CSC–COA–DBM Joint Circular No. 1, s. 2025: A Complete Guide for Government Agencies and Public Schools

Exploring Social Issues through an Afro-Asian Text (“Bones”)

Today you will explore how an Afro-Asian text can reveal real social issues and human experiences. You will practice reading with purpose by identifying theme, character choices, and the social context that shapes events. You will connect key ideas to empathy, fairness, and responsible communication, which will support your future formal letter of inquiry. Along the way, you will use evidence, tone, and clarity as you discuss issues raised by the text.

• Subject: English
• Grade: 8
• Day: 5 of 8

🎯 Learning Goals

By the end of the lesson, you will be able to:

1. Identify at least two social issues presented in the text and explain how the social context affects characters and events.
2. Support an interpretation of theme using at least three text-based details (events, dialogue, actions, or symbols).
3. Write a short, respectful inquiry focus statement that turns a social issue from the text into a question you could ask an office or organization.

🧩 Key Ideas & Terms

• Social issue – a problem that affects people and communities (rights, fairness, poverty, violence, access to services).
• Theme – a central message or insight about life in a text.
• Context – the setting and conditions (time, place, culture, power relations) that shape events and choices.
• Character motivation – reasons behind a character’s actions or decisions.
• Conflict – a struggle that drives the story (person vs. person, person vs. society, person vs. self).
• Evidence – details from the text that support your ideas (events, dialogue, description, actions).
• Inference – a conclusion you make based on evidence and reasoning.
• Perspective – the point of view or lens through which events are seen.
• Bias – an unfair preference or judgment that can affect decisions.
• Responsible response – communicating concerns respectfully with facts and clear questions.

🔄 Quick Recall / Prior Knowledge

Answer first, then check the answers. Keep your responses short and specific.

1. What is a theme, and how is it different from a topic?
   Show Answer

   A topic is what the text is about (for example, family, conflict, injustice). A theme is what the text suggests about that topic (a message or insight), supported by events and choices.

2. What does “evidence” mean when you explain an idea about a story?
   Show Answer

   Evidence is a specific detail from the text (event, dialogue, action, description) that supports your interpretation.

3. If a reader feels angry about an issue in a story, what is one respectful way to respond in writing?
   Show Answer

   State the concern calmly, describe the situation using facts, and ask a clear question for clarification or guidance (instead of blaming).

📖 Explore the Lesson

Today’s reading work will help you understand how literature can reveal real social issues. Use your notebook to capture evidence and insights.

Checkpoint 1: Reading an Afro-Asian Text with Purpose

Mini-goal: Set a purpose for reading and identify what you will look for in the text.

When you read an Afro-Asian text, you are not only following a plot. You are also meeting a society. Stories often carry the realities of people’s lives: what they fear, what they need, what they hope for, and what they are denied. Reading with purpose helps you notice these realities. Instead of reading only to finish, you read to understand why events happen and what the text reveals about human dignity and social conditions.

Start with three guiding lenses. First, look for power: Who has control? Who has fewer choices? Who makes decisions, and who must obey? Second, look for resources: Who has access to food, safety, money, services, or information? Who lacks them? Third, look for voice: Who is listened to? Who is ignored, silenced, or treated unfairly? These lenses are simple, but they uncover deep patterns in a narrative.

As you read “Bones,” pay attention to what characters want and what stops them. Notice how they speak and how others respond. A character may be brave, but bravery does not always remove danger. A character may be honest, but honesty does not always create justice. Literature shows the tension between personal effort and social systems. That tension is often where social issues become visible.

In your notebook, use a quick table with three columns: Event, What it shows about society, and Possible issue. Example (general): an authority refuses to explain a decision → society values power over transparency → issue: lack of accountability. You do not need perfect wording yet. You just need to capture what you notice. Later, you will refine your insights using evidence and clear reasoning.

Mini-summary: Read with purpose by watching power, resources, and voice. Record events and what they reveal about society to identify possible social issues.

• What does it mean to “meet a society” when you read a story?
  Show Answer

  It means you notice the social conditions, values, and power relationships that shape characters’ lives and choices.

• Which lens (power, resources, voice) do you think will be most important in “Bones”? Why?
  Show Answer

  Answers may vary. A strong answer explains a reason, such as noticing unequal control, unfair access to basic needs, or silencing of certain groups.

• Write one “noticing” sentence starter you will use while reading.
  Show Answer

  Examples: “This event suggests that…” “This response shows that…” “This detail hints that…”

Checkpoint 2: Social Context Shapes Choices

Mini-goal: Explain how context (time, place, culture, and power) influences what characters can and cannot do.

Characters do not live in a vacuum. Their choices are shaped by what is possible in their world. This is why context matters. Context includes time period, social rules, economic conditions, and the balance of power. Two people may want the same thing, but context decides who is allowed to pursue it safely. In a story, a character may appear to “choose” something, but the reader must ask: did the character truly have choices, or were choices forced by fear, poverty, or authority?

In many narratives that address social issues, conflict is not only personal. It is often person vs. society. Society can appear through laws, traditions, land ownership, workplace structures, or armed power. When a character faces an authority figure, the conflict is not only between two individuals; it can reflect a larger system where some voices count more than others.

To analyze context, track the following: (1) what rules exist (spoken or unspoken), (2) what happens when rules are broken, and (3) who benefits from the rules. If a rule protects only one group, it can signal injustice. If breaking a rule leads to punishment for one group but not another, it can signal bias. Your goal is not to judge quickly. Your goal is to reason from evidence.

Now connect this to inquiry writing. A formal letter of inquiry is a tool for asking questions within a system. Systems can be confusing and unfair, but inquiry letters allow you to seek clarity without escalating conflict. When you understand context, you can ask better questions: not emotional questions that blame, but focused questions that request explanation, policies, and next steps.

Mini-summary: Context shapes choices and conflict. When you analyze rules and power, you understand social issues more clearly and can form stronger, respectful inquiry questions.

• What is one difference between “a choice” and “a forced decision” in a story?
  Show Answer

  A choice happens when the character has real options. A forced decision happens when fear, authority, or lack of resources removes most options.

• Why is “person vs. society” conflict common in texts about social issues?
  Show Answer

  Because social issues often involve systems (rules, power, inequality) that affect individuals’ lives and limit their opportunities.

• Write one question you could ask to analyze context in any story.
  Show Answer

  Examples: “Who benefits from this rule?” “What happens if someone resists?” “Who is allowed to speak and be believed?”

Checkpoint 3: Identifying Social Issues in the Text

Mini-goal: Name possible social issues and connect them to evidence (events and character experiences).

A social issue is not only “something sad.” It is a problem that affects groups of people and repeats across time or place. Stories help us see patterns. As you read “Bones,” look for patterns that reveal unfair treatment, unequal access, or harm caused by power. These patterns might involve poverty, land conflict, discrimination, violence, exploitation, corruption, or denial of basic rights. Your job is to identify issues carefully and support them with evidence.

One way to begin is to list challenges faced by characters and ask: Is this challenge personal, or is it connected to a larger system? If a character suffers because of one person’s bad behavior, it might be a personal conflict. If a character suffers because many people or institutions behave similarly, it suggests a broader social issue. For example, if multiple characters fear authority, it may indicate a society where power is misused. If characters struggle to access basic needs, it may indicate poverty or unequal distribution of resources.

Now practice a disciplined evidence approach. Instead of writing, “The society is unfair,” write: “The society appears unfair because characters face consequences when they ask questions, while those with authority refuse explanation.” Notice the difference. The second sentence shows a claim and a reason connected to observable behavior. This reasoning method protects your credibility in discussion and prepares you for inquiry writing, where claims should be supported by facts.

Also consider perspective. A character’s viewpoint can be limited. A narrator may show only one side of events. This does not mean the character is wrong; it means you should verify your interpretations with multiple details from the text. When you form an idea about a social issue, collect at least three supporting details. If you have only one detail, your interpretation may be fragile. Three details give your idea strength and fairness.

Mini-summary: Identify social issues by spotting patterns connected to systems, not only personal problems. Support each issue with multiple text-based details to build a fair interpretation.

• What makes a problem a “social issue” instead of only a personal issue?
  Show Answer

  A social issue affects groups and is linked to systems (rules, power, resources, discrimination), not only one person’s private situation.

• Why should you collect at least three details to support an interpretation?
  Show Answer

  Multiple details reduce bias, strengthen your reasoning, and make your interpretation more fair and convincing.

• Write one claim-and-reason sentence about a possible issue (use a general example if needed).
  Show Answer

  Example: “The text suggests unequal access to safety because some characters face danger while others remain protected by authority.”

Checkpoint 4: From Social Issue to Theme

Mini-goal: Form a theme statement and support it with evidence rather than opinion.

Once you identify social issues, the next step is to ask: What message does the text suggest about these issues? That message is theme. Theme is not a slogan. It is an insight about life, often expressed as a complete sentence. For example (general), instead of “Injustice,” a theme might be: “When power is unchecked, ordinary people suffer and must rely on courage and community to survive.” That sentence is specific, and it can be tested against the story’s events.

To develop a theme, look at how characters respond. Do they resist, comply, or endure? Do they protect others or protect themselves? Do they find hope, or does the story warn readers about harmful systems? Often, theme appears through consequences. If harmful actions are rewarded in the story, the theme may be a warning about corruption. If kindness changes outcomes, the theme may highlight empathy as resistance. Your theme should match the text’s overall direction, not just one moment.

Use a simple theme builder: “The text suggests that (issue/condition) leads to (impact), especially when (context), so people must (response/value).” Example (general): “The text suggests that poverty and unequal power lead to fear and loss, especially when authorities refuse accountability, so people must seek justice through courage and responsible action.” You can adjust this pattern to fit the evidence you collect from “Bones.”

Be careful with extremes. Words like “always” and “never” are rarely accurate in literary analysis. Also, avoid blaming a whole group without evidence. Instead, describe systems and behavior. This is the same discipline you will use in formal letters of inquiry: focus on facts, policies, and actions you can name and ask about.

Mini-summary: Theme is a message about life connected to issues and consequences. Build theme statements as complete sentences and support them with evidence, not extreme claims.

• What is one difference between a theme statement and a topic word?
  Show Answer

  A topic is a word or phrase (like “injustice”). A theme is a full idea or message about that topic supported by story evidence.

• Why should you avoid “always” and “never” in theme statements?
  Show Answer

  They are often inaccurate and can make your interpretation unfair or too extreme.

• Write a theme statement using the theme builder pattern (use a general example if needed).
  Show Answer

  Example: “The text suggests that unequal power can silence honest voices, especially when fear controls communities, so people must rely on courage and truth to seek justice.”

Checkpoint 5: Connecting Literature to Real Life Responsibly

Mini-goal: Connect a text-based issue to a real-life concern without overgeneralizing or blaming.

Literature becomes powerful when it helps you see real life more clearly. But real-life connections must be responsible. A responsible connection does not stereotype a whole country, culture, or group. Instead, it focuses on patterns that appear in many places: unequal access to resources, lack of transparency, discrimination, or abuse of power. These patterns can exist in different contexts, including schools and communities, and you can discuss them without insulting anyone.

Use this safe connection method: (1) state the issue in the text, (2) describe a similar situation that could happen in real life, and (3) explain what questions a responsible citizen might ask. For example (general), if a story shows unfair treatment due to status, a real-life parallel could be unfair access to programs. The responsible questions are not “Who is corrupt?” but “What is the selection criteria?” “Where can applicants see the official list of requirements?” “How are decisions reviewed?” These questions seek clarity and fairness.

Notice how inquiry questions turn feelings into action. You may feel anger or sadness about injustice. Those feelings are valid, but your communication must remain effective. A formal inquiry letter does not work if it attacks the reader. It works when it names a concern and asks for information, policy, or steps. Literature helps you practice that skill because stories show what happens when communication breaks down and power is misused.

Also, real-life connections must consider your role. As a student, you can ask about school policies respectfully. You can inquire about community programs, services, or requirements. You can request clarification when information is unclear. These are realistic actions that match your capacity and build a habit of responsible communication.

Mini-summary: Connect text to real life by focusing on patterns, not stereotypes. Use responsible inquiry questions to seek fairness and clarity instead of blaming.

• Why is stereotyping risky when connecting a text to real life?
  Show Answer

  It can be unfair, inaccurate, and disrespectful. Responsible analysis focuses on systems and patterns, not insults toward groups.

• How do inquiry questions help turn emotions into responsible action?
  Show Answer

  They shift communication from blame to clarity: asking for rules, reasons, and steps that can lead to fair solutions.

• Write one real-life inquiry question that seeks transparency (general example is okay).
  Show Answer

  Examples: “Could you clarify the criteria used for selection?” “May I request the official list of requirements and the deadline?”

Checkpoint 6: Turning a Social Issue into an Inquiry Focus

Mini-goal: Create a focused inquiry statement and a set of questions based on a social issue from the text.

This checkpoint connects reading to writing. Choose one social issue you identified while reading “Bones.” Then turn it into an inquiry focus that could guide a formal letter later. Your focus should be specific and respectful. It should avoid accusing individuals and instead request clarification about policy, services, or procedures. Think of your inquiry as a bridge between concern and information.

Use this inquiry focus pattern: “I am writing to inquire about (policy/service/process) related to (issue), specifically (detail).” Example (general): “I am writing to inquire about the procedures for reporting unfair treatment in school programs, specifically how concerns are reviewed and addressed.” This focus is not a complaint letter. It is an inquiry letter. It seeks information and guidance so you can act responsibly.

Next, write four to six inquiry questions that match your focus. Make them answerable. Ask for requirements, steps, offices in charge, timelines, and documents. If your issue relates to safety, ask about reporting channels and support services. If it relates to fairness, ask about criteria, review process, and official sources of information. Keep your tone calm, and use modals for politeness.

Finally, check alignment. Every question should connect to the inquiry focus. If a question is emotional or vague, revise it. Replace “Why is this unfair?” with “Could you clarify the criteria and review process used for decisions?” This revision protects tone and increases the chance of a useful response. This is the same discipline you practiced in Days 2–4, now applied to ideas from literature.

Mini-summary: Choose one issue, create a focused inquiry statement, and write aligned, polite questions that request procedures and clarity instead of blaming.

• What is one difference between an inquiry letter and a complaint letter?
  Show Answer

  An inquiry letter requests information and procedures respectfully. A complaint letter often focuses on fault and may demand action. (A complaint can still be formal, but the purpose is different.)

• What kinds of questions usually produce helpful responses from offices?
  Show Answer

  Questions about policies, requirements, criteria, steps, timelines, and official contacts—clear and answerable questions.

• Write one inquiry focus statement using the pattern provided.
  Show Answer

  Example: “I am writing to inquire about the procedures for addressing unclear or changing guidelines, specifically where students can verify the official version.”

💡 Example in Action

These worked examples model the skill of moving from text understanding to responsible inquiry writing. Use them as patterns.

1. Example 1: Topic → Theme (general model)
   Topic: unfair power
   Theme attempt: “Power is bad.”
   Improve it into a theme statement.
   Show Answer

   Improved: “When power is unchecked, it can silence vulnerable people, so courage and truth become necessary for justice.”

2. Example 2: Evidence-based claim sentence (general model)
   Claim: “The text shows inequality.”
   Improve it by adding a reason (based on observable actions).
   Show Answer

   Improved: “The text suggests inequality because some characters face fear and punishment when they seek answers, while authority refuses transparency.”

3. Example 3: Broad question → Answerable inquiry question
   Broad: “Why is this unfair?”
   Rewrite as a clear inquiry question.
   Show Answer

   “Could you clarify the criteria used for decisions and the steps for reviewing concerns if someone believes a mistake occurred?”

4. Example 4: Inquiry focus statement (general model)
   Create an inquiry focus about transparency and official information.
   Show Answer

   “I am writing to inquire about the official process for verifying updated guidelines, specifically where students can access the most current and approved information.”

5. Example 5: Aligned inquiry questions (general model)
   Based on Example 4, write three aligned questions.
   Show Answer

   Possible questions: “Could you please confirm where the official guidelines are posted?” “May I ask who is responsible for approving updates?” “Would you be able to clarify how students will be informed when changes occur?”

📝 Try It Out

Do these tasks in your notebook. Use evidence language: “This suggests… because…”

1. List two possible social issues you noticed in the text (or in a similar Afro-Asian narrative you studied). Write one sentence explaining each.
   Show Answer

   Answers vary. Strong answers name an issue (unfair power, inequality, poverty, discrimination, violence, lack of transparency) and explain how it appears through events or treatment of people.

2. Write three evidence notes: one event detail, one character action, and one conflict detail that relate to a social issue.
   Show Answer

   Answers vary. Each note should be specific and connected to an issue (not a vague statement like “It was sad.”).

3. Write one claim-and-reason sentence using this frame: “The text suggests ____ because ____.”
   Show Answer

   Example: “The text suggests that fear can control communities because people hesitate to speak when authority is present.”

4. Create one theme statement (a full sentence) based on your chosen issue.
   Show Answer

   Answers vary. A strong theme avoids “always/never,” mentions an issue and consequence, and suggests a value or response.

5. Make a responsible real-life connection: write one similar situation that could happen in a school or community (no stereotyping).
   Show Answer

   Examples: unclear guidelines, unfair access to programs, lack of transparency in selection, limited access to support services. Keep it respectful and general.

6. Turn your real-life concern into an inquiry focus statement using: “I am writing to inquire about…”
   Show Answer

   Example: “I am writing to inquire about the process for reporting concerns about unclear guidelines, specifically where official updates are posted.”

7. Write four inquiry questions aligned to your focus (requirements, steps, contacts, timeline). Use modals.
   Show Answer

   Answers vary. Each question should be polite and answerable (for example, “Could you clarify…?” “May I request…?”).

8. Revise one question to be more specific (replace “this/that/it” with a noun and add a detail like a date or program name).
   Show Answer

   Tip: add the exact topic and the kind of response you need (confirm, clarify, share steps, provide criteria).

9. Write one respectful closing line you could use in a future letter.
   Show Answer

   Example: “Thank you for your time and guidance. I would appreciate your response when convenient.”

10. Quick self-check: underline any blaming words in your notes and replace them with neutral wording.
    Show Answer

    Replace blame words with neutral phrases like “unclear,” “inconsistent,” “needs clarification,” “seems to limit access,” depending on your meaning.

✅ Check Yourself

Answer the items, then check. Mix of multiple-choice and short response.

1. Multiple-choice: Which best describes a social issue?
   a) a character’s favorite food
   b) a problem that affects groups and is linked to systems
   c) a plot twist only
   d) a funny moment
   Show Answer

   b)

2. Multiple-choice: Which is a theme statement (not just a topic)?
   a) “Injustice”
   b) “Poverty”
   c) “Unchecked power can silence vulnerable people, so courage and truth matter.”
   d) “Conflict”
   Show Answer

   c)

3. Short answer: What is context, and why does it matter in a story?
   Show Answer

   Context is the conditions and setting (time, place, culture, power). It matters because it shapes what characters can do and why events happen.

4. Multiple-choice: Which sentence shows evidence-based reasoning?
   a) “The society is bad.”
   b) “This is unfair, period.”
   c) “The text suggests inequality because some voices are ignored while authority refuses explanation.”
   d) “Everyone is wrong.”
   Show Answer

   c)

5. Short answer: Why should you collect multiple text details before deciding on an interpretation?
   Show Answer

   Multiple details reduce bias and make your interpretation more fair and convincing.

6. Multiple-choice: Which is the most responsible real-life connection?
   a) blaming a whole group based on one story
   b) focusing on patterns like transparency and access without stereotyping
   c) insulting the reader
   d) spreading rumors
   Show Answer

   b)

7. Short answer: Write one inquiry question that seeks transparency (policy/criteria/steps).
   Show Answer

   Example: “Could you clarify the criteria used for selection and where applicants can view the official guidelines?”

8. Multiple-choice: Which is more likely to get a helpful response from an office?
   a) “Why are you unfair?”
   b) “Could you clarify the official process for verifying updates?”
   c) “This is stupid.”
   d) “You never help.”
   Show Answer

   b)

9. Short answer: What is an inference?
   Show Answer

   An inference is a conclusion you make based on evidence from the text and logical reasoning.

10. Multiple-choice: Which is the best inquiry focus statement?
    a) “I want to complain about everything.”
    b) “I am writing to inquire about the procedures for reporting concerns, specifically how cases are reviewed.”
    c) “You are wrong.”
    d) “Fix this now.”
    Show Answer

    b)

11. Short answer: Name two lenses you can use to read social issues in a story.
    Show Answer

    Examples: power, resources, voice.

12. Multiple-choice: Which word is usually too extreme for careful analysis?
    a) “often”
    b) “sometimes”
    c) “always”
    d) “may”
    Show Answer

    c)

13. Short answer: Write one “claim + because” sentence based on any social issue (general example is okay).
    Show Answer

    Example: “The text suggests that fear limits justice because people hesitate to speak when power feels dangerous.”

14. Multiple-choice: What is the safest way to ask “why” in a formal inquiry letter?
    a) “Why are you doing this to us?”
    b) “Could you clarify the reason for the change in the policy?”
    c) “You are the reason.”
    d) “Explain yourself!”
    Show Answer

    b)

15. Short answer: What is one way literature can help you write better inquiry letters?
    Show Answer

    It helps you notice social issues and practice turning concerns into clear, respectful questions supported by evidence and context.

🚀 Go Further

Optional extensions to deepen your reading and writing skills.

1. Create an “issue map” with three branches: causes, effects, and possible solutions (based on the text).
   Show Answer

   Teacher guidance: Encourage students to keep solutions realistic and connected to roles (student, community member). Emphasize evidence-based causes and effects.

2. Write a short paragraph explaining one character’s motivation and how context shapes it.
   Show Answer

   Teacher guidance: Require at least two text details. Remind students to avoid extreme claims and to describe context clearly.

3. Create a “question bank” of 10 inquiry questions about fairness and transparency that could fit many situations.
   Show Answer

   Teacher guidance: Focus on criteria, steps, official sources, timelines, and contacts. Keep tone polite and specific.

4. Compare two social issues: one from the text and one from your community. Identify similarities and differences respectfully.
   Show Answer

   Teacher guidance: Stress no stereotyping. Students must describe patterns and systems, not insult groups.

5. Draft a one-paragraph inquiry letter opening based on your inquiry focus statement (purpose + brief context).
   Show Answer

   Teacher guidance: Check that the opening stays calm, factual, and focused on requesting information rather than assigning blame.

🔗 My Reflection

Notebook task: Write 8–10 sentences.

• What social issue did the text make you think about the most? Explain why.
• Write one theme statement (full sentence) and list two pieces of evidence that support it.
• Turn your concern into an inquiry focus statement and write two polite inquiry questions.
• Describe how you can speak about serious issues respectfully and responsibly.

Lesson Sections

• 🎯 Learning Goals
• 🧩 Key Ideas & Terms
• 🔄 Quick Recall / Prior Knowledge
• 📖 Explore the Lesson
• 💡 Example in Action
• 📝 Try It Out
• ✅ Check Yourself
• 🚀 Go Further
• 🔗 My Reflection