city schools division of antipolo -...

Republic of the Philippines Department of Education

Region IV-A CALABARZON

CITY SCHOOLS DIVISION OF ANTIPOLO

"Edukasyong Tapat at Sapat: Dapat Para sa Lahat"

C. Lawis Ext. Brgy. San Isidro Antipolo City, Rizal, Philippines , www.depedantipolo.com

Enclosure No. 1 to Division Memorandum No. 110, s. 2017

EXECUTIVE COMMITTEE

Chairman Dr. Rommel C. Bautista, CESO V Co-Chairmen Dr. Gloria C. Roque Mr. Anselmo C. Celeste Jr. Mr. Lito A. Palomar Member Mrs. Cristina C. Salazar

WORKING COMMITTEES

SECONDARY LEVEL ELEMENTARY LEVEL REGISTRATION and FINANCE Chairman- Mrs Anna Lyn P. Raymundo Chairman- Dr. Maricel R. Tortoza Members- Mrs. Marlyn Gano Members- Mr. Rodien Dunhill C. Arnaiz Mambugan NHS Teachers Kaysakat ES Teachers PROGRAM and INVITATION Chairman- Dr. Rowena B. Sison Members- Mrs. Liza Banayo CERTIFICATES/AWARDS Chairman- Ms. Mary Grace F. Santiago Members- Mrs. Josefina Rodolfo Selected PVES Teachers PHYSICAL ARRANGEMENT/ACCOMMODATION STAGE DECORATION/SOUND SYSTEM Chairman- Dr. Ferdinand B. Millan Members- Mrs. Josephine P. Primo Selected JSES Teachers FOOD and REFRESHMENT Chairman- Evangeline R. Quibuyen Members- Selected Teachers of DPES/JSES DOCUMENTATION Chairman- Mrs. Teresa O. Amido Members- Ms. Catherine Mira Selected KCES Teachers MONITORING & EVALUATION Chairman- Dr. Isabel M. Gonzales Member- JSES M & E Coor.







CONTEST FACILITATORS AND BOARD of JUDGES

ELEMENTARY LEVEL

CONTEST FACILITATOR BOARD OF JUDGES

GRADE 1

Poem Recitation Ms. Luz C. Cayanong

Lydia Madriaga (JSES)

Mrs. Victorina Velasco

Mrs. Ma. Rizza De Leon

GRADE 2

Story Telling Ms. Marilou M. Lico

Donnabel Bihasa (TRES)

Mrs. Anna Lyn P. Raymundo

Mrs. Charry Pagayunan

GRADE 3

Spelling Bee

Mr. Jay Capon (SIES)

Pronouncer:

Ms. Rizza A. Pereyra

Mrs. Liza Banayo

GRADE 4

Declamation Mrs. Jennie G. Casauay

Mrs. Luisa Miranda (SCES)

Mrs. Aida Ante

Dr. Darwin Bargo

GRADE 5

Oral Reading Interpretation Mr. Jayson Capon (MBES II)

Dr. Gloria Benedicto

Ms. Bernadette M. Songalia

Mrs. Mary Grace Morales

GRADE 6

Oration Mrs. Elnora Millan (SCES)

Mr. Nimrod Tupas

Mr. Prince Joser Cruz

Mrs. Rose Ann Gonzales

TEACHERS COMPETITION

Declamation Virgie Arenas Mrs. Carmelita Caldito

Mrs. Cristina C. Salazar

Mr. Esteban Casauay

Extemporaneous Speaking Jollibee Torres Mrs. Carmelita Caldito

Mrs. Cristina C. Salazar

Mr. Esteban Casauay






SECONDARY LEVEL

CONTEST FACILITATOR BOARD OF JUDGES

GRADE 7

Story Telling Jeanette Maalindog

San Roque National HS

Mark Gabion

Melvin Atole

Spelling Bee Rowena Apelo

San Jose National HS

Pronouncer: Liza Banayo

BN II National High School

Ms. Gayle Malibiran

GRADE 8

Declamation Jennelyn Babasa

Calawis National High School

Rita Edillo

Rodien Dunhill Arnaiz

Spelling Bee Don Gianan

Mambugan National HS



Ms. Gayle Malibiran

GRADE 9

Oration Lourdes Velchez

Dela Paz National HS

Luningning Tapales

Dr. Paz Casagan

Spelling Bee Lorrine Garcia

Dalig National High School



Ms. Gayle Malibiran

Grade 10

Extemporaneous Speaking Samson V. Edillo

San Isidro National HS

Josephine Primo

Teresa O. Amido

World Literature Quiz Bee Janice Maravilla (MNHS)

Quiz Master:

Mr. Jerome Hilario (MNHS)

Tally Board:

Wilma Villafuerte (MDNHS)

Lito A. Palomar

Anselmo C. Celeste Jr.

Grade 11/Grade 12

English Conversation Lorna San Buenaventura

Dela Paz National HS

April Faltado

Grace Santiago

Nica Regine Lico

Research Presentation Mrs. Ruby Ann Ube

San Isidro National HS

Dr. Mervin Tortoza

Mr. Alfonso Abogado

Dr. Jonathan Domingo

TEACHERS COMPETITION

Extemporaneous Speaking Virgie Arenas Cristina C. Salazar

Esteban B. Casauay

Lito A. Palomar

Oration Jollibee Torres Cristina C. Salazar

Esteban B. Casauay

Lito A. Palomar







CONTEST MECHANICS AND GUIDELINES

*For Elementary Level Grade 1: Poem Recitation

Criteria Delivery - 25% Mastery of Piece - 10% Pronunciation/Voice Projection - 10% Interpretation - 25% Intonation/Expression - 10% Persuasive Appeal - 10% Overall Impact - 10%

Total 100% Grade 2: Story Telling Mechanics: 1. The contestants shall render the given contest piece for each level. (Pls. see attached contest piece). 2. Props and costumes may be allowed to enhance the delivery but will not be included in the criteria for judging. 3. The use of microphone is optional.

Criteria Pronunciation - 30% Organization of Ideas - 30% Interpretation (Expression, projection) - 30% Over-All Impact/Stage Presence - 10%

Total 100% Grade 3: Spelling Bee Mechanics: 1. The contest shall have three rounds (easy, average and difficult).

Round Number of words Time limit Allotted points

Easy 10 15 seconds 1 point

Average 10 20 seconds 2 points

Difficult 10 30 seconds 3 points

In the clincher round, the first contestant to spell the word correctly shall be declared winner.

2. The contestant shall be allowed to participate in all three rounds of the competition. 3. The points for each round (easy, average and difficult) will be added and the highest pointer will be declared the winner. In case of a tie or same scores, clincher round will be applied. 4. Participants are to bring their own drill board, eraser and writing pen for this contest.






Grade 4: Declamation (For Teachers Also) (The use of microphone is optional)

Criteria Delivery 25% Mastery of Piece 10% Pronunciation/Voice Projection 10% Interpretation 25% Intonation/Expression 10% Persuasive Appeal 10% Overall Impact 10%

Total 100% Grade 5: Oral Reading Interpretation

1. There will be one contestant per school. 2. Each contestant will be given 30 minutes to read the book/reading material silently in designated

holding area. 3. Books/Reading materials will be collected by the proctor after the given time. 4. Each contestant will then wait for his/her turn to read the book orally in front of the judges. 5. The decision of the board of judges is final.

Grade 6: Oration 1. There will be only one contest piece for all contestants. 2. One room will be allotted for the participants as waiting/holding area. 3. Contestants are not allowed to listen to other orators except if they had finished the piece. 4. The decision of the Board of Judges is final.

Criteria

Diction (pronunciation, enunciation, articulation, clarity of words) 40% Voice projection, voice quality, and tone 30% Delivery, facial expressions and gestures 20% Mastery of the piece 10% Total 100% For Teachers: EXTEMPORANEOUS SPEECH 1. The contestant will be given a topic five minutes before his/her time to speak. 2. They will also be given five minutes to deliver their speech. 3. They will be held in a separate room and while the first speakers’ speech is on-going, the next speaker

will be shown the topic and will prepare for his/her talk. 4. The speaker will be shown a signal when the five-minute time allotment for his/her delivery has been consumed and will have to finish only the sentence and stop.

Criteria Speech Content and Organization 40% Voice Quality 30% (Projection, Modulation, Emphasis, Diction)

Poise and Delivery 20% (Gesture, Facial Expression, Eye Contact & Appearance) Over-all Impact 10% Total 100%






*FOR SECONDARY LEVEL Grade 7: Story Telling

1. Contestants will only use the piece “The Legend of Pineapple.” No alteration, revision nor modification will be allowed.

2. Delivery of the piece will be given a minimum of 5 minutes and a maximum of 7 minutes only. The contestants may continue his/her delivery after the time allotment but corresponding points will be deducted.

3. One room will be allotted for the participants as waiting/holding area. Contestants are not allowed to listen to the story teller except if they had finished telling the story.

4. The decision of the Board of Judges is final. 5. There will be first, second, and third place winners.

Criteria Pronunciation 25 % Gestures and facial expression 25% Voice variation and projection 20% Eye contact and stage presence 20% Props and costume 10% Total 100%

Grades 7, 8 & 9: Spelling Bee 1. The contest shall have three distinct segments: easy, average and difficult.

Segments Number of words Time limit Allotted points

Easy 10 15 seconds 1 (each)

Average 10 20 seconds 2 (each )

Difficult 10 30 seconds 3 (each)

In the clincher round, the first contestant to spell the word correctly shall be declared winner.

2. The contestant shall be allowed to participate in all three rounds of the competition. 3. The points for each segment (easy, average and difficult) will be added and the highest pointer will be declared the winner. In case of a tie or same scores, clincher round will be applied. 4. Alternate speller is not allowed once the contest has started. 5. Participants are to bring their own drill board, eraser and writing pen for this contest. Official Dictionary and Source of Words Merriam-Webster Dictionary is the final authority and sole source for the spelling of words. If more than one spelling is listed for a word, any of these spellings will be accepted as correct if the following three criteria are met: (1) the pronunciations are identical, (2) the definitions are identical, and (3) the words are identified as being variants of each other. Grade 8: Declamation 1. Each participating school must have one participant only. 2. The participants will be given a maximum of five (5) minutes to finish his/her piece.

Criteria: Mastery of the Piece 35% Delivery 30% Gestures and Facial Expressions 15% Costume 10% Overall Impact 10% Total 100%






Grade 9: Oration 1. The only contest piece is “There Is No Wining in Life” 2. One room will be allotted for the participants as waiting/holding area. Contestants are not allowed to listen to the orator except if they had finished the piece. 3. The decision of the Board of Judges is final.

Criteria Pronunciation, enunciation, articulation, clarity of words 40% Voice projection, voice quality, and tone 30% Delivery, facial expressions and gestures 20% Mastery of the piece 10%

Total 100% Grade 10: Extemporaneous Speech 1. The contestant will be given a topic five minutes before his/her time to speak. 2. They will also be given five minutes to deliver their speech. 3. They will be held in a separate room and while the first speakers’ speech is on-going, the next speaker will be shown the topic and will prepare for his/her talk. 4. The speaker will be shown a signal when the five-minute time allotment for his/her delivery has been consumed and will have to finish only the sentence and stop.

Criteria Speech Content and Organization 40% Voice Quality 30% (Projection, Modulation, Emphasis, Diction)

Poise and Delivery 20% (Gesture, Facial Expression, Eye Contact & Appearance) Over-all Impact 10% Total 100%

WORLD LITERATURE QUIZ BEE 1. There will be one contestant per school. 2. The coverage of the Quiz Bee includes World Literature. 3. There will be a total of fifteen (15) questions to be given, 5 of which are easy, 5 are average, and 5 are difficult. Points for every correct answer will be:

One point (1) each for easy question Two points (2) each for average question Three points (3) each for difficult question

4. The quizmaster will only read each question twice. Countdown will start after the question has been read the second time. Automatically, the (15) second time-limit will begin with the word “go” by the Quizmaster. 5. The contestant who gets the highest number of points is automatically declared the champion. Should there be a tie among the contestants getting the highest score or the second highest score, the contest continues to the Clincher Round to determine the champion or the runner – up as the case may be. In the Clincher Round, the contestants with the same score will be back to zero (0). Each question is assigned 5 points. The contestant who first gets 15 points will be declared the winner. 6. Participants are to bring their own drill board, eraser and writing pen for this contest. 7. All English Department Chairmen are tasked to prepare 5 easy, 5 average, 5 difficult and 3 clincher questions. Each question is to be computerized in an 1/8 sheet of long coupon bond paper, with the answer and the source. Another set of these questions in a coupon bond paper will also be submitted to the contest facilitator early morning on the day of the competition.






SENIOR HS COMPETITIONS ENGLISH CONVERSATION CONTEST MECHANICS

1. Participating SHS teams must have 3 members. 2. Only one team is allotted per school. 3. The team shall pick a topic to talk about. As soon as the team picked the topic, they are expected to

start their conversation IN FULL ENGLISH. The use of vernaculars will be subjected to deductions. 4. The team will be given a maximum of 3 minutes to talk about the chosen topic. The time starts the

moment the team has picked the topic. When the buzzer rings, the team should end up the conversation. NO OVERTIME shall be allowed.

5. Application of communicative strategies should be observed by the team during the conversation. 6. The judges’ decision is final.

Criteria for Judging Articulation, Pronunciation, Rhythm, Pace 40%

Category 4 Excellent

3 Satisfactory

2 Fair

1 Poor

Total Points/ Remarks

Articulation, Pronunciation, Rhythm, Pace

Each member speaks clearly and distinctly (100-95%) during the conversation, and no mispronounced words.

Each member speaks clearly and distinctly (100-95%) during the conversation, but mispronounced 1-5 words.

Each member speaks clearly and distinctly (94-85%) most of the time. Mispronounced 6-10 words.

Each member often mumbles or cannot be understood and mispronounced more than 10 words.

Content 25% Category 4

Excellent 3

Satisfactory 2

Fair 1

Poor Total Points/

Remarks

Content There is sufficient information clearly related to the topic. All points are accurate & clearly stated.

There is sufficient information that relates to topic. Most points are accurate and clearly stated

There is a great deal of information that is not clearly connected to the topic.

Topic is not clear; information included does not support the topic in any way.

Use of Non-Verbal Cues 10% Category 4

Excellent 3

Satisfactory 2

Fair 1

Poor Total Points/

Remarks

Content Impressive variety of non-verbal cues is used in an exemplary way

Good variety of non-verbal cues is used in a competent way.

Satisfactory variety of non-verbal cues is used in an acceptable way.

Limited or poor variety of non-verbal cues is used in a developing or improving way.






Grammatical Correctness 25% Category 4

Excellent 3

Satisfactory 2

Fair 1

Poor Total Points/

Remarks

Grammatical Correctness

Meets criteria for good, while incorporating creative use of language such as metaphors, similes, analogies, etc.

Members spoke clearly and articulately with consistent use of vocal variety.

Members spoke with only occasional stumbling or lost places and used some vocal variety.

Members spoke without vocal variety and/or with difficulty keeping an appropriate rate of speech.

GUIDELINES AND CRITERIA FOR RESEARCH PRESENTATION

1. The research must be a completed classroom based research. 2. It must be relevant to the current situation in the school. 3. It must follow the Basic Action Research format: I. Introduction- *Background of the study *Statement of the problem *Definition of Terms II. Review of Related Literature & Studies- *local and foreign whichever is available or relevant III. Methodology and Research Design IV. Results and Discussion V. Conclusion and Recommendations 4. The research manuscript must be 10-15 pages only. 5. Participants must submit three (3) copies of the research manuscript for the judges. 7. For the presentation, the number of Power Point slides must be 10-15 only. 8. The oral presentation is limited 5-7 minutes only. Deductions will be given thereafter. Criteria: Delivery 30%

Mastery 20%

Relevance of the research 25%

Impact of the research 25%

Total 100%






CONTEST PIECES FOR ELEMENTARY LEVEL Grade 1: Poem Recitation

If I Was a Superhero… By Sally Gray

If I was a superhero

I’d definitely fly. Arms outstretched

Racing birds in the sky.

If I was a superhero I’d have special powers Like extra strong legs

For jumping over towers.

If I was a superhero I’d save all the oceans

With my secret and magical Cleaning up potions.

If I was a superhero I’d save all the trees

And the mountains and rivers, The birds and the bees.

If I was a superhero I’d help all the poor,

Give them food, And make them hungry no more.

If I was a superhero I’m sure you’ll agree

The world would be better Because of Me!

Grade 2: Story Telling:

Henny Penny

One day Henny Penny was scratching in the farmyard looking for something good to eat when, suddenly, something hit her on the head. "My goodness me!" she said. "The sky must be falling down. I must go and tell the king."

She had not gone far when she met her friend Cocky Locky.

"Where are you going in such a hurry?" he called out. "I am going to tell the king that the sky is falling down," said Henny Penny.

"I will come with you," said Cocky Locky.

So Henny Penny and Cocky Locky hurried along together towards the king's palace. On the way they saw Ducky Lucky swimming on the pond.






"Where are you going?" he called out.

"We are going to tell the king the sky is falling down," replied Henny Penny. "We must go quickly, as there is no time to lose."

"I will come with you," said Ducky Lucky, shaking the water off his feathers.

So Henny Penny, Cocky Locky and Ducky Lucky hurried on together towards the king's palace. On the way they met Goosey Loosey, who called out, "Where are you all going in such a hurry?"

"We are on our way to tell the king the sky is falling down," said Henny Penny.

"I will come with you," said Goosey Loosey.

So Henny Penny, Cocky Locky, Ducky Lucky and Goosey Loosey hurried on together towards the king's palace.

Round the next corner they met Turkey Lurkey. "Where are you all going on this fine day?" she called out to them.

"It won't be a fine day for long," replied Henny Penny. "The sky is falling down, and we are hurrying to tell the king."

"I will come with you," said Turkey Lurkey. So Henny Penny, Cocky Locky, Ducky Lucky, Goosey Loosey and Turkey Lurkey all went on towards the king's palace. Now on their way they met Foxy Loxy who asked, "Where are you going in such a hurry?"

"We are going to the king's palace to tell him the sky is falling down," replied Henny Penny. "That is a very important message," said Foxy Loxy.

"I will come with you. In fact if you follow me I can show you a short cut to the king's palace, so you will get there sooner."

So Henny Penny, Cocky Locky, Ducky Lucky, Goosey Loosey and Turkey Lurkey all followed Foxy Loxy. He led them to the wood, and up to a dark hole, which was the door to his home. Inside his wife and five hungry children were waiting for him to bring home some dinner.

That, I am sorry to say, was the end of Cocky Locky, Ducky Lucky, Goosey Loosey and Turkey Lurkey, for one by one they all followed Foxy Loxy into his home, and they were all eaten up by the hungry fox family.

Henny Penny was the last to enter the Fox's hole and she heard Cocky Locky crowing in alarm in front of her. Squawking with fright and scattering feathers, she turned and ran as fast as she could for the safety of her own farmyard. There she stayed and she never did tell the king that the sky was falling down.

Grade 3: Spelling Grade 4: Declamation (Pupil and Teacher Category)






Vengeance is Not Ours, It’s God’s Alms, alms, alms. Spare me a piece of bread. Spare me your mercy. I am a child so young, so thin, and so ragged. Why are you staring at me? With my eyes I cannot see but I know that you are all staring at me. Why are you whispering to one another? Why? Do you know my mother? Do you know my father? Did you know me five years ago? Yes, five years of bitterness have passed. I can still remember the vast happiness mother and I shared with each other. We were very happy indeed. Suddenly, five loud knocks were heard on the door and a deep silence ensued. Did the cruel Nippon’s discover our peaceful home? Mother ran to Father’s side pleading. “Please, Luis, hide in the cellar, there in the cellar where they cannot find you,” I pulled my father’s arm but he did not move. It seemed as though his feet were glued to the floor. The door went “bang” and before us five ugly beasts came barging in. “Are you Captain Luis Santos?” roared the ugliest of them all. “Yes,” said my father. “You are under arrest,” said one of the beasts. They pulled father roughly away from us. Father was not given a chance to bid us goodbye. We followed them mile after mile. We were hungry and thirsty. We saw group of Japanese eating. Oh, how our mouths watered seeing the delicious fruits they were eating, Then suddenly, we heard a voice call, “Consuelo. . . . Oscar. . . . Consuelo. . . . Oscar. . . . Consuelo. . . . Oscar. . . .” we ran towards the direction of the voice, but it was too late. We saw father hanging on a tree. . . . dead. Oh, it was terrible. He had been badly beaten before he died. . . . and I cried vengeance, vengeance, vengeance! Everything went black. The next thing I knew I was nursing my poor invalid mother. One day, we heard the church bell ringing “ding-dong, ding-dong!” It was a sign for us to find a shelter in our hide-out, but I could not leave my invalid mother, I tried to show her the way to the hide-out. Suddenly, bombs started falling; airplanes were roaring overhead, canyons were firing from everywhere. “Boom, boom, boom, boom!” Mother was hit. Her legs were shattered into pieces. I took her gently in my arms and cried, “I’ll have vengeance, vengeance!” “No, Oscar. Vengeance, it’s God’s,” said mother. But I cried out vengeance. I was like a pent-up volcano. “Vengeance is mine not the Lord’s”. “No, Oscar. Vengeance is not ours, it’s God’s” these were the words from my mother before she died. Mother was dead and I was blind. Vengeance is not ours? To forgive is divine but vengeance is sweeter. That was five years ago, five years. . . . Alms, alms, alms. Spare me a piece of bread. Spare me your mercy. I am a child so young, so thin, and so ragged. Vengeance is not ours, it’s God’s. . . . It’s. . . God’s. . Grade 5: Oral Reading Interpretation

GRADE 6: ORATION






We Have Become Untrue to Ourselves! By: Felix B. Bautista

W i t h a l l t h e f o r c e a n d v i g o r a t m y c o m m a n d , I c o n t e n d t h a t w e h a v e r e l a x e d o u r vigilance, that we have allowed ourselves to deteriorate. I contend that we have lost our pride in the Philippines, that we no longer consider it a privilege and an honor to be born a Filipino. To the Filipino youth, nothing Filipino is good enough anymore. Even their Filipino names no longer suit them. A boy named Juanito does not care or unhappy to be called Juan. No, not Juan, he must be Johnny. A girl named Virginia would get sore if she was nicknamed Viring or Binang. No, she must be Virgie or Ginny. Cristina in the early years, would be so proud to be called Tina or Tinay, but now she has become Cris or Cristy. Roberto has become Robert or Bobbie; Maria, Mary or Marie. Before, Julita is Juling but now its Julie. And because they have become so Americanized, because they look down on everything Filipino, they now regard with contempt all the things that our fathers and our fathers’ f a t he rs he ld dear . They f rown o n k is s i ng t he hands o f t he i r e lde rs , say ing t ha t i t i s unsanitary. They don’t care for the Angelus, saying that it is old-fashioned. They belittle the kundiman, because it is so grippingly sentimental. They are what they are today because their elders – their parents and their teachers – have allowed them to be such. They are incongruities because they cannot be anything else! And they cannot be anything else because their elders did not know enough, or did not care enough to fashion them and to mold them into the Filipino pattern. This easing of the barriers that would have protected our Filipinism, this has resulted in something more serious, much more serious. I refer to the de-Filipinization of our economic life. Let us face it. Economically speaking, we Filipinos have become strangers in our own country. And so, today, we are witnesses to the spectacle of a Philippines inhabited by Filipinos who d o no t t a l k and ac t l i k e F i l i p i nos . W e a re w i t nes ses t o t he pa t he t i c s igh t o f a Philippines controlled and dominated and run by non-Filipinos. We have become untrue to ourselves, we have become traitors to the brave Filipinos who fought and died so that liberty might live in the Philippines. We have betrayed the trust that Rizal reposed on us, we are not true to the faith that energized Bonifacio, the faith that made Gregorio del Pilar cheerfully lay down his life at Tirad Pass. Indeed, we have become untrue to ourselves!






CONTEST PIECES FOR SECONDARY LEVEL STORY TELLING FOR GRADE 7:

The Legend of the Pineapple: A Filipino Folk Tale

Once upon a time, there was a woman who lived with her daughter Pina in a tiny hut in the village. They were poor, and the mother worked day and night to make both ends meet. No matter how hard she worked, though, she never got any help from her daughter. Pina was a lazy, spoiled kid who liked to play in the backyard all day. Whenever her mother asked for help around the house or tried to send her on an errand, she would always find an excuse by saying she can’t find the object that was needed to complete that task. If her mother asked her to sweep the house, for example, she would say she cannot find the broom, even if it was right there in front of her. Needless to say, her mother always ended up doing the work herself. One day, her mother became very ill. She called out to Pina, who as usual was playing in the backyard. “Pina! Pina! Come over here, anak. I am very sick. Can you cook some porridge for me please? I am too weak to get up.” Pina ignored her mother and continued to play. “Pina, come over here this very instant, or else!” Pina’s mother mustered all her strength just to say this, but it worked. Pina grudgingly stopped playing and went inside the house. She poked her head inside her mother’s room. “What do you want, Nanay (mother)? You really expect me to cook for you? That’s too hard,” protested Pina, pouting and stomping her feet. “Pina, it is very simple. Just put some rice in a pot and add water. Once the water boils, let it simmer for a while. Stir it occasionally with a ladle. Everything you need should be right there in the kitchen.” Pina reluctantly left and went to the kitchen. Her mother could hear her banging the drawers and cabinets. Then her mother heard her open the back door and sneak out into the backyard. Her mother waited and waited. Finally, she called out to Pina again. “Pina, did you cook like I told you to?” “No,” was the defiant response. “And why not?” was her mom’s exasperated response. “Because I could not find the ladle,” was her flippant reply. “Oh, you lazy child! You probably did not even bother to look for it! What am I going to do with you? Here I am, sick, and I cannot even count on you!” Her mother wept bitterly. In her anger, she shouted, “I wish you would grow a thousand eyes all over your head! Then you can find what you’re looking for. Maybe then you won’t have any more excuses.” As soon as she said this, there was complete silence. Her mother thought, “She is trying to be quiet so I will forget about asking her again.” She sighed. She waited a little bit to see if Pina would come back. Realizing the wait was futile, she wearily got up to do the cooking herself. When she looked out into the backyard, Pina was nowhere to be found. She sighed again and said to herself, “That lazy kid probably went to a friend’s house so she did not have to do any more errands for me.”






Exhausted from the exertion, she soon went back to her room for a much-needed rest. Weak as she was, she just tried to do everything by herself, having given up on any help from Pina. Hours passed by, and then days, still no sign of her wayward daughter. With a heavy heart, she thought that Pina had ran away for sure. When she finally recovered from her illness, the first thing she did was look for Pina. No one had seen or heard from her. It was like she disappeared into thin air. Months passed and still no sign of her. The mother felt bad for her angry outburst, and she feared that she might probably never see her daughter again. One day, she was sweeping the backyard where Pina used to play. For months now, she had noticed this strange plant growing on the very spot where she last saw Pina. By this time, the leaves of the plant had fully opened. Inside, she saw this strange yellow fruit that resembled a child’s head with a thousand eyes. A thousand eyes… She suddenly remembered the spiteful words she used that fateful day. With horror, she realized that in the same way her mother’s love had spoiled her daughter, so did her anger unwittingly curse her. Somehow, her daughter had been turned into this plant. To honor the memory of her beloved daughter, she named the fruit Pina. She took such loving care of it like it was her own daughter. The fruit flourished so well that it bore more and more fruits, and became popular among the village and the entire country. Its name later evolved to pinya, or pineapple in English. That’s how the pineapple came to be, according to folklore, named after a spoiled child who was cursed with a thousand eyes… DECLAMATION FOR GRADE 8:

Murderess

It’s already twelve o’clock. Oh, God, I’m hungry! I’ve been running and hiding for almost three days. I’m dead tired. I need some rest. But no, they are looking for me! And if they find me, I will be put to jail. But, where can I hide? Leo’s father is so influential, so powerful. He is the governor of our great province and I happened to kill his son! No, don’t accuse me like that! I’m not a murderess! Hear me, I’m begging you, I tell you I’m not a murderess. Audience, let me explain, please. Okay, okay, okay! It all happened in school one day. I went to the library to find a book. Then I found it. I got so engrossed to what I was reading that I almost didn’t notice the time. It was gone past six and, oh my! I think I was the only student left in the library. To my dismay, Leo was waiting for me outside. I wanted to hide but it was too late. He was already in front of me. “Hi, Brenda! Can I drive you home?” I shook my head irritatingly. My God, how I hate him! He often sends me scented love letters in pink stationery which I sent back all unopened. He sends me roses and chocolates, too. They are my favorites. I wanted so much to eat the chocolates, but I hate the person who gave them. So I throw them into the trash. How could I ever get away from this guy? “Hey, Leo, wait a minute! If you want to drive me home, thanks, but no thanks! I’m old enough to go home on my own, okay? So, please stop following me like a dog! And besides, I’m too young for love and I don’t accept any suitors, understand?”






“But, Brenda, I love you! Can’t you understand? I can give you anything you want. Say it and you’ll have it. And, Brenda, remember, I can get everything I want by hook or crook. So you’d better be good to me or else. Ha… ha… ha…!” And he started laughing like a monster. I got so scared. I know how powerful his family was, but I still insisted, “Leo, how can you be such a jerk? I don’t like you and I don’t love you. In fact, I hate you! Now, will you leave me alone?” But instead of leaving, do you know what he did? He pushed me so hard against the wall and started kissing me. I was shouting for help, but no, no one was there! “Somebody, help me, please! Please, please! Help! Help!” Then he gave me a big, big punch on my stomach. Oh my God! It was painful! But even before he reached for me again, I spotted a rusty knife and grabbed it. “Now, Mr. Leo Monteverde, try to kiss me again, attempt to rape me again, and I will never ever forgive you! Go to hell! Um… um… ummm!” I didn’t know how many times I pushed the rusty knife in his body. Then I noticed something. Blood, blood… there’s a blood on my hands! Leo, Leo…! Oh, God! I killed Leo! No, I’m not a murderess! He was going to rape me and I just defended myself. I didn’t mean to do it, I’m not a murderess! I’m not a murderess! But I killed Leo…! I killed him! I’m a murderess! Ha! Ha! I’m a murderess! Ha! Ha! Ha! ORATORICAL PIECE FOR GRADE 9:

There’s No Winning in Life By Lloyd Luna

For the longest time, I believed in winning. I believed that in any competition, someone has to lose so that one can win. I believed in winning since my early exposures in competitions and quiz bees way back in the 90s. Oh, God. When we compete, the goal is always to win. And why not? The winners always take it all—the trophy, the medals, the honor. And if you go home losing, it’s depressing, it’s painful, it’s just one of those things we can’t really be proud of. Of course, people would pacify your sadness by telling you, it’s OK. You can try again next time. We believe them. So we would join the competition again. This time, we believed we are better and therefore would have a greater chance of winning. Regardless of the result, people would always have something to say whether we win or lose. All our lives, we are made to believe in winning. That, should we want to really be happy, we have to win. They didn’t really require us to win big. Winning is sometimes enough. Just win because losing isn’t good. Losing means you are weak, unprepared, disorganized. You are less when you lose, they say. So every now wants to win. Whatever happens, the goal is to win. Yes, sometimes whatever it takes. Today, allow me to say what I discovered. In life, there’s no winning. There’s only learning. We can’t win in life. But we can only learn. When we were still in pre-school, we were told to pass to enter the primary school. We did. And then we were told to go through another six years so we can go to high school. We did. And then we were told to study for another four years or more so we can either get a job or start our own business. For some, they were asked to take a Master’s or Doctor’s degree and they did.






In all those years, have we won? Oh, yes. We certainly did. We won in different levels. But we won. We got our diplomas and marched during the graduation rites. We made it. But have you also noticed that this is a never-ending game? That whatever you do, how much you believe you are winning, you are always on to another game? That however good and worthy you have become, you will end up starting a brand new level again. That every now and then, something new is about to begin and that this life is a never-ending game? I saw it. It may appear that we are winning but in truth, we are not. We are just learning. And even losers get the same chance to learn. That explains why some losers now become winners of tomorrow and some winners now become losers in the future. I’m writing this not because I don’t want people to win and that I encourage people to lose. I simply want to emphasize that in this life, in this game, don’t focus on winning. Focus on learning because that’s all there is in this life. Whatever we do, we will have to take another game and that will happen until our last day. We can’t win in life. And we can’t finish the game alive. But every day in every game, big or small, we have the opportunity to learn. You don’t have to win to be happy. You just have to learn. Maybe that’s enough reason to move on—knowing that you’ve learned and you can face another game with the lessons in your heart.

ORATORICAL PIECE FOR TEACHERS

MY TEACHER, MY HERO By Jimmy C. De Julian Sr.

ALEXANDER THE GREAT ONCE SAID, “MY FATHER MADE ME TO LIVE BUT MY TEACHER MADE ME TO LIVE WELL.”

The world and beyond are rich repositories of great knowledge that God has given man the privilege to harness and utilize them for his own generation to exist and prosper. The never-ending quest to uncover the mysteries, and unknown physical and human resources in finding solutions to problems confronting all parts of human endeavors, led man to organize many forms of knowledge which extend from simple appreciation of beauty and arts to scientific innovation and technology.

These awareness of man of his self and the environment and the society where he lives, these evolution of knowledge and scientific dynamism, and the cultural regeneration have turn the world from the primitives into the cyberspace age. However, man’s society I believe, cannot continue to exist without those who have painstakingly done their parts in the tedious transfer of pedagogical and cultural knowledge, and serve as catalysts of change to advance man’s civilization.

Throughout history these profound and famous persons of wisdom and great counsel, had developed kings and magistrates, great warriors and soldiers, and men of scientific intelligence. They are the perpetuators of basic and higher levels of learning. They touch human souls and inspire the youngs to write, speak, explore, and harmonize themselves with humanity and the world.

Yes, at times, they are not free of flaws and errors, but nonetheless, they live to leave a legacy of true service in molding the minds and characters of future pillars of the nation; developing them to become active, responsible and productive citizens endowed with love of God, love of country, love of fellowmen and love of family. These great and honorable men and women, ladies and gentlemen, are our dear teachers, our mentors and educators, the prime movers and brains of perpetual flow of known facts and wisdom. They are the inspirations and spirits of educational pursuits.






Their words of encouragement, sincere advises, fervent desires to share and guide learners to become achievers and excellent performers, and their deep human understandings of the limitation and individuality of the child are highest and noble tasks they are bound to do until the day when they will say, just like St. Paul has said, “I have fought a good fight. I have finished my course.” Alexander the Great once said, “My father made me to live but my teacher made me to live well”.

Yes, our parents are our first teacher, our friends and our peers, our relatives, they too are our sources of learning, even our experiences in various situations, conditions and circumstances; but yet our teachers in school, in kindergarten, in elementary, high school, college and even beyond college are persons who have really shaped our lives, the enrichment of our consciousness, and the competence with confidence to face the challenges of life.

They cannot be forgotten for their names are marked and tempered in the inner chambers of our hearts and minds. And together with all we loved, our teachers and their remarkable deeds are worthy of our unfeigned appreciation and genuine recognition. To all my teachers then and in the future, and to all teachers of the world, of various race, creed, and state of life, to you we sincerely say, thank you very much for the things you have shared which made me what I am now. To all teachers of this country, I gladly say and declare, Mabuhay kayong lahat! Thank you very much.

city schools division of antipolo -...

Documents