8

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

CO_Q2_English8_Module5
English – Grade 8
Alternative Delivery Mode
Quarter 2 - Module 5: Analyzing Messages Conveyed in a Text
First Edition, 2020

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.

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 from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Michael Jame P. Urgel, Jenny Lynne B. Urgel,

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

Printed in the Philippines by

Department of Education – Caraga Region

Learning Resource Management Section (LRMS)
Office Address J.P. Rosales Avenue, Butuan City, Philippines 8600
Tel. no. (085) 342-8207
Telefax: (085) 342-5969
E-mail Address: [email protected]
 8

English
Quarter 2 - Module 5:
Analyzing Messages Conveyed
in a Text
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions,
directions, exercises, and discussions are carefully stated for you to understand
each lesson.

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

Pre-tests are provided to measure your prior knowledge on lessons in each

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

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

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

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

Thank you

ii
 What I Need to Know

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

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

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

What I Know

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

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

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

1 CO_Q2_English8_Module5
2. I am very delighted that my teachers exert effort in communicating with us— not just
because it is their job, but because of the love and compassion they have for the
learners. What word in the statement signals a positive message?
A. love B. exert C. effort D. delighted

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

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

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

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

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

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

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

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

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

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

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

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

10. Sarcasm is ___________.

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

11. You can’t expect me to finish this difficult task after a week. Such work takes time to
complete. The proverb to be applied here is ____________.
A. Better late than never
B. Rome wasn’t built in a day
C. The pen is mightier than a sword
D. Good things come to those who wait

2 CO_Q2_English8_Module5
 For items 12-13

Girl: I love you.

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

12. Read the dialog in the box. How is the message conveyed?
A. neutrally
B. positively
C. negatively
D. all of the above

13. How did the boy express his message?

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

For items 14-15

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

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

FZJX3DTYPWR

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

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

15. Generally, the message is positive because ___________.

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

3 CO_Q2_English8_Module5
Lesson Recognizing Positive
1 and Negative Messages
Conveyed in a Text

What’s In

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

Part 1.

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

South Korean Non-Verbal Communication Culture

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

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

4 CO_Q2_English8_Module5
 Venn Diagram

Contrast Contrast

Comparison

Part 2.

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

_______________________________________________________
_____________________________________________________________
_____________________________________________________________.
_______________________________________________________
_____________________________________________________________
_____________________________________________________________.
_______________________________________________________
_____________________________________________________________
_____________________________________________________________.

Be guided by the rubric below for Part 1:

Criteria Level 5 Level 4 Level 3 Level 2 Level 1

(10 points) (8 points) (6 points) (4 points) ( 2 points)

Writing Two Two Two Two Two

Mechanics/ similarities similarities similarities similarities similarities
Content and eight and six and four and two and eight
differences differences differences differences differences
between the between the between the between the between the
two cultures. two cultures. two cultures. two cultures. two cultures.
Information Information is
is detailed detailed and
and not not
generalized. generalized.

Presentation Extremely Neat Fairly neat Legible Illegible

Neat

5 CO_Q2_English8_Module5
Be guided by the rubric below for Part 2:

Criteria (10) (8-9) (6-7) (4-5) (2-3)

Writing Content Content Content Content Content

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

What’s New

Messages can either be heard or read.

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

What if he's in a bad

mood? I have to put
my toys away!

It is easily
recognized that
the message
conveyed is
negative

Illustrated by: Joy G. Torion

6 CO_Q2_English8_Module5
 While reading a text entails literal comprehension or understanding what is directly
stated, it also requires interpretation through visible expressions, signs, and symbols, which
— just like audible tone – are easy to identify whether positively or negatively meant.

It is easily It is easily
recognized recognized
that the that the
message message
conveyed is conveyed is
positive negative

Illustrated by: Joy G. Torion

Now, what if the message is conveyed through text?

If you were to identify whether a message in a text is positively or negatively intended,

how would you do it? Would you just rely on the words that are used in the sentences, or
depend on the intention conveyed?

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

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

Conveyed
Sentences
Positively Negatively

1. That is a very generous offer, Son.

2. We have never had a good time with friends since the
pandemic.
3. Your dog is now six feet under.
4. Aside from your face, what other jokes do you have?
5. I will try to be nicer if you try to be smarter.

Self-check:

1. How did you come up with your answer?

2. Did any signal word(s) help you identify whether the message is positively or
negatively conveyed?

7 CO_Q2_English8_Module5
 What is It?

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

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

The positivity or negativity of a message in a text can be recognized either through

explicit markers or implicit meanings. When the words or phrases mean exactly what they
are supposed to mean, we call them LITERAL. On the other hand, when the message is
implicitly expressed and departs from the dictionary meaning, we call the language used
FIGURATIVE.

LITERAL
(fully-expressed with clarity)

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

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

POSITIVE
Examples of
Commonly
Used Signal
When to Use Sample Sentences
Words/
Phrases/
Expressions
▪ We are grateful to the frontliners who risk their lives in
grateful these very trying times.
When
appreciate ▪ I appreciate every little thing you do.
expressing
▪ The children thanked their parents for loving and
gratitude
Thanks! caring for them despite many challenges.

▪ Mary admires the LGBTQ for being so brave in

showing people who they really are. That takes so
Admire much courage.
brilliant ▪ What you did was brilliant!
amaze When ▪ The learners were amazed by the landscapes in the
splendid expressing school.
excellent motivational/ ▪ Splendid things come unexpectedly.
awesome encouraging/ ▪ The principal thinks that the SDRRMC did an
constructive excellent job.
Wow! remarks ▪ I had an awesome time chit chatting with you.
Good! ▪ Wow! You can draw well.
Great! ▪ I noticed that you do all the household chores without
being told by your parents. That’s good!
▪ Great! You have answered all the items correctly.

8 CO_Q2_English8_Module5
 When giving
Well-done! ▪ You made it to the finals. Well-done!
congratulatory
Congratulations! ▪ You made it to the finals! Congratulations!
remarks
Accept
▪ Rudy accepted the challenge entrusted to him.
sympathize
When ▪ I sympathize with the bereaved families who lost their
in favor
expressing loved ones due to COVID-19.Yes! I am with you on
agreement that matter.
Yes!
Correct!
▪ Correct! You finally understood my point.

▪ Everyone is welcome to visit the newly-opened

Welcome
animal farm.
When giving
▪ Hi! I am Mike. At your service!
Hi! / Hello! greetings /
▪ Best wishes to both of you. May you be bountifully
Best wishes! well-wishes
blessed.
Good morning!
▪ Good morning, Grade 8 learners!
▪ The lad was fortunate to be saved by the dog from
When the snatcher.
Fortunate
expressing ▪ Jessa is glad that she was able to defeat COVID-19
glad
happiness/ after a month of battle.
plenty
blessedness ▪ We have plenty of time to be with our loved ones at
home.

NEGATIVE

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

9 CO_Q2_English8_Module5
 ▪ The coach was very shocked by the decision of
the referee.

only When limiting ▪ There is only one left for me.

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

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

10 CO_Q2_English8_Module5
 Take a look at these examples:

FIGURATIVE
(not directly expressed)

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

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

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

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

11 CO_Q2_English8_Module5
 This time, you will be guided on how to recognize positive and negative messages
conveyed in a text.

Here are common examples:

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

e.g.

POSITIVE NEGATIVE

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

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

e.g.

POSITIVE NEGATIVE

Michelle’s love is like the sun that lights up

Norman is like a walking dictionary. my whole world.
(It means that Norman has a wide vocabulary.) (It means that Michelle’s love brightens up my life.)

He moves as swiftly as the wind. Education is as valuable as gold.

(It means that he moves as quickly as the wind.) (It means that education is a treasure like gold.)

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

POSITIVE NEGATIVE

Michelle’s love is the sun that lights

Norman is a walking dictionary. up my whole world.
(It means that Norman has a wide vocabulary.)
(It means that Michelle’s love brightens up my life.)

You are the apple of my eye. Education is gold.

(It means that you are most cherished above
(It means that education is a treasure like gold.)
anyone else.)

Euphemism is a mild or indirect expression or word that substitutes a crude, blunt,

vulgar, embarrassing, hurtful, or unpleasant word.

12 CO_Q2_English8_Module5
 e.g.

offensive, embarrassing,
Euphemism
hurtful, unpleasant words

lockdown - community quarantine

prison - correctional facility
disabled person - person with disabilities
overweight - big-boned
bald - thin on top
die - pass away
old - senior / mature
rich - well-off
split - divorce
poor - economically challenged
cheap - low-budget
janitor - maintenance worker
torture - enhanced interrogation
secretary - personal assistant
homeless - on the streets
pre-owned - second hand
tax increase - revenue enhancement
money lending - financial assistance
lavatory cleaner - sanitary man
servant in the home - domestic
poor/third-world country - developing country

Generally, euphemism makes a negative message less offensive. But that does not change
the fact that the message is still negative.

But sometimes, negative messages can be conveyed with positive remarks.

13 CO_Q2_English8_Module5
 NEGATIVE NEGATIVE
(positively expressed, but the message is still (a negative message that is not said
negative) offensively/unpleasantly)
“I think you did well tonight,” said the chair of The city will be placed under
the board of judges to the contestant. Enhanced Community Quarantine
(It is politely said but means that the performer did not do as (ECQ).
well as the other contestants.)
(It means that the city will be placed on
lockdown.)

In a meeting:
The 18-year-old COVID-19 positive
Nicole: I suggest that Lency be our
patient did not make it to the
presenter to the client.
Boss : Good idea! But I think we hospital.
need to find someone else. (It means that the patient died.)
Sheila: How about Rouel, sir?
Boss : Also a good idea. But how
about Charina? Any comments? Jessie recycled my research.
(It means that both suggestions are not accepted by the boss.) (It means that Jessie plagiarized.)

Sarcasm is used to either annoy or mock someone. The negative message hides in
positive expressions. Though it is used to inflict pain, it can, on the other hand, be
used for humor.

Sarcasm is generally negatively conveyed. Its effect can be positive only to the mood
of the reader when it is meant to make people laugh, BUT the message implied is still
negative.

Sarcasm for humor is best when spoken. In written text, it is hard to recognize.
Nevertheless, the fact remains that it is negatively conveyed.
e.g.

POSITIVE NEGATIVE
(For jokes only,
especially with
friends, but not to I love waiting forever for the doctor to arrive.
the point of (It means that I am getting impatient of waiting.)
humiliation. It
becomes positive
only to those who I don’t have all day watching your
recognize the performance.
humor behind it, but (It means that your performance does not appeal to me.)
the message
remains negative.)

If it is bad to use cell phones in class,

in the same manner,
it is bad to do classes using cell phones.

HERE: It creates humor, but the fact remains that the message
is negative.

Proverb is an old but familiar saying that usually gives advice. It contains counsel
based on the general truth. It is usually a sentence and contains morals. The message
makes one think of a good lesson to be applied in life.

14 CO_Q2_English8_Module5
 POSITIVE

There’s a rainbow always after the rain.

(It means that something better comes after every failure.)

Beauty is in the eye of the beholder.

(It means that everyone possesses unique beauty.)

Don’t cry over spilled milk.

(It means that we should not get upset over something that has already been done or
something that has already happened.)

A bird in hand is better than two in the bush.

(It means that we should value the things that we already have.)

Idiom is a phrase or expression whose meaning is different from the individual words.
The meaning depends on the location and user. It is usually a phrase. Unlike proverbs,
an idiom does not contain morals.

One should be familiar with idiomatic expressions, usually through memorization or

frequent exposure, in order to understand them.

e.g.

Idiomatic Expressions Meaning

Break a leg - good luck or do your best

Hit the sack - to go to bed
Miss the boat - miss his/her chance
Best of both worlds - all the advantage
Once in a blue moon - happens very rarely
Beat around the bush - avoiding the main topic
Bring home the bacon - be successful
Make a long story short - come to the point
Give the benefit of a doubt - believe someone without proof

Illustrated by: Anselmo S. Osores Jr.

15 CO_Q2_English8_Module5
 POSITIVE NEGATIVE
The learners did not show a spark
It’s your turn to perform, Jean. Break a leg. of decency by refusing to greet the
(It means that the speaker wishes
Jean good luck.) school guests who visited their
classroom.
(It means that the students showed no
respect.)

After completing the errands simultaneously, Did you hear Mary stab Lynne in the
Luis said, “I hit two birds with one stone.” back last week?
(It means that Luis has accomplished two tasks at the
same time.) (It means that Mary betrayed Lynne last
week.)

Deciphering the polarity of a message at the sentence level may be done using any of
the strategies discussed above. But at the paragraph level, identifying whether the message
conveyed is positive or negative needs analytical comprehension.

Take a look at this excerpt from an essay entitled, “More and more women are now
going out to work and some women are now the major salary earners in the family. What are
the causes of this, and what effect is this having on families and society?”:

In the past, most women stayed at home to take care of domestic chores such as
cooking or cleaning. Women's liberation and feminism have meant that this
situation has been transformed and in contemporary society women are playing
an almost equal role to men in terms of work. This has had significant
consequences, both in terms of the family, for example by improving quality of
life and increasing children's sense of independence, and also for society itself
with greater gender equality.

Source: https://www.eapfoundation.com/writing/essays/cande/

16 CO_Q2_English8_Module5
 The message of the paragraph above cannot be determined by focusing on only one of
its sentences. The message conveyed as a whole should be evaluated keenly.

Analysis Sentences in the Paragraph

In the first sentence, we can suppose “In the past, most women stayed at home
that the message is negative since to take care of domestic chores such as
women’s role in the family in the past was cooking or cleaning,”
limited only to household chores; women
can do more than that!

This is why the second sentence states ”Women's liberation and feminism have
that women’s liberation and feminism meant that this situation has been
have led towards the betterment of transformed and in contemporary society
women’s lives. women are playing an almost equal role to
men in terms of work.”

This claim is supported by the third “This has had significant consequences,
sentence, which shows how the liberation both in terms of the family, for example by
of women has improved the quality of life improving quality of life and increasing
by increasing children’s sense of children's sense of independence, and also
responsibility in the family, and greater for society itself with greater gender equality.”
gender equality in the society.

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

What’s More

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

17 CO_Q2_English8_Module5
Activity 1. Soar High

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

HORIZONTAL

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

VERTICAL

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

Assessment 1: Underline Me

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

_________1. The meat in the fridge has a terrible smell.

_________2. My parents always tell me that they love me very much.

_________3. Our neighbor’s little girl is very honest in answering questions

_________4. Nothing is left for the kid to eat.

_________5. Merlinda, the leader of the team, believes in her subordinates.

18 CO_Q2_English8_Module5
Activity 2. My Connections

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

Assessment 2: Figure It Out

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

Part 1. Positive Messages

_________1. She is a superstar.
_________2. Laughter is the best medicine.
_________3. This task is just a piece of cake.
_________4. Don’t judge a book by its cover.
_________5. My favorite month is December because it rains money and food.

19 CO_Q2_English8_Module5
Part 2. Negative Messages

_________1. After all the investigations I’ve done, I realized that you were just telling
me a fairy tale.
_________2. Unless your name is Google, stop acting like you know everything.
_________3. I’m afraid that she would spill the beans about the test results.
_________4. She talks like a broken record.
_________5. He hits like a girl in the ring.

Activity 3. What Do You Mean

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

1. Into every life, a 2. I only like you

little rain must fall. as a friend.

3. We’re letting you go. 4. The situation of his

Maybe this job is not for only daughter is
you. driving him nuts.

5. You are my 6. Your love is as

sunshine after the cold as ice.
rain.

7. Light travels quicker than 8. I’d walk a thousand

sound. This is why some miles just to be with
people look smart until you you.
hear them speak.

20 CO_Q2_English8_Module5
Assessment 3: Brains…
Directions: Read the texts below. Put a in the column labelled (+) if the message is
positive, or in the column labelled (-) if the message is negative. Then, under MANNER,
write Literal if the message is literally meant, and write Hyperbole, Simile, Metaphor,
Euphemism, Sarcasm, Proverb, or Idiom if the message is figuratively conveyed. Write
your answers on a separate sheet of paper.

POLARITY
MESSAGE MANNER
+ -
1. I’m impressed by your production.

2. Mark is very economically challenged.

3. Love is like the wind. You can’t see it but you can feel it.
Nicholas Sparks, A Walk to Remember
4. “You look smart today,” said Alexis to his slow learner
classmate wearing eyeglasses.
5. A journey of a thousand miles begins with a single step.

6. Stewart’s father finally met his Maker.

7. Her heart is as hard as a stone.

8. "Thank you for explaining that my eye cancer isn't going
to make me deaf. I feel so fortunate that an intellectual
giant like yourself would deign to operate on me."
- John Green, The Fault in Our Stars
9. I am very tired that I could sleep for a year.

10. When life gives you lemons, make lemonade.

21 CO_Q2_English8_Module5
 What I Have Learned

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

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

Jot Down Your Insights

After doing all the activities, I have learned that

_________________
__________________________________________________________
__________________________________________________________
_________________________________________.

It is now clear to me that

___________________________________
__________________________________________________________
__________________________________________________________
_________________________________________.

The most challenging part of the activity is

_____________________
__________________________________________________________
__________________________________________________________
_________________________________________.

I believe
________________________________________________
__________________________________________________________
__________________________________________________________
_________________________________________.

22 CO_Q2_English8_Module5
 What I Can Do
In this part of the module, you will be given another activity which will help you
apply your newly acquired knowledge in real-life situations.

Activity 1A: Try Me

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

MANNER POSITIVE NEGATIVE

Literal

Hyperbole

Simile

Metaphor

Euphemism

Sarcasm

Idiom

23 CO_Q2_English8_Module5
Activity 1B. Things to Ponder
Directions: In the first column are examples of proverbs. In the second column, you are
going to write the message each proverb conveys. Write your answers on a separate sheet
of paper.

PROVERBS MEANING

Opportunity knocks once.

Don’t count the chicks until

the eggs are hatched.

You can’t judge a book by its

cover.
You can lead a horse to the
water, but you can’t let him
drink.
You can get more flies with
honey than you can with
vinegar.

24 CO_Q2_English8_Module5
 Assessment

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

25 CO_Q2_English8_Module5
 10. You can’t expect me to finish this difficult task after a week. Such work takes time to
complete. The proverb to be applied here is ____________.
A. Better late than never
B. Rome wasn’t built in a day
C. The pen is mightier than a sword
D. Good things come to those who wait

11. The following sentences are metaphorically expressed. Which among them is
negatively conveyed?
A. He has the eye of a tiger.
B. My life is a prison to break out of.
C. Sarah’s voice was music to his ears.
D. Life is a dance. You have to sway with the rhythm.

For items 12-13

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

12. Read the dialog in the box. How is the message conveyed?
A. negatively B. positively C. neutral D. all of the above

13. How did the boy express his message?

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

For items 14-15

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

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

14. Which part in the paragraph suggests negative message?

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

15. Generally, the message is positive because ___________.

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

26 CO_Q2_English8_Module5
 Additional Activities

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

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

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

Paragraph Polarity of Message

No.

NEGATIVE POSITIVE

27 CO_Q2_English8_Module5
Be guided by the rubric below:

Criteria (10) (8-9) (6-7) (4-5) (2-3)

Writing Content Content Content Content Content

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

Total Score: _____/10

28 CO_Q2_English8_Module5
Answer Key

29 CO_Q2_English8_Module5
References

Sheldon Smith, “Cause & Effect Essays,” EarFoundation.Com, November 9, 2020.

https://www.eapfoundation.com/writing/essays/cande/
”Pros and Cons of Banning Cell Phones in School” Bartleyby.
https://www.bartleby.com/essay/Pros-And-Cons-Of-Banning-Cell-Phones-
FZJX3DTYPWR
”Education in the Time of COVID-19” ECLAC-UNESCO, August 2020.
https://reliefweb.int/sites/reliefweb.int/files/resources/S2000509_en.pdf
2020 Merriam-Webster, Inc.

30 CO_Q2_English8_Module5
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]