Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
DIVISION OF RIZAL
District of Cardona
TUNA-BALIBAGO NATIONAL HIGH SCHOOL
Cardona, Rizal
PROGRAM STANDARD The learner demonstrates communicative competence
through his/ her understanding of literature and other texts types for a deeper
appreciation of Philippine Culture and those of other countries.
GRADE LEVEL STANDARD The learner demonstrates communicative competence
through his/ her understanding of Philippine Literature and other texts types for a
deeper appreciation of Philippine Culture.
CONTENT STANDARD The learner demonstrates understanding of: Philippine
literature in the Period of Emergence as a tool to assert one’s identity; strategies in
listening to and viewing of informative and short narrative texts; word relationships and
associations; informative speech forms; and use of direct/reported speech, passive/
active voice, simple past and past perfect tenses, and sentence connectors.
PERFORMANCE STANDARD The learner transfers learning by: showing ways of
asserting one’s identity; comprehending informative and short narrative texts using
schema and appropriate listening and viewing strategies; expressing ideas, opinions,
and feelings through various formats; and enriching written and spoken
communication using direct/reported speech, active/passive voice, simple past and
past perfect tenses and connectors correctly and appropriately.

YOUR OBJECTIVES

A. EN7RC-III-b8.1: Use one’s schema as basis for conjectures

B. EN7LC-III-c-6.2: Infer thoughts and feelings expressed in the text
listened to
C. EN7OL-III-f3.4.1: Express ideas and opinions based on text listened
D. EN7LT-III-d-5: Discover literature as a tool to assert one’s unique
identity and to better understand
E. EN7WC-III-a2.2.12: Identify features of narrative writing
 YOUR INITIAL TASKS

Task 1: Deliciously Different. Group the following food according to their origin.
Use the towns in Rizal as your guide. Write your answer in the table below.

Balaw-balaw minaluto Minani

suman Dinilawang kanduli sa Pinangat na ayungin sa
alagao mantika
latik Cashew nuts Bibingka

CARDONA CAINTA ANGONO ANTIPOLO

1. 1. 1. 1.
2. 2. 2.
3.

 Listen as your teacher as she unveils the answers. Find out all the words that
you got correctly. Now that you are aware of the famous foods in Rizal, your
are ready to proceed to the next task.

Task 2: A Sauce for a Cause. Listen to your teacher as she/he reads a short article
about the different sauces in the Philippines. List down all the sauces mentioned in the
article. Write your answers in the first column. Imagine that you will bring these sauces
to your place. What food do you think will be the perfect match for the sauce? Write
your answer in the second column. In the last part of the table, write the most famous
sauce in your place.
Sauce Perfect Match

Famous Sauce in Your Place Perfect Match

 Share your answer with the class.

 Be ready to answer questions.

Task 3: Bottle-up and Ready to Go. Work with a partner. Accomplish the bottle-up
Organizer with words related to the things that you want to learn in this lesson.
 Bottle-up
Organizer

 Share your answer with the class,

 Always recall the words that your wrote in the bottle as you learn the lessons
and do the tasks.

YOUR TEXT

Task 4: A Condiment for All Seasons. Work with a pair. List down all the foods
that will taste delicious when you use patis as a condiment. Share your answers with
the class.
Food
P 1.
A 2.
3.
T 4.
I 5.
6.
S 7.

Task 5: You’re Not Eating Your Words. Study the sentences related to the selection
that you are about to read. Complete the sentences y choosing the most appropriate
word.
1. Filipinos decide to _________ abroad to experience different foods.
A. arise B. come C. go
2. It is difficult to __________ a choice about the food that they will eat.
A. create B. do C. make
3. Sometimes, they like to eat ______ - done steaks from restaurants.
A. fine B. sound C. well
4. In the end, they will ______ a decision to eat in Filipino-themed restaurant.
A. do B. make C. vary
5. They keep on __________ for a restaurant to satisfy their hunger.
A. finding B. looking C. seeing
 6. Finally, they arrived at a restaurant _______ - stocked with a lot patis, daing
and all their favorite Filipino food.
A. fit B. healthy C. well

Task 6: Different but Delicious. Read “Where’s the Patis?” by Carmen Guerrero-
Nakpil. As you read the selection, stop on the “Wait!’ part and answer the questions.

Where is the Patis? by Carmen Guerrero- Nakpil

A Filipino may denationalize himself but not his stomach. He may travel over the
seven seas, the five continents, the two hemispheres and lose the savor of home,
forget his identity and believes himself a citizen of the world. But he remains-
gastronomically, at least, always a Filipino. For, if in no other way, the Filipino loves
his country with his stomach.

Travel has become the great Filipino dream. In the same way that an American
dreams of becoming a millionaire or an English boy dreams of going to one of the
great universities, the Filipino dreams of going abroad. His most constant vision is
that of himself as a tourist.

To visit Hongkong, Tokyo and other cities of Asia, perchance or to catch a glimpse
of Rome, Paris or London or to go to America (even for only a week in a fly-
specked motel in California) is the sum of all delights.

Yet having left Manila International Airport in a pink cloud

of despedidas and sampaguita garlands and pabilin, the dream turns into a
nightmare very quickly. But why? Because the first bastion of the Filipino spirit is
the palate. And in all the palaces and fleshpots and skyscrapers of that magic world
called
Task 6:"abroad"
Group there is noUsing
Activity. patisthe
to be had.groupings, accomplish the assigned task
same
below.
Consider
Group 1. the Pinoy abroad. He has discarded the barong tagalog or "polo" for a
dark, sleek Western suit. He takes to the hailiments from Hongkong, Brooks
Group 2. or Savile Row with the greatest of ease. He has also shed the
Brothers
casual informality of manner that is characteristically Filipino. He gives himself the
Group 3.
airs of a cosmopolite to the credit-card born. He is
extravagantly
Group 4. courteous (especially in a borrowed language) and has taken to
hand-kissing and to planty of American "D'you mind's?"
Group 5.
He hardly misses the heat, the native accents of Tagalog or Ilongo or the company
of his brown- skinned cheerful compatriots. He takes, like duck to water, to
the skyscrapers, the temperate climate, the strange landscape and the fabled
refinements of another world. How nice, after all, to be away from good old R.P.
for a change!
But as he sits down to meal, no matter how sumptuous, his heart sinks. His stomach
juices, he discovers, are much less neither as apahap nor lapu-lapu. Tournedos is meat
done in barbarian way, thick and barely cooked with red juices still oozing out. The safest
choice is a steak. If the Pinoy can get it well done enough and sliced thinly enough, it
might remind him of tapa.

If the waiter only knew enough about Philippine cuisine, he might suggest venison which
is really something like tapang usa, or escargots which the unstylish poor on Philippine
beaches know as snails. Or even frog' legs which are a Pampango delight.

But this is the crux of the problem, where is the rice? A silver tray offers varieties of bread:
slices of crusty French bread, soft yellow rolls, rye bread, crescents studded with sesame
seeds. There are also potatoes in every conceivable manner, fried, mashed, boiled,
buttered. But no rice.

The Pinoy learns that rice is considered a vegetable in Europe and America. The staff of
life a vegetable!

Where is the patis?

And when it comes a special order which takes at least half an hour the grains are large,
oval and foreign- looking and what's more, yellow with butter. And oh horrors!- one must
shove it with a fork or pile it with one's knife on the back of another fork.

After a few days of these debacles, the Pinoy, sick with longing, decides to comb the
strange city for a Chinese restaurant, the closest thing to the beloved gastronomic
country. There, in the company of other Asian exiles, he will put his nose finally in a bowl
of rice and find it more fragrant than an English rose garden, more exciting than a castle
on the Rhine and more delicious than pink champagne.

To go with the rice there is siopao (not so rich as at Salazar), pancit guisado reeking with
garlic (but never so good as any that can be had on the sidewalks of Quiapo),
fried lumpia with the incorrect sauce, and even mami (but nothing like the down-
town wanton)

Better than a Chinese restaurant is the kitchen of a kababayan. When in a foreign city,
a Pinoy searches every busy sidewalk, theater, restaurant for the well- remembered
golden features of a fellow- pinoy. But make it no mistake.
Process Questions:
1. Prepare 1//8 sheet of paper. Write your name on it. Wait for the teacher to
collect them.
2. Listen to the teacher as she/he calls a student by picking from the 1/8
sheet of paper.
3. If you are called, get a card from your teachers and answer the question
written on it.
Task 7: Listen Up! I Have a Story to Tell. Form five groups. Study the following notes
on narrative writing. Perform the task assigned your group. Use notes as your guide
when you do your assigned task.

This is Good to Know!

Elements of a Narrative Text
In a narrative text, the writer tells a story. There are two kinds of narrative texts:
1. Fictional Narrative – it is a narrative taken form the author’s imagination
2. Nonfiction Narrative – it is about events that actually happened like
history or a person’s life.
There are elements to remember in a narrative text.
1. Setting – writers shoe the time, place and culture used in writing the
article.
2. Character – These are the people or any animated objects in the narrative
which add life to it.
3. Mood – writers use words to develop the atmosphere of the narrative.
4. Theme – writers tell us insights about life through their narrative.
5. Time Order - writer organize their narratives according to time to make it
understandable for the readers.

Group 1. Setting the Table. Work with your group. Go over the selection and list
down all the countries visited by the person in the selection. Accomplish the table by
listing down the food on the first column. Write the country form where it came from in
the second column. In the last column, write a Filipino counterpart of the food that you
listed. Share your answer with the class.
Food in the Selection Country Filipino Food
Counterpart
Group 2. Let’s Do It. Discuss “the Pinoy” in the selection and the foods that he likes
to eat. List down also the reason why he likes the foods that you listed. Organize your
answers through the Food Balancer Chart. Accomplish the chart. Share your answers
with the class.
“Pinoy’s” Favorite Food Reasons Why He Likes It

Group 3. In the Mood for Food. Discuss the mood of the selection. Pick out words
or events in the story that will support your answer. Organize your answer through this
chart. Share your answer with the class.
MOOD
1.
Supporting words or events 2.
3.
4.
5.

Group 4. Condiments for Everyone. Study the following review notes on theme.
Identify the main theme of the selection. Support your answer by picking out the events
in the story. Relate also the patis to people who are ready to set differences aside.
Share your answer with the class.

Theme – It shows the story’s message about life. We can get the theme of the
story by analyzing the characters, setting, conflict and plot of the story.

Group 5. In-Line for Food. Pick out 10 important events from the selection. Arrange
them in order. Write your answer on the table below. Share your answer with the
class.
Important Events in the Story
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.