearly.© Pearson Education, Inc., publishing as Pearson Prentice Hall. All rights reservedhttp://www.scribd.com/doc/20891655/Rubric-for-Oral-PresentationGlossaryA adventurous – daring; inclined to incur risk ancient – very old; dating from the distant past antagonist – opponent appendix – a section or a supplementary information at the back of a bookB beckons – to summon by a gesture bibliography – list of writings on a given subject or by a given author burgeoning – to start to increase rapidlyC century – a period of 100 years character – one of the element of a short story; a person of marked individuality civilization – advance stage of social culture climax – most interesting part of the story colossal – immense; gigantic conflict – to clash; a fight; emotional disturbance coordinate – to integrate elements into an efficient relationship 44

cowrie shell – a marine mollusk with a glossy, brightly speckled shell cultural – pertaining to cultureD denouement – the solution; the outcome; the resolution or a plot or story diversified – assorted; various; differences diversity – variety; distinction; differenceE edifice – substantial building emerald – a rich green gemstone enamoured – to inspire with love exotic – foreign; strange; excitingly different or unusual exposition – a public show or exhibition; a detailed explanation eventide – eveningF fiction – an invented story; any literary work with imaginary characters and eventsH hefty – large and strong heritage – something inherited at birthI innovation – new methods or ideasJ journey – travelling from one place to anotherL loquacious – talkativeM mahouts – an elephant driver maize – corn; a light yellow color monument – a statue or building that commemorates a person or an event mosaic – a surface decoration made by inlaying small pieces of glass or stone 45

mural – a picture or a design painted directly onto a wallN naturalist – one who studies natural history; an advocate of naturalismP populous – densely inhabited proclivity – inclination; tendency protagonist – the main character in a story or drama pyramid – a solid figure having a polygon as a base, and whose sides are triangles sharing a common vertexR realism – practical outlook; the ability to represent things without concealment rebounded – bounced back recession – a downturn in economic activity recline – to lie down on the back or side reminiscent – recalling the past remnants – small remaining fragmentsS shift – to change position sphinx – a monster with a lions body and human head spire – the tapering point of a steeple splendid – brilliant; magnificentT tapioca – a glutinous starch extracted from the root of the cassava and used in puddings theme – the main subject of a discussionU ubiquitous – omnipresent; universal unfolding – display; open uniqueness – exceptional; matchless; unexampled 46

References: 1. Carpio, Rustica C. 2007. Criss Crossing Through Afro-Asian Literature, Copyright by Anvil Publishing, Inc. 2. Lapid, Milagros G. and Josephine Serrano. 2000. English Communication Arts and Skills Through Afro-Asian Literature, Phoenix Publishing Co., Inc. 3. Torres, Myrna S. 1997. English for Secondary Schools. Copyright, FNB Educational, Inc. 4. Torres, Myrna S. 2000. Moving Ahead in English II. FNB Educational, Inc. 5. English Teachers’ Guide, Second Year High School, Learning Package 2. 2007. Fund for Assistance to Private Education. 6. English Expressways, Textbook for Second Year. 2007. SD Publications, Inc.On Line Sources: 1. http://www.eduplace.com./graaphic organizer 2. https://www.google.com.ph. 3. https://hrsbstaff.ednet.ns.ca/engramja/elements,html 4. http://www.bcps.org/offices/lis/models/tips/bibform.htm/ 5. http://grammar.abnet.com/od./ab/g/appendix term.htm 6. Unescodoc.unesco.org./ciges 7. www.scribct.com/doc.725397772/synopsis of Afro-Asian Literature 47