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English 7 Activity Sheet

Quarter 4 – MELC 6
Discover Literature as a Tool
to Assert One’s Unique Identity
and to Better Understand Other
People

REGION VI – WESTERN VISAYAS

 GOVERNMENT PROPERT

NOT FOR SALE

English 7
Activity Sheet No. 6
Discover Literature as a Tool to Assert One’s Unique Identity and to Better
Understand Other People
First Edition, 2020

Published in the Philippines

by the Department of Education
Region 6 – Western Visayas

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

This Learning Activity Sheet is developed by DepEd Region 6 – Western

Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be

reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from the DepEd Regional Office 6 – Western Visayas.

Development Team of English Activity Sheet

Writers: Sarah Mae T. Correa Karen Kae T. Taghap

Schools Division Quality Assurance Team:

Lilibeth E. Larupay Dr. Eugenio L. Mallorca
Armand Glenn S. Lapor Ricky T. Salabe
Sanil John S. Perez Tessah Marie C. Semic

Division of Iloilo Management Team:

Dr. Roel F. Bermejo Dr. Novelyn M. Vilches
Dr. Ferdinand S. Sy Dr. Azucena T. Falales
Ruben S. Libutaque Dr. Eugenio L. Mallorca
Lilibeth E. Larupay

Regional Management Team

Dr. Ramir B. Uytico, CESO IV Dr. Peter T. Escobarte

Dr. Elena P. Gonzaga Mr. Donald T. Genine
Dr. Nestor Paul M Pingil
Introductory Message
Welcome to English - Grade 7!

The Learning Activity Sheet is a product of the collaborative efforts of the

Schools Division of Iloilo and DepEd Regional Office VI - Western Visayas through
the Curriculum and Learning Management Division (CLMD). This is developed to
guide the learning facilitators (teachers, parents and responsible adults) in helping
the learners meet the standards set by the K to 12 Basic Education Curriculum.

The Learning Activity Sheet is self-directed instructional materials aimed to

guide the learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist the learners in
acquiring the lifelong learning skills, knowledge and attitudes for productivity and
employment.

For the learning facilitator:

The English Activity Sheet will help you facilitate the teaching-learning
activities specified in each Most Essential Learning Competency (MELC) with
minimal or no face-to-face encounter between you and learner. This will be made
available to the learners with the references/links to ease the independent learning.

For the learner:

The English Activity Sheet is developed to help you continue learning even
if you are not in school. This learning material provides you with meaningful and
engaging activities for independent learning. Being an active learner, carefully read
and understand the instructions then perform the activities and answer the
assessments. This will be returned to your facilitator on the agreed schedule.
 Learning Activity Sheet No. 6
Name of Learner: ________________________________________________
Grade and Section: ___________________________ Date: ______________

ENGLISH ACTIVITY SHEET

Discover Literature as a Tool to Assert One’s Unique Identity and to Better
Understand Other People

I. Learning Competency

Discover literature as a tool to assert one’s unique identity and to better understand
other people. (EN7LT-III-g-5)

II. Background Information for Learners

ACKNOWLEDGING DIVERSITY
Diversity is generally defined as acknowledging, understanding, accepting,
valuing, and celebrating differences among people with respect to age, class,
ethnicity, gender, physical and mental ability, race, sexual orientation, spiritual
practice and public assistance status.
Understanding identity is not only valuable for learners’ own social, moral, and
intellectual development, it also serves as a foundation for examining the choices
made by individuals and groups.
In this lesson, learners will learn to create visual representations of their own
identities, and then they will repeat process for the identities of several individuals
they read about. In the process, they will analyse the variety of ways we define
ourselves and are defined by others.

III. References

English 7 Learner’s Material, pages 304-307

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IV. Lesson Proper

Activity 1. READ ME
Directions: Read and understand the following selection.

PLIANT LIKE THE BAMBOO

By: I.V. Mallari

There is a story in Philippine folklore about a mango tree and a bamboo tree.
Not being able to agree as to which the stronger of the two was, they called upon the
wind to make the decision.
The wind blew hardest. The mango tree stood fast. It would not yield. It knew
it was strong and sturdy. It would not sway. It was too proud. It was too sure of itself.
But finally, its root gave way, and it tumbled down.
The bamboo tree was wiser. It knew it was not as robust as the mango tree.
And so, every time the wind blew, it bent its head gracefully. It made loud
protestations, but let the wind have its way. When finally, the wind got tired of
blowing, the bamboo tree still stood in all its beauty and grace.
The Filipino is like the bamboo tree. He knows that he is not strong enough, to
withstand the onslaught of superior forces. And so, he yields. He bends his head
gracefully with many loud protestations.
And he has survived. The Spaniards came and dominated him for more than
three hundred years. And, when the Spaniards left, the Filipinos still stood—only
much richer in experience and culture. The Americans took place of the Spaniards.
They usedmore subtle means of winning over the Filipinos to their mode of living and
thinking. The Filipinos embraced the American way of life more readily than the
Spaniard’s vague promises hereafter.
Then the Japanese came like a storm, like a plague of locusts, like a
pestilence—rude, relentless, cruel. The Filipino learned to bow his head low, to
“cooperate” with the Japanese in their “holy mission of establishing the Co-Prosperity
Sphere.” The Filipino had only hate and contempt for the Japanese, but he learned
to smile sweetly at them and to thank them graciously for their “benevolence and
magnanimity”.
And now that the Americans have come back and driven away the Japanese,
those Filipinos who profited most from cooperating with the Japanese have been
loudest in their protestations of innocence. Everything is as if the Japanese had
never been in the Philippines.
For the Filipino would welcome any kind of life that the gods would offer him.
That is why he is contented and happy and at peace. The sad plight of other people
of the world is not his. To him, as to that ancient Oriental poet, the past is already a
dream, and tomorrow is only a vision; but today, well-lived, makes every yesterday a
dream of happiness, and tomorrow is a vision of hope.
This may give you the idea that the Filipino is a philosopher. Well he is. He
has not evolved a body of philosophical doctrines. Much less has he put them down
into a book, like Kant for example, or Santayana or Confucius. But he does have a
philosophical outlook on life.

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 He has a saying that life is like a wheel. Sometimes it is up, sometimes it is
down. The monsoon season comes, and he has to go undercover. But then the sun
comes out again. The flowers bloom, and the birds sing in the trees. You cut off the
branches of a tree, and, while the marks of the bolo* are still upon it, it begins to
shoot forth-new branches—branches that are the promise of new color, new
fragrance, and new life.
Everywhere about him is a lesson in patience and forbearance that he does
not have to learn with difficulty. For the Filipino lives in a country on which the gods
lavished their gifts aplenty. He does not have to worry about the morrow. Tomorrow
will be only another day—no winter of discontent. If he loses his possessions, there
is the land and there is the sea, with all the riches that one can desire. There is
plenty to spar—for friends, for neighbours and for everyone else.
No wonder that the Filipino can afford to laugh. For the Filipino is endowed
with saving grace of humor. This humor is earthly as befits one who has not indulged
in deep contemplation. But it has enabled the Filipino to shrug his shoulders in times
of adversity and say to himself “Bahala na”*.
The Filipino has often been accused of being indolent and of lacking initiative.
And he has answered back* that no one can help being indolent and lacking in
initiative who lives under the torrid sun which saps the vitality.
This seeming lack of vitality is, however, only one og his means of survival.
He does not allow the world to be too much with him. Like the bamboo tree, he lets
the winds of chance and circumstance blow all about him; and he is unperturbed and
serene.
The Filipino, in fact, has a way of escaping from the rigorous problems of life.
Most of his art is escapist in nature. His forefathers wallowed in the *moro-moro, the
awit, and the kurido. They loved to identify themselves as gallant knights battling for
the favors of fair ladies or the possession of hallowed place. And now he himself
loves to be lost in the throes and modern romance and adventure.
His gallantry towards women—especially comely women—is a manifestation
of his romantic turn of mind. Consequently, in no other place in Orient are women so
respected, so adulated, and so pampered. For his women have enabled the Filipinos
to look upon the vicissitudes of fortune as the bamboo tree regards the angry blasts
of the blustering wind.
The Filipino is eminently suited to his romantic role. He is slender and wiry.
He is nimble and graceful in his movements, his voice is soft, and h has the gift of
language. In what other place in the world can you find a people who can carry on a
fluent conversation in at least *three languages?
This gift is another means by which the Filipino as managed to survive. There
is no insurmountable barrier between him and any of the people who have come to
live with him—Spanish, American, and Japanese. The foreigners do not have learn
his language. He easily manages to master theirs.
Verily, the Filipino is like the bamboo tree. In its grace, in its ability to adjust itself to
the peculiar and inexplicable whims of fate, the bamboo tree is his expressive and
symbolic national tree, it will have to be, not the molave or the narra, but the
bamboo.

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 Activity 2. LOCATE, REFLECT, EVALUATE!
Directions: Write (T) if the statement is true or (F) if false. Write your answers on
your
activity notebook / answer sheet.
______ 1. The Filipinos cannot be compared to anything.
______ 2. The Filipinos bend and sway just like the bamboo when there are
problems
but still remain standing after.
______ 3. The Filipinos are submissive but know when to act or fight.
______ 4. They never learned to fight for their freedom.
______ 5. They are dependent to other races.
______ 6. The Filipinos were once ruled by foreign conquerors.
______ 7. They are easily influenced by other people.
______ 8. They are friendly and good communicators.
______ 9. They can easily adjust to their community and environment.
______ 10. The essay gave us an idea that the Filipino identity is the product of the
influences of other races.

Activity 3. CHECK YOUR UNDERSTANDING!

Directions: Copy the diagram and give your opinion on how Filipinos show that they
are pliant like the bamboo. Write your answers on your activity notebook
/ answer sheet.

Filipinos show that they are pliant

like the bamboo

He is not strong enough The Spaniards came and

to withstand the He bends his head dominated him but
____________________ gracefully with ________ Filipinos
____________________ ____________________ ___________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
_______________ ____________________ ____________________
_______________

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V. Reflection

Directions: Use this identity chart to describe yourself. Write words that tell about
you
as an individual.

--------------

-------------- Your name

--------------

--------------

Activity 2.
1. T
VI. Answer Key 2. T
3. T
4. F
5. F
6. T
7. F
8. T
9. T
10. T
Activity 3.
Answers may vary
Reflection:
Answers may vary

Practice Personal Hygiene Protocols at all Time

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