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Grade 8 Learning Module in English - Complete51,004

R Borres

(57 SlideShares) , Government Employee at Philippine Government Follow 5 396 2 4

Published on Jul 09, 2014

Grade 8 Learning Module in English - Complete …

Published in: Education, Technology 145 Comments 143 Likes Statistics Notes

Qtr 1 to 4)      2. This instructional material was collaboratively developed and reviewed by educators

from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at action@deped.gov.ph. We value your feedback and recommendations. Department of Education Republic of the Philippines

3. 1 Have you ever thought of traveling to Africa and Asia? What would you like to know about our African and Asian neighbors? Like an adventurous explorer, you need to be armed with a map to guide you in your quest for knowledge, a compass to direct you to have a better understanding of the different cultures, and a magnifying lens to highlight your significant discoveries. Your journey in searching for knowledge about Afro-Asian traditions and values will strengthen your identity that will lead you to a better understanding of your being a Filipino and an Asian. In this module, you will discover that oral literature and informative texts reflect the tradition and values of Afro-Asian countries which have an influence on your distinctive characteristics and identity as a Filipino and as an Asian. Remember to search for the answer to the essential or focus question: How can you better understand your identity as an Asian through literature? This module consists of the following lessons: Lesson 1 – Beginning the Knowledge Quest Lesson 2 – Building Up the Knowledge Bank Lesson 3 – Sharing the Knowledge Learned Specifically for Module 1, you will learn the following: Gather facts and opinions about the traditions and values of people from selected Afro-Asian countries. Discover literature as a means of understanding the traditions and values of people from selected Afro-Asian countries. Create an informative and creative exhibit showcasing the traditions and values of people from selected Afro-Asian countries.

4. 2 This lesson sets you on a quest for knowledge about the African experience. You will have a glimpse of Africa’s history and literature. You will come to understand that there are values, issues, and hopes that Africans and Filipinos share. In the end, you will exhibit what you have learned in this lesson. In this lesson, you will learn the following: 1. Identify stress, intonation, and pause as elements of spoken language that serve as carriers of meaning (Listening Comprehension) 2. Use appropriate stress, intonation, and pausing to suit the message and audience (Oral Language and Fluency) 3. Use different strategies for coping with unfamiliar words and ideas (Vocabulary Development) 4. Adjust reading rate based on one’s purpose for reading and the reading material (Reading

Comprehension) 5. Organize information from what has been viewed (Viewing Comprehension) 6. Discover literature as a means of understanding the human being and the force/s he has to contend with (Literature) 7. Accomplish forms and prepare notices (Writing and Composition) 8. Use non-linear texts and outlines to show relationships between ideas (Writing and Composition) 9. Use varied adjective complementation (Grammar Awareness and Structure) 10. Gather information using print and/or electronic resources (Study Strategies) 11. Ask sensible questions based on one’s initiative (Attitude) 12. Express a different opinion without being difficult (Attitude) 13. Write an informative article (Writing and Composition)

5. 3 4. Remain polite even if you disagree with what s/he has said. Take note of some expressions that you may use when disagreeing. 5. Summarize in one semantic web your and your partner’s common thoughts or ideas about Africa. 6. Then formulate three questions about Africa which you would like to be answered. 7. Be ready to share your work to the class. Useful Expressions When Disagreeing Using appropriate expressions when disagreeing with other people helps develop respect between the speaker and the listener. Here are some useful expressions when disagreeing: That’s good, but… Don't you think it would be better if... Shouldn't you consider... I'm sorry to disagree with you, but… Yes, but don't you think… I'm afraid I have to disagree because... I'm not so sure about that because... - adapted from http://www.xiangtan.co.uk/oralenglishopinions.htm http://www.vocabulary.cl/Lists/Opinions.htm Activity 3: DID YOU KNOW THAT? I KNOW ARE… As you look at the pictures or watch the video about Africa found in the link http://www.youtube.com/watch?v=BgP0xePGl8A, try to search for the answers to the questions you formulated in the previous activity. After looking at the pictures or watching the video, answer the following with your partner: 1. What are the answers to your questions? 2. Were your ideas the same as those shown in the video or pictures? Add in your semantic web the new information that you learned. Organize the information by putting similar ideas in one category. An example is given on the next page.

6. 4 Activity 1: WHAT DO YOU KNOW? I KNOW ARE… Use the semantic web below to indicate what you know about Africa. You may use a word or a phrase. Africa Activity 2: AGREE OR DISAGREE? I KNOW ARE… 1. Find a partner. 2. Using your semantic web as a guide, discuss with him/her your thoughts about Africa. 3. Politely ask your partner a question if you want to clarify something or want more information on what s/he said. When you do so, you may choose from the expressions below. 4. 5. 6. Useful Expressions When Asking Questions I wonder if… Do you think/believe that… What do you mean by… Do you like/dislike… What do you think of/about… Would you mind… Could you… - adapted from http://www.xiangtan.co.uk/oralenglishopinions.htm

7. 5 Activity 4: WHAT ELSE? I KNOW ARE… Look at the given semantic web of the major information in the video. Which among the subtopics would you like to know more about?

8. 6 Form a group with classmates who are interested in the same subtopic. As a group, you will research on then write about it. You may do the following to help you accomplish the work: PRE-WRITING Step 1. Generate ideas about your chosen subtopic. (This subtopic will henceforth be referred to as the topic of your research.) a. Make a semantic web about your topic. To help you start in listing ideas, ask questions about your topic. Example: Activity 5: LET’S WRITE! I KNOW ARE… b. Present your

semantic web to another group. Encourage the members to ask questions about the things that they would like to know (more) about your topic. c. Take note of their questions and include them in your semantic web. Step 2. Gather the information you need. a. List down how you could best get the information about your chosen topic. For example, you may: Go to the school or municipal library. Ask a Social Science teacher or any teacher who knows about it. Interview someone who had visited the place or studied about it.

9. 7 b. If you decide to go to the library, be sure to write down only the important information and not copy every word in the reference material. Identify the things you need to research on before going to the library. You may use the graphic organizer on the right to take note of the important information you gather and its source: What do I want to know? Ex. Location of the Cradle of Humankind ______________________________________________ What did I learn? ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ Where did I get the information? Reference Title: ______________________________ Author/s: ____________________________________ Publication Date:______________________________ Publisher: ___________________________________ Page number/s: ___________________________________c. If you are going to interview someone, you may use the guide below. Interviewee’s Complete Name: ___________________________________________ Justification for Choosing Him/Her: _______________________________________ _____________________________________________________________________ Date of Interview: ______________________________________________________ Questions I Would Like to Ask Answers 1. 2. 3. d. Look at all the information that the group members have gathered. Omit repetitive parts, if any. Search further for lacking information, if any.

10. 8 WRITING Step 3. Fill in your semantic web with the information you were able to gather. Your semantic web may now look like this: Step 4. Present your new semantic web to the same group to whom you showed your first semantic web. Ask the members if their questions have been answered. If not, search further for more information, then add it to your web. Step 5. Check your web for errors and correct them accordingly.

11. 9 I can’t remember now how we got onto the subject, but one day Teacher said that the palms of the black’s hands were much lighter than the rest of their bodies because only few centuries ago they walked around on all fours, like wild animals, so their palms weren’t exposed to the sun, which made the rest of their bodies darker and darker. I thought of this when Father Cristiano told us after cathechism that we were absolutely hopeless, and that even the blacks were better than us,and he went back to this things about their hands being lighter, and said it was like that because they always went about their hands folded together, praying in secret. I thought this was so funny, this thing of the black hands being so lighter, that you should see me now-I don’t let go of anyone, whoever they are, until they tell me why they think that the palms of the black’s hands are lighter. Dona Dores, for instance told me that God made their hands lighter like that so they wouldn’t dirty the food that they made for their masters, or anything else that they

were ordered to do that had to be kept quite clean. Senhor Antunes, the Coca Cola man, who only comes to the village now and again when all the cokes in the cantina have been sold, said to me that everything I had been told was a lot of baloney. Of course I don’t know if it was really, but he assured me it was. After I said yes, all right, it was baloney, then he told me what he knew about this things of the black’s hands. It was like this:-Long ago, many years ago, God, our Lord Jesus Christ, the Virgin Mary, St. Peter, many other saints, all the angels were in heaven then, and some of the people who had died and gone to Heaven- they all had a meeting and decided to make blacks. Do you know how? They got hold of some clay and pressed it into some second- hand moulds. And to bake them of the creatures, they took them to heavenly kilns. Because they were in a hurry and there was no room next to the fire, they hung them in the chimneys. Smoke, smoke, smoke- and there you have them, black as coals. And now do you want to know why their hands stayed white? Because their hands are tied. When he had told me this Senhor Antunes and the other men who were around us were very pleased and then all burst out laughing. The Hands of the Blacks An excerpt from “ We Killed Mangy-Dog” by Luis Bernardo Honwana As you read, find out what question about Africans the story seeks to answer. You may stop reading once you have found the question.

12. 10 That very same day, Senhor Frias called me after Senhor Antunes had gone away, and told me everything I had heard from them there had been just pack of lies. Really and truly, what he knew about the black’s hands was right, that God finished making men and told them to bathe in a lake in heaven. After bathing the people were nice and white. The blacks, well, they were made very early in the morning, and at this hour the water in the lake was very cold, so they only wet the palms of their hands and the soles of their feet before dressing and coming into the world. But I read in a book that happened to mention it, that the black hands are lighter like this because they spent their lives bent over, gathering the white cottons of Virginia and I don’t know where else. Of course, Dona Estifania didn’t agree when I told her this. According to her, it’s only because their hands became bleached with all that washing. Well, I don’t know what to think about all these, but the truth is that no matter how calloused and cracked they maybe, a black’s hand are always lighter than all the rest of him. And that’s that! My mother is the only one who must be right about this question of a black’s hands being lighter than the rest of his body. On the day that we were talking about it, I was telling her what I know about the question, and she just couldn’t stop laughing. What I thought was strange was that she didn’t tell me at once what she thought about all this, and she only answered me when she was sure that I wouldn’t get tired of bothering her about it. And even then she was crying and clutching herself around the stomach who had laugh so much that it was quite unbearable. What she said was more or less this: “ God made Blacks because they had to be. They had to be, my son. He thought they really had to be…Afterwards, He regretted having made them because other men laughed at them and took them off to their homes and put them to serve as slaves or not much better. But because He couldn’t make them all be white, for those who were used to seeing blacks would complain, He made it so that the palms would exactly like the palms of other men. And do you know why that was? Of course, you don’t know, and it’s not surprising, because many, many people don’t know. Well, listen: It was to show that what men do is only the work of men…That what men do is done by hands that are the same- hands of people who, if they had any sense, would know that before anything else they are men. He must be thinking of this

when He made the hands of the blacks be the same as the hands of those men who thank God they are not black! After telling me all this, my mother kissed my hands. As I ran off into the yard to play ball, I thought that I had never seen a person cry so much when nobody had hit them.

13. 11 Unfamiliar/ Difficult Word Meaning Strategy Used to Learn its Meaning Activity 6: HOW? 1. Read again the story “The Hands of the Blacks”. 2. Do the following: a. Write down all the unfamiliar/difficult words you encounter. b. Find a way to learn what each unfamiliar/difficult word means. c. Use the given table on the next page to summarize your work. 3. Find a partner and exchange ideas about the meaning of each unfamiliar/difficult word on your list. 4. Share with your partner how you learned the meaning of each one. Did you… a. go back to the story and examine how the word was used in context? b. analyze the word by breaking it down into smaller parts? c. think of a word that either looks like or sounds like the word whose meaning you are trying to learn? d. use a dictionary?

14. 12 STRATEGIES TO HELP IMPROVE VOCABULARY 1. Context Clues Learning the meaning of words from the context of your reading material can be the most useful strategy to increase your vocabulary comprehension. Using the context that surrounds an unknown word helps to reveal its meaning. 2. Word Structure Sometimes a word can give clues to the meaning in its structure. Analyzing the word’s structure and properties is a vocabulary strategy that you can use to figure out the word’s meaning. When you approach an unknown word, you can guess at its meaning by breaking down the parts of the word. 3. Visual-Aural Association When you use visual-aural association, you think of a word that either looks like or sounds like the word whose meaning you are trying to learn. Thinking of the picture of the look-alike word and/or image will help you remember the word and its meaning. 4. Dictionary The best way to improve your vocabulary is to carry a pocket dictionary to look up new words as you encounter them. Or, you can collect a list of new words you encounter to look up at the end of the day. - adapted from http://vd-p.d91.k12.id.us/ Curriculum_Resources/Sheltered% 20Instruction%20(SIOP)/Component%202_Building%20Background/Four% 20Vocabulary%20Strategies.pdf. PROCESS QUESTIONS: 1. Who answered why the black’s hands are lighter than the rest of their bodies? 2. Why do you think each of them gave such an explanation? Summarize your answers using the given table.

15. 13 Why the Black’s Hands are Lighter than the Rest of their Bodies Teller Explanation Possible Experience/s with Africans that Led Him/Her to Give Such Explanation Fr. Cristiano Doña Dores Senhor Antunes Book author Senhor Frias Doña Estifania Narrator’s Mother A Note on African Literature African literature is rich in oral traditions. Oral traditions are messages passed down through speech or song and may take the form of folktales and fables, epic histories and narrations, proverbs or sayings, and songs. They help people make sense of the world, teach children and adults about important aspects of their culture, and guide social and human morals -- giving people a sense of place and purpose. Oral traditions have a strong influence on modern African literature. The most successful African writers know what to do with the oral tradition, and understand how its structures and images can be transformed to a literary mode. They place their literary works into the forms of the oral tradition. Some of the first African writings to gain attention in the West were slave narratives, which described vividly the horrors of slavery and the slave trade. As Africans became literate in their own

languages, they often reacted against colonial repression in their writings. As Africans began demanding their independence, more African writers were published. They often shared the same themes: the clash between indigenous and colonial cultures, condemnation of European suppression, pride in the African past, and hope for the continent's independent future. - adapted from www.umasd.org/…es/Oral_Traditions_Info-1.pdf www.britannica.com/EBchecked/topic/8275/African-literature http://encyclopedia2.thefreedictionary.com/African+literature

16. 14 a. The child was interested to find the reason behind a Black’s light hand. b. Adults around him were eager to answer his question. c. He was not afraid of the answers he would get. d. However, he got amused with the different stories they told. e. He was glad that his mother explained to him the reason. f. His mother was right that what men do is done by hands that are the same. Adjective Complement An adjective complement is a group of words that follows an adjective and completes its meaning. Without it, the meaning of the adjective is not complete, or its sense is different from what it will be if the complement is there. An adjective complement usually comes in three forms – prepositional phrase, infinitive phrase, and clause. - adapted from http://www.englishpractice.com/grammar/adjectives-complementation/ Activity 7: WHAT IS COMMON? Take note of the bold words and the underlined groups of words in the following sentences. 1. What is common among the words in bold font? 2. What is common among the underlined words? 3. What is common between the underlined words in a and b? c and d? e and f? Activity 8: COMPLEMENT OR NOT? Work with a partner. If the underlined group of words is an adjective complement, write YES on the blank before the number. If it is not, write NO and explain why it is not an adjective complement.

17. 15 Stanza Adjective Old Component and Type New Component and Type New Sentence 1 talented To be the best (infinitive phrase) To fulfill dreams (infinitive phrase) African are talented enough to fulfill their dreams 2 3 4 5 _____ 1. Racial discrimination is difficult to understand. __________________________________________________________ _____ 2. People should never be happy to see others being oppressed. ____________________________________________________________ _____ 3. Governments should rejoice when citizens fight for their human rights. ____________________________________________________________ _____ 4. Public servants in different parts of the world should work together to promote human dignity. __________________________________________________________ _____ 5. It is important that future generations of children inherit a more just and humane world. __________________________________________________________ Activity 9: WHICH COMPLETES WHAT? Work with a partner. Identify all adjectives with complements in the given poem on the next page. Then make new sentences using the same adjectives but with different complements. The first one has been done as an example.

18. 16 1 I am an African child Born with a skin the colour of chocolate Bright, brilliant and articulatea Strong and bold; I'm gifted Talented enough to be the best I am an African child 2 Often the target of pity My future is not confinedb to charity Give me the gift of a lifetime; Give me a dream, a door of opportunity; I will thrivec I am an African child 3

Do not hide my fault show me my wrong I am like any other; Teach me to dream And I will become I am an African child 4 I am the son, daughter of the soil Rich in texture and content Full of potential for a better tomorrow Teach me discipline, teach me character, teach me hard work Teach me to think like the star within me I am an African child 5 I can be extra-ordinary call me William Kamkwambad the Inventor; Give me a library with books Give me a scrap yard and discardede electronics Give me a broken bicycle; Plus the freedom to be me And I will build you a wind mill I am an African child 6 We are the new generation Not afraid to be us Uniquely gifted, black and talented Shining like the stars we are We are the children of Africa Making the best of us Yes! I am an African child African Child by Eku McGred from http://www.poemhunter.com/poem/african-child-3/ a articulate - able to talk easily and effectively about things, especially difficult subjects b be confined to - to exist in or affect only a particular place or group c thrive - to become very successful or very strong and healthy d William Kawkwamba - a boy with big dreams who built a windmill from junkyard scraps in order to help feed his village (http://www.williamkamkwamba.typepad.com/) e discard - to get rid of something Activity 10: DID I HEAR YOU RIGHT? 1. Take note of your thoughts and feelings as your teacher reads a poem. 2. Find a partner and exchange views with him/her. 3. Take turns in reciting the poem in the way your teacher did. 4. Then take turns describing to each other the experience of being the listener and the experience of being the reader. 5. Next, explain to each other which you would rather be and why: the reader reciting the poem in that way or the listener hearing the poem recited in that way?

19. 17 Stress The meaning of what is being said may change depending on the stress the speaker places on a syllable or a word. Stressed Syllables A stressed syllable usually combines the following features: 1. It is longer. 2. It is louder 3. It usually has a higher pitch than the syllables coming before and afterwards. 4. It is said more clearly. 5. It uses larger facial movements. The table below shows patterns in word stress in English, but there are really NO fixed rules. Exceptions can usually be found. Word Type of Word Tendency Exceptions apple table happy two-syllable nouns and adjectives stress on the first syllable Apple hotel lagoon suspect import insult words which can be used as both nouns and verbs the noun has stress on the first syllable "You are the SUSpect!" the verb has stress on the second syllable "I susPECT you." respect witness hairbrush football compound nouns fairly equally balanced but with stronger stress on the first part HAIRbrush Basic Elements of Spoken Language Stress, intonation, and pause are basic elements of spoken language that serve as carriers of meaning. They may aid or interfere in the delivery of the message. Stress is the emphasis placed on a sound, syllable, or word by saying it relatively more loudly and forcefully. Intonation refers to the way the pitch of a speaker's voice rises or falls. Pause is a break, temporary stop, or rest in speaking (or reading) to emphasize or clarify meaning.

20. 18 For long words like polysyllabic and affixed words, it is best to consult a dictionary. Stressed Words Generally speaking, a word is stressed if it is a content word (noun, principal/ main verb, adjective, or adverb). A word may also be stressed for the following reasons: 1. to emphasize the idea (That was a difficult TEST. - standard statement; That was a DIFFICULT test. - emphasizes how difficult the test was); 2. to point out the difference between an idea and another (I think I prefer THIS color. – means that it is a specific color, not any other); or 3. to call attention to new information

(When does class begin? - The class begins at NINE O'CLOCK.) - adapted from http://www.teachingenglish.org.uk/print/423 http://esl.about.com/od/speakingadvanced/a/timestress.htm http://esl.about.com/od/speakingenglish/a/tstress.htm Activity 11: STRESSED OR NOT? 1. Find a partner. 2. Take turns in reading aloud the given words and sentences. 3. Then take turns telling each other a. how easy or difficult it is to read/speak properly; b. how well you think you read/spoke; and c. how well you think your partner read/spoke. Note: BOLD AND CAPITALIZED font indicates a stressed syllable or word. A. Words 1. diSTINGuish 2. civiliZAtion 3. TOLerance 4. comMUnity 5. phiLOSopher

21. 19 1.a. The conception of education and of what an EDUCATED man is varies in response to fundamental changes in the details and aims of society. 1.b. The conception of education and of what an educated man is varies IN RESPONSE to fundamental changes in the details and aims of society. 2.a. In our country and during this transition stage in our national life, what are the qualities which an EDUCATED man should possess? 2.b. In our country and during this transition stage in our national life, what are the QUALITIES which an educated man should possess? 3.a. Great CHANGES have taken place in the nature of our social life during the last forty years. 3.b. Great changes have taken place in the nature of our SOCIAL LIFE during the last forty years. 4.a.The MEANS OF COMMUNICATION have improved and therefore better understanding exists among the different sections of our country. 4.b. The means of communication have IMPROVED and therefore better understanding exists among the different sections of our country. 5.a. The GROWTH of public schools and the ESTABLISHMENT of democratic institutions have developed our national consciousness both in strength and in solidarity. 5.b. The growth of PUBLIC schools and the establishment of DEMOCRATIC institutions have developed our national consciousness both in strength and in solidarity. Pause Appropriate pausing helps to impart clarity in what you are saying. It can also be used in such a way that your main points will make a lasting impression. When to Pause 1. Pause to Punctuate When you fail to pause when required by punctuation, you make it difficult for others to understand what you are reading aloud or saying. 2. Pause for Change of Thought When you are making a transition from one main point to another, a pause can give your listener/s an opportunity to reflect, to adjust, to recognize the change in direction, and to grasp more clearly the next thought about to be presented. 3. Pause for Emphasis A pause for emphasis gives your listener/s the opportunity to reflect on what has just been said, or it creates anticipation for what is to follow. 4. Pause to Allow for Response B. Sentences

22. 20 Allow your listener/s to respond, if not orally, mentally, because communication is a two-way flow of thoughts. adapted from http://wol.jw.org/en/wol/d/r1/lp-e/1102001074 Intonation Incorrect intonation can result in misunderstandings, speakers losing interest, or even taking offense. Reminders/Guidelines 1. Wh questions: falling intonation 2. Yes/No questions: rising intonation 3. Statements: falling intonation 4. Question tags: 'chat' – falling intonation; 'check' – rising intonation 5. Lists: rising, rising, rising, falling intonation 6. New information: falling intonation 7. Shared knowledge: falling-rising intonation - adapted from http://www.teachingenglish.org.uk/articles/intonation Activity 12: TO PAUSE OR NOT TO PAUSE? TO RISE OR TO FALL? 1. Find a partner. 2. Take turns in reading aloud the given paragraphs. 3. Then take turns telling each other a. how well you think you read and why; and b. how well you think your partner read and

why. Note: / denotes a short break/pause in speech in the middle of a sentence // denotes a longer break/pause in speech at the end of a sentence CAPITAL LETTERS denote a stressed word PARAGRAPHS 1.a. With this growth in national consciousness/ and national spirit among our people,/ we witness the corresponding rise of a new conception of education/– the training of the individual for the duties and privileges of citizenship,/ NOT ONLY for his own happiness and efficiency/ BUT ALSO for national service and welfare.// In the OLD DAYS,/ education was a matter of PRIVATE concern;/ NOW it is a PUBLIC function,/ and the state NOT ONLY has the DUTY/ BUT it has the RIGHT as well to educate every member of the community/ – the OLD as well as the YOUNG,/ WOMEN as well as MEN/ – NOT ONLY for the good of the INDIVIDUAL/ BUT ALSO for the self-preservation and protection of the STATE itself.// Our modern public school system has been established/ as a safeguard against the shortcomings and dangers/ of a democratic government and democratic institutions.//

23. 21 1.b. With this growth in national consciousness/ and national spirit among our people,/ we witness the corresponding rise of a new conception of education/– the training of the individual FOR the DUTIES and PRIVILEGES of citizenship,/ not only for his own happiness and efficiency/ but also FOR national SERVICE and WELFARE.// In the old days,/ education was a matter of private concern;/ now it is a public function,/ and the state not only has the duty/ but it has the right as well to educate every member of the community/ – the old as well as the young,/ women as well as men/ – not only for the good of the individual/ but also FOR the SELF- PRESERVATION and PROTECTION of the State itself.// Our modern public school system has been established as a safeguard against the shortcomings and dangers of a democratic government and democratic institutions.// 2.a. In the light of social changes,/ we come again to the question:/ What qualities should DISTINGUISH the educated Filipino of today?// I venture to suggest/ that the educated Filipino should first be distinguished by the POWER TO DO.// The Oriental excels in reflective thinking;/ he is a philosopher.// The Occidental is the doer;/ he MANAGES things,/ men and affairs.// The Filipino of today needs more of his power to TRANSLATE reflection into action.// I believe that we are coming more and more to the conviction/ that no Filipino has the right to be considered educated/ unless he is prepared and ready to TAKE an active and useful PART in the work,/ life,/ and progress of our country/ as well as in the progress of the world.// 2.b. In the light of social changes,/ we come again to the question:/ What qualities should distinguish the educated Filipino of today?// I venture to suggest/ that the educated Filipino should first be distinguished by the power to do.// The Oriental excels in reflective thinking;/ he is a PHILOSOPHER.// The Occidental is the DOER;/ he manages things,/ men and affairs.// The Filipino of today needs more of his power to translate REFLECTION into ACTION.// I believe that we are coming more and more to the conviction/ that no Filipino has the right to be considered educated/ unless he is prepared and ready to take an active and useful part in the work,/ life,/ and progress of our country/ as well as in the progress of the world.// The next reading selection as written by Francisco F. Benitez. He was the first dean of the School of Education of the University of the Philippines (UP). This essay was an excerpt from an address he gave before a General Assembly in UP in 1923. As you read the selection, practice the use of the right stress, intonation, and pause.

24. 22 What is an Educated Filipino? by Francisco Benitez ( An Excerpt) Great changes have taken place in the nature of our social life during the last forty years. The contact

with the Americans and their civilization has modified many of our old customs, traditions and practices, some for the worse and many for the better. The means of communication have improved and therefore better understanding exists among the different sections of our country. Religious freedom has developed religious tolerance in our people. The growth of public schools and establishment of democratic institutions have developed our national consciousness both in strength and in solidarity. With this growth in national consciousness and national spirit among our people, we witness the corresponding rise of a new conception in education- the training of an individual for the duties and privileges of citizenship, not only for his own happiness and efficiency but also for national service and welfare. In the old days, education was a matter of private concern; now it is a public function, and the State not only has the duty but it has the right as well to educate every member of the community- the old as well as the young, women as well as men- not only for the good of the individual but also for the self –preservation and self protection of the State itself. Our modern public school system has been established as a safeguard against the shortcomings and dangers of the democratic government and democratic institutions. In the light of the social changes, we come again to the question: What qualities should distinguish the educated Filipino today? I venture to suggest that the educated Filipino should, first, be distinguished by the power to DO. The Oriental excels in reflective thinking; he is a philosopher. The Occidental is a doer; he manages things, men and affairs. The Filipino of today needs more of his power to translate reflection into action. I believe that we are coming more and more to the conviction that no Filipino has the right to be considered educated unless he is prepared and ready to take an active and useful part of the work, life , and progress of our country as well as in the progress of the world.” What is an educated Filipino and what qualities should distinguish him today? The conception of education and of what an educated man is varies in response to fundamental changes in the details and aims of society. In our country and during this transition stage in our national life, what are the qualities which an educated man should possess?

25. 23 “What is an educated Filipino” “African Child” state of the nation then state of the nation now concept of education image of an educated person vision of the future speaker Read again the essay “What is an educated Filipino?” and the poem “African Child”. Identify the similarities and differences of the two selections in terms of the following: a. state of the nation then, b. state of the nation now, c. concept of education, d. image of an educated person, e. vision of the future, and f. speaker. Summarize your work in the form of a table. Be ready to present your work to the class. Activity 13: CAN YOU SAY IT? CAN YOU HEAR IT? 1. Form a group of 5-6 members. 2. Practice reading the poem “African Child” with proper stress, intonation, and pausing. 3. Use the following as a guide. Be ready to present in front of the class. Note: - indicates a short pause in between speech - indicates a longer pause in between speech WORD - indicates a stressed syllable or word; intonation rises in these syllables or words

26. 24 African Child I am an AFrican child Born with a SKIN the colour of CHOColate BRIGHT, BRILliant and arTIculate Strong and BOLD; I'm GIFted Talented enough to be the BEST I am an AFrican child / Often the target of PIty My future is not confined to CHArity Give me the gift of a LIFEtime; Give me a DREAM, a door of opporTUnity; I will THRIVE I am an AFrican child / Do not hide my FAULT show me my WRONG I am like any OTHER; Teach me to DREAM And I will beCOME I am an AFrican child /

I am the SON, DAUGHter of the soil Rich in texture and CONtent Full of potential for a better toMORrow Teach me DIScipline, teach me CHAracter, teach me HARD work Teach me to THINK like the STAR within me I am an AFrican child /

27. 25 I can be extra-ORdinary call me William KamKWAMba the InVENtor; Give me a LIbrary with books Give me a SCRAP yard and diSCARDed electronics Give me a BROken bicycle; Plus the FREEdom to be me And I will build you a WIND mill I am an AFrican child / We are the new geneRAtion Not aFRAID to be us Uniquely GIFted, BLACK and TALented Shining like the STARS we are We are the CHILdren of Africa Making the BEST of us YES! I am an AFrican child / ACTIVITY 14: WHAT’S NEXT? 1. Go back to your group in Activity 4. 2. Study the semantic web of your chosen topic about Africa. 3. Using it as a guide, start writing your informative article. WRITING Step 1 Turn your semantic web into paragraph form. (See the example in Activity 4 for reference.) a. Make a sentence using the information in the center. This is your main idea. Main idea: Africa is the cradle of the humankind.

28. 26 b. Decide on the order of the subtopics and write a sentence about each one. These sentences support your main idea. Supporting ideas: In Africa’s Transvaal Sea, primitive unicellular cyanobacteria combined with calcium and oxygen to form dolomite rocks. Africa is the cradle of humankind because it tells about early human beings. It also tells about earth conditions when early human beings lived. The caves where the fossils were found were declared a UNESCO World Heritage site. c. Use the details to tell more about the supporting ideas. Supporting idea: In Africa’s Transvaal Sea, primitive unicellular cyanobacteria combined with calcium and oxygen to form dolomite rocks. Details: The dolomite rock was pushed to the bottom of the sea. The rock contains fossils of animals and plants. Step 2 Put together the main idea, supporting ideas, and details to make one paragraph. This is the first draft. First Draft Africa is called the cradle of humankind. This is because in Transvaal’s Sea, primitive bacteria combined with calcium and oxygen to form dolomite rock millions of years ago. The dolomite rock was pushed to the bottom of the sea. The rock contains fossils of animals and plants. The fossils tell about the life of early human beings. The preserved bones of human beings were discovered. The tools of human beings were also discovered. Based on evidences discovered, early humans also used fire. The dolomite layers also tell about the condition during that time, for example, whether there was famine due to dry season. The bones of the animals discovered also tell about the earth conditions. Now, the caves are a UNESCO World Heritage Site. The Sterfontein Caves and Wonder Caves are some of the caves that could be visited.

29. 27 REVISING Step 1 Reread and improve the first draft. The following questions could be used in improving the draft: a. Is the main idea clear? b. Do all the sentences relate to the topic? c. Do all the sentences clearly state your meaning? d. Does the introduction hook your readers? e. Does your last statement tie up with your main idea? f. Does your work help your readers form a clear picture of the topic? g. Do transition words help in establishing relationships between sentences? h. Is the order of the sentences the best possible one? i. i. Is it free of spelling, punctuation and grammatical errors? The revised draft could look like this now. Revised Draft Africa is the cradle of humankind because this is where traces of early human life were discovered. Millions of years ago, in a shallow sea in Africa, whirling and swirling single-cell bacteria dwelt. As the sea dried up, the simple cyanobacteria combined with calcium and oxygen to form a layer of dolomite rocks. As the dolomite layers were slowly dissolved in water, they were

pushed down and became caves. Animal bones and other remains fell in these caves and were preserved in the dolomite rocks. When the fossils were discovered, the skull of an early human being was among them. Later on, more human bones and tools used by them were found. There were also evidences that our ancestors used fire. Based on the animal fossils, the dolomite layers could also tell about the condition during that time, like for example, if there was famine due to dry season. The Sterfontein Caves and Wonder Caves are some of the caves that could be visited now. The place where these caves are located has been declared a UNESCO World Heritage Site as it shows how human beings started there. Examples of revisions done Main Idea: Africa is called the cradle of humankind. Revised: Africa is the cradle of humankind because this is where traces of early human life were discovered. Reason/s: Explanation why Africa is considered the cradle of humankind was added. “Termed” was dropped to provide a stronger image of Africa as the birthplace of the human race.

30. 28 Supporting detail: The dolomite rock was pushed to the bottom of the sea. Revised: As the dolomite layers were slowly dissolved in water, they were pushed down and became caves. Reason/s: The revised sentence provides a cleaner explanation of what happened to the dolomite rocks. Step 2 a. Revise your work until you think it could be well understood by your readers. b. You may have another group read and critique your work. Give them the questions provided earlier as their guide when they give their comments. Improve your work based on the comments given. PUBLISHING Last Step Publishing means that you need to present your work to an audience. 1. Together with your classmates, prepare to exhibit your work. 2. Form several committees that would take care of the things that you need to display your work. Prepare also all the necessary forms and notices for your exhibit. SUGGESTED COMMITTEES Program Committee: is in-charge of the short activity before the opening of the exhibit. Physical Set-up Committee: prepares the venue and exhibit display. Be sure to reserve the venue by filling out the forms required by the school when holding such events. On the next page is a sample. ACTIVITY 15: READY?

31. 29 NAME OF SCHOOL School Address REQUEST TO USE SCHOOL FACILITY Date: Name: Grade Level: Section: Date Facility Will Be Used: ______________________ Start Time: End Time: Facility Requested: Purpose of Use: Other Request: ______ chairs ______ small table ______ big table ______ rostrum ______ microphone ______ national flag ______ school flag Others _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ Teacher-in-Charge ___________________________________ Signature of Teacher-in-Charge _________________________ All requests must be submitted a minimum of ten (10) working days prior to the use FOR OFFICIAL USE ONLY Approved ____ Declined _____ Charge _____ No Charge _____ Date _____ __________________________________ Signature of Person In-charge of Facility Use Request to Use School Facility

32. 30 NAME OF SCHOOL School Address REQUEST TO BORROW SCHOOL MATERIALS Date: Name: Grade Level: Section: School Materials: ______ bulletin boards ______ small table ______ big table ______ microphone ______ national flag

______ school flag ______ cover table Purpose of Use: Other Request: ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ Teacher-in-Charge _______________________________________________ Signature of Teacher-in-Charge _____________________________________ All requests must be submitted a minimum of ten (10) working days prior to the use FOR OFFICIAL USE ONLY Approved ____ Declined _____ Charge _____ No Charge _____ Date _____ __________________________________ Signature of Person In-charge of Facility Use Another form you may need to fill out is the Request to Borrow School Materials.

33. 31 c. Promotions Committee: prepares the posters, announcements, and flyers. The group can also request the school to use the public announcement system to promote the exhibit. This is a sample guide in making your poster. Sometimes, before being able to promote your activity, the school requires the student/s to submit a sample poster together with an approval form. On the next page is a sample form you may be asked to fill out.

34. 32 35. 33 References Croghan, Richard V. (1975) The Development of Philippine Literature

in English (since 1900). What Is An Educated Filipino by Francisco Benitez an excerpt. Phoenix Publishing House. Quezon City. http://www.youtube.com/watch?v=LHV2FebL4YU http://www.xiangtan.co.uk/oralenglishopinions.htm http://www.xiangtan.co.uk/oralenglishopinions.htm http://www.vocabulary.cl/Lists/Opinions.htm http://vd-p.d91.k12.id.us/ Curriculum_Resources/Sheltered% 20Instruction%20 (SIOP)/ Component%202_Building%20Background/Four% 20Vocabulary%20Strategies.pdf. http://www.umasd.org/…es/Oral_Traditions_Info-1.pdf http://www.britannica.com/EBchecked/topic/8275/African-literature http://encyclopedia2.thefreedictionary.com/African+literature http://www.englishpractice.com/grammar/adjectives-complementation/ http://www.poemhunter.com/poem/african-child-3/ http://www.thefreedictionary.com/STRESS http://www.teachingenglish.org.uk/knowledge-database/intonation http://www.definitions.net/definition/pause http://www.teachingenglish.org.uk/print/423 http://esl.about.com/od/speakingadvanced/a/timestress.htm http://esl.about.com/od/speakingenglish/a/tstress.htm http://wol.jw.org/en/wol/d/r1/lp-e/1102001074 http://www.teachingenglish.org.uk/articles/intonation http://www.bbc.co.uk/worldservice/specials/1624_story_of_africa/page88.shtml http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/index.shtml http://www.uncoversouthafrica.com/gauteng/attractions/joburg/cradle-of- humankind/ http://www.gauteng.net/cradleofhumankind/discover/how_fossils_are_formed/dolo mite_holding_the_secrets_to_our_past/

36. 34 Directions: 1. Select any lines from the selection “The Hands of the Blacks”. The lines must contain word or words which you have encountered for the first time. 2. List down the words; find a dictionary or a thesaurus and look for different

meanings/synonyms of these words. 3. Choose two extremes among the synonyms. These will become the boundaries of the cline. When done, place the remaining words in between these boundaries. 4. Write these words on a set of cards. Use recycled materials such as old calendars, shoe boxes and the likes. 5. Exchange cards with your classmates; list down their own words until you have a rich copy of clines. 6. If internet is accessible, upload your compilation - that’s what we call e-portfolio of vocabulary. If not, you can improvise your own portfolio using recyclable materials. ACTIVITY 11: GRAMMAR TOPICS ADJECTIVES AND TYPES OF ADJECTIVES An adjective is defined as a word used to modify a noun or pronoun. It limits or qualifies nouns or pronouns by telling what kind, which one, how many or how much. Adjectives allow writers to describe color, tastes, shapes, sizes, and a multitude of other qualities; they can add important details to a sentence. Let us start by doing this activity. Encircle the correct picture that matches the given descriptive word in each item below.

37. 35 1. warm 2. strong 3. slow 4. sleepy 5. scary 6. rich 7. poor 8. painful 9. old 10. noisy

38. 36 You are now aware that there are more to discover about Asian traditions and values. In this lesson, you will build up your knowledge bank further with the rich and varied ancient traditions of the Chinese and Japanese. Through this, you are expected to answer the question, “How can I better understand my identity as a Filipino and as an Asian?” Your answer will hopefully create in you a sense of pride and camaraderie with your fellow Asians. You are now ready to embark on the second phase of your search for knowledge. Have fun while learning! In this lesson, you will be able to do the following: 1. Identify changes in the meaning of a spoken message due to changes in stress, intonation, and pauses (Oral Language and Fluency) 2. Express feelings and attitudes by listening to variations in stress, tone, and tempo (Listening Comprehension) 3. Guess meanings of words or expressions by noting keywords in expressions, context clues, collocations, clusters, etc. (Vocabulary Development) 4. Scan rapidly for connecting words or expressions that signal sequence in the organization of a text (Reading Comprehension) 5. Demonstrate a heightened sensitivity to the needs of others as illustrated in a literary text (Literary Appreciation) 6. Narrate events logically (Reading Comprehension) 7. Write informative articles that relate to culture and values (Writing and Composition) 8. Formulate correct conditional statements (Grammar Structure and Awareness) 9. Gather data using general references (Study Skills) 10. Express a different opinion without being difficult (Attitude) 11. Prepare a travel brochure on the traditions and values of China, Japan and the Philippines (Writing and Composition)

39. 37 For you to accomplish the tasks and perform well in the activities in this lesson, complete the statement below to express your own goals, targets, or expectations in the box provided below. In this lesson, I hope to _________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ _____________________ Let’s begin this lesson by studying the photos below. The photos show the different traditions and values of selected countries in Asia and Africa. As you start working on this task, think about this question, “How can you understand better your identity as an Asian?” Families all over the world celebrate important events

that preserve the history and traditions of their countries. Most of these are handed down from one generation to the next. On the upper row are photos of Asian/African families and on the lower row are some traditions/festivals celebrated in Asia and Africa. Match the family with the festival/s they celebrate by writing the number of the festival on the space provided for. Activity 1: LET’S CELEBRATE! A_______ B_______ C_______ 1 2 3 D _______ 4

40. 38 Response Before the Lesson Statements Response After the Lesson Japan, Philippines, China have many examples of oral literature. China has different folktales that feature their religious beliefs. Only Asian countries have wedding traditions. Love for family is often the theme of Japan’s oral literature. For Asians, shame and honor go far beyond the individual; and reflect directly upon ones’ family, PROCESS QUESTIONS: 1. What country does each family represent? How do you know? 2. Is one festival exclusive to only one family? Why do you say so? 3. Do Asian-African families share similar characteristics? Why do you think so? 4. Which of these characteristics are also commonly observed among Filipino families? 5. What may be said about the identity of Filipinos as Asians based on the answers to the previous question? Anticipation-Reaction Guide (ARG) Read the set of statements found in the center column in the table below. Respond to each statement by writing: Agree if you agree with the given statements or Disagree if you disagree with the statements Fill out only the left column “Response before the lesson” in your notebook. The right column, “Response after the lesson” will be answered at the end of the lesson. Activity 2: ARG TIME!

41. 39 nation, or other group, and so is taken very seriously. Philippines, China, and Japan have traditions that are influenced by religion. Kimono, geisha, sumo, and samurai are parts of Chinese traditions. Philippines, China and Japan have rice and tofu as staple food. Japanese write haikus to honor nature. Hard work is one of the outstanding qualities of Chinese and Japanese. Philippines, China and Japan have three common qualities: love for the family, religiosity, and value for work. You have just tried giving your initial answers or ideas about the traditions and values of selected Asian countries. Find out whether your assumptions about them are valid by doing the next set of activities. What you will learn in the next set of activities will also enable you to do the lesson project which involves preparing a two-page informative brochure about the traditions and values of our country and our Asian neighbors particularly China and Japan. You are now in the second phase of your journey. Your goal in this section is to learn and understand key concepts related to common key values among Asians and Africans. As you go through this part, keep on thinking about the question, “How can I understand better my identity as an Asian?”

42. 40 This time, be ready to read the folktale “Soul of the Great Bell” from China. Go over the following terms or expressions taken from the text. Read them to yourself and figure out the meaning of each italicized word using context clues. Put a check mark in the circle of your chosen answer. In the Tower of the Great Bell: now the (1) mallet is lifted to (2) smite the lips of the metal monster—the vast lips inscribed with Buddhist texts. Activity 3: VOCABULARY BUILDING (1) A mallet is _______ a hammer an axe a saw (2) To smite is to _____ hit touch caress All the little dragons on the high-tilted eaves of the green roofs (3) shiver to the tips of their gilded tails under that deep wave of sound. The underlined word means to _____. fall on one’s knees tremble at the loud sound be destroyed by the gilded tails All the green-and-gold tiles of the temple are

vibrating; the wooden goldfish above them are (4) writhing against the sky. The underlined word means _______. twisting pointing leading Therefore, the worthy mandarin Kouan-Yu assembled the master-molders and the renowned bell smiths of the empire, and all men of great repute and (5) cunning in (6) foundry work. cunning means _______ innocent expert skillful foundry means _______ market factory garden act, process, art of casting metals act, process, art of painting metals rekindled means _____ lighted again set on fire again stopped the fire toilsomely means _____ with difficulty lightly unmindfully (9) Gold and brass will never meet in wedlock, silver, and iron never will embrace, until the flesh of a maiden be melted in the crucible; until the blood of a virgin be mixed with the metals in their fusion.” What does this mean? The blood of a virgin maiden is made up of gold, brass, silver, and iron. Gold, brass, silver, and iron will fuse when mixed with the blood of a virgin Gold, brass, silver, and iron will never be fused together by a virgin maiden. And even as she cried, she (10) leaped into the white flood of metal. Leaped means to _____ squat jump run Therefore, the molds had to be once more prepared, and the fires (7) rekindled, and the metal remelted, and all the work tediously and (8) toilsomely repeated.

43. 41 (11) And still, between each mighty stroke there is a long low moaning heard; and ever the moaning ends with a sound of sobbing and of complaining, as though a weeping woman should murmur, “Hiai!” Which words are closely related in the statement? between, low, end, stroke, ever stroke, long, low, murmur, sound moaning, sobbing, complaining, weeping, murmuring Here now is a folktale from China retold in English by Lafcadio Hearn (1850-1904). Hearn was an American journalist whose parents were Irish and Greek. He spent the latter part of his life in Japan later marrying a Japanese girl. His interest in oriental culture inspired him to write the English version of well-loved Chinese and Japanese folktales. When he became a Japanese citizen, he took the name Yakumo Kaizumi. As you read, identify Chinese values and traditions reflected in this folktale. The Soul of the Great Bell by Lafcadio Hearn (1850-1904) The water-clock marks the hour in the Tachungsz’, in the Tower of the Great Bell: now the mallet is lifted to smite the lips of the metal monster—the vast lips inscribed with Buddhist texts from the sacred Fa-hwa-King, from the chapters of the holy Ling-yen-King! Hear the great bell responding!—how mighty her voice, though tongue less! KO-NGAI! All the little dragons on the high-tilted eaves of the green roofs shiver to the tips of their gilded tails under that deep wave of sound; all the porcelain gargoyles tremble on their carven perches; all the hundred little bells of the pagodas quiver with desire to speak. KO-NGAI—all the green-and-gold tiles of the temple are vibrating; the wooden goldfish above them are writhing against the sky; the uplifted finger of Fo shakes high over the heads of the worshippers through the blue fog of incense! KO-NGAI!—what a thunder tone was that! All the lacquered goblins on the palace cornices wriggle their fire-coloured tongues! And after each huge shock, how wondrous the multiple echo and the great golden moan, and, at last, the sudden sibilant sobbing in the ears when the immense tone faints away in broken whispers of silver, as though a woman should whisper, “Hiai!” Even so the great bell hath sounded every day for well-nigh five hundred years—Ko-Ngai: first with stupendous clang, then with immeasurable moan of gold, then with silver murmuring of “Hiai!” And there is not a child in all the many-coloured ways of the old Chinese city who does not know the story of the great bell, who cannot tell you why the great bell says Ko-Ngai and Hiai! Now this is the story of the great bell in the Tachungsz’, as the same

is related in the Pe-Hiao- Tou-Choue, written by the learned Yu-Pao-Tchen, of the City of Kwang-tchau-fu.

44. 42 Nearly five hundred years ago the Celestially August, the Son of Heaven, Yong-Lo, of the “Illustrious” or Ming dynasty, commanded the worthy official Kouan-Yu that he should have a bell made of such size that the sound thereof might be heard for one hundred li. And he further ordained that the voice of the bell should be strengthened with brass, and deepened with gold, and sweetened with silver; and that the face and the great lips of it should be graven with blessed sayings from the sacred books, and that it should be suspended in the centre of the imperial capital to sound through all the many-coloured ways of the City of Pe-King. Therefore the worthy mandarin Kouan-Yu assembled the master-moulders and the renowned bell smiths of the empire, and all men of great repute and cunning in foundry work; and they measured the materials for the alloy, and treated them skillfully, and prepared the moulds, the fires, the instruments, and the monstrous melting-pot for fusing the metal. And they laboured exceedingly, like giants neglecting only rest and sleep and the comforts of life; toiling both night and day in obedience to Kouan-Yu, and striving in all things to do the behest of the Son of Heaven. But when the metal had been cast, and the earthen mould separated from the glowing casting, it was discovered that, despite their great labour and ceaseless care, the result was void of worth; for the metals had rebelled one against the other—the gold had scorned alliance with the brass, the silver would not mingle with the molten iron. Therefore the moulds had to be once more prepared, and the fires rekindled, and the metal remelted, and all the work tediously and toilsomely repeated. The Son of Heaven heard and was angry, but spoke nothing. A second time the bell was cast, and the result was even worse. Still the metals obstinately refused to blend one with the other; and there was no uniformity in the bell, and the sides of it were cracked and fissured, and the lips of it were slagged and split asunder; so that all the labour had to be repeated even a third time, to the great dismay of Kouan-Yu. And when the Son of Heaven heard these things, he was angrier than before; and sent his messenger to Kouan-Yu with a letter, written upon lemon- coloured silk and sealed with the seal of the dragon, containing these words:

45. 43 “From the Mighty Young-Lo, the Sublime Tait-Sung, the Celestial and August, whose reign is called ‘Ming,’ to Kouan-Yu the Fuh- yin: Twice thou hast betrayed the trust we have deigned graciously to place in thee; if thou fail a third time in fulfilling our command, thy head shall be severed from thy neck.Tremble, and obey!” Now, Kouan-Yu had a daughter of dazzling loveliness whose name—Ko-Ngai—was ever in the mouths of poets, and whose heart was even more beautiful than her face. Ko-Ngai loved her father with such love that she had refused a hundred worthy suitors rather than make hishome desolate by her absence; and when she had seen the awful yellow missive, sealed with the Dragon-Seal, she fainted away with fear for her father’s sake. And when her senses and her strength returned to her, she could not rest or sleep for thinking of her parent’s danger, until she had secretly sold some of her jewels, and with the money so obtained had hastened to an astrologer, and paid him a great price to advise her by what means her father might be saved from the peril impending over him. So the astrologer made observations of the heavens, and marked the aspect of the Silver Stream (which we call the Milky Way), and examined the signs of the Zodiac—the Hwang-tao, or Yellow Road—and consulted the table of the Five Hin, or Principles of the Universe, and the mystical books of the alchemists. And after a long silence, he made answer to her, saying: “Gold

and brass will never meet in wedlock, silver and iron never will embrace, until the flesh of a maiden be melted in the crucible; until the blood of a virgin be mixed with the metals in their fusion.” So Ko-Ngai returned home sorrowful at heart; but she kept secret all that she had heard, and told no one what she had done. At last came the awful day when the third and last effort to cast the great bell was to be made; and Ko-Ngai, together with her waiting-woman, accompanied her father to the foundry, and they took their places upon a platform overlooking the toiling of the moulders and the lava of liquefied metal. All the workmen wrought at their tasks in silence; there was no sound heard but the muttering of the fires. And the muttering deepened into a roar like the roar of typhoons approaching, and the blood-red lake of metal slowly brightened like the vermilion of a sunrise, and the vermilion was transmuted into a radiant glow of gold, and the gold whitened blindingly, like the silver face of a full moon. Then the workers ceased to feed the raving flame, and all fixed their eyes upon the eyes of Kouan-Yu; and Kouan-Yu prepared to give the signal to cast. But ere ever he lifted his finger, a cry caused him to turn his head and all heard the voice of Ko-Ngai sounding sharply sweet as a bird’s song above the great thunder of the fires—“For thy sake, O my father!” And even as she cried, she leaped into the white flood of metal; and the lava of the furnace roared to receive her, and

46. 44 spattered monstrous flakes of flame to the roof, and burst over the verge of the earthen crater, and cast up a whirling fountain of many-coloured fires, and subsided quakingly, with lightnings and with thunders and with mutterings. Then the father of Ko-Ngai, wild with his grief, would have leaped in after her, but that strong men held him back and kept firm grasp upon him until he had fainted away, and they could bear him like one dead to his home. And the serving-woman of Ko-Ngai, dizzy and speechless for pain, stood before the furnace, still holding in her hands a shoe, a tiny, dainty shoe, with embroidery of pearls and flowers—the shoe of her beautiful mistress that was. For she had sought to grasp Ko-Ngai by the foot as she leaped, but had only been able to clutch the shoe, and the pretty shoe came off in her hand; and she continued to stare at it like one gone mad. But in spite of all these things, the command of the Celestial and August had to be obeyed, and the work of the molders to be finished, hopeless as the result might be. Yet the glow of the metal seemed purer and whiter than before; and there was no sign of the beautiful body that had been entombed therein. So the ponderous casting was made; and lo! when the metal had become cool, it was found that the bell was beautiful to look upon and perfect in form, and wonderful in colour above all other bells. Nor was there any trace found of the body of Ko-Ngai; for it had been totally absorbed by the precious alloy, and blended with the well-blended brass and gold, with the intermingling of the silver and the iron. And when they sounded the bell, its tones were found to be deeper and mellower and mightier than the tones of any other bell, reaching even beyond the distance of one hundred li, like a pealing of summer thunder; and yet also like some vast voice uttering a name, a woman’s name, the name of Ko-Ngai. And still, between each mighty stroke there is a long low moaning heard; and ever the moaning ends with a sound of sobbing and of complaining, as though a weeping woman should murmur, “Hiai!” And still, when the people hear that great golden moan they keep silence, but when the sharp, sweet shuddering comes in the air, and the sobbing of “Hiai!” then, indeed, do all the Chinese mothers in all the many-coloured ways of Pe-King whisper to their little ones: “Listen! that is Ko-Ngai crying for her shoe! That is Ko-Ngai calling for her shoe!”

47. 45 Activity 4: SPIN A STORY WHEEL In a group of five, answer the questions in the story wheel to get to know more about the folktale. Share your answers with the class.

48. 46 Before KoNgai leapedto the furnace Before KoNgai leaped to the furnace After KoNgai leaped to the furnace (Indicate paragraph number where you found your answers) (Indicate paragraph number where you found your answers) Activity 5: RING THAT BELL! Have you noticed the descriptions of the bell in the story? Fill out the bell’s description on the columns and answer the questions that follow. Description of the Bell 1. Why was the story given the title “The Soul of the Great Bell”? 2. What other Chinese traditions involve bells? Compare and contrast these traditions with Filipino traditions. 3. What values or traditions are common to both Filipinos and Chinese? 4. How has the story helped you understand your identity as a Filipino and as an Asian? PROCESS QUESTIONS: Activity 6: VALUES GALORE Go over the story of “The Soul of the Great Bell”. In the chart on the next page, identify the values and traditions of the Chinese people that you can infer from the reading selection. Cite the supporting detail or details in the story to prove your claim. Answer the process questions that follow.

49. 47 The Soul Of The Great Bell Chinese Value/Tradition Supporting Detail/s in the Story Activity 7: SIGNALS TO CONNECT Below are words and lines taken from “The Soul of the Great Bell”. Find out how these connect the paragraphs in the story. How do you think is this achieved? Find out as you answer the questions that follow. 1. Therefore the worthy mandarin Kouan-Yu assembled the master-moulders and the renowned bellsmiths of the empire, and all men of great repute and cunning in foundry work… 2. But when the metal had been cast, and the earthen mould separated from the glowing casting,… 3. A second time the bell was cast, and the result was even worse. 4. Now, Kouan-Yu had a daughter of dazzling loveliness whose name—Ko-Ngai—… 5. At last came the awful day when the third and last effort to cast the great bell was to be made; 6. But ere ever he lifted his finger, a cry caused him to turn his head and all heard the voice of Ko-Ngai 7. Then the father of Ko-Ngai, wild with his grief, would have leaped in after her, but that strong men held him back 8. But in spite of all these things, the command of the Celestial and August had to be obeyed, and the work of the moulders to be finished 9. And still, when the people hear that great golden moan they keep silence, but… 1. What is the function of the underlined expressions? How are they called? 2. How are the paragraphs organized? What do they show? 3. What are other ways to organize a paragraph? PROCESS QUESTIONS:

50. 48 The Filipinos, Chinese, and Japanese are all talented and skillful. Your involvement in the following activities will prove this. Read carefully the instructions and be ready to present your group work to the class. Task 1 – For the visual artists: Draw a scene/character/an object from the story that has the most impact on the group. Give a short explanation on the connection of the drawing/illustration to our lives as Asians. Task 2 – for the singers: Choose a song that best interprets the message of the story and sing it to the class. Your performance may be accompanied by interpretive movements. Before you perform, give the class a short background of your chosen song and how it is connected with the traditions and values you have learned about the Chinese. Task 3 – for the actors/actresses: Role play the scene that you like best in the story. Use the words you have learned from the story. Traditional Chinese clothes using improvised materials may be used. You may also look for background Chinese music. Here are some suggested

scenes but you may come up with other scenes in the story: workers who labored hard to make the bell when Kouan Yu received the lemon colored envelope from the Mighty Emperor when KoNgai leaped to the lava of melted iron Task 4 – for the writers: Write your own ending of the story. Use the transitional devices you have learned from the selection. Include the tradition and values of the Chinese shown in the story. Task 5 – for the techies: Create a five-slide PowerPoint presentation highlighting the traditions and values of both the Filipinos and the Chinese. You may research on other Chinese traditions and values related to Filipino values which are not mentioned in the story. Include them in your slide presentation. Activity 8: DIFFERENT STROKES FOR DIFFERENT FOLKS A copy of the scoring rubric based on the Differentiated Learning Rubric by Maxine from www.atozteacherstuff.com is shown on the next page. Use this for your group presentation. You will do peer grading. Each group shall score the other groups based on the indicators given.

51. 49 Different Acts for Different Folks (Differentiated Learning) Indicators 1 2 3 4 Score Preparation Did not prepare enough for the presentation Some preparation was done. A good amount of preparation was done. Student prepared beyond level of assessment. Visuals There were no helpful visual aids. There were a few visual aids. There were clear and interesting visual aids. Students created excellent visual aids. Speaking and Audience Contact Did not look at the audience and did not speak clearly Looked at audience some of the time; spoke clearly once in a while Looked at the audience and spoke clearly. Held attention of the audience and spoke very expressively Overall understanding of the topic Group didn’t show sufficient understand- ding of the traditions and values from the story. Group understood most of the traditions and values from the story. Group understood the entire traditions and values presented in the story. Group understood the traditions and values from the story and presented extra information. Instilling Values in Students Helped other students understand at least one important values and traditions of other countries Helped other students understand at least two important values and traditions of other countries Helped other students understand at least three important values and traditions of other countries Helped other students understand at least four important values and traditions of other countries TOTAL

52. 50 Long, long ago there lived at the foot of the mountain a poor farmer and his aged, widowed mother . They owned a bit of land which supplied them with food, and their humble were peaceful and happy. Shinano was governed by a despotic leader who though a warrior, had a great and cowardly shrinking from anything suggestive of failing health and strength. This caused him to send out a cruel proclamation. The entire province was given strict orders to immediately put to death all aged people. Those were barbarous days, and the custom of abandoning old people to die was not common. The poor farmer loved his aged mother with tender reverence, and the order filled his heart with sorrow. But no one ever thought a second time about obeying the mandate of the governor, so with many deep hopeless sighs, the youth prepared for what at that time was considered the kindest mode of death. Just at sundown, when his day’s work was ended, he took a quantity of unwhitened rice which is principal food for poor, cooked and dried it, and tying it in a square cloth, swung and bundle around his neck along with a gourd filled with cool, sweet water. Then he lifted his helpless old mother to his back and stated on his painful journey up the mountain. The road was long and steep; the narrowed road was

crossed and recrossed by many paths made by the hunters and woodcutters. In some place, they mingled in a confused puzzled, but he gave no heed. One path or another, it mattered not. On he went, climbing blindly upward – ever upward towards the high bare summit of what is known as Obatsuyama, the mountain of the “abandoning of aged”. The eyes of the old mother were not so dim but that they noted the reckless hastening from one path to another, and her loving heart grew anxious. Her son did You had a glimpse of the Chinese way of life through the previous section. You will now have a taste of Japanese culture in this section. See if there are similarities between the Chinese and Japanese customs and traditions as shown here. Then, identify any resemblance to your own culture and values as a Filipino and as an Asian. Read the following Japanese folktale. Study how the organization of the paragraphs helps develop the story. You will also have to deduce from the selection some of the Japanese traditions and values. The Story of the Aged Mother A Japanese Folktale by Matsuo Basho

53. 51 not know the mountain’s many paths and his return might be one of danger, so she st retched forth her hand and snapping the twigs from brushes as they passed, she quietly dropped a handful every few steps of the way so that they climbed, the narrow path behind them was dotted at frequent intervals with tiny piles of twigs. At last the summit was reached. Weary and heart sick, the youth gently released his burden and silently prepared a place of comfort as his last duty to the loved one. Gathering fallen pine needle, he made a soft cushion and tenderly lifting his old mother therein, he wrapped her padded coat more closely about the stooping shoulders and with tearful eyes and an aching heart said farewell. The trembling mother’s voice was full of unselfish love as she gave her last injunction. “Let not thine eyes be blinded, my son.” She said. “The mountain road is full of dangers. Look carefully and follow the path which holds the piles of twigs. They will guide you to the familiar way farther down”. The son’s surprised eyes looked back over the path, then at the poor old, shrivelled hands all scratched and soiled by their work of love. His heart smote him and bowing to the grounds, he cried aloud: “Oh, honorable mother, thy kindness thrusts my heart! I will not leave thee. Together we will follow the path of twigs, and together we will die!” Once more he shouldered his burden (how light it seemed no) and hastened down the path, through the shadows and the moonlight, to the little hut in the valley. Beneath the kitchen floor was a walled closet for food, which was covered and hidden from view. There the son hid his mother, supplying her with everything needful and continually watching and fearing. Time passed, and he was beginning to feel safe when again the governor sent forth heralds bearing an unreasonable order, seemingly as a boast of his power. His demand was that his subject should present him with a rope of ashes. The entire province trembled with dread. The order must be obeyed yet who in all Shinano could make a rope of ashes? One night, in great distress, the son whispered the news to his hidden mother. “Wait!” she said. “I will think. I will think” On the second day she told him what to do. “Make rope twisted straw,” she said. “Then stretch it upon a row of flat stones and burn it there on the windless night.” He called the people together and did as she said and when the blaze had died, behold upon the stones with every twist and fiber showing perfectly. Lay a rope of whitehead ashes.

54. 52 The governor was pleased at the wit of the youth and praised greatly, but he demanded to know where he had obtained his wisdom. “Alas! Alas!” cried the farmer, “the truth must be told!” and with deep bows he related his story. The governor listened and then meditated in silence. Finally he lifted his head. “Shinano needs more than

strength of youth,” he said gravely. “Ah, that I should have forgotten the well-known saying, “with the crown of snow, there cometh a wisdom!”. That very hour the cruel law was abolished, and the custom drifted into as far a past that only legends remain. Activity 9: WORD WATCH Directions: In the middle of each Word Chart are words highlighted in the text. In your group, give the definition of the word in focus. Then, give examples of words with similar meanings (SYNONYMS) and words that have opposite meaning (ANTONYMS). Finally, use the word in a sentence. Write in the circle below. What is it? Definition despotic ANTONYMSSYNONYMS What is it? Definition mandate ANTONYMSSYNONYMS

55. 53 The Story of The Aged Mother Japanese Value/ Tradition Supporting Detail/s In The Story What is it? Definition summit ANTONYMSSYNONYMS Activity 10: GOING JAPANESE In the chart below, identify the values and traditions of the Japanese people that you can infer from the reading selection “The Story of the Aged Mother”. Cite the supporting detail or details in the story to prove your claim. Answer the process questions that follow.

56. 54 PROCESS QUESTIONS 1. Do you find the values and/or traditions of the Japanese people illustrated in the story similar to your values and/or traditions as a Filipino? Explain briefly. 2. Do you think these values and/or traditions are also true to your other Asian neighbors especially the Chinese? Why? 3. Why is it important to know the values and traditions of our Asian neighbors? Recall how you’ve given your own ending to the story “The Soul of the Great Bell”. You have provided a “sort” of condition, a “what if” situation, right? And now, you have just read “The Story of the Aged Mother”. Imagine yourself creating your own story line. To be able to successfully do that, you need to learn how to formulate correct conditional statements. 1. If I could talk to the son, I would express my admiration for him. 2. If I could talk to the mother, I would congratulate her on having a son like him. 3. If the son had left his mother in the mountain, then she would have died. 4. If you were the son, would you also save your mother? 5. I will express my admiration to people who do good despite of the difficulty if I will meet one. PROCESS QUESTIONS 1. What word is common among the given sentences? 2. What does it express? 3. What are the common uses of conditional sentences? Exercise A. Complete the line with the most appropriate “if” statement. 1. Ko-Ngai would not die a tragic death ________________________________. 2. _______________________ would you also jump into the boiling metal? 3. The farmer’s mother would die _________________________________. 4. _________________, the custom of abandoning aged people would have continued. 5. ____________________________, their parents would be very happy. Activity 11: ON ONE CONDITION Analyze the following “what if statements” inspired by The Story of The Aged Mother. Answer the questions that follow.

57. 55 Rule For Happiness (Japanese Style) Importance To You As A Filipino Very Important Important Least Important 1. 2. 3. 4. 5. 6. 7. Exercise B. Write two to three sentences using conditional statements about Chinese and Japanese traditions and values you have learned from the previous activities. Compare these values with some common Filipino values and cite the title of the story where those values are evident. Example: If the Chinese and Japanese value their families, the Filipinos love their families, too, as shown in the story The Mats. 1. _________________________________________________________________ 2.

_________________________________________________________________ 3. _________________________________________________________________ Get to know more about Japanese customs and traditions by watching a video clip on the Seven Rules for Happiness Japanese Style. As you watch the video clip, take note of some important points that will help you in working on the next exercise. After watching the clip, list down the seven rules for happiness. Have a self-assessment on these rules by placing a check mark in the appropriate column to indicate how important each rule is to you as a Filipino and Asian. (http://www.youtube.com/watch?v=HpF9UlzkQ1c) Activity 12: SEVEN RULES

58. 56 Keynote Speech Excerpt: I am honoured to be with you tonight and to have been invited to be the first Li KaShing professor here at Lee Kuan Yew School of Public Policy. It is a great privilege to be associated with such an influential school at a world-class university. I am proud as well to be linked, even indirectly, with two of the outstanding figures in Asia’s growing success and rising influence on our world. I am sorry that my dear friend Lee Kuan Yew has not been able to join us here tonight. I will try to meet the high standards he always sets for himself and for this country. Standards that I know are reflected at this wonderful university and in its students. Indeed, the success of this remarkable city state provides a fitting context for what I want to talk about today. Singapore is a shining example of Asia’s growing economic and political success and an impressive testimony to the vision, courage and commitment Directions: In answering the questions about the video clip you have just seen, do the “Think Pair Share” strategy. Think about your answer to each question. As soon as you’ve written your answer on the space provided, Pair up with your seatmate and discuss your answers. Agree on one common answer to each question and Share your answer with the class. PROCESS QUESTIONS: 1. How many of the rules for happiness mentioned in the video clip have you checked as ‘very important’? Why do you consider them ‘very important’? 2. How many of the rules for happiness have you checked as ‘least important’? Why do you consider them ‘least important’? 3. What have you realized about your own values as a Filipino based on your answers to the activity? 4. As you listened to and watched the video clip on the Seven Rules for Happiness Japanese Style, what did you notice about how the Japanese woman expressed her feelings? 5. As non-native English speakers, how similar to or different are we from Japanese people in term of using the English language? 6. Does this activity help you in understanding your identity as an Asian? How? You have learned in lesson 1 that meaning changes due to stress, intonation and juncture or a pause. Study the excerpt of the Keynote Speech by Junichiro Koizumi, Prime Minister of Japan on the Occasion of the Asia-Africa Business Summit on April 22, 2005 at Mulia Hotel, Jakarta. Read the speech excerpt observing proper stress, intonation and pauses. Activity 13: SPEAK THE LANGUAGE

59. 57 which is found here in such abundance. Your region is on a roll. You, unlike Europe and the US, learnt the lessons from the financial crisis of the late 90s and put in place prudent measures to prevent a repeat. The result is your economies have weathered the recent global storms much better – and already returned to strong growth. Over the past decades, this economic growth has helped lift hundreds of millions out of poverty. It has also established the region’s leadership on critical global issues, including trade and climate change. This is impressive in itself, but even more so if compared to the fate of Africa. At the time of decolonization, the level of economic development in most of Asia

was comparable with that of Africa. Four decades ago, for example, the per capita income of South Korea was virtually the same as that of Sudan. Yet today, South Korea is one of the richest countries in the world while Sudan is among the poorest. Unfortunately, this comparison holds true for most countries in the two regions. The divergent paths of Africa and Asia are a much studied subject. I want today to focus on how Africa can learn from the approach and success of Asia and, crucially, how we can build a more effective partnership to the benefit of everyone.. For the full text of the speech, follow this link: http://kofiannanfoundation.org/newsroom/speeches/2010/03/asia-and-africa-past- lessons-future-ambitions 1. What is the speech about? Give its gist in one sentence. 2. Did the speech increase your knowledge about the values and traditions of Asia and Africa? Explain. 3. How does stress, intonation, and juncture or pause affect the delivery of speech? 4. What tips can you give the learners of English on how to deliver a good speech? 5. How does the speech affect you being an Asian? Do you understand better your identity as an Asian through it? PROCESS QUESTIONS: Read this article about Japanese and Chinese traditions. How does the knowledge of these traditions and values help you in understanding better your identity as an Asian? Now that you have explored ideas about Chinese and Japanese traditions, how can you better understand your identity as an Asian? This final PROCESS activity may give you a better view of the collective values and traditions that Asians particularly Chinese and Japanese hold dear. Activity 14: EXTRAditions!

60. 58 The Japanese Tea Ceremony is a cultural tradition that originated in China. The tea was considered medicine that promoted physical and spiritual health and was consumed for enjoyment purposes primarily. The spiritual aspect involves harmony between the persons participating in the ceremony, respect for those involved in the ceremony, and purity. These three aspects bring tranquility to those who participate in the tradition. Japanese Theater : Noh & Kabuki Drama Noh drama is rigidly traditional Japanese drama which in its present form dates back to the early 14th century. Noh plays are short dramas combining music, dance, and lyrics, with a highly stylized ritualistic presentation. Kabuki drama combined elements of noh drama and folk theater. The Japanese New Year Celebration (January 1-15) In Japan, the celebration of the New Year is the most significant and important holiday. During this time they begin the New Year with a clean slate, spend time with family and friends and prepare for the events of the New Year. After the cleaning, houses are decorated with straw ropes and pine bough that is burned in a ceremonial bonfire at the end of the New Year’s celebration. Kimono and Yukata are traditional Japanese clothing. Kimono are made of silk and are usually very expensive. Nowadays they are worn at formal or traditional occasions such as funerals, weddings or tea ceremonies. Only rarely can kimono still be seen in everyday life. The Yukata, on the other hand, is more of informal leisure clothing. Sumo is a Japanese style of wrestling and Japan's national sport. It originated in ancient times as a performance to entertain the Shinto gods. Many rituals with religious background are still followed today. Most houses in Japan have tatami mats. Tatami were originally a luxury item for the nobility. During the Heian period, when the shinden-zukuri architectural style of aristocratic residences was Japanese and Chinese Traditions Many Japanese traditions stem from their deep roots in religions. Two main religions dominate the Japanese

culture: Buddhism and Shintoism. Buddhist practices and beliefs in Japan stemmed from practices in China and were very similar to those in China.

61. 59 consummated, the flooring of shinden-zukuri palatial rooms were mainly wooden, and tatami were only used as seating for the highest aristocrats. It is said that prior to the mid-16th century, the ruling nobility and samurai slept on tatami or woven mats called goza, while commoners used straw mats or loose straw for bedding. Japanese Haiku started as Hokku, an opening stanza of an orthodox collaborative linked poem, or renga, and of its later derivative, renku (or haikai no renga). By the time of Matsuo Bashō (1644–1694), the hokku had begun to appear as an independent poem, and was also incorporated in haibun(a combination of prose and hokku), and haiga (a combination of painting with hokku). In the late 19th century, Masaoka Shiki (1867–1902) renamed the standalone hokku or poem to haiku. Like the Japanese, Chinese considered tea as one of their seven basic necessities. Firewood, oil, salt, soy sauce and vinegar were some of the basic needs. Ways of tea preparation, tasting it and the occasions on which it is consumed make the Chinese tea culture unique. In the beginning, tea was cultivated and used solely as herbal medicine mostly within temples. Monks began to use tea to teach a respect for nature, humility and an overall sense of peace and calm. Today, there are six major aspects to consider when performing a Chinese Tea Ceremony: attitude of the person performing the ceremony, tea selection, water selection, tea ware selection, ambiance and technique. Children serve tea to their elders as a token of respect. People of lower order are supposed to serve tea to people of higher ranks. This custom is still practiced on formal occasions. Chinese weddings have certain traditional customs. As a form of expressing gratitude, the bride and groom kneel in front of their parents and offer them tea. In olden times, drinking the tea offered showed acceptance of marriage while refusal represented opposition to the marriage. Chopsticks are believed to symbolize kindness and gentleness. Confucianism taught the Chinese to abandon knives and forks from the dining table. So they have their food cut to bite-size before it comes on the table. New Year is one of the most prominent festivals of the Chinese calendar. It is about getting together. Red is believed to abolish bad luck. So people clothe in red for the New Year celebration. A long dragon made of silk, bamboo, and paper are carried along streets. Young men hold the dragon and dance while carrying the dragon along. The Dragon dance is an ancient Chinese tradition. When you give your gift make sure to wrap it in red and gold never with white, black or gray as they symbolize death.

62. 60 3 Things You Find Out: 2 Interesting Things You Discovered 1 Questions You Still Have to Ask Response Before the Lesson Statements Response After the Lesson Japan, Philippines, and China have many examples of oral literature. China has different folktales that feature their religious beliefs. Only Asian countries have wedding traditions. Love for family is often the theme of Japan’s oral literature Directions: After reading the article, do the 3-2-1 Chart below. At this point, has your knowledge of the traditions and values of selected Afro-Asian counties increased? Are you now ready to modify your initial answers to the focus question: As a Filipino, how can you better understand your identity as an Asian? Fill out the ARG Worksheet that follows. Feel free to modify your initial answers. Anticipation-Reaction Guide Read the set of statements found at the center column in the table below. Respond to each statement by writing: Agree if you agree with the given statements. Disagree if you disagree with the

statements. In your notebook, write your answer in the last column. Compare your previous answers with your answers now.

63. 61 For Asians, shame and honor go far beyond the individual; and reflect directly upon ones’ family, nation, or other group, and so is taken very seriously. Philippines, China and Japan have traditions that are influenced by religion. Kimono, geisha, sumo, samurai are parts of Chinese traditions. Philippines, China, and Japan have rice and tofu as staple food. Japanese write haikus to honor nature. Hard work is one of the outstanding qualities of Chinese and Japanese. Philippines, China, and Japan have three common qualities: love for the family, religiosity and value for work. In the previous section, the discussion was about the concepts related to the common values and traditions among selected Asian countries particularly China and Japan. Go back to the previous section and compare your initial ideas with the things you learned. How many of your initial ideas are similar to those discussed in the section? Which ideas are different and need refinement? Now that you know the important ideas about this topic, let us go deeper by moving on to the next section.

64. 62 Aspect of Life/ Culture China Japan Philippines Famous festivals Wedding Traditions Unique cuisines/dishes Family Values Music/Theater Arts Literature Martial arts Social values Popular culture Unique Beliefs Conduct an online or library research to come up with a comprehensive view of the unifying and distinctive characteristics, values, and traditions of the people of China, Japan, and Philippines in preparation for your final performance task. Use the template on the next page to guide you in your online or library research. Your goal in this section is to enrich your familiarity with the common traditions and values of selected Afro-Asian countries, particularly China, Japan, and the Philippines. In this phase, you will engage yourself in a further search for knowledge to satisfy your curiosity and deepen your understanding of your being an Asian. Activity 15: INFO SEARCH

65. 63 Inference Evidence Inference Evidence Activity 16: IT HELPS TO KNOW... Read the following passages about Asian-African traditions and values and draw conclusions or make logical predictions about each. Copy the Inference-Evidence Chart in your notebook and write your answers there. 1. Parents are really very keen to see that their children are married to suitable families. Married sons continue to live in the same household with their parents. It is considered ideal for men to marry and bring their wives to go and live with them after marriage. A unique feature of the Chinese family is the one child policy that has been enforced by the law of the country. The first son enjoys the greatest benefits in terms of education and opportunities. The first daughter takes responsibility in helping to raise her younger siblings. 2. Unlike other Asian countries where women tend to be in more subservient positions, women in the Philippines have had high societal positions since pre- colonial times. Since there is gender equality, businesses are more accepting of women performing business. http://www.asianinfo.org/asianinfo/philippines/pro-family_customs.htm Inference-Evidence Chart Inference-Evidence Chart 3. In many places in Africa, young girls are trained to be good wives from an early age. They may even learn secret codes and secret languages that allow them to talk with other married women without their husbands understanding what is being said. Depending on which part of Africa you are in, wedding ceremonies can be extremely elaborate, some lasting many days. Often huge ceremonies

are held during which many couples are united at the same time. (http://www.worldweddingtraditions.com/locations/african_traditions.html)

66. 64 Inference Evidence Inference Evidence Inference Evidence Five Common Traditions and Values of Asians (Chinese & Japanese) and Africans Aspect of Culture Specific Tradition/Value Best Features Inference-Evidence Chart 4. Taking off one’s shoes is another prevalent practice in Japan. While entering houses, schools and many other buildings, people are expected to take off their shoes. It is basically done to keep the house clean. Make sure you are wearing decent socks, as you will be expected to take off your slippers when seated on tatami mats. http://lifestyle.iloveindia.com/lounge/japanese-family-traditions-2550.html Inference-Evidence Chart 5. In African culture, a child learns at an early age on how to become a good member of his tribe. Each member of the tribe belongs to an age group that has special services within the tribe. Each person is expected to contribute to the tribe by doing his share of the work and obeying its customs. http://www.victoriafalls-guide.net/african-customs.html Inference-Evidence Chart Activity 17: TRADITIONS AND VALUES REVISITED Directions: Reflect on your previous ideas and fill out this Retrieval Chart using the knowledge you acquired about the traditions and values of the people of selected Asian and African countries.

67. 65 In this final phase of the lesson, your goal is to apply your learning to real life situations. You will be given a practical task which will demonstrate your understanding. You will likewise finalize your answer to the focus question that has been asked since the beginning of this lesson. To begin with, you need to understand that the goal of this lesson is for you to learn on your own how to present information using various tools of data gathering. More often, in real life situations you will be required to gather, collate, organize, and present information in many different occasions. Thus, for your practical task, you are going to write brief articles for a brochure that contains relevant information about the culture and values of the Chinese or Japanese people, your Asian neighbors. You are going to come up with a similar output as follows: You might be asking how you will go about this practical task. There are many ways of doing this. But before you worry about the design, learn first the basic steps in preparing a brochure.

68. 66 1. Plan Fold a piece of paper in thirds and concisely write information on it with graphic design. It can be completed on the computer or without the aid of the computer. You may write the information and paste pictures about your topic. 2. Prepare materials needed Have the following available: paper, colored pencils, markers, photos, artwork, a computer, color printer, and access to the Internet, if available. 3. Preparatory Procedure Step 1: Decide on a purpose and a specific topic. Your brochures have to inform the reader about the traditions and values of the selected Asian and African countries. You may need to do some research to add more information and complete the brochure. You should list your resources at the bottom of one panel. Step 2: Make a draft of the six panels. There are three panels on each side of the paper. It can be folded in many ways, but the six panels need to be planned out on a piece of notebook paper. Front Panel: This should have the title, name of the Group and the individual members, and basic information about the topic. A picture, a clip art or a small piece of artwork about the topic is a good addition. Other Five Panels: Display information with subtitles, pictures, clip art, and designs. You should decide on what main information you want to display and tell about your topics. For example, if you are making a travel brochure about a

country, one panel can be about the beaches in the country. If there are many beaches, you Using the information you gathered in the different activities included in this lesson: write in a half sheet of paper a 5-sentence article each about the traditions and values of China, Japan, and Philippines provide a catchy title for each article paste an appropriate photo for your article Activity 18: CONTENT MATTERS Activity 19: LEARNING THE BASICS It’s good that you have written your brief article on the traditions and values of the Chinese and Japanese. You will need those articles for your Brochure-making project. Study the simple guidelines on brochure making below adopted from the article “Brochure Projects Made Easy with Rubric” by Kellie Hayden.

69. 67 will need to choose the most important ones. A picture is always a good addition. 4. Constructing the Brochure Step 1: Once the brochure is planned, you can begin working on your final product. If you will make the brochure on the computer, you can use Microsoft Word software or Microsoft publisher. The paper can be set up on "landscape" and each side of the paper can be split into three panels by making three columns on each page. You can insert clip art, photos, and scanned artwork. If you are not using a computer, you need to neatly write your information on each panel and glue photos or clip art to the brochure. 5. Assessing the Brochure with a Rubric The brochure can be assessed using a scoring rubric. Again, key criteria could be accuracy, neatness, creativity and appropriate use of color. This is what you do: Prepare a letter-size sheet of paper by folding it twice to form a tri-fold brochure. That will give you three outside areas, or "panels," to work with and one large area, or "spread," inside. Present your brochure to the class as soon as you are ready. Wait for your teacher to give you the cue. Prepare your information: Gather information about the tourist attractions, local festivals and unique qualities of your barangay or locality. Interview long-time residents and local officials. Arrange your information according to "topics" based on the assignment. For example, you might gather all information collected about living accommodations that a visitor might expect to find in your locality, the kinds of You have learned how to make a brochure based on the given guidelines. You will try your knowledge of the steps by doing the given activity below. You may follow the previous guidelines or work with the suggested steps in this activity. Don’t hesitate to ask for details or clarify instructions. Directions: Read carefully the task below. In your group with five members, do the activities that follow. Activity 20: BROWSING YOUR BROCHURE You are a feature writer of your school paper. You have been asked by the barangay council to promote tourism as an industry. One of your first tasks is to design a travel brochure. This brochure will be distributed to the visitors of your barangay. Copies of your brochure will likewise be distributed to restaurants and stores that sell local products.

70. 68 terrain a traveler might expect to pass through; modes of transportation; the gifts tourists can expect to buy in your place; and things to see and do in your locality. Tips for designing a brochure: Create a colorful and eye-catching cover for your brochure. Remember to provide accurate and detailed information on how visitors could get to the place. Make your brochure as attractive, appealing, and informative as you can. Balance the text with illustrations and use varied colors. Assessment The following criteria will be used in evaluating your travel brochure: Quality of the Information on How to Get There (10 points possible) High-Quality Work: All possible modes of transportation are mentioned and explained. The terrains are mentioned as well as traffic conditions in the area. Map is beautifully colored. Satisfactory Work: Comments about

modes of transportation, terrains, traffic condition are included but not well explained. Map is neatly colored. Unsatisfactory Work: No map. Very vague descriptions of the modes of transportation, terrains and traffic situation. Quality of the Information on Tourist Attractions (10 points possible) High-Quality Work: All tourist attractions including festivals are explained thoroughly. All possible reasons on why visitors have to visit the attractions have been provided. Satisfactory Work: Some tourist attractions including festivals have been explained. Some possible reasons have been given on why visitors have to visit the attractions have been provided. Unsatisfactory Work: Few tourist attractions have been identified. Festivals are not mentioned. No reasons were mentioned as to why visitors have to visit the place. Organization of Brochure (10 points possible) High-Quality Work: Information is organized. The brochure is easy to read and "flows" very well. The sections of the brochure are in an order. Satisfactory Work: Most of the brochure is organized. The brochure has decent "flow" throughout. The sections of the brochure are in a logical order. Unsatisfactory Work: Very difficult to follow. Information doesn't "flow" in a way that makes sense. Very disorganized.

71. 69 Here is the CHECKLIST FOR the REVIEW OF a TRAVEL BROCHURE. Exchange brochure with the other group and evaluate the group’s sample travel brochure by checking on the appropriate column. CATEGORIES High Quality Satisfactory Unsatisfactory Information on How to Get There Information on Tourist Attractions Organization of Brochure By this time you are now ready to perform your practical task in this lesson. You are on your own to figure out which of the skills you learned in the previous activities you will use to meet the standards set in this given task. Directions: Read the task below. In your group, discuss and plan on how you will make your travel brochure. The rubric for grading is provided here to remind you on how your work will be graded. Activity 21: FEATURING...OUR BROCHURES Travel and Tours Organization plans to publish a two-page brochure that contains relevant information about the culture and values of China, Japan and Philippines which they will use for their marketing campaign. The Organization chose your advertising company to prepare the brochure. As the writer you are tasked to: Write 5-sentence article about the traditions and values of the three countries with accurate information Design the brochure with attractive layout and a good mix of graphics and arts Observe the principles of clear organization, correct grammar, spelling and mechanics and effective vocabulary. TASK

72. 70 RUBRIC FOR ASSESSMENT OF BROCHURE ON TRADITIONS AND VALUES First, evaluate your finished brochure using the rubric below. You may revise your output after doing your self-check. Then, submit your group’s final output to your teacher. CATEGORY 4 3 2 1 Content - Accuracy All facts in the brochure are accurate. 99-90% of the facts in the brochure are accurate. 89-80% of the facts in the brochure are accurate. Fewer than 80% of the facts in the brochure are accurate. Writing - Organization Each section in the brochure has a clear beginning, middle, and end. Almost all sections of the brochure have a clear beginning, middle and end. Most sections of the brochure have a clear beginning, middle, and end. Less than half of the sections of the brochure have a clear beginning, middle, and end. Writing - Grammar There are no grammatical mistakes in the brochure. There are 1-2 grammatical mistakes in the brochure. There are 3-4 grammatical mistakes in the brochure. There are several grammatical mistakes in the brochure. Attractiveness & Organization The brochure has exceptionally attractive formatting and well-organized information. The brochure has

attractive formatting and well- organized information. The brochure has well- organized information. The brochure's formatting and organization of material are confusing to the reader. Graphics/ Pictures Graphics go well with the text and there is a good mix of text and graphics. Graphics go well with the text, but there are so many that they distract from the text. Graphics go well with the text, but there are too few and the brochure seems "text- heavy" Graphics do not go with the accompanying text or appear to be randomly chosen. Writing - Mechanics Capitalization and punctuation are correct throughout the brochure. Capitalization and punctuation are correct throughout the brochure after feedback from an adult. There are 1-2 capitalization and/or punctuation errors in the brochure even after feedback from an adult. There are several capitalization or punctuation errors in the brochure even after feedback from an adult.

73. 71 3-2-1 Chart– is a graphic organizer that calls for the use of process skills like data gathering and analysis. Accomplishing the 3-2-1 chart requires identifying three things found out/discovered about the topic; two interesting things learned and one question that still needs to be answered which is not covered by the topic/article read. ARG or Anticipation-Reaction Guide – aims to illustrate student or class’s prior knowledge about a topic or section of a lesson which is similar to the K-W-L-H technique; it is also used to assess student or class’s knowledge before, during and after the lesson. Brochure project – a two-page flyer or leaflet that usually has many pictures and information about a product, a place, etc. as in the example for this lesson, a travel brochure. Customs – is an action or way of behaving that is usual and traditional among the people in a particular group or place. Deduce–is to use logic or reason to form (conclusion or opinion about something); is to decide (something) after thinking about known facts. Excerpt – a small part usually the most important or interesting of a longer written work or oral work like a speech. Folktales - are oral narratives that do not have a singular, identifiable author. Expanded and shaped by the tongues of tellers over time, and passed down from one generation to the next, folktales often reflect the values and customs of the culture from which they come. Because folktale plots are generally concerned with life's universal themes, they also transcend their culture of origin to reveal the commonality of human experience. This ancient form of narrative communication for both education and entertainment not only offers a window into other cultures, but can also be a revealing mirror of the comedy and pathos of our lives. Identity–refers to the qualities, belief, value system that makes a particular person or group different from others. Inference-Evidence chart – is a graphic organizer that needs skills in making inferences (drawing conclusions about what is implied but not directly stated) and gathering evidence or factual information to support the inference. Making Inferences - or infer is often described as "reading between the lines." Making an inference involves using background knowledge combined with information from the text and illustrations to draw conclusions about what is implied but not directly stated (Pinnell & Scharer, 2003). In other words, sometimes an author does not come right out and tell something but uses words or illustrations to show readers so they can draw their own conclusions and make logical predictions. Peer Grading – makes use of a rubric that is accomplished by members of the different groups in a class to give a score or grade the output or performances of other groups.

74. 72 Retrieval Chart- is a graphic organizer used for organizing and categorizing data using headings or key concepts. Retrieval Charts are useful for: Presenting information in an easily accessible way; Comparing and contrasting attributes; Organizing data

for use in research projects and the like; and Note taking in a systematic way. TPS or Think, Pair, Share strategy –is a group activity that calls for a step by step approach in discussing answers in the group. First, the members in the group are asked Think about answers to a question on their own. As soon as they’ve written/thought of their answers, each member will Pair with another member of the group. They discuss their answers and agree on one common answer to each question before they could Share their answer to the group and finally to the class. Tradition – means a way of thinking, behaving or doing something that has been used by people in a particular group, family, society; pertains to stories, beliefs, customs that have been part of the culture of a group of people for a long time. Values – a strongly held belief about what is valuable, important or acceptable like cultural, moral, religious, traditional

75. 73 Hello, young explorers! You have reached your final journey in searching for knowledge. You have received enough information to build up your knowledge bank. It’s time for you to share that knowledge with others. At the end of this lesson, you are expected to put up your own informative and creative exhibit showcasing the traditions and values of people from selected Afro- Asian countries discussed in Lessons 1- 3. To give you an overview of the things you will do in this lesson, pay close attention to the expected skills and the lesson map. In this lesson, you will learn the following: 1. Listen to points the speaker emphasizes as signaled by contrastive sentence stress (Listening Comprehension) 2. Use stress, intonation, and juncture to signal changes in meaning (Speaking- Oral Language and Fluency) 3. Guess the meaning of expressions by noting keywords in expressions, context clues, collocations, clusters, etc. (Vocabulary Development) 4. Skim to determine the author’s key ideas and purpose by answering questions raised after surveying the text (Reading Comprehension) 5. Read closely to select appropriate details from a selection for specific purposes. (Reading Comprehension) 6. Narrate events logically (Viewing Comprehension) 7. Validate mental images of the information conveyed by a program viewed (Viewing Comprehension) 8. Respond to questions raised in a program reviewed. (Viewing Comprehension) 9. Discover through literature the links between one’s life and the lives of people throughout the world. (Literature) 10. Transcode ideas from texts to concept maps. (Writing and Composition) 11. Make write-up ideas presented in concept maps. (Writing and Composition) 12. Use of coordinators and subordinators. (Grammar Awareness and Structure) 13. Use of correct complex and compound-complex sentences. (Grammar Awareness and Structure) 14. Get and assess current information from newspaper and other print and non- print media. (Study Strategies) 15. Set new goals for learning on the basis of self-assessment made. (Attitude) 16. Put up an informative and creative exhibit.

76. 74 Know For you to accomplish the tasks and perform well in the activities in this lesson, write your goals and targets (expectations) in the box provided below: Let us begin this lesson by reflecting on what you know so far about Afro-Asian people, in particular, their traditional dances. Are you familiar with our traditional dances? Can you name one? Take a look at the following pictures and answer the questions that follow: Activity 1: THE THOUGHTS THAT I KNOW ARE…

77. 75 1. What do the pictures show? What do they have in common? 2. Can you identify what country is being represented in picture 1? How about the other pictures? 3. What helps you in identifying the specific country shown in each picture? 4. Do these pictures

help you understand your identity as an Asian? How? Directions: Explain your answer to this question by accomplishing the IRF worksheet below. Accomplish the (I) for your Initial Answer. As you continue doing this module, you still have a chance to Revise your answer and come up with your Final Answer. Initial Answer Revised Answer Final Answer Good start! But your search for knowledge is not yet over; in fact, you have just begun another journey to discover new things and the privilege to share these with others. You have just shared your first discovery that dance is a part of human culture and traditions. Let’s find out how others would answer the question and compare their ideas to our own. As we compare, you will also learn other concepts which will help you complete the required project. Your project is to put up an informative and creative exhibit showcasing the traditions and values of people from selected Afro-Asian countries. You will start by doing the next activity. PROCESS QUESTIONS:

78. 76 Your goal in this section is to learn and understand key concepts related to Indian and Persian people. We will start with India, let’s try to find out why the Indians are said to be a remarkable people. We will do this by studying aspects of their identity, their culture, and their literature. As you go through this part, be guided by this question: How can you better understand your identity as an Asian? Listen as your teacher reads the passage on Indian culture. Notice how she puts emphasis to some important words in the sentences to communicate the message more effectively Source: English for Secondary Schools (Revised Edition) Second Year India, Library of Nations (Time-Life Books, Amsterdam) 1. Did your teacher give emphasis to all words in the sentence? 2. Can you recall the words that were stressed? What do we call those words? 3. What words were not stressed? Why do you think they were not stressed? 4. What do we call this emphasis or prominence which is given only to a syllable of certain words in a sentence? You have learned in your previous lessons that Sentence stress refers to the emphasis or prominence given to a syllable of certain words in a sentence. Content Words like nouns, verbs, adjectives, and adverbs, and interrogatives when used as subjects are sometimes stressed because they have meaning in themselves. On the other hand, Function Words like articles, auxiliaries, linking verbs, conjunctions, pronouns, and prepositions are not normally stressed. These words do not have meaning except when they are used in relation to their grammatical use in the sentence. Having understood the difference between content and function words try to do the oral practice and accomplish the retrieval chart afterwards. PROCESS QUESTIONS:

79. 77 Directions: With your partner, take turns in reading this paragraph properly. Be sure to put emphasis to a syllable of a content word. The Prophet by Khalil Gibran (excerpts) Then a ploughman said, "Speak to us of Work." You work that you may keep pace with the earth and the soul of the earth. For to be idle is to become a stranger unto the seasons, and to step out of life's procession, that marches in majesty and proud submission towards the infinite. Work is love made visible. And if you cannot work with love but only with distaste, it is better that you should leave your work and sit at the gate of the temple and take alms of those who work with joy. For if you bake bread with indifference, you bake a bitter bread that feeds but half man's hunger. And if you grudge the crushing of the grapes, your grudge distils a poison in the wine. And if you sing though as angels, and love not the singing, you muffle man's ears to the voices of the day and the voices of the night. Process this activity using the retrieval chart. Retrieval Chart Directions: Pick out 10 words from the excerpts and classify them as content or function

words. Then, tell whether they are stressed or unstressed; write your answers in Column 3. Give your reasons why you have the words as such. Write your reasons in the box provided. Words Content Word/Function Word Stressed/ Not stressed 1. 2. 3. 4. 5. Activity 2: PRACTICE MAKES PERFECT

80. 78 6. 7. 8. 9. 10. Reasons for your answers: Grammar Recall: Coordinating and Subordinating Conjunctions Take a look at these lines taken from the excerpt and answer the questions below: Work is love made visible. And if you cannot work with love but only with distaste, it is better that you should leave your work and sit at the gate of the temple and take alms of those who work with joy. 1. What is said about work in the paragraph? 2. According to Gibran, what are the better things to do if one cannot work with love but only with distaste? 3. How many ideas are given to answer question no. 3? What word is used to connect these ideas? 4. How do we call this word that connects ideas? 5. Can you give other connectors that join words, phrases, and clauses? Give one. When do you use that connector? Now take a look at these lines: “If you bake bread with indifference, you bake bitter bread that feeds but half man's hunger. If you grudge the crushing of the grapes, your grudge distils a poison in the wine” 1. How many ideas are joined in the first lines? What are those? 2. What about in the second line? 3. Does the first part of every sentence convey a complete thought? Why? Why not? 4. What word is used to introduce the first part of the sentence? What is its function in the sentence?

81. 79 1. The And type And is used to add something to what has already been said. It should be used only when the second idea is along the same line of thought as the first idea. Examples: a. The man was ugly and mean. (The words ugly and mean are both negative qualities.) b. She is attractive and bad tempered. (The sentence is faulty because attractive is a positive quality while bad tempered is a negative quality.) 2. The But type But adds something contrary to or different from what has been said. When we use and, the second part of the sentence expresses an idea similar to the first. When we use but, the second part of the sentence expresses an idea that is the contrast to the first. Example: He is stupid but hardworking. (Stupid expresses a negative quality while hardworking expresses positive quality. The second idea is constructive.) 3. The Or type Or implies a choice. It connects ideas of equal value, giving one a chance to choose either idea. Examples: a. You can come today or tomorrow. b. I can go or stay as I please. A. Coordinating conjunctions tie together words and word-groups which have the same grammatical construction. List of coordinating conjuntions: F – for A – and N – nor B – but O – or Y – yet S -- so Examples: I study mathematics and history. (Noun) We sang and danced heartily. (Verbs) The book was old and soiled. (Adjectives) They worked rapidly but carefully. (Adverbs) He went into the water and down to the bottom. (Phrases) They waited a long time, yet nobody came. (Principal Clauses) We can go if our father permits us and if he gives us money. (Dependent Clauses)

82. 80 4. The So type The conjunction so is used when the second part is a consequence or effect of the first part. The so type differs from the and type, which implies the same line of thought and from the but type, which implies a contrast. So implies that the second part follows as a result of the first part. Example: He shouted, so I had to listen to him. B. Subordinating Conjunctions Subordinators are function words that join dependent clauses to main clauses; they are of two types: those that pattern like because and form that pattern like who, whom, whose, which and that. These words not only introduce the subordinate clause but link it to the main clause. Their chief function is to make clear

what the relation between the two clauses is. The chief relations they show are time, place, cause, result, exception, condition, and alternative. Subordinators express various logical relationships such as: 1. Purpose: so that, in order that, in case, lest They read that they may learn. They read, so that they may learn. 2. Cause and effect: because, since, whereas, inasmuch as He failed because he did not study. He could not stand the wind and rain since he fell ill. 3. Manner: as, as if, as though, in such a way that Tess is acting as if she knows everything. 4. Condition: if, even if, unless, in case, in the event that If you go with me, I’ll treat you to a snack. I’ll not speak to you unless you go with me. 5. Place: where, wherever I don’t know where I lost it. 6. An adjectival subordinate clauses are usually introduced by the pronouns who, whom, whose, which and that. These pronouns are called relative pronouns because they relate the adjective clause to the word the clause modifies (the antecedent of the relative pronoun). In addition to referring to the word the clause modifies, the relative pronoun has a job to do within the adjective clause. a. The boy who won the prize is my cousin. (The relative pronoun who relates the adjective clause to boy. It also functions as the subject of the adjective clause.) b. Javeline is one of the people whom I invited. (Whom relates the adjective clause to people; it also functions as the direct object of the clause, I invited.) c. The boys apologized to the man whose window they had broken. (Whose relates the clause to man. Within the adjective clause it functions as a modifier of window.)

83. 81 Activity 3: CONNECT ME IF I’M RIGHT Using the Correct Coordinating Conjunctions Directions: What coordinating conjunctions should connect these clauses? Write your answer on the space provided for you. ___ 1. It was raining. We went out. ___ 2. It was a warm day. We took off our sweaters. ___ 3. He was an extravagant person. He did not spend all his money. ___ 4. He was an extravagant person. He spent his money foolishly. ___ 5. Tell the truth. I will punish you. ___ 6. Tell the truth. I’ll not punish you. ___ 7. Anton lost his book. He didn’t look for it. ___ 8. You will hand in your theme on time. I’ll impose a penalty. ___ 9. Josie studied hard for the test. She got a good grade. ___ 10. You are not paying attention. The teacher will scold you. Supplying the Appropriate Subordinating Conjunctions Directions: What subordinating conjunctions should connect these clauses? Choose from the subordinating conjunction inside the box. Write your answer on the space provided for you. if that when unless although because since wherever ___ 1. She could not go out. She felt ill. ___ 2. We went out. The rain stopped. ___ 3. She did not know. She lost her watch. ___ 4. The child is crying. He has been punished. ___ 5. She was not sure. She could go. ___ 6. She didn’t wear her new shoes. Her mother told her to. ___ 7. It was growing dark. She reached home. ___ 8. I’ll attend your party. You invite me. ___ 9. I’ll buy that picture. It is very pretty. ___ 10. She has a lot of books. She doesn’t read them.

84. 82 Great job! You have combined sets of ideas to form new sentences. But always remember, we do not just put together any two or three sentences into one. There must be a relationship in meaning between those sentences. You would still encounter more exercises regarding conjunctions in the next quarter. Previously, you listened to an informative text about the culture of India, now it’s time for you to know additional information about the said country. You will read a selection about the characteristics of Indian Literature. But, let us first define the unfamiliar words you will encounter in the text. Let’s do it through Vocabulary Mapping. Activity 4: VOCABULARY MAPPING Directions: Give the meaning of the italicized words using the vocabulary mapping

procedure. 1. rituals and prayers 2. discourses between teachers and pupils 3. moral undertones 4. cultural revival Process for Vocabulary Mapping: Accomplish the vocabulary mapping worksheet by following the procedure below: There are 4 squares in each worksheet. Place the italicized word at the middle of each square. Label each of the four corners of the square with the following headings: definition, synonym, sentence and picture. Complete what is being asked for in each of the four headings Share your map with the class. Study and follow the given example below. Patient Definition Synonym Sentence Tolerant Uncomplaining Thoughtful Picture Tom was very patient with me when I didn’t understand the instructions on how to play soccer. He helped me join in the game. To be patient is to care enough about someone so that he/she may have the time to understand.

85. 83 VOCABULARY MAPPING WORKSHEET Definition Synony m Sentenc e Picture Definition Synony m Sentenc e Picture Definition Synony m Sentenc e Picture Definition Synony m Sentenc e Picture The Literature of India is one of the indelible marks of India’s culture. It has its own unique development. In centuries, India produced some of the most famous literary works in the world. Read and study the selection that follows. Find out what are the factors that contributed to the development of Indian Literature.

86. 84 Characterestic of Indian Literature Sanskrit literature originated with an oral tradition that produced the Vedic holy texts, some time after 1500 B.C. The Aryans, who came from Central Asia bringing their own Gods with them, memorized these sacred literatures, the Vedas, which means “knowledge.” The oldest of these holy works is the Rig Veda-“the Veda of praise”-a collection of 1017 hymns addressed to the various Gods of the Aryans. After the Rig Veda, came the Brahmanas, which codified the rituals and prayers of the Brahmins, the priests of the Aryans. The Brahmanas were followed by the Upanishads, which were discourses between teachers and pupils. Then came the Puranas, which were essentially the history of the Aryan race and its relationship with the gods. The two most famous Puranic epics are the Mahabhrata and the Ramayana, which have since been used as the sources of countless literary works. The Mahabharata interwove ideas about cosmology, statecraft, philosophy and the science of war into its stories of the deeds of Gods and men. It was considered to be the longest poem in any language. The Ramayana simply recounted a sequence of heroic adventures, many of them with moral undertones. When Sanskrit grammar was evolved beginning about 400 B.C., the literary works aimed to put in order all learning in the form of laws for the arts and sciences, called shastras, as well as poetry and stylized drama. Prior to this, the Indian constitution recognized several official languages. This resulted in the production of regional literature. Major writers such as Bhartrihari, and Mayura emerged when classical poetry reached its peak in the 7th century A.D. Kalidasa, one of the notable poets, is better known for his play Sakuntala. Modern Indian literature started with establishment of civil service training schools and printing presses early in the 19th century. Western literary and philosophical writings produced a cultural revival, while vernacular language and culture was taught to British colonial officials. Twentieth-century writing has managed to keep alive the sentimental romanticism of the 19th century, while nationalist leaders such as Mahatma Gandhi influenced the development of social realism in the earlier works. Writing in English was viewed with mixed feelings in post-Independence India but was wel-established nevertheless. Pioneers in this field included Michael Dutt (1824-73) and

Sudhindranath (1901-60), Tagore, and Sri Aurobindo. Sarojini Naidu achieved fame both as a poet in English and as a patriot. 1. Describe briefly the development of Indian Literature. 2. Explain the role played by religion in Indian literature. 3. Differentiate Ramayana from Mahabharata as to the theme. 4. How do several languages affect the development of Indian literature? 5. How was English accepted as literary medium? PROCESS QUESTIONS:

87. 85 You now got additional information about India. Do you find it easy to answer the comprehension questions? If you didn’t, let me give you more input on how to do it. This is by skimming the article. In the course of time, you will be asked to do research work in one of your subjects. Skimming is one skill which can help you get a quick overview of the material you are reading. To skim is to get the gist or the general understanding of a reading material. How do you do it? Here are the key points. Skimming for Major Ideas To skim effectively, let your eyes move quickly over the reading material. The titles, subtitles and illustrations will give you clues about the content of the material. If there are no subtitles and illustrations, do the following: 1. Read carefully the topic sentence in the first paragraph, and then skip rapidly to the next paragraph. In this way, you can get all your facts without having to spend too much time on the reading matter. 2. If the reading material does not have explicit topic sentences, glance down the pages. Pick out sentences at random or select nouns and verbs which give you the trend of the material. Exercise keen judgment as you search for the catchwords. 3. Read sentences or parts of sentences at random throughout the article. This will help you grasp the idea of the author as quickly as possible. Activity 5: READ QUICKLY Practice one of the methods of skimming. Browse again the article about the characteristics of Indian Literature and identify the topic sentence for each paragraph. What is being discussed in each paragraph? Paragraph 1: _______________________________________________________________ _______________________________________________________________ Paragraph 2: _______________________________________________________________ _______________________________________________________________ Paragraph 3: _______________________________________________________________ _______________________________________________________________ Paragraph 4: _______________________________________________________________ _______________________________________________________________ Paragraph 5: _______________________________________________________________ _______________________________________________________________ Paragraph 6: _______________________________________________________________ _______________________________________________________________

88. 86 Keep these points in mind: 1. Read the material and determine its purpose and structure. 2. Pick out the writer’s thesis statement or controlling principle; if it is not explicitly stated, express it in your own words. 3. Look for the major divisions and label each with a Roman numeral. 4. Divide each major division into subdivisions. 5. Check whether the divisions and subdivisions relate to the thesis statement or the purpose of the writer. 6. Compare your outline with the original material to check against any misinterpretation or distortion of the content and structure of the original. Remember that there are two kinds of outline: the topic outline, in which the entries are given in words or phrases, and the sentence outline, in which the entries are complete sentences. Stages of

Development I. Oral Literature A. ____________________ B. ____________________ 1. ______________ 2. ______________ C. ____________________ D. ____________________ 1. Ramayana 2. Mahabharata II. Beginnings of Sanskrit Grammar A. ____________________ B. ____________________ III. Modern Indian Literature Characteristics I. Sacred/ holy texts As a grade 8 student, you will often come across a material that is difficult to remember. Thus there is a need for you to outline your reading material. Reducing complex material to its outline form will make you understand the material fast and easy. How do you prepare a reading outline? Now, try to convert the selection you have just read to an outline. You can use three-step word, phrasal, or sentence outlines to organize your ideas. Activity 6: OUTLINING Directions: Fill out this outline of the development of Indian literature and give the characteristics of each period.

89. 87 The world is getting smaller but not in size. We know what is happening in other Afro-Asian countries by reading newspapers. This will also help us understand their traditions and values. Newspapers give us information about what is happening in a country or in the world every day. It is said that people need news, as much as they need eyes in order to see what’s going on. It is important for you, as students, to develop skills in getting information from newspapers. Most newspapers have several sections: News page, sports page, classified advertisements, comics/cartoons, editorial, columns, and obituary. Activity 7: GETTING INFORMATION FROM NEWSPAPERS 1. Form a group of five members and examine the parts of a newspaper. Note its different sections. 2. Collect items belonging to every section. Display them around the room. 3. Note how many sections talk about the following: a. local news b. national news c. international news 1. Where do international news items come from? 2. What do international news items talk about? 3. Are these news items mostly good or bad? 4. What are the local news items mostly about? PROCESS QUESTIONS: So, have you gathered data about other Afro-Asian countries from the newspapers? Let me give you another input about India. This time, you will watch a video clip of the Kids Animation Epics containing the full episode of the Ramayana. Activity 8: WATCH AND WORK Directions: Watch the video clip and observe keenly. Be ready to do the following group tasks below. You will be graded based on your preparation, visual aids, speaking and audience contact, overall understanding of the topic and teaching value for other students. http://www.bollydb.in/playvideo-k3lPGfvF2Bk.html

90. 88 RUBRIC FOR DIFFERENTIATED TASK Group no. ___________ Task: ________________________________ 1 2 3 4 Total Preparation Did not prepare enough for presentation. Some preparation was done. A good amount of preparation was done. Group prepared beyond level of assignment Visual Aids There were no helpful visual aids. There were a few visual aids. There were clear and interesting visual aids. Student created excellent visual aids. Speaking and Audience Contact Did not look at audience and was not loud enough Looked at audience some of the time and used a soft voice Looked at the audience and spoke clearly. Held the attention of the audience and spoke very expressively. Overall Understanding of the Topic Students did not show sufficient understanding of the topic. Students understood most of the topic Students understood the entire topic. Students understood the topic and found extra information. Teaching value for other students Did not help other students learn about the topic. Helped other students learn something. Helped other students understand the topic well. Helped other students

understand the topic and enjoy the presentation Group 1: Arrange the given events to get the summary of the Ramayana Group 2: Accomplish the Actitude Analysis Group 3: Identify the conflict in The Ramayana Group 4: Identify the theme of Ramayana Group 5: Write a script of Ramayana and read it dramatically Differentiated Learning Rubric by Maxine – www.atozteacherstuff.com http://atozteacherstuff.com/pdf.htm?rubric_differentiated.pdf

91. 89 Group 1: SEQUENCING OF EVENTS Arrange the following events in the order of the diagram. Write numbers 1 to 10. Then, retell the story in your own words. Put your answer on the space provided for you. ____ King Dasharatha, Rama's father, decides it is time to give his throne to his eldest son Rama.Everyone seems pleased. However Rama's stepmother, the king's second wife, is not pleased. She wants her son, Bharata, to rule. Because of an oath Dasharatha had made to her years before, she gets the king to agree to banish Rama for fourteen years and to crown Bharata, even though the king, on bended knees, begs her not to demand such things. ____ Rama, always obedient, is as content to go into banishment in the forest as to be crowned king. Sita convinces Rama that she belongs to his side and his brother Lakshman also begs to accompany them. Rama, Sita and Lakshman set out for the forest. ____ Dasharatha, King of Ayodhya, has three wives and four sons. Rama is the eldest. Bharata is the second and the other two are twins, Lakshman and Shatrughna. ____ In a neighboring city the ruler's daughter is named Sita. When it is time for Sita to choose her bridegroom, at a ceremony called a swayamvara, Sita indicates she has chosen Rama as her husband by putting a garland around his neck. The disappointed suitors watch. ____ Ravana devises a plan to abduct Sita. He sends a magical golden deer which Sita desires. Rama and Lakshman go off to hunt the deer, first drawing a protective circle around Sita and warning her she will be safe as long as she does not step outside the circle. As they go off, Ravana (who can change his shape) appears as a holy man begging alms. The moment Sita steps outside the circle to give him food, Ravana grabs her and carries her off to his kingdom in Lanka. ___ Bharata, whose mother's evil plot has won him the throne, is very upset when he finds out what has happened. Not for a moment does he consider breaking the rules of dharma and becoming king in Rama's place. He goes to Rama's forest retreat and begs Rama to return and rule, but Rama refuses.

92. 90 ___ Rama is broken-hearted when he returns to the empty hut and cannot find Sita. A band of monkeys offers to help him find Sita. Ravana has carried Sita to his palace in Lanka, but he cannot force her to be his wife so he puts her in a grove and alternately sweet-talks her and threatens her in an attempt to get her to agree to marry him. Sita will not even look at him but thinks only of her beloved Rama. Hanuman, the general of the monkey band can fly since his father is the wind, and Hanuman flies to Lanka and, finding Sita in the grove, comforts her and tells her Rama will soon come and save her. ___ Years pass and Rama, Sita and Lakshman are very happy in the forest. One day a rakshasa princess tries to seduce Rama, and Lakshmana wounds her and drives her away. She returns to her brother Ravana, the ten-headed ruler of Lanka, and tells her brother (who has a weakness for beautiful women) about lovely Sita. ____ Rama frees Sita. After Sita proves her purity, they return to Ayodhya and Rama becomes king. His rule, Ram-rajya, is an ideal time when everyone does his or her dharma and "fathers never have to light the funeral pyres for their sons." ___ Ravana's men capture Hanuman, and Ravana orders them to wrap Hanuman's tail in cloth and to set it on fire. With his tail burning,

Hanuman hops from house-top to house-top, setting Lanka afire. He then flies back to Rama to tell him where Sita is. Rama, Lakshman and the monkey army build a causeway from the tip of India to Lanka and cross over to Lanka. A mighty battle ensues. Rama kills several of Ravana's brothers and then Rama confronts ten-headed Ravana. Rama finally kills Ravana.

93. 91 Group 2: Analyze the Actitude (Action/Attitude) Fill out the Actitude Analysis below and discuss your analysis in front of the class. Other groups are free to agree/ disagree on the answers of the group reporting in front of the class. Process for Actitude (Action/Attitude) Analysis First enumerate the attitudes/values of the characters revealed in the video. Then write the corresponding actions/ practices that will serve as your evidence. Analyze everything and come up with the summary of your analysis. Attitudes/Values Action/Practices Actitude Analysis of... Summary Group 3: Validate the Conflict Identify the conflict in the story “Ramayana” Do this through a graphic organizer, how the conflict shaped the course of the story and how it was resolved. CONFLICT Resolution How it shaped the flow of the play How the character deal with it

94. 92 Group 4: Examine the Theme Identify the theme of “Ramayana” Process the activity by answering the following questions. 1. What is the theme of the play? 2. What ideas lead you to identifying the theme? 3. How is the theme of Ramayana similar or different from the other themes of dramas/movies you have watched on television? 4. What does this reveal of about Afro-Asian plays? 5. How does the theme affect you as a person? 6. Are you able to relate an experience, a thought or a personal feeling with the story? Explain your answer. Group 5: Make your Own Script In your own words, create a script of Ramayana. Check the script you will make with that on video. Go to the following link for the video: http://www.bollydb.in/playvideo-k3lPGfvF2Bk.html Read dramatically your written script. Recall the lines in the video clip, “The Ramayana.” Think about how Sita felt when she said to Rama these lines: "As shadow to substance, so wife to husband, is not the wife's dharma to be at her husband's side? Let me walk ahead of you so that I may smooth the path for your feet," If you were acting out a dialog, how would you convey Sita’s feeling as she begged to accompany Rama to his retreat? When people talk, can you guess how they feel and what their attitudes are? You can if you listen well to their pitch, stress, and intonation. Pitch refers to the highness or lowness of a sound; stress or accent refers to the greater or lesser force given to certain syllables or words; intonation refers to the way the voice goes either up or down at the end of the sentence. A person who is in great fear may utter stressed sounds in a high pitch as when calls out: Fire! Look! Help! Run! A person who is embarrassed may stutter in a low pitch as when one says: I’m s-s-s-sorry. P-p-p-please f-f-forgive me.

95. 93 One who is doubtful may use a rising intonation for a statement as in: Yoni holds office in this building? One who scorns or wants to emphasize a place, person, or thing stresses a demonstrative adjective before that noun, as in; Yoni holds office in this building. One who has self-confidence and poise may use a normal pitch, stress and intonation pattern as in; The battle began. How can you identify a person’s attitudes and feelings? You can identify attitudes and feelings by listening to the way a person speaks. Activity 9: ORAL PRACTICE Get a partner and take turns in reading and listening to the following dialogs from The Ramayana. Identify the feeling expressed by your partner through his/her intonation, stress, and pitch. 1. "I gladly obey father's command." - Rama 2. "The eldest must rule, please come back and claim your rightful place as king." -

Bharata 3. “You must stand vigilant, guarding a sacrifice from demons for six days and seven nights.” – Visvamitra 4. “My husband, remember when I saved your life in the battlefield so many years ago? And do you remember that you granted me two boons at that time. The time has come for you to fulfill your promise!” – Kaikeyi 5. “Oh woman, have you no heart? Please ask anything but not that.” – King Dasaratha Did you make clear and interesting explanations about your answers in the last activity? You will encounter more exercises about this topic in the succeeding lessons. Aside from using the proper stress and intonation, you can also improve your skill in expressing your ideas clearly and interestingly by using a variety of sentence structures. You learned in your previous lessons that sentences could be classified into: simple, compound, complex, and compound-complex. If you are not sure of the characteristics of each of these, here are key points to refresh your memory before going further.

96. 94 Kinds of Sentences According to Structure A. Simple sentence – is a sentence with one independent clause and no subordinate clause. It may contain two or more verbs or two or more subjects connected by subordinators, but this does not alter the fact that only one thought is expressed. Examples: King Dasharata had four sons. Lakshman and Shatrughna were twins. King Dasharatha decides it is time to give his throne to Rama and retire to the forest. Sita and Lakshman begged and convinced Rama to let them set out for the forest. B. Compound Sentence – is a sentence composed of two or more independent clauses but no subordinate clauses. The clauses of a compound sentence may be separated by semi-colons or commas followed by coordinating conjunctions; or semi-colons followed by sentence connectors. You may separate the two main clauses of a compound sentence into two simple sentences. The most common coordinators are: and or nor so but for yet The most common sentence connectors are: therefore moreover indeed while also hence in fact nevertheless however thus consequently Examples: Bharata begs Rama to return to the palace but the latter refuses. Rama goes off to hunt the deer, while Lakshman draw a protective circle around Sita. C. Complex Sentence - is a sentence containing one independent clause and at least one subordinate clause. Examples: When Sita steps outside the circle, Ravana grabs her and carries her off to his kingdom in Lanka. Ravana’s men capture Hanuman before he could finish conversing with Sita. D. Compound-Complex Sentence – contains two or more independent clauses and at least one subordinate clause. Examples: The people who were in the kingdom are pleased with Rama, but Kaikeyi plotted an evil plan against him. Kaikeyi requested that her son be made the regent king and Rama should be exiled in the forest.

97. 95 _________ 1. After the supplies are delivered, Lucia and Shine will decorate the Audio-Visual Room. ________ 2. We know that the English department has worked very hard, and we appreciate their efforts. ________ 3. If we start early, we can finish before noon. ________ 4. Arrange the props creatively and artistically. ________ 5. Somebody must stand at the door and collect the tickets. ________ 6. This presentation should be a success, because we have already sold several hundred tickets. ________ 7. We have elected a king and a queen for the dance, and they will lead the Grand March. ________ 8. The clean-up committee will report tomorrow at noon. ________ 9. Tess moves the table at the center. ________ 10. Javy does the arrangements for the program. Persian literature refers to the body of writings in Modern Persian, the form of the Persian language that emerged in the 19th century, especially in north-eastern Iran. The first writings in Modern Persian were in verse. As prose translation from Arabic were made,

improvements based on Arab literary Activity 10: SENTENCE STRUCTURE TEST Read and analyze each sentence and write on the space before the number whether the sentence is simple, compound, complex, or compound-complex. Be prepared to explain your answer. Activity 11: WRITE A REFLECTION Write a summary of the insights you have gained about the two characters in “The Ramayana”. Use a mixture of simple, compound and complex sentences to make your summary interesting. 1. Characterize Rama as a husband and Sita as a wife. 2. How did Sita show her love and devotion to her husband? How about Rama to his wife? 3. What conclusion can you make about the Indian women and men of their time? 4. Do you see any similarities between Indian men and Filipino men? Or Indian women and our Filipino women? In what way are they similar? Have you gathered enough information about India? Do you now understand why Indians are said to be a remarkable people? Now, we will talk about another country, Persia. Let’s try to know about the Persians through their literature. One of the best Persian prose selections is the “Rubaiyat of Omar Khayam”. Background on Persian Literature

98. 96 conventions and the use of literary devices were introduced. The “Rubaiyat of Omar Khayam”, which scattered philosophical quatrains of rare music and charm, was written in answer to the many questions about life. What makes it outstanding is the fact that these verses were written, not by a man of letters, but by a famous mathematician and astronomer who lived in Persia in the eleventh century for the readers of the western world. Let’s try to find out the general mood or tone of the poem. Find the lines that describe it. But before you do it, answer this vocabulary test. Wake! For the Sun, who scattered into flight The Stars before him from the Field of Night, Drives Night along with them from Heav'n and strikes The Sultán's Turret with a Shaft of Light. And, as the Cock crew, those who stood before Come, fill the Cup, and in the Fire of Spring The Winter Garment of Repentance fling: The Bird of Time has but a little way To fly -- and Lo! the Bird is on the Wing. The Worldly Hope men set their Hearts upon Turns Ashes -- or it prospers; and anon, Like Snow upon the Desert's dusty Face Lighting a little Hour or two -- is gone. Think, in this batter'd Caravanserai Whose Doorways are alternate Night and Day, How Sultan after Sultan with his Pomp Abode his Hour or two and went his way. Ah, my Beloved, fill the Cup that clears TO-DAY of past Regrets and future Fears: To-morrow! Why, To-morrow I may be Activity 12: BUILDING YOUR VOCABULARY Match the underlined words in Column A with their definitions in Column B. A B ____1. The sultan’s turret stands tall. a. a large inn ____2. Tomorrow will be here anon b. soon ____3. Her collection of vintage paints c. rundown ____4. Travellers rest in caravanserai d. an earlier model ____5. abandoned battered building e. projecting tower f. disappeared The Rubaiyat of Omar Khayam Translated by Edward Fitzgerald

99. 97 Myself with Yesterday's Sev'n thousand Years. For some we loved, the loveliest and the best That from his Vintage rolling Time has prest, Have drunk their Cup a Round or two before, And one by one crept silently to rest Ah, make the most of what we yet may spend, Before we too into the Dust descend; Dust into Dust, and under Dust, to lie, Sans Wine, sans Song, sans Singer, and--sans End! Oh threats of Hell and Hopes of Paradise! One thing at least is certain--This Life flies: One thing is certain and the rest is lies; The Flower that once is blown for ever dies 1. The Bird of Time has but a little way To fly -- and Lo! the Bird is on the Wing. a. Life is short. b. Birds die fast. c. Birds

cannot fly for a long time. 2. The Worldly Hope men set their Hearts upon Turns Ashes -- or it prospers; a. Men burn their hopes. b. When men hope, their hurts burn. c. Men’s desires either fail or suceed. 3. How Sultan after Sultan with his Pomp Abode his Hour or two and went his way. a. No matter how rich a person is, time comes when he becomes poor. b. Even rich men just live the life meant for them, then they die. c. A rich man does not stay permanently in a palace. 4. Oh threats of Hell and Hopes of Paradise! One thing at least is certain--This Life flies: a. Everyone should think about hell and paradise. b. Life is destined for hell or paradise. c. Life on earth soon ends. Let’s find out if you understand the poem through Reading Meaning into Poetry. Activity 13: READING MEANING INTO POETRY Directions: Encircle the letter of the most appropriate meaning of each of the following passages.

100. 98 5. One thing is certain and the rest is lies; The Flower that once is blown for ever dies. a. Only one thing is certain in this world; all that live, die. b. All flowers die after it has bloomed. c. Once a thing dies, it does not live again. Activity 14: WHAT’S ON YOUR MIND? Identify what is the author’s concept of life and death. Answer this using a concept map. See the sample on the next page. The steps in doing a concept map Write the major idea at the center. Associate ideas using your own words. Check to make sure the connections are valid and clear. Share your concept map to your classmates. Activity 15: WRITING AN EXPERIENCE Directions: Choose a passage from the poem, “The Rubaiyat of Omar Khayam”, and write your reflections on it. Example: The Bird of Time has but a little way, To fly -- and Lo! the Bird is on the Wing. As you go through your formal education, you will be expected to study or do research work. Because of this, you will have to do a lot of reading and learn how to read fast. One way to do fast reading is through scanning. To scan is to move the eyes quickly down a page to find facts or details quickly. Let’s try this one.

101. 99 1. What are inseparable in Asia? __________________________________________________ 2. What are regarded as valued “classical” traditions in Asia? __________________________________________________ 3. What makes it difficult to draw a sharp borderline between and among dance, ceremonies and rituals? __________________________________________________ 4. Why is Asia, called a treasury of traditions representing development of theatrical performances? __________________________________________________ Asian Traditional Theatre and Dance 1. The interrelatedness of drama, dance and music In Asia, drama, dance and music are inseparable. Most of the traditional forms of Asian performing art combine drama, dance and music into a kind of whole in which it is difficult to draw a clear borderline between these art forms. Most of the Asian traditions employ either dance or dance-like, stylized movements, while movements are frequently interwoven with text. In addition to this, most of the traditions are characterized by their own specific musical styles or genres. The acting technique, which employs dance-like body language, is usually very intricate and it demands many years of arduous training, as western ballet technique, for example, does. Therefore in Asia it is simply not possible to classify stage arts as nonverbal “dance” or “spoken theatre”. 2. The Interaction between “Living Theatre” and Puppet Theatre In Asia, puppet theatre and one of its variations, shadow theatre, are often regarded as valued “classical” traditions. In Asia there are dozens of important forms of puppet theatre. One could generalize that shadow theatre usually

represents the early strata of puppetry with a long history and religious or magical connotations. In shadow theatre the silhouette-like figures are often cut from leather or other transparent or semi-transparent materials and they are seen through a cloth screen while manipulated by one or more puppeteers. The interaction of puppet theatre and “living theatre” is one of the characteristics of Asian theatrical traditions. 3. Relationship with Religion In many of the Asian cultures, theatre and dance are still organically related religions and other belief systems today. This deep intermingling of theatre, dance and religion makes it difficult to draw a sharp borderline between dance, ceremonies and rituals, as will be apparent later. Activity 16: SCANNING FOR SPECIFIC INFORMATION Directions: Scan the following passage and find the answers to the following questions. Write your answers on the space provided.

102. 100 4. The Preservation of Ancient Forms In Asia there is an abundance of theatrical traditions with histories of hundreds, sometimes even thousands, of years in which the performance traditions with specific acting techniques are also still preserved. This may be due to the deep interrelationship with religion and rituals. Religious art tends to be conservative in nature and changes of style are mainly avoided. Thus Asia is a treasury of traditions representing different stages of the development of theatrical performances from stone-age rituals to later, complex court performances and to modern, often western-influenced styles. Most of these traditions preserve not only a literary heritage, but also an acting technique, costuming, masks, a make-up system etc. that have retained much of their original qualities throughout the centuries. Initial Answer Revised Answer Final Answer At this point, has your knowledge of the traditions and values of selected Afro-Asian counties increased? Are you now ready to modify your initial answer to the focus question: As a Filipino, how can you better understand your identity as an Asian? Answer the Focus Question by giving your Revised Answer in the IRF grid based on the things learned. Hello there! Congratulations on making it this far. Now that you know the important ideas/concepts about our topic, let’s go deeper by moving on to the next level. Your goal in this section is to enrich your understanding on the topic. You have learned from the previous activities that the traditions and values of people have come down to us through oral language, literature, and in theatre and dance. The Afro-Asian countries share some common characteristics, but each one manifests peculiar qualities.

103. 101 Activity 17: CHECK AND BALANCE Directions: What have you learned so far? Choose one Informative or Literary text you took up in the previous lesson. Write four reasons for choosing it. Plot them on the chart below and answer the questions that follow. Title of Informative/Literary Text 1. Indian Culture 4. The Ramayana 2. The Prophet by Khalil Gibran 5. Rubaiyat of Omar Khayam 3. Characteristics of Indian Literature 6. Asian Traditional Theater and Dance Title of Informative/ Literary Text Reason Reason Reason Reason 1. How do these informative/literary texts help you understand the different traditions and values of Afro-Asian countries? 2. In what manner do these informative / literary texts help you understand your identity as an Asian? PROCESS QUESTIONS: Continue sharing your knowledge and views with others through this activity. What would you do if you were in these situations?

104. 102 Do the following group tasks. Decide an action if you were in these situations: Group 1: Deciding whether to take your parents order in choosing a course or not Group 2: Letting go of a friend due to some conflicts Group 3: Staying away from peers due to family pressure Group 4: Deciding whether to stay and live in the city or province Group

5: Deciding whether to live independently or to stay with parents after schooling Activity 18: REAL LIFE SITUATIONS You are about to read another literary work, this time a play titled, “Shakuntala”. This play was written by a well known poet Kalidasa. What do you know about him? Before you start reading “Shakuntala”, try to unlock some vocabulary words found in the selection. Activity 19: VOCABULARY TEST Directions: Choose the word from the word pool which means the same as the word or words in parentheses. heralds curse hesitate ashram apparently dynasty garland blurs (1) A/An ___________________ (abode, refuge) is the home of the family – the basic unit of society. It is from the family that individuals come to birth and it is within the family that they find the first school of the social virtues that are important to build a society. (2)_______________ (obviously) parents are the first teachers. Every child is a gift to its brothers, sisters, parents and entire family. They say a good child is a (3) _____________ (wreath of flowers) that brings honor to the parents while a black sheep is a (4) _____________ (damnation), but nevertheless, the child is loved and cared for. In most cases the family (5) ____________ (announces) progress and strives to contribute to national development. Family members don’t (6) ___________ (waver) to pursue fields of endeavor that would bring them honor and glory. Take for example the political (7) ___________ (ancestry lines of hereditary rulers) we have in the country.

105. 103 Shakuntala by Kalidasa (Act IV) (excerpts) Sharngarava (listening to the song of koïl-birds). Father, The trees are answering your prayer In cooing cuckoo-song, Bidding Shakuntala farewell, Their sister for so long. Invisible beings. May lily-dotted lakes delight your eye; May shade-trees bid the heat of noonday cease; May soft winds blow the lotus-pollen nigh; May all your path be pleasantness and peace. (All listen in astonishment.) Gautami. My child, the fairies of the pious grove bid you farewell. For they love the household. Pay reverence to the holy ones. Shakuntala (does so. Aside to PRIYAMVADA). Priyamvada, I long to see my husband, and yet my feet will hardly move. It is hard, hard to leave the hermitage. Priyamvada. You are not the only one to feel sad at this farewell. See how the whole grove feels at parting from you. The grass drops from the feeding doe; The peahen stops her dance; Pale, trembling leaves are falling slow, The tears of clinging plants. Shakuntala(recalling something). Father, I must say good-bye to the spring-creeper, my sister among the vines. Kanva. I know your love for her. See! Here she is at your right hand. Shakuntala (approaches the vine and embraces it). Vine sister, embrace me too with your arms, these branches. I shall be far away from you after to-day. Father, you must care for her as you did for me. Kanva. My child, you found the lover who Had long been sought by me; No longer need I watch for you; I’ll give the vine a lover true, This handsome mango-tree. And now start on your journey. Shakuntala (going to the two friends). Dear girls, I leave her in your care too. Read the selection silently. Then, choose the character you prefer and read its lines aloud.

106. 104 The two friends. But who will care for poor us? (They shed tears.) Kanva. Anusuya! Priyamvada! Do not weep. It is you who should cheer Shakuntala. (All walk about.) Shakuntala. Father, there is the pregnant doe, wandering about near the cottage. When she becomes a happy mother, you must send someone to bring me the good news. Do not forget. Kanva. I shall not forget, my child. Shakuntala (stumbling). Oh, oh! Who is it that keeps pulling at my dress, as if to hinder me? (She turns round to see.) Kanva. It is the fawn whose lip, when torn By kusha-grass, you soothed with oil; The fawn who gladly nibbled corn Held in your hand; with loving toil You have adopted him, and he

Would never leave you willingly. Shakuntala. My dear, why should you follow me when I am going away from home? Your mother died when you were born and I brought you up. Now I am leaving you, and Father Kanva will take care of you. Go back, dear! Go back! (She walks away, weeping.) Kanva. Do not weep, my child. Be brave. Look at the path before you. Be brave, and check the rising tears That dim your lovely eyes; Your feet are stumbling on the path That so uneven lies. Sharngarava. Holy Father, the Scripture declares that one should accompany a departing loved one only to the first water. Pray give us your commands on the bank of this pond, and then return. Kanva. Then let us rest in the shade of this fig-tree. (All do so.) What commands would it be fitting for me to lay on King Dushyanta? (He reflects.) Anusuya. My dear, there is not a living thing in the whole hermitage that is not grieving to- day at saying good-bye to you. Look! The sheldrake does not heed his mate Who calls behind the lotus-leaf; He drops the lily from his bill And turns on you a glance of grief. Kanva.

107. 105 Son Sharngarava, when you present Shakuntala to the king, give him this message from me. Remembering my religious worth, Your own high race, the love poured forth By her, forgetful of her friends, Pay her what honour custom lends To all your wives. And what fate gives Beyond, will please her relatives. Sharngarava. I will not forget your message, Father. Kanva (turning to SHAKUNTALA). My child, I must now give you my counsel. Though I live in the forest, I have some knowledge of the world. Sharngarava. True wisdom, Father, gives insight into everything. Kanva. My child, when you have entered your husband’s home, Obey your elders; and be very kind To rivals; never be perversely blind And angry with your husband, even though he Should prove less faithful than a man might be; Be as courteous to servants as you may, Not puffed with pride in this your happy day: Thus does a maiden grow into a wife; But self-willed women are the curse of life. But what does Gautami say? Gautami. This is advice sufficient for a bride. (To SHAKUNTALA.) You will not forget, my child. Kanva. Come, my daughter, embrace me and your friends. Shakuntala. Oh, Father! Must my friends turn back too? Kanva. My daughter, they too must someday be given in marriage. Therefore they may not go to court. Gautami will go with you. Shakuntala (throwing her arms about her father). I am torn from my father’s breast like a vine stripped from a sandal-tree on the Malabar hills. How can I live in another soil? (She weeps.) Kanva. My daughter, why distress yourself so? A noble husband’s honourable wife, You are to spend a busy, useful life In the world’s eye; and soon, as eastern skies Bring forth the sun, from you there shall arise A child, a blessing and a comfort strong— You will not miss me, dearest daughter, long.

108. 106 Shakuntala (falling at his feet). Farewell, Father. Kanva. My daughter, may all that come to you which I desire for you. Shakuntala (going to her two friends). Come, girls! Embrace me, both of you together. The two friends (do so). Dear, if the good king should perhaps be slow to recognise you, show him the ring with his own name engraved on it. Shakuntala. Your doubts make my heart beat faster. The two friends. Do not be afraid, dear. Love is timid. Sharngarava (looking about). Father, the sun is in midheaven. She must hasten. Shakuntala (embracing KANVA once more). Father, when shall I see the pious grove again? Kanva. My daughter, When you have shared for many years The king’s thoughts with the earth, When to a son who knows no fears You shall have given birth, When, trusted to the son you love, Your royal labours cease, Come with your husband to the grove And end your days in peace. Gautami. My child, the hour of your

departure is slipping by. Bid your father turn back. No, she would never do that. Pray turn back, sir. Kanva. Child, you interrupt my duties in the pious grove. Shakuntala. Yes, Father. You will be busy in the grove. You will not miss me. But oh! I miss you. Kanva. How can you think me so indifferent? (He sighs.) My lonely sorrow will not go, For seeds you scattered here Before the cottage door, will grow; And I shall see them, dear. Go. And peace go with you. (Exit SHAKUNTALA, with GAUTAMI, SHARNGARAVA, and SHARADVATA.) The two friends(gazing long after her. Mournfully). Oh, oh! Shakuntala is lost among the trees. Kanva. Anusuya! Priyamvada! Your companion is gone. Choke down your grief and follow me. (They start to go back.)

109. 107 The two friends. Father, the grove seems empty without Shakuntala. Kanva. So love interprets. (He walks about, sunk in thought.) Ah! I have sent Shakuntala away, and now I am myself again. For A girl is held in trust, another’s treasure; To arms of love my child to-day is given; And now I feel a calm and sacred pleasure; I have restored the pledge that came from heaven. (all exit) Let’s try to figure out if you understand the selection. Do the following activities as you go deeper in your search for knowledge. Activity 20a: CHARACTER MAP Directions: Do the following tasks below. Use the character map to answer this activity. 1. Describe Shakuntala as a daughter, as a sister, and as a friend. 2. Describe Kanva as a father. 3. Cite proof/evidence to your answer. Proofs/ Evidence Name of the Character Descriptions

110. 108 Activity 20b: ACTIVE KNOWLEDGE-SHARING Directions: Participate in the class discussion by answering the following questions. Write your answers on the space provided. 1. How is Kanva similar to most fathers nowadays? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 2. What advice did he give his daughter in her relation with her husband, her husband’s family, and the people around her? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 3. As described in the excerpt, what is the concept regarding the role of a woman as bride? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 4. What Indian traditions and values were mentioned in the story? Relate it to Filipino traditions and values. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

_______________________________________________________________ 5. Go over the text again and list down common practices that we still observe nowadays. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

111. 109 Activity 21: CHARACTER’S EMOTIONS Directions: Pick one line of a character from the story and deliver it dramatically in front of the class. ANASUYA: Even people ignorant of wordly affairs would say that the King had not behaved like a gentleman towards Shakuntala. (Complaining) SHAKUNTALA: So I became bride again. I will never have friends like you. (She drops tears) PRIYAMVADA: Anasuya, hurry. We are arranging for the departure of Shakuntala. (With Joy) KANVA: How grief weakens me when I see all those grains you scattered in offering of the cottage door sprouting! Go now! God be with you on your journey. (Sighing with grief) Examples: Activity 22: READER’S CIRCLE Directions: Group into five and write your interpretation of the following excerpts in depth using the Readers Circle Strategy. Read, discuss, and respond to the dialog assigned to your group. Choose a representative to report what you have discussed. Process for the Readers Circle Strategy Be sure to work with your members Assign roles to your members (clarifier, summariser, timekeeper etc.) Analyse the assigned text/lines to your group Prepare for your roles in the circle Assign your facilitator to a circle Fill up the self and peer assessment checklist after your group’s discussion.

112. 110 Group 1. Priyamvada: You are not the only one to feel sad at this farewell. See how the whole grove feels at parting from you. The grass drops from the feeding doe; The peahen stops her dance; Pale, trembling leaves are falling slow, The tears of clinging plants. Group 2. Kanva: Do not weep, my child. Be brave. Look at the path before you. Be brave, and check the rising tears That dim your lovely eyes; Your feet are stumbling on the path That so uneven lies. Group 3. Kanva: My child, when you have entered your husband’s home, Obey your elders; and be very kind To rivals; never be perversely blind And angry with your husband, even though he Should prove less faithful than a man might be; Be as courteous to servants as you may, Not puffed with pride in this your happy day: Thus does a maiden grow into a wife; But self-willed women are the curse of life. But what does Gautami say? Group 4. Shakuntala: I am torn from my father’s breast like a vine stripped From a sandal-tree on the Malabar hills. How can I live in another soil? (She weeps.) Group 5. Kanva: So love interprets. (He walks about, sunk in thought.) Ah! I have sent Shakuntala away, and now I am myself again. For a girl is held in trust, another’s treasure; To arms of love my child to-day is given; And now I feel a calm and sacred pleasure; I have restored the pledge that came from heaven.

113. 111 Yes No Sometimes Evidence Everyone participates and shares in the discussion process. Communication is interactive. The group is supportive of their individual members. Group climate promotes friendliness. Group members often ask questions for clarification or elaboration. The group discussion stays on topic or on directly related issues. The group is energetic and enthusiastic. Self and Peer Assessment Sheet Activity 23: SKETCH TO STRETCH Directions: Sketch the topic assigned to your group in order to “stretch” or broaden and deepen your imagination, ideas or concepts. Group1: Draw a

comics strips narrating the story Shakuntala. Group2: Draw an illustration of the characters mentioned in the selection. Group 3: Reveal the theme of the story through a collage. Group 4: Have a visual presentation of the setting of the story. Group 5: Illustrate the traditions and values revealed in the selection.

114. 112 Initial Answer Revised Answer Final Answer Activity 24: THINK PAIR Directions: Answer the following questions with a help of a partner. Write your answers on the space provided. 1. What new realizations do you have about the traditions of Afro-Asian? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 2. What similarities do you find between your values as a Filipino and the values of other Afro-Asian countries discussed in lessons 1 to 3? How did you feel about it? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 3. Do you see the significance of studying the traditions and values of other Afro- Asian countries? Explain your answer. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ At last, you are now ready to give your final answer to the focus question “How can you better understand your identity as an Asian?” Write your Final answer in the IRF grid below.

115. 113 In this final phase of the lesson, your goal is to apply your learning to real life situations. You will be given a practical task which will demonstrate your understanding of the lesson. Right from the start of Lesson 1 you have been gathering facts and opinions about the traditions and values of people from selected Afro-Asian countries. You have also discovered that the literature of these countries is a great tool in understanding their beliefs and customs. Furthermore, the previous lessons taught you how to write an informative paragraph that leads you to have your own informative article. Also, you were given a chance to write your own brochure. This time, your target is to make a write-up promoting the informative and creative exhibit you will put up. This exhibit should showcase the traditions and values of selected Afro-Asian countries. As part of your preparation for your exhibit, you need to write an event proposal for your exhibit. Please take note of the following instructions on how you will do this. Instructions: 1. Write an introduction. Indicate the purpose of the event proposal. Mention prior contact with the recipient or how you learned about the project. Say something encouraging about your company or the project and give an overview of the proposal's contents. 2. Discuss the background. State the problem or opportunity that has brought about this event proposal. 3. Briefly state what it is you are proposing to do. 4. Discuss the benefits or advantages of doing the project. 5. Discuss how you will go about the event and what

concepts or theory is involved. 6. Discuss or describe what the finished product will look like and how will it work. 7. Make a statement of feasibility or possible outcome of the proposal. Describe the full benefits of the event. 8. Provide a schedule, timeline or list of project "milestones" for the project. If you cannot cite specific dates for completion of key project phases, estimate in number of days, weeks or months. How to Write an Event Proposal Source: How to Write an Event Proposal | eHow.com http://www.ehow.com/how_6115264_write-event-proposal.html#ixzz2ByM9uEwM Activity 25: TAKE MY PROPOSAL Directions: You have learned how to write an event proposal from the guidelines above. You will try your knowledge of the steps by doing the given exercise. Consider the scenario below:

116. 114 1. Title Information: The title of the document should be centered in bold letters at the top of the page and should say something such as "LETTER OF INTENT." On a line underneath, type what type of intent the letter is for, i.e., "Park Enhancement Grant Program." On the left-hand side of the page, begin with the date. It's best to write the date out. For example, write "August 21, 2012", instead of using, "09/21/12", which tends to look less professional. 2. Address Information: The address and title information should be typed professionally and correctly. If you are addressing the letter to John Dela Cruz, you would address it to, "Mr. John Dela Cruz". If the letter is sent in care of a second person, you would add that underneath in the following format: Mr. John Dela Cruz c/o Cherry De Vera The name of the addressee's organization or company goes on the line below with the address following. For example: Mr. John Dela Cruz c/o Cherry De Vera Department of Parks and Recreation Pearl Drive, Ortigas, Pasig City Then type in the regarding line, i.e., "RE: PEG Letter of Intent." And type in the "dear" line. For example, "Dear Mr. Dela Cruz". 3. Letter Body Keep paragraphs short and concise. Begin the letter with something such as, "I submit this letter of intent to notify the Department of Parks and Recreation of [enter name of organization here]'s intent to submit a proposal for..." Add the remaining information and end the first paragraph here. In the second paragraph, talk about your organization's intent and give a brief description of the improvement or whatever the intent is. If you are speaking of a specific park or organization, use proper names. In the final paragraph, let the reader know who your representative will be. For example, "[Name] will be our main point of contact for the purposes of the application process and can be reached at:" use a bulleted list for the contact information. For example: Mailing Address You are the event organizer in your company. You have been asked to run a concert for a fund raising project of a certain foundation. Your target is to invite sponsors who will support your project. As part of your preparation for the event, your task is to write an event proposal. This letter will be distributed to all the prospect sponsors. Thisis how youwillwriteyour event proposal:

117. 115 Phone Number E-mail Address In the final paragraph, thank the reader for the opportunity to participate in whatever program to which you are applying. Complete and sign the letter as follows: Sincerely, Your Name Assessment The following criteria will be used in evaluating your event proposal: 1. Proper Business Letter Format (5 points) Heading, inside address, salutation, body, closing, etc. are present. 2. Focused Body Paragraphs (5 points) Distinct claims in each body paragraph explaining your project’s origins and goals are evident. 3. Specific Details (5 points) Specific details in each body paragraph are provided. It doesn’t just summarize and generalize. 4.

Polished (5 points) The errors are checked thoroughly. There is a signature. 5. Passion (5 points) Demonstrated a choice of project that reflects your passions and future goals. Showed how your choices relate to your dreams and previous things you’ve done. 1. Were you successful in writing your event proposal? Why do you say so? 2. What difficulty did you encounter in writing your letter of proposal? What did you do about it? 3. Do you think your output meets the criteria for assessing an event proposal? Why? PROCESS QUESTIONS:

118. 116 Putting up an exhibition, whether it is a large event or a small activity, can be stressful thing to organize and run. Here are some of the important aspects to consider in putting up an informative and creative exhibit: 1. Find the right equipment to put up a good display and promoting the exhibit. Many people will have been to exhibitions for various reasons and will have noticed that in these events the key to a successful exhibition is promotion and communication. 2. Plan carefully where you will place each unit, making sure that the people are able to see and understand what is being displayed (products, leaflets, brochures, booklets, prototypes, samples, pictures etc.). 3. Choose a theme. It’s not enough to simply have lots of artwork you’d like to exhibit; in order to tie each piece together, you need to come up with a focus. 4. Advertise the exhibition. Consider doing press releases. Put up posters around local art schools, universities, trendy areas, cafes, clubs, or even the supermarket bulletin boards. Get in touch with local newspapers and tell them about the upcoming exhibition. 5. Entertain with food and drink. If you can afford it, offer beverages such as champagne, wine or juice, along with finger food or buffet. Or reserve this just for the opening night or morning to share among those who come to an invitation- only opening. The planning process takes time and should not be rushed, that is why it is a good idea to begin this as early as possible. The plan of action and schedule will then be drawn up based on the ideas created by your class and will be used on the day of the event. You are going to come up with a similar output as follows: How are you going to do this? There are many creative ways on how to put up an exhibit. Take a look at this. How to Put Up the Best Exhibition Display

119. 117 TASK If it enhances the experience, play music at a low level, especially at the end when people start leaving. Your city is hosting the 1st Asia-Africa Cultural Summit. As the spearhead of the promotional activities for the event, the City Tourism Council intends to put up an exhibit dubbed as “Taste Asia, Taste Africa” as a welcome treat to the summit delegates. As the well acclaimed group of event organizers in the city, you have been tapped to prepare the exhibit showcasing the different traditions and values of selected Afro-Asian countries. Your output will be evaluated based on the quality of information presented, creativity, relevance to the theme and visual impact. Source: http://www.articlesbase.com/marketing-articles/how-to-put-up-the-best- exhibition-display-526499.html 1. Do you find it easy to put up an exhibit? 2. What important things have to be considered in putting up an informative and creative exhibit? 3. What skills and attitudes do you need to come up with an exhibit? PROCESS QUESTIONS: You are now ready to perform your practical task in this lesson. You are on your own to figure out which of the skills you learned in the previous activities you would use to meet the standards in this given task. Consider the following scenario. Activity 26: GRASP YOUR PERFORMANCE Directions: Read the task below. In your group, discuss and plan on how you will prepare your exhibit. The rubric for grading is provided here to remind you on how your work will be graded.

120. 118 Goal: To showcase the different cultures of selected Afro-Asian countries in an exhibit Differentiated Roles: You are: event organizers who will prepare a detailed plan of the event advertisers/entrepreneurs who will design flyers/brochures for the event including the agro-industrial products of Afro-Asian countries * artists who (1) will dress up like mannequins dressed in traditional Afro-Asian costumes and will move and talk at the drop of a coin (fund-raising) and (2) prepare slide/video presentation on the traditional music and dance of Afro- Asian countries chefs who will feature the best Afro-Asian cuisines through make-believe/real cooking demonstration event hosts who will write script for the presentation of the exhibits in coordination with the events’ organizers Audience: *The target audience is foreign and local tourists. Situation: The City Tourism Council will launch the “Taste Asia, Taste Africa: A Cultural Awareness Program” as part of its information campaign for the “One ASEAN” advocacy. Your group is tasked to present an exhibit of Afro-Asian cuisine, traditional music and fashion, and agro-industrial products. Product: You need to put up an informative and creative exhibit showcasing the different traditions and values of selected Afro-Asian countries. You need to show foreign and local tourists the distinctive characteristics of the selected Afro-Asian countries.

121. 119 CRITERIA Outstanding 4 Satisfactory 3 Developing 2 Beginning 1 RATING Organization/ Collaboration All members contribute in the completion of the assigned task. Most of the members contribute in the completion of the assigned task. Some members contribute in the completion of the assigned task. Few members contribute in the completion of the assigned task. Content/ Information presented Presentation of information is in-depth and comprehensive and strongly adheres to the theme. Presentation of information includes essential knowledge about Afro- Asian countries and adheres to the theme Presentation of information includes essential knowledge about Afro- Asian countries but there are 1 to 2 factual errors and inadequately adheres to the theme. Content is minimal or there are several factual errors and does not adhere to the theme. Creativity Exhibit makes excellent use of effects, style, and artistry to enhance the content. Exhibit makes use of effects, style and artistry to enhance the content. Exhibit makes use of effects and style to enhance the exhibit but occasionally distract the content. Exhibit uses effects and style to enhance the exhibit but these often distract the content Audience impact Presentation is well rehearsed with smooth delivery that holds audience attention. Presentation is rehearsed with fairly smooth delivery that holds audience attention most of the time. Delivery is not smooth but is able to maintain interest of the audience most the time. Delivery is not smooth and audience attention is often lost. TOTAL Rubric of the “Taste Asia, Taste Africa Exhibit

122. 120 Online Sources Afro-Asian Traditional Dances. Retrieved November 15, 2012 https://www.google.com.ph/search?hl=fil&tbo=d&biw=1366&bih=643&tbm=isch&sa= 1&q=traditional+dances+of+AFRO-ASIAN&oq=traditional+dances+of+AFRO- ASIAN&gs_l=img.12...0.0.1.4927.0.0.0.0.0.0.0.0..0.0...0.0...1c.ItzBPBMDhOQ&b av=on.2,or.r_gc.r_pw.r_qf.&emsg=NCSR&noj=1&ei=dTX9UOO8BY6QiQfBhIGQ DA The Prophet by Kahlil Gibran. On Work. Retrieved November 21, 2012 http://www-personal.umich.edu/~jrcole/gibran/prophet/prophet.htm PROCESS QUESTIONS: 1. How’s your experience in doing your final task? 2. Did you find the skills you have learned previously helpful in doing this task? Why? 3. What important insights did you gain from doing this practical task? 4. How did the task help you see the real world use of

the topic? Books Bermudez, Virginia, et.al. English Expressways II. Quezon City: SD Publications, Inc. 2007. Delos Reyes, Rosemarie R. et.al. English_Com. II. Quezon City: Bookman Inc. 2004. Fernando, Jovita et.al. College Freshman English. Caloocan City: Philippine Graphic Arts, Inc. 1973. Lapid, Milagros G. and Josephine B. Serrano. English Comunication Arts and Skills Through Afro-Asian Literature (6th Edition). Phoenix Publishing House, Inc. 2010. Ponce de leon- Ladena, Helen, et.al . Dimensions in Learning English II. Quezon City: Rex Publishing Company Inc. 2002. Rodriguez, Lorna C. Worktext in English I. Lipa City: United Eferza Academic Publications, Co. 2010. Teaching Guide English II. 2010 SEC: Bureau of Secondary Education, Department of Education. 2011. Torres, Myrna M. English for Secondary Schools (Revised Edition). FNB Educational Inc. 1997.

123. 121 Differentiated Learning Rubric. Retrieved December 5, 2012 from Maxine website: http://atozteacherstuff.com/pdf.htm?rubric_differentiated.pdf Ramayana: Summary. Retrieved December 7, 2012 http://www.mythome.org/RamaSummary.html English - Mythology Stories - Animated Story For Kids. Retrieved November 10, 2012. http://www.youtube.com/watch?v=k3lPGfvF2Bk Asian Traditional Theatre and Dance. Retrieved December 3, 2012. http://www.xip.fi/atd/introduction/introduction.html Philippine Dances. Retrieved December 3, 2012. http://www.google.com.ph/search?q=traditional+dances+of+filipino&hl=fil&biw=1366 &bih=643&prmd=imvns&source=lnms&tbm=isch&sa=X&ei=CKKKUNeZDdHirAe umIHYBw&ved=0CAcQ_AUoAQ Shakuntala by Kalidasa (Act IV). Retrieved December 6, 2012. http://oll.libertyfund.org/?option=com_staticxt&staticfile=show.php%3Ftitle=1261&ch apter=77399&layout=html&Itemid=27 Writing an Event Proposal. Retrieved December 6,2012. http://www.ehow.com/how_6115264_write-event-proposal.html#ixzz2ByM9uEwM Letter of Intent. Retrieved December 7, 2012. http://www.ehow.com/way_5348161_example-letter-intent- proposal.html#ixzz2BylfJtQv Sample Exhibit. Retrieved December 6, 2012. http://www.google.com/search?q=informative+and+creative+exhibit&hl=en&tbo=d&s ource=lnms&tbm=isch&sa=X&ei=bEegUMjLKaeCiQfRqoDwDg&sqi=2&ved=0CA QQ_AUoAA&biw=1366&bih=643#hl=en&tbo=d&tbm=isch&sa=1&q=Afro- Asian+exhibit&oq=Afro- Asian+exhibit&gs_l=img.12...472570.473837.0.477434.25.7.0.0.0.1.3207.6311.9 -2.2.0...0.0...1c.1.dqEfnO1v- 34&pbx=1&bav=on.2,or.r_gc.r_pw.r_qf.&fp=b9f3c05734f0b8b7&bpcl=38093640 &biw=1366&bih=643 How To Put Up The Best Exhibition Display. Retrieved December 7, 2012. http://www.articlesbase.com/marketing-articles/how-to-put-up-the-best-exhibition- display-526499.html

124. 43 Lesson 2 Building Up the Knowledge Bank After your journey towards your quest for knowledge, you are now aware that there are more to discover about traditions and values of our Asian neighbors. In this lesson, you will build up your knowledge bank on the rich, varied and ancient traditions of the Chinese and Japanese. As you gather information about their traditions and values, think about your answer to the question: How can I better understand my identity as a Filipino and as an Asian? Your answer to this question will help you understand better your identity as an Asian and hopefully it will create in you the sense of pride and camaraderie with your fellow Asians. You are now ready to embark on the second phase of your search for knowledge. Have fun while

learning! To hone your skills in your quest for knowledge be guided by the following objectives: • Identify changes in meaning signaled by stress, intonation and pauses • Express feelings and attitudes by utilizing contrastive stress and variations of tone and tempo • Guess meanings of words or expressions by noting keywords in expressions, context clues, collocations, clusters, etc. • Scan rapidly for sequence signals or connectors as basis for determining the rhetorical organization of texts • Demonstrate a heightened sensitivity to the needs of others for a better understanding of man • Narrate events logically • Write informative articles for (e.g. posters, slogans, advertisements, brochures) that relate to culture and values • Formulate correct conditional statements • Gather data using the general references: encyclopedia, dictionary • Express a different opinion without being difficult • Prepare a travel brochure on the traditions and values of China, Japan and Philippines Below is the lesson activities map to guide you in building your knowledge bank. ACTIVITIES FOR ACQUIRING KNOWLEDGE AND SKILLS ACTIVITIES FOR MAKING MEANING AND DEVELOPING UNDERSTANDING ACTIVITIES LEADING TO TRANSFER KNOW Pre-Assessment through Anticipation-Reaction Guide (ARG) (Map of Hooking the students’ interest through the Comic Strips Activating prior knowledge Deciding on the distinctive Afro-Asian traditions and values which you can relate/identify with as an Start of Lesson 2

125. 44 Conceptual Change) via Picture Reading: Family Portraits/ Asian PROCESS/DO Filling out a Story Wheel Designing a Picture Description Creating a Matrix of selected Afro-Asian: Chinese, Japanese Traditions and Values Vocabulary Map Activity Connecting with Connectors activity sheet Differentiated Activities Conditionally yours activity sheet Video clip viewing on the Seven Rules for Happiness Filling out the 3-2-1 chart Listen and speak activity Revisiting the Anticipation- Reaction Guide (ARG):Map of Conceptual Change REFLECT & UNDERSTAND Summary-Lesson Closure Activity Making Inferences with Evidence Activity chart Concept-Retrieval activity chart Reviewing Prior Knowledge through Anticipation-Reaction Guide (ARG) PRODUCT/PERFORMANCE Synthesis Journal Writing informative article Brochure-making on the Philippines, Chinese and Japanese traditions and values My Learning Goals and Targets… What do you expect to learn from this module?

126. 45 KNOW In this lesson, you will further discover some practices, beliefs, or modes of behavior of the peoples of selected Afro-Asian countries as exemplified in their representative literary pieces and in informative texts extracted from general references and online materials. Let’s begin this lesson by looking at the photos below. The photos show the different traditions and values of selected countries in Asia and Africa. As you start working on this task, think about this question: How can I better understand my identity as an Asian? Activity 1: LET’S CELEBRATE! Families all over the world celebrate important events which help preserve the history and traditions of their countries. Most of these traditions and practices are handed down from one generation to the next. Let’s see how well you can identify a country and the tradition each family celebrates. On the left are photos of Asian/African families and on the right side are some traditions/festivals celebrated in Asia and Africa. Match the family photos with the festival by writing the letter on the space provided for. (to the lay out artist pls. rearrange the photos on the right side) A _____ 1 B ______ 2

127. 46 C ______ 3 D ______ 4 This time, answer the questions that follow about the family portraits and the festivals. 1. What country does each family represent? How do

you know? 2. What countries are represented by the festival photos? 3. Do you think Asian-African families or countries have similar characteristics? Why do you think so? 4. Which of these characteristics are commonly observed in Filipino families? 5. As a Filipino, how can you better understand your identity as an Asian?

128. 47 Having answered those important questions, let’s continue with our lesson by answering the Anticipation Reaction Guide (ARG) sheet below. Read the instructions properly. Activity 2: ARG! Anticipation-Reaction Guide Read the set of statements found at the center column in the table below. Tick/Check the corresponding column if you agree or disagree with given statements. Take note of your answers as you will go back to them as the lesson progresses. Agree Statements Disagree China has different folktales that feature their religious beliefs. Japan, Philippines, China have many examples of oral literature. Among the Asian countries, China has the most interesting wedding tradition. Love for family is often the theme of Japan’s oral literature. For Asians, shame and honor go far beyond the individual; and reflect directly upon ones’ family, nation, or other group, and so is taken very seriously. The Philippines, China and Japan have traditions that are influenced by religion. Kimono, geisha, sumo, samurai are parts of Chinese traditions. The Philippines, China and Japan have rice and tofu as staple food.

129. 48 Japanese write haikus to honor nature. Hardwork is one of the outstanding qualities of the Chinese and the Japanese. Philippines, China and Japan have three common qualities: love for the family, religiosity and value for work You have just tried giving your initial answers or ideas about the traditions and values of selected Asian countries. As you go through this lesson, you need to go back to your answer to the ARG in order to check whether your initial answers and ideas are valid. Let’s find out whether your assumptions about traditions and values of countries mentioned earlier are valid by doing the next set of activities. What you will learn in the next set of activities will also enable you to do the lesson project which involves preparing an informative two-page brochure about the traditions and values of our country and our Asian neighbors particularly China and Japan. Your creativity will be put to a test as you prepare an informative brochure.

130. 49 PROCESS/DO (pls. insert the icon on the left before Process/do) Hello learner! Your goal in this section is to learn and understand key concepts related to common key values among Asians and Africans. As you go through this part, keep on thinking about this question: How can I better understand my identity as an Asian? Activity 3: VOCABULARY OVERLOAD This time, be ready to read a folktale from China. In reading the Soul of the Great Bell, you will surely meet some unfamiliar words which may cause you to stop and analyze the meaning of each to understand the details of the story. Go over the following terms or expressions taken from the Soul of the Great Bell. Read them to yourself and figure out the meaning of each italicized word using context clues. Put a check mark in the circle of your chosen answer. In the Tower of the Great Bell: now the (1) mallet is lifted to (2) smite the lips of the metal monster—the vast lips inscribed with Buddhist texts. A mallet is _______ a hammer an axe a saw To smite is to ________ hit touch caress All the little dragons on the high-tilted eaves of the green roofs (3) shiver to the tips of their gilded tails under that deep wave of sound. Shiver means to _______ fall on one’s knees tremble at the loud sound be destroyed by the gilded tails All the green-and-gold tiles of the temple are vibrating; the wooden goldfish above them are (4) writhing against the sky. writhing means ________ twisting pointing leading

Therefore, the worthy mandarin Kouan-Yu assembled the master-molders and the renowned bellsmiths of the empire, and all men of great repute and (5) cunning in (6) foundry work. cunning means _______ innocent e expert skillful foundry means _______ act, process, art of making plastic act, process, art of casting metals act, process, art of painting metals Therefore, the molds had to be once more prepared, and the fires (7) rekindled, and the metal remelted, and all the work tediously and (8) toilsomely repeated. rekindled means_____ lighted again set on fire again stopped the fire toilsomely means_____ with difficulty lightly unmindfully

131. 50 9. Gold and brass will never meet in wedlock, silver and iron never will embrace, until the flesh of a maiden be melted in the crucible; until the blood of a virgin be mixed with the metals in their fusion.” What does this mean? Gold, brass, silver and iron will never be fused together by a virgin maiden The blood of a virgin maiden mixed with gold, brass, silver and iron Gold, brass, silver and iron will fuse when mixed with the blood of a virgin And even as she cried, she 10 leaped into the white flood of metal. Leaped means to _____ squat jump run 11. And still, between each mighty stroke there is a long low moaning heard; and ever the moaning ends with a sound of sobbing and of complaining, as though a weeping woman should murmur, “Hiai!” There are words with similar meaning in the given statement. What are they? Between, low, end, stroke, ever Moaning, sobbing, complaining, weeping, murmuring Stroke, long, low, murmur, sound

132. 51 After knowing meanings of words from the selection “The Soul of the Great Bell”, here now, is the copy of the folktale from China retold in English by Lafcadio Hearn (1850- 1904). Hearn was an American journalist whose parents were Irish and Greek. He spent the latter part of his life in Japan later marrying a Japanese girl. His interest in the Oriental culture inspired him to write the English version of well-loved Chinese and Japanese folktales. When he became a Japanese citizen, he took the name Yakumo Kaizumi. As you read, try to understand the values and traditions of the Chinese as reflected in this folktale. The Soul of the Great Bell by Lafcadio Hearn (1850-1904) The water‐clock marks the hour in the Tachung sz’, in the Tower of the Great Bell: now  the mallet is lifted to smite the lips of the metal monster—the vast lips inscribed with Buddhist  texts from the sacred Fa‐hwa‐King, from the chapters of the holy Ling‐yen‐King! Hear the great  bell responding!—how mighty her voice, though tongueless! KO‐NGAI!   All the little dragons on the high‐tilted eaves of the green roofs shiver to the tips of their  gilded tails under that deep wave of sound; all the porcelain gargoyles tremble on their carven  perches; all the hundred little bells of the pagodas quiver with desire to speak. KO‐NGAI—all  the  green‐and‐gold  tiles  of  the  temple  are  vibrating;  the  wooden  goldfish  above  them  are  writhing against the sky; the uplifted finger of Fo shakes high over the heads of the worshippers  through the blue fog of incense! KO‐NGAI!—What a thunder tone was that!   All the lacquered goblins on the palace cornices wriggle their fire‐coloured tongues! And  after each huge shock, how wondrous the multiple echo and the great golden moan, and, at  last,  the  sudden  sibilant  sobbing  in  the  ears  when  the  immense  tone  faints  away  in  broken  whispers  of  silver,  as  though  a  woman  should  whisper,  “Hiai!”  Even  so  the  great  bell  hath  sounded every day for well‐nigh five hundred years—Ko‐Ngai: first with stupendous clang, then  with immeasurable moan of gold, then with silver murmuring of “Hiai!” And there is not 

a child  in all the many‐coloured ways of the old Chinese city who does not know the story of the great  bell, who cannot tell you why the great bell says Ko‐Ngai and Hiai! Now this is the story of the  great bell in the Tachung sz’, as the same is related in the Pe‐Hiao‐Tou‐Choue, written by the  learned Yu‐Pao‐Tchen, of the City of Kwang‐tchau‐fu.  (1) Nearly five hundred years ago the Celestially August, the Son of Heaven, Yong-Lo, of the “Illustrious” or Ming dynasty, commanded the worthy official Kouan-Yu that he should have a bell made of such size that the sound thereof might be heard for one hundred li. And he further ordained that the voice of the bell should be strengthened with brass, and deepened with gold, and sweetened with silver; and that the face and the great lips of it should be graven with blessed sayings from the sacred books, and that it should be suspended in the centre of the imperial capital to sound through all the many-coloured ways of the City of Pe-King.

133. 52 (2)Therefore the worthy mandarin Kouan-Yu assembled the master-moulders and the renowned bellsmiths of the empire, and all men of great repute and cunning in foundry work; and they measured the materials for the alloy, and treated them skilfully, and prepared the moulds, the fires, the instruments, and the monstrous melting-pot for fusing the metal. And they laboured exceedingly, like giants neglecting only rest and sleep and the comforts of life; toiling both night and day in obedience to Kouan-Yu, and striving in all things to do the behest of the Son of Heaven. (3)But when the metal had been cast, and the earthen mould separated from the glowing casting, it was discovered that, despite their great labour and ceaseless care, the result was void of worth; for the metals had rebelled one against the other—the gold had scorned alliance with the brass, the silver would not mingle with the molten iron. Therefore the moulds had to be once more prepared, and the fires rekindled, and the metal remelted, and all the work tediously and toilsomely repeated. The Son of Heaven heard and was angry, but spake nothing. (4)A second time the bell was cast, and the result was even worse. Still the metals obstinately refused to blend one with the other; and there was no uniformity in the bell, and the sides of it were cracked and fissured, and the lips of it were slagged and split asunder; so that all the labour had to be repeated even a third time, to the great dismay of Kouan-Yu. And when the Son of Heaven heard these things, he was angrier than before; and sent his messenger to Kouan-Yu with a letter, written upon lemon-coloured silk and sealed with the seal of the dragon, containing these words: (5)“From the Mighty Young-Lo, the Sublime Tait-Sung, the Celestial and August, whose reign is called ‘Ming,’ to Kouan-Yu the Fuh-yin: Twice thou hast betrayed the trust we have deigned graciously to place in thee; if thou fail a third time in fulfilling our command, thy head shall be severed from thy neck.Tremble, and obey!” (6)Now, Kouan-Yu had a daughter of dazzling loveliness whose name—Ko- Ngai—was ever in the mouths of poets, and whose heart was even more beautiful than her face. Ko-Ngai loved her father with such love that she had refused a hundred worthy suitors rather than make his home desolate by her absence; and when she had seen the awful yellow missive, sealed with the Dragon-Seal, she fainted away with fear for her father’s sake. And when her senses and her strength returned to her, she could not rest or sleep for thinking of her parent’s danger, until she had secretly sold some of her jewels, and with the money so obtained had hastened to an astrologer, and paid him a great price to advise her by what means her father might be saved from the peril impending over him. So the astrologer made observations of the

heavens, and marked the aspect of the Silver Stream (which we call the Milky Way), and examined the signs of the Zodiac—the Hwang-tao, or Yellow Road—and consulted the table of the Five Hin, or Principles of the Universe, and the mystical books of the alchemists. And after a long silence, he made answer to her, saying: “Gold and brass will never meet in wedlock, silver and iron never will embrace, until the flesh of a maiden be melted in the crucible; until the blood of a virgin be mixed with the metals in their fusion.” So Ko-Ngai returned

134. 53 home sorrowful at heart; but she kept secret all that she had heard, and told no one what she had done. (7)At last came the awful day when the third and last effort to cast the great bell was to be made; and Ko-Ngai, together with her waiting-woman, accompanied her father to the foundry, and they took their places upon a platform overlooking the toiling of the moulders and the lava of liquefied metal. All the workmen wrought at their tasks in silence; there was no sound heard but the muttering of the fires. And the muttering deepened into a roar like the roar of typhoons approaching, and the blood-red lake of metal slowly brightened like the vermilion of a sunrise, and the vermilion was transmuted into a radiant glow of gold, and the gold whitened blindingly, like the silver face of a full moon. Then the workers ceased to feed the raving flame, and all fixed their eyes upon the eyes of Kouan-Yu; and Kouan-Yu prepared to give the signal to cast. (8)But ere ever he lifted his finger, a cry caused him to turn his head and all heard the voice of Ko-Ngai sounding sharply sweet as a bird’s song above the great thunder of the fires—“For thy sake, O my father!” And even as she cried, she leaped into the white flood of metal; and the lava of the furnace roared to receive her, and spattered monstrous flakes of flame to the roof, and burst over the verge of the earthen crater, and cast up a whirling fountain of many-coloured fires, and subsided quakingly, with lightnings and with thunders and with mutterings. (9)Then the father of Ko-Ngai, wild with his grief, would have leaped in after her, but that strong men held him back and kept firm grasp upon him until he had fainted away, and they could bear him like one dead to his home. And the serving-woman of Ko-Ngai, dizzy and speechless for pain, stood before the furnace, still holding in her hands a shoe, a tiny, dainty shoe, with embroidery of pearls and flowers—the shoe of her beautiful mistress that was. For she had sought to grasp Ko-Ngai by the foot as she leaped, but had only been able to clutch the shoe, and the pretty shoe came off in her hand; and she continued to stare at it like one gone mad. (10)But in spite of all these things, the command of the Celestial and August had to be obeyed, and the work of the molders to be finished, hopeless as the result might be. Yet the glow of the metal seemed purer and whiter than before; and there was no sign of the beautiful body that had been entombed therein. So the ponderous casting was made; and lo! when the metal had become cool, it was found that the bell was beautiful to look upon and perfect in form, and wonderful in colour above all other bells. Nor was there any trace found of the body of Ko-Ngai; for it had been totally absorbed by the precious alloy, and blended with the well-blended brass and gold, with the intermingling of the silver and the iron. And when they sounded the bell, its tones were found to be deeper and mellower and mightier than the tones of any other bell, reaching even beyond the distance of one hundred li, like a pealing of summer thunder; and yet also like some vast voice uttering a name, a woman’s name, the name of Ko-Ngai. And still, between each mighty stroke there is a long low moaning heard; and ever the moaning ends with a sound of sobbing and of complaining, as though a weeping woman should murmur, “Hiai!”

135. 54 (11)And still, when the people hear that great golden moan they keep silence, but when the sharp, sweet shuddering comes in the air, and the sobbing of “Hiai!” then, indeed, do all the Chinese mothers in all the many-coloured ways of Pe-King whisper to their little ones: “Listen! that is Ko-Ngai crying for her shoe! That is Ko-Ngai calling for her shoe!” Activity 4 : SPIN a STORY WHEEL Did you have fun reading the “Soul of the Great Bell”? In a group of five, answer the questions in the story wheel to get to know more about the folktale. Share your answers with the class. Happy spinning!    

136. 55 Activity 5 : RING THAT BELL! You have just read the Soul of the Great Bell. Have you noticed the descriptions of the bell? Fill out the bell’s description on the corresponding columns and answer the questions that follow. (Lay out artist: Pls. insert here pictures of two bells one cracked and ugly, the other perfect and smooth). Answer the questions that follow and write your answers in a one fourth sheet of paper and be ready to join the discussion later. 1. Why was it entitled the Soul of the Great Bell? 2. What other Chinese traditions involve bells? Compare and contrast these traditions with Filipino traditions. After Ko Ngai leaped to the furnace (Indicate paragraph number where you found your answers) Before Ko Ngai leaped to the furnace (Indicate paragraph number where you found your answers) Description of the Bell

137. 56 3. Do Filipinos and Chinese have similar values? What makes you think so? 4. Has the story helped you understand your identity as a Filipino and as an Asian? How? Activity 6: VALUES GALORE Go over the story of The Soul of the Great Bell. In the chart below, identify the values and traditions of the Chinese people that you can deduce from the reading selection. Cite the supporting detail or details in the story to prove your claim. Then, answer the process questions that follow. THE SOUL OF THE GREAT BELL CHINESE VALUES/TRADITIONS SUPPORTING DETAIL/S IN THE STORY

138. 57 Activity 7: SIGNALS TO CONNECT Below is the list of highlighted words and some lines taken from the Soul of the Great Bell. Find out how these words connect the paragraphs in the story. How do you think is this achieved? Find out as you answer the questions that follow. Therefore the worthy mandarin Kouan-Yu assembled the master-moulders and the renowned bellsmiths of the empire, and all men of great repute and cunning in foundry work… But when the metal had been cast, and the earthen mould separated from the glowing casting,… A second time the bell was cast, and the result was even worse. Now, Kouan-Yu had a daughter of dazzling loveliness whose name—Ko-Ngai—… At last came the awful day when the third and last effort to cast the great bell was to be made; But ere ever he lifted his finger, a cry caused him to turn his head and all heard the voice of Ko-Ngai Then the father of Ko-Ngai, wild with his grief, would have leaped in after her, but that strong men held him back But in spite of all these things, the command of the Celestial and August had to be obeyed, and the work of the moulders to be finished And still, when the people hear that great golden moan they keep silence, but… Therefore Finally But when Now And when Next At last But Then But in spite of Yet And still when However

139. 58 1. What is the function of the underlined expressions? How are they called? 2. How are the paragraphs organized? What do they show? 1. How are the paragraphs organized? What do they show? 3. What are other ways to organize a paragraph? Activity 8: DIFFERENT ACTS FOR DIFFERENT FOLKS This time you will work on the different activities to tap your skills and potentials. Like your Asian neighbors, the Chinese and the Japanese, you, too, are talented and skillful. Read carefully the

instructions and be ready to present your group work to the class. Task 1 – for the Visual artists : Draw a scene/an object/ a character from the story that has the most impact on the group. Give a short explanation on the connection of the drawing/illustration you’ve created to your life. Task 2 – for the Singers: Choose a song that best interprets the message of the story and sing it to the class. Your performance should be accompanied by a dance number. Before you perform, give the class a short background of your chosen song and how it is connected with the traditions and values you have learned about the Chinese. Task 3 – for the Actors/Actresses: Role play the scene that you like best in the story. Use the words you have learned from the story. Highlight Chinese traditions by using traditional Chinese clothes. Use some background music from the collection of ancient Chinese songs. Here are some suggested scenes but you may come up with other scenes in the story:

140. 59 • workers who labored hard to make the bell, • when Kouan Yu received the lemon colored envelope from the Mighty Emperor • when Ko Ngai leaped to the lava of melted iron Task 4 – for the Writers: Write your own ending of the story. Use the transitional devices you have learned from the selection. Include the tradition and values of the Chinese shown in the story. Task 5 – for the IT’s: Create a 5 slide power point presentation highlighting the traditions and values of both the Filipinos and the Chinese. You may research on other Chinese traditions and values related to Filipino values which are not mentioned in the story. Include them in your slide presentation. Here is the scoring rubric for your group presentation. You will do peer grading. Each group shall score the other groups based on the indicators given. Different Acts for Different Folks (Differentiated Learning) Group Name: _______________________________ Project: ______________ Indicators 1 2 3 4 Score Preparation Did not prepare enough for presentation Some preparation was done A good amount of preparation was done Student prepared beyond level of assessment Visuals There were no helpful visual aids There were a few visual aids There were clear and interesting visual aids Students created excellent visual aids Speaking and Audience Contact Did not look at the audience and did not speak clearly Looked at audience some of the time; spoke clearly once in a while Looked at the audience and spoke clearly Held attention of the audience and spoke very expressively Overall understanding of the topic Group didn’t show sufficient understanding of the traditions & values from the story Group understood most of the traditions, values from the story Group understood the entire traditions and values presented in the story Group understood the traditions and values from the story and presented extra information Instilling Values in Students Helped other students understand at least one important values and traditions of other countries Helped other students understand at least two important values and traditions of other countries Helped other students understand at least three important values and traditions of other countries Helped other students understand at least four important values and traditions of other countries TOTAL TEACHER’s COMMENTS: Based on the Differentiated Learning Rubric by Maxine – www.atozteacherstuff.com

141. 60 You had a glimpse of the Chinese way of living through the literary piece and activities you worked on in the previous section. You will now have a taste of the Japanese culture in this part of the lesson. See if there are similarities between the Chinese and Japanese customs and traditions as shown in the reading selections and activities in this section. Then, identify any resemblance to your own culture and values

as a Filipino and as an Asian. Read a Japanese folktale. Study how the organization of the paragraphs helps develop the story. You will also have to deduce from the selection some of the Japanese traditions and values. THE STORY OF THE AGED MOTHER A Japanese Folktale (1)Long, long ago there lived at the foot of the mountain a poor farmer and his aged, widowed mother. They owned a bit of land which supplied them with food, and their humble were peaceful and happy. (2)Shinano was governed by a despotic leader who though a warrior, had a great and cowardly shrinking from anything suggestive of failing health and strength. This caused him to send out a cruel proclamation. The entire province was given strict orders to immediately put to death all aged people. Those were barbarous days, and the custom of abandoning old people to die was not common. The poor farmer loved his aged mother with tender reverence, and the order filled his heart with sorrow. But no one ever thought a second time about obeying the mandate of the governor, so with many deep hopeless sighs, the youth prepared for what at that time was considered the kindest mode of death. (3) Just at sundown, when his day’s work was ended, he took a quantity of unwhitened rice which is principal food for poor, cooked and dried it, and tying it in a square cloth, swung and bundle around his neck along with a gourd filled with cool, sweet water. Then he lifted his helpless old mother to his back and stated on his painful journey up the mountain. The road was long and steep; the narrowed road was crossed and recrossed by many paths made by the hunters and woodcutters. In some place, they mingled in a confused puzzled, but he gave no heed. One path or another, it mattered not. On he went, climbing blindly upward – ever upward towards the high bare summit of what is known as Obatsuyama, the mountain of the “abandoning of aged”. (4)The eyes of the old mother were not so dim but that they noted the reckless hastening from one path to another, and her loving heart grew anxious. Her son did not know the mountain’s many paths and his return might be one of danger, so she stretched forth her hand and snapping the twigs from brushes as they passed, she quietly dropped a handful every few steps of the way so that they climbed, the narrow path behind them was dotted at frequent intervals with tiny

142. 61 piles of twigs. At last the summit was reached. Weary and heart sick, the youth gently released his burden and silently prepared a place of comfort as his last duty to the loved one. Gathering fallen pine needle, he made a soft cushion and tenderly lifting his old mother therein, he wrapped her padded coat more closely about the stooping shoulders and with tearful eyes and an aching heart said farewell. (5)The trembling mother’s voice was full of unselfish love as she gave her last injunction. “Let not thine eyes be blinded, my son.” She said. “The mountain road is full of dangers. LOOK carefully and follow the path which holds the piles of twigs. They will guide you to the familiar way farther down”. The son’s surprised eyes looked back over the path, then at the poor old, shriveled hands all scratched and soiled by their work of love. His heart smote him and bowing to the grounds, he cried aloud: “oh, Honorable mother, thy kindness thrusts my heart! I will not leave thee. Together we will follow the path of twigs, and together we will die!” (6)Once more he shouldered his burden (how light it seemed no) and hastened down the path, through the shadows and the moonlight, to the little hut in the valley. Beneath the kitchen floor was a walled closet for food, which was covered and hidden from view. There the son hid his mother, supplying her with everything needful and continually watching and fearing. Time passed, and he was beginning to feel safe when again the governor sent forth heralds bearing an unreasonable

order, seemingly as a boast of his power. His demand was that his subject should present him with a rope of ashes. The entire province trembled with dread. The order must be obeyed yet who in all Shinano could make a rope of ashes? (7)One night, in great distress, the son whispered the news to his hidden mother. “Wait!” she said. “I will think. I will think” On the second day she told him what to do. “Make rope twisted straw,” she said. “Then stretch it upon a row of flat stones and burn it there on the windless night.” He called the people together and did as she said and when the blaze had died, behold upon the stones with every twist and fiber showing perfectly. Lay a rope of whitehead ashes. (8)The governor was pleased at the wit of the youth and praised greatly, but he demanded to know where he had obtained his wisdom. “Alas! Alas!” cried the farmer, “the truth must be told!” and with deep bows he related his story. The governor listened and then meditated in silence. Finally he lifted his head. “Shinano needs more than strength of youth,” he said gravely. “Ah, that I should have forgotten the well-known saying, “with the crown of snow, there cometh a wisdom!”. That very hour the cruel law was abolished, and the custom drifted into as far a past that only legends remain.

143. 62 Activity 9: WORD WATCH In the middle of each Word Chart are words found in the selection. In your group, give the definition of the word in focus. Then, give examples of words with similar meanings (SYNONYMS) and words that have opposite meaning (ANTONYMS). Finally, use the word in a sentence. Write in the circle below. What is it? Definition Despotic ANTONYMSSYNONYMS What is it? Definition Mandate ANTONYMSSYNONYMS What is it? Definition Summit Non-examplesExamples

144. 63 Activity 10: GOING JAPANESE In the chart below, identify the values and traditions of the Japanese people that you can infer from the reading selection The Story of the Aged Mother. Cite the supporting detail or details in the story to prove your claim. Then answer the process questions that follow. THE STORY OF THE AGED MOTHER JAPANESE VALUES/TRADITIONS SUPPORTING DETAIL/S IN THE STORY Answer the following questions with a partner. 1. Do you find the values and/or traditions of the Japanese people illustrated in the story similar to your values and/or traditions as a Filipino? Explain briefly. 2. Do you think these values and/or traditions are also true to your other Asian neighbors especially the Chinese? Why? 3. Are the values and/or traditions of the Japanese similar to Filipino values and traditions? In what way? 4. Why is it important to know the values and traditions of our Asian neighbors?

145. 64 Hi there! Remember how you’ve given your own ending to the story The Soul of the Great Bell? You have provided a “sort” of condition a “what if” situation, right? And now, you have just read the Story of the Aged Mother. Imagine yourself creating your own story line. To be able to successfully do that, you need to learn how to formulate correct conditional statements that will be helpful to you when you begin your practical writing task in this section. Activity 11: ON ONE CONDITION… Analyze the following “what if statements” inspired by the Story of the Aged Mother. Then, answer the questions that follow. 1. If I could talk to the son, I would express my admiration for him. If I could talk to the mother, I would congratulate her on having a son like him. 2. If the son had left his mother in the mountain, then she would have died. 3. If you were the son, would you also save your mother? 4. I will express my admiration to people who do good despite of the difficulty if I will meet one. Questions: 1. What word is common among

the given sentences? What does it express? 2. What does each sentence mean? 3. What are the common uses of conditional sentences?

146. 65 Exercise A – COMPLETE THE LINE with the most appropriate conditional statement or “if” statement. 1. Ko Ngai would not die a tragic death __________________________________. 2. _______________________ would you also jump into the boiling metal? 3. The farmer’s mother would die, ____________________________________. 4. _________________________, the custom of abandoning aged people would have continued. 5. __________________________________, their parents would be very happy. Exercise B – CONDITIONALLY YOURS Write 2-3 sentences using conditional statements about the traditions and values of the Chinese and Japanese you have learned from the previous activities. Compare these values with some common Filipino values and cite the title of the story where those values are evident. Example: If the Chinese and Japanese value their families, the Filipinos love their families, too, as shown in the story the Mats. 1. ______________________________________________________________ ______________________________________________________________ _____________________________________________________________ 2. ______________________________________________________________ _____________________________________________________________ 3. ______________________________________________________________ ______________________________________________________________ You have learned about some Japanese traditions and values through the story of the Aged Mother. You will further get to know Japanese customs and traditions by watching a video clip on the Seven Rules for Happiness Japanese Style. As you watch the video clip, take note of some important points that will help you in working on the next exercise. Activity 12: SEVEN RULES!

147. 66 After watching the video clip, list down the seven (7) rules for happiness Japanese style. Have a self-assessment on these rules by placing a check mark in the appropriate column to indicate how important each rule is to you as a Filipino/Asian. (http://www.youtube.com/watch?v=HpF9UlzkQ1c) RULES For HAPPINESS (JAPANESE STYLE) IMPORTANCE TO YOU AS A FILIPINO/ASIAN VERY IMPORTANT IMPORTANT LEAST IMPORTANT 1 2 3 4 5 6 7 In answering the questions about the video clip you have just seen, do the Think Pair Share strategy. Think about your answer to each question. As soon as you’ve written your answer on the space provided after each question, Pair up with your seatmate and discuss your answers. Agree on one common answer to each question and Share your answer with the class. 1. How many of the rules for happiness mentioned in the video clip have you checked as ‘very important’? Why do you consider them ‘very important’? 2. How many of the rules for happiness have you checked as ‘least important’? Why do you consider them ‘least important’? .

148. 67 3. What have you realized about your own values as a Filipino based on your answers to the activity? 4. As you listened to and watched the video clip on the Seven Rules for Happiness Japanese Style, what did you notice about how the Japanese woman expressed her feelings? 5. As non-native English speakers, How similar to or different are we from the Japanese in term of using the English language? 6. Does this activity help you in understanding your identity as an Asian? How?

149. 68 Activity 13: SPEAK THE LANGUAGE You have learned that meaning changes due to stress, intonation and juncture or a pause. Study the excerpt of the Keynote Speech by Junichiro Koizumi, Prime Minister of Japan on the Occasion of the Asia-Africa Business Summit on April 22, 2005 at Mulia Hotel, Jakarta. Read the speech excerpt observing proper stress, intonation and pauses. Keynote Speech Excerpt: I am honoured to be with you tonight and to have been invited to be the first Li Ka Shing professor here at Lee Kuan Yew School of Public Policy. It is a great privilege to be associated with such an influential school at a world-class university. I am proud as well to be linked, even indirectly, with two of the outstanding figures in Asia’s growing success and rising influence on our world. I am sorry that my dear friend Lee Kuan Yew has not been able to join us here tonight. I will try to meet the high standards he always sets for himself and for this country. Standards that I know are reflected at this wonderful university and in its students. Indeed, the success of this remarkable city state provides a fitting context for what I want to talk about today. Singapore is a shining example of Asia’s growing economic and political success and an impressive testimony to the vision, courage and commitment which is found here in such abundance. Your region is on a roll. You, unlike Europe and the US, learnt the lessons from the financial crisis of the late 90s and put in place prudent measures to prevent a repeat. The result is your economies have weathered the recent global storms much better – and already returned to strong growth. Over the past decades, this economic growth has helped lift hundreds of millions out of poverty. It has also established the region’s leadership on critical global issues, including trade and climate change.

150. 69 This is impressive in itself, but even more so if compared to the fate of Africa. At the time of decolonization, the level of economic development in most of Asia was comparable with that of Africa. Four decades ago, for example, the per capita income of South Korea was virtually the same as that of Sudan. Yet today, South Korea is one of the richest countries in the world while Sudan is among the poorest. Unfortunately, this comparison holds true for most countries in the two regions. The divergent paths of Africa and Asia are a much studied subject. I want today to focus on how Africa can learn from the approach and success of Asia and, crucially, how we can build a more effective partnership to the benefit of everyone. Answer the questions about the speech excerpt. 1. What is the speech about? Give its gist in one sentence. 2. Did the speech increase your knowledge about the values and traditions of Asia and Africa? Explain. 3. How do stress, intonation and juncture or pause affect the delivery of speech? 4. What tips can you give the learners of English on how to deliver a good speech? 5. How does the speech affect your being an Asian? Do you understand better your identity as an Asian through it?

151. 70 Activity 14: EXTRAditions! Now, that you have explored ideas about Chinese and Japanese traditions, how can you better understand your identity as an Asian? This final PROCESS activity may give you a better view of the collective values and traditions that Asians particularly Chinese and Japanese hold dear. Read this article about Japanese and Chinese traditions. How does the knowledge of these traditions and values help you in understanding better your identity as an Asian? Japanese and Chinese Traditions  Many Japanese traditions stem from their deep roots in religions. Two main religions dominate the Japanese culture: Buddhism and Shintoism. Buddhist practices and beliefs in Japan stemmed from practices in China and were very similar to those in China The

Japanese Tea Ceremony is a cultural tradition that originated in China. The tea was considered medicine that promoted physical and spiritual health and was consumed for enjoyment purposes primarily. The spiritual aspect involves harmony between the persons participating in the ceremony, respect for those involved in the ceremony, and purity. These three aspects bring tranquility to those who participate in the tradition.

152. 71 Japanese Theater : Noh & Kabuki Drama Noh drama is rigidly traditional Japanese drama which in it's present form dates back to the early 14th century. Noh plays are short dramas combining music, dance, and lyrics, with a highly stylized ritualistic presentation. Kabuki drama combined elements of no drama and folk theater. The Japanese New Year Celebration (January 1-15) In Japan, the celebration of the New Year is the most significant and important holiday. During this time they begin the New Year with a clean slate, spend time with family and friends and prepare for the events of the New Year. After the cleaning, houses are decorated with straw ropes and pine bough that is burned in a ceremonial bonfire at the end of the New Year’s celebration. Sumo is a Japanese style of wrestling and Japan's national sport. It originated in ancient times as a performance to entertain the Shinto gods. Many rituals with religious background are still followed today. Most houses in Japan have tatami mats. Tatami were originally a luxury item for the nobility. During the Heian period, when the shinden-zukuri architectural style of aristocratic residences was consummated, the flooring of shinden-zukuri palatial rooms were mainly wooden, and tatami were only used as seating for the highest aristocrats It is said that prior to the mid-16th century, the ruling nobility and samurai slept on tatami or woven mats calledgoza, while commoners used straw mats or loose straw for bedding. Kimono and yukata are traditional Japanese clothing. Kimono are made of silk and are usually very expensive. Nowadays they are worn at formal or traditional occasions such as funerals, weddings or tea ceremonies. Only rarely kimono can still be seen in everyday life. The yukata, on the other hand, is more of an informal leisure clothing.

153. 72 Like the Japanese, Chinese considered tea as one of their seven basic necessities. Firewood, oil, salt, soy sauce and vinegar were some of the basic needs. Ways of tea preparation, tasting it and the occasions on which it is consumed make the Chinese tea culture unique. Children serve tea to their elders as a token of respect. People of lower order are supposed to serve tea to people of higher ranks. This custom is still practiced on formal occasions. Chinese weddings have certain traditional customs. As a form of expressing gratitude, the bride and groom kneel in front of their parents and offer them tea. In olden times, drinking the tea offered showed acceptance of marriage while refusal represented opposition to the marriage. Japanese Haiku started as Hokku, an opening stanza of an orthodox collaborative linked poem, or renga, and of its later derivative, renku (or haikai no renga). By the time of Matsuo Bashō (1644–1694), the hokku had begun to appear as an independent poem, and was also incorporated in haibun(a combination of prose and hokku), and haiga (a combination of painting with hokku). In the late 19th century, Masaoka Shiki (1867–1902) renamed the standalone hokku or poem to haiku. Source: wikipedia

154. 73 After reading the article, do the 3-2-1 Chart below. Things You Found Out: 3 Interesting Things You Discovered 2 Question You Still Have to Ask 1 At this point, has your knowledge of the traditions and values of selected Afro-Asian counties increased? Are you now ready to modify your initial answers to the focus question: As a Filipino,

how can you better understand your identity as an Asian? New Year is one of the most prominent festivals of the Chinese calendar. It is about getting together. Red is believed to abolish bad luck. So people clothe in red for the new year celebration. A long dragon made of silk, bamboo and paper are carried along streets. Young men hold the dragon and dance while carrying the dragon along. The Dragon dance is an ancient Chinese tradition. When you give your gift make sure to wrap it in red and gold never with white, black or gray as they symbolize death. Chopsticks are believed to symbolize kindness and gentleness. Confucianism taught the Chinese to abandon knives and forks from the dining table. So they have their food cut to bite-size before it comes on the table.

155. 74 Fill out the ARG Worksheet that follows. Feel free to modify your initial answers. Anticipation-Reaction Guide Read the set of statements found at the center column in the table below. Write agree or disagree based on the given statements. Then, write your reason(s) for agreeing or disagreeing. Agree/Disagree Statements Your Reason(s) 1. China has different folktales that feature their values and traditions. 2. China, Japan, and Philippines have many examples of oral literature. 3. Asian countries including China, Japan and Philippines have been ruled by emperors. 4. For the Japanese, happiness can be achieved in simple things. 5. For Asians, shame and honor go far beyond the individual, and reflect directly upon ones’ family, nation, or other group, and so is taken very seriously. 6. The Philippines, China and Japan have traditions that are influenced by religion. 7. Kimono, geisha, sumo, samurai are parts of Chinese traditions. 8. The Philippines, China and Japan have important tea ceremony. 9. Japanese write haikus to honor nature.

156. 75 10.Philippines, China and Japan have three common qualities: love for the family, religiosity and value for work In the previous section, the discussion was about the concepts related to the common values and traditions among selected Asian countries particularly China and Japan. Go back to the previous section and compare your initial ideas with the things learned. How many of your initial ideas are similar to those discussed in the section? Which ideas are different and need refinement? Now, that you know the important ideas about this topic, let us go deeper by moving on to the next section. REFLECT/UNDERSTAND Your goal in this section is to enrich your familiarity with the common traditions and values of selected Afro-Asian countries, particularly China, Japan and the Philippines. Now, you will engage yourself in a deeper search for knowledge to satisfy your curiosity and deepen your understanding of your being an Asian. Activity 15: INFO SEARCH… Conduct an online or library research to come up with a comprehensive view of the unifying and distinctive characteristics, values and traditions of the people of China, Japan and Philippines in preparation for your final performance task. Use the template on the next page to guide you in your online or library research. ASPECT OF LIFE/CULTURE CHINA JAPAN PHILIPPINES Famous festivals Wedding Traditions Unique cuisines/dishes

157. 76 Family Values Music/Theater Arts Literature Martial arts Social values Popular culture Unique Beliefs Activity 16: HOW WELL DO YOU REALLY KNOW? By this time you will have had a good grasp of the traditions and values of the Chinese, Japanese, and Filipinos as you worked on the learning activities in Lessons 1 and 2. A. TRUE-FALSE STATEMENTS. Read the given statements. Identify whether the statements are TRUE or FALSE. If your answer is FALSE, be able to provide justification on the space provided. 1. Japanese often send money to bereaved friends as an expression of

sympathy. TRUE FALSE Justification: ______________________________________________________ 2. Number 4 is considered lucky in Japan. TRUE FALSE Justification: ______________________________________________________ 3. In Japan it is impolite to pour your own drink when eating with others--you pour your companion's drink and your companion pours yours. TRUE FALSE

158. 77 Justification: ______________________________________________________ 4. It is a no-no in Japan to pick up your rice or miso soup bowl and hold it under your chin to keep stuff from falling. TRUE FALSE Justification: _____________________________________________________ 5. Asians like Filipinos, Chinese and Japanese value family, hardwork and their religion or faith. The benefit of all the members of the family is more important than the individual. Education of children and their excellence in school is important to them. TRUE FALSE Justification: _____________________________________________________ 6. Most Chinese care more about the quality than the packaging of the gift. They will insist on declining the gift. Furthermore, they will wait until the guests have left to open the gift. TRUE FALSE Justification: _____________________________________________________ 7. The Chinese normally embrace each other. Kissing, whether on the cheeks or on hands, is usually acceptable for the Chinese. TRUE FALSE* Justification: _____________________________________________________ 8. People in China tend to over-order food, for they will find it embarrassing if all the food is consumed. TRUE FALSE Justification: _____________________________________________________ 9. In China, it is a common practice for visitors to tip the tour guide and driver in recognition of their good service. Hotel bellboy expects your tips as well. It is not customary to leave tips at hotel or local restaurant as the bill usually includes 10- 15% service charge. TRUE FALSE Justification: _____________________________________________________

159. 78 10.Chinese parents are usually concerned about the discipline of their children. The parent never gets divorce if the relationship does not work. The father maintains a strict discipline over the children. TRUE FALSE Justification: ______________________________________________________ Activity 17: IT HELPS TO KNOW… Read the following passages about Asian-African traditions and values and draw conclusions or make logical predictions about each. Copy the Inference-Evidence Chart in your notebook and write your answers there. 1. Parents are really very keen to see that their children are married to suitable families. Married sons continue to live in the same household with their parents. It is considered ideal for men to marry and bring their wives to go and live with their husbands after marriage. A unique feature of the Chinese family is the one child policy that has been enforced by the law of the country. The first son enjoys the greatest benefits in terms of education and opportunities. The first daughter takes responsibility in helping to raise her younger siblings. Inference-Evidence Chart

160. 79 2. Unlike other Asian countries where women tend to be in more subservient positions, women in the Philippines have had high societal positions since precolonial times. Since there is sexual equality, businesses are more a c c e p t i n g o f w o m e n

performing business. http://www.asianinfo.org/asianinfo/philippines/pro- family_customs.htm Inference Evidence Inference Evidence

161. 80 Inference-Evidence Chart 3. In many places in Africa young girls are trained to be good wives from an early age. They may even learn secret codes and secret languages that allow them to talk with other married women without their husbands understanding what is being said. Depending on which part of Africa you are in, wedding ceremonies can be extremely elaborate, some lasting many days. Often huge ceremonies are held during which many couples are united at the same time. (http://www.worldweddingtraditions.com/locations/african_traditions.html) Inference-Evidence Chart 4. Taking off one’s shoes is another prevalent practice in Japan. While entering houses, schools and many other buildings, people are expected to take off their shoes. It is basically done to keep the house clean. Make sure you are wearing decent socks, as you will be expected to take off your slippers when seated on tatami mats. Inference Evidence

162. 81 http://lifestyle.iloveindia.com/lounge/japanese-family-traditions-2550.html Inference-Evidence Chart Inference Evidence 5. In African culture, a child learns at an early age on how to become a good member of his tribe. Each member of the tribe belongs to an age group that has special services within the tribe. Each person is expected to contribute to the tribe by doing his share of the work and obeying its customs. http://www.victoriafalls-guide.net/african-customs.html Inference Evidence

163. 82 Inference-Evidence Chart Activity18: TRADITIONS AND VALUES REVISITED Reflect on your previous ideas and fill out this Retrieval Chart using the knowledge you acquired about the traditions and values of the people of selected Asian and African countries. Five Common Traditions and Values of Asians (Chinese & Japanese) and Africans Aspect of Culture Specific Tradition/Value Best Features . . . . . . . . . . You have just tried to synthesize and integrate in a creative way different ideas related to the common traditions and values among the peoples of Asia and Africa through the Retrieval Chart.

164. 83 At this point, what new realizations do you have about the traditions and values among Asians (Filipinos, Chinese & Japanese) & Africans? What new connections have you made for yourself? Write your thoughts in the cloud callout below. At last, you are now ready to finalize your answer to the focus question: How can you better understand your identity as an Asian? Enter your final answer in the ARG Worksheet below. Anticipation-Reaction Guide Read the set of statements found at the center column in the table below. Tick/Check the corresponding column if you agree or disagree with given statements. Write your reason for agreeing or disagreeing. Your answer shall be your final answer at this point. Agree Statements Disagree China has different folktales that feature their religious beliefs. Japan, Philippines, China have many examples of oral literature. Among the Asian countries, China has the most interesting wedding tradition.

165. 84 Love for family is often the theme of Japan’s oral literature. For Asians, shame and honor go far beyond the individual; and reflect directly upon ones’ family, nation, or other group, and so is taken very seriously. The Philippines, China and Japan have traditions that are influenced by religion. Kimono, geisha, sumo, samurai are parts of Chinese traditions. The Philippines, China and Japan have rice and tofu as staple food. Japanese write haikus to honor nature. Hardwork is one of the outstanding qualities of the Chinese and the Japanese. Philippines, China and Japan have three common qualities:

love for the family, religiosity and value for work In the previous section, the discussion focused on probing your understanding of the ideas related to the common traditions and values among the people of selected Afro- Asian countries. You were asked to determine misconceptions and errors and explain your justifications to help arrive at your generalizations on the topic. Now, that you have a deeper understanding of the topic, you are ready to do the tasks in the next section.

166. 85 PRODUCT/PERFORMANCE Your goal in this section is to apply your learning to real life situations. You will be given a practical task which will demonstrate your understanding. You will likewise finalize your answer to the focus question that has been asked since the beginning of this lesson. To begin with, you need to understand that the goal of this lesson is for you to learn on your own how to present information using various tools of data gathering. More often, in real life situations you will be required to gather, collate, organize, and present information in many different occasions. Thus, for your practical task, you are going to write brief articles for a brochure that contains relevant information about the culture and values of the Chinese or Japanese people, your Asian neighbors. You are going to come up with a similar output as follows: You might be asking how you will go about this practical task. There are many ways of doing this. But before you worry about the design, learn first the basic steps in preparing a brochure. Activity 19: CONTENT MATTERS In Lesson I, you wrote informative articles about a selected African country and the Philippines. In this lesson, you will write brief articles about the Asian countries we featured in this Lesson – China and Japan. Using the information you gathered in the different activities included in this lesson: • write a 5-sentence article each about the traditions and values of China, Japan and Philippines • provide a catchy title for each article • Paste an appropriate photo for your article

167. 86 ___________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ____________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ___________________________________ _____________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

168. 87 ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ _________________________________________________ Activity 20: LEARNING THE BASICS It’s good that you have written your brief article on the traditions and values of the Chinese and Japanese. You will need those articles for your Brochure-making project. Study the simple guidelines on brochure making below adopted from the article Brochure Projects Made Easy with Rubric by Kellie Hayden. 1. Plan Fold a piece of paper in thirds and concisely write information on it with graphic design. It can be completed on the computer or without the aid of the computer. You may write the information and paste pictures about your topic. 2. Prepare materials needed Have the following available: paper, colored pencils, markers, photos, artwork, a computer, color printer and access to the Internet, if available. 3. Preparatory Procedure Step 1: Decide on a purpose and a specific topic. Your brochures have to inform the reader about the traditions and values of the selected Asian and African countries. You may need to do some research to add more information and complete the brochure. You should list your resources at the bottom of one panel. Step 2: Make a draft of the six panels. There are three panels on each side of the paper. It can be folded in many ways, but the six panels need to be planned out on a piece of notebook paper.

169. 88 Front Panel: This should have the title, name of the Group and the individual members, and basic information about the topic. A picture, a clip art or a small piece of artwork about the topic is a good addition. Other Five Panels: Display information with subtitles, pictures, clip art, and designs. You should decide on what main information you want to display and tell about your topics. For example, if you are making a travel

brochure about a country, one panel can be about the beaches in the country. If there are many beaches, you will need to choose the most important ones. A picture is always a good addition. 4. Constructing the Brochure Step 1: Once the brochure is planned, you can begin working on your final product. If you will make the brochure on the computer, you can use Microsoft Word software or Microsoft publisher. The paper can be set up on "landscape" and each side of the paper can be split into three panels by making three columns on each page. You can insert clip art, photos and scanned artwork. If you are not using a computer, you need to neatly write your information on each panel and glue photos or clip art to the brochure. 5. Assessing the Brochure with a Rubric The brochure can be assessed using a scoring rubric. Again, key criteria could be accuracy, neatness, creativity and appropriate use of color. To test your understanding of what you have read, answer the questions that follow. 1. Do you find brochure-making easy to do? Why? 2. What skills are required of you in making a brochure? 3. In what way will the guidelines above help you in your practical task?

170. 89 4. What problem do you think might you encounter in making your brochure? Activity 21: BROWSE YOUR BROCHURE You have learned how to make a brochure based on the given guidelines. You will try your knowledge of the steps by doing the given activity below. You may follow the previous guidelines or work with the suggested steps in this activity. Don’t hesitate to ask for details or clarify instructions. Read carefully the task below. In your group with five members, do the activities that follow. You are a feature writer of your school paper. You have been asked by the barangay council to promote tourism as an industry. One of your first tasks is to design a travel brochure. This brochure will be distributed to the visitors of your barangay. Copies of your brochure will likewise be distributed to restaurants and stores that sell local products. This is what you do: • Prepare a letter-size sheet of paper by folding it twice to form a tri-fold brochure. • That will give you three outside areas, or "panels," to work with and one large area, or "spread," inside. • Present your brochure to the class as soon as you are ready. Wait for your teacher to give you the cue. Prepare your information:

171. 90 • Gather information about the tourist attractions, local festivals and unique qualities of your barangay or locality. Interview long-time residents and local officials. • Arrange your information according to "topics" based on the assignment. For example, you might gather all information collected about living accommodations that a visitor might expect to find in your locality, the kinds of terrain a traveler might expect to pass through; modes of transportation; the gifts tourists can expect to buy in your place; and things to see and do in your locality. Tips for designing a brochure: • Create a colorful and eye-catching cover for your brochure. • Remember to provide accurate and detailed information on how visitors could get to the place. • Make your brochure as attractive, appealing, and informative as you can. • Balance the text with illustrations and use varied colors. Assessment The following criteria will be used in evaluating your travel brochure: Quality of the Information on How to Get There (10 points possible) • High-Quality Work: All possible modes of transportation are mentioned and explained. The terrains are mentioned as well as traffic conditions in the area. Map is beautifully colored. • Satisfactory Work: Comments about modes of transportation, terrains, traffic condition are included but not well explained. Map is neatly colored. • Unsatisfactory Work: No map. Very vague descriptions of the modes of transportation, terrains and traffic situation. Quality of the Information on Tourist Attractions (10 points possible) • High-

Quality Work: All tourist attractions including festivals are explained thoroughly. All possible reasons on why visitors have to visit the attractions have been provided. • Satisfactory Work: Some tourist attractions including festivals have been explained. Some possible reasons have been given on why visitors have to visit the attractions have been provided.

172. 91 • Unsatisfactory Work: Few tourist attractions have been identified. Festivals are not mentioned. No reasons were mentioned as to why visitors have to visit the place. Organization of Brochure (10 points possible) • High-Quality Work: Information is organized. The brochure is easy to read and "flows" very well. The sections of the brochure are in an order. • Satisfactory Work: Most of the brochure is organized. The brochure has decent "flow" throughout. The sections of the brochure are in a logical order. • Unsatisfactory Work: Very difficult to follow. Information doesn't "flow" in a way that makes sense. Very disorganized. Here is the CHECKLIST FOR the REVIEW OF a TRAVEL BROCHURE. Exchange brochure with the other group and evaluate the group’s sample travel brochure by checking on the appropriate column. CATEGORIES High Quality Satisfactory Unsatisfactory Information on How to Get There Information on Tourist Attractions Organization of Brochure Activity 22: FEATURING…OUR BROCHURES By this time you are now ready to perform your practical task in this lesson. You are on your own to figure out which of the skills you learned in the previous activities you will use to meet the standards set in this given task. Read the task below. In your group, discuss and plan on how you will make your travel brochure. The rubric for grading is provided here to remind you on how your work will be graded.

173. 92 Travel and Tours Organization plans to publish a two-page brochure that contains relevant information about the culture and values of China, Japan and Philippines which they will use for their marketing campaign. The Organization chose your advertising company to prepare the brochure. As the writer you are tasked to: • Write 5-sentence articles about the traditions and values of the three countries with accurate information • Design the brochure with attractive layout and a good mix of graphics and arts • Observe the principles of clear organization, correct grammar, spelling and mechanics and effective vocabulary. RUBRIC FOR ASSESSMENT OF BROCHURE ON TRADITIONS AND VALUES First, evaluate your finished brochure using the rubric below. You may revise your output after doing your self-check. Then, submit your group’s final output to your teacher. CATEGORY 4 3 2 1 Content - Accuracy All facts in the brochure are accurate. 99-90% of the facts in the brochure are accurate. 89-80% of the facts in the brochure are accurate. Fewer than 80% of the facts in the brochure are accurate. Writing - Organization Each section in the brochure has a clear beginning, middle, and end. Almost all sections of the brochure have a clear beginning, middle and end. Most sections of the brochure have a clear beginning, middle and end. Less than half of the sections of the brochure have a clear beginning, middle and end. Writing - Grammar There are no grammatical mistakes in the brochure. There are 1-2 grammatical mistakes in the brochure. There are 3-4 grammatical mistakes in the brochure. There are several grammatical mistakes in the brochure.

174. 93 Attractiveness & Organization The brochure has exceptionally attractive formatting and well-organized information. The brochure has attractive formatting and well-organized information. The brochure has well- organized information. The brochure's formatting and organization of material are confusing to the reader. Graphics/

Pictures Graphics go well with the text and there is a good mix of text and graphics. Graphics go well with the text, but there are so many that they distract from the text. Graphics go well with the text, but there are too few and the brochure seems "text-heavy". Graphics do not go with the accompanying text or appear to be randomly chosen. Writing - Mechanics Capitalization and punctuation are correct throughout the brochure. Capitalization and punctuation are correct throughout the brochure after feedback from an adult. There are 1-2 capitalization and/or punctuation errors in the brochure even after feedback from an adult. There are several capitalization or punctuation errors in the brochure even after feedback from an adult. To highlight the learning for this activity, answer briefly the following questions. 1. How did you find working on your final practical task in this lesson? Why? 2. Did you find the skills you learned previously helpful in doing this task? Why? 3. What important insight did you gain from doing this practical task?

175. 94 4. If you were given a similar task in real life, which top 2 skills you learned in this task would you use? Why? : Finally, you have designed a travel brochure that contains relevant information about the traditions and values of the Chinese, Japanese, Africans and Filipinos. You have completed your project for this lesson. Don’t forget the learning you gained. You will need them as you embark further on your search for knowledge. This time, be ready to proceed to the next lesson and discover further the magic of Afro-Asian literature. Congratulations! GLOSSARY OF TERMS USED IN THIS LESSON: ARG 3-2-1 Chart Brochure Infer Deduce Traditions Values Customs Identity Retrieval chart Folktale Deduce Peer Grading TPS REFERENCES AND WEBSITE LINKS USED IN THIS LESSON: (For References, use MLA style to cite publications.

176. 95 For Websites, state the URL and annotate or give the Website title. Arrange Websites according to their appearance in the module. Provide other credits for multimedia materials such as images and sounds.)

177. 96 LESSON 3: Sharing the Knowledge Learned Introduction Hello, young explorers! You have reached your final journey in searching for knowledge. You have had enough information to build up your knowledge bank. It’s time for you to share that knowledge to others. At the end of this lesson, you with the help of your teacher are expected to put up your own informative and creative exhibit showcasing the traditions and values of people from selected Afro-Asian countries discussed from lessons 1- 3. To give you an overview of the things you will do in this lesson, see the expected skills and the activity map below: Expected Skills • Listen to points the speaker emphasizes as signaled by contrastive sentence stress • Use stress, intonation, and juncture to signal changes in meaning • Guess the meaning of expressions by noting keywords in expressions, context clues, collocations, clusters, etc. • Skim to determine the author’s key ideas and purpose by answering questions raised after surveying the text • Read closely to select appropriate details from a selection for specific purposes. • Narrate events logically • Validate mental images of the information conveyed by a program viewed • Respond to questions raised in a program reviewed • Discover through literature the links between one’s life and the lives of people throughout the world • Transcode ideas from texts to concept maps • Make a write-up ideas presented in concept maps • Use of coordinators and subordinators • Use of correct complex and compound-complex sentences • Get and assess current information from newspaper and other print and non-

print media • Set new goals for learning on the basis of self-assessment made Start of Lesson 3

178. 97 Activity Map ACTIVITIES FOR ACQUIRING KNOWLEDGE AND SKILLS ACTIVITIES FOR MAKING MEANING AND DEVELOPING UNDERSTANDING ACTIVITIES LEADING TO TRANSFER KNOW Administration of Pre- Test(I) Picture Reading through picture perfect(G) Activating prior knowledge through IRF (I) PROCESS Use of stress through Retrieval Chart (P) Give the meaning of words using vocabulary mapping (I) Getting the main idea through skimming (I) Getting the specific information through Scanning (I) Writing a Reflection (I) Video critiquing through Differentiated Task(G) Transcode ideas using mind map (I) Reading Meaning into Poetry (I) Oral Practice using appropriate stress, intonation and juncture (P) Getting Information from Newspapers (I) Fill in the necessary information through Outlining(G) Identifying Correct Coordinating/Subordinating Conjunction (I) Sentence Structure Test (I) Activating prior knowledge through IRF (I)

179. 98 UNDERSTAND Vocabulary Test (I) Review the past lessons using the Check and Balance (G) Dramatize a Real Life Situation (G) Character Map (I) Read, discuss and respond to the text through Readers Circle (G) Stating the significance of studying Afro-Asian traditions and cultures through Think Pair (P) Activating prior knowledge through IRF (I) Discuss a literary text through Active Knowledge Sharing (P) Read the lines/dialogue revealing the Character’s Emotion (I) Draw the group’s imagination, concepts, ideas from the text through Sketch to Stretch (G) TRANSFER Writing an event proposal (I) Reviewing prior knowledge through IRF (I) Put up an informative and creative exhibit showcasing the traditions and values of selected Afro-Asian countries. (G) Learning Goals and Targets What are your expectations for this lesson? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

180. 99 KNOW: Activity 1: Picture Perfect 1 2 3 4 5 6 Are you familiar with our traditional dances? Can you name one? Take a look at the following pictures and answer the questions below:

181. 100 Process questions: 1. What do these pictures show? What do they have in common? 2. Can you identify what country is being represented in picture 1? How about the other pictures? 3. What helps you in identifying the specific country shown in each picture? 4. Do these pictures help you understand your identity as an Asian? How? Explain your answer to this question by accomplishing the IRF worksheet below. Accomplish the (I) for your Initial Answer. As you continue doing this module, you still have a chance to Revise your answer and come up with your Final Answer. Initial Answer Revised Answer Final Answer Good Start! But your search for knowledge is not yet over; in fact, you have just begun another journey to discover new things and the privilege to share these with others. You have just shared your first discovery that dance is a part of human culture and traditions. Let’s find out how others would answer the question and compare their ideas to our own. As we compare, you will also learn other

concepts which will help you complete the required project. Your project is to put up an informative and creative exhibit showcasing the traditions and values of people from selected Afro-Asian countries. We will start by doing the next activity.

182. 101 In Lesson 3, you would notice that we will focus on two countries, India and Persia. We will start with India, let’s try to find out why the Indians are said to be a remarkable people. We will do this by studying another aspect of their identity, their culture and their literature. As you go through this part, be guided by this question: How can you better understand your identity as an Asian? PROCESS: Listen as your teacher reads the passage on Indian culture. Notice how she puts emphasis to some important words in the sentences to communicate the message more effectively Source: Indian Culture English for Secondary Schools (Revised Edition) Second Year India, Library of Nations (Time-Life Books, Amsterdam) Process Questions: 1. Did your teacher give emphasis to all words in the sentence? 2. Can you recall the words that were stressed? What do we call those words? 3. What are the words that were not stressed? Why do you think they were not stressed? 4. What do we call this emphasis or prominence which is given only to a syllable of certain words in a sentence? Key Points: Sentence stress refers to the emphasis or prominence given to a syllable of certain words in a sentence.

183. 102 These words with stressed syllables called Content Words like nouns, verbs, adjectives, and adverbs, and interrogatives when used as subjects are sometimes stressed. They have meaning in themselves. On the other hand, Function Words are not normally stressed. These words do not have meaning except when they are used in relation to their grammatical use in the sentence. The function words are articles, auxiliaries, linking verbs, conjunctions, pronouns, and prepositions. Activity 2: Oral Practice With your partner, take turns in reading “The Prophet” by Khalil Gibran. Be sure to put emphasis on a syllable of the content words. Having understood the difference between content and function words try to do the oral practice and accomplish the retrieval chart afterwards. The Prophet by Khalil Gibran  (excerpts)      Then a ploughman said, "Speak to us of Work."      You work that you may keep pace with the earth and the soul of  the earth. For to be idle is to become a stranger unto the seasons, and  to  step  out  of  life's  procession,  that  marches  in  majesty  and  proud  submission towards the infinite.  Work is love made visible.  And if you cannot work with love but  only with distaste, it is better that you should leave your work and sit at  the gate of the temple and take alms of those who work with joy.             For if you bake bread with indifference, you bake a bitter bread  that feeds but half man's hunger. And if you grudge the crushing of the  grapes, your grudge distils a poison in the wine.            And if you sing though as angels, and love not the singing, you  muffle man's ears to the voices of the day and the voices of the night. 

184. 103 Process the activity using the retrieval chart Retrieval Chart Retrieve/get 10 words from the excerpts. Identify each word as content or function word and write if it should be stressed or not. Then give explanation to your answer by writing your knowledge and understanding on the topic. Words Content Word/Function Word Stressed/ Not stressed 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. My Knowledge and Understanding

185. 104 Grammar Recall Coordinating Conjunction/Subordinating Conjunction Take a look at these lines taken from the excerpt and answer the questions below: 1. What is said

about work in the paragraph? 2. According to Gibran, what are the better things to do if one cannot work with love but only with distaste? 3. How many ideas were given to answer question no. 3? What word is used to connect these ideas? 4. What do we call this word that connects ideas? 5. Can you give other connectors that join words, phrases, and clauses? Give one. When do you use that connector? Now take a look at these lines:         1. How many ideas are joined in the first lines? What are those? 2. How about in the second line? 3. Taking the italicized groups of words only, do they convey a complete thought? Why? 4. What introduces the italicized groups of words? What is its function in the sentence? Work is love made visible. And if you cannot work with love but only with distaste, it is better that you should leave your work and sit at the gate of the temple and take alms of those who work with joy.   “If you bake bread with indifference, you bake bitter bread that  feeds but half man's hunger.     If you grudge the crushing of the grapes, your grudge distils a  poison in the wine” 

186. 105 Key Points A. Coordinating Conjunctions connect words, phrases, and clauses of equal rank. The principal coordinating conjunctions are and, but, or and so. 1. The And type And is used to add something to what has already been said. It should be used only when the second idea is along the same line of thought as the first idea. Examples: a. The man was ugly and mean. (The words ugly and mean are both negative qualities) b. She is attractive and bad tempered. (The sentence is faulty because attractive is a positive quality while bad tempered is a negative quality)           2. The But type But adds something contrary to or different from what has been said. When we use and, the second part of the sentence expresses an idea that we expect to follow; when we use but, the second part of the sentence expresses an idea that is the contrast to the first. Example: He is stupid but hardworking. (Stupid expresses a negative quality while hardworking expresses positive quality. The second idea is constructive.)   Other words that may be used instead of and  are: both…and, not only…but also, furthermore, and as well as.   Other conjunctions of this type include however, yet, nevertheless, and on the other hand. But is more often used than the others.

187. 106 3. The Or type Or implies a choice. It connects ideas of equal value, giving one a chance to choose either idea. Examples: a. You can come today or tomorrow. b. I can go or stay as I please. 4. The So type The conjunction so is used when the second part is a consequence of the first part. The so type differs from the and type, which implies the same line of thought and from the but type, which implies a contrast. So implies that the second part follows as a result of the first part. Example: He shouted, so I had to listen to him B. Subordinating Conjunctions Subordinating conjunctions are used to introduce subordinate clauses. They convey the thought relationship between ideas in a sentence. The principal subordinate conjunctions are what, that/ so that, because, how, though/although, if/as if, unless, where and whether. 1. What is answered by a that clause. That he is a liar is false (What is false?) They claimed that he is a liar (What did they claim?) 2. Purpose is expressed in the following examples: They read that they may learn. They read, so that they may learn. 3. Cause and effect is expressed in the following: He failed because he did not study. He was so lazy that he failed. 4. Manner is expressed by how. This is how I want to do it.       Other words to use instead of or are either…or, neither…nor, and otherwise.

188. 107 5. Concession is expressed by although. Although I made a few mistakes, I got a very good mark. 6. Condition is expressed by if and unless. If you go with me, I’ll treat you to a snack. I’ll not speak to you unless you go with me. 7. Place is expressed by where. I don’t know where I lost it. 8. Uncertainty is introduced by whether (not if) I don’t know whether I can go with you. 9. An adjectival subordinate clause may be introduced by who, which, or that. The boy who won the prize is my cousin. The prize, which he won, is a book. The flowers that she sent are orchids. Activity 3: CONNECT ME IF I’M RIGHT A. Identifying the Correct Coordinating Conjunctions What coordinating conjunctions should connect these clauses? 1. It was raining. We went out. 2. It was a warm day. We took off our coats. 3. He was an extravagant person. He did not spend all his money. 4. He was an extravagant person. He spent his money foolishly. 5. Tell the truth. I will punish you. 6. Tell the truth. I’ll not punish you. 7. She lost her book. She didn’t look for it. 8. You will hand in your theme on time. I’ll give a deduction. 9. He studied hard for the test. He got a good grade. 10. You are not paying attention. The teacher will scold you.

189. 108 B. Supplying the Appropriate Subordinating Conjunctions What subordinating conjunctions should connect these clauses? 1. She could not go out. She felt ill. 2. We went out. The rain stopped. 3. She did not know. She lost her watch. 4. The child is crying. He has been punished. 5. She was not sure. She could go. 6. She didn’t wear her new shoes. Her mother told her to. 7. It was growing dark. She reached home. 8. I’ll attend your party. You invite me. 9. I’ll buy that picture. It is very pretty. 10. She has a lot of books. She doesn’t read them. Great job! You have combined sets of ideas to form new sentences. But always remember, we do not just put together any two or three sentences into one. There must be a relationship in meaning between the two sentences. Last time, you have listened to an informative text about the culture of India, now it’s time for you to know additional information about India. You will read a selection about the characteristics of Indian Literature. But, let us first define the unfamiliar words you will encounter in the text. Let’s do it through Vocabulary Mapping.

190. 109 Activity 3: VOCABULARY MAPPING Give the meaning of the italicized words using the vocabulary mapping procedure. 1. rituals and prayers 2. discourses between teachers and pupils 3. moral undertones 4. cultural revival Process for Vocabulary Mapping: Accomplish the vocabulary mapping worksheet by following the procedure below: There will be 4 squares in each worksheet. Place the italicized word at the middle of each square. Label each of the four corners of the square with the following headings: definition, synonym, sentence and picture. Complete what is being asked for under each of the four headings Share your map with the class. Study and follow the given example below. Patient Definition Synonym Sentence Picture Tolerant Uncomplaining Thoughtful Tom was very patient with me when I didn’t understand how to play soccer. He helped me join in the game. To be patient is to care enough about someone so that they have time to understand.

191. 110 VOCABULARY MAPPING WORKSHEET Name: ____________________________ Year and Section:__________ 1. 2. 3. 4. Definition Synonym Sentence Picture Definition Synonym Sentence Picture Definition Synonym Sentence Picture Definition Synonym Sentence Picture

192. 111 The Literature of India is one of the indelible marks of its culture. It has its own unique development. In centuries, it produced some of the most famous literary works in

the world. Read and analyse the selection below. Find out what are the factors that contributed to the development of Indian Literature. Reading Text CHARACTERISTICS OF INDIAN LITERATURE Sanskrit literature originated with an oral tradition that produced the Vedic holy texts, sometime after 1500 B.C. The Aryans, who came from Central Asia bringing their own Gods with them, memorized these sacred literatures, the Vedas, which means “knowledge.” The oldest of these holy works is the Rig Veda-“the Veda of praise”-a collection of 1017 hymns addressed to the various Gods of the Aryans. After the Rig Veda, came the Brahmanas, which codified the rituals and prayers of the Brahmins, the priests of the Aryans. The Brahmanas were followed by the Upanishads, which were discourses between teachers and pupils. Then came the Puranas, which were essentially the history of the Aryan race and its relationship with the gods. The two most famous Puranic epics are the Mahabhrata and the Ramayana, which have since been used as the sources of countless literary works. The Mahabharata interwove ideas about cosmology, statecraft, philosophy and the science of war into its stories of the deeds of Gods and men. It was considered to be the longest poem in any language. The Ramayana simply recounted a sequence of heroic adventures, many of them with moral undertones. When Sanskrit grammar was evolved beginning about 400 B.C., the literary works aimed to put in order all learning in the form of laws for the arts and sciences, called shastras, as well as poetry and stylized drama. Prior to this, the Indian constitution recognized several official languages. This resulted in the production of regional literature. Major writers such as Bhartrihari, and Mayura emerged when classical poetry reached its peak in the 7th century A.D. Kalidasa, one of the notable poets, is better known for his play Sakuntala.

193. 112 Comprehension Questions: 1. Describe briefly the development of Indian Literature. 2. Explain the role played by religion in Indian literature. 3. Differentiate Ramayana from Mahabharata as to theme. 4. How do the country’s several languages affect the development of Indian literature? 5. How was English accepted as literary medium? You got additional information about India. Do you find it easy to answer the comprehension questions? If you didn’t, let me give you input on how you will find the answers to the questions easily and rapidly. This is through skimming of the article. As you go through school, you will be expected to do research work in the library. Skimming helps you to get a quick overview of the material you are about to read. Skimming also helps you to become familiar with the facts stated in the article. How do you do it? Here are the key points. Modern Indian literature started with establishment of civil service training schools and printing presses early in the 19th century. Western literary and philosophical writings produced a cultural revival, while vernacular language and culture was taught to British colonial officials. Twentieth-century writing has managed to keep alive the sentimental romanticism of the 19th century, while nationalist leaders such as Mahatma Gandhi influenced the development of social realism in the earlier works. Writing in English was viewed with mixed feelings in post-Independence India but was well established nevertheless. Pioneers in this field included Michael Dutt (1824-73) and Sudhindranath (1901-60), Tagore, and Sri Aurobindo. Sarojini Naidu achieved fame both as a poet in English and as patriot

194. 113 Skimming for Major Ideas To skim effectively, let your eyes move quickly over the reading material. The titles, subtitles and illustrations will give you clues about the content of the material. If there are no subtitles and illustrations, do the following: 1.

Read carefully the topic sentence in the first paragraph, and then skip rapidly to the next paragraph. In this way, you can get all your facts without having to spend too much time on the reading matter. 2. If the reading material does not have explicit topic sentences, glance down the pages. Pick out sentences at random or select nouns and verbs which give you the trend of the material. Exercise keen judgment as you search for catchwords. 3. Read sentences or parts of sentences at random throughout the article. This will help you grasp the idea of the author as quickly as possible. Activity 4: READ QUICKLY Practice one of the methods of skimming. Browse the article again about the Characteristics of Indian Literature and get the topic sentence for each paragraph. What is being discussed in each paragraph? Paragraph 1: ___________________________________________________________________ ___________________________________________________________________ Paragraph 2: ___________________________________________________________________ ___________________________________________________________________ Paragraph 3: ___________________________________________________________________ ___________________________________________________________________ Paragraph 4: ___________________________________________________________________ ___________________________________________________________________ Paragraph 5: ___________________________________________________________________ ___________________________________________________________________ Paragraph 6: ___________________________________________________________________ ___________________________________________________________________

195. 114 As a grade 8 student, you will often come across a material that is difficult to remember. Thus there is a need for you to outline your reading material. Reducing complex material to its outline form will make you understand what authors are saying and how they are saying it. How do you prepare a reading outline? Keep these points in mind: 1. Read the material and determine its purpose and structure. 2. Pick out the writer’s thesis statement or controlling principle; if it is not explicitly stated, express it in your own words. 3. Look for the major divisions and label each with a Roman numeral. 4. Give the subdivisions for each major divisions. 5. Check whether the divisions and subdivisions logically follow from the thesis statement or purpose of the writer. 6. Compare your outline with the original material to check against any misinterpretation or distortion of the content and structure of the original. Remember that there are two kinds of outlines: the topic outline, in which the entries are given in words or phrases, and the sentence outline, in which the entries are complete sentences.

196. 115 Now, try to convert the selection you have just read to an outline. You can use three-step word, phrasal or sentence outlines to organize your ideas. Activity 5: OUTLINING Fill out this outline of the development of Indian literature and give the characteristics of each period. Stages of Development Characteristics I. Oral Literature I. Sacred/ holy texts A. ___________________ B. ___________________ 1. ______________ 2. ______________ C. ___________________ D.

___________________ 1. Ramayana 2. Mahabharata II. Beginnings of Sanskrit Grammar A. ___________________ B. ___________________ III. Modern Indian Literature

197. 116 The world is getting smaller but not in size. We can know what is happening in other Afro-Asian countries by reading newspapers. This will also help us understand their traditions and values. Newspapers give us information about what is happening to our country or to the world every day. It is said that people need news, as much as they need eyes-in order to see what’s going on. It is important for you as students to develop skills in getting information from newspapers. Most newspapers have several sections: News page, sports page, classified advertisements, comics/cartoons, editorial, columns, and obituary. Activity 6: GETTING INFORMATION FROM NEWSPAPERS • Form a group and examine a newspaper. Note its different sections. • Collect items belonging to every section. Display it around the room. • Note how many stories are concerned with: a. local news b. national news c. international news • Answer the following questions. 1. What country does most of the international news come from? 2. What events are told about in the international news? 3. Is the news mostly good or bad? 4. What are the local news items mostly about?

198. 117 So, were you able to get and assess current information about other Afro- Asian countries from the newspapers? Let me give you another input about India. This time, you will watch a video clip of the Kids Animation Epics containing the full episode of the Ramayana. Activity 7: Video Critiquing Watch the video clip and observe keenly. Be ready to do the following group tasks: Group 1: Arrange the given events to get the summary of the Ramayana Group 2: Accomplish the Actitude Analysis Group 3: Identify the conflict in The Ramayana Group 4: Identify the theme of Ramayana Group 5: Writing a script of Ramayana http://www.bollydb.in/playvideo-k3lPGfvF2Bk.html Group 1: Narrate the Events Arrange the following events in order of the diagram. Write numbers 1 to 10. Then, retell the story in your own words. ____ Rama, always obedient, is as content to go into banishment in the forest as to  be crowned king. Sita convinces Rama that she belongs at his side and his brother  Lakshman also begs to accompany them. Rama, Sita and Lakshman set out for the  forest.  ____ King Dasharatha, Rama's father, decides it is time to give his throne to his  eldest son Rama.Everyone seems pleased. However Rama's step‐mother, the king's  second wife, is not pleased. She wants her son, Bharata, to rule. Because of an oath  Dasharatha had made to her years before, she gets the king to agree to banish Rama  for fourteen years and to crown Bharata, even though the king, on bended knee, begs  her not to demand such things.  

199. 118 ____ Dasharatha, King of Ayodhya, has three wives and four sons. Rama is the  eldest. Bharata is the second and the other two are twins, Lakshman and  Shatrughna.  ____ In a neighboring city the ruler's daughter is named Sita. When it was time for  Sita to choose her bridegroom, at a ceremony called a swayamvara. Sita indicates  she has chosen Rama as her husband by putting a garland around his neck. The  disappointed suitors watch.  ____ Ravana devises a plan to abduct Sita. He sends a magical golden deer which  Sita desires. Rama and Lakshman go off to hunt the deer, first drawing a protective  circle around Sita and warning her she will be safe as long as she does not step  outside the circle. As they go off, Ravana (who can change his shape) appears as a 

holy man begging alms. The moment Sita steps outside the circle to give him food,  Ravana grabs her and carries her off to his kingdom in Lanka. ___ Rama is broken‐hearted when he returns to the empty hut and cannot find  Sita. A band of monkeys offer to help him find Sita. Ravana has carried Sita to his  palace in Lanka, but he cannot force her to be his wife so he puts her in a grove and  alternately sweet‐talks her and threatens her in an attempt to get her to agree to  marry him. Sita will not even look at him but thinks only of her beloved Rama.  Hanuman, the general of the monkey band can fly since his father is the wind, and  Hanuman flies to Lanka and, finding Sita in the grove, comforts her and tells her  Rama will soon come and save her. ___ Bharata, whose mother's evil plot has won him the throne, is very upset when  he finds out what has happened. Not for a moment does he consider breaking the  rules of dharma and becoming king in Rama's place. He goes to Rama's forest retreat  and begs Rama to return and rule, but Rama refuses.  ___ Years pass and Rama, Sita and Lakshman are very happy in the forest. One day a  rakshasa princess tries to seduce Rama, and Lakshmana wounds her and drives her  away. She returns to her brother Ravana, the ten‐headed ruler of Lanka, and tells her  brother (who has a weakness for beautiful women) about lovely Sita. 

200. 119 6 5 7 4 8 3 9 2 10 1 Ending Beginning Group 2: Analyze the Actitude (Action/Attitude) Fill out the Actitude Analysis below and discuss your analysis in front of the class. Other groups are free to agree/ disagree on the answers of the group reporting in front of the class. Process for Actitude (Action/Attitude) Analysis • First enumerate the attitudes/values of the characters revealed in the video • Then write the corresponding actions/ practices that will serve as your evidences. • Analyze everything and come up with the summary of your analysis. ____ Rama frees Sita. After Sita proves here purity, they return to Ayodhya and  Rama becomes king. His rule, Ram‐rajya, is an ideal time when everyone does his or  her dharma and "fathers never have to light the funeral pyres for their sons."  ___ Ravana's men capture Hanuman, and Ravana orders them to wrap Hanuman's tail  in cloth and to set it on fire. With his tail burning, Hanuman hops from house‐top to  house‐top, setting Lanka afire. He then flies back to Rama to tell him where Sita is.  Rama, Lakshman and the monkey army build a causeway from the tip of India to Lanka  and cross over to Lanka. A might battle ensues. Rama kills several of Ravana's  brothers  and then Rama confronts ten‐headed Ravana. Rama finally kills Ravana. 

201. 120 Group 3: Validate the Conflict • Identify the conflict in the story “Ramayana” • Do this through a graphic organizer, how the conflict shaped the course of the story and how it was resolved. Group 4: Examine the Theme • Identify the theme of “Ramayana” • Process the activity by answering the following questions. 1. What is the theme of the play? 2. What ideas lead you to identifying the theme? 3. How is the theme of Ramayana similar or different from the other themes of dramas/movies you watch on television? 4. What does this reveal about Afro-Asian plays? 5. How does the theme affect you as a person? 6. Were you able to relate an experience, a thought or a personal feeling with the story? Explain your answer. Attitudes/Values Action/Practices Actitude Analysis of... Summary CONFLICT Resolution How it shaped the flow of the play How the character deal with it

202. 121 Group 5: Create your Own Script • In your own words, create a script of Ramayana. • Check the script you made with that on the video. http://www.bollydb.in/playvideo-k3lPGfvF2Bk.html • Read dramatically your written script. Recall the lines in the video clip, “The Ramayana.” Think about the way Sita must have felt when she said to Rama these lines: "As shadow to substance, so wife to husband, is not the wife's dharma to be at her husband's side? Let me walk ahead of you so that I may smooth the path for your feet," If you were acting out a dialog, how would you convey Sita’s feeling as she begged to accompany Rama to his retreat? When people talk, can you guess how they feel and what their attitudes are? You can if you listen well to their pitch, stress, and intonation. Pitch refers to the highness or lowness of a sound; stress or accent refers to the greater or lesser force given to a certain syllables or words; intonation refers to the way the voice goes either up or down at the end of the sentence. A person who is in great fear may utter stressed sounds in a high pitch as when calls out: Fire! Look! Help! Run! A person who is embarrassed may stutter in a low pitch as when one says: I’m s-s-s-sorry. P-p-p-please f-f-forgive me. One who is doubtful may use a rising intonation for a statement as in: He holds office in this building?

203. 122 One who scorns or wants to emphasize a place, person, or thing stresses a demonstrative adjective before that noun, as in; He holds office in this building. One who has self-confidence and poise may use a normal pitch, stress and intonation pattern as in; The battle began. How can you identify a person’s attitudes and feelings? You can identify attitudes and feelings by listening to the way a person speaks. Activity 8: Oral Practice Get a partner and take turns in reading and listening to the following dialogues from The Ramayana. Identify the feeling expressed by your partner through his/her intonation, stress, and pitch. 1. "I gladly obey father's command,"- Rama 2. "The eldest must rule, please come back and claim your rightful place as king." - Bharata 3. “You must stand vigilant, guarding a sacrifice from demons for six days and seven nights” – Visvamitra 4. “My husband, remember when I saved your life in the battlefield so many years ago? And do you remember that you granted me two boons at that time. The time has come for you to fulfill your promise!” – Kaikeyi 5. “Oh woman, have you no heart? Please ask anything but not that.” – King Dasaratha

204. 123 Did you make clear and interesting explanations about your answers in the last activity? You can improve your skill in expressing your ideas clearly and interestingly by using different sentence structure. You learned in your previous lessons that, when classified according to structure, there are four kinds of sentences: simple, compound, complex, and compound-complex. If you are not sure of the characteristics of each of these, here are key points to refresh your memory before going further. Kinds of Sentences According to Structure A. Simple sentence – is a sentence with one independent clause and no subordinate clause. It may contain two or more verbs or two or more subjects connected by subordinators, but this does not alter the fact that only one thought is expressed. Examples: 1. King Dasharata had four sons. 2. Lakshman and Shatrughna were twins. 3. King Dasharatha decides it is time to give his throne to Rama and retire to the forest. 4. Sita and Lakshman begged and convinced Rama to let them set out for the forest. B. Compound Sentence – is a sentence composed of two or more independent clauses but no subordinate clauses. The clauses of a compound sentence may be separated from each other by means of semi-colons or by means of commas followed by coordinating conjunctions, or semi-colons followed by sentence connectors. You may

separate the two main clauses of a compound sentence into two simple sentences. The most common coordinators are: and or nor so but for yet

205. 124 The most common sentence connectors are: therefore moreover indeed while also hence in fact nevertheless However thus consequently furthermore Examples: 1. Bharata begs Rama to return to the palace but the latter refuses. 2. Rama goes off to hunt the deer, while Lakshman draw a protective circle around Sita. C. Complex Sentence - is a sentence containing one independent clause and at least one subordinate clause. Examples: 1. When Sita steps outside the circle, Ravana grabs her and carries her off to his kingdom in Lanka. 2. Ravana’s men capture Hanuman before he could finish conversing with Sita. D. Compound- Complex sentence – contains two or more independent clauses and at least one subordinate clause. Examples: 1. The people who were in the kingdom are pleased with Rama , but Kaikeyi plotted an evil plan against him. 2. Kaikeyi requested that her son be made the regent king and Rama should be exiled in the forest.

206. 125 Activity 9: Sentence Structure Test Write what kind of sentence each of the following is: simple, compound, complex, or compound-complex. Be prepared to explain your answer. 1. After the supplies are delivered, we will decorate the gym. 2. We know that the art department has worked very hard, and we appreciate their efforts. 3. If we start early, we can finish before noon. 4. Arrange the flowers artistically. 5. Somebody must stand at the door and collect the tickets. 6. This dance should be a success, because we have already sold several hundred tickets. 7. We have elected a king and queen for the dance, and they will lead the Grand March. 8. The clean-up committee will report tomorrow at noon. 9. Cherry moves the table at the center. 10. Yoni does the arrangements for the tickets. Activity 10: Write a Reflection Write a short summary of the insights you have gained about the two characters in “The Ramayana”. Use a mixture of simple, compound, complex and compound- complex sentences to make your summary interesting. • Characterize Rama as a husband and Sita as a wife. • How did Sita show her love and devotion to her husband? How about Rama to his wife? • What conclusion can you make about the Indian women and men of their time? • Do you see any similarities between Indian men and Filipino men? Or Indian women and our Filipino women? In what way are they similar?

207. 126 Have you had enough information about India? Do you understand now why they are said to be a remarkable people? Now, we will have another country, Persia. Let’s try to know Persian people by studying their literature. Specifically, one of the best Persian Prose, the Rubaiyat of Omar Khayam. Background on Persian Literature Persian literature refers to the body of writings in Modern Persian, the form of the Persian language that emerged in the 19th century, especially in north- eastern Iran. The first writings in Modern Persian were in verse. As prose translation from Arabic were made, improvements based on Arab literary conventions and use of literary devices, were introduced. The Rubaiyat of Omar Khayam, scattered philosophical quatrains of rare music and charm, was written in answer to the many questions about life. What makes it outstanding is the fact that these verses were written, not by a man of letters, but by a famous mathematician and astronomer who lived in Persia in the eleventh century for the readers of the western world. Let’s try to find out the general mood or tone of the poem? Find the lines that describe it. But before you do it, answer this vocabulary test. Activity 11: BUILDING YOUR VOCABULARY Match column A with column B A B ____1.

turret a. a large inn ____2. anon b. soon ____3. vintage c. rundown ____4. caravanserai d. an earlier model ____5. battered e. projecting tower

208. 127 Poetry Reading The Rubaiyat of Omar Khayam Translated by Edward Fitzgerald Wake! For the Sun, who scattered into flight The Stars before him from the Field of Night, Drives Night along with them from Heav'n and strikes The Sultán's Turret with a Shaft of Light. And, as the Cock crew, those who stood before The Tavern shouted--"Open, then, the Door! You know how little while we have to stay, And, once departed, may return no more." Come, fill the Cup, and in the Fire of Spring The Winter Garment of Repentance fling: The Bird of Time has but a little way To fly -- and Lo! the Bird is on the Wing. The Worldly Hope men set their Hearts upon Turns Ashes -- or it prospers; and anon, Like Snow upon the Desert's dusty Face Lighting a little Hour or two -- is gone. Think, in this batter'd Caravanserai Whose Doorways are alternate Night and Day, How Sultan after Sultan with his Pomp Abode his Hour or two and went his way. Ah, my Beloved, fill the Cup that clears TO-DAY of past Regrets and future Fears: To-morrow! Why, To-morrow I may be Myself with Yesterday's Sev'n thousand Years. For some we loved, the loveliest and the best That from his Vintage rolling Time has prest, Have drunk their Cup a Round or two before, And one by one crept silently to rest. Ah, make the most of what we yet may spend, Before we too into the Dust descend; Dust into Dust, and under Dust, to lie, Sans Wine, sans Song, sans Singer, and--sans End! Oh threats of Hell and Hopes of Paradise! One thing at least is certain--This Life flies: One thing is certain and the rest is lies; The Flower that once is blown for ever dies.

209. 128 Let’s find out if you understand the poem through Reading Meaning into Poetry. Activity 12: READING MEANING INTO POETRY Encircle the letter of the most appropriate meaning of each of the following passages. 1. The Bird of Time has but a little way To fly -- and Lo! the Bird is on the Wing. a. Life is short b. Birds cannot fly for a long time. c. Birds die fast. 2. The Worldly Hope men set their Hearts upon Turns Ashes -- or it prospers; a. Men’s desires either fail or suceed. b. Men burn their hopes. c. When men hope, their hurts burn. 3. How Sultan after Sultan with his Pomp Abode his Hour or two and went his way. a. No matter how rich a person is, time comes when he becomes poor. b. Even rich men just live the life meant for them, and then they die. c. A rich man does not stay permanently in a palace. 4. Oh threats of Hell and Hopes of Paradise! One thing at least is certain--This Life flies: a. Life is destined for hell or paradise. b. Everyone should think about hell and paradise. c. Life on earth soon ends. 5. One thing is certain and the rest is lies; The Flower that once is blown for ever dies. a. All flowers die after it has bloomed. b. Only one thing is certain in this world; all that live, die. c. Once a thing dies, it does not live again.

210. 129 Activity 13: WHAT’S ON YOUR MIND? What is the author’s concept of life and death? Answer this using a concept map. See the sample below. Activity 14: Writing Experience Choose a passage from the poem, “The Rubaiyat of Omar Khayam,” and write your reflections on it. Example: The Bird of Time has but a little way To fly -- and Lo! the Bird is on the Wing. Pointers for writing the reflection 1. Interpret the meaning of the lines by paraphrasing or re-stating it. 2. Relate an experience in your life or observation around you that helps explain or illustrate the meaning of the lines. 3. Conclude with your own view of the passage. Do you agree or believe in it? Is it an Afro-Asian or universal concept? How does it influence one’s attitude in life?

211. 130 As you go through your formal education, you will be expected to study or do research work. For these, you will have to do a lot of reading. To be able to come up with your assignment on time, you must know how to read fast. One method of fast reading is scanning. Scanning involves moving the eyes quickly down a page to find facts or details quickly. Let’s try this one. Activity 15: SCANNING FOR SPECIFIC INFORMATION Scan the following passage and find out the following information. Identify key words that will help you find the needed information. Information to be located: 1. What are inseparable in Asia? 2. What are regarded as valued “classical” traditions in Asia? 3. What makes it difficult to draw a sharp borderline between dance, ceremonies and rituals? 4. Why is Asia called as treasury of traditions representing development of theatrical performances?

212. 131 Asian Traditional Theatre and Dance 1. The interrelatedness of drama, dance and music In Asia, drama, dance and music are inseparable. Most of the traditional forms of Asian performing art combine drama, dance and music into a kind of whole in which it is difficult to draw a clear borderline between these art forms. Most of the Asian traditions employ either dance or dance-like, stylized movements, while movements are frequently interwoven with text. In addition to this, most of the traditions are characterized by their own specific musical styles or genres. The acting technique, which employs dance-like body language, is usually very intricate and it demands many years of arduous training, as western ballet technique, for example, does. Therefore in Asia it is simply not possible to classify stage arts as nonverbal “dance” or “spoken theatre”. 2. The Interaction between “Living Theatre” and Puppet Theatre In Asia, puppet theatre and one of its variations, shadow theatre, are often regarded as valued “classical” traditions. In Asia there are dozens of important forms of puppet theatre. One could generalize that shadow theatre usually represents the early strata of puppetry with a long history and religious or magical connotations. In shadow theatre the silhouette-like figures are often cut from leather or other transparent or semi-transparent materials and they are seen through a cloth screen while manipulated by one or more puppeteers. The interaction of puppet theatre and “living theatre” is one of the characteristics of Asian theatrical traditions. 3. Relationship with Religion In many of the Asian cultures, theatre and dance are still organically related religions and other belief systems today. This deep intermingling of theatre, dance and religion makes it difficult to draw a sharp borderline between dance, ceremonies and rituals, as will be apparent later. 4. The Preservation of Ancient Forms In Asia there is an abundance of theatrical traditions with histories of hundreds, sometimes even thousands, of years in which the performance traditions with specific acting techniques are also still preserved. This may be due to the deep interrelationship with religion and rituals. Religious art tends to be conservative in nature and changes of style are mainly avoided. Thus Asia is a treasury of traditions representing different stages of the development of theatrical performances from stone-age rituals to later, complex court performances and to modern, often western-influenced styles. Most of these traditions preserve not only a literary heritage, but also an acting technique, costuming, masks, a make-up system etc. that have retained much of their original qualities throughout the centuries. http://www.xip.fi/atd/introduction/introduction.html

213. 132 At this point, has your knowledge of the traditions and values of selected Afro- Asian counties increased? Are you now ready to modify your initial answer to the focus

question: As a Filipino, how can you better understand your identity as an Asian? Answer the Focus Question by giving your Revised Answer in the IRF grid based from the concepts discussed/covered. Initial Answer Revised Answer Final Answer UNDERSTANDING: Hello there! Congratulations for making it this far. Now that you know the important ideas/concepts about our topic, let’s go deeper by moving on to the next level. Your goal in this section is to take a closer look at some aspects of the topic. You have learned from the previous activities that the traditions and values of people have come down to us through oral language, literature, and in theatre and dance. The Afro- Asian countries share some common characteristics, but each one manifests peculiar qualities. Activity 16: CHECK AND BALANCE What have you learned so far? Choose one Informative or Literary text you had in our previous lesson. Write your four reasons of choosing it. Plot them on the chart below and answer the questions that follow. Title of Informative/Literary Text 1. Indian Culture 4. The Ramayana 2. The Prophet by Khalil Gibran 5. Rubaiyat of Omar Khayam 3. Characteristics of Indian Literature 6. Asian Traditional Theater and Dance

214. 133 1. How do these informative/literary texts help you understand the different traditions and values of Afro-Asian Countries? 2. In what manner do these informative / literary texts help you understand your identity as an Asian? Continue sharing your knowledge and views to others through this activity. What would you do if you were in these situations? Activity 17: REAL LIFE SITUATIONS • Do the following group tasks • Decide an action if you were in these situations Group 1: Choosing between father and a boyfriend Group 2: Letting go a friend due to some conflicts Group 3: Staying away from peers due to family pressure Group 4: Deciding between a love one and a newly found faith/religion Group 5: Deciding whether to live independently or to stay with parents after schooling Title of Informative/ Literary Text Reason Reason Reason Reason

215. 134 You are about to read another literary work, this time a play entitled “Sakuntala” done by a well known poet Kalidasa. What do you know about him? Let me give you important information about him. Author’s Background Kalidasa, who live in the 4th century and the early 5th century, is considered Indias’s preeminent classical poet. His epic poems include Raghuvansa (Dynasty of Raghu) and Maghaduta (The Cloud Messenger), which is a beautiful lyric poem about separated lovers. The most famous of Kalidasa’s works is his poetic drama Sakuntala (also known as Abhijnanashakuntala, Shakuntala and the Ring of Reconcillation). Sakuntala had a profound impact on German author Johann Wolfgang Goethe and on other European writers who encountered it in translation in the 18th century. Before you start reading “Sakuntala”, try to unlock some vocabulary words found in the selection. Activity 18: VOCABULARY TEST Choose the word from the word pool which means the same as the word or words in the parentheses. heralds curse hesitate ashram apparently dynasty garland blurs

216. 135 (1) An ___________________ (abode, refuge) is the home of the family – the basic unit of society. It is from the family that individuals come to birth and it is within the family that they find the first school of the social virtues that are important to build a society. (2)_______________ (obviously) parents are the first teachers. Every child is a gift to its brothers, sisters, parents and entire family. They say a good child is a (3) _____________ (wreath of flowers) that brings honor to the parents while a black sheep is a (4) _____________ (damnation), but nevertheless, the child is loved and cared for. In most cases the family (5) ____________ (announces) progress and strives to contribute to

national development. Family members don’t (6) ___________ (waver) to pursue fields of endeavor that would bring them honor and glory. Take for example the political (7) ___________ (ancestry lines of hereditary rulers) we have in the country. Getting into the Selection • Read the selection silently. • Then, choose the character you prefer and read its lines aloud. Shakuntala by Kalidasa (Act IV) (Excerpts) Sharngarava(listening to the song of koïl-birds). Father, The trees are answering your prayer In cooing cuckoo-song, Bidding Shakuntala farewell, Their sister for so long. Invisible beings. May lily-dotted lakes delight your eye; May shade-trees bid the heat of noonday cease; May soft winds blow the lotus-pollen nigh; May all your path be pleasantness and peace. (All listen in astonishment.) Gautami. My child, the fairies of the pious grove bid you farewell. For they love the household. Pay reverence to the holy ones. Shakuntala(does so. Aside toPRIYAMVADA). Priyamvada, I long to see my husband, and yet my feet will hardly move. It is hard, hard to leave the hermitage.

217. 136 Priyamvada. You are not the only one to feel sad at this farewell. See how the whole grove feels at parting from you. The grass drops from the feeding doe; The peahen stops her dance; Pale, trembling leaves are falling slow, The tears of clinging plants. Shakuntala(recalling something). Father, I must say good-bye to the spring-creeper, my sister among the vines. Kanva. I know your love for her. See! Here she is at your right hand. Shakuntala(approaches the vine and embraces it). Vine sister, embrace me too with your arms, these branches. I shall be far away from you after to-day. Father, you must care for her as you did for me. Kanva. My child, you found the lover who Had long been sought by me; No longer need I watch for you; I’ll give the vine a lover true, This handsome mango-tree. And now start on your journey. Shakuntala(going to the two friends). Dear girls, I leave her in your care too. The two friends. But who will care for poor us? (They shed tears.) Kanva. Anusuya! Priyamvada! Do not weep. It is you who should cheer Shakuntala. (All walk about.) Shakuntala. Father, there is the pregnant doe, wandering about near the cottage. When she becomes a happy mother, you must send some one to bring me the good news. Do not forget. Kanva. I shall not forget, my child. Shakuntala(stumbling). Oh, oh! Who is it that keeps pulling at my dress, as if to hinder me? (She turns round to see.) Kanva. It is the fawn whose lip, when torn By kusha-grass, you soothed with oil; The fawn who gladly nibbled corn Held in your hand; with loving toil You have adopted him, and he Would never leave you willingly. Shakuntala. My dear, why should you follow me when I am going away from home? Your mother died when you were born and I brought you up. Now I am leaving you, and Father Kanva will take care of you. Go back, dear! Go back! (She walks away, weeping.)

218. 137 Kanva. Do not weep, my child. Be brave. Look at the path before you. Be brave, and check the rising tears That dim your lovely eyes; Your feet are stumbling on the path That so uneven lies. Sharngarava. Holy Father, the Scripture declares that one should accompany a departing loved one only to the first water. Pray give us your commands on the bank of this pond, and then return. Kanva. Then let us rest in the shade of this fig-tree. (All do so.) What commands would it be fitting for me to lay on King Dushyanta? (He reflects.) Anusuya. My dear, there is not a living thing in the whole hermitage that is not grieving to-day at saying good-bye to you. Look! The sheldrake does not heed his mate Who calls behind the lotus-leaf; He drops the lily from his bill And turns on you a glance of grief. Kanva. Son Sharngarava, when you present Shakuntala to the king, give him this message from me. Remembering my religious worth, Your own high race, the love

poured forth By her, forgetful of her friends, Pay her what honour custom lends To all your wives. And what fate gives Beyond, will please her relatives. Sharngarava. I will not forget your message, Father. Kanva(turning toSHAKUNTALA). My child, I must now give you my counsel. Though I live in the forest, I have some knowledge of the world. Sharngarava. True wisdom, Father, gives insight into everything. Kanva. My child, when you have entered your husband’s home, Obey your elders; and be very kind To rivals; never be perversely blind And angry with your husband, even though he Should prove less faithful than a man might be; Be as courteous to servants as you may, Not puffed with pride in this your happy day: Thus does a maiden grow into a wife; But self-willed women are the curse of life. But what does Gautami say? Gautami. This is advice sufficient for a bride. (ToSHAKUNTALA.) You will not forget, my child. Kanva. Come, my daughter, embrace me and your friends.

219. 138 Shakuntala. Oh, Father! Must my friends turn back too? Kanva. My daughter, they too must some day be given in marriage. Therefore they may not go to court. Gautami will go with you. Shakuntala(throwing her arms about her father). I am torn from my father’s breast like a vine stripped from a sandal-tree on the Malabar hills. How can I live in another soil? (She weeps.) Kanva. My daughter, why distress yourself so? A noble husband’s honourable wife, You are to spend a busy, useful life In the world’s eye; and soon, as eastern skies Bring forth the sun, from you there shall arise A child, a blessing and a comfort strong— You will not miss me, dearest daughter, long. Shakuntala(falling at his feet). Farewell, Father. Kanva. My daughter, may all that come to you which I desire for you. Shakuntala(going to her two friends). Come, girls! Embrace me, both of you together. The two friends(do so). Dear, if the good king should perhaps be slow to recognise you, show him the ring with his own name engraved on it. Shakuntala. Your doubts make my heart beat faster. The two friends. Do not be afraid, dear. Love is timid. Sharngarava(looking about). Father, the sun is in midheaven. She must hasten. Shakuntala(embracingKANVAonce more). Father, when shall I see the pious grove again? Kanva. My daughter, When you have shared for many years The king’s thoughts with the earth, When to a son who knows no fears You shall have given birth, When, trusted to the son you love, Your royal labours cease, Come with your husband to the grove And end your days in peace. Gautami. My child, the hour of your departure is slipping by. Bid your father turn back. No, she would never do that. Pray turn back, sir. Kanva. Child, you interrupt my duties in the pious grove. Shakuntala. Yes, Father. You will be busy in the grove. You will not miss me. But oh! I miss you.

220. 139 Let’s try to figure out if you understand the selection. Do the following activities as you go deeper in your search for knowledge. Activity 19: CHARACTER MAP • Describe Sakuntala as a daughter, as a sister and as a friend. • Describe Kanva as a father. • Cite proof/evidence to your answer Kanva. How can you think me so indifferent? (He sighs.) My lonely sorrow will not go, For seeds you scattered here Before the cottage door, will grow; And I shall see them, dear. Go. And peace go with you. (ExitSHAKUNTALA,withGAUTAMI, SHARNGARAVA,andSHARADVATA.) The two friends(gazing long after her. Mournfully). Oh, oh! Shakuntala is lost among the trees. Kanva. Anusuya! Priyamvada! Your companion is gone. Choke down your grief and follow me. (They start to go back.) The two friends. Father, the grove seems empty without Shakuntala. Kanva. So love interprets. (He walks about, sunk in thought.) Ah! I have sent Shakuntala away, and now I am myself again. For A girl is held in trust,

another’s treasure; To arms of love my child to-day is given; And now I feel a calm and sacred pleasure; I have restored the pledge that came from heaven. (all exit) Proofs/ Evidences Name of the Character Descriptions

221. 140 Activity 19: ACTIVE- KNOWLEDGE SHARING Participate in the class discussion by answering the folowing questions. 1. How is Kanva similar to most fathers nowadays? 2. What advices did he give his daughter in her relation with her husband, her husband’s family, the people around her? 3. As described in the excerpt what is the concept regarding the role of a woman as bride? 4. What Indian traditions and values were mentioned in the story? Relate it to Filipino traditions and values. 5. Go over the text again and list down common practices that we still observe nowadays. Activity 20: CHARACTER’S EMOTION Pick one line of a character from the story and deliver it dramatically in front of the class Example: ANASUYA: Even people ignorant of worldly affairs would say that the King had not behaved like a gentleman towards Shakuntala. (Complaining) SHAKUNTALA: So I became bride again. I will never have friends like you. (She drops tears) PRIYAMVADA: Anasuya, hurry. We are arranging for the departure of Shakuntala. (With Joy)

222. 141 Activity 21: READERS CIRCLE Group into five and write your interpretation for the following excerpts in depth using the Readers Circle Strategy. Read, discuss and respond to the dialogue assigned to your group. Choose a representative to report what you have discussed. Process for the Readers Circle Strategy 1. Be sure to work with your members. 2. Assign roles for your members (clarifier, summariser, timekeeper etc). 3. Analyse the assigned text/lines to your group. 4. You will be given time to prepare for your roles in the circle. 5. Assign who will be your facilitator for the circle. 6. You will be given a self and peer assessment checklist to be filled-up after your group’s discussion. Group 1. Priyamvada: You are not the only one to feel sad at this farewell. See how the whole grove feels at parting from you. The grass drops from the feeding doe; The peahen stops her dance; Pale, trembling leaves are falling slow, The tears of clinging plants. Group 2. Kanva: Do not weep, my child. Be brave. Look at the path before you. Be brave, and check the rising tears That dim your lovely eyes; Your feet are stumbling on the path That so uneven lies. KANVA: How grief weakens me when I see all those grains you scattered in offering of the cottage door sprouting! Go now! God be with you on your journey. (Sighing with grief)

223. 142 Group 3. Kanva:My child, when you have entered your husband’s home, Obey your elders; and be very kind To rivals; never be perversely blind And angry with your husband, even though he Should prove less faithful than a man might be; Be as courteous to servants as you may, Not puffed with pride in this your happy day: Thus does a maiden grow into a wife; But self-willed women are the curse of life. But what does Gautami say? Group 4. Shakuntala: I am torn from my father’s breast like a vine stripped From a sandal-tree on the Malabar hills. How can I live in another soil? (She weeps.) Group 5. Kanva: So love interprets. (He walks about, sunk in thought.) Ah! I have sent Shakuntala away, and now I am myself again. For A girl is held in trust, another’s treasure; To arms of love my child to-day is given; And now I feel a calm and sacred pleasure; I have restored the pledge that came from heaven. Self and Peer Assessment Yes No Some- times Evidence Everyone participates and shares in the discussion process. Communication is interactive. The group is supportive of its individual members. Group climate promotes friendliness. Group members often ask questions for clarification or

elaboration. The group discussion stays on topic or on directly related issues. The group is energetic and enthusiastic.

224. 143 Activity 22: SKETCH TO STRETCH Sketch the topic assigned to your group in order to “stretch” or broaden and deepen your imagination, ideas or concepts. Group 1: Comic strips narrating the story Shakuntala Group 2: Draw an illustration of the characters mentioned in the selection Group 3: Reveal the theme of the story through a collage Group 4: Have a visual presentation of the setting of the story Group 5: Illustrate the traditions and values revealed in the selection Activity 23: THINK PAIR Answer the following questions with the help of a partner 1. What new realizations do you have about the traditions of Afro-Asian? 2. What similarities do you find between your values as a Filipino and the values of other Afro-Asian countries discussed from lessons 1 to 3? How did you feel about it? 3. Do you see the significance of studying the traditions and values of other Afro- Asian countries? Explain your answer.

225. 144 At last, you are now ready to give your final answer to the focus question. “How can you better understand your identity as an Asian?” Write your Final answer in the IRF grid below. Initial Answer Revised Answer Final Answer PRODUCT: Your goal in this section is to apply your learning to real life situations. You will be given a practical task which will demonstrate your understanding. Right from the start of lesson 1 you have been gathering facts and opinions about the traditions and values of people from selected Afro-Asian countries. You have discovered also that the literature of these countries is a great tool in understanding their beliefs and customs. Furthermore, the previous lessons taught you how to write an informative paragraph that leads you to have your own informative article. Also, you were given a chance to write your own brochure. This time, your target is to make a write-up promoting the informative and creative exhibit you will put up. This exhibit should showcase the traditions and values of selected Afro-Asian countries.

226. 145 As part of your preparation for your exhibit, you need to write an event proposal for your exhibit. Please take note of the following instructions on how you will do this. How to Write an Event Proposal Instructions 1. Write an introduction. Indicate the purpose of the event proposal. Mention prior contact with the recipient or how you learned about the project. Say something encouraging about your company or the project and give an overview of the proposal's contents. 2. Discuss the background. State the problem or opportunity that has brought about this event proposal. 3. Briefly state what it is you are proposing to do. 4. Discuss the benefits or advantages of doing the project. 5. Discuss how you will go about the event and what concepts or theory is involved. 6. Discuss or describe what the finished product will look like and how will it work. 7. Make a statement of feasibility. Describe the full benefits of the event. 8. Provide a schedule, timeline or list of project "milestones" for the project. If you cannot cite specific dates for completion of key project phases, estimate in number of days, weeks or months. Read more: How to Write an Event Proposal | eHow.com http://www.ehow.com/how_6115264_write-event-proposal.html#ixzz2ByM9uEwM

227. 146 Activity 19 : TAKE MY PROPOSAL You have learned how to write an event proposal from the guidelines above. You will try your knowledge of the steps by doing the given exercise. Consider the scenario below: This is how you will write your event proposal: 1. Title Information: • The title of the document should be centered in bold letters at the top of the page and should say something such as "LETTER OF INTENT." •

On a line underneath, type what type of intent the letter is for, i.e., "Park Enhancement Grant Program." • On the left-hand side of the page, begin with the date. It's best to write the date out. For example, write "August 21, 2012", instead of using, "09/21/12", which tends to look less professional. 2. Address Information: • The address and title information should be typed professionally and correctly. If you are addressing the letter to John Dela Cruz, you would address it to, "Mr. John Dela Cruz". If the letter is sent in care of a second person, you would add that underneath in the following format: Mr. John Dela Cruz c/o Cherry De Vera • The name of the addressee's organization or company goes on the line below with the address following. For example: You are the an event organizer in your company. You have been asked to run a concert for a fund raising project of a certain foundation. Your target is to invite sponsors who will support your project. As part of your preparation for the event is to write an event proposal. This letter will be distributed to all the prospect sponsors.

228. 147 Mr. John Dela Cruz c/o Cherry De Vera Department of Parks and Recreation Pearl Drive, Ortigas, Pasig City • Then type in the regarding line, i.e., "RE: PEG Letter of Intent." And type in the "dear" line. For example, "Dear Mr. Dela Cruz". 3. Letter Body • Keep paragraphs short and concise. Begin the letter with something such as, "I submit this letter of intent to notify the Department of Parks and Recreation of [enter name of organization here]'s intent to submit a proposal for..." Add the remaining information and end the first paragraph here. • In the second paragraph, talk about your organization's intent and give a brief description of the improvement or whatever the intent is. If you are speaking of a specific park or organization, use proper names. • In the final paragraph, let the reader know who your representative will be. For example, "[Name] will be our main point of contact for the purposes of the application process and can be reached at:" • use a bulleted list for the contact information. For example: • Mailing Address • Phone Number • E-mail Address • In the final paragraph, thank the reader for the opportunity to participate in whatever program to which you are applying. Complete and sign the letter as follows: Sincerely, Your Name Your Title

229. 148 Process Questions: 1. Were you successful in writing your event proposal? Prove your answer. 2. What difficulty did you encounter in writing your letter of proposal? What did you do about it? 3. Do you think your output meets the criteria for assessing an event proposal? Why? Assessment The following criteria will be used in evaluating your event proposal: 1. Proper Business Letter Format (5 points) Heading, inside address, salutation, body, closing, etc. are present. 2. Focused Body Paragraphs (5 points) Distinct claims in each body paragraph explaining your project’s origins and goals are evident. 3. Specific Details (5 points) Specific details in each body paragraph are provided. It doesn’t just summarize and generalize. 4. Polished (5 points) The errors are checked thoroughly. There is a signature. 5. Passion (5 points) Demonstrated a choice of project that reflects your passions and future goals. Showed how your choices relate to your dreams and previous things you’ve done.

230. 149 The planning process takes time and should not be rushed, that is why it is a good idea to begin this as early as possible. The plan of action and schedule would then be drawn up based on the ideas created by your class and will be used on the day of the event. You are going to come up with a similar output as follows: How are you going to do this? There are many creative ways on how to put up an exhibit. Take a look at this. How to Put Up the Best Exhibition Display Putting up an exhibition, whether it is a large

event or a small activity, can be stressful thing to organize and run on. Here are some of the important aspects to consider in putting up an informative and creative exhibit:

231. 150 1. Find the right equipment to put up a good display and promoting the exhibit. Many people will have been to exhibitions for various and will have noticed that in these events the key to a successful exhibition is promotion and communication. 2. Plan carefully where you will place each unit, making sure that the people are able to see and understand what is being displayed (products, leaflets, brochures, booklets, prototypes, samples, pictures etc.) 3. Choose a theme. It’s not enough to simply have lots of artwork you’d like to exhibit; in order to tie each piece together, you need to come up with a focus. 4. Advertise the exhibition. Consider doing press releases. Put up posters around local art schools, universities, trendy areas, cafes, clubs, or even the supermarket bulletin boards. Get in touch with local newspapers and tell them about the upcoming exhibition. 5. Entertain with food and drink. If you can afford it, offer beverages such as champagne, wine or juice, along with finger food or buffet. Or reserve this just for the opening night or morning to share among those who come to an invitation-only opening. If it enhances the experience, play music at a low level, especially at the end when people start leaving. http://www.articlesbase.com/marketing-articles/how-to-put-up-the-best- exhibition-display-526499.html Process Questions: Process Questions: 1. Do you find it easy to put up an exhibit? 2. What are the important aspects to be considered in putting up an informative and creative exhibit? 3. What are the skills and attitude you need to have in order to come up with an exhibit?

232. 151 By this time you are now ready to perform your practical task in this lesson. You are on your own to figure out which of the skills you learned in the previous activities would you use to meet the standards in this given task. Consider the following scenario: Activity 20: GRASP YOUR PERFORMANCE Goal: to showcase the different cultures of selected Afro-Asian countries in an exhibit Differentiated Roles: You are: • event organizers who will prepare a detailed plan of the event Your city is hosting the 1st Asia-Africa Cultural Summit. As spearhead of the promotional activities for the event, the City Tourism Council intends to put up an exhibit dubbed as “Taste Asia, Taste Africa” as a welcome treat to the summit delegates. As the well acclaimed group of event organizers in the city, you were tapped to prepare the exhibit showcasing the different traditions and values of selected Afro-Asian countries. Your output will be evaluated based on the quality of information presented, creativity, relevance to the theme and visual impact.

233. 152 • advertisers/entrepreneurs who will design flyers/brochures for the event including the agro-industrial products of Afro-Asian countries * artists who (1) will dress up like mannequins dressed in traditional Afro-Asian costumes and will move and talk at the drop of a coin (fund-raising) (2) prepare slide/video presentation on the traditional music and dance of Afro-Asian countries • chefs who will feature the best Afro-Asian cuisines through make-believe/real cooking demonstration • event hosts who will write script for the presentation of the exhibits in coordination with the events’ organizers Situation: The City Tourism Council will launch the “Taste Asia, Taste Africa: A Cultural Awareness Program” as part of its information campaign for the “One ASEAN” advocacy. Your group is tasked to present an exhibit of Afro-Asian cuisine, traditional music and fashion, and agro-industrial products Product: You need to put up an informative and creative exhibit showcasing the different traditions and values of selected

Afro-Asian countries. You need to show foreign and local tourists the distinctive characteristics of the selected Afro-Asian countries. CRITERIA Outstanding 4 Satisfactory 3 Developing 2 Beginning 1 RATING Organization / Collaboration All members contribute in the completion of the assigned task. Most members contribute in the completion of the assigned task. Some members contribute in the completion of the assigned task. Few members contribute in the completion of the assigned task. Content/Infor mation Presentation of information Presentation of information Presentation of information Content is minimal or Audience: *The target audience is foreign and local tourists. Rubric of the “Taste Asia, Taste Africa Exhibit

234. 153 presented is in-depth and comprehensiv e and strongly adheres to the theme. includes essential knowledge about Afro- Asian countries and adheres to the theme Includes essential knowledge about Afro- Asian countries but there are 1 to 2 factual errors and inadequately adheres to the theme. there are several factual errors and does not adhere to the theme. Creativity Exhibit makes excellent use of effects, style, and artistry to enhance the content. Exhibit makes use of effects, style and artistry to enhance the content. Exhibit makes use of effects and style to enhance the exhibit but occasionally distract the content. Exhibit uses effects and style to enhance the exhibit but these often distract the content Audience impact Presentation is well rehearsed with smooth delivery that holds audience attention. Presentation is rehearsed with fairly smooth delivery that holds audience attention most of the time. Delivery is not smooth but is able to maintain interest of the audience most the time. Delivery is not smooth and audience attention is often lost. TOTAL PROCESS QUESTIONS: 1. How’s your experience in doing your final task? 2. Did you find the skills you learned previously helpful in doing this task? Why? 3. What important insights did you gain from doing this practical task? 4. How did the task help you see the real world use of the topic?

235. 154 Congratulations! You have completed this lesson. Before you go to the next lesson, you have to answer the following post-assessment items. POST-ASSESSMENT: (Write another set of 20 multiple-choice items. Mark the correct answer with an asterisk and below the last choice, write an explanation of the correct answer and why the others are not right. Code the item as A, M or T.) It’s now time to evaluate your learning. Click on the letter of the answer that you think best answers the question. Your score will only appear after you answer all items. If you do well, you may move on to the next module. If your score is not at the expected level, you have to go back and take the module again. GLOSSARY OF TERMS USED IN THIS LESSON: (List in alphabetical order the key terms and give their definitions) REFERENCES AND WEBSITE LINKS USED IN THIS LESSON: (For References, use MLA style to cite publications. For Websites, state the URL and annotate or give the Website title. Arrange Websites according to their appearance in the module. Provide other credits for multimedia materials such as images and sounds.

236. 155 237. Compilation by Ben: r_borres@yahoo.com               LEARNING MODULES   

ENGLISH 2nd Quarter    238. 1 Learning Module English 8 Module No. 2: Embracing My Heritage Lesson 2 •

Employ appropriate listening skills when listening to descriptive and long narrative texts • Listen to determine conflicting information aired over the radio and television • Listen for clues to determine pictorial representation of what is talked about in a listening text •

Determine if the speaker is neutral, for or against an issue that relates to the community • Ask for and give information, express needs, opinions, feelings, and attitudes explicitly and implicitly in an informative talk • Make inquiries • Give information obtained from mass media • Highlight important points in an informative talk using multimedia resources • Use collocations of difficult words as aids in unlocking vocabulary difficulties • Evaluate content, elements, features, and properties of a reading or viewing selection using a set of criteria • Explain visual-verbal relationships illustrated in tables, graphs, information maps commonly used in content area texts • Discern positive and negative messages conveyed by a program viewed • React appropriately and provide suggestions based on an established fact • Decode the meaning of unfamiliar words using structural analysis • Follow task-based directions shown after viewing • Interpret the big ideas/key concepts implied by the facial expressions of interlocutors • Show understanding and appreciation for the different genres with emphasis on types contributed by Asian countries • Point out the elements of plays and playlets • Determine the author’s tone and purpose for writing the essay • Point out how the choice of title, space, allotment, imagery, choice of words, and figurative language, among others contribute to the theme • Communicate thoughts and feelings in summary results and notes, among others, using appropriate styles (formal and informal) • Use appropriate modes of paragraph development to express one’s ideas, needs, feelings and attitudes • Use a variety of cohesive devices to make the flow of thoughts from one sentence to another smooth and effortless

239. 2 • Employ concept mapping (circle, bubble, linear, etc.) as aids in taking down notes and organizing ideas • Use outlines to sum up ideas taken from texts • Use varied adjective complementation and formulate correct complex, compound-complex sentences and appropriate parenthetical expressions • Use writing conventions to indicate acknowledgment of resources Lesson 3 • Ask for and give information, and express needs, opinions, feelings, and attitudes explicitly and implicitly in an informative talk • Communicate thoughts and feelings in summary results and notes, among others, using appropriate styles • Listen to determine conflicting information aired over the radio and television • Determine if the speaker is neutral, for or against an issue that relates to the community • Look into the derivation of words • Define words from context and through word analysis • Organize information illustrated in tables, graphs and maps • Decode the meaning of unfamiliar words using structural analysis • Interpret the big ideas/key concepts implied by facial expressions • Point out how the choice of title, space, allotment, imagery, choice of words, and figurative language, among others, contribute to the theme • Use varied adjective complementation and formulate correct complex, compound-complex sentences and appropriate parenthetical expressions • Structure meaningful expanded sentences and conditional statements

240. 3 MODULE MAP: Here is the simple map of the lessons you will cover : EXPECTED SKILLS: To do well in this module, you need to remember and do the following • Read with understanding • Read literary and informative texts critically • Enrich one’s life through literature • Recognize meaningful sentences • Improve and enrich one’s vocabulary • Write with accuracy, clarity and coherence • Adopt study strategies • Participate actively and fully in class discussion • Engage in enterprising activities • Manage time well in performing individual and group task • Collaborate fully in performing group task • Speak confidently and interact positively with the audience •

Provide immediate and constructive feedback • Be sensitive to other’s culture, traditions and literature • Accept and respect other cultures and traditions • Appreciate the importance of unity, harmony and peace • Reflect individually and collectively Embracing Our Heritage Tracing Our Roots Revisiting Our Rich Past Appreciating Our Origin Two Brother s (Egypt) Makato & His Cowrie Shells (Thailand) The Taximan ’s Story (Singapore) In An Aquariu m (Malaysia) The Legend of Banyuw angi;Th e Century The Origin of Ancient Vietnam;The Peasant:The Buffalo and the Tiger:The Tale of Strength and

241. 4 III.PRE-ASSESSMENT Let’s find out how much you know about the coverage of this module. Encircle the letter you think best answers the question. Please answer all items. Take note of the items as you go through this module. 1. In a plot of the story, the logical arrangement of events is presented .It has five essential parts except, a. denouement b. exposition c. atmosphere d. climax 2. Setting is one of the elements of a short story. It refers to the time and location in which a story takes place. It may be the following except, a. mood b. climax c. atmosphere d. social condition 3. Which of the following is considered one of the elements of a short story? a. character b. denouement c. exposition d. climax 4. What element of the story shows the logical arrangement of events, with a beginning , middle and end? a. exposition b. character c. plot d. conflict 5. The author may reveal a character in several ways. a. his/her physical appearance b. what he/she says, thinks and does c. what he/she does or does not do d. his/her views and opinions 6. The following are examples of coordinating conjunctions, except, a. and b. but c. for d. while 7. Which is synonymous to mood or atmosphere in the story ? a. climax b. denouement c. setting d. character

242. 5 8. In preparing an outline from a listening text, the initial step is... a. listen to note details b. listen to extract information c. listen to get the central idea * d. listen to get the summary 9. Conflict is the opposition of forces. It maybe a conflict between man versus , a. man b. circumstances c. society d. internal 10. The point of view is defined as the angle from which a story is told except, a. first person b .innocent eye c. omniscient d. static

243. 6 Learning Module English 8 Module No. 2: Lesson 1: Tracing Our Roots Introduction and Focus Question(s): Have you ever wondered why you have similar physical attributes and characteristics as that of your Asian neighbors? Have you asked yourself why you look like a Thai, Japanese, Chinese as well as Malaysian, Indonesian, or Egyptian? Have you thought of discovering your roots as an Asian and further know what customs, traditions, beliefs and values are being treasured? Do you look forward to seeing, talking, and interacting with them? Do you think it is possible that people of different races, culture and heritage can also be united and work towards peace, harmony and progress? What would you do if you were given a chance to meet and talk to them in a gathering of Afro-Asian nationalities? In this module, you will know more about who your ancestors are, their beliefs and traditions, their ideals and aspirations. Likewise, you will understand the cultural diversity of other Afro- Asian countries through their literary texts that shaped and molded you as a Filipino. Lesson No. 1: Tracing Our Roots (Thailand & Egypt) Makato and the Cowrie Shell (Thailand) Sawatdee.. Hello , My Beautiful Bangkok (Thailand) The Two Brothers (Egypt) Objectives: *Listen to note important information and details of a listening text *Determine if the speaker is neutral, for or against an issue *Infer character traits from a reading text *Formulate responses to

questions Show understanding and appreciation for the different Asian literary texts Point out the elements of a short story

244. 7 Point out how the title contributes to the theme *Identify the meaning of words through visual context *Use graphic organizer to sum up ideas *Evaluate content, elements, features, and properties of a reading or viewing selection *Employ concept mapping as aids in taking down notes and organizing ideas *Use graphic organizer to sum up ideas *Use appropriate idioms *Use correct coordinators *Observe the correct format in bibliographical entries *Use writing conventions to indicate acknowledgement of resources LESSON ACTIVITIES MAP KNOW ACTIVITY 1. SAY YOU . . . SAY ME (PAIRED WORK) ACTIVITY 2. FACE TO FACE (PAIRED WORK) ACTIVITY 3. PICK AND MATCH READING TEXT: SAWATDEE . .HELLO , MY BEAUTIFUL BANGKOK (THAILAND) PROCESS ACTIVITY 4 . WHO’S THE NEXT? (GROUP WORK) ACTIVITY 5 . DRAW OR SKETCH (WRITING ACTIVITY)

245. 8 LISTENING TEXT: THAILAND AT THE TURN OF A CENTURY ACTIVITY 6 . LAY YOUR CARDS (INDIVIDUAL WORK) ACTIVITY 7 . BUILD ME UP (INDIVIDUAL WORK) ACTIVITY 8 . SUM UP THE WHOLE (INDIVIDUAL WRITING ACTIVITY) ACTIVITY 9 . BITE THE THEME (WRITING ACTIVITY) ELEMENTS OF A SHORT STORY ACTIVITY 10 . MATCHING LANGUAGE FORM: COORDINATE CONJUNCTION ACTIVITY 11 . WORK WITH COORDINATES ACTIVITY 12 . COMBINE/FUSE ACTIVITY 13 . SUPPLY THE PARTS ACTIVITY 14 . GUESS WHAT? ACTIVITY 15 . BITE THE WORD (PAIR WORK) READING TEXT: MAKATO AND THE COWRIE SHELL (THAILAND) ACTIVITY 16 . PAINT A PICTURE (INDIVIDUAL WORK) ACTIVITY 17 . COMPARE AND SHARE (VENN DIAGRAM) ACTIVITY 18 . LAY THE ROAD MAP ACTIVITY 19 . BUILD A PYRAMID (INDIVIDUAL) ACTIVITY 20 . INTROSPECTING (WRITING ACTIVITY) ACTIVITY 21 . CONNECTING . . . PAIRING READING TEXT: THE TWO BROTHERS (EGYPT) ACTIVITY 22 . PAIRED APPROACH ACTIVITY 23 . SENSE IT! ACTIVITY 24 . SUMMING UP! ACTIVITY 25 . WHAT ELEMENT? IDIOMATIC EXPRESSIONS ACTIVITY 26 . WORK WITH IDIOMS ACTICITY 27 . IDIOMATIC EXPRESSIONS ACTIVITY 28 . CHARACTERIZATION ACTIVITY 29 . SOLVING . . . ACTIVITY 30 . BUILDING ACTIVITY 31 . DRAWING OUT . . . WHAT? BIBLIOGRAPHY ACTIVITY 32 . FORMATTING APPENDIX REFLECT AND UNDERSTAND

246. 9 ACTIVITY 33 . MULTI- INTELLIGENCE ACTIVITIES ACTIVITY 34 . PUNCHLINING, CAN YOU? ACTIVITY 35 . COMPARISON AND CONTRAST USING P-I-N ACTIVITY 36 . MORE BIBLIOGRAPHICAL ENTRIES USING ONLINE RESOURCES TRANSFER ACTIVITY 37. MAKE A SPEECH entitled , “ THE ROLE of the YOUTH in ESTABLISHING UNITY in a DIVERSIFIED MULTI- CULTURAL SOCIETY “ EARNING GOALS AND TARGETS (Directions) For you to accomplish the tasks and perform well in the activities in this lesson, write your goals and targets in the box provided below. Know Let’s start working on this module by watching a film clip about Thailand or see the pictures below. As we go through the process, keep on thinking about these questions: How does diversity contribute to unity? How do traditions and beliefs bring about diversity and or harmony? Lesson – 1 TRACING OUR ROOTS The Kingdom of Thailand is one of the fast-growing and developing countries in Southeast Asia. She is known as the “Land of the Free.”

247. 10 To further know this country, observe the pictures below and watch the film . Source: https://www.google.com.ph/search?q=thailand+attractions What did you notice in the pictures? What did you learn from the film? Can you see some connections? Do you think we have similarities in terms of culture, beliefs and traditions? Explain. Be guided by the following questions.

248. 11 ACTIVITY 1. SAY YOU...SAY ME.. (Paired Work) Work with a partner and answer the following guide question. What are their customs and traditions?2. What landmarks are they noted for? 3. Do they have a culture similar to us? 4. What does this imply? ACTIVITY 2. FACE TO FACE Find a partner and orally talk about the similarities of Thais and Filipinos in terms of customs, traditions, beliefs and way of life as depicted in the pictures . In the process of your sharings , you may also bring out the differences of both countries in terms of forms of government , religion and socio –economic status if you are familiar with. ACTIVITY 3. PICK and MATCH Using Activity 2 ,”What I Want To Know” guide, find out whether the words or symbols you have written match with the following selection below. Before you proceed, connect the pictures under Column A with the vocabulary under Column B and the meaning under Column C, using lines. Column A Column B Column C 1. recline paintings on walls 2. spire tilt back; lie back 3. murals tall ,pointed structure

249. 12 4. mosaic picture of small colored pieces 5. loquacious talkative PROCESS Read the following selection below .Find out what Filipino , traditions and beliefs are practiced by Thais as depicted in this selection. Discover, too, the attractions in Thailand that captivated the heart of the writer while telling the story. SAWATDEE....HELLO, BEAUTIFUL BANGKOK BY ETHEL SOLIVEN- TIMBOL Bangkok known as Krun Thep, which is Thai for “City of Angels,” beckons with its golden roofed temples and spicily curried cuisine. Seven million visitors come to Thailand each year spending an average of six to seven days because there is so much to see and to relish in this “Exotic Orient” as one enamored traveller dubbed the country. Our agenda for the first day of our tour started with a tour of Wat Po. One of the 370 temples in Bangkok alone, it is home to the famous Reclining Buddha, which is said to be 46 meters long. Also world–famous are the golden Buddha at the Wat Trinig (“wat” being Thai for “temple”) and the dazzling Emerald Buddha. There are 2100 temples in all of Thailand, where 90 percent of the people are Buddhists. Our loquacious guide regales us with the colorful history of Bangkok and how it became the imperial city 300 years ago, when the god-king Rama I moved the royal residence to this side of the Chao Phraya River. Today, a boat excursion takes visitors on a tour of the old city, winding down the “klong” canals for a glimpse of the water dwellers and the ancient edifices, remnants of

250. 13 an era when Rama I divided his city into three sections: for the Thais, the Chinese and the Indians. The best buys of Thai silks, spices and crafts are still at the riverside markets where one can also produce gold, jade and other precious jewelry. Not to be missed are the Temple of the Dawn along the Chao Phraya, a showcase of Chinese porcelain mosaics, and the Temple of the Giant Swing for some of the finest murals. Only for strong knees is the Temple of the Golden Mount, atop a climb of 300 steps, housing one of the largest bronze buddhas in the world. The Reclining Buddha was shipped from China by King Rama I, who also built the Wat Po Temple on a 20-hectare compound adjacent to the Royal Palace, circa 1782, in the 2222-old Chinese section. The King had also brought with him excellent samples of porcelain, which the court artisans

used to decorate pagodas using their elaborate spires. At the main temple, devotees buy one–inch gold leaf squares which they stick to smaller buddhas as offering to their god. Everyday, morning ceremonies are held at an adjacent temple surrounded by four magnificent monuments: the first in red built by Rama I; the second in yellow, by Rama II; the third in green by Rama III; and the fourth in blue, by Rama IV. Just as fascinating is the sala tree under which, according to legend, Buddha was born (although in India). Its pink and red flowers are sweet-smelling, a contrast to the brown gourd which are the “fruit “of the sala tree. To cap a hectic first day, we had dinner at the Baa Thai Restaurant while watching heavily costumed folk dancers from the lowland and highland villages, including favorite destinations, like Chiang Mai, the second largest city up north, from whence one can visit the winter palace of the Royal Family and the training school for working elephants. Amazingly, Bangkok is clean, especially the day after Wednesday, which is “Clean Up Day” according to our guide. So the sidewalk eateries are relatively sanitary, although foreign visitors are advised to stick to bottled mineral water or soft drinks. In spite of the colossal traffic jams, no thanks to the ubiquitous “toktok” pedicabsthe air smells cleaner and less polluted than in Manila. Source: English for Secondary Schools Myrna S. Torres Adapted from The Manila Bulletin, June 2, 1996. ACTIVITY 4. WHO’S THE NEXT? Group yourselves into five (5) and you will be assigned names such as WHO, WHAT, WHERE, WHY, and HOW. Each group will construct questions that begin with the name of the group.Your questions will be taken from the selection read, and these will be thrown to the group of your choice. Your performance as a group will depend on how well you have responded to the questions asked. Example: Group WHAT: What is the mood of the writer while telling the story? GroupWHERE? Answer: The mood of the writer while telling the story is happy and excited.

251. 14 ACTIVITY 5. DRAW OR SKETCH Draw on this canvas interesting customs, traditions and culture or even landmarks distinctive of the country. Be able to explain or discuss your drawing in a 5-sentence paragraph. Provide your own title. You may start your sentence by saying, “One of the most interesting customs and traditions in Thailand which attracted me is...______________.” Read orally your work in class We are embarking on the next activity by learning more about the country whose contributions to fellow Afro-Asian neighbors made an impact on their economic growth as well as on bridging unity and progress. The selection enables you to deeply appreciate its customs and beliefs similar to ours. Find out if your focus questions, “How does diversity contribute to unity?” and “How do traditions and beliefs bring about diversity and or harmony?” can be answered. One way of getting information and knowledge is through listening. Let‘s find out what listening is all about. Listening is receiving language through the ears. It involves identifying the sounds of speech and processing them into words and sentences. When we listen, we use our ears to receive individual sounds (letters, stress, rhythm and pauses), and we use our brain to convert these into messages that we find meaning in. Listening in any language requires focus and attention. It is a skill that some people need to work on harder than others. People who have difficulty concentrating are typically poor listeners. Listening in a second language requires even greater focus.

252. 15 Listen to your teacher as s/he reads the article entitled Thailand at the Turn of the Century. Find out what facts or information are presented by the speaker and determine if

the speaker is for or against an issue. Before listening, take note of the following guidelines when listening: 1. Listen to get the general ideas of the text. 2. Take down notes to help you recall important ideas. Be guided by the following questions: 1. What is Thailand’s goal at the end of the century? 2. Enumerate the plans of action of Thai government and its people in achieving their goals. Listen carefully as your teacher reads the listening text. After a pause in every third paragraph, be able to answer the questions in the question cards. Be guided by the pauses in order to answer the questions. So, tune in, listen and give your responses. THAILAND AT THE TURN OF THE CENTURY (for TG) 1 Thailand, for one, as a pillar of the fast-growing Asian region, has made sure and steady strides over the years to ensure its place in the global community. 2 A country often compared with the Philippines for a score of reasons, Thailand, like the Philippines, is a nation of 60 million. It has an area of 513,115 sq. kms. and enjoys a climate typical of countries in the tropics; thus, its’ traditional proclivity for agrarian-based economic activity. 3 Notwithstanding, a shift from agriculture to manufacturing, Thailand continues to edge out its neighbors in terms of natural resources, what with the bounty of its land and sea which has made it the world’s foremost exporter of tapioca and rice. In addition, it is also a leader in production of maize, frozen shrimp, canned pineapple, natural rubber and sugar. 4 However, in the late 80’s and the 90’s, Thailand restructured its economy to adapt to the demands of an urbanizing international community. 5 As a result, the share of the agricultural sector in Thailand’s national income has declined from a high of 40 percent in 1960 to 17 percent during early 90’s. 6 Concomitantly, the manufacturing sector experienced strong growth, expanding rapidly in its share of the national income from 13 percent in 1960 to over 30 percent in the 90’s. With the

253. 16 implementation of the first industrial Promotion Act in 1960 and various promotional programs undertaken by the Board of Investment, the way was paved for the remarkable growth of the manufacturing sector. 7 Initially, industrial activity focused on food processing and import substitution. However, in the 90’s, Thailand has developed heavily into export promotion, notably textiles and garments, which accounted for 34.5 per cent of principal exports in 1994 against the 12.7 percent output of canned food in the same year. On the whole, the industrial sector’s creditable performance became a plus factor for Thailand because policy-makers knew exactly where there was a need to put on weight to achieve an ideal balance among the various diversified industries that the changing economy helped to bring about. 8It is equally worth noting that at the highest point of Thailand’s growth at the close of the last decade, the highest income generator and largest foreign exchange contributor for Thailand was its tourism sector. With the full backing of the Royal Thai Government extended to the Tourism Authority of Thailand, the sector grew by a hefty 16 percent per annum. 9 In addition to glowing figures posted by Thailand in the area of manufacturing, tourism and foreign investment, much of its success can also be attributed to the growing independence of countries in the Association of Southeast Asian Nations (ASEAN) and in the burgeoning Asian- Pacific region. 10Thailand rides high in this era of growth and is well on its way to an age of prosperity at the turn of the century. 11 From 1988-1991, Thailand’s growth rate averaged 12.5 percent, the highest in the world. Since 1993 when its economy rebounded from a worldwide recession in the early 90’s, the Thai economy has experienced steady gains reminiscent of the growth patterns of developed countries in the West. Moving Ahead in English II ,pp 30-31,Myrna S.Torres. ACTIVITY 6. LAY YOUR CARDS

Answer the questions below based on the listening text. Q Card 1 Q Card 2 Q Card 3 Q Card 4 From this activity, you were able to know the unfolding of Thailand’s growth in economy through its diversified cultural and socio-economic innovation, which contributed in bridging and shaping the success of Asian countries. What are the similarities of Thailand and Philippines ? What are Thailand’s reasons for shifting to manufacture ? What are the diversified industries in Thailand ? What are the causes of economic growth of Thailand?

254. 17 ACTIVITY 7. BUILD ME UP! I Fill up this diagram, and explain your answers. ACTIVITY 8. SUM UP THE WHOLEUsing the graphic organizer in Activity 7, compose a paragraph of 7-10 sentences to summarize the text listened to. From this activity, you have learned the similarities of Philippines and Thailand in terms of socio- economic goals. What other insights can you extract? Can unity be possible in diversity of culture, beliefs and traditions? ACTIVITY 9. BITE THE THEMEWrite your reflections and insights in relation to the theme of the listening text. Provide your own title. _____________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Reading literature is like looking at a painting or a mural .It is seeing beyond one’s eyes .In paintings, we find meanings as interpreted by the artist. The artist has a way of interpreting his subject. This is the role of literature. It is to make the reader interpret and imagine what he is reading and to identify himself with it .By a skilful use of language, the writer places realism and uniqueness in his stories, poems or essays, as if making the reader feel as if he has experienced it in his life. Shall we now study the different elements of a short story? Thailand’s Goals

255. 18 ELEMENTS OF A SHORT STORY 1. SETTING The setting refers to place, time, weather condition, social condition, and even mood or atmosphere. To recognize the setting of the story, you may ask these questions: • Where is the action taking place? • Where is the story taking place? Is it during the day, night, what year, what period? • What is the weather condition? Is it sunny, rainy, and stormy? • What is the daily life of the character? What are his customs and status in life? • What is the feeling created at the beginning of the story? Is it bright, cheerful, dark or frightening? Example : My sister and I had a fun–filled vacation last summer. We stayed at our grandparents’ house, which was near the beach. We swam in the sea every morning, climbed the trees in the afternoon and fed the animals before dark. When the moon was bright, we played patintero. Using the guide questions above, provide the answers: 1. Where is the action taking place? 2. Where is the story taking place? 3. What is the weather condition? 2. Plot – It is the sequence of events in a story or play. The plot is a planned, logical series of events having a beginning, middle and end. The short story usually has one plot, and it could be read in one sitting .There are five essential parts of a plot: a. Exposition/Introduction In the introduction, the setting and the characters are revealed. b. Rising Action This is where the events in the story become complicated and the conflict in the story is revealed .This is where events between introduction and climax take place. c. Climax It is the turning point of the story and the highest point of interest. It is where the reader asks what will happen next. Will the conflict be resolved or not? d. Falling Action The problems and complications begin to be resolved.

256. 19 e. Denouement This is the final outcome or untangling of events in the story. Here are three different parts of a story. On the blank after each paragraph, write whether the given part is the beginning, middle and end of the story. 1. Suddenly, the boat tilted to the left. “Steady!” cried our teacher, “stay where you are!” We kept calm .We prayed hard and followed all of our teacher’s instructions. Answer: ------------------------------------------------------------------------------------- 2. Finally, the fox grumbled. “I don’t want those grapes anyway. I know they must be sour.” Then, he went away. Answer: -------------------------------------------------------------------------------------- 3. Once there was a child who liked summer best. He lived on a farm and every summer, he enjoyed harvesting corn, vegetables and fruits. Answer: -------------------------------------------------------------------------------------- 3.Conflict - It is the opposition of forces which ties one incident to another and makes the plot move. There are two types of conflict: External – refers to outside forces that may cause conflict, like another human being, circumstances, environment, etc. Internal - refers a struggle within oneself. The character maybe debating inside himself about what to do. 4.Character – there are two meanings for the word character: the person in a work of fiction and the characteristics of a person. He may be the protagonist, the good-natured character, or the antagonist, the opponent of the main character. The author may reveal a character in several ways: his physical appearance, what he/she says, thinks, feels and dreams; what he/she does or does not do ;and what others say about him/her . 5.Point of View – the angle from which the story is told 6.Theme – it is the controlling idea or value in a piece of fiction. The theme maybe the author ‘s idea about a topic or view of human nature. (For further information, visit http://hrsbstaff.ednet.ns.ca?engramja/elements.html.) ACTIVITY 10. MATCHING From the pool of words below, choose the appropriate answer to the following descriptions.

257. 20 ___________1. The setting and characters are revealed. ___________2. The highest point of interest in the story ___________3. The main character faces a conflict or problem. ___________4. The ending where the final outcome of the story is shown ___________5. The problems and complications are resolved. Language Recall: Language Form and Function: Coordinate Conjunctions Observe the following sentences: 1. Makato never idled and never complained. 2. He did every kind of work, yet he remained cheerful. 3. Makato had no sister or a brother to take care of him. 4. He tried his luck in a far-off land, so he became successful. 5. Makato was an orphan, but he was able to achieve his goals. Let’s answer the following questions below. Climax Introduction Denouement Falling Action Rising Action

258. 21 1. What words are connected by and in sentence 1? ______________________________________________________ 2. What are the two clauses that are joined by yet in sentence 2? ______________________________________________________ What are the phrases that are connected by or in sentence 3? ______________________________________________________What are the clauses that are joined by so in sentence 4? ______________________________________________________What are the clauses that are joined by but in sentence 5? _______________________________________________________ Sentence 1 uses and to show addition of thought or ideas. Sentence 2 uses yet to show contrast of idea.

Sentence 3 uses or to join nouns of equal rank. Sentence 4 uses so to show result. Sentence 5 uses but to show contrast of idea. Therefore, when you want to link and join words, phrases and clauses, use a conjunction. Coordinating Conjunctions join words, phrases and clauses of equal rank. And is used to connect words, phrases and clauses of which are equal. Or/Nor implies a consequence or choice. But /Yet is used to express contrast of idea. It joins an affirmative and negative sentence pattern. So is used to show a ACTIVITY 11. WORK WITH COORDINATES Read the sentence carefully and encircle the conjunction Underline the words, phrases and clauses it joins.

259. 22 1. Philippines and Thailand are both Asian countries. 2. Thailand shifted from agriculture to manufacturing, so she gained a thirty percent economic growth.3. Philippines, like Thailand, enjoys a tropical climate, so both are tourist destinations in Asia. 4. The tourism sector is Thailand’s highest income generator and largest foreign exchange contributor. 5. Thailand focused on food processing, but she developed heavily in export promotion. 6. Much of Thailand’s success was attributed to the growing independence of countries in the Asia –Pacific Region and the shift to the area of manufacturing and tourism. ACTIVITY 12 .COMBINE/FUSE Combine the following sentences below using the coordinate conjunctions. Write your sentences in the blanks provided. 1. Most cars are now equipped with radial tires. The chances for common blowouts are reduced . ---------------------------------------------------------------------------------------------------------------- 2. The magazine contained only six articles .They were all about politics or sports. ---------------------------------------------------------------------------------------------------------------- 3. The meat was spoiled by the time I returned home .I had forgotten to put it in the refrigerator when I left. ---------------------------------------------------------------------------------------------------------------- 4. Philippines and Thailand are members of the ASEAN. They work for unity, peace and progress in the region ------------------------------------------------------------------------------------------------------------------------------- 5. Both countries have diversity of culture. Their traditions and beliefs bring harmony and unity. ------------------------------------------------------------------------------------------------------------------------------- ACTIVITY 13. SUPPLY THE Complete the sentences by supplying additional words, phrases and clauses .Write your sentences on the blanks . 1. Thais love spicy food and Chinese -------------------------------------------------------------------------. 2. Filipinos and Thais have water dwellers so --------------------------------------------------------------. 3. Riverside markets are attractions for small businessmen and --------------------------------------

260. 23 4. Sidewalk eateries mushroomed along the streets yet ------------------------------------------------. 5. Traffic jams and pedicabs are both a sight to see and to experience and ----------------------- --------------------------------------------------------------------------------------------------------------------------. Before Reading ACTIVITY 14. GUESS WHAT? Read each sentence carefully and choose from the word pool the character traits are inferred in the following lines. Write your answer at the end of the statements. 1. Makato had nor sister to take care of him. His father and mother died._____ 2. He never idled, fed the pigs, and cleaned the forests._________ 3. He never complained and was satisfied. ____________

4. He did every kind of work, like carrying heavy things.__________ 5. He tried his luck in a far-off land.__________________ 6. Makato thought about what he liked to do in the future.__________ 7. He picked up the shell and handed it to the king._______ 8. He planted the ground with more seedlings._________ 9. He knelt down and gave the king lettuces.____________ Word Pool Honest orphaned good-natured ambitious Hardworking proactive adventurous grateful Industrious naturalist ACTIVITY 14. Constructing Construct sentences using the words found in the word pool. Work with your seatmate and do peer checking .Find out if the words were used properly in the sentence. ---------------------------------- ----------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------------- The selection which you are about to read is a Thai folktale. Its theme is centered on the Buddhist principle of suppressing one’s earthly desire to achieve enlightenment.

261. 24 Draw out the Filipino values and traits of the character which enable him to become successful and better person. Find out the author’s purpose of writing this selection. Discover also Thai’s traditions and beliefs,as well as its diversity of culture which shap you as a Filipino. Makato and the Cowrie Shell (A Thai Folktale ) Supanee Khanchanathiti Once upon a time, there was a boy whose name was Makato. He was an orphan, for his father and mother died when he was very young. He had no brothers, sisters, cousins or friends to take care of him, so he had to make a living for himself. He did every kind of work—carrying heavy things, clearing away the forest, or feeding pigs. He never idled. Although he was paid only small wages, he was satisfied. He knew that if he would not work, he would starve. Wherever he went, his employers praised him for being sensible, hardworking, good-tempered and cheerful. One fine evening after he had finished chopping up a big pile of wood, he sat down to rest and thought of all he would like to do in the future. He wanted to try his luck in far–off strange lands, for he longed for exciting adventures. “What are you thinking about so deeply, my boy?” asked his employer. “I would like to go on a journey for adventure,” said Makato, pointing to the northeast. “I heard that the land is fertile and the people are kind. I wish I could see the land for myself.” His eyes sparked with excitement. “The land you wish to go to is called Sukhothai,” said his employer. “They say Pra Ruang of Sukhothai is a very kind–hearted king. You might be lucky if you could go there.” Sometime later, Makato decided to try his fortune. He left his village and set out in the wide world .He walked along cheerfully, enjoying new insights and talking to the people he met on the way. After a month’s journey, he reached a village on the boundary of the Kingdom of Sukhothai. “Please, can

I have some water to drink?” Makato asked an old woman with a big water pot on her head. “I’m so thirsty.” “Where did you come from? Why are you here alone? You look as if you’ve come a long way,” said the old woman, pouring cold water from her pot into a small cup and handling it to Makato. “Thank you so much,” said the boy. “Who are your father and mother? Haven’t you any family?” the old woman asked again. “I come from the City of Mon over there,” replied Makato. “Good heavens! Have you really come from Môn? How is it that you are travelling alone, such a young boy as you are?”

262. 25 “I wanted to see Pra Ruang of Sukhothai,” replied Makato.”They say he is a very kind- hearted king.” “You are a very determined boy!” said the woman.”Come along with me .Who knows? You might see Pra Ruang someday.” Makato was glad to go with her. If he could work with this kind of woman, he would have a place to sleep, some food to eat and perhaps someday, he might be lucky enough to see the king. The old woman was one of the Pra Ruang Mahouts, which meant that she helped the mahout find the food for the elephant and clean out the elephants’ sheds. He worked hard and well, and the mahout and his wife grew fond of him. One day, the sky was clear and the weather so fine, it seemed to Makato that it must be a lucky day. As he worked in the elephants’ sheds, a tall young man in a splendid costume, followed by attendants, came in. It was Pra Ruang himself. Makato bowed low at once with his hands clasped together before him. His heart beat fast. “Where did the boy come from?” the king asked the mahout, who was attending him. “How old is he?” the king asked further. “12 years old, your Majesty,” replied the mahout. “A good-looking and hardworking boy,” said the king. “Take good care of him.” As the king walked away, Makato saw a little cowrie shell lying on the ground .He ran to pick up and held it to the king, but the king said with a smile, “You may keep it.” “How wonderful!” Makato thought, “the king has given me a cowrie shell.” At the time, the people of Sukhothai used cowrie shells as money. Although one cowrie had little value, Makato wanted to make as much use of it as possible, for it was the king’s gift. For a long time, he could not think of a way to use it so that it would earn money for him. One day, he passed by a stall in the market where the seeds of many different plants were sold. He looked along the stall and caught sight of a basket full of lettuce seed. Lettuces! He could grow small plants like that. He asked the joyful woman at the stall, “Can I buy some lettuce seed?” “Oh yes, my boy. How much do you want?” said the old woman. “I have one cowrie shell!” said Makato. “One cowrie shell!” said the woman, laughing.”That won’t buy anything. I can’t even measure that much.” “Look!” said Makato eagerly. “I will dip my finger into the pile of seeds. Then, I will take the seeds that stick to it. That must be right for one cowrie shell.” “Well, why not?” said the amused woman at his suggestions. “All right boy. Help yourself.”

263. 26 Makato paid the woman his one cowrie shell .Then, he dipped his finger into the pile of seeds. When he pulled his wet finger out, it was covered with seeds. He carefully scraped them of his finger into the palm of his hand and went away, happily clutching the seeds. Now that he had seeds, Makato broke the soil and sowed them at once. He watered the seed bed every day and soon, the young plants appeared. Day by day, he cleared more ground and planted more lettuce seedlings until the kitchen garden was covered with them. He was very proud of himself because he had done so well. “I wish I could give the king some lettuces,” he thought. One day, the king passed by the elephants’ sheds again. Makato waited for an opportunity, then knelt down and proudly presented his biggest lettuces to the king. “Where did you get this?” the king asked, surprised. “I grew them

from the cowrie shell you gave me, Your Majesty,” answered Makato, beaming with a smile. “How could you do that?” asked the puzzled king. Makato told the king the whole story. The king was impressed with his intelligence and industry, So much so that later on, he gave Makato a job in the palace. As the years passed, Makato grew tall and handsome. He mastered every grace and served the king well. He was so loyal that the king trusted him absolutely. He was promoted to higher positions until he was given a title of Kun Wang, which meant that he was the most important person in the king’s court. He was also happily married to the beautiful young daughter of the king. After that, the king made him the ruler of the Mon. So it was that Makato, who had once been a poor orphan, became the king of that prosperous kingdom. Comprehension Check: Answer the following guide questions. 1. Describe Makato. What character traits does he possess? 2. What could be the reason why Makato left his place? 3. Through inferring what the character says, does and thinks, one can recognize the traits of a literary character .Cite lines, actions and thoughts which show Makato’s traits.. 4. What were those changes in Makato’s life after meeting the king? Enumerate. 5. Which of Makato’s traits are similar to yours? 6. How would you nurture and enhance your positive traits? In what ways? 7. What lessons in life does the author want to convey to you? Are these true to all ages and races? 16PAINT A PICTURE

264. 27 What are Makato’s character traits? Describe his appearance, , action and speech. Fill up the character web with your answers and explain each trait. Action Appearance What the What the character character does looks like What the How the character character says feels Articulation Attitude ACTIVITY 17. COMPARE AND SHARE Using the Venn Diagram, compare yourself with Makato. Be guided by the following 1. What traits do you both sharerite your answers between two circles. 2. Write your character traits, which are different from Makato’s, inside the right circle. 3. Write Makato’s character traits, which are different from yours, inside the left circle. 4. Which of those traits would you like to improve? Explain. Character

265. 28 ACTIVITY 18. LAY THE ROADMAP Using the timeline, plot the events which led to Makato’s success. Be guided by the following key questions. 1. What kind of life did he have at the beginning of the story? Describe. 2. What motivated him to leave his place? 3. How did the king recognize him? Cite the incident that showed it.

266. 29 4. What did he do with the cowrie shell? 5. What was his reward from the king? Past Future ACTIVITY 19 .DARE TO CLIMB? Plot the events in the story by writing them inside the space provided. Be able to answer the guide questions below. Explain your work.1. What is the beginning of the story? 2. What is the rising action? 3. What is the climax of the story?

267. 30 4. What is the falling action? 5. What is the denouement? ACTIVITY 20 . INTROSPECTING.. What lessons in life have you learned from Makato’s experiences? Write a 5-7 sentence paragraph. Provide your own title. Climax Introduction Falling ActionRising Action Denouement

268. 31 ---------------------------------------------------------------------------------------------------------------------------------- ACTIVITY 21. CONNECTING...PAIRING Compose sentences describing the character traits of Makato using coordinate conjunctions. Work with a partner and brainstorm ideas to come up with a 5-7 sentence paragraph. ------------------------------------------------------------------------------------------------------------

---------------------- You are going to read your work orally in front of the class. You may choose from the following topics: 1. Makato, the Teenager 2. My Brief Encounter With Makato 3. Makato’s Dream and My Dream 4. How Makato Influenced My Life 5. In What Ways Can I Build Peace and Unity Before Reading Let us discover and explore one of the most interesting Arab countries. Find out its unique traditions and beliefs. Egypt is famous for its Pyramid at Giza and the Giant Statue known as The Sphinx. She is considered a modern nation in an ancient land and considered the most populous country . We are embarking on the next activity by learning about another Asian neighbour, Egypt. The selection enables you to deeply appreciate its customs and beliefs which are similar to ours. Find out if your focus questions, “How does diversity contribute to unity?” and “How do traditions and beliefs bring about diversity and or harmony?” can be answered.

269. 32 Discover this country by observing the pictures on top or watching a documentary film. Activate your senses to draw out information. 22. PAIRED APPROACH Work with a partner and discuss relevant issues. Be guided by the following questions. 1. What country is described in the film/pictures? 2. What knowledge and information did you get after watching/observing? 3. Describe what you see, feel, hear and/or touch. 4. What attracted you most about this country? Do you think you have common interests, culture, or similar customs and traditions? What make Egyptians different from Filipinos or Thais? ACTIVITY 23. SENSE IT!

270. 33 Using the sense web below, fill in the boxes with your answers and compare your work with your seatmate. Do you have similar answers? What impressed you most about this country? SENSE WEB ACTIVITY 24. SUMMING UP! Write a 5-7 sentence paragraph describing Egypt using the information you placed in the sense web. Find a partner and discuss relevant information about the country. ACTIVITY 25. WHAT ELEMENT? To prepare you to fully understand the text you are about to read, review the elements of a short story by doing the next activity. Rearrange the letters of the words below. 1. TRACREHAR - ______________ 2. TLOP - ______________ 3. GITETNS - ______________ 4. TCFIOCNL - ______________ 5. ETLIT - ______________ Sound Sight EGYPT Touch Taste Smell

271. 34 Now, you are slowly going deeper into understanding human nature and the experiences of other people of different races. Have you realized something? Are human thoughts, feelings and emotions universal? Do they manifest in every race and culture? Let us see how you will work on the next activity. Before we start working on the next activity , let us recall our lessons on idioms or idiomatic expressions to be able to fully appreciate the beauty of these in the next reading text you are about to read. English idiom or idiomatic expressions are Greek in origin. The word idiom means “a private citizen, something belonging to a private citizen, personal,” and, by extension, something individual and peculiar. Idiomatic Expressions, then, conform to no laws or principles describing their formation. They may also violate grammar or logic or both and still be acceptable because the phrase is familiar, deep-rooted, widely used, and easily understandable- for the native born. “How do you do?” is, for example, an accepted idiom, although an exact answer would be absurd. There are many idiomatic expressions in our language. One is that several words are combined which lose their literal meaning and express something very remotely suggested such as ; birds of a feather, blacklist, lay up, toe the line, make out, bed of roses, dark horse, heavy hand, open house, read

between the lines, no ax to grind, hard row to hoe. A second statement about idioms is that parts of the human body have suggested many of them: burn one’s fingers, all thumbs, fly in the face of, stand on one’s own feet, keep body and soul together, keep one’s eyes open, step on someone’s toes, rub elbows with, get one’s back up, keep one’s chin up. A third generalization is that hundreds of idiomatic phrases contain adverbs or prepositions with other parts of speech. Here are some examples: walk off, walk over, walk-up; run down, run in run off, run out; get nowhere, get through, get off. agree to a proposal on a plan with a person contend for a principle with a person against an obstacle

272. 35 Usage should conform to the idiomatic word combinations that are generally acceptable. Examples of Idiomatic expressions are : accord with ,according to , acquaint with ,adverse to , and aim to prove. ACTIVITY 26. WORKING WITH IDIOMS . Choose the appropriate idiomatic expressions to be used in the following sentences. Write a piece of cake, odds and ends, pros and cons or ups and down in the blanks provided. 1. The teacher asked us to talk about the ___________ of industrial development. 2. about the problems you have in your business .You know there are always ___________ in business. 3. The police found nothing special in the house of the criminal as he had taken all the important documents with him leaving just _____________. 4. If you think that doing this math problem is __________, just try it. Choose the appropriate word to complete the meaning of the idiom. Write ocean, music, rags, cold and pie in the blanks provided. 1. All these promises the politicians make are just ____ in the sky. 2. The small amount of money donated is just a drop in the _____ compared to the large sum of money needed. 3. He has been successful in life. He went from ____ to riches. 4. They had a dispute yesterday. That‘s why she gave him a ___ shoulder. 5. I had to face the ____ all by myself, although I was not the only responsible for the problem. ACTIVITY 27. IDIOMATIC EXPRESSIONS Guess what idiomatic expressions are used below and give the correct meaning. After giving the correct meaning, use them in the sentences. 1. Bata makes hay while the sun shines.___________ 2. The wife of Anpu was beaten black and blue._______ 3. Knowing the wife’s dishonesty, blood pours into his face._______ 4. After killing the wife, Anpu was blue in the face.__________ 5. Bata had made an easy way out to the mountains.________ 6. In good faith, Bata supported his brother Anpu.________ 7. Anpu felt a pain in the neck when he heard his wife’s explanation.________ 8. She bent her knees for forgiveness._______ 9. Anpu’s wife accepted the dose of her own medicine.________ 10.Bata kept company with god- Ra to seek consolation._______ 11.Anpu took the law into his hands.________

273. 36 The selection which you are about to read is considered the oldest literary piece believed to have been written 3000 years before Christ. Find out the similarities of Egyptians and Filipinos in terms of culture, beliefs, respect and love for family and reverence to God as depicted in this selection. THE TWO BROTHERS Egyptian Folktale Once there were two brothers. Anpu was the elder, and Bata was the younger. When their parents died, Anpu was already married and had a house of his own, so he took his little brother with him and treated him like his son. When the little brother grew to be a young man, he became an excellent worker. He did the plowing. He harvested the corn, and there was no one his equal in the whole land. Behold, the spirit of the god was within him. Every morning, the younger brother followed his oxen and worked all day in the fields, and every evening, he returned to the house with vegetables, milk, and wood. He

laid all these before his elder brother, and he took with him his bread, and he drove the cattle into the field. Because Anpu loved his younger brother very much, his wife became very jealous and she wanted to destroy Bata. One day, when Anpu and Bata were in the fields, they needed some corn, so Anpu sent Bata home to get some. The younger brother found the wife combing her hair and said to her, “Get up and give me some corn that I may run to the field for my elder brother is in a hurry. Do not delay.” At eventide, Anpu returned home earlier than his brother because Bata had much work to do in the fields. Anpu was met by his wife, who was crying bitterly. She showed him her arms and legs which he had painted black and blue and accused Bata of having beaten her up. She pretended to be in great pain. She did not give him water to wash his hands with. She did not light the fire for him. She pretended that she was very sick. Anpu became very angry. He sharpened his knife and waited for Bata in the stable. When the sun went down, Bata came home as usual, loaded with herbs, milk and wood. As he entered the door, he saw the feet of his brother and the sharp knife hanging by his side. The brother sprang from him and Bata fled praying to the god Ra. “My good Lord! Save me from death, thou who divines the evil from the good.” Ra heard his cry. He made a river flow between one brother and the other and filled it with crocodiles.

274. 37 Bata asked his elder brother, “Why do you seek to kill me? Am I not your brother and have you not always treated me as if you were my father? Has not your wife been as mother to me? Now since you want to kill me, I shall go to the Valley of the Acacia.” Anpu answered, “Why did you beat up my wife and almost kill her.” Bata answered, “I did not do such thing. Have I told you that I have always looked upon her as my mother?” So, Anpu went home. He found his wife near the river washing off the black and blue dye with which she had painted herself. Filled with great anger, Anpu killed his wife and cast her to the dogs. Then, he sat down, poured ashes on his head and mourned for his younger brother. Bata reached the Valley of Acacia. Since there was no one with him, he slew wild beasts for food, built himself a house and met the Nine Gods who knew of his innocence and goodness. Ra said to the god Khunumu, “Behold, frame a woman for Bata that he may not remain alone.”So Khunumu made for Bata a wife to dwell with him. She was indeed more beautiful than any other woman in the whole land. She was like a goddess, and Bata loved her very much. After Reading ACTIVITY 28. CHARACTERIZATION Describe the three characters through a Venn Diagram. 1. Why did the wife get jealous of Bata? 2. What did the wife do to get the attention of Anpu? Do you agree with what she had done? Why so? 3. If you were Bata, what would you do? Do you agree with him in leaving the house? Why so? 4. If you were Anpu, would you believe your wife’s explanation? 5. Do you agree with the beliefs and traditions they practice? Which of those bring unity and harmony? Which do not? 6. Enumerate those traditions of Egyptians which are similar to you as Filipinos. Write them down on this canvas. Then, compare and contrast them to our culture.

275. 38 ACTIVITY 29. SOLVING What problems are faced by the two brothers? Are these problems happening in today‘s world? Using the problem–solution chart, identify the problems and provide solutions to these based on the selection you just read. Problem-Solution Chart ACTIVITY 30.BUILDING Using the plot organizer, enumerate the events in the story by filling in the rectangles. Explain your work to the class. Exposition Rising Action Climax Falling Action Denouement Problems Solutions The Two Brothers

276. 39 ACTIVITY 31. DRAWING OUT...WHAT? What traditions and beliefs of Egyptians can contribute to and shape you as a Filipino? What cultural diversity brought unity, peace and progress? Compose a 5-7 sentence paragraph. _________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Bibliography contains a list of books or articles, or both, relating to a particular subject. In a research paper, a bibliography is an alphabetical list, sometimes grouped into categories, containing the names of all works quoted from or generally used in its preparation. Every formally prepared research paper should contain a bibliography placed at the end and begun on a separate page. Bibliographical items should be arranged correctly and consistently. Let’s take a look at the following examples below. Books One Author Tompkins, Gail E. 2000. Teaching Writing (3rd ed.) New Jersey: Prentice-Hall Inc. Two Authors Dorn, Linda J. & Soffos, Carla. 2005. Teaching for Deep Comprehension. Maine: Stenhouse Publishers. Several Authors

277. 40 Lauengco, Aurea, et.al. 1999. English CV for High Schools (3rd ed.). Makati: Bookmark Inc. Encyclopedia Helms, Ronald. “Electric Light”. World Book Encyclopedia. 1995 ed. Magazine Article Hackworth, Col. David H. “Terms of Forgiveness.” Newsweek. 24 Apr. 1995: 38-40. Journal Cline, C.L. " Quasi Adventures in Literary Scholarship. " Texas Quarterly. 20 (1977) 36- 42. Newspaper Hunt, Albert R. "Clinton Needs Fewer Reinventions and More Consistency. World Wide Web Abilock, Debbie. "Choose The best search engine for your information.”22 March >http://www.nueva.pvt.k12.ca.us/~debbie/library/research/adviceengine.html> 12 Apr. 1999 What have you observed in the examples above? In writing the format of bibliographical entries, what are the things you are supposed to remember? Let’s try answering the questions below. ACTIVITY 32. FORMATTING 1. What is the format if the author is only one? Explain. ______________________________________________________ 2. For two authors , how would you write the bibliography? Explain. ______________________________________________________ 3. What words are used to mean several authors? Explain and give an example. ______________________________________________________ 4. In writing the topics for encyclopedia, magazine and newspaper articles, what should you observe? ______________________________________________________ 5. In writing the titles of the book, what should you remember? Explain. ______________________________________________________ 6. What should come first when writing the place and name of the publisher? ______________________________________________________

278. 41 POINTS TO REMEMBER: 1. All names of authors should start with the family name, followed by the first name. 2. For two authors, the second author‘s name should be written with the first name first and not with the family name. 3. For several authors, use the words et .al. , to mean many or several authors. 4. All titles of the books, magazines, encyclopedia and newspaper articles should be underlined. 5. Titles of topics of magazines, newspaper articles and encyclopedia must be enclosed in quotation marks. 6.

Observe correct punctuation marks, such as period, after the author’s name, title of the book, encyclopedia, magazines and newspaper articles . 7. Place a comma after the author’s family name to separate it from the first name and use it also to separate it from the name of the publisher. Appendix An appendix refers to an “addendum” or any addition to a document, such as a book or legal contract. It is a collection of supplementary materials, usually appearing at the end of a report, proposal, or a book. It may come in the form of tables and charts, sample questionnaires, budgets and cost estimates, correspondence about the preparation of the report, case histories, transcripts of telephone conversations, among others. REFLECT and UNDERSTAND Shall we move on to the next challenge by taking you off from the text and allowing you to explore your outside world? How about experiencing and translating your understanding in discovering who you are as a Filipino and one who treasured his roots? Your performance will depend on how well you can perform the activity. Group Activities: A. Multiple Intelligence Activities You are asked to perform the indicated activities. Group 1 – the Dramatists – Present a scene that highlights the theme of the story, “The Two Brothers” or “Mako and the Cowrie Shell.”

279. 42 Group 2 – the Naturalists/Environmentalists – Present a problem–solution chart showing your ability to address environmental problems. Group 3 – the Dancers – Present a Thai or Egyptian dance showcasing its culture. Group 4 – the Singers – Sing a song or perform a rap related to the selection. Provide your own lyrics depicting unity and diversity. Group 5 – the Mathematicians – Through a mathematical formula, show the age of Makato when he became a king . B. I’m “Punch Lining.” Can You? Oral Activity 1. Work as a group and interpret this passage: “Unity in diversity is the highest possible attainment of a civilization, a testimony to the most noble possibilities of the human race. This attainment is made possible through passionate concern for choice in an atmosphere of social trust.” –Michael Novak 2. Using the key ideas presented in the passage, provide dialogs appropriate for the following pictures found below. Then, deliver the dialogues. 3. Your performance will be scored through a rubric. Be guided by the following: Deliver your lines well. Enunciate the words with articulation. Observe proper stress, tone and voice level. Use appropriate facial expressions and hand and body movements. Leaders of three nations talking about national issues and problems International beauties joining the contest

280. 43 Two different nationalities in a boxing bout Men worshipping in a church or a mosque Meeting of ASEAN Leaders in a Summit www.google.com.ph What can you say about the presentations made? What have you learned? Is there a connection between the words diversity and unity? Traditions and beliefs? Give your generalizations and conclusions. C. Writing Activity Using comparison and contrast, fill in the grid with the Positive-Interesting-Negative aspects of Filipinos, Thais and Egyptians in terms of :

281. 44 a. Love for Family b. Reverence to God c. Desire to Succeed in Life Report to the class afterward. Positive Interesting Negative Filipino Thai Egyptian D. More Readings With your group, look for some readings related to the topics below. Come up with 10 bibliographies, using on line resources for additional information. 1. Multi-Cultural Dialects of Filipinos 2. Religious Beliefs of Filipinos 3. Filipino Treasured Values 4. Filipino Traditions and Beliefs TRANSFER You are asked to be the representative of the Youth Commission in a World Youth Conference to speak on their behalf on the topic, “The Role of the Youth in Establishing Unity in a Diversified Multi-

Cultural Society.” Your task is to prepare your speech by scouting reliable resources from the internet and other library resources to address the concerns. Make sure that the suggestions you will cite can be done by young people like you.Make a list of bibliographical sources and present it to class. Rubric for Assessing an Oral Presentation Grading Criteria Excellent Acceptable Minimal Unacceptable Preparation Gathers information from varied sources; makes note cards to use as cues during presentation; creates attractive visual aids to illustrate presentation Gathers information from three or four sources; prepares notes and visual aids to use during presentation Gathers information from one or two sources; writes presentation accurately Gathers information from only one source; may not be able to complete task because of lack of preparation Content Used an abundance of materials clearly related to topic; Made points clearly; used Used adequate information about the topic; made good points; used some variation in use of materials Used some information not connected to the topic Used information that has little connection to topic

282. 45 varied materials Organization Organized information and ordered ideas logically; Presented easy- to-follow argument; Stated a clear conclusion Presented most information in a logical order; Presented generally clear and easy-to- follow arguments Presented loosely connected ideas; Presented a choppy and difficult-to-follow organization Did not use a logical order in presentation Speaking Skills Well-poised, enthusiastic, and confident during the presentation; enunciated clearly. Engaged during presentation. Had little or no expression; Did not enunciate clearly Appeared disinterested during presentation © Pearson Education, Inc., publishing as Pearson Prentice Hall. All rights reserved http://www.scribd.com/doc/20891655/Rubric-for-Oral-Presentation Glossary A adventurous – daring; inclined to incur risk ancient – very old; dating from the distant past antagonist – opponent appendix – a section or a supplementary information at the back of a book B beckons – to summon by a gesture bibliography – list of writings on a given subject or by a given author burgeoning – to start to increase rapidly C century – a period of 100 years character – one of the element of a short story; a person of marked individuality civilization – advance stage of social culture climax – most interesting part of the story colossal – immense; gigantic conflict – to clash; a fight; emotional disturbance coordinate – to integrate elements into an efficient relationship

283. 46 cowrie shell – a marine mollusk with a glossy, brightly speckled shell cultural – pertaining to culture D denouement – the solution; the outcome; the resolution or a plot or story diversified – assorted; various; differences diversity – variety; distinction; difference E edifice – substantial building emerald – a rich green gemstone enamoured – to inspire with love exotic – foreign; strange; excitingly different or unusual exposition – a public show or exhibition; a detailed explanation eventide – evening F fiction – an invented story; any literary work with imaginary characters and events H hefty – large and strong heritage – something inherited at birth I innovation – new methods or ideas J journey – travelling from one place to another L loquacious – talkative M mahouts – an elephant driver maize – corn; a light yellow color monument – a statue or building that commemorates a person or an event mosaic – a surface decoration made by inlaying small pieces of glass or stone

284. 47 mural – a picture or a design painted directly onto a wall N naturalist – one who studies natural history; an advocate of naturalism P populous – densely inhabited

proclivity – inclination; tendency protagonist – the main character in a story or drama pyramid – a solid figure having a polygon as a base, and whose sides are triangles sharing a common vertex R realism – practical outlook; the ability to represent things without concealment rebounded – bounced back recession – a downturn in economic activity recline – to lie down on the back or side reminiscent – recalling the past remnants – small remaining fragments S shift – to change position sphinx – a monster with a lions body and human head spire – the tapering point of a steeple splendid – brilliant; magnificent T tapioca – a glutinous starch extracted from the root of the cassava and used in puddings theme – the main subject of a discussion U ubiquitous – omnipresent; universal unfolding – display; open uniqueness – exceptional; matchless; unexampled

285. 48 References: 1. Carpio, Rustica C. 2007. Criss Crossing Through Afro-Asian Literature, Copyright by Anvil Publishing, Inc. 2. Lapid, Milagros G. and Josephine Serrano. 2000. English Communication Arts and Skills Through Afro-Asian Literature, Phoenix Publishing Co., . 3. Torres, Myrna S. 1997. English for Secondary Schools. Copyright, FNB Educational, Inc. 4. Torres, Myrna S. 2000. Moving Ahead in English II. FNB Educational, Inc. 5. English Teachers’ Guide, Second Year High School, Learning Package 2. 2007. Fund for Assistance to Private Education. 6. English Expressways, Textbook for Second Year. 2007. SD Publications, Inc. On Line Sources: 1. http://www.eduplace.com./graaphic organizer 2. https://www.google.com.ph. 3. https://hrsbstaff.ednet.ns.ca/engramja/elements,html 4. http://www.bcps.org/offices/lis/models/tips/bibform.htm/ 5. http://grammar.abnet.com/od./ab/g/appendix term.htm 6. Unescodoc.unesco.org./ciges 7. www.scribct.com/doc.725397772/synopsis of Afro-Asian Literature

286. Compilation by Ben: r_borres@yahoo.com               LEARNING MODULES    ENGLISH 3rd Quarter   

287. ENGLISH 8 LEARNING MODULE QUARTER III (OVERCOMING CHALLENGES) LESSON NO. 2: Burmese/Myanmar Literature- Faith in Times of Challenges 1. INTRODUCTION AND FOCUS QUESTIONS: Have you ever felt so down that you almost wanted to give up? How did you cope with the challenges that came into your life? Have you ever wondered how others overcome challenges? You are not alone. Everybody goes through difficulties. And, it is possible to overcome these from the literary selections of Burma or Myanmar. In this lesson, Burmese Literature-Faith in Times of Challenges, you will find out how critical understanding and appreciation of Afro-Asian literary selections can help recognize the temperaments (prevailing or dominant quality of mind that characterizes somebody) and psyche (human spirit or soul and mind) of your Asian and African neighbors in their response to the challenges of modernity. Hence, remember to search the answers for the following focus questions: 2. What does literature reveal about Asian and African character? 3. How do Asians and Africans respond to the challenges of modernity as reflected in their literary selections? LESSON AND COVERAGE: Here, you will examine the focus questions when you take the following lesson: LESSON TITLE: The Temperaments and Psyche of the Burmese People in Response to the Challenges of Modernity In this lesson, you will learn the following: Topics/Skills/ Domains Learning Competencies Listening Comprehension *Determine the persons being addressed in an informative talk, the objectives of the speaker and his/her attitudes towards issues *Note clues and links to show the speakers stand and assumption *Listen for clues and links to reveal the

speakers’ train of thoughts *Determine the stand of the speaker on a given issue Speaking (Oral Language and Fluency) *Use appropriate turn-taking strategies (topic nomination, topic development, topic shift, turn-getting, etc.) in extended conversations *Use communication strategies (paraphrase, translations, and circumlocution) to repair breakdown in communication Vocabulary Development *Develop strategies for coping with unknown words and ambiguous sentence structures and discourse

288. *Use collocations of difficult words as aids in unlocking vocabulary Reading Comprehension *Utilize varied reading strategies (covert dialogue with the writer and the sectional approach) to process information in a text *Identify propaganda strategies used in advertisements (bandwagon, testimonial, transfer, repetition, emotional words) and consider these in formulating hypothesis *Note expressions that signal opinions (seems, to me, as I see it) Viewing Comprehension *Analyze the elements that make up reality and fantasy from a program viewed Literature *Discover Philippine and Afro Asian literature as a means of expanding experiences and outlook and enhancing worthwhile universal human values *Assess the Asian and African identity as reflected in their literature and oneself in the light of what makes one an Asian or African (through the different genres) Writing and Composition *Use specific cohesive and literary devices to construct integrative literary and expository reviews, critiques, research reports, and scripts for broadcast communication texts, including screenplays *Expand ideas in well-constructed paragraphs observing cohesion, coherence and appropriate modes of paragraph development (expository, descriptive, narrative, persuasive, creative) Grammar Awareness and Structure *Use varied adjective complementation *Use appropriate idioms, collocations, and fixed expressions Study Strategies *Derive information from various text types and sources using the card catalog, vertical file, index, microfiche (microfilm), CD ROM, Internet, etc. Attitude *Express a different opinion without being offensive MODULE MAP: Here is a simple map of the above lesson you will cover:

289. ACTIVITIES MAP ACTIVITIES FOR ACQUIRING KNOWLEDGE AND SKILLS ACTIVITIES FOR MAKING MEANING AND DEVELOPING UNDERSTANDING ACTIVITIES LEADING TO TRANSFER KNOW • Guess Who?/ Snapshots (I, Group) • CSI Form /Character Study of an Individual

290. • Featuring: Aung San Suu Kyi (I) • Inbox (map of conceptual change) (I) (G) • ComCon (comparison and contrast) (G) PROCESS • Welcome to Burma aka Myanmar (G) • Introducing, the Burmese People (G) • One’s Vision (complete me) (G) • Bull’s I (idiom) (G) • Odds on Ads (advertisements) (I) • Listen and be Heard (I) • Think as a Butterfly (G) • Meeting You (table) (G) • Literary Carousel (G) • Character Analysis Model (G) • I Draw (I) • The Propaganda (G) • Shout Out (chart) (G) • Speak Up, Let’s Talk about it (G) • Frequency Word List (I) • First Impressions (impression writing) (I) REFLECT AND UNDERSTAND • Your Mission (I) • The F’s (Faith and Fight for Freedom) (G) • Frequency Word List (G) • Character Revelation Figure (G) • Soldier Simulation/ Role-play (G) • 3-2-1 (map of conceptual change) (I) • PS at your Fingertips (précis/ summary) (I) • Lend me your Ears (editorial article) (I) TRANSFER • Outbox (I) • Lesson Closure (I) • Handing in your Evaluation Paper (I) EXPECTED SKILLS: • To do well in this lesson, you need to remember and do the following: • Listening/Writing: Write an editorial article concerning an issue raised by the speaker listened to • Speaking/Reading: Engage in a conversation based from a selection or text read using communication strategies and expressions that signal opinions •

Reading/Literature/Vocabulary/Study Strategies: Produce a frequency word list and Construct a paragraph containing impressions from a text or passage read • Viewing/Writing: Write an evaluation paper of a program viewed • Grammar/Reading/Literature: Write a précis/summary regarding a text or passage read

291. LEARNING GOALS AND TARGETS: For your expectations, write your own possible goals and targets for this lesson in the box below. * KNOW: Let us begin this lesson by reflecting on what you know so far about Asian and African literature, in particular, Burmese literature. • Activity 1: GUESS WHO?/SNAPSHOTS To start the lesson, look at these pictures.

292. Camera-coloring-page.jpgsupercoloring.com Now, answer the following questions: 1. Do you know any of the people in the pictures? Give the names of those whom you recognize. 2. What did they contribute in their countries? Provide examples. 3. Specifically, why are they considered as heroes or icons? • Activity 2: FEATURING: AUNG SAN SUU KYI Since you are already somewhat familiar with the above mentioned persons, wherein one is Aung San Suu Kyi, study more information about her from this short essay. Your teacher can read it through storytelling while you read silently and follow. Aung San Suu Kyi Aung San Suu Kyi was born in Rangoon (now named Yangon). Her father, Aung San, founded the modern Burmese army and negotiated Burma's independence from the British Empire in 1947; he was assassinated by his rivals in the same year. She grew up with her mother, Khin Kyi , and two brothers, Aung San Lin and Aung San Oo , in Rangoon. Aung San Lin died at age eight, when he drowned in an ornamental lake on the grounds of the house. Her elder brother emigrated to San Diego, California, becoming a United States citizen. After Aung San Lin's death, the family moved to a house by Inya Lake where Suu Kyi met people of very different backgrounds, political views and religions. She was educated in Methodist English High School (now Basic Education High School No. 1 Dagon) for much of her childhood in Burma, where she was noted as having a talent for learning languages. She is a Theravada Buddhist. Suu Kyi's mother, Khin Kyi, gained prominence as a political figure in the newly formed Burmese government. She was appointed Burmese ambassador to India and Nepal in 1960, and Aung San Suu Kyi followed her there, she studied in the Convent of Jesus and Mary School, New Delhi and graduated from Lady Shri Ram College in New Delhi with a degree in politics in 1964. Suu Kyi continued her education at St Hugh's College, Oxford, obtaining a B.A. degree in Philosophy, Politics and Economics in 1969. After graduating, she lived in New York City with a family friend and worked at the UN for three years, primarily on budget matters, writing daily to her future husband, Dr. Michael Aris. In 1972, Aung San Suu Kyi married Aris, a scholar of Tibetan culture, living abroad in Bhutan. The following year she gave birth to their first son, Alexander Aris, in London; their second son, Kim, was born in 1977. Subsequently, she earned a PhD at the School of Oriental and African Studies, University of London in 1985. She was elected as an Honorary Fellow in 1990. [26] For two years she was a Fellow at the Indian Institute of Advanced Studies (IIAS) in Shimla, India. She also worked for the government of the Union of Burma. In 1988 Suu Kyi returned to Burma, at first to tend for her ailing mother but later to lead the pro-democracy movement. Aris' visit in Christmas 1995 turned out to be the last time that he and Suu Kyi met, as Suu Kyi remained in Burma and the Burmese dictatorship denied him any further entry visas. Aris was diagnosed with prostate cancer in 1997 which was later found to be terminal. Despite

appeals from prominent figures and organizations, including the United States, UN Secretary General Kofi Annan and Pope John Paul II , the Burmese government would not grant Aris a visa , saying that they did not have the facilities to care for him, and instead urged Aung San Suu Kyi to leave the country to visit him. She was at that time temporarily free from house arrest but was unwilling to depart, fearing that she would be refused re-entry if she left, as she did not trust the military junta 's assurance that she could return. Aris died on his 53rd birthday on 27 March 1999. Since 1989, when his wife was first placed under house arrest, he had seen her only five times, the last of which was for Christmas in 1995. She was also separated from her children, who live in the United Kingdom, but starting in 2011, they have visited her in Burma. On 2 May 2008, after Cyclone Nargis hit Burma, Suu Kyi lost the roof of her house and lived in virtual darkness after losing electricity in her dilapidated lakeside residence. She used candles at night as she was not provided any generator set. Plans to renovate and repair the house were announced in August 2009. Suu Kyi was released from house arrest on 13 November 2010. A short essay on life of Aung San Suu Kyiwww.meritnation.com/discuss/question/2463138 - India

293. Activity 3: CSI (Character Study of an Individual) • Then, find a partner and fill out the CSI form based on her background information. Be ready to share your output, which can be folded in accordion style, in class for interactive discussion. Name of Character • Personality Traits Actions which Support Traits Illustrations by: Amarjeet Malik 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. • Relate the previous activities to the focus questions: 1. What does literature (Burmese) reveal about Asian and African character? 2. How do Asians and Africans (Burmese) respond to the challenges of modernity as reflected in their literary selections? • Activity 4: INbox The-Box.jpgblog.hiredmyway.com Now, refer to the map of conceptual change below, wherein you will be giving your personal ideas and opinions about the focus questions. For this part, you will write on the “I Think” section of IN THE BOX. Make sure you connect it with the literature of Burma/Myanmar and Burmese people, for example, Aung San Suu Kyi. IN THE BOX I Think…

294. Activity 5: ComCon (Comparison Contrast) • Feel free to exchange information with your classmates and take turns by comparing and contrasting your ideas using this graphic organizer. Graphic Organizers Comparison & Contrast www.slideshare.net/.../graphic-organizers-comparison-contrast-6865 As a review, you gave your initial ideas on the focus questions and Burmese literature. This time, let us find out how others would answer the questions and compare their ideas to your own. As you compare, you will also learn other concepts which will help you complete the required project. This project is about an evaluation paper of a program viewed. You will go on by doing the next activity.

295. PROCESS: Your goal in this section is to learn and understand key concepts regarding Burmese literature focusing on the temperaments and psyche of the people of Burma in their response to challenges of modernity. burma-myanmar-name.jpgblog.burma-center.org Activity 6: WELCOME TO BURMA AKA MYANMAR! • Take note of the words used in context that you will encounter in reading the informative text. Beforehand, do the unlocking of difficulties through wordles. Your teacher can use the manual way or refer to this website for examples and instructions: *Wordle Instructionswww.smsd.org/custom/StaffDev/Wordle%20QRG.pdf - United States wordle-znjcxc.jpgteacherchallenge.edublogs.org • Frequency Word List a. extant

specimen b. dedicatory inscriptions c. eloquent poems d. Buddhist piety e. educated courtiers f. panegyric odes g. letter of an abbot h. foreign literature was transplanted For the manual way, go over the example given done in acrostic: Eloquent M O T I O N Include the said words in your frequency word list.

296. • A ct ivi ty 7: THINK AS A BUTTERFLY 1. Pair up with another partner and fill up the butterfly organizer on main idea with supporting details based from the same text. Respond also to the enumerated questions and use this as a basis for group dynamics. 1. What does prose usually contain? How about poetry? 2. What can you say about Burmese literature? 3. What is considered as the first example of Burmese literature? 4. Why is the founding of the University of Rangoon very significant in their literature? 5. How does their literature reveal the character of the Burmese people? • THE LITERATURE OF MYANMAR The literature of Myanmar, formerly Burma, has a long history. The Mayazedi inscription (A.D. 1113) is the earliest extant specimen of Burmese literature. It narrates the dedication of the Golden Buddha by a prince and the gift of slave-villages to the image, ending with a prayer for the donor and his friends. Over a thousand such dedicatory inscriptions were set up in the next 700 years, containing eloquent poems and prayers of poetic merit. In the fifteenth century up to the nineteenth century, palm-leaf (scratched with a stylus) and folded-paper literature became common. Such works were filled with Buddhist piety and courtly refinement of language. The authors were monks, educated courtiers, and court poetesses. Prose works during this period were few, mostly Buddhist scriptures and chronicles of kings. Poetry was varied: there were historical ballads, panegyric odes, the pyo (Buddhist story in verse), and the ya-du (poems of love or nature). The writers also used the “mixed style” or prose and poetry together. Examples of this are the Yagan, a serio-comic epic, and the Myil-Ta-za, a letter of an abbot to the king. Modern fiction began with the novel. An example is Tet-Pon-gyn, a classical novel. With the founding of the University of Rangoon in 1920 came an increase in output of Burmese literature. Foreign literature, especially English works, was transplanted. With independence in 1948, Burmese has gradually replaced English as the medium of instruction, and literature has become nationalistic. English Communication Arts and Skills through Afro-Asian Literature

297. 1. ayearofmanyfirsts.blogspot.com Make your organizers creative by coloring, designing the edges and the like and post these on one area of the room or wall/board for English corner. Activity 8: INTRODUCING, THE BURMESE PEOPLE… burma_main_image.jpghrw.org To continue, here is a written copy of a speech for more information about the Burmese people, including their temperaments and psyche. For the unlocking of difficulties, look for the functional definitions of the words below, meaning, how they were used in the text. Your teacher can do this through text twist. • Activity 9: MEETING YOU One of your classmates or a representative will read the said speech for you to follow. Form groups with five (5) members and assign each to identify what are asked from the table. Be creative in presenting your output. Evils that Effects on Inevitables How Statements that Frequency Word List a. inevitables f. utilitarian b. fleeting g. exploit c. transitory h. rampant d. amass i. inexhaustible e. insatiable j. wallow

298. Plague Humanity the Lives of People in Life Science Conquers each Indicate Reality (actual, exists) and Fantasy (dream, imagination) 1. 2 3. ON THE THREE EVILS (The people of Myanmar are peace-loving and hardworking. Most of them live in villages and work as farmers. This speech of then Prime Minister U Nu serves to remind the

Myanmar people to pursue peace and unity among them) Humanity has been led astray by three evils – greed, hatred and ignorance. Whether we are Buddhists, Hindus, Muslims, Christians, Animists, or Atheists, we cannot escape the three inevitables: old age, disease, and death. Nobody can deny that the five sense objects – pretty sight, delightful sound, fragrant smell, savory taste, and nice touch – are only fleeting phenomena. They are neither lasting nor permanent. Nor can anybody deny that property is transitory: no one can carry away his property after death. Men have been chasing these transitory pleasures with a dogged tenacity mainly because they hold false views regarding property. They forget that this life is not even one millionth part of the whirlpool of Samsara (the cycles of rebirth), and go on amassing wealth even though it never brings them full satisfaction. This insatiable greed for wealth results in the profit motive which is not directed toward any utilitarian purpose. Once upon a time all commodities were common property, and everybody had a right to use them for his own benefit. But with the advent of the profit motive these commodities became objects of exploitation. They became instruments of wealth and stimulus for greed. This led to the following phenomena: 1. Human society was split into two classes: Haves and Have-nots. 2. The Have-nots had to depend on the Haves for their living, and thus the evil system of exploitation of one class by another emerged. 3. With class exploitation, the poor became poorer because they could not get adequate returns for their work. They had to resort to evil ways like stealing, looting, and prostitution. 4. The Lord Buddha has taught us that there are four causes of death: kamma, frame of mind, weather, and food. Under the system of class exploitation, how can the Have-nots enjoy good food and protect themselves from extremes of weather? Can there be any sense of happiness or contentment for them? Can even a good kamma favor one who is cheerless? Thus one who is born into the class of Have-nots is handicapped in all the above four factors, and disease is the inevitable result. 5. How can the Have-nots care for education with their hard struggle for a bare living? Lack of education breeds an ever-increasing band of ignoramuses and Mr. Zeros. 6. How can a country abounding in ignoramuses and Mr. Zeros ever progress? It is evident that most of the evils in the world can be traced to the advent of the profit motive. Do you remember the legend of the Padaythabin (the tree of fulfillment) we heard as children? According to the legend, there was once a time when men and women could get whatever they wanted from the Padaythabin tree. There was no problem of food or clothes or housing, and there was no crime. Disease was comparatively unknown. In course of time, however, the people fell victim to greed and spoiled the tree of fulfillment which eventually disappeared. Then a class of people who could not afford to eat well, dress well, or live well appeared, and crime became rampant. Now I ask you to think of the Padaythabin as the natural wealth of our country, both above and under the ground. If only this natural wealth is used for the common good of mankind it will be inexhaustible, besides satisfying the needs of everybody. But greed comes in the way. The poorest of the poor wants to become rich; the rich want to become richer, and the process goes

299. Activity 10: LITERARY CAROUSEL merrygoround_colorpage_july7.jpgspoonful.com Likewise, have your own literary circle where each member will take turns in answering the questions or explaining any of the following statements. Prepare and present your output through broadcasting. 1. What lesson does the legend of the Padaythabin tree teach the Burmese? 2. What does this

excerpt reveal about the temperaments and psyche of the Burmese? 3. Can you still lead a simple life today even amid the ongoing technological advances? Elaborate. 4. Explain the line, “Live simply so that others may simply live.” 5. If you were a parent, what would you teach your children to make sure that they do not grow up to be greedy people? *Questions Adopted from English Communication Arts and Skills through Afro-Asian Literature Activity 11: ONE’S VISION (Complete Me) Let us at the same time, have poetry from Burma. Listen to your teacher read the said poem or its recorded version. You will have the unlocking of difficulties through word match play. Your teacher will distribute strips of paper, wherein one set includes words to be defined and the other for definitions. Representatives/Volunteers from your class match the words with their definitions for extra points. Frequency Word List Activity 12: CHARACTER ANALYSIS MODEL Form triads, read the copy of the poem for the second time and answer the Character Analysis Model based on the questions. Then, post your output on the board for checking as each group goes over the work of others. gloominessbattereddespairforagingfleeing spaciousvisionconcepts vast lotus A country of great beauty People so gentle and kind There is also ugliness And cruelty Fleeing and hiding And foraging for food To survive Our people are in pain Suffering like no hell on earth Darkness and despair Surround them And freedom is out of reach Beaten and battered by life Death and diseases Of the mind and spirit Swallowed up by gloominess And bitterness How can they carry on? Each of us has a role to play To help our countrymen Not by hatred and blame Not by giving false hope Or ideas Or concepts But to see the big vision A vision that’s not small or limited A vision that’s vast and spacious So that Burma’s people may rise up Like a beautiful lotus From a muddy pond. Burma Digest VISION by Feraya What does he/she think?

300. 1206559775279278925nicubunu_ Stick_figure_male_2.svg.hi.png Reflect on the activity in relation to the Burmese people in their response to the challenges of modernity. Activity 13: BULLS I! Here is another text, an excerpt from a post/blog. Read orally and take note of the underlined phrases. What are they called? How does he/she act? What does he/she say?What does he/she hear? What does he/she see? How does he/she feel? Bones Will Crow: An Insider's View (An Excerpt) Posted by Arc, 17th October 2012 Bones will Crow comes from Moe Zaw’s poem Moonless Night. Co-editors ko ko thett and James Byrne thought the Burmese idiom fitting for their anthology of ‘15 Contemporary Burmese Poets.’ Bones will Crow means chicken comes home to roost — whatever you give, you get back. The Burmese use it to express their resentment, the resentment against injustice. To be honest I did not find it very tasteful when I heard it for the first time. Since then I have acquired a taste for Bones. My ears have been tamed. My lips got used to saying it. Bones Will Crow: An Insider's View - Arc Publications Blog www.arcpublications.co.uk/blog.php?blog_id=166

301. Yes, these are examples of idioms. What are idioms or idiomatic expressions? Idioms or idiomatic expressions are words, phrases or expressions which are commonly used in everyday conversation by native speakers of English and usually figurative. With this, give at least 10 examples of idioms that you know or use. Activity 14: I DRAW As a follow up, your teacher will distribute flash cards with idioms written on it. Make sense of the one you have, draw or illustrate its meaning at the back and present it as a pop up. Below are additional examples. ½ Give me a hand ½ Hit the books ½ Keep an eye on you ½ You're pulling my leg ½ Cat's got your tongue ½ Zip your lip ½ Cold turkey ½ Wear

your heart on your sleeve ½ In the doghouse ½ When pigs fly ½ Put your foot in your mouth ½ On pins and needles ½ I'll be there with bells on ½ Bite off more than you can chew ½ Toss your cookies Refer to the sample pop up below. Pop-Up-Note-Card.JPGfavecrafts.com Activity 15: ODDS ON ADS

302. Your teacher will show different pictures of products or services and relate to the images and text below. What are these examples? You are right. The pictures, images and copy are considered as advertisements. What do you think are applied in advertising so that consumers will buy products or avail of its services? Why are consumers persuaded? What words or part of speech made the ads more interesting? adaccessbh0690-med1.jpegillinoispixels.wordpress.com Burma_Shave_slogans.jpgthe60sofficialsite.com LUXURY PAINT AND PVC PIPING Celebrities perform a range of different social, cultural and political functions. In Burma their social and cultural roles are no different, though they have the added burden of maintaining an identity within a politically repressive and highly media-controlled society. In this environment, advertising provides celebrities with a short-term financial reward, and an opportunity to further promote their brand image. Though some actors have used their fame to voice criticism against junta policies, most see advertising in practical terms of maintaining a career. Many live near the relatively small Yangon CBD, in some of the few middle class (by Burmese standards) suburbs, where they may find it difficult to maintain anonymity. It is not uncommon see singers and actors in the street, during social encounters or even whilst they are shooting a new TV commercial. The localness of famous people in Burma, in this sense, gives their patronage an extra sense of familiarity in advertising work. Advertising and Celebrity Endorsement in Burma Andrew King - Flow flowtv.org/2011/01/advertising-and-celebrity-endorsement-in-burma/ Activity 16: THE PROPAGANDA Well, from the examples, focus your attention on propaganda and propaganda strategies in advertising. Propaganda can be utilized too, in texts, passages or even literary selections. On the other hand, adjectives can likewise add appeal to ads. Answer the following questions: 1. What propaganda strategies were used in the advertisements? 2. How were they integrated in the ad copies? Glamour and Ordinariness – Actress Htet Htet Moe Oo singing the praises of ‘EVA Pipe’ (PVC Piping Suppliers)

303. 3. Would you buy the said products? Why/Why not? Provide reasons. 4. What words or part of speech were/was utilized in the advertisements? 5. How did these words make the ads more effective? Propaganda Basic Propaganda Strategies 1. Bandwagon—persuading consumers by telling them that others are doing the same thing 2. Testimonial—when a product is sold by using words from famous people or authority figures i.e. Burmese celebrities promoting brands 3. Transfer—when a product is sold by the name or picture of a famous person or thing but no words from the said person or thing 4. Repetition—when the product’s name is repeated at least four times in the ad 5. Emotional Words—words that will make a consumer feel strongly about someone or something are used http://modernhumorist.com/mh/0004/propaganda/mp3.cfm Five Types of Propaganda Used in Advertising hs.riverdale.k12.or.us/~dthompso/exhib_03/tianaa/propaganda.html --publicity to promote something: information put out by an organization or government to promote a policy, idea, or cause --misleading publicity: deceptive or distorted information that is systematically--misleading publicity: deceptive or distorted information that is systematically--misleading publicity: deceptive or distorted information that is

systematically spread Microsoft® Encarta® 2009. © 1993-2008 Microsoft Corporation. All rights reserved.

304. Next to that, search for five other advertisements from newspapers and magazines, identify the propaganda devices and adjective or adjective 1. Let us have examples for drill or exercise. Identify the adjective complements in the sentences. Grammar/Language Adjectives and Complements i.e. tough-whiskered yanks, heavy tanks, jaws as smooth as guys Adjectives a. Add to the meaning of a noun or a pronoun b. Can be articles like “a” “an” and “the”, or show possession such as your, his, my, their, our, or its c. Tell us more about the noun or pronoun, for instance that, what, those, or these, or be interrogative, what, where, or why d. Some modify by comparing, richer, whole or ideal impossible e. Others are indefinite and include all, many, few, some, or several f. Also, some give physical descriptions like big, old or brown g. Others consist of beautiful, Burmese and advertising Adjective Complement Clause or phrase that adds to the meaning of an adjective or modifies it, adjective complement always follows the adjective it complements and it is a noun clause or a prepositional phrase a. Noun clause is simply two or more words that act like a noun, it can be the subject of a sentence, an object of a verb or preposition, or they can complement a subject or adjective i.e. what you see, that he is happy, and where the Burmese went b. Prepositional phrase starts with a preposition and modifies nouns and verbs i.e. “It came with the ad”, “I need a ride to Myanmar” What Is an Adjective Complement?grammar.yourdictionary.com › ... › Adjectives • Subject Complement • Adjectives and adjective phrases function as subject complements. A subject complement is a word, phrase, or clause that follows a linking verb and describes the subject. • i.e. Christmas cookies smell delicious. • • Object Complement Adjectives and adjective phrases function as object complements. An object complement is a word, phrase, or clause that directly follows and describes the direct object. i.e. Judeo-Christians consider Jerusalem holy. What Do Adjectives and Adjective Phrases Do in English Grammar? www.brighthubeducation.com › Homework Help › English Help Examples of Adjective Complements Noun Clause and Prepositional Phrase: 1. She was hesitant to tell her parents. 2. The boss was anxious to promote sales. 3. Are you afraid of spiders? 4. We were shocked by the news. 5. I was delighted that she was chosen. 6. He is likely to be nominated. 7. The child was eager for Christmas to arrive. 8. I am curious what color it is. 9. It was wrong of her to go. 10. I am happy they got married. 11. We are all afraid that the storm will be severe. What Is an Adjective Complement?grammar.yourdictionary.com › ... › Adjectives Subject and Object Complement: 1. My puppy is very mischievous. 2. The patient appears dehydrated and feverish. 3. The apple pie you made tastes sour. 4. My grandmother was rather forward thinking. 5. The British are fond of fish and chips. 6. The little girl painted her bedroom bright pink. 7. The preschoolers are coloring the trees purple and blue. 8. The jury declared the defendant guilty. 9. We voted her entry most original. 10. Studying grammar makes me happy. What Do Adjectives and Adjective Phrases Do in English Grammar? www.brighthubeducation.com › Homework Help › English Help

305. complementations used. Show outputs in class through a gallery walk of life-like ad displays. Activity 17: LISTEN AND BE HEARD Listen to this blog entry that will be read by one of your classmates and take down notes. suukyi1.jpggury.orgfree.com Activity 18: SHOUT OUT!

306. Brainstorm by pairs then refer to your notes to fill out the information being asked. Present outputs by posting these around the classroom. Afterwards, other pairs will write their comments below. Activity 19: SPEAK UP, LET’S TALK ABOUT IT In here, you will be grouped once again into eight (8) with 5 members each. You, together with other members will conduct a talk show regarding the blog entry heard. Your teacher can also furnish a copy for your reference. Assign speakers who will share their ideas and opinions using signal words. Consider the focus questions. Opinion Signal Words *may, ought, could, might, possibly, sometimes, often, I think, it is believed, usually, seem (s), probably, many people believe, everyone, no one, everybody, always Opinion Signal Wordswww.e-tme.com/opinion%20signal%20words%20-%20sample.htm Activity 20: FIRST IMPRESSIONS… Based on the given texts, passages or literary selections that you have read and heard, write your impression/s (a lasting effect, opinion or mental image of somebody or something) on the literature of Myanmar and the Burmese people, that is, the temperaments and psyche of the Burmese people in their response to the challenges of modernity. Refer to the template with the possible prompts provided. Remember to develop your paragraphs observing the main idea and supporting details integrating any mode (expository, descriptive, narrative, persuasive, and creative). Speaker Person being Addressed Objectives of the Speaker Speaker’s Attitudes towards Issues Propaganda Strategy Used My First Impression I was able to /The literature of Myanmar/The Burmese people… ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___

307. Reflect on the focus questions. In this section, the discussion focused more on the temperaments and psyche of the Burmese people in their response to the challenges of modernity. Go back to the previous section and compare your initial ideas with the discussion. How much of your initial ideas are found in the discussion? Which ideas are different and need revision? Now that you know the important ideas about this topic, go deeper by moving on to the next section. REFLECT AND UNDERSTAND: Your goal in this section is to take a closer look at some aspects of the topic on the temperaments and psyche of the Burmese people in their response to the challenges of modernity. Activity 21: THE F’S (Faith and Fight for Freedom) Here is another poem for you to reflect upon. Read the poem orally as a class. For the unlocking of difficulties, have the game word auction. Your teacher will post phrases from the poem and will ask the class if any of you

knows the italicized words to be defined. If you have possible meanings, corresponding points will be given. Frequency Word List a. golden spires b. saffron prayers c. only callousness and betrayal d. stillness of their gaze e. novice monk’s robe

308. f. serene downcast eyes g. ceremonial finery h. anger is fiercer Take note also of the guide questions before and after reading. 1. According to the speaker in the poem, what is happening in his/her country Burma? 2. What can be done to attain peace and freedom? 3. What was the role of the monks in the fight for freedom? 4. Why is the poem entitled, “Prayer for Burma”? 5. How would you feel under similar conditions? 6. What does this quotation from the poem mean: “We shall never forget our monks who were at the forefront of our march for freedom.” 7. How does this poem show the temperaments and psyche of the Burmese people in their response to the challenges of modernity? Praying_Hands.jpgkadampa.org Do you recall the land of golden spires? Where morning bells are answered with murmurs of saffron prayers And the silence of bare feet echoing their innocence In a land overwhelmed by evilness and greed A message of hope for hearts in deepest despair In a language of love for a people enduring only callousness and betrayal As their Meta Sutra chants rose high up above Reflecting in the stillness of their gaze You can see great courage and dignity in the eyes of Burmese monks I remember the summer a lifetime ago When your soft hair was shaved and the first time you wore your Thin-gann the novice monk’s robe And your beautiful boyish face was full of determination With serene downcast eyes After shedding Shinlaung’s ceremonial finery You remained a Buddhist monk To devote your life to your people and your religion I also remember the dark winter nights When you stayed up late studying Buddha’s scripture, poetry and politics Looking to find answers for your people’s suffering Since last September The war against evil has only just begun And I know that you will fight on I am quite sure that Your prayer will be answered Your hopes will come true And your fight will be won Not because Your anger is fiercer And your power mightier Or their hatred more bitter But because Your cause is just Your prayers are sincere Your wishes are true Your hopes are pure And your love for Burma is right You will win in the end There is nothing to stop your spirit and your hope No one can silence your prayers for peace and freedom in Burma We shall never forget our monks who were at the forefront of our march for freedom. Burma Digest Prayer for Burma (Poem) By May Ng

309. Afterwards, you will be grouped into two: one will deliver the poem in a simple speech choir or choral reading and the remaining group will have it in a rap presentation or creative jazz chant with choreography. Activity 22: YOUR MISSION Earlier, you read poems, now we have the story, The Country’s Good Son. Read the said text silently. The Country’s Good Son Minn New Thein Lin Aung’s mother had a shop in the Mingaladon market, where she sold slippers. Lin Aung helped his mother in the shop during his school holidays. As the Mingaladon market was an army market, soldiers could be seen shopping there daily. It was more crowded on Sundays. Many soldiers could be seen moving about busily. It was Sunday, and Lin Aung was sitting in front of the shop; “Younger Brother, do you have real ‘Sin-kye’ No. 9?” A young man, wearing trousers, entered and asked him. Quickly Lin Aung took a pair of ‘Sinkye’ No. 9 slippers and showed them. “How much are these slippers, Young Brother?” Twenty -one Kyats, Elder Brother.” “Can I take only the right side slipper and pay you ten Kyats and fifty pyas?” The young man’s question made Lin Aung’s eyes become wide. If he sold only the right side, how could he sell the left side? And why did he want only one slipper? “You can’t

do that. If I sell only the right side, the one left in the shop will become useless. “Yes, but I want only the right side. But wait, I’ll go and look for a partner.” Lin Aung was left behind, looking at the back of the young man, who walked away, limping. Soon, the young man came back. He had another young man with

310. him. The first young man asked Ling Aung for the slippers, and gave the left side slipper to the young man who had come with him. He lifted the leg of his trouser and put on the slipper. Then he nodded with satisfaction. Only then did Lin Aung understand. They were buying and sharing one pair of slippers. The first young man had a false left leg, and second young man had a false right leg. So everything was all right because there was one who wanted only the right side, and another who wanted only the left side. Lin Aung was sorry to see the condition of the two young men. They were quite young, and they each had a leg missing. “Don’t you feel sad that you have only one leg?” Lin Aung as inquisitive and asked them. “Why should we be sad?” the first young man smiled. “We are soldiers who offered even our own lives for our country. We are proud to lose a leg in protecting our country.” When Lin Aung heard the first young man’s answer, he respected them. They were very different from the young drug addicts about whom he had often read in the newspapers. They were wasting their lives and killing themselves. These young men were the country’s good sons who were protecting the country from its enemies. Their aims and intentions were as different from those of the addicts as east from west, north from south. Although these young men had one leg missing, they still wanted to serve their country. The two young soldiers told Lin Aung that they planned to work in the disabled soldiers’ cooperative shop. “I respect you and honor you. You good sons of the country are the jewels of our country. When I grow up, I will try to be a good son of the country like you.” The two young soldiers smiled to hear Lin Aung’s words. “We admire your intention. Our country’s future will really be bright if there were more young people in our country with the same aim and intention as yours. All right, we will go now.” The two young soldiers said goodbye to Lin Aung and went away. Lin Aung was filled with the desire to become a good son of the country. Literature in Focus II Do the following exercises by groups (six). Activity 23: CHARACTER REVELATION FIGURE For groups 1 and 2, your leader and members will label the Character Revelation Figure by answering the questions. Present your work and defend your answers in front of the class. Which character experiences personal change from beginning to end? Explain. Which character do you like best? Why?

311. cartoon-soldier-standing-with-gun.-image-thumb22630222.jpgdreamstime.com Activity 24: FREQUENCY WORD LIST Groups 3 and 4 will be in charge of the Frequency Word List with members replacing the underlined words or phrases accordingly in the paragraphs from each pair from the options. Share answers with the other groups for interactive discussion. 1. Why should we be sad? We are soldiers who offered even our own lives for our country. We are proud to lose a leg in protecting our country. a. happy, gloomy b. would gladly die, would fight gladly c. to lose our limbs, to lose our lives 2. Lin Aung felt respect for both of them. They were very different from the young drug addicts he often read about in the newspapers. These drug addicts were a burden to the country. They were wasting their lives and killing themselves. a. admiration, satisfaction b. a contrast to, a far cry from c. disgrace, problem d. ruining their lives, hurting their lives 3. I respect and honor you. You good sons of the country are the jewels of our country. When I grow up, I will try to be a good son of the country

like you. a. praise, salute b. patriots, heroes c. treasures, assets d. imitate your patriotic example, be a heroic son like you Activity 25: SOLDIER SIMULATION Groups 5 and 6 will simulate or role play in class the situation wherein the members will pretend to be Lin Aung while the others play or act out the roles of the two young soldiers. Try to come up with another point of view or varied interpretation. retro-soldier-silhouette-thumb3376569.jpgdreamstime.com *Questions/Activities Adopted/Modified from Literature in Focus II Activity 26: PS AT YOUR FINGERTIPS (PRECIS/SUMMARY) Individually, write a précis/summary of the above story by discussing comprehensively and identifying the proper paragraph development (expository, descriptive, narrative, persuasive, and creative). Relate it to your previous writing activity on impressions and refer to the following example. How did the story reveal the temperaments and psyche of the Burmese people in their response to the challenges of modernity? Elaborate. How do you think this situation could apply to Filipino soldiers? Give reasons.

312. A précis or a summary is a short version of a passage containing only the main points and main supporting points. Sample Paragraph Teaching is the noblest of professions. A teacher has a sacred duty to perform. It is he on whom rests the responsibility of moulding the character of young children. Apart from developing their intellect, he can inculcate in them qualities of good citizenship, remaining neat and clean, talking decently and sitting properly. These virtues are not easy to be imbibed. Only he who himself leads a life of simplicity, purity and rigid discipline can successfully cultivate these habits in his pupils. Besides a teacher always remain young. He may grow old in age, but not in spite. Perpetual contact with budding youths keeps him happy and cheerful. There are moments when domestic worries weigh heavily on his mind, but the delightful company of innocent children makes him overcome his transient moods of despair. Precis/Summary Teaching is the noblest profession. A teacher himself leading a simple, pure and disciplined life can mould the character of the young children and make them neat and good mannered citizens. Besides he remains every young forgetting his own domestic worries in the constant company of the young. 5 quality precis writing samples | Articles | Knowledge Hubwww.publishyourarticles.net/.../5-quality-precis-writing- samples.html THE COUNTRY’S GOOD SON A Summary of the Story

313. You can double check your work using this checklist: Revision Checklist Ask yourself the following questions: ½ Is my précis/summary only one third of the original? ½ Did I include all the main points? ½ Have I left out the illustrations and less important ideas? ½ Have I written clearly in my own words using synonyms for the author's words where possible? ½ Does my précis/summary accurately reflect the original in tone? ½ Is my grammar and spelling correct? Précis/Summary member.tokoha-u.ac.jp/~dixonfdm/Core%20Activities/.../precis.htm Activity 27: LEND ME YOUR EARS! On this part, you will listen and view a video clip of a speech delivered. Take down notes and refer to these in writing your editorial article. At the same time, just like in your panel discussion, you can use terms or expressions that signal opinions and consider the right paragraph development. Refer to an example of editorial article below. An editorial article expresses an opinion about a current issue or topic.

314. You can also refer to the TRAC format or graphic organizer in structuring your output. Fine Arts “Fine arts are important in the curriculum because of what they do for learning,” stated Patty Taylor, arts consultant for the California State Department of Education. In other words, the arts, especially music, should be part of every school’s

curriculum at every grade level. Music makes students smarter, gives children something positive to do, and builds self- confidence. Most students don’t have a chance to learn music outside of school, and everyone deserves that opportunity. Students would be much smarter if they had some music experience. They would improve their classroom skills, like paying attention, following directions, and participating without interrupting. People develop all these skills when they learn music. Musicians are also better in math, and they get higher S.A.T. scores. For instance, a study by the College Entrance Examination Board reported, “Students with 20 units of arts and music scored 128 points higher on the S.A.T. verbal and 118 points higher in math.” A Rockefeller Foundation study states that music majors have the highest rate of admittance to medical school. Making music also lets children use their imaginations, unlike playing with video games and electronic stuffed animals. “It provides students a chance to try out their own ideas,” according to the October 1997 California Educator. Music makes children well-rounded students. Music not only makes children better students but also gives them something positive to do. In a music program, children can be part of a band or choir instead of joining a gang. Parents can enjoy listening to their children’s music instead of seeing them glued to a computer or TV screen. In band, students get to be part of a team. They can interact with old friends and make new friends through music. While learning and making music, children can also be exploring a potential career. Music builds self-confidence. It gives children a sense of accomplishment and success. Making music is something for them to be proud of, and it lets kids practice performing in front of an audience. As reported in the California Educator, “It gives [students] self-confidence and a feeling of importance to have a skill someone appreciates. They are also learning how to accomplish something from beginning to end and actually come out with a product that they can be proud of.” Music gives children an outlet for self-expression, and that helps develop their self-confidence. Once again, music is important because it can make children better students, give them something positive to do, and build their character. Unfortunately, the children who need music lessons the most usually don’t have access to them outside of school. That is why music should be offered in every single grade in every school. Copyright © 2012 Houghton Mifflin Company. All rights reserved. Editorial Graphic Organizer T-Topic Sentence Notes R-Reasons with Support A-Answer, Opposition C-Conclusion

315. Editorial Graphic Organizer Twww.ccps.org/chms/research/davis/edigo.pdf Activity 28: 3-2-1 With this chart, review by listing down or filling out what are asked and always connect everything with the focus questions. 1. What does (Burmese) literature reveal about Asian and African character? 2. How do (Burmese) Asians and Africans respond to the challenges of modernity as reflected in their literary selections? In this section, the discussion was about the temperaments and psyche of the Burmese people in response to the challenges of modernity. What new realizations do you have about the topic? What new connections have you made for yourself? Now that you have a deeper understanding of the topic, you are ready to do the tasks in the next section. 3 THINGS YOU FOUND OUT ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 2 INTERESTING THINGS ____________________________________________________________

____________________________________________________________ 1 QUESTION YOU STILL HAVE

316. TRANSFER: Your goal in this section is to apply your learning to real life situations. You will be given a practical task which will demonstrate your understanding. Activity 29: HANDING IN YOUR EVALUATION PAPER Your task is to write an evaluation paper regarding a program viewed. You are invited by a state university for a possible scholarship and one of the requirements is to submit an evaluation paper regarding current events or social issues. There will be a screening of video clips to guide you and choices of topics for you to write on. Therefore, choose one as your basis and prepare to defend or discuss it in the form of a hot seat in front of the board members. An evaluation paper is a type of argument that includes evidence to justify a writer's opinions about a subject. You can find an example here for reference. Evaluation Essay on Gender in Advertising Gender differences and biases have been a part of the normal lives of humans ever since anyone can remember. Anthropological evidence has revealed that even the humans and the hominids of ancient times had separate roles for men and women in their societies, and this relates to the concepts of epistemology. There were certain things that women were forbidden to do and similarly men could not partake in some of the activities that were traditionally

317. reserved for women. This has given birth to the gender role stereotypes that we find today. These differences have been passed on to our current times; although many differences occur now that have caused a lot of debate amongst the people as to their appropriateness and have made it possible for us to have a stereotyping threat by which we sometimes assign certain qualities to certain people without thinking. For example, many men are blamed for undermining women and stereotyping them for traditional roles, and this could be said to be the same for men; men are also stereotyped in many of their roles. This leads to social constructionism since the reality is not always depicted by what we see by our eyes. These ideas have also carried on in the world of advertising and the differences shown between the males and the females are apparent in many advertisements we see today. This can have some serious impacts on the society as people begin to stereotype the gender roles in reality. There has been a lot of attention given to the portrayal of gender in advertising by both practitioners as well as academics and much of this has been done regarding the portrayal of women in advertising (Ferguson, Kreshel, & Tinkham 40-51; Bellizzi & Milner 71-79). This has led many to believe that most of the advertisements and their contents are sexist in nature. It has been noted by viewing various ads that women are shown as being more concerned about their beauty and figure rather than being shown as authority figures in the ads; they are usually shown as the product users. Also, there is a tendency in many countries, including the United States, to portray women as being subordinate to men, as alluring sex objects, or as decorative objects. This is not right as it portrays women as the weaker sex, being only good as objects. At the same time, many of the ads do not show gender biases in the pictures or the graphics, but some bias does turn up in the language of the ad. “Within language, bias is more evident in songs and dialogue than in formal speech or when popular culture is involved. For example, bias sneaks in through the use of idiomatic expressions (man's best friend) and when the language refers to characters that depict traditional sex roles. One's normative interpretation of these results depends on one's ideological perspective and tolerance for the pace of change. It is encouraging that the

limited study of language in advertising indicates that the use of gender-neutrality is commonplace. Advertisers can still reduce the stereotyping in ad pictures, and increase the amount of female speech relative to male speech, even though progress is evidenced. To the extent that advertisers prefer to speak to people in their own language, the bias present in popular culture will likely continue to be reflected in advertisements” (Artz et al 20). Advertisements are greatly responsible for eliciting such views for the people of our society. The children also see these pictures and they are also the ones who create stereotypes in their minds about the different roles of men and women. All these facts combine to give

318. result to the different public opinion that becomes fact for many of the members of the society. Their opinion and views are based more on the interpretation they conclude from the images that are projected in the media than by their observations of the males and females in real life. This continues in a vicious circle as the media tries to pick up and project what the society thinks and the people in the society make their opinions based upon the images shown by the media. People, therefore, should not base too much importance about how the media is trying to portray the members of the society; rather they should base their opinions on their own observation of how people interact together in the real world. Work Cited Artz, N., Munger, J., and Purdy, W., “Gender Issues in Advertising Language”, Women and Language, 22, (2), 1999. Bellizzi, J. A., & Milner, L. “Gender positioning of a traditionally male-dominant product”, Journal of Advertising Research, 31(3), 1991. Ferguson, J. H., Kreshel, P. J., & Tinkham, S. F. “In the pages of Ms.: Sex role portrayals of women in advertising”, Journal of Advertising, 19 (1), 1990. Refer to this rubric for assessment. Evaluation Paper/Evaluative Essay Rubric Directions: This rubric will be used to evaluate the final draft of your paper/essay. Before you turn in the final draft, fill out this rubric yourself. What score would you give yourself and why? Student: Date: Score Level Criteria Comments Content 30-27 Excellent to Very Good: knowledgeable, substantive development of thesis, relevant to assigned topic 26-22 Good to Average: sure knowledge of subject, adequate range, limited development of thesis, mostly relevant to topic, but lacks detail 21-17 Fair: limited knowledge of subject, little substance, inadequate development of topic 16-13 Needs Much Improvement: does not show knowledge of subject, not many details, not relevant to assigned topic or not enough to evaluate Organization 20-18 Excellent to Very Good: fluent expression, ideas clearly stated/supported,

319. succinct, well-organized, logical sequencing, cohesive 17-14 Good to Average: somewhat choppy, loosely organized, but main ideas stand out, limited support, logical but incomplete sequencing 13-10 Fair: non-fluent, ideas are confusing or disconnected, lacks logical sequencing and development 9-7 Needs Much Improvement: does not communicate, no organization or not enough to evaluate Vocabulary and Language Use 20-18 Excellent to Very Good: sophisticated range, effective word/idiom choice and usage, word form mastery 17-14 Good to Average: adequate range, occasional errors of word/idiom form, choice, usage but meaning understood 13-10 Fair: limited range, frequent errors of word/idiom form, choice, usage, meaning somewhat confusing or not understood 9-7 Needs Much Improvement: essentially translation, little knowledge of English vocabulary, idioms, word form or not enough to evaluate Grammar Usage 25-22 Excellent to Very Good: effective, complex sentences, few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions 21-18 Good to Average:

effective, but simple sentence construction, minor problems in complex constructions, several errors of agreement, tense, number, word order/function, articles, pronouns, prepositions, but meaning understood 17-11 Fair: major problems in simple/complex sentences, many errors of agreement, tense, number, word order, articles, pronouns, prepositions and/or fragments, run-ons, deletions, meaning confused or not understood 10-5 Needs Much Improvement: almost no mastery of sentence construction rules,

320. many errors, ideas not understood or not enough to evaluate Mechanics 5 Excellent to Very Good: few errors of spelling, punctuation, capitalization, paragraphing 4 Good to Average: some errors of spelling, punctuation, capitalization, paragraphing, but meaning understood 3 Fair: frequent errors of spelling, punctuation, capitalization, paragraphing, poor typing, meaning confused or not understood 2 Needs Much Improvement: many errors of spelling, punctuation, capitalization, paragraphing, typing is poor, or not enough to evaluate Total Score: Rubric Adapted From: Reid, J. (1993). Teaching ESL Writing. New Jersey: Prentice Hall Regents. Comments:

321. Activity 30: outBOX Out-of-the-Box.jpgempoweredonlineentrepreneurs.com Let us go back to our box and finalize your map of conceptual change by finishing the “I Think” OUT OF THE BOX area. Review the focus questions. I Think… Activity 31: LESSON CLOSURE In summary, do the lesson closure as a reflection. In this section, your task was to write an evaluation paper of a program viewed. How did you find the performance task? How did the task help you see the real world based on the topic? You have completed this lesson. Carry on! IN THE BOX I Think… OUT OF THE BOX Today’s lesson...………….…………………………………………………………. ………… ………………………………..One key idea was…………………............ ……………. ………………………………………………………………………………………………… ……………………………………This is important because………….. …………………..…. ………………………….. ………………………………………………………………………………. Another key idea………………………………………………………………………….... ………………………………This matters because……………………………………… ……………………………………………………….In sum, today’s lesson…………… ..........................

322. GLOSSARY OF TERMS USED IN THIS LESSON: Adjective. The part of speech or word that modifies a noun or pronoun. Adjective Complement. A clause or phrase that adds to the meaning of an adjective or modifies it. It always follows the adjective it complements and it is a noun clause or a prepositional phrase Advertisement. A public announcement using the mass media. Editorial Article. It expresses an opinion about a current issue or topic. Evaluation Paper/Evaluative Essay. A type of argument that includes evidence to justify a writer's opinions about a subject.

323. Fantasy. It means a dream or imagination. Frequency Word List. Set of words used in reading texts or selections for unlocking of difficulties or vocabulary building and development. Idiom. A word, phrase or expression which is commonly used in everyday conversation by native speakers of English. It is figurative. Impression. A lasting effect, opinion or mental image of somebody or something. Opinion. It is a view or assessment about something. Précis/Summary. This is a short version of a passage containing only the main points and main supporting points. Propaganda. A publicity to promote something. An information put out by an organization or government to promote a

policy, idea or cause. Psyche. The human spirit or soul and mind. Reality. It is actual or exists. Temperament. The prevailing or dominant quality of mind that characterizes somebody. REFERENCES AND WEBSITE LINKS USED IN THIS LESSON: References A-Z Learning Strategies. Religious Education Module. Catholic Education Archdiocese of Brisbane. Alonzo, R., Meñez, A. & Villamarzo, P. (2001). Literature in Focus II. Quezon City: SIBS Publishing House. Serrano, J. B. & Lapid, M. G. (2004). English Communication Arts and Skills through Afro-Asian Literature: A Situational, Developmental, Interdisciplinary Approach. (4th ed.) Quezon City: Phoenix Publishing House Inc. Rubric Adapted From: Reid, J. (1993). Teaching ESL Writing. New Jersey: Prentice Hall Regents. Websites

324. Painter. (2009, July 21). Paint the World Super Coloring. Retrieved November 23, 2012 from http://www.supercoloring.com/ A+E Television Networks, LLC. (1996-2012). Nelson Mandela photo gallery. Retrieved November 23, 2012 from http://www. Biography .com/ people/nelson-mandela-9397017 Buzzing Everything! (Tech), Right Here! (2012, October 1). Is Mahatma Gandhi still relevant? Retrieved November 23, 2012 from http://www.rangaprabhu. com/buzz/2012/10/is-mahatma-gandhi-still-relevant/ E- Collaborative for Civic Education. (2011). Philippines- Aquino. Retrieved November 23, 2012 from http://www.tavaana .org/ viewcasestudy.jsp? pageId= 2071502000341264606266439&lang= en&restrictids= nu_ repeatitemid&restrictvalues=2071502000341283324272068 Avalokiteshvara. (2011). His Holiness Dalai Lama. Retrieved November 23, 2012 from http://resources.tsemtulku.com/free-downloads/his-holiness-dala- lama.html D’Souza, T. (2012, September 5). Mother Teresa's legacy for a "New Evangelisation" in the year of faith. Retrieved November 23, 2012 from http://www.asianews.it/news- en/Mother-Teresa's-legacy-for-a-new- evangelisation-in-the-Year-of-Faith-25732.html Helen, P. (2011, July 26). Characteristics of a leader: Aung San Suu Kyi. Retrieved November 5, 2012 from http:// paigemonty .blogspot.com/2011/07/ characteristics-of- leader-aung-san-suu.html Weiler, W. (2012). There is no box in job searching in Job Seekers, Networking, Social Media. Retrieved November 5, 2012 from http://blog. hiredmyway. com/there-is-no-box- in-job-searching/ Shanbhag. (2112, August 6). A short essay on life of Aung San Suu Kyi. Retrieved November 23, 2012 from http://www.meritnation. com/discuss/ question/2463138 Amthor, C. (2010, October 22). What’s the difference between Myanmar and Burma? Retrieved November 5, 2012 from http://blog.burma- center .org/ 2010/10/22/difference- between-myanmar-burma/ Burt, R. (2011, April 2). Free Tools Challenge #10: Word clouds with wordle. Retrieved November 11, 2012 from http:// teacherchallenge.edublogs.org/2011 / 04/02/free-tools-challenge-10-word- clouds- with-wordle/ Lyndsey. (2012, May 7). Butterfly research. Retrieved November 5, 2012 from http://ayearofmanyfirsts.blogspot.com/2012/05/butterflies-homophones- and-end- of-year.html Platon. (2012). Human Rights Watch. Retrieved November 5, 2012 from http://www.hrw.org/burma-defenders Carnival Carousel Coloring Page. (n.d.). Retrieved November 23, 2012 from http://spoonful.com/printables/carnival-carousel-coloring-page

325. OCAL. (2008, March 26). Stick figure male clip art. Retrieved November 5, 2012 from http://www.clker.com/clipart-16625.html Burma Digest. (2012). A Magazine specializing in Human Right affairs of Burma. Retrieved October 23, 2012 from http://burmadigest.info/ Arc. (2012, October 17). Bones will crow: An insider’s view. Retrieved October 23, 2012 from http://www.arcpublications.co.uk/blog.php?

blog_id=166 Pridemore, H. (2012). Pop up note card. Retrieved November 23, 2012 from http://www.favecrafts.com/Handmade-Cards/Pop-Up-Note-Card-from-C-T- Publishing# The 60s Official Site. (n.d.). I remember back when…Retrieved November 5, 2012 from http://www.the60sofficialsite.com/I_Remember_When.html King, A. (2011, January 14). Advertising and celebrity endorsement in Burma Andrew King / Consumer Research and Communications Consultant. Retrieved October 23, 2012 from http://flowtv.org/2011/01/advertising-and-celebrity- endorsement-in-burma/ Digital Visual Resources and Tech Tips. (2010, September 27). Ad*Access project. Retrieved October 23, 2012 from http:// illinoispixels. wordpress. com/ 2010/09/27/adaccess-project/ Five Types of Propaganda Used in Advertising. (n.d.). Retrieved November 5, 2012 from http:// hs.riverdale.k12.or.us/~ dthompso/exhib_ 03/tianaa/ propaganda.html Your Dictionary Grammar. (1996-2012). What is an adjective complement? Retrieved December 3, 2012 from http://grammar.your dictionary .com/parts-of-speech/adjectives/what-is-an- adjective-complement.html Kosur, H. M. (2012, February 9). The functions of adjectives and adjective phrases in English. Retrieved December 3, 2012 from http://www.brighthubeducation .com/ english-homework-help/33176- the-functions-of-adjectives-and- adjective-phrases/ Suu Kyi, A.S. (2012). Aung San Suu Kyi. Retrieved October 23, 2012 from http://gury.orgfree.com/suukyi1.htm Opinion Signal Words. (n.d.). Retrieved October 23, 2012 from http://www.e- tme.com/opinion%20signal%20words%20-%20sample.htm Kadampa Buddhism. (2012). Sojong. Retrieved November 5, 2012 from http://kadampa.org/buddhism/sojong/

326. Lyusha. (2000-2012). Stock Photography: Cartoon soldier standing with gun. Image. Retrieved November 5, 2012 from http://www.dreamstime .com/ stock- photography-cartoon-soldier-standing-gun.-image- image22630222 Fat*fa*tin. (2000-2012). Royalty Free Stock Images: Retro soldier silhouette. Retrieved November 5, 2012 from http://www.dreamstime.com/royalty- free- stock-images-retro-soldier-silhouette-image3376569 Communicative Writing. (2012). Précis/Summary. Retrieved October 23, 2012 from http://member.tokoha-u.ac.jp/~dixonfdm/ Core%20 Activities /academic_ writing/precis.htm Virani, M. (2012). 5 quality precis writing samples. Retrieved December 3, 2012 from http://www.publishyourarticles.net/knowledge-hub/articles/5-quality- precis-writing- samples.html Jess. (2012). Write Source. Retrieved December 3, 2012 from http://www.thewritesource.com/studentmodels/ How to Write an Editorial: Your Students Opinions Matter!(2009-2012). Retrieved November 23, 2012 from http://www.creative-writing-ideas-and- activities.com/how-to- write-an-editorial.html Editorial Graphic Organizer. (n.d.). Retrieved October 23, 2012 from http://www.ccps.org/chms/research/davis/edigo.pdf The Evaluation Paper. (n.d.). Retrieved November 23, 2012 from http://faculty.samford.edu/~drdedo/evalassign.html Evaluation Essay on Gender in Advertising. (2003-2012). Retrieved December 3, 2012 from http://www.tailoredessays.com/samples/gender-in-advertising- essay. htm Sandyck, E. (2011, March 29). Living a life out of the box. Retrieved November 5, 2012 from http://empoweredonlineentrepreneurs.com/marketing- psychology/living-a-life-out- of-the-box/ Aung San Suu Kyi. (n.d.). Retrieved November 5, 2012 from http://www.imdb.com/name/nm1238989/ Muppet. (2009, September 27). The Contemplative Psyche: Freedom...for Burma (Myanmar). Retrieved October 23, 2012 from http://thecontemplative psyche.blogspot.com/2009/09/freedom.html Burma: Misc.

(2010-2012). Retrieved December 3, 2012 from http://misc.thefullwiki.org/Burma Myanmar (Burma). (1996-2012). Retrieved December 3, 2012 from http://travel.nationalgeographic.com/travel/countries/myanmar-guide/

327. Teachnology. (199-2012). Teacher guide to different types of writing. Retrieved October 23, 2012 from http://www.teach-nology.com/ themes/ lang_arts/typesofwriting/ Voaclips. (2012, April 2). Daw Aung San Suu Kyi's Victory Speech (English). Retrieved November 5, 2012 from http://www. youtube.com /watch?v= 9iEWvhLC1Fs Mancraft123. (2007, October 9). Oras Na (Dedicated to the Burmese people). Retrieved November 5, 2012 from http://www. Youtube. com/watch? v=rI9930fObEo MovieclipsTrailers. (2011, October 3). The Lady (2011) Trailer - HD Movie - Luc Besson Movie. Retrieved November 5, 2012 from ttp://www. youtube.com/watch?v=SMYAzQC3UjI Minnegerode, L. (1999-2012). Writinganevaluationpaper.RetrievedNovember5,2012 from http://www.ehow.com/video_4755158_underground-writing.html?pid=1&wa_vrid= 8a4a77ad-3344- 4190-845e-f7efb347c95f&cp=1&wa_vlsrc=continuous

328. 1 ENGLISH 8 LEARNING MODULE QUARTER III (OVERCOMING CHALLENGES) LESSON NO. 3 The Literature of Arabia and Israel Strength in Facing Challenges of Modernity INTRODUCTION AND FOCUS QUESTION(S): Have you at a certain time asked yourself how you are able to overcome trials and solve your personal problems? Have you ever wondered what makes other people overcome challenges in their lives victoriously? Do you think it is possible to learn this from the literary selections of Saudi Arabia and Israel? In this lesson, Arabian and Israeli Literature: Strength in Facing Challenges, you will find out how critical understanding and appreciation of Afro-Asian literary pieces can help you recognize the temperament and psyche of your Arab and Israeli neighbors in response to the challenges of modernity. Remember to search for the answers to the following questions: 1. What does literature reveal about Arab and Israeli characters? 2. How do Arabs and Israelis respond to challenges of modernity as reflected in their literary selections? LESSONS AND COVERAGE: In this module, you will examine these questions when you take the following lessons: Topic 1 – The Temperaments and Psyche of the People of Arabia 1. The Literature of Saudi Arabia 2. Propaganda Devices: Examining for Bias 3. Informative Talks: Turn-Taking Strategies in Extended Conversations Topic 2 – The Temperament and Psyche of the People of Israel 1. The Literature of Israel 2. Conditional Sentences: Prediction and Conclusion 3. Intellectual Property Rights: Writing Critical Reviews of Articles Topic 3 – Strength in Responding to the Challenges of Modernity 1. Behaviors in Viewing and Responding to Texts 2. Complex and Compound-Complex in Communication Breakdowns 3. Bibliography and Writing Critical Reviews of Prose and Poetry

329. 2 In these lessons, you will learn the following: Topic 1 1. Determine the persons being addressed in an informative talk, the objectives of the speaker and his attitudes towards issues. 2. Use turn-taking strategies in extended conversations. 3. Examine bias in oral and written texts 4. Create a journal of the cultural differences between the Filipinos and the Arabs as reflected in texts read or viewed 5. Make a frequency word list of unknown words especially some Arabic terms. Topic 2 1. Predict and formulate hypothesis using conditional sentences 2. Create a frequency word list of unknown words especially some Israeli terms. 3. Show respect for intellectual property through proper use

of citations and footnotes 4. Identify temperament and psyche of the Israeli people as reflected in their literature. Topic 3 1. Repair breakdown in communication by using complex and compound-complex sentences. 2. Cite appropriate behaviors in viewing and responding to different texts. 3. Express different opinions without being difficult. 4. Produce an e-journal with Afro Asian prose and poetry entries with emphasis on content and writing style Domains Learning Competencies Listening Comprehe nsion Determine the persons being addressed in an informative talk, the objectives of the speaker and his attitudes towards issues. isten to get different sides of social, moral and economic issues affecting a community Speaking (Oral Language and Frequency Use appropriate turn-taking strategies (topic nomination, topic development, topic shift, turn-getting, etc.) in extended conversations. Use communication strategies (e.g. paraphrase, translation and circumlocution) to repair breakdown in communication Vocabular y Developm ent Develop strategies for coping with unknown words and ambiguous sentence structures and discourse. se collocations of difficult words as aids in unlocking vocabulary Reading Comprehe nsion Utilize varied reading strategies to process information in a text. istinguish between facts and opinions.

330. 3 ote expressions that signal opinions (e.g. seems, as I see it). Utilize varied reading strategies (covert dialogue with the writer and the sectional approach) to process information in a text. Employ approaches best suited to a text. Examine for bias. Viewing Comprehe nsion Compare and contrast one’s own television-viewing behavior with other viewer’s viewing behavior Literature Discover Philippine and Afro Asian literature as a means of expanding experiences and outlook and enhancing worthwhile universal human values. dentify oneself with the people of Arabia and Israel though literature taking note of the cultural differences so as to get the heart of problems arising from them. Writing and Compositi on Give and respond to feedback on one’s paper in the revision process se grammatical structure and vocabulary needed to effectively emphasize particular points. Produce an e-journal of poetry and prose entries with emphasis on content and writing style Show respect for intellectual property rights by acknowledging citations made in reports and researches. Use quotation marks or hanging indentations for direct quotes. Use in-text citation Arrange bibliographic entries of text cited from books and periodicals. Grammar Awarenes s and Structure Formulate correct complex and compound-complex sentences. correct conditional statements. Study Strategies Derive information from various text types and sources using the card catalog, vertical file, index, microfiche(microfilm), CD ROM, Internet,etc. Extract accurately the required information from sources read and viewed to reject irrelevant details Attitude Express a different opinion without being difficult

331. 4 MODULE MAP: Here is a simple map (dark blue) of the above lesson you will cover: UNIT ACTIVITIES MAP ACTIVITIES FOR ACQUIRING KNOWLEDGE AND SKILLS ACTIVITIES FOR MAKING MEANING AND DEVELOPING UNDERSTANDING ACTIVITIES LEADING TO TRANSFER KNOW Pre-assessment Activity 1: Anticipation- Reaction Guide Agree/Disagree Chart PROCESS Activity 2: Post Viewing Activity Activity 3 It’s Clear to Me Activity 5A Facts and Opinions in Informative Writing Activity 4: Distinguishing Fact from Opinion Activity 7: Plot Diagram Activity 5B Facts and Opinions in Persuasive Writing Activity 6: Frequency Word List: Burger Match! Activity 8 Ali Baba Characters on T-Chart Activity 14 : In My Opinion… Activity 11: “I Think; therefore, I Am” Activity 9: The Way I Understand It

(A Concept Map) Activity 15 Writing A Persuasive Essay: FROM MY HEAD TO THE PEN! Activity 16 GETTING FOOLED OR GETTING WISER? Activity 10: Hear the Voice of the Princess! Activity 17 PERSUASION thru TRUTH and PROPAGANDA

332. 5 Activity 20 Frequency Word List (Arab Words) Activity 12: “I’ve Got that Feeling” Activity 18 Revising Persuasive Essay Activity 13: Hang on a Second…May I Speak? Activity 19 DIFFERENT YET WORTH EMBRACING: A Journal of Cultural Differences Activity 21 One-minute Paper REFLECT AND UNDERSTAND Activity 22 Sentence Completion (Conditional Sentences) Activity 25 Travelling with Ruth (A Story Map) Activity 24 Visiting the Middle East Exercise 7 Reading Text : A TOUCH OF MODERN ISRAEL: “The CAT” Activity 26 Character Analysis through a Venn Diagram Activity 28 Writing a Critical Review: “THROUGH MY LENS” Activity 27 THE WORDS BEYOND MY THOUGHTS Activity 32 Monitoring My Media Behaviors through a graphic organizer Activity 33 WRITING A Blog: GETTING CONNECTED TO ISRAEL Activity 29 Frequency Word List: The Frame of my Understanding ACTIVITY 34 : Research Work: A GALLERY OF MY FAVE PROSE and POETRY Activity 30 FROM SIMPLE TO COMPLEX Activity 35 Writing A Bibliography: “FROM WHERE I GOT MY FAVORITES” Activity 31 Repairing Communication Breakdown TRANSFER Activity 38: Anticipation- Reaction Guide Agree/Disagree Chart Activity 36 Review: RESPONDING TO MY FAVORITES Activity 33: Lesson Closure: REFLECTIVE LEARNING JOURNAL Activity 37 KEEPING MY FAVORITES: An e- JOURNAL Post Assessment

333. 6 EXPECTED SKILLS: To do well in this module, you need to remember and do the following: Listening : Listen to get different sides of social, moral and economic issues affecting a community Speaking : Use communication strategies like paraphrase, translation and brevity Vocabulary : Produce a frequency word list. Reading : Write a list of expressions that signal opinions and biases. Viewing : Create graphic organizers comparing one’s own television-viewing behavior with other viewer’s viewing behavior. Literature : Produce a critical review of articles with the same themes but different genres. Writing : Produce an e-journal of poetry and prose entries with emphasis on content and writing style. Grammar : Use correct complex and compound-complex sentences and correct conditional statements in writing an e-journal. Study Strategies : Extract accurately the required information from sources read and viewed to reject irrelevant details.

334. 7 LEARNING GOALS AND TARGETS For you to accomplish the activities in this lesson, write your goals and objectives in the scroll provided. Let this piece of writing be your constant guide and reminder so that you can finish this module successfully. MODULE MY GOALS IN LEARNING ARAB and ISRAELI LITERATURE

335. 8 LESSON NO. 3: The Literature of Arabia and Israel: Strength in Facing Challenges PRE-ASSESSMENT: Let’s find out how much you already know about this module. Click on the letter that you think best answers the question. Please answer all items. After taking this short test, you will see your score. Take note of the items that you were not able to correctly answer and look for the right answer as you go through this module. 1. Which of the following collocations with the word “time” means “to create time in a busy schedule”? “I am gaining much weight this week, so I need to _______ time for a regular exercise. Maybe I can drop by a fitness center from school.” a. Make* b. Pass c. Press d. Stall 2. Which of the following situations uses transfer in advertising

its company or services to the public? a. Ninety-five percent of the dentists in the Philippines recommend FLOYD’S chewing gum every after meal, FLOYD’S… for fresher breath! b. Every girl wants the best for her hair. Straight, shiny healthy hair! That’s why girls buy MOONSILK SHAMPOO! c. Colon Street. Historic. The oldest street in the Philippines. A movement of Filipinos freedom and progress … surviving the destruction of wars, colonialism and modernity. Then and now… a part of Cebu’s heritage. Just like the University of San Ezekiel –Recoletos. A part of your heritage. * d. Healthy and hearty! OMD Tuna Flakes – lavished with tender loving care to capture all of nature’s freshness! OMD Tuna flakes – canned right from the ocean to keep nature’s fresh flavor in! OMD Tuna Flakes! 3. Read below a written version of an informative talk. As a lifeguard, I was required to become certified in CPR, and I have been certified for four years. In an emergency, it is not your job to treat the illness, but you are to keep the victim alive until trained medical professionals can come and take over for you. Tonight I want to explain to you the saving process of surveying an emergency, contacting an emergency medical service, and starting CPR if needed. Let's start with the first step of surveying an emergency. Start of Lesson 1

336. 9 Source: https://mymission.lamission.edu/userdata/fup/docs/ Sample%20Informative% 20Speeches.pdf What word in the text expresses time and links the speaker’s thought on his professional qualification and his purpose of delivering his speech? a. First b. Four c. Start d. Today* 4. Now the Sultan Schahriar had a wife whom he loved more than all the world, and his greatest happiness was to surround her with splendour, and to give her the finest dresses and the most beautiful jewels. It was therefore with the deepest shame and sorrow that he accidentally discovered, after several years, that she had deceived him completely, and her whole conduct turned out to have been so bad, that he felt himself obliged to carry out the law of the land, and order the grand-vizir to put her to death. (excerpt from “Arabia Nights: Prologue”). http://www.candlelightstories.com/2009/03/27/arabian-nights-prologue/ 5. What character trait of the Arabs is best exemplified in the excerpt above? a. ‘ird (a woman’s honor)* b. Hadith (Communal consensus) c. Sabr (capacity to suffer) d. Sharaf (a man’s honor) 6. Which of the following describes best the temperament and psyche of the Israeli as a people? a. Israelis today are descendents of converts. b. Israel has been the Middle East’s dominant military power. c. Israelis and the Americans are great military allies. * d. Israelis represent the largest single group of refugees in the world 7. You are the chief editor of a local newspaper. You want to include in your special Sunday issue an editorial article from student contributors in a nearby high school. Which of the following criteria do you give the heaviest weight in choosing the best write-up? a. Grammar and structure b. Syntax and mechanics c. Development and quotes d. Thesis Statement and support* KNOW: Let’s begin by doing these set of activities which will help you identify and explain the psyche and temperaments of the Arabs and the Israelis as revealed in the literary pieces.

337. 10 Activity 1: Anticipation-Reaction Guide Agree/Disagree Chart Read carefully each statement related to the personalities and the literature of the Arabs and Israelis. Evaluate the accuracy of each statement by checking either Agree or Disagree column in the BEFORE THE LESSON box. Agree / Disagree Chart Before the Lesson Statements about the Literature of Saudi and Israel After the Lesson Agree Disagree Agree Disagree 1. The period before the writing of the Qur'an and the rise of Islam is known to Muslims

as period of ignorance. 2. The expansion of the Arab people in the 7th and 8th century brought them into contact with a variety of different peoples who would affect their culture and the most significant of these is the ancient civilization of Israel. change to Persia 3. The terms Israeli, Israelite, Hebrew and Jew are synonymous and can be interchangeably used in literature, religion and politics. 4. Jewish writers began to write in Hebrew in addition to their various national languages because Hebrew at that time was the language of holy scripture. 5. A key ingredient of the Israeli public persona is that Jews are tough, emotionally hardened, and ruthless. Questions: 1. Which statements did you agree on? Can you explain mentally your reasons of affirming to them? What experiences or observations do you have that make you decide on those answers? 2. Which statements did you disagree on? What are your basis for disagreeing on these statements? What personal encounter –actual experience or learning insight- helped you in forming your judgment? Do NOT fill this up yet.

338. 11 End of KNOW: PROCESS: What are the psyche and temperaments of the Arabs as a people and of the Israelis as a people? How are these personality traits and characteristics revealed in their literary pieces? How strong are these people as they face the challenges of modernity? Let’s verify the accuracy of your claims as we continue with the lesson. This chart will be given back to you at the end of this lesson so that you can confirm or change your answers. The right column of the Anticipation-Reaction Guide Chart will then be answered. As you continue, keep in mind to answer the questions: You gave your initial ideas on the characteristics and the literature of the Arabs and the Israelis. Let’s find out how others would answer the question and compare their ideas to our own. As you compare, you will also learn other concepts which will help you complete the required project. This project is about e-journal of poetry and prose entries with emphasis on content and writing styles. We will start by doing the next activity. Your goal in this section is to learn and understand key concepts on the literature of Saudi Arabia, informative speaking, turn-taking strategies and propaganda devices in persuasion.

339. 12 Exercise 1: Viewing Activity: Opening Speech_” Islam Is The Solution!” Previewing Activity: 1. You are about to view a short speech delivered by an Islam. 2. Listen very attentively to the speaker; take note of his gestures; observe the behavior of his audience. 3. Click this link and view the short video : http://www.youtube.com/watch?v=lQNs7Fvu5_Y Source: http://www.youtube.com/watch?v=lQNs7Fvu5_Y This site contains a short opening speech of Abdur Raheem McCarthy at the Peace Conference. McCarthy explains how Islam can be the solution for mankind. This video runs for 8:50 minutes. While Viewing Take note of every important detail in the video. Make sure you are able to identify the key points of the speech. Activity 2: Post Viewing Activity Reflect your understanding of the speech by completing the activity sheet below.

340. 13 Comprehension Questions: 1. Who speaks in the video? How credible is he to talk during the Peace Conference? 2. According to the speaker, when does misery start? How can Islam be the solution to the problems that beset the world? 3. What specific details are used by the speaker to substantiate each of his assertions? What type of speech did the speaker deliver, informative or persuasive? Explain your answer. 4. Why do you think the speaker insist to his audience to adapt Islam? How do gestures or the intentional movements of the speaker’s body help him convey his message? 5. What countries in the

world adapt Islam as a religion? I GOT IT RIGHT! Name _____________________________ Date _________________ Yr. & Sec . _________________________ Teacher _______________ Full Circle - Call to Action - Thesis Statement

341. 14 6. What are some of the nonverbal reactions of the audience? What personality traits does Abdur Raheem possess as reflected in his speech? What does his speech tell us of the Arab psyche? 7. How do you evaluate the speaker’s point of view? Was he able to convince you? Explain your answer. Activity 3 It’s Clear to Me Below are statements taken from the speech of Abdur Raheem McCarthy. Identify whether the sentence expresses a fact or an opinion. Write your answer on the second column. Include a short explanation. Process Questions: 1. What is a fact? What are examples or sources of facts? 2. How does a fact differ from an opinion? Can an opinion be proven? 3. Is a fact the opposite of an opinion? PICKING IT FROM THE SPEECH FACT OR OPINION WHY DID I SAY SO 1. The Western economy is based on rebate or interest. 2. The only way for true happiness inside the peace in our hearts, in our minds and in our souls is through Islam. 3. The problem of swine flu – the swine is one of the dirtiest animals in the face of the earth. 4. Fifty-six percent of everybody jailed in America today is because of drug charges. 5. Islam is not spreading as it should be because we are not implementing it in its proper form.

342. 15 4. If a statement of fact is untrue or false, does it turn into an opinion? In the same logic, if an opinion is believed by everyone, does it turn into a fact? THE TWO TYPES OF STATEMENTS Opinions cannot be proved, however they can be supported with facts and other knowledgeable opinions. Facts can be proved with evidence, statistics, records, photographs, data, etc. Sometimes opinions are made to sound like facts- specifically when a writer/speaker wants to convince his reader/listener. Exercise further your skill in identifying facts from opinions. You need to master this skill as you write persuasive articles later. Take time to answer the succeeding worksheet.

343. 16 Activity 4: Distinguishing Fact from Opinion STATEMENTS FACT or OPINION 1. Wolves are highly social animals with a pack structure based on dominance hierarchy. 2. Wolves are an endangered or threatened species in the lower 48 states because of deliberate and systematic extermination by humans. 3. Wolves and wolf hybrids are not wise choices as family pets. 4. Many tourists have reacted positively to the experience of seeing wolves in Yellowstone National Park. 5. Wolves should be reintroduced on all U.S. public lands that provide a large enough range to support a population. 6. Captive breeding programs and Species Survival Plans are necessary to keep the red wolf (Canis rufus) and the Mexican wolf (a subspecies of Canis lupis) from becoming extinct. 7. Wolves are often portrayed as villains and savage predators in stories, myths and legends. 8. Stories, myths and legends that portray wolves in negative ways are harmful to children. 9. Wolves sometimes kill livestock. 10. Wolves will return to their former habitats in northeastern states on their own if they are protected. Source: http://www.kidsplanet.org/tt/wolf/languagearts/factopinion.PDF Name ___________________________________ Date ____________________________________ DIRECTIONS: Read each statement. Look up words you don’t know. Write FACT on the left if you can prove or disprove the statement with concrete evidence. Write OPINION if the statement is a belief or a

position. Remember: some statements are technically opinions, but are based on such widely accepted views few people argue the issue.

344. 17 Activity 5A Facts and Opinions in Informative Writing Activity 5B Facts and Opinions in Persuasive Writing 1. How important are facts in informative texts? Are opinions necessary in this type of writing? 2. What does a persuasive text require of a writer? Why is a blend of facts and opinions necessary in this text type? OWN YOUR OWN: Can you write five fact statements about wolves? If you were writing an informative paragraph, your fact statement would be the topic sentence. FACTS about Wolves 1. ______________________ 2. ______________________ 3. ______________________ 4. ______________________ 5. ______________________ Can you write three opinion statements about wolves? If you were writing a persuasive paragraph, your opinion statement would be your thesis statement. A thesis statement is an opinion boiled down to one arguable sentence OPINIONS about Wolves 1. ______________________ 2. ______________________ 3. ______________________ 4. ______________________ 5. ______________________

345. 18 You have just learned the difference between fact s and opinions and their importance in writing informative and persuasive text types. To help you learn more the psyche of the Saudi people, you have to read Arab literature for it reflects the personality of its people and the characteristics of its culture. Below is an excerpt of the very famous “One Thousand and One Nights” or better known as “The Arabian Nights”. Read its prologue / introduction first before you read the excerpt “Ali Baba and the Forty Thieves”. PROLOGUE The main frame story concerns a Persian king and his new bride. He is shocked to discover that his brother's wife is unfaithful; discovering his own wife's infidelity has been even more flagrant, he has her executed: but in his bitterness and grief decides that all women are the same. The king, Shahryar, begins to marry a succession of virgins only to execute each one the next morning, before she has a chance to dishonour him. Eventually the vizier, whose duty it is to provide them, cannot find any more virgins. Scheherazade, the vizier's daughter, offers herself as the next bride and her father reluctantly agrees. On the night of their marriage, Scheherazade begins to tell the king a tale, but does not end it. The king, curious about how the story ends, is thus forced to postpone her execution in order to hear the conclusion. The next night, as soon as she finishes the tale, she begins (and only begins) a new one, and the king, eager to hear the conclusion, postpones her execution once again. So it goes on for 1,001 nights. Source: http://en.wikipedia.org/wiki/Arab_culture

346. 19 Exercise 2: Reading Arab Literature Ali Baba and his elder brother Cassim are the sons of a merchant. After the death of their father, the greedy Cassim marries a wealthy woman and becomes well-to-do, building on their father's business—but Ali Baba marries a poor woman and settles into the trade of a woodcutter. One day Ali Baba is at work collecting and cutting firewood in the forest, and he happens to overhear a group of forty thieves visiting their treasure store. The treasure is in a cave, the mouth of which is sealed by magic. It opens on the words "iftah ya simsim" (commonly written as "Open Sesame" in English), and seals itself on the words "Close, Simsim" ("Close Sesame"). When the thieves are gone, Ali Baba enters the cave himself, and takes some of the treasure home. Ali Baba and his wife borrow his sister-in-law's scales to weigh this new wealth of gold coins. Unbeknownst to them, she puts a blob of wax in the scales to find out what Ali Baba is using them for, as she is curious to know what kind of grain her

impoverished brother-in-law needs to measure. To her shock, she finds a gold coin sticking to the scales and tells her husband, Ali Baba's rich and greedy brother, Cassim. Under pressure from his brother, Ali Baba is forced to reveal the secret of the cave. Cassim goes to the cave and enters with the magic words, but in his greed and excitement over the treasures, he forgets the magic words to get back out again. The Thieves find him there, and kill him. When his brother does not come back, Ali Baba goes to the cave to look for him, and finds the body, quartered and with each piece displayed just inside the entrance of the cave as a warning to anyone else who might try to enter. Ali Baba brings the body home, where he entrusts Morgiana, a clever slave-girl in Cassim's household, with the task of making others believe that Cassim has died a natural death. First, Morgiana purchases medicines from an apothecary, telling him that Cassim is gravely ill. Then, she finds an old Tailor known as Baba Mustafa whom she pays, blindfolds, and leads to Cassim's house. There, overnight, the Tailor stitches the pieces of Cassim's body back together, so that no one will be suspicious. Ali Baba and his family are able to give Cassim a proper burial without anyone asking awkward questions.

347. 20 The Thieves, finding the body gone, realize that yet another person must know their secret, and set out to track him down. One of the Thieves goes down to the town and comes across Baba Mustafa, who mentions that he has just sewn a dead man's body back together. Realizing that the dead man must have been the Thieves' victim, the Thief asks Baba Mustafa to lead the way to the house where the deed was performed. The Tailor is blindfolded again, and in this state he is able to retrace his steps and find the house. The Thief marks the door with a symbol. The plan is for the other thieves to come back that night and kill everyone in the house. However, the Thief has been seen by Morgiana and she, loyal to her master, foils his plan by marking all the houses in the neighborhood with a similar marking. When the forty Thieves return that night, they cannot identify the correct house and their leader in a furious rage, kills the unsuccessful Thief. The next day, another Thief revisits Baba Mustafa and tries again, only this time, a chunk is chipped out of the stone step at Ali Baba's front door. Again Morgiana foils the plan by making similar chips in all the other doorsteps. The second Thief is killed for his failure as well. At last, the leader of the Thieves goes and looks for himself. This time, he memorizes every detail he can of the exterior of Ali Baba's house. The Chief of the Thieves pretends to be an oil merchant in need of Ali Baba's hospitality, bringing with him mules loaded with thirty-eight oil jars, one filled with oil, the other thirty-seven hiding the other remaining thieves. Once Ali Baba is asleep, the Thieves plan to kill him. Again, Morgiana discovers and foils the plan, killing the thirty-seven Thieves in their oil jars by pouring boiling oil on them. When their leader comes to rouse his men, he discovers that they are all dead, and escapes. The next morning Morgiana tells Ali Baba about the thieves in the jars, they bury them and Ali Baba shows his gratitude by giving Morgiana her freedom. To exact revenge, after some time the Chief of Thieves establishes himself as a merchant, befriends Ali Baba's son (who is now in charge of the late Cassim's business), and is invited to dinner at Ali Baba's house. However the Thief is recognized by Morgiana, who performs a dance with a dagger for the diners and plunges it into his heart when he is off his guard. Ali Baba is at first angry with Morgiana, but when he finds out the Thief tried to kill him, he is extremely grateful and rewards Morgiana by marrying her to his son. Ali Baba is then left as the only one knowing the secret of the treasure in the cave and how to access it. Thus, the story ends happily for

everyone except Cassim and the forty Thieves. Source: http://en.wikipedia.org/wiki/Ali_Baba

348. 21 Activity 6: Frequency Word List: Burger Match! Let’s find out if you have perfectly understood the selection “Ali Baba and the Forty Thieves” despite the presence of seemingly difficult words. Each burger patty contains a word from the literary selection. On the table below are the synonyms as well as antonyms of the words. Create your own veggie burger by matching the word with its synonym and antonym. Write its synonym on the upper bun while the antonym on the lower bun. Work on this for three minutes. Enjoy! Note: The words on the table do NOT necessarily match as listed SYNONYMS ANTONYMS Clumsy Rich To close Skillful Bankrupt To open Pharmacy To support To stop Cemetery 1 2 3 4 5 seal awkward foil apothecary impoverish Name _____________________________ Date Score

349. 22 Process Questions: 1. Were you able to finish the activity on time? If not, what stopped you from doing such? 2. What previous knowledge or encounter helped you in deciding for the answers? 3. How many correct answers do you have? 4. In what specific ways do you think you can help yourself improve your vocabulary skills? Write your self-advice in your journal notebook. Activity 7: Plot Diagram Use the plot diagram below to chart the plot of the drama selection “Ali Baba and the Forty Thieves”. In the spaces provided, describe briefly the exposition, conflict, to include in the rising action, the key events that build toward the climax of the selection Activity 8 Ali Baba Characters on T-Chart __________________ __________________ __________________ __________________________ _________________________ ________________ ________________ ________________ ___________________ ___________________ ___________________ __________________ __________________ __________________ _______________________ _______________________ _______________________ ______________________ ______________________ ______________________ Exposition Conflict Resolution Denouement Climax Rising Actions Falling Actions Name ________________________________ Date _____________Score____________

350. 23 Enumerate both the major and the minor characters in the selection. Write the name of the character at the center. At its right, write his good qualities while at his left write his bad qualities. Make sure to explain briefly why you consider such attributes good or bad. Comprehension and Process Questions: 1. At the start of this lesson, when you know that you are to read the selection “Ali Baba and the Forty Thieves”, what were your initial feelings and ideas about the lesson? After reading the story, did you like it? Is the story exciting, or too predictable? How do you find its ending? 2. The magic words “Open, Sesame” and “Close,Sesame” that seal the cave of treasures has become a popular expression nowadays. How do modern people use this expression in their daily conversation? 3. How were Ali Baba’ and Cassim’s lives different? Which of these two characters do you like better? Explain your answer and site instances in the story that support your choice of character. 4. How is each of these themes – greed, loyalty and bravery shown in the story? 5. As reflected in this story and in the speech at the start of this lesson, what are the personality traits of Saudi Arabs as a people? Exercise 3: Reading an Essay : A Peep of the Arab Character Read the essay about the Arab Psyche. As you read, be able to get the meaning of difficult word. After reading express your

understanding through the graphic organizer that follows after the reading text. Characters NAMES Bad Qualities Good Qualities

351. 24 The Arab Psyche The Arabs Before Islam The Arabs are an ancient Semitic people of the Middle East. They are proud in their belief that they are descended from the Prophet Noah's son Shem, and honoured that the last of the lineage of God's prophets was from their midst, and humbled that God enlightened mankind by revealing the Holy Word in their language. The complex history of the Arab is conveniently divided into two parts of before and after by the Revelation. In the pre-Islamic period, the social structure which evolved in the harsh environment of the Arab Peninsula was based on the tribal unit. Some tribes from the era survive even to this day, while others perished during the process of God's unfolding plan. The Arabic tribes which did not perish but which survived to the modern era can be divided into those clans of pure lineage and those peoples who have gradually become naturalised within the Arabic family. The core tribe of the pure Arab is the Qahtan, whose land of origin is found within Yemen. Arab historians identify the first king of Yemen as Yar'ub bin Qahtan, who was succeeded by his son Yashjub, who in turn was followed by his son Abdu-Shams. The second group of Arabs who have survived from the pre-Islamic era are those which are referred to as naturalised, being from the peoples which mixed and intermarried with the Qahtan. These Arabs descended from the Prophet Ismail who had settled in the holy city of Mecca. They are also known as the Adnani and the Nizari after their great-grandfather Adnan and their father Nizar bin Maad bin Adnan. Tribal System During the pre-Islamic era, the tribe was the primary social and political unit of the Arabs. The primary function of the clan structure was to defend its members, whether right or wrong. Correspondingly, the tribesmen devoted themselves to protect their collective honour and they obeyed the dictates of their tribal elders. A pre-Islamic poet eloquently expressed this unquestioning loyalty as follows: I am nothing but a member of my tribe.If it goes astray, I will too,and if it follows the right path, so will I. The Holy Quran preached strongly against this blind loyalty and the destructive prejudices which resulted. The Word of God decreed a better criteria to differentiate between people, being their devotion to Islam.

352. 25 Practical Knowledge and Science The Arabic culture of the pre-Islamic era did not invent the sort of complex mythologies and creation myths which characterised ancient cultures such as Greece. The classic framework of philosophy and rhetoric which the Greeks developed was therefore far from the more mundane considerations of the early Arabs. The tribal lack of advanced urban centres meant that schools of specialised intellectual skills did not develop. The pre-Islamic Arabs were either villagers, pastoralists or traders, who existed with the less effete goal of simple physical survival. The Need for Revenge Pre-Islamic Arabs were adamant about the unquestionable law of revenge. In their view, a disgrace must be avenged, no matter what the consequences. One of their poets expressed this cultural fixation thus: I shall wash disgrace with the edge of my sword, no matter what this may bring about. In this context, the pagan tribes believed that if the murder of a kinsman went unavenged, a bird named 'al Hama' would come out of the victim's skull and hover over his grave shrieking "Satisfy my thirst!" This would be the victim's demand to avenge his death and to quench his terrible thirst with the blood of the murderer. A People of Eloquence The early tribes did not commonly express their artistry with architecture and statuary. Instead they gloried in the intricacies of their splendid Arabic language. The tribes loved eloquent speech and the expression of

their folk wisdom in clever proverbs. Story-telling and recitations of poetry were standard features of the social gatherings of both hathar and bedouin. The Character of Respect For a tribesman to hold his head high among his fellows during the long epoch of the pre-Islamic period, he had to display certain elements of character which were highly valued in his culture. These qualities included courage, generosity, integrity and pride. An unfortunate aspect of the life of both hathar and bedouin was a condition of constant insecurity. Attack from hostile forces could take place at any time. For members of the tribe, courage was imperative if family and property and honour were to be defended. Audacity therefore came to be a highly regarded attribute, whereas cowardliness and fear of the enemy was a disgrace. The Emergence of Islam The Word of God was revealed to mankind in the year 610 AD. The message brought by the Prophet Mohammed, peace be upon him, introduced drastic changes to the political, social, intellectual and cultural life of the Arabs. The teachings of the Holy Quran were a blunt instrument to suppress the cruder aspects of the Arabic culture, and a fine instrument to uplift their better selves. The revealed system was complete, as it established all of the laws necessary to regulate both personal and political life. Islam instilled in the Arab the high ideals and holy fire which enabled the miraculously rapid expansion of the Muslim world. Such is the power of the word of God!The Revelation of the Word had a powerful impact on the Arab psyche. Source: http://www.alshindagah.com/january99/thearabpsyche.htm

353. 26 Activity 9: The Way I Understand It (A Concept Map) Reflect your understanding of the reading selection above by completing this concept map. Comprehension Questions: 1. What are the clans of the Arabic tribes? What are their similarities and differences in terms of origin and characteristics? 2. Explain briefly the Arab trait of the need for revenge. When was this Arab mentality changed? How? 3. What personal and political progress did the Arabs gain after they had embraced Islam as a religion? 4. After knowing the history and the present condition of Saudi Arab, what insights can help you better understand them as a people? The Way I Understand It Concept Map of the Arab Psyche Name _________________________________ Date ____________________ 1. Courage 2. __________ 3. _____________ 4. ______ 5. _______ _________________ _____________ ________________ 1. Pure lineage 2. __________ __________________

354. 27 Exercise 4: The Sound and Turns of Arab Poetry Read the samples of Arab poetry. Observe the harmony of sounds and turns of phrasing, stanzaic forms, brevity and theme. Introduction Arabic poetry is based largely on harmonies of sound and striking turns of phrasing. A poet's fame depended upon a few brilliant couplets rather than on any sustained melody or long-continued flight of noble thought. One distinguished philosophical poem of some length is the well-known "Lament of the Vizier Abu Ismael." This we give in full at the conclusion of this section; but mainly we must illustrate the finest flowering of Arabic verse by selecting specimens of characteristic brevity. Many of the Arab caliphs inclined to the gaieties of life rather than to their religious duties, and kept many poets around them. Indeed some of the caliphs themselves were poets: The Caliph Walid composed music as well as verse; and was hailed by his immediate companions as a great artist. His neglect of religion, however, was so reckless as to rouse the resentment of his people, and he lost his throne and life. Source: http://www.thenagain.info/Classes/Sources/ArabPoetry.html Not always wealth, not always force A splendid destiny commands; The lordly vulture gnaws the corpse That

rots upon yon barren sands. Nor want, nor weakness still conspires To bind us to a sordid state; The fly that with a touch expires Sips honey from the royal plate. ----The Holy Imam Shafay On FatalismPoem 1 You have just learned the Arab psyche though an essay. To keep make you appreciate Arab literature better, read the poetic texts that follow. After reading the poems, be able identify common poetic devices used by the poets. Make sure, too, to answer the question: “How does poetry reveal the Arab character?

355. 28 Comprehension Questions: 1. What stanzaic form is used in both poems? 2. Describe the harmonies of sound and turns of phrasing. 3. What have you observed of the length of each poem? 4. Do the poems express deep philosophical beliefs or thoughts? If yes, what are these? If no, what then does each poem express? 5. What sentiments do the two poets have in common? 6. Through a glimpse of Arabic poetry, what characteristics of Saudi people are revealed? The russet suit of camel's hair, With spirits light, and eye serene, Is dearer to my bosom far Than all the trappings of a queen. The humble tent and murmuring breeze That whistles thro' its fluttering wall, My unaspiring fancy please Better than towers and splendid halls. Th' attendant colts that bounding fly And frolic by the litter's side, Are dearer in Maisuna's eye Than gorgeous mules in all their pride. The watch-dog's voice that bays whene'er A stranger seeks his master's cot, Sounds sweeter in Maisuna's ear Than yonder trumpet's long-drawn note. The rustic youth unspoilt by art, Son of my kindred, poor but free, Will ever to Maisuna's heart Be dearer, pamper'd fool, than thee. ---Maisuna, Wife to the Caliph Mowiah The Song of Maisuna Poem 2

356. 29 Exercise 5 An Informative Talk: The Saudi Princess Fight for Women’s Rights Visit this site http://www.youtube.com/watch?v=1M-etvlW83E and watch an interview of a Saudi Princess who fights for women’s rights in her Kingdom. Previewing Activity: 1. You are about to view a twelve-minute interview of a Saudi Princess in a CNN Program. 2. Listen very attentively to the interviewee and the interviewer; observe turn-taking strategies and expressions used in asking and answering questions. 3. Click this link and view the CNN interview : http://www.youtube.com/watch?v=1M- etvlW83E Source: http://www.youtube.com/watch?v=1M-etvlW83E This video shows Saudi Princess Ameerah Al-Taweel interview on CNN program. The video runs for 12 minutes. Princess Ameerah expresses her voice for female empowerment in Saudi Arabia. While Viewing Jot down every important detail in the interview. Make sure you will be able to identify the key points of the interview. List down difficult words that are uttered by both Princess Ameerah and CNN newscaster Amanpour. Post Viewing Activities Activity 10: Hear the Voice of the Princess! Go over your notes from the Saudi Princess interview by Christian Amanpour in CNN Program. Answer the activity sheet on identifying the audience of the interview.

357. 30 Name ______________________________________Date _____________ Determine the persons addressed by Saudi Princess Ameerah when she was interviewed at CNN Program. Images of her audience are provided. Identify their names/ positions and explain briefly the message that the princess is relaying to them. 1. 2. 3. 4. 5. Hear the Voice of the Princess! Name / Position: __________________ Princess’ message : ________________ ________________________________ Name/position __________________ Princess’ Message _______________ _______________________________ Name /Position ________________ Princess’ message ______________ _____________________________ Name/ group name

_______________ Princess’ message ________________ _______________________________ Group name_____________________ Princess’ message________________ ______________________________

358. 31 Comprehension Questions: 1. What topics did Princess Ameerah talk about? Was she prepared for the interview? How is her expertise on the topic shown? 2. How do Arabs respond to challenges of modernity as reflected in their literary selections? 3. Was Ameerah able to analyze her audience? What type of audience analysis did she consider the most in her interview? INFORMATIVE SPEAKING An interview, like a panel discussion, is an example of an informative talk. Informative speaking centers on talking about events, process, places, people, things and concepts. When informing an audience – whether live audience or through media like television-about any topic without being persuasive id sometimes difficult. So analyzing the audience is very important. Audience analysis is the process of examining information about your listeners. That analysis helps you to adapt your message so that your listeners will respond as you wish. In everyday conversations you adapt your message to your audience. For example, if you went to a party the night before, you would explain the party differently to your friends and family. To your best friend you might say, "We partied all night and there were tons of people there." To your mother you might say, "Oh, I had fun with my friends." And to your significant other you might say, "It was fun, I had a great bonding time with my friends." In each of these situations, you are adapting your message to your listening audience. When we analyze our audience, there are three ways to do this; demographic analysis, attitudinal analysis, and environmental analysis. Demographic analysis involves age, gender, culture, ethnicity, race, religion, and educational level. Attitudinal analysis addresses the audience's attitudes, beliefs, and values. Environmental analysis is finding out things like the seating arrangement, the number of people likely to attend, and the room lighting. Source: http://department.monm.edu/cata/mcgaan/classes/cata339/audience-analysis101.htm As an informative speaker, your task is to educate or enlighten your listener by sharing your knowledge. During an informative presentation, you may illustrate a task, explain a complicated concept or describe a historical event or famous person. You must be credible and objective because your audience expects you to be the expert of the topic you are tackling.

359. 32 Activity 11: “I Think; therefore, I Am” Make a list of at least ten expressions that signal opinion and biases such as “I think…” “Many believe that…” “Probably, we could…” Activity 12: “I’ve Got that Feeling” Below are some issues tackled by Saudi Princes Ameerah when she was interviewed at CNN. Match/ connect the speaker’s / princess’ attitudes as represented by emoticons with the corresponding issues. Make sure to write a short explanation of your answer. “I’ve Got that Feeling” ACTIVITY SHEET ON IDENTIFYING THE SPEAKER’S ATTITUDES TOWARD ISSUES Name __________________________________Date _______ Score _________ Issue: Poverty Speaker’s attitude: ________________ Why is she feeling this way?_________ _______________________________ Issue: Custody battles Speaker’s attitude: ________________ Why is she feeling this way?_________ _______________________________ Issue: Ban on women to drive Speaker’s attitude: ________________ Why is she feeling this way?_________ _______________________________ Issue: Unemployment Speaker’s attitude:

________________ Why is she feeling this way?_________ ______________________________ Issue: women empowerment Speaker’s attitude: ________________ Why is she feeling this way?_________ _______________________________

360. 33 Process Questions 1. How long did it take you to accomplish activity sheet # 12? Was the activity easy, fair or difficult? 2. What previous experiences help you finish the task? 3. Of the five social, economic and political issues mentioned in the activity, which do you think is the most challenging for the Arab princess to solve? Why do you say so? 4. What characteristics do most Arab women, as represented by their Princess Ameerah, possess? 5. How do you describe the Saudi character? TURN TAKING STRATEGIES Conversation is a turn-taking process and it is more difficult when there are several people in a conversation. When a conversation is going on, speakers must have the skill of turn taking in order to let the conversation go smoothly and appropriately among them. Experts suggest the following strategies in taking turns : These involve ways of entering into a conversation or taking over the role of speaker, and include: Using interjection to signal a request for a turn such as ‘Mmhmm’, ‘Yeah’, and rising intonation Using facial or other gestures to indicate a wish to take a turn. Accept a turn offered by another speaker by responding to a question or by providing the second part of an adjacency pair. Completing or adding to something said by the speaker. In different cultures there are different standards for interrupting and turn- taking, however there are also a few universal points that apply to most situations. 1. The speaker can choose the next speaker. You can stop someone dominating the conversation, and you can include quieter people. 2. You can stop someone interrupting by avoiding eye contact with them, and continuing eye contact with your partner in the conversation. Don’t drop the volume of your speech (i.e. don’t begin to speak more quietly). 3. If someone interrupts you, and you haven’t finished making your point, tell them clearly. You can use phrases like: Let me finish / May I finish? Excuse me, I haven’t finished. Just a moment / Hang on a second.” 4. When someone won’t stop talking, and you are not interested in what they are saying, you can avoid eye contact, turn away or look at something else. Do not use conversation fillers. Source: http://www.englishpond.com/speaking/Communication%20and%20daily%20E nglish/turntaking/index.html

361. 34 Activity 13: Hang on a Second…May I Speak? Watch the twelve-minute interview of Princess Ameerah on CNN again. Write down the turn- taking strategies both Ameerah and Amanpour used. Explain briefly the appropriateness of the strategy being used in that particular moment. Evaluate whether the strategy is appropriate by checking on the column; otherwise, put an X. Process Questions: 1. What does turn in communication mean? 2. What turn-taking strategies do you usually use? Why? Do you find them effective? 3. What happens to a conversation when a speaker does not observe proper turn taking? Activity Sheet on Turn-Taking Strategies HANG ON A SECOND…MAY I SPEAK? Name ___________________________ Date _____________ Score ______________ Interviewer (CNN Newscaster Amanpour) Interviewee (Saudi Princess Ameerah) Turn-taking Strategy When used? Appropriate ness Turn-taking Strategy When used? Appropriate ness

362. 35 Activity 14 : In My Opinion… Read each news headline and corresponding details very thoroughly. Express wisely your opinions on the news/issue. 1. 2. 3. “Yes, your honor,”: Saudis let women argue in court. Saudi government passes laws allowing

women to work in legal profession on the same footing as men. -The Jerusalem Post- Delta pact with Saudis brings calls of bias JERUSALEM - Jews and Israelis, or passengers carrying any non-Islamic article of faith, will not be able to fly code-share flights from the United States to Saudi Arabia under Delta Air Lines' new partnership with Saudi Arabian Airlines that is set to begin next year. -StarTribune- Sudanese man beheaded in Saudi Arabia A Sudanese man convicted of murder has been beheaded in Saudi Arabia, the Gulf kingdom's interior ministry has said. -BBC News Middle East In my opinion… ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ In my opinion… ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ In my opinion… ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

363. 36 Activity 15 Writing A Persuasive Essay: FROM MY HEAD TO THE PEN! Write a short persuasive essay about Saudi culture. Use the opinions you wrote in the previous activity as your arguments. Make sure to substantiate each with facts or information. Congratulations! You have just expressed your personal views on the customs and issues involving our brothers in Saudi Arabia. Certainly, your opinions are supported with facts, as you were taught in the earlier part of this lesson. The opinions you wrote in Activity 13 maybe put together to become a persuasive essay. Try the next activity. PERSUASIVE ESSAY WRITING SHEET (A) FROM MY HEAD TO THE PEN! Name ____________________________ Date _____________ Score____ Thesis Statement (What is your general opinion about the culture of Saudi Arabia? ______________________________________________________________________ Argument # 1 (What is your opinion regarding Saudi laws? Make sure to support this opinion with appropriate facts or data. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Argument # 2 (What is your opinion regarding gender equality ? Make sure to support this opinion with appropriate facts or data. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Argument # 3 (What is your opinion regarding their problem on poverty? Make sure to support this opinion with appropriate facts or data. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Conclusion Full Circle (Restate you thesis statement in another way.) ________________________________ Call to Action ________________________

364. 37 PROPAGANDA DEVICES Propaganda is a form of communication that is aimed at influencing the attitude of a community toward some cause or position by

presenting only one side of an argument. Propaganda is usually repeated and dispersed over a wide variety of media in order to create the chosen result in audience attitudes. http://en.wikipedia.org Propaganda is intended to make us accept or approve something without looking closely at the evidence.Most of the propaganda devices utilize emotion and avoid critical thinking. Here are some of the common propaganda devices: 1. Card Stacking: The strategy of showing the product’s best features, telling half-truths, and omitting or lying about its potential problems. Ex. Drug manufacturers do this frequently in ads in which they skim over the possible harmful side effects of their products. Facts are Selected and presented which most effectively strengthen and authenticate the point of view of the propagandist. 2. Name calling: The use of names that evoke fear or hatred in the viewer. The name-calling technique links a person, or idea, to a negative symbol. The most obvious type of name calling involved “bad names.” Ex. Racist, dictator, communist, etc. 3. Plain Folks: The use of everyday people to sell a product or service. Speakers and ads appear to make the person to be “one of the people.” Ex. America’s recent presidents have all been millionaires, but they have gone to great lengths to present themselves as ordinary citizens. Bill Clinton eats at McDonalds. Ronald Reagan chops wood. 4. Glittering Generalities: The act of referring to words or ideas that evoke a positive emotional response from an audience. Virtue words are often used. Ex. Food products will quickly label their foods as low fat hinting that they are more healthy, when, in fact, the product might be high in calories. Advertisers will sometimes give an incomplete comparison like “better tasting.” Better tasting than what? Spam? Dirt? 5. Soft soap: Flattery or insincere compliments designed to get the audience on the side of the speaker. Ex. "I love visiting you folks in Bohol where the people are wholesome, hardworking and family centered. You all know what works in your province better than Metro Manila." Source: http://www.hsj.org/modules/lesson_plans/detail.cfm?LessonPlanId=335

365. 38 Activity 16 GETTING FOOLED OR GETTING WISER? Study the following situations. Each contains a propaganda, identify the device used. Write your answer after each situation. 1. "Sen. Ramos is a tax and spend liberal." "Pres. Santos is an elitist who's in the pocket of big oil companies." 2. "Secure, safe and stable. That's the advantage of a Togofa. No other car on the road is as reliable." 3. Bar charts of differing tax programs presented side by side. 4. No true Filipino would vote to take away our rights by outlawing hunting. 5. "Don't let those bunnyhuggers take away our right to hunt." 6. If you want to spend the night at a friend's house and you tell your parents that your friends parents will be home, that you'll be in bed by 10pm, and that your friend isn't allowed out of the house after dark, but fail to mention that your friend is allowed to watch "R" rated movies (if your parent's don't allow them). 7. Juan dela Cruz needs you to fight all the bullies in the world! 8. Buy Coca cola now in new King size bottle! 9. It’s a great honor talk to the talented students, the cream of the crop! This new batch of graduates will definitely bring a difference in our country. Congratulations! 10. A brand of snack food is loaded with sugar (and calories). The commercial boasts that the product is low in fat, which implies that it is also low in calories. Activity 17 PERSUASION thru TRUTH and PROPAGANDA Choose your most favorite product-may it be shampoo, shoes, etc. advertise it to your friends so that they, too, will subscribe or use it. Make sure to promote it in two ways : 1. Using propaganda device/s , and 2. Presenting the whole

truth. ADVERTISEMENT USING PROPAGANDA TELLING THE WHOLE TRUTH Product: Product:

366. 39 Process Questions: 1. What is propaganda? Why do unscrupulous businessmen, writers and speakers use propaganda gimmicks? 2. What responsibilities do newspapers have to their readers? 3. How do recognizing propaganda devices make you a better consumer and student? Activity 18 Revising Persuasive Essay Read again your output in Activity 15. Make sure to develop credibility as a writer by eliminating biases in your opinions. Do not hide some truths; express the whole truth as you persuade people about your views on Saudi Arab culture. You may delete and add ideas to make your work a n effective piece of writing. This time, add a very catchy title to your composition. PERSUASIVE ESSAY WRITING SHEET (B) REVISITING MY THOUGHTS Name ____________________________ Date _____________ Score____ ___________________________ (Title of the Essay) Thesis Statement _____________________________________________________________________ Argument # 1 _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Argument # 2 _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Argument # 3 _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Conclusion Full Circle ___________________________________________________________ Call to Action ________________________________________________________

367. 40 Activity 19 DIFFERENT YET WORTH EMBRACING: A Journal of Cultural Differences Create a journal showing the cultural differences between the Filipinos and the Arabs. Base your insights from the texts you read or viewed. . A Journal of Cultural Differences DIFFERENT YET WORTH EMBRACING Name ___________________________ Date __________ Score __________ Culture / practice 1. Gender equality 2. Religion 3. Transportation 4. Mode of dressing 5. Choice of food

368. 41 Activity 20 Frequency Word List (Arab Words) List down at least ten Arab words and give their meanings. WORD MEANING 1. _____________ = __________________________________ 2. _____________= __________________________________ 3. _____________ = __________________________________ 4. _____________ = __________________________________ 5. _____________ = __________________________________ 6. _____________ = __________________________________ 7. _____________ = __________________________________ 8. _____________ = __________________________________ 9. _____________ = __________________________________ 10. _____________ =

__________________________________ Activity 21 One-minute Paper Take time to accomplish this formative check. Most IMPORTANT thing discussed in this lesson EASIEST fact or concept to remember Most DIFFICULT idea to understand

369. 42 End of PROCESS: REFLECT AND UNDERSTAND: Your goal in this section is to take a closer look at some aspects of the topic. CONDITIONAL SENTENCES Conditional sentences play a very important role in English grammar. They express a condition and its result. There are three types of conditional statement in English: 1. Open conditional statement - refers to a future event which is conditional on another future event. Ex. If you eat too much, you'll get fatter. We won't finish in time unless everyone works fast. This also describes one potential state of reality or circumstance which is dependent on another. Ex. If the temperature falls below zero, it freezes. If it rains, everyone gets wet. 2. Open hypothetical conditional statement- refers to a possible future situation which depends on another possible future situation. Ex. If you ate too much, you'd (you would) get fatter. If I went to London, I would / could visit the British Museum. 3. Unfulfilled hypothesis - refers to a situation which an event might have taken place, but did not, because a condition was not fulfilled. Ex. If you had eaten too much, you'd (you would) have got fatter. If I had gone to London, I could have visited the British Museum (but I didn't). Source: http://linguapress.com/grammar/conditionals.htm I In this section, the discussion was about the temperaments and psyche of the Saudi people as reflected in their reading and viewing texts. Go back to the previous section and compare your initial ideas with the discussion. How much of your initial ideas are found in the discussion? Which ideas are different and need revision? Now that you know the important ideas about this topic, let’s go deeper by moving on to the next section.

370. 43 Activity 22 Sentence Completion (Conditional Sentences) Visit this website http://www.englisch- hilfen.de/en/exercises/if_clauses/type_3_mix2.htm and answer the activity. Verify your answers after by clicking the “check” button. If you find the activity quite difficult, you may repeat until such time that you feel confident in moving further in this lesson. (Print version) Put the verbs in brackets into the gaps. Form a Conditional sentence - type III. Mind the position of the if-clause. Example: I ___________ (to bake) a cake if I _________ (to know) that they were coming. Answer: I would have baked a cake if I had known that they were coming. or I'd have bought a a cake if I'd known that they were coming. 1) If it (to be) warmer, we (to go) swimming. 2) My parents (to buy) this house if the man (not/to sell) it to someone else. 3) If he (not/to fail) his driving test, his parents (to lend) him their car. 4) If my uncle (to tell) me the way to his office, I (not/to arrive) so late. 5) She (to be) at the airport if she (to read) the message carefully. 6) Lucy (not/to hurt) her foot if she (not/to drop) the old box. 7) If you (to use) a sharp knife, you (not/to cut) yourself. 8) If Victoria (to celebrate) her birthday at home, I (to bring) her some flowers. 9) We (to take) the train to Edinburgh if it (to run) on time. 10) If Max (not/to forget) my schoolbag, he (to give) you your USB flash drive. Check Show answ er

371. 44 Activity 23 Skills at Work Complete the following sentences with an appropriate result or if-clause. Activity 24 Visiting the Middle East Write a paragraph describing what you can do, what you will see and what you might need if you visit one country in the Middle East. Give your paragraph a title. Use if-clauses and result clauses in your paragraph. CAN YOU PREDICT MY ACTIONS? Name ________________________ Date ________ Score _________ 1. I can go shopping to the Mall of Asia this weekend if

______________. 2. If I have time _____________________________________________. 3. I could have gone to the Middle East last year if __________________. 4. If I met Jews and Arabs in the streets today, I ____________________. 5. World peace can be attained and maintained if ___________________. MY VISIT TO THE MIDDLES EAST Name ___________________________ Date _________ ____________________ (Title) ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

372. 45 Exercise 6 Hebrew Literature: A Short Story Bible:The Story of Ruth The book of Ruth contains an interesting story about a Moabite woman who was redeemed into a Hebrew family. The book may have been written by Samuel and was probably penned during the time of David. A Dreadful Time in a Strange Country Because of a famine in Israel, a Hebrew family moved to Moab. This was a country not far from Israel on the east side of the Dead Sea. The family was from the city of Bethlehem- judah in Israel. Elimelech and his wife Naomi had two sons, Mahlon and Chilion. Each of them married a wife from Moab. In time Elimelech and his two sons died which left the three widows in Moab. A new beginning After her husband’s death, Naomi planned to return to Bethlehem-judah to be with family. She prepared to leave her two daughters-in-law. However, they begged to be able to go with her. She said that she had no more children and even if she were to marry again and bear sons that the two daughters would not be able to wait for them to grow up. She planned to return to Israel alone and empty. True love and selfless giving One of the daughters-in-law, Orpah, returned to her people in Moab. The other daughter-in-law, Ruth, said that she would stay with Naomi. It was during this conversation that Ruth said these words which have become the basis for many Christian wedding vows: “Intreat me not to leave thee, or to return from following after thee: for whither thou goest, I will go; and where thou lodgest, I will lodge: thy people shall be my people, and thy God my God: Where thou diest, will I die, and there will I be buried: the Lord do so to me, and more also, if ought but death part thee and me.” Ruth and Naomi returned to Bethlehem-judah together. Naomi was financially and emotionally despondent, but her family and friends accepted her with joy. One land owner Boaz, notices Ruth and asked his workers to be kind to her and leave plenty of grain for her and her mother-in-law. As they had no money and no men to take care of them, Ruth went into the fields to gather whatever grain she could. One land owner, Boaz, noticed Ruth and asked his workers to be kind to her and leave plenty of grain for her and her mother-in-law. He did not know at the time who Ruth was, but out of kindness he chose to care for the new stranger in their land. Ruth returned to Naomi and told her about the generous landowner. Naomi asked about the man and was pleased to learn that it was Boaz. Boaz was a near family member of Elimelech, her late husband. This meant that Boaz had the opportunity to take Naomi and Ruth into his care as well as free them from their financial debt. A husband for Ruth Naomi instructed Ruth on how to ask for Boaz’s help in the matter. She approached Boaz and asked him to become the kinsman-redeemer for them. Before Boaz could accept the care of these two ladies he had

to negotiate with another kinsman for the privilege. This other man was closer to Elimelech and therefore had the responsibility to care for the ladies. This man chose not to exercise his duty for their care which left Boaz with the opportunity to buy them out of their debt and take Ruth as his wife. Boaz and Ruth were married and became the great-grandparents of King David. http://www.whatchristianswanttoknow.com/ruth-bible-story-summary/

373. 46 Activity 25 Travelling with Ruth (A Story Map) Analyze the elements of the selection “The Story of Ruth” by completing this Story Map. Name _______________________________________ Date___ _____________ Title of the Story ______________________________ Author ______________ Main Character : Minor Characters: Central Conflict MAJOR EVENTS IN THE PLOT Inciting action : Rising Actions : Climax or turning point : Falling action: Setting Mood: Theme ;

374. 47 Comprehension Questions 1. What does the asking off of the sandal mean for a man who refuses to marry his relative's widow? 2. Describe the living faith that works out of love in the lives of Ruth and Boaz. 3. At the end of the story of Ruth, it appears that Naomi owns some land that Boaz is willing to sell for her. If she had this land all along, why didn’t she sell it earlier and save herself a lot of trouble? 4. What does this story reflect about the characteristics of Christians as reflected in Hebrew literature? Activity 26 Character Analysis through a Venn Diagram Analyze the personality traits of Ruth and Naomi as reflected in their actions and dialogues. Compare and contrast Naomi who left Bethlehem and was bitter and Ruth who came to Bethlehem and reigned. Furthermore, compare Naomi as a symbol of the law and Ruth as a symbol of grace under the new covenant. Make sure to complete the Venn Diagram below. Common traits are written are the middle circle. Analyzing the characters of a story is one way of understanding the reading text better. And you have just done it well. Good job! Another way of understanding a story, poem, book or journal article is to write a critical review. The purpose for writing a critique is to evaluate somebody's work in order to increase the reader's understanding of it. A critical analysis is subjective writing because it expresses the writer's opinion or evaluation of a text. And you will learn how to write one in the succeeding part of this module.

375. 48 Writing a Critical Review Purpose of a Critical Review The critical review is a writing task that asks you to summarise and evaluate a text. The critical review can be of a book, a chapter, or a journal article. Writing the critical review usually requires you to read the selected text in detail and to also read other related texts so that you can present a fair and reasonable evaluation of the selected text. What is meant by critical? At university, to be critical does not mean to criticise in a negative manner. Rather it requires you to question the information and opinions in a text and present your evaluation or judgment of the text. To do this well, you should attempt to understand the topic from different perspectives (i.e. read related texts) and in relation to the theories, approaches and frameworks in your course. What is meant by evaluation or judgement? Here you decide the strengths and weaknesses of a text. This is usually based on specific criteria. Evaluating requires an understanding of not just the content of the text, but also an understanding of a text’s purpose, the intended audience and why it is structured the way it is. What is meant by analysis? Analysing requires separating the content and concepts of a text into their main components and then understanding how these interrelate, connect and possibly influence each other. Structure of a Critical Review

Critical reviews, both short (one page) and long (four pages), usually have a similar structure. Check your assignment instructions for formatting and structural specifications. Headings are usually optional for longer reviews and can be helpful for the reader. Introduction The length of an introduction is usually one paragraph for a journal article review and two or three paragraphs for a longer book review. Include a few opening sentences that announce the author(s) and the title, and briefly explain the topic of the text. Present the aim of the text and summarise the main finding or key argument. Conclude the introduction with a brief statement of your evaluation of the text. This can be a positive or negative evaluation or, as is usually the case, a mixed response. Summary Present a summary of the key points along with a limited number of examples. You can also briefly explain the author’s purpose/intentions throughout the text and you may briefly describe how the text is organised. The summary should only make up about a third of the critical review. Critique The critique should be a balanced discussion and evaluation of the strengths, weakness and notable features of the text. Remember to base your discussion on specific criteria. Good reviews also include other sources to support your evaluation (remember to reference). You can choose how to sequence your critique. Here are some examples to get you started: • Most important to least important conclusions you make about the text. • If your critique is more positive than negative, then present the negative points first and the positive last. • If your critique is more negative than positive, then present the positive points first and the negative last. • If there are both strengths and weakness for each criterion you use, you need to decide overall what your judgment is. For example, you may want to comment on a key idea in the text and have both positive and negative comments. You could begin by stating what is good about the idea and then concede and explain how it is limited in some way.

376. 49 While this example shows a mixed evaluation, overall you are probably being more negative than positive. • In long reviews, you can address each criteria you choose in a paragraph, including both negative and positive points. For very short critical reviews (one page or less) where your comments will be briefer, include a paragraph of positive aspects and another of negative. • You can also include recommendations for how the text can be improved in terms of ideas, research approach; theories or frameworks used can also be included in the critique section. Conclusion This is usually a very short paragraph. • Restate your overall opinion of the text. • Briefly present recommendations. • If necessary some further qualification or explanation of your judgment can be included. This can help your critique sound fair and reasonable. References If you have used other sources in you review you should also include a list of references at the end of the review. Source: http://www.lc.unsw.edu.au/onlib/critrev.html You have just reviewed how to write a critical review of literary selections journal articles, paintings, songs and the like. In Module 2 of this second quarter, you learned how to write an editorial article and an evaluation paper. Such writing skills will be very useful as you tackle the next portion of this lesson. You will be exposed more to reading more sample of the literature of Israel. To have a better picture of Israel as a state, click this link : http://www.culturecrossing.net/basics_business_student.php?id=101 So enjoy reading!

377. 50 Exercise 7 Reading Text : A TOUCH OF MODERN ISRAEL: “The CAT” Read the short story about a political prisoner uses magic to escape execution. Be able to give the meaning of difficult words and to write a critical review of the selection. “THE CAT”

By Zygmunt Frankel Published in "The European" He lay on the bunk in his cell, smoking a cigarette. The day had been hot, but now, with the dusk falling, a pleasant breeze had sprung up and was coming in from the courtyard, along the corridor, and into his cell. The old prison was very much like the ones in cowboy movies. The door of his cell, as well as the one at the end of the corridor were steel frames with iron bars less than twenty centimetres apart; too close for even the thinnest man to squeeze through, but ample for a cat. One could see through the bars, talk with the guards and the prisoners in the other cells, and be disturbed by someone snoring at night, and the barred doors made the prison airy. It was much better than the foreign prisons he had read about, with solid doors, peepholes, and electric bulbs burning the whole night long. Although the local revolution modelled itself on the Russian one to some extent, it did not have the means to imitate Lubyanka. The revolution was also milder in other respects. A political prisoner usually had done something against the regime, be it only grumbling in public. The interrogations were mostly carried out without torture. Although no public or journalists were admitted to the more serious political trials, the prisoner had the right to defend himself, and, in case of a death sentence - these, unfortunately, were rather common and mostly undeserved - the condemned man had the right to appeal to the President, although in most cases it only delayed the execution by a few days. The prisoner finished his cigarette, put it out in an empty sardine tin which served him as ashtray, sat on his bed, and looked at the door again. The spaces between the bars were fine, even for the largest cat to pass through, and the door at the end of the corridor was the same. In the small rectangular cobbled courtyard where they took their daily walks and where they shot condemned prisoners at dawn, a couple of skinny young trees, hardly more than saplings, grew by the wall on the right, a few of the thin branches reaching the top of the wall; nothing to support a man, but good enough for a cat. It was not the wall where they shot people; that one was opposite it, at right angle to the door. On days following an execution, of which they had heard every word and shot through the barred doors, walking in a circle during their daily exercise, they would look furtively for traces of blood on the cobblestones or bullet marks on the wall, but there weren't any; the courtyard would be thoroughly hosed down as soon as the body was taken away, and the holes in the wall plastered over and whitewashed. The prisoner, himself a likely candidate for an execution, thought calmly that an old mattress or two propped against the wall would spare them the need for constant repairs, but in a backward country one could not expect a revolution to bring instant efficiency. His decision to change into a cat rather than some other small creature in case an escape became necessary due to a death sentence or a long prison term was reached after considerable reflection. A mouse or a rat would run too great a risk in a town with a lot of cats, and even if it got out of the town safely, the distance to the border - some twenty kilometres - might be too much for it, and the danger still there: wild cats, foxes, coyotes, snakes, hawks by day and owls by night. As a cat, he would only need a couple of days to reach and cross the border and change back into man, and it was just as well. The Indian witch-doctor had warned him that if it took too long, the animal body would start taking over the human mind; he would

378. 51 find it increasingly difficult and finally impossible to change back, and spend the rest of his life as an animal with an animal's mind. When he died, his body would also remain that of an animal, which would not be the case if he died shortly after the metamorphosis. It would be fastest and easiest to cross the border as a bird, preferably of

prey so as to be safe of predators; but, apart from the fact that farmers sometimes shot at birds of prey, he wasn't sure about flying. On both previous occasions, the first under the witch-doctor's guidance and, after his return from the expedition, on his own, he changed into mammals, a monkey and a fox. This time, with so much at stake, he didn't want to introduce new and unknown factors. A dog would not be able to get over the wall, and might be shot on suspicion of hydrophobia. A cat was best. Behind the wall with the two trees was a large garden which he knew well. It surrounded the now confiscated villa of his friend the judge who had placed most of his money in a Swiss bank before escaping to Miami when the revolution broke out. The judge had had problems with old regime as well by always trying to be just and fair, but he knew it wouldn't help him with the new one. The judge had tried to talk him into leaving together, keeping a seat for him on the little chartered plane until the last moment, but he decided to stay, see what would happen, and even offer his services to the revolution if it turned out well. It showed signs of doing so for a while and then degenerated into a dictatorship backed by terror, and he had just about decided to follow his friend the judge into exile when he was arrested. They did not have anything against him as an anthropologist but he had also been a friend of the judge and that was enough nowadays. But there were fascinating things to be still discovered in anthropology and primitive magic, and he already knew enough not to let himself be shot in the prime of life. Something the witch-doctor once told him stirred uneasily in his memory. It was right after his first, successful, change into a monkey and back. He was bubbling with enthusiasm about the possibilities, and the old witch-doctor, his face lined and wise, listened to him quietly and then said: "Well, not quite. The possibilities are indeed great but not unlimited; no magic can change one's destiny beyond a certain extent. A warrior who is to be killed in battle will not escape his fate by changing into an animal; he will still be killed by an arrow, and the hunter might even turn out to be the same man who was supposed to kill him in battle." But the prisoner dismissed the unease without much difficulty. He was a Westerner, and destiny to him was not all that rigid; one could shape it to a much greater extent than the primitive fatalistic tribes imagined. There were steps in the corridor and the sergeant, accompanied by a soldier with a rifle, stopped by his door and unlocked it. "The captain wants to see you in his office," he said. "Is it the sentence already?" the prisoner thought as he walked between the two soldiers. It was quite possible. His interrogation ended almost two weeks before, and the military courts worked fast. The captain got up from behind his desk when the prisoner was brought in. There was another man there, a civilian in a sober grey suit, standing, with his hands behind his back, a little to one side of the captain's desk. He looked like an official visitor, probably of a high rank. The captain took from the desk a document with a large seal and several signatures and began to read it aloud. It was the death sentence. The prisoner has been found guilty of cooperation with the old reactionary regime, of anti-revolutionary propaganda, and of failing to prevent the escape of one of the oppressors of the people (his friend the judge). He had three days in which to submit an appeal to the President of the Republic if he so wished. He signed a statement that the sentence has been announced to him and that he understood it. He said that yes, he would like to avail himself of the opportunity to appeal to the President, in the hope that the President's generosity and kindness would make him reduce the sentence. By all means, the captain said kindly; he would have paper and pen delivered to his

379. 52 cell that very evening. Back in his cell, the prisoner began to prepare for the metamorphosis. It was mainly mental. He had to bring himself - this would take two or three days - into the state of absolute belief that at the end of that period he would change into a cat. Very few people could do it, and it was only after he had been with the tribe for some weeks that the witch-doctor began to suspect that this white man who came from a different world to learn their customs might be one of them. The physical part of the preparation was easy - actually easier in prison than outside. It consisted mainly of eating very little, practically fasting towards the end, and of not doing anything to distract the mind from its task. The final part - the silent incantations, the spells, the names of gods - were merely means to finally plunge the mind so deeply into the conviction that the body followed suit. When the block of writing paper, the fountain pen, a candle, and an extra packet of cigarettes were brought to him with his supper, he thanked the guard and asked whether he could have just plain bread, preferably dry, and weak tea, or even just water, for the next couple of days, explaining that his stomach was upset and that diet was the best thing for it. The guard asked whether he would like to see the doctor. No, he said, it was nothing; he's always had a nervous, sensitive stomach, and today, what with the death sentence, it was quite entitled to act up a little. But the whole thing was a misunderstanding and he was confident that the President, who was a just and wise ruler, would put it right as soon as he has read his appeal. He finished the appeal the same evening, leaving the couple of corrected drafts in the writing block to show how hard he had worked on it, and gave the final copy, together with the writing block, the pen, and the remainder of the candle to the sergeant, who promised to give the petition to the captain first thing in the morning. He estimated that he now had at least four days at his disposal - two for the letter to reach the president and two more for the rejection to arrive - and four days were more than enough. He went to bed early and before falling asleep lay there for a long time with his eyes closed imagining himself as a cat: passing through the iron bars, climbing a tree, crossing the garden, travelling through fields and woods, perhaps catching a bird or a mouse if hungry, and drinking from streams. When he finally fell asleep he managed to get a lot of this into his dreams as well. In the morning he was already feeling light-headed, in a sort of trance, already beginning to feel and think like a cat. A couple of times he even stretched and yawned like one. It was a familiar feeling. His second metamorphosis had been easier than the first - the witch- doctor told him that one improved with practice - and he felt that this one was going to be a success too. On the third night he was ready. He had slept through most of the afternoon and awoke at dusk feeling fresh and strong. The prison was slowly settling for the night. Someone was snoring lightly in one of the cells. The guard on duty was seated behind the table at the end of the corridor, reading a paper and smoking a cigarette. He sat sideways to the corridor, glancing at it only from time to time. Even if he noticed a cat slinking along the corridor towards the courtyard door he might wonder what it was looking for, but it was extremely unlikely that he would fire at it, and if he did, even less likely that he would hit it. The prisoner undressed except for his underwear and, once under the blanket, removed his vest and underpants as well. The blanket was coarse and not very clean, and it was a little chilly to lie there naked, but he did not want to have to disengage himself from the underwear afterwards. The prison was silent now, with the snores from a cell at the end of the corridor barely audible. He pulled the blanket over his head and closed his eyes. In the double darkness, of the cell and the blanket, silent incantations began to flow. To their

rhythm, his mind gradually reduced everything to the world of a small, four-legged animal. Time was passing but he didn't know how much. He became dizzy for a while, with strange but well-remembered sensations

380. 53 passing through his body. Then the flow of incantations and trance gradually slowed down, stopped, settled. His skin did not feel the coarseness of the blanket any more. He was also warmer. He moved his limbs cautiously. His claws bit into the blanket and he retracted them. He crawled slowly towards the edge of the blanket, peered out, and listened. The prison was dark and quiet. The cell now loomed large and tall, and the bed was high above the floor. He could see much better in the dark than he did before. He listened a little longer, then jumped down and hid under the bed. He noticed the colour of his fur: it was grey, with dark stripes, and a light, almost white belly. The bars of the cell would now let him through without any difficulty. He peered into the corridor. The guard, in profile, was nodding over his paper. Silently, he passed through the bars of the door, glided along the corridor, passed between bars again, turned right, out of sight, and crouched under the wall. There was a full moon shining onto the deserted courtyard. His sight was very keen. He moved along the wall and climbed the first of the two trees. A branch took him right to the top of the wall. He looked at the garden on the other side of the wall for a while. It was as he remembered it except that it was rather neglected. He wondered whether anyone lived in the villa now - perhaps one of the new officials - or whether it was still unoccupied. He jumped into the garden. Now the most difficult part was behind him. He moved among some trees, then began to cross a large moonlit stretch of the lawn towards some bushes at the back of the garden where there was a low easily passable slat fence, behind which the countryside was practically beginning. He did not see the large tall shape of the dog detach itself from the shadow of the villa; noticed it only after it had covered half the distance between them, loping fast and silently, trying to cut him off from the fence. He hissed and took off. The dog chasing him was a large hound, obviously trained not to growl or bark while attending to business. Their paths were converging. He saw that he might have difficulty reaching the fence before the dog caught up with him, but any change of direction might waste precious moments. If the worst came to the worst he could turn around and counterattack, using his teeth, claws, screech, and spittle to confuse the dog and reach the fence. With a dozen yards still to go, he heard the shuffle of the dog's feet right behind him and felt its breath on his neck. He leaped and, turning around in mid-air, gave the most frightening screech he was capable of, and struck. His claws ripped one side of the dog's face just as the dog hit him with one shoulder, with all its weight and speed behind the impact. The cat rolled over, regaining his footing almost at once, but for one brief moment the scruff of his neck became exposed and he felt the teeth go in. The he was flying through the air being shaken left and right while the teeth were going in deeper. Then, very clearly, he felt his neck snap. The captain stood in his office, but facing the desk this time, without his pistol, and between two soldiers. The official who had been present at the reading of the prisoner's sentence sat behind the desk. "I am sorry to see that the psychiatrist's report pronounces you perfectly sane, captain," he said. "We were very satisfied with your work to date, and saw a good career for you in the service of the revolution. It is all the more sad having to tell you that your situation looks hopeless. If there are two things that the president hates more than anything else it is people taking the law into their own hands and sadism. The prisoner's naked body was found in the garden of your villa. The wounds in the neck

were inflicted with some pointed though not particularly sharp tool like a pick or a pitchfork. Your dog can't be blamed for it because the size of the wounds is such that an animal with teeth large enough to inflict them would have to be larger than the victim, and we don't have any lions or tigers around here. The only logical explanation is that you took the prisoner from his cell at night and murdered him in your garden by repeatedly stabbing him in the neck and then breaking it." "But the guard on duty that night..."

381. 54 "Is also under arrest. He either participated, or had fallen asleep, or you drugged him or bribed him or talked him into keeping quiet; we shall find out which. In the meantime the president is disgusted with the whole thing and unless you can come up with some really convincing proof of your innocence, I wouldn't like to be in your shoes, captain." Source: http://www.zygmuntfrankel.com/zf108.html # # #

382. 55 Activity 27 THE WORDS BEYOND MY THOUGHTS Give the meanings of these words from the story “The Cat”. Make sure to give the appropriate meaning of the word according to how it is used in the text. Then, be able to use each word in your own sentence. Vocabulary Development THE WORDS BEYOND MY THOUGHTS Word Meaning Sentence 1. grumble 2. interrogation 3. incantation 4. anthropologist 5. fatalistic

383. 56 Activity 28 Writing a Critical Review: “THROUGH MY LENS” Write a critical review of the short story “The Cat”. Make sure to apply your knowledge in the previous lesson and the review guide provided in the earlier part of this lesson. Follow the format of the review A Critical Review Format “THROUGH MY LENS” Introduction _____________________________________________________________ _____________________________________________________________ Summary _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Critique _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ ____________________________________________________________ Conclusion _____________________________________________________________ _____________________________________________________________ Reference/s

384. 57 Activity 29 Frequency Word List: The Frame of my Understanding Find the meaning of each word below. Write a short description beside the term. Supplement your understanding of these terms with pictures. Cut out pictures that best Today, Israel refers to a  nation, whose culture is Jewish and its language Hebrew. Yet in biblical times, the Hebrews were a  people, Israel refers to a religious group and Jews were treated as a race represent the people/ concept and paste them in their corresponding frames. FREQUENCY WORD LIST THE FRAME OF MY UNDERSTANDING Name __________________________________ Date ___________ 1. Israelite _____________________________ 2. Israeli __________________________________ 3. Hebrew ________________________________ 4. Jew ______________________________________

385. 58 Exercise 8: Israel, the Chosen Land The State of Israel , established in 1948, is an independent nation located between the eastern shores of the Mediterranean Sea and the head of the Gulf of Aqaba, an arm of the Red Sea. Its official language is Hebrew. Israeli literature is literature written in the State of Israel by Israelis. Most works classed as Israeli literature are written in the Hebrew language, although some Israeli authors write n Yiddish, English, Arabic and Russian. The greatest masterpiece, the Bible, has profound influence on human development. Scholars based their teachings on the Bible. Below is a sample poem from the Book of Psalms: Psalm 23 A psalm of David 1 The LORD is my shepherd, I lack nothing. 2 He makes me lie down in green pastures, he leads me beside quiet waters, 3 he refreshes my soul. He guides me along the right paths for his name’s sake. 4 Even though I walk through the darkest valley,[a] I will fear no evil, for you are with me; your rod and your staff, they comfort me. 5 You prepare a table before me in the presence of my enemies. You anoint my head with oil; my cup overflows. 6 Surely your goodness and love will follow me all the days of my life, and I will dwell in the house of the LORD forever. Comprehension Check: 1. Who is the author of this psalm? What are the three main points of the psalm? 2. How does David describe the physical and the spiritual necessities provided by the Lord? 3. What is the author’s purpose of writing the psalm? What is manifested in his character as he wrote this verse? What does this tell us of the Israeli character?

386. 59 COMPLEX AND COMPOUND-COMPLEX SENTENCES IN COMMUNICATION BREAKDOWN Communication is a process beginning with a sender who encodes the message and passes it through some channel to the receiver who decodes the message. Communication is fruitful if and only if the messages sent by the sender are interpreted with same meaning by the receiver. Communication breakdowns often occur in school and in our personal relationships, for various reasons. And the effects of failed communication can be very damaging. Information overload can be one of the reasons for this problem. And using complex and compound-complex sentences can help fix the problem. Complex sentences combine one dependent and one independent clause through the use of subordinating conjunctions such as because, though, as, while, if, etc these are also known as dependent adverb clauses. Here are two complex sentences as examples to review. Notice how the two sentences are similar in meaning to the two compound sentences. Though it's not available, I'd like to read the book. Janet is going to a meeting after she has visited her grandparents. Remember that the dependent clause can be placed at the beginning or the end of the sentence. When placing the dependent clause at the beginning of the sentence, use a comma. Compound complex sentences are sentences that contain two independent clauses and one or more dependent clauses. I would like to read the book which was written by John Handy, but it's not available. Jane is going to a meeting after she has visited her grandparents who live in Boston. Source : http://esl.about.com/od/writingadvanced/a/Compound-Complex-Sentence- Worksheet.htm

387. 60 Activity 30 FROM SIMPLE TO COMPLEX Use subordinating conjunctions (though, if, when, because, etc.) to connect the sentences into one complex sentence. Complex Sentence Worksheet Name ___________________________ Date _________ Score _______ 1. Henry needs to learn English. I will teach him. ________________________________________________________ ________________________________________________________ ____________ 2. I

really enjoyed the concert. The music was too loud.____________________________________________________ ________________________________________________________ ______________ 3. I prefer to watch TV by streaming over the internet. It allows me to watch what I want when I want. ________________________________________________________ ________________________________________________________ ____________________ 4. The car was extremely expensive. Bob didn't have much money. He bought the car. ________________________________________________________ ________________________________________________________ ____________ 5. Sometimes it happens that we have a lot of rain. I put the chairs on the patio in the garage when we have rain. ________________________________________________________ ________________________________________________________ ____________________ Source: http://esl.about.com/od/esl-worksheets/a/Complex-Sentence- Worksheet.htm

388. 61 Activity 31 Repairing Communication Breakdown Combine the sentences to make one compound complex sentence. Compound Complex Sentence Worksheet Name ___________________ Date ___________ Score _________ 1. Susan teaches the kids who live in the neighborhood. They meet in the evenings after she comes home from work. __________________________________________________________ ______________________________________________ 2. Anthony told us about the assembly of the products. Unfortunately, he didn't tell us about where they were made. __________________________________________________________ ______________________________________________ 3. The doctor wants to prescribe physically therapy, and he asked me to see a specialist. He recommended Dr. Smith. __________________________________________________________ ______________________________________________ 4. The eagles attract many tourists. They live in the local mountain range. Unfortunately, the politicians still refuse to protect them. __________________________________________________________ ______________________________________________ 5. I don't like the food. The staff prepares the food. I also do not like their unfriendly attitude. __________________________________________________________ ______________________________________________ Source; http://esl.about.com/od/writingadvanced/a/Compound-Complex- Sentence-Worksheet.htm

389. 62 Exercise 9 Video Viewing: The Future Warfare Is Here Visit this website http://www.youtube.com/watch?v=CDOUxtPkm5Q and view this three-minute video about Israel’s latest drone technology. Source: http://www.youtube.com/watch?v=CDOUxtPkm5Q This site shows a three-minute CNN news report about Israel’s latest drone technology capable of defending and attacking enemies in air, land and water. The video runs for 3:34 minutes. Comprehension check 1. What is Israel’s latest drone technology? What makes this upgraded aircraft amazing? 2. What is the reaction of Israel’s greatest nemesis, Iran, over this latest Unmanned Aerial Vehicle (AUV)? 3. How do Israelis respond to challenges of modernity as reflected in their literary selections? 4. What ideas and emotions are evoked in you while you were watching the video? Why do

you think you feel that way? 5. What are your usual television viewing behaviors? Activity 32 Monitoring My Media Behaviors Identify your own behaviors while watching the video on “Israel shows off new drone technology”. When you watch television and other social media, what are your behaviors? Complete this graphic organizer and compare this with your classmate. Take note of the similarities and differences in your behaviors. Make sure to discuss with him wholesome practices and behaviors in watching television program and movies.

390. 63 A GRAPHIC ORGANIZER ON TELEVISION VIEWING BEHAVIORS Exercise 10: Israeli Personality Traits Below is a blog from Gratz College. Read it very thoroughly. Be able to form your personal unbiased comment after reading. Source: http://israel21c.org/blog/those-walled-in/

391. 64 What makes an Israeli? A peculiar mix of joie de vivre, arrogance, aggressiveness, fear, claustrophobia, plus a whole lot more. Living in Israel is one continual encounter with the Israeli character, stereotypically labeled as the “sabra,” the cactus that is hard and prickly on the outside, but mushy and sweet on the inside. But the Israeli character is far more complex than the stereotype. Arrogance, well yes, most Israelis are convinced they are the best and they aren’t shy about letting you know it either. Not that they brag, rather they tend to put others down, leaving themselves in the up position. I have a friend who is an airline pilot for Southwest who desperately wants to make aliyah – yet he can’t get a job with El Al because even though he has thousands of hours of experience flying airliners for major American carriers, El Al hires IDF helicopter pilots with 1,000 hours before they hire him. Why? Because of a combination of that arrogance, the Israeli Air Force way is clearly the best for everything, and the “clubbishness” that goes with this superiority complex. As to aggressive, well, this is a trait for which Israelis are famous. One of the challenges of getting by in Israel is that if you are not aggressive you are perceived as a “freier”, which is a Yiddish term for sucker. The next trait on Elon’s list, fear of another Holocaust, is also real. But remember, just because you are paranoid, does not mean that they are NOT out to get you. Ahmadinejad may be a nut case, but he is a nut case who is the head of state of a country. Claustrophobia, yes, that comes with living in a very small country. Israel is more or less the size of New Jersey. If you lived in New Jersey and on one side the borders with New York and Connecticut were sealed, and the border with Pennsylvania was one you could technically cross, but it didn’t feel particularly safe to do so because people there didn’t like you, you too would probably feel a little claustrophobic. In Israel we enjoy an attitude of living in a frontier. Maybe some of the arrogance comes from living in a place that the rest of the world treats as important. There is more terrorism in Sri Lanka, more people are dying in Kenya, human rights abuses are far worse in any country within 300 miles, not to mention places like China, and yet we’re on the front page of the Western papers every day while those others places often get scant notice. Makes us feel important. But more than that, it makes us feel like we are a part of something important. In short, the Israeli character is complex and interesting. One of the biggest challenges facing a new immigrant to Israel is fitting in as a part of that culture. Comprehension Check: 1. What four major traits characterize the Israeli as a people? Explain each briefly. 2. What is the sociological background of the arrogance of the Israelis? 3. What does “freier” mean? When is one considered such? 4. Incorporating the terms, Jew, Hebrew, Israelite, describe the Israeli psyche and temperament as reflected in their

reading and viewing texts. 5. What is the purpose of the writer for exposing his essay to the worldwide web? 6. What does “blog” mean? Why do people create blogs? 7. Is it alright to make blog or to comment on people’s blogs? 8. What should be the appropriate behavior of a blogger so that he can freely yet responsibly express his ideas and thoughts without being difficult and being in trouble?

392. 65 Activity 33 WRITING A Blog: GETTING CONNECTED TO ISRAEL Write a sensible unbiased comment on the blog above. Make sure your comment is not offensive to any race and is a sincere expression of your desire, psyche and temperament as a Filipino student. Visit this site and write your comments here : http://israel21c.org/blog/those- walled-in/ Process Questions: 1. Read the blog again (on Exercise 10). Did you have positive comments on the blog? Why or why not? Did you feel good after writing your comment? 2. Have you visited the same site again? Were there people who also commented on the same blog? 3. Was the blogger credible enough to claim those characteristics of the Israelis? What makes the blog seem to influence the way we think about the Israelis? 4. Who are being mentioned in the blog? Why are those names mentioned? 5. Why is it important to quote persons in authorities when we write or speak? Does the blogger show respect for intellectual property (ideas used) of other people? Comment here.

393. 66 INTELLECTUAL PROPERTY Intellectual property (IP) refers to creations of the mind: inventions, literary and artistic works, and symbols, names, images, and designs used in commerce. Footnotes are a conventional way to tell your readers where you got the information and quotes that appear in your paper. Your goal is to make it easy for your readers to see what sources you used -- and easy to find any that they might want to study further. To do that, you need to provide complete citations in a consistent citation style. http://history.hanover.edu/courses/handouts/footnotes.htm Printed Resources How to footnote a book: 1 Ronald Takaki, Iron Cages: Race and Culture in 19th-Century America (New York: Oxford University Press, 1990), 113. or: 2 Ronald Takaki, Iron Cages: Race and Culture in 19th-Century America (New York: Oxford University Press, 1990), 113. When the book is edited: 3 Edward Chiera, They Wrote on Clay, ed. George C. Cameron (Chicago: University of Chicago Press, 1938), 42. How to footnote an essay in a journal: 4 Samuel M. Thompson, "The Authority of Law," Ethics 75 (October 1964): 16-24. How to footnote an article in a newspaper: 5 "Amazing Amazon Region," New York Times, 12 January 1969, sec. 4, E11. How to footnote a work of art (in this case, a painting): 9 Larry Calcagno, Landscape, 1970. CITATIONS and FOOTNOTES

394. 67 Non-Printed Media How to footnote a radio or television program: 6 TVNZ, "The Amazing Mollusc," 17 April 1972. How to footnote a film: 7 Lee Tamahori, Director, Once Were Warriors, 1995. How to footnote a recording (in this case, a song called "Blood Red River," on an album called The Legendary Peg Leg Howell: 8 Peg Leg Howell, "Blood Red River," The Legendary Peg Leg Howell, 1943, Testament T-2204. Source : http://www.library.csi.cuny.edu/dept/history/lavender/footnote.html How to Cite, Bibliography: Using the Chicago Manual of Style Printed Resources How to cite a book: Takaki, Ronald. Iron Cages: Race and Culture in 19th-Century America. New York: Oxford University Press, 1990. or: Takaki, Ronald. Iron Cages: Race and Culture in 19th-Century America. New York: Oxford University Press, 1990. When the book is edited: Cameron, George C., Ed. They Wrote on Clay. Chicago: University of Chicago

Press, 1938. How to cite an essay in a journal: Thompson, Samuel M. "The Authority of Law." Ethics 75 (October 1964): 16-24. How to cite an article in a newspaper: "Amazing Amazon Region." New York Times, 12 January 1969, sec. 4, E11. Non-Printed Media How to cite a radio or television program: TVNZ. "The Amazing Mollusc." 17 April 1972. How to cite a film: Tamahori, Lee, Director. Once Were Warriors. 1995. How to cite a recording (in this case, a song called "Blood Red River," on an album called The Legendary Peg Leg Howell: Howell, Peg Leg. "Blood Red River." The Legendary Peg Leg Howell. 1943, Testament T-2204. How to cite a work of art (in this case, a painting): Calcagno, Larry. Landscape. 1970. Source: http://www.library.csi.cuny.edu/dept/history/lavender/bibliography.html

395. 68 ACTIVITY 34 : Research Work: A GALLERY OF MY FAVE PROSE and POETRY Visit your school library or surf the web to find various literary selections which are representatives of Saudi and Israeli literature. Choose those selections or articles that speak about how the Saudi and the Israeli respond to the challenges of modernity. Copy the full text. Take note, also, of the author, genre and source. Gather five selections from Saudi literature and five from Israeli literature. Vary the genre / type. Keep a record of your research by following this template. A GALLERY OF MY FAVE PROSE and POETRY LITERARY ENTRY TEMPLATE TITLE OF THE SELECTION ____________________________________________ AUTHOR ___________________________________________ TYPE/ GENRE ___________________________________________ FULL TEXT SOURCE: You have just learned to show respect for intellectual property and collected Saudi and Israeli literary selections. Your knowledge in this lesson and in the previous lesson will help perform better the final task which is to create an e-journal of prose and poetry. Keep the compilation for further instruction.

396. 69 Activity 35 Writing A Bibliography: “FROM WHERE I GOT MY FAVORITES” Create a bibliography of the various sources you used when you researched your favorite Saudi and Israeli prose and poems. Use the Chicago Manual of Style. End of REFLECT AND UNDERSTAND: TRANSFER: In this section, the discussion was about Israeli literature, turn-taking strategies, respect for intellectual property, communication breakdowns and television viewing behaviors. What new realizations do you have about the topic? What new connections have you made for yourself? . Now that you have a deeper understanding of the topic, you are ready to do the tasks in the next section. Your goal in this section is apply your learning to real life situations. You will be given a practical task which will demonstrate your understanding.

397. 70 Activity 36 Critical Reviews: RESPONDING TO MY FAVORITES Go over your collection of your favorite Saudi and Israel prose and poetry. Make sure that they all follow the theme – strength in overcoming challenges of modernity. Write a critical review of each selection. Follow the format on writing reviews on Activity 28. You may also find related reviews of your chosen selection by visiting e-journals. Activity 37 KEEPING MY FAVORITES: An e-JOURNAL Create an e-journal of your favorite Saudi and Israel prose and poems at any free website provider. Post your outputs in Activity 34 (a collection of your chosen literary selections from Saudi Arabia and Israel) with accompanying outputs in Activity 36(critical reviews of these chosen selections). Invite your classmates to visit this site and post their comments. This can be a good avenue for a healthy discussion on literature, culture and academics. Your output will be

evaluated according to the following scoring guide. Electronic journals, also known as ejournals, e-journals, and electronic serials, are scholarly journals or intellectual magazines that can be accessed via electronic transmission. In practice, this means that they are usually published on the Web. They are a specialized form of electronic document: they have the purpose of providing material for academic research and study, and they are formatted approximately like journal articles in traditional printed journals. http://en.wikipedia.org/wiki/Electronic_journal Performance Task In observance of the National Book Week Celebration, your school holds an electronic exhibit of famous literary pieces. The activity dubbed as “Diverse Cultures: One in Overcoming Challenges” aims to promote better understanding of people with diverse cultures and characters and deeper appreciation of literature. As a library assistant, you are tasked to create an e- journal featuring Saudi and Israeli prose and poetry for high school students of English to read and comment. The e-journal must be insightful, user friendly and efficient.

398. 71 SCORING GUIDE FOR E-JOURNAL OF PROSE AND POETRY ADVANCED (11-15) PROFICIENT (6-10) DEVELOPING (1-5) SCO RE INSIGHT- FUL Electronic journal entries show in-depth and critical analysis of the literary selections of Saudi Arabia and Israel. They relate to significant personal experiences and social, economic and political issues showing how Saudi and Israeli people overcome challenges of modernity. Electronic journal entries show careful analysis of Saudi and Israel literary selections. Most selections relate to personal experiences and social, economic and political issues that the countries faced in history while some reflect just any topic. Electronic journal entries are present in the site. All literary selections have full text but some lack reviews. Literary themes vary from superstitions to love of nature. Few entries are not works of Saudi and Israel writers. USER FRIENDLY Browse capability – (browse and search in the same subject and in different publishers’ Journals), Interaction capability – (collaboration between author/ site administrator and reader and network communication among authors, editors, teachers and users) and search capability are strong. Browse capability – (browse and search in the same subject and in different publishers’ Journals), Interaction capability – (collaboration between author/ site administrator and reader and network communication among authors, editors, teachers and users) are strong. Search capability is weak. Brows capability is not reliable. browse a topic and browse through author’s name cannot be done. Interaction capability – collaboration between author/ and reader and network communication is effective. Search capability is weak. EFFICIENT Entries are well- organized; presentation is unique and artistic. They follow a standard style and prescribed format (grammar, mechanics). Access level, related and supplementary information and information services are evident. Entries are organized; presentation is attractive. Few grammatical errors are found in critical reviews. Entries have varying style and format of presentation. Access level is low; related and supplementary information is found and information services are not saved in designated areas. Entries are present but incomplete. Glaring grammatical errors can be spotted. Output fails to follow the e- journal entry format. Access to full text is denied. Related articles and references are missing. Some indicators of information services are deactivated. TOTAL

399. 72 Activity 38: Anticipation-Reaction Guide Agree/Disagree Chart Read your initial answers to this Agree/Disagree Chart. Now that you have already submitted yourself to

discussions and activities on the temperament and psyche of the Saudi and Israeli people, answer the same items. Then compare you initial and final answers. Make sure to explain those items in which you change your answers after the lesson. Agree / Disagree Chart Before the Lesson Statements about Saudi and Israeli Literature After the Lesson Agree Disagree Agree Disagree 1. The period before the writing of the Qur'an and the rise of Islam is known to Muslims as period of ignorance. 2. The expansion of the Arab people in the 7th and 8th century brought them into contact with a variety of different peoples who would affect their culture and the most significant of these is the ancient civilization of Israel. change to Persia 3. The terms Israeli, Israelite, Hebrew and Jew are synonymous and can be interchangeably used in literature, religion and politics. 4. Jewish writers began to write in Hebrew in addition to their various national languages because Hebrew at that time was the language of holy scripture. 5. A key ingredient of the Israeli public persona is that Jews are tough, emotionally hardened, and ruthless. Congratulations! You have just accomplished the performance task of this module. You are able to develop and master all the skills required of you in this lesson. Now get the first activity sheet ,Anticipation- Reaction Guide Agree/Disagree Chart, that you answered at the start of this lesson. You need to answer the last column of the sheet.

400. 73 End of TRANSFER: Activity 33: Lesson Closure: REFLECTIVE LEARNING JOURNAL Recording your learning insights can provide you fresh ideas. So you need to express your inner thoughts and emotions by completing this journal below. The Way I Think and Learn The most important insight I gained from this learning module is _________________________________ ___________________________ I can make this learning useful to me if I ________________________________________________________ __________________________________________ I can best apply this learning to my life when I am @ (Place) ________________________________________ during (Time) _____________________________________ with (Person/s) ____________________________________ As a Filipino student of English, I need to study Afro-Asian literature because / so that ________________________________________________________ ________________________________________________________ ________________________________________________________ My personal experiences like _________________________________ _____________________________ can help me become a better speaker and writer of English. In this section, your task was to creat an e-journal of Saudi and Israeli prose and poetry that depicts the people’s strength in overcoming the challenges of modernity. How did you find the performance task? How did the task help you see the real world use of the topic?

401. 74 POST AESSEMENT It’s now time to evaluate your learning. Encircle the letter of the answer that you think best answers the question. Your score will only be checked after you answer all items. If you do well, you may move on to the next module. If your score is not at the expected level, you have to go back and take the module again. 1. Which of these sentences contains a complex structure? a. Melissa and Anthony have a big argument every summer over where they should spend their summer vacation.* b. Melissa loves to go to the beach and spend her days sunbathing. c. Anthony, on the other hand, likes the view that he gets from the log cabin up in the mountains, and he enjoys

hiking in the forest. d. This year, after a lengthy, noisy debate, the couple decided to take separate vacations. 2. In a TV advertisement during a senatorial campaign, Loren Legarda ate “tajo” with the street children, talked with the Manobo tribesmen, and joined the farmers in Cagayan Valley in planting rice. Which of these propaganda devices does the ad use? a. Cardstacking b. Namecalling c. Plain folks* d. Soft soap 3. Which of the following bibliographic entries , using the Chicago Manual of Style, is accurate about citing a book? a. Lorenzana, Carlos C. Insights 4: The Experience of World Literature. Quezon City: JMC Press, 1976. b. Strickland, Dorothy,ed., HBJ Language K8. 1990 USA:Harcourt Brace Jovanovich Inc. c. Baraceros, Esther. Communication Skills 1: Improving Study and Thinking Skills. Manila: Rex Book Store, 2005.* d. Forlini, G. (2010). Grammar and Composition 4. Pearson Eduaction South Asia Pte Ltd. 4. Which of the following statements best describes the arts and culture of Israel and Saudi Arabia? You have completed this lesson. Before you go to the next lesson, you have to answer the following post- assessment.

402. 75 a. Saudi Arab traditions are rooted in a synthesis of ethnic and religious Hebrew Israelite traditions, and Israeli artists continually push the boundaries of their art forms. b. The culture of Israel developed long before the foundation of the State of Israel in 1948 and combines the heritage of secular and religious lives.* c. In Israel, calligraphy is considered a major art-form, as writing has high status in Islam and is a significant form of decoration for objects and buildings. d. In Saudi Arabia, alcoholic beverages are allowed as are pork products. Women can ride a bicycle and drive a car. 5. Which of these statements is culturally and politically acceptable about the existence of the people of Israel? a. Israeli refers to a citizen or resident living in the modern "STATE" of Israel. * b. The ancient Hebrews didn't practice a religion called Judaism; thus the name Jew could not refer to the biblical children of Israel or their modern day descendants of Israel. c. The Israelites were the descendants of Jacob whose name was changed to Israel (Ysrayl) which was also the name of Hebrews Land. Thus an Israeli and an Israelite are the same. d. Hebrew and Jew are the official languages used in government, commerce, debates, court sessions, schools, and universities. 6. Which of the following sentences is acceptable in terms of grammar conventions? a. My older brother is only five feet and two inches tall. If he is a foot taller, he would be a great basketball player. b. Dianne Marie finished high school last March. If she failed, I think her mother would have told her to leave the house. c. Kay Elise is a very smart and studious student. If she continues to work hard, she will become the class valedictorian.* d. My mother pawned her cellular phone to pay my tuition fee. I only I have money, I would pay the fee myself. 7. What are the three possible functions of a title of a persuasive essay? a. Creates conflict, shows the purpose, or raises curiosity b. Indicates content, shows the purpose, or raises curiosity* c. Raises curiosity, shows the conclusion, or indicates content d. Indicates content, structures the plot, creates conflict 8. A group of Arab students will be visiting your school next week. They are exchange scholars who want to learn the Filipino culture. Your teacher requests you to act as a Campus Ambassador during the visit. To create a friendly atmosphere during the conversation with the foreigners, which of these strategies should you observe? a. Listen when others speak. b. Signal that you want to speak.

403. 76 c. Recognize that others want to speak. d. Observe long silences and wait fr other to speak.* 9. Jim Uriel is a young entrepreneur. His ingenuity nakes him create new products like candy, book marks and decorative miniatures and advertise them. One usual

way that he does when he promotes a product to us, his neighbors, is to talk about all advantages we can get from it. He also describes a product as if it were the best and that no other product in the world could surpass it. He tends to be biased for he fails to mention some frailties or weakness of the product like its short expiry date, hand-made packing and the like. He succeeds in his business venture though. Jim Uriel clearly uses propaganda gimmick in his advertisements. Which of the following is exemplified in this situation? a. Card stacking* b. Name calling c. Plain folks d. Soft soap 10.When you surfed the web for an assignment in Social Studies, you were able to read a journal article posted on a networking site. The article exposes Philippine traditions and customs. An alien blogger commented that the very reason why Filipinos do not progress politically and economically is because they abuse their freedom of speech. You want to negate such impression. As a young Filipino techno-savvy, what is the best thing you should do? a. Express your disagreement by writing a persuasive essay. b. Join the discussion by posting an unbiased comment on the blog.* c. Advertise, through newspapers, the Filipinos as a freedom preserving people. d. Create an e-journal of Philippine traditions and practices for all bloggers to know

404. 77 GLOSSARY OF TERMS USED IN THIS LESSON: Audience analysis - is the process of examining information about your listeners Blog – is an online diary on website; a frequently updated personal journal chronicling links at a website, intended for public viewing. ejournal - also known as ejournals, e-journals, and electronic serials, are scholarly journals or intellectual magazines that can be accessed via electronic transmission. Character Analysis – Is a technique of critically analyzing the personality and attributes personified by a certain character in a literary selection. Psyche – is a term which refers to soul, self and mind. Temperament – is a word which refers to characteristic or habitual inclination or mode of emotional response; disposition. Jew - is a member of the people and cultural community whose traditional religion is Judaism and who trace their origins through the ancient Hebrews. Israeli - refers to a citizen or resident living in the modern "STATE" of Israel. Israelite – is a descendant of the Hebrew patriarch Jacob; specifically : a native or inhabitant of the ancient northern kingdom of Israel. Persuasive Essay - known as the argument essay, utilizes logic and reason to show that one idea is more legitimate than another idea. It attempts to persuade a reader to adopt a certain point of view or to take a particular action. Intellectual property (IP) refers to creations of the mind: inventions, literary and artistic works, and symbols, names, images, and designs used in commerce. Footnote – is an additional piece of information printed at the bottom of a page to indicate where the idea / text is taken. Propaganda -is a form of communication that is aimed at influencing the attitude of a community toward some cause or position by presenting only one side of an argument. Card Stacking: The strategy of showing the product’s best features, telling half- truths, and omitting or lying about its potential problems. Name calling: The use of names that evoke fear or hatred in the viewer. The

405. 78 name-calling technique links a person, or idea, to a negative symbol. Plain Folks: The use of everyday people to sell a product or service. Glittering Generalities: The act of referring to words or ideas that evoke a positive emotional response from an audience. Soft soap: Flattery or insincere compliments designed to get the audience on the side of the speaker. Turn-taking -is the process of alternating between speakers or participants in a conversation. REFERENCES AND WEBSITE LINKS USED IN THIS LESSON:

Printed Sources: Cabanilla, Josefina. et al. (2005). Language in Literature.Afro-Asian Literature. Quezon City: Vibal Publishing House, Inc. Inocencio, Ines L. (2012). Breaking Grounds through Afro-Asian Literature. Quezon City: Ephesians Publishing, Inc. Electronic Sources: https://mymission.lamission.edu/userdata/fup/docs/ Sample%20Informative% 20Speeches.pdf This site contains a written version of an informative talk used in the pre-assessment art of this module. http://www.candlelightstories.com/2009/03/27/arabian-nights-prologue/ This contains an excerpt of the “Prologue” of the selection “Arabian Nights”. http://www.youtube.com/watch?v=lQNs7Fvu5_Y This site contains a short opening speech of Abdur Raheem McCarthy at the Peace Conference. McCarthy explains how Islam can be the solution for mankind. This video runs for 8:50 minutes. http://www.kidsplanet.org/tt/wolf/languagearts/factopinion.PDF this site presents a worksheet on identifying facts from opinions. http://en.wikipedia.org/wiki/Arab_culture This contains a prologue of “The Arabian Nights” used as introduction to a reading text.

406. 79 http://en.wikipedia.org/wiki/Ali_Baba This site presents a summary of one of the stories of “The Arabian Nights” entitled “Ali Baba and the Forty Thieves.” http://www.alshindagah.com/january99/thearabpsyche.htm This shows an essay that describes the Arab psyche. http://www.thenagain.info/Classes/Sources/ArabPoetry.html This site introduces Arabic Poetry. http://www.youtube.com/watch?v=1M-etvlW83E This site contains a video that shows Saudi Princess Ameerah Al-Taweel interview on CNN program. The video runs for 12 minutes. Princess Ameerah expresses her voice for female empowerment in Saudi Arabia. http://department.monm.edu/cata/mcgaan/classes/cata339/audience-analysis101.htm This site discusses the importance of Informative speaking. http://www.englishpond.com/speaking/Communication%20and%20daily%20English/tur ntaking/index.html This site discusses turn-taking strategies. http://www.hsj.org/modules/lesson_plans/detail.cfm?LessonPlanId=335 This contains an enumeration and discussion of most common propaganda devices. http://linguapress.com/grammar/conditionals.htm This contains a thorough discussion of conditional sentences. http://www.englisch- hilfen.de/en/exercises/if_clauses/type_3_mix2.htm This is a website which showcases an interactive activity on conditional sentences. http://www.whatchristianswanttoknow.com/ruth-bible-story-summary/ This site narrates the biblical version of “The Story of Ruth.” http://www.lc.unsw.edu.au/onlib/critrev.html This site discusses the meaning, purpose and structure of a critical review. http://www.culturecrossing.net/basics_business_student.php?id=101 this site contain the basic fatcs about Israel as a state. http://www.zygmuntfrankel.com/zf108.html This site narrates a modern short story entitled “The Cat” written by an Israeli. http://esl.about.com/od/writingadvanced/a/Compound-Complex-Sentence- Worksheet.htm This site explains the meaning and structure of complex and compound-complex sentences.

407. 80 http://esl.about.com/od/esl-worksheets/a/Complex-Sentence-Worksheet.htm This site contains a worksheet for Complex Sentences. http://esl.about.com/od/writingadvanced/a/Compound-Complex-Sentence- Worksheet.htm This site contains a worksheet for Compound-Complex Sentences. http://www.salon.com/2012/05/15/israels_drone_dominance/  The site offers an thorough

explanation of what drone technology is and Israel’s influence of drone to other countries. http://www.youtube.com/watch?v=CDOUxtPkm5Q This site shows a three-minute CNN news report about Israel’s latest drone technology capable of defending and attacking enemies in air, land and water. The video runs for 3:34 minutes. http://israel21c.org/blog/those-walled-in/ This is a blog on the Israeli character. http://history.hanover.edu/courses/handouts/footnotes.htm This site discusses the meaning of intellectual property. http://www.library.csi.cuny.edu/dept/history/lavender/footnote.html This website illustrates proper citation and footnotes. http://www.library.csi.cuny.edu/dept/history/lavender/bibliography.html This illustrates bibliography using Chicago Manual of Style. http://en.wikipedia.org/wiki/Electronic_journal This site defines clearly electronic journal.

408. 1 ENGLISH 8 LEARNING MODULE QUARTER III (OVERCOMING CHALLENGES) LESSON 4: African Literature Courage in Rising Above Challenges INTRODUCTION AND FOCUS QUESTIONS Have you ever felt so discouraged that you almost wanted to give up and quit? How did you respond to life’s challenges? Whether you are black, white, or brown, you have to remember that everybody goes through difficulties in these modern times. Have you ever wondered how your African brothers overcome adverse circumstances in life? In this lesson, African Literature: Courage in Rising Above Challenges, you will discover that critical understanding and appreciation of Afro-Asian literary pieces can help you identify the temperaments and psyche of your Afro-Asian brothers in response to the challenges of modernity. Remember to search for the answer to the following questions: 1. What does literature reveal about Africans and Asians character? 2. How do Africans and Asians respond to the challenges of modernity as reflected in their literary pieces?

409. 2 LESSON AND COVERAGE: In this lesson, you will answer these questions when you take the following lesson: Lesson Title: The Temperaments and Psyche of the Africans in Response to the Challenges of Modernity In this lesson, you will learn the following: Domains Learning Competencies Listening Comprehension Use syntactic, lexical, or context clues to supply items not listened to Speaking (Oral Language and Fluency) Infer the functions of utterances and respond accordingly taking into account the context of the situation and the tone used Vocabulary Development Identify derivation of words Reading Comprehension Express emotional reactions to what was asserted or expressed in a text Determine the validity and adequacy of proof statements to support assertions Viewing Comprehension Organize an independent and systematic approach in critiquing various reading or viewing selections Literature Express appreciation for worthwhile Asian and African traditions and the values they represent Assess the Asian and African identity as reflected in their literature and oneself in the light of what makes one an Asian or African Writing and Composition Give and respond to feedback on one’s paper in the revision process Use grammatical structures and vocabulary needed to effectively emphasize particular points Grammar Awareness and Structure Formulate meaningful expanded sentences following balance, parallelism, and modification Formulate appropriate parenthetical expressions Study Strategies Get vital information from various texts and sources using websites in the internet Attitude Give credence to well thought-out ideas

410. 3 MODULE MAP: Here is a simple map of the above lesson you will cover: OVERCOMING CHALLENGES UNIT ACTIVITIES MAP ACTIVITIES FOR ACQUIRING KNOWLEDGE AND SKILLS ACTIVITIES FOR MAKING MEANING AND DEVELOPING UNDERSTANDING ACTIVITIES LEADING TO TRANSFER KNOW • Picture Hook (G) Worksheet • Box of Essentials (Map of Conceptual Change) (I) • Compare and Contrast (G) • Character Analysis (G) Table PROCESS • Frequency Word List (I) • Squeeze it Out (I)/Table • Frequency Word List (I) • Strike a Balance (I) • Punctuate it Right (I) • Africans on Spotlight (G) • Back it Up (G)/Table • Message in a Drum (G) • Africa’s Free (G)/Character Analysis Model (G) • Dissecting Pen (In- depth Analysis) Worksheet (I)

411. 4 • Frequency Word List (I) • Frequency Word List (I) • Black and White - An Evaluation Paper (I) Worksheet REFLECT/UNDERSTAND • Scoop on Slavery (G) • Africa: Darken No More (G) • Capturing the World of e-Journal (G) • EUreka Africans • Three-Minute Pause Chart (I) TRANSFER • Unpacking of Essentials (I) • Wrap it Up (I) • Welcome to FB (Feedback Blog) (G) • Post-assessment

412. 5 EXPECTED SKILLS: To do well in this lesson, you need to remember and do the following: • Listening/Writing: Use syntactic, lexical, and context clues to supply items not listened to. Write an analysis of how an African character depicted in a literary selection respond to the challenges of modernity. • Speaking/Writing: Engage in communication situation based from a selection read and infer the functions of utterances and respond accordingly taking into consideration the context of the situation and the tone used. • Reading/Literature/Vocabulary/Study Strategies: Produce a frequency word list and come up with an evaluation paper on selected African literary selection. • Grammar/Reading/Literature: Make an e-journal based on the impressions reflected in an African literary selection. • Viewing/Writing: Make an interactive feedback blog expressing one’s insights and comments. LEARNING GOALS AND TARGETS: For you to accomplish the activities in this lesson, write your goals and expectations in the box provided.

413. 6 KNOW: Let’s start the module by examining how far you have gone in Afro-Asian Literature, particularly, African literature. Activity 1: PICTURE HOOK In this activity, you will answer questions based on the picture shown. Write your answers on the template provided; afterwards share your answers with the rest of the class in a freewheeling group discussion. Try to relate your answers to the essential questions: 1. What does literature reveal about Asian and (African) character? 2. How do Asians and Africans respond to the challenges of modernity as reflected in their literary selections? http://www.tower.com/escape-from-slavery-true-story-my-ten-years-edward-tivnan-paperback/wapi/101449218 1. What role does Nelson Mandela play in the political landscape of Africa? 2. Aside from being a political figure or leader, Mandela, as a writer in his own world, has etched an indelible mark in African literature. What do you think are his contributions in the literary realm of Africa? 3. Based on Mandela’s words “As I walked out the door toward the gate that would lead to my freedom, I knew if I didn’t leave my bitterness and hatred behind, I’d still be in prison,” what does it reflect about the temperaments and psyche of the Africans?

414. 7 Activity 2: CHARACTER ANALYSIS Now, read the informative text below for you to have a clearer mental picture of Nelson Mandela’s life, works, and contributions in Africa. Nelson Mandela – Short Biography Nelson Mandela was born at Qunu, near

Umtata on 18 July 1918. His father was chief councilor to Thembuland’s acting chief David Dalindyebo. When his father died, Mandela was groomed for becoming chief of his local tribe. However Mandela would never be able to make this commitment. Whilst at the university, Nelson Mandela became increasingly aware of the unjust nature of South African Society. The majority of Black South Africans had little opportunities either Economic or Political. Much to the disappointment of his family, Mandela became involved in politics, and along with his good friend and comrade Oliver Tambo was expelled from Fort Hare for organizing a student strike. However, Mandela was able to finish his degree and qualified as a Lawyer. In 1952, Mandela and Tambo opened the first Black Law firm in South Africa. The Transvaal Law Society tried to have it closed down, although this was blocked by the South African Supreme Court. In 1944 Mandela helped found the ANC Youth League, whose Programme of Action was adopted by the ANC in 1949. Mandela was instrumental in pushing the ANC into more direct action such as the 1952 Defiance Campaign and later Acts of Sabotage. By the late 50s the S.A. state had become increasingly repressive making it more difficult for the ANC to operate. Mandela had to resign from the ANC and work underground. In the late 50s there was an extremely lengthy Treason Trial in which Mandela and several others were charged with treason. Conducting their own defence they eventually proved to be victorious. Mandela noted in his autobiography the judiciary were one of the least repressive parts of the South African State and in theory sought to follow the rule of law. However in 1960 the Sharpeville massacre of 63 black South Africans changed the whole political climate. South Africa was increasingly isolated on the international scene and the government banned the ANC. This led Mandela to advocate armed struggle through the Umkhonto we Sizwe (MK). However by 1962 Mandela had been arrested and sentenced to life imprisonment in the notorious Robben Island prison. Life at the prison was tough and uncompromising. However in his autobiography Mandela reveals how he sought to make the best use of his time there. He helped to keep other men’s spirits high and

415. 8 never compromised his political principles when offered early release. Towards the end of his prison spell his treatment improved as the South African establishment increasingly looked to negotiation, in the face of international isolation. Although negotiations were painfully slow and difficult, they eventually led to Mandela’s release in 1990. It was an emotional moment watched by millions around the globe. The next four years were also difficult as South African society suffered inter cultural violence between ANC and Inkarta supporters, in addition to slow progress on a new constitution. However on 10 May 1994 Nelson Mandela was inaugurated as the first democratically elected State President of South Africa on and was President until June 1999. As president, Mandela presided over the transition from minority rule and apartheid. His advocacy of reconciliation led to international acclaim and importantly the trust of the White African population. Despite the initial euphoria of winning the election the ANC faced a difficult challenge to improve the lives of the black population. This was made more difficult by the HIV epidemic, which continues to cause grave problems. (Nelson Mandela recently lost his eldest son to this disease and Mandela has worked hard to campaign on this issue.) Since retiring from office Nelson Mandela has continued to be an international figure of great stature. He is one of the few politicians who have gone beyond a political role; he is widely admired and has received many prestigious awards. Nelson Mandela is also associated with many educational programs and initiatives such as Make Poverty

History Campaign. In 1993 Nelson Mandela was awarded the Nobel Peace Prize jointly with F.W. De Klerk http://www.writespirit.net/authors/nelson-mandela/biography-mandela/ This time, work in groups and fill out the template below with the necessary background information about Mandela. Then, be ready to share your answers with the big group. Major Character Attributes/Traits/ Characteristics Statements that Reveal Such Attributes/Traits/ Characteristics http://www.picsearch.com/pictures/Celebrities/Nobel%20Prize%20Winners/Peace/Peace%20Me%20- %20Y/Nelson%20Mandela.html 1. What does the article reveal about the African character?

416. 9 2. What does this informative text reveal about the temperaments and psyche of the Africans in response to the challenges of modernity? Activity 3: BOX OF ESSENTIALS Use the map of conceptual change hereunder in answering the essential questions. In this portion, you will write on the “I think” section of IN THE BOX. See to it that you relate it to the literature of Africa/African people, for instance, Nelson Mandela. I think…

417. 10 You are free to exchange opinions, information and answers with the rest of the class and take turns by comparing your thoughts using this graphic organizer.

418. 11 Graphic Organizers Comparison & Contrast www.slideshare.net/.../graphic-organizers-comparison-contrast-6865 1. Account for the similarities and differences in your answers. You are done giving your initial ideas on the essential questions regarding African literature. What you learn in the next sections will enable you to accomplish the culminating task or project which entails creating an interactive feedback blog that will highlight insights and comments on the temperaments and psyche of Africans in response to the challenges of modernity as revealed in their literary selections. Let’s now find out how others would answer the questions and compare their ideas to our own. We will start by doing the next activity. PROCESS: Activity 4: AFRICANS ON SPOTLIGHT Let’s have an informative text to give you an idea about the temperaments and psyche of the Africans. Read silently the text below then; use the questions regarding the text for an intellectual discussion. Then, as a group, complete the table by determining the validity and adequacy of statements. The African World-View (Excerpt from a speech delivered by Dr. Kofi A. Busia at a conference on the Christian Faith and African Culture in 1955 in Ghana.) My subject is the African worldview, but I should say at once that though there are religious ideas and social values that are widespread in Africa, there are also diversities. For there are many and not one African community. There are numerous communities on the vast continent of Africa which have lived in self- contained isolation, under the varying conditions of life and experience. Certain beliefs, nevertheless, such as animism, the concept of ghosts and spirits, polytheism and magic, are common patterns which afford valuable guides for understanding particular communities in Africa. When we think of people’s world view, we consider their concept of the supernatural, of nature, of man, of society, and of the way in which these concepts form a system that gives meaning to men’s lives and actions. Africans believe in a Supreme Being, the Creator of the world and all the things in it. The ideas as to the attributes of the Creator vary, but all believe that He is charged with power, both beneficent and dangerous. This belief in a Supreme Being who is omnipotent is held along with belief in lesser deities who are also charged with power, both beneficent and dangerous. These supernatural entities or

419. 12 gods are not always held to have bodies like men, but their values, attitudes, and thoughts, that is, their personalities are like those of men. I may digress to point out that

the problem of evil so often discussed in Western philosophy and Christian theology does not arise in the African concept of deity. It is when a God who is not only powerful and omniscient but also perfect and loving is postulated that the problem of evil becomes an intellectual and philosophical hurdle. The Supreme Being of the African is the Creator, the source of life, but between Him and man lie many powers and principalities good and bad, gods, spirits, magical forces, witches, to account for the strange happenings in the world. Nature, too, can have power, and even spirits. It must be noted that in farming, fishing, livestock raising, and other economic activities the African shows knowledge of natural causes. The difference with Europe lies in the fact that the control that Europe has gained over nature is greater and therefore Europeans can give naturalistic or scientific explanations to a greater range of happenings than Africans. But there are theories of reality in Africa just as in Europe. When the African offers an egg to a tree, or food to a dead ancestor, he is not expressing ignorance of material substance, or natural causes, but he is expressing in conduct a theory of reality, namely that behind the visible substance of things lies essences, or powers which constitute their true nature. Those who have read Western philosophy are familiar with such formulations, but because the African does not formulate his problems in terms familiar to the Europeans, or may not even be able to express his awareness in words, its conduct is often grossly misinterpreted. With regard to man himself, there is a widespread belief in Africa that he is compound of material and immaterial substances; man is a biological and spiritual being. Physical death is not the end of men. The soul concepts of African peoples are many and elaborate. Among the Ashanti, for example, as I have shown elsewhere, “Man as a biological being inherits his blood from his mother, this gives him his status and membership within the lineage, clan, and the tribe, and his obligations as citizens… As a spiritual being, a man receives a two-fold gift of the spirit: that which determines his character and individuality he receives through his father; but his soul, the undying part of him, he receives direct from the Supreme Being.” Among the Dahomey, as Herskovits tells us, “all persons have three souls and adult males have four. One is inherited from the ancestor, and is the ‘guardian spirit’ of the individual. The second is the personal soul, while the third is the small bit of the Creator that lives in every person’s body. The first in Euro-American thought is to be conceived as the biological aspect of man; the second, his personality, and the third his intellect and intuition. The fourth soul of adult males is associated with little concept of destiny. This soul occupies itself not only with the affairs of this world, but also with the collective destiny of his household, since the Daho mean reasons that when a man reaches maturity, his own life cannot know fulfillment apart from the lives of those who share that life with him. Questions Adopted from Crisscrossing Through Afro-Asian Literature, Rustica C. Carpio, pp. 446-449

420. 13 Group yourselves into four. Try answering the comprehension questions below then; report your outputs creatively before the class. Comprehension Questions: 1. What could be the purpose of Dr. Busia in this selection? 2. What do you understand by a people’s world-view? 3. How do the Africans regard their Supreme Being? 4. What are the Africans views on nature and man? Explain. Give the major reasons why the problem of evil does not arise in the African concept of the deity. 5. What does the excerpt reveal about the temperaments and psyche of the Africans? Activity 5: SQUEEZE IT OUT Below are some words taken from the selection you have read. Identify the root/base

words through structural analysis. Prefix Suffix Base/Root 1. isolation 2. valuable 3. collective 4. creator 5. fulfillment 6. immaterial 7. dangerous 8. individuality

421. 14 Activity 6: PUNCTUATE IT RIGHT! Identifying Parenthetical Expressions Go over the selection you have read then; identify the expressions used in paragraphs 2, 4, and 7, that are set off by commas. What do you call these expressions? Yes, these are parenthetical expressions. What should you remember about parenthetical expression? Key Points: A parenthetical expression is simply a word or string of words which contains relevant yet non-essential information. In order to let the reader know that this information is not essential to the sentence (it is non-restrictive), it is important that the parenthetical expression be punctuated properly. Let’s look at an example of how parenthetical expressions work in a sentence: The tortoise, as far as we know, has been on earth for thousands of years. The parenthetical expression as far as we know conveys to the reader that this statement is not a concrete fact. However, the grammatical meaning of the sentence would not be affected by the parenthetical expression’s removal. Other phrases commonly used as parenthetical expressions include the following: however, nevertheless, in fact, therefore, for instance, consequently, for example, accordingly, moreover, hence. Since all parenthetical expressions are non-restrictive, they should be set off with punctuation. One of the best ways to set them off is with commas. This punctuation shows that the information contained within the set of commas is non- essential, yet still related in context. Example 1: Use commas to separate parenthetical expressions which occur at the beginning or in the middle of a sentence. For example, the fruit fly can breed up to ten times in one hour. The fruit fly, for example, can breed up to ten times in one hour. Note how the addition of punctuation causes the reader to mentally pause and add emphasis to the phrase as they read. Example 2: Commas may be used to punctuate mild parenthetical expressions. I was fired from my last job and consequently must look for a new one. Or I was fired from my last job and, consequently, must look for a new one. In this example the punctuation affects the meaning of the sentence by changing the connotations of the word “consequently.” In the first sentence, the lack

422. 15 of punctuation sets up a distinct cause/effect relationship (because I lost my job I have to look for a new one), while in the second sentence, the cause/effect relationship is only peripheral, mentioned in passing. From this we can conclude that the use of punctuation with mild parenthetical expressions depends on the meaning that the writer wishes the sentence to convey. http://www.uhv.edu/ac/newsletters/writing/grammartip2006.08.29.htm Go over the list of words in Activity 6. Use these words to construct meaningful sentences with appropriate parenthetical expressions.

423. 16 Activity 7: BACK IT UP Go over the selection The African World-View. Accomplish the table below by putting a check mark in the second column if the statements below are valid based on the selection that you have read. If not, correct the statement by providing proofs explicitly stated by the author. Have a class discussion on this. 1. Africans do not believe in a Supreme Being. 2. An African is showing his utter ignorance when he offers food to a dead ancestor. 3. The African exhibits knowledge of natural causes. 4. Religious ideas and social values are widespread in Africa. 5. Herskovits says that all persons have one soul.

424. 17 Activity 8: MESSAGE IN A DRUM To strengthen your knowledge regarding the African people including their temperaments and psyche, consider the essay below.

Answer the questions that follow then; post your answers on the board and have a freewheeling discussion. For frequency word list, unlock the meanings of the key words used in the selection then; construct meaningful sentences using any of these words. How the Drums Talk Bryan Donaldson http://www.africantreasures.com/detail.asp?PRODUCT_ID=DRUM0009 If you like talking to the telephone, you might like African drums talk even better. Drum sheds are still used in the Congo and gong messages echo through the jungle just as they did when Henry Morton Stanley searched for Dr. Livingstone. African languages are tonal. Within each word are syllables of high and low pitch. An incorrect pitch alters the meaning of the words. One missionary was horrified to discover that he was teaching the children to say “May thy kingdom not come, may thy will not be done on earth as it is in heaven.” Congo drummers translate high and low sounding syllables into gong messages. Gong phrases rather than individual words are used to clarify similar syllable combinations. Congo drums are made from logs. A slit is carved and the red heart-wood is hollowed out. One side of the drum is made thicker than the other side. Women’s Lib has not yet come to the Congo. The thin side of the drum is a female gong; it produces high, gentle tones. The male side is used for bigger and lower syllables. Sometimes two different drums are used to produce male and female sounds. Some drums are carved into animal shapes complete with head, tail, and four legs. The carved-out slot follows the animal’s backbone. Each gong has its own name which is beaten out at the beginning and end of every message, much like radio-broadcasting station identification. “Birds do not steal from a person without abide bilingual immemorial echo tonal imitate strengthen injunction realistic

425. 18 food” is the name of one gong. Another: “Ears of mine, do not listen to what people say.” Sometimes a small piece of iron attached to the drum produces a voice-like quality so realistic that at one time many people thought the drums really spoke words. All talking drums imitate the rise and fall of vocal tones. In Akan drum language, “How are you?” is said “Wo ho ten sen?” The first and third syllables are low and the drummer beats on the male drum. Drums convey many kinds of messages: warnings, praise, blame, and greetings. Even poetry and prayers are chanted in Akan drum language: The heavens are wide, exceedingly wide. The earth is wide, exceedingly wide. We have lifted it and taken it away. We have lifted it and brought it back. From time immemorial. The God of olds bid us all Abide by His injunctions. Then we shall get whatever we want. Be it white or red. It is God the Creator, the Gracious One. Good morning to you, God. Good morning. I am learning, let me succeed. Important messages are often relayed from village to village, and a distance of 100 miles can be covered in a few hours. There is no universal drum language, but drummers are often bilingual. Sometimes other African musical instruments use gong language. Antelope horns can send messages a mile or more. Wind instruments that have only one finger hole are blown like a flute or clarinet to produce high and low sounds as the player covers and uncovers the hole. Fishermen boast of their catch by calling vocally in drum language. Ki represents the high tone and li the low tone. Each person in drum-signaling communities has a drum name. Wawina, a medical assistant in Likela, was called, “The proud man will never listen to advice.” Bofoma, a servant, answered to, “Don’t laugh at a black skin because everybody has one.” John Carrington, author of Talking Drums of Africa was named. “The white man, if he dances up into the sky, men of the village will laugh ha! ha! Sports are broadcast on drums: “Let the wrestling begin. Trip one another up.” And when the match is over. “See

the hero! Full of pride!” War is announced on drums: War which watches for opportunities Has come to the town Belonging to us Today as it is dawned Come, come, come, come The drum encourages the fighter: Make the drum strong. Strengthen your legs, spear, shaft, and head.

426. 19 The noise of running feet; Think not to run away. The drum calls the Lokele folk to the universal African pastime, the dance: Let us dance In the evening When the sky has gone down the river Down to the ground. Talking drums telegraph their messages by pitch and not by anything resembling Morse code. Drumming requires skill achieved only by a few. A drummer in the act of drumming is considered a sacred person. Drums are much used by popular bands, by associations such as hunters, military, and religious groups, and by the state. Drummers perform on command or by custom and tradition. The drummer of the talking drums enjoys an honored position. He can mildly insult the chief and remain free. He is thought to be closest to the spirit of the ancestor chiefs. Questions Adopted from English Expressways Textbook for Second Year Comprehension Questions: 1. What can you say about the ingenuity of the Africans in sending messages? 2. What kinds of messages are conveyed by drums? 3. What is meant by the statement “African languages are tonal.” 4. How do Africans send their messages? How does their technique differ from our means of communicating messages? Account for the differences. 5. How is the tonal quality reflected in the drum messages? 6. Read the examples of the uses of drums in Africa. How do they differ from the uses of our drums? 7. With the advent of technology in our midst, if you were an African, would you use the same mode of transmitting messages or opt to use phone, fax, on internet instead? Support your answer. 8. What does the selection reveal about the African character? 9. What does it reveal about the temperaments and psyche of the Africans in response to the challenges of modernity?

427. 20 Activity 9: AFRICA’S FREE Now, let’s have a poem written by Roland Tombekai Dempster. Read it carefully and accomplish the Character Analysis Model by group based on the questions provided. Afterwards, post your output on the board for critiquing and feedback giving and go over the work of other groups. Before you read the poem and do the activity, try unlocking the meaning of the following Key Words for better understanding of the literary piece. Frequency Word List 1. plea 2. meddle 3. affair 4. unjust 5. unwise I am not you --- But you will not Give me a chance, Will not let me be. “If I were you”--- But you know, I am not you, Yet you will not Let me be me. You meddle, interfere in my affairs As if they were yours and you were me. You are unfair, unwise, Foolish to think That I can be you, talk, act, And think like you. God made me He made you, you For God’s sake Let me be.

428. 21 Comprehension Questions: 1. What African qualities do the lines express? 2. What do you think they are all craving for? 3. Do you think there is a way of liberating themselves from slavery? 4. Does discrimination exist in African society? Single out lines from the poem that prove this claim. 5. What does the poem reveal about the African character? 6. What does it reveal about the temperaments and psyche of the Africans in response to the challenges of modernity? Questions Adopted from Worktext for Second Year

429. 22 Activity 10: DISSECTING PEN In Lesson 1, you were made to come up with a character sketch based on an interview. This time, applying the same skill, you will write an analysis of a literary selection. Before that read the selection below and answer the

questions that follow. Find out what conflicts are undergone by the young African and what causes these conflicts, in the selection, Open House. Open House Musa Nagenda Kabana saw his father and other elders from his village get off the red bus, take down their suitcases from the top of the carriage, and look up at the gate. After looking at the poster with approval, they noticed the boys standing in white shirts, ties and khaki shorts and hurried through the gate in the compound. When the parents were seated on chairs under the trees, and the boys on the ground, the headmaster made a short speech welcoming the parents to open day at the school. He invited the elders to have tea with him and the staff in the common room after they examined the exhibits. Kabana and Yagunga ran to their fathers and elders as soon as the headmaster dismissed the meeting. They dropped to one knee before the elders, whereas the elders placed hands on their shoulders and greeted them. Kabana remembered the courtesy of greeting the elders first, so he came to greet his father last of all. “Kaije – It has been long,” his father said. “Ego – Yes,” Kabana answered. “Buhoero – It has been very long.” “Ego.” “Agandi? – What is the news?” “Nimarungi” – It is good, Agandi?” “Nimarungi” – His father said. “Oraiegyo sebo” – How did you spend the night? “Kurungi – Well.” Mulangu smiled upon his son, but Kabana knew his father well and he looked hurriedly away, for he did not see the one thing in his father’s eye that he looked for. He wanted his father to be proud of him, but that was the one thing missing. His father always seemed to be saying “Prove yourself first.” “The people at home greet you,“ Mulangu said. The people at home greet you – Olewa, Rugaya, Totesie. He could see the smiling faces of his mother, sister, and little brother as they moved about the compound in Ruti Village. His mother was such a wonderful mother and a good cook, and Rugaya such a beautiful and thoughtful sister that it almost broke his heart not to tell them so. But it was not the habit to show much emotion, for life was a hard challenge every day and the thing you love so dearly today might disappoint you tomorrow. And it seemed to him he was failing them all – especially Rugaya. Lately his

430. 23 father had chided him on his softness of manner, and one day during the last holiday, Kabana forgot one basket of coffee and it remained in the coffee field all night. “Why don’t you use your head for something more than stuffing it with all that book knowledge?” Mulangu had asked. But today was Open House of Kisumbu Secondary School. Perhaps his father had changed in his opinion of his son. The leaders from the different villages had lingered behind him when the other parents and visitors left the school and went back to their villages. After the conference with the headmaster, they went outside and sat in a circle near the compound under the jacaranda tree. They smoked their pipes, talked and nodded their heads for a while before they sent for Kabana, Yagunga, and Biraro. When the boys had taken the place offered them in the circle, the oldest elder slowly refilled his pipe and lit it. The ebony walking stick, his rod of authority, lay across his lap. When he’d taken several puffs on his pipe, he began to speak. He did not hurry but looked straight at the boys with deep lines of seriousness in his kind face. “Mwebare munenga emirime – thank you very much for the work you’re doing here,” he said. “You have made the hearts of your forefathers happy. They and we rejoice in your success.” Then slowly, and with pride, he sketched a history of their tribe, telling about the hardships and demands of life in their village, how through hard work, daring, and attention to the ways of their fathers and Ruhanga, their God, who lighted and guarded the fires of the Omugabo and protected the drum of Banyankero, they had

always triumphed. The faces of the other elders beamed with pleasure as his words, in the Bantu language, rolled out of him in a tone and rhythm not unlike the emotional beat of the drum. Yagunga, Kabana, and Biraro sat in the circle of men underneath the jacaranda tree and felt the stares of boys of other tribes like hot sun on their necks. Kabana was ashamed. This talk was for the village and had no place here at school. He wished the elder would hurry so they could catch the bus. If they stayed longer, they would hear some of the things Kabana had said to the other boys, and the other boys would get a chance to see that his father couldn’t eat with a fork and that he ate too fast. Still the musical voice of the elder went on, and Kabana felt compelled to listen to it although his legs cramped, for it was a long time since he had sat on the ground. “Now,” the elder went on, “you have gained a book education. We will also see that you have your tribal education. You, three boys, Yagunga, Biraro, and Kabana,” he nodded at them as he spoke, “will soon be made men. You are of age, now.” “They are of age,” said another elder with enormous ears and a black beard. “Soon you must come home for studies and trials and you will learn everything about the joy and the dangers of living. We shall spread your story in the village of our clansmen, and sing of it in our kraals. We greet you, we salute you, and now as our journey is long, we take leave of you.” After a moment, all men rose together and started toward the bus, leaving the boys sitting in the broken circle. When they had gone a short distance, Mulangu turned and called Kabana to him. As always, now, when in his father’s company, Kabana felt a tightening in his throat. He had mixed feelings about his father. He was ashamed of his crudeness, his inability to speak good English, his long hair, but at the same time he felt pride in his

431. 24 strength and his ability to take care of his family and play a leading role in village affairs. His chest rose high. He felt proud to have a father so strong, so brave, and so successful. He was respected by both villagers and Europeans for his bravery and his ability as a farmer and trader, and Kabana always felt that he’d never be able to live up to his father’s expectations. Mulangu touched Kabana’s shoulder and nodded to where Yagunga and Biraro sat in a broken circle. “You have done well here in your studies and in your special callings as drummer but your life is incomplete. It is like that circle, broken because things valuable are left from it. Do you like this school?” Kabana nodded. “Yes, Sir.” But it was the question that he knew to be coming next that he dreaded. “And the village, what can you say about it?” “It is my home, father. My mother, my brother, my sister, and my friends are there,” he tried to be tactful. “You love them but no longer love their ways?” His father looked straight at him. All right he would tell the truth. “I used to love the village, but now things are different, I don’t know where I belong. Do I belong to where I fail or where I succeed?” Mulangu’s face clouded. “So, this is what I sent you to school for. To forget your own people – to despise our ways. Your failure is your own doing. With effort you could do what is expected of you.” Kabana didn’t want his father to be angry, but now he thought of old men who sat around doing nothing but drinking beer, of with doctors with rattling gourds, and poison taken from snake heads and the dried entrails of goats. The very worst of the village flashed into his mind. His father was talking to him. “You hate the village, don’t you?” “You sent me to school, father.” Before the words came from him Kabana regretted them, but still he spoke them. Mulangu stiffened. He almost struck Kabana, but he looked around hurriedly and saw the other elders watching them. “You’ll never be a man. At the initiation you will surely disgrace me. You are always acting like a baby. Night and day your head is in your

mother’s kitchen or bowed to your sister. Do you know these are not the ways of men?” “I shall improve,” Kabana repented. “You say so, but you won’t. I noticed you in our village. You no longer joke, tell stories with the other boys, or dance. Are you a European?” Kabana bowed his head, and Mulangu felt the guilty sting of his last remark. “Very well, the elders think the boys here will vote to come for the initiation but having a son like you, I doubt it. So as soon as school is out, you come home and I shall try to do a father’s duty by you.” He looked closer at Kabana and tried to be pleasant. “We have been both made unhappy, father and son, but this time we shall talk to each other and in our village, we’ll laugh and be happy.” “Oh, that will be wonderful, father,” Kabana said, hopefully. ‘Don’t be late. The coffee is ripe and there are many goats to herd. Osibegye omwana wangye – Goodbye, my son.”

432. 25 “Osibegye omukawa wanye – Goodbye, my father. Obandamukize – Greet those at home for me.” Questions Adopted from English Arts II, Textbook for Second Yea Comprehension Questions: 1. Why did Kabana feel that he had failed his family? 2. What was Kabana’s attitude towards tribal customs and ways? Why? 3. Compare the attitudes and ways of Kabana with those of the elders and his own father. Is this contrast natural or not? Explain. 4. Read the lines below. What deeper meaning can you infer? If you were Kabana, how would you respond to each statement? a. “It has been very long.” b. “You hate the village, don’t you” c. “Don’t be late… Goodbye, my son.” 5. Why did Kabana have mixed feelings? Do you sometimes feel the same? 6. What kind of relationship did Kabana have with this father? Prove your answer. 7. What values do you gain from the story? Are these universal? Explain. 8. What conflicts are experienced by the young African and what causes these conflicts? Group Work: Visualization Wheel: Write the title of the story in the middle square below. Label each quadrant of the circle with the answers to each question. Next, draw a picture for each answer. Present your output to the class.

433. 26 Your next task now is to analyze the literary selection that you have read. As you analyze, ask the following questions: 1. What does the selection say about the people in the place? 2. What parts of the selection reveal what the characters think and feel? 3. What do the characters say about the kind of people they are? 4. Does the selection relate to real life situation? 5. How does the literary selection help you understand the people from this country? Write your analysis on the worksheet below.

434. 27 Activity 12: STRIKE A BALANCE Listen to the statement (to be read by your teacher) of the President of the African National Congress, Nelson Mandela, during his inauguration as President of the Democratic Republic of South Africa, Union Buildings, Pretoria, May 10, 1994. Take note of the parallel words, phrases, and clauses used and identify their functions. Key Points: Study the following sentences taken from the speech you listened to. 1. “We thank all our distinguished international guests for having come to take possession with the people of our country of what is, after all, a common victory for justice, for peace, for human dignity.” 2. “We trust that you will continue to stand by us as we tackle the challenges of building peace, prosperity, non-sexism, non-racialism and democracy.” 3. “We commit ourselves to the construction of a complete, just and lasting peace.” 4. “We must therefore act together as a united people, for national reconciliation, for nation building, for the birth of a new world.” How were the underlined words and phrases used? Yes, they were used to expand sentences. In expanding sentences, we should observe parallelism. Let us consider the sentences above. Notice that sentence 1

uses parallel phrases (prepositional phrases); sentence 2 uses parallel words (all nouns); sentence 3 uses parallel words (all adjectives); and sentence 4 uses parallel phrases (prepositional phrases). Recognizing Parallel Constructions When a writer is presenting a series of equally important details in a sentence, he or she should try to make the items balanced, or parallel. When the sentences are presented in different forms, they are nonparallel, and the resulting sentence is not smooth. One of the fundamental rules of our language is that similar ideas should be expressed in similar grammatical structures. When we want to talk about a series of things, qualities, ideas, problems, processes, or feelings, we combine a word with a word, a phrase with a phrase, or a clause with a clause. Parallel words. When a writer lists a series of words, the words in the series should be all nouns, all adjectives, or all adverbs, but not mixed. Mixed: The celebrity was charming, witty, and a beauty. Charming and witty are adjectives; however, beauty is a noun. For the sentence to be parallel, beauty must be in adjective form.

435. 28 Parallel: The celebrity was charming, witty, and beautiful. Parallel phrases. When a writer lists a series of phrases, all the phrases should be the same – all gerund phrases, all infinitive phrases, all participial phrases, or all prepositional phrases. Mixed: Her aims were to study, to travel, and someday having a family. The sentence is nonparallel because two infinitive phrases, to study and to travel, are mixed with a gerund phrase, having a family. For the sentence to be parallel, having a family could be changed to an infinitive. Parallel: Her aims were to study, to travel, and to have a family. Parallel clauses. When a writer lists a series of clauses, all the clauses in the series should be the same. They should all be noun clauses, all adjective clauses, or all adverb clauses. Mixed: What we say and the things that we do are never quite the same. What we say is a noun clause; the things that we do is a noun followed by an adjective clause. In order to make the elements of the sentence parallel, the things that we do could be changed into a noun clause. Parallel: What we say and what we do are never quite the same. Exercise 1. Some of the following sentences contain nonparallel constructions. Revise these sentences by putting parallel ideas into equal grammatical form. Underline the parallel structures in your revised sentences. If a sentence is acceptable in Standard English, write “Correct.” 1. The beach resort has good food, live entertainment, and a heated pool. 2. Teachers must teach values to their students consciously, openly, and consistently. 3. The employer who praises employees, giving recognition, and allows vacations should have a good staff. 4. We should save our money carefully, regularly, and with knowledge. 5. Next year, my friends will decide to buy a car, to save their money, or to go on a trip. 6. Felix dressed up because he wanted to charm his girlfriend, to impress his friends, and please his parents. 7. Mary argued that reading books is better than watching TV. 8. She worked quickly and with accuracy. 9. Composing music and to write poetry have some similarities. 10.Brisk walking daily and eating well are important for me.

436. 29 Activity 13: BLACK AND WHITE – AN EVALUATION PAPER In lesson 2, you were asked to write an evaluation paper on a program viewed. In this activity, your task is to make an evaluation paper of the literary selection Open House. Extract what the selection shows about the diversity of temperaments and psyche of the Africans. Use the worksheet below. Work in pairs then take turns in giving and responding to feedback on each other’s paper in the revision process. Remember to use meaningful expanded sentences following balance, parallelism, and modification.

437. 30 Activity No. 14: IMPRESSIVELY EXPRESSIVE Based from the different informative and literary text types that you have read and listened to, express your impressions in writing about the literature of Africa and the African people which includes the temperaments and psyche of the African people in response to the challenges of modernity. Relate your answers to the essential questions. Refer to the template provided below. Remember to use grammatical structures and vocabulary to effectively emphasize particular points. My Newfound Impressions In this section, the discussion was centered on the temperaments and psyche of the African people in their response to the challenges of modernity. Go back to the previous section and compare your initial ideas with the discussion. How much of your initial ideas are found in the discussion? Which ideas are different and need revision? Now that you know the important ideas about this topic, let’s go deeper by moving on to the next section. REFLECT AND UNDERSTAND: Your goal in this section is to take a closer look at some aspects of the topic on the temperaments and psyche of the African people in their response to the challenges of modernity.

438. 31 Activity 15: SCOOP ON SLAVERY Here’s a true-to-life story for you to read. Then, do the following activities. Escape from Slavery by Francis Bok with Edward Tivman My father’s farm was full of family, friends and love. We had chickens and goats, sheep and cows; we had beautiful green trees with yellow mangoes and coconuts as big as your head. My father, it seemed to me, owned the best farm in our village of the Dinka people in Sudan, about 100 kilometers south of what the maps call the Bahr al-Arab River, the border between the north and south of the country. We lived in two houses – one for men, the other for women – made from mud and topped by straw roofs shaped like upside-down cones. I did not go to school. No one in my family had any formal education. Like most boys, I spent my days playing games and running in the fields. But what I liked to do most was follow my father around as he worked on the farm. I felt my father’s love every day. One day he called me muycharko, which means “twelve men.” I asked him, “Why do you call me muycharko?” He laughed and explained that out of all his children, I was the one who worked the hardest, the one who would never give up. I felt my father’s words flow into my body and fill me with happiness. I dreamed of being a great man with a great farm and many cattle. When my mother told me she had instructed some village kids to take me along on their trip to the nearby market town, I saw it as the first step to becoming the important man my father thought I could be. This would be my trip to town on my own, although I had been there with my father when he went to trade animals and with my mother on market days. Our family also went to the Catholic Church there. On market day the other kids turned up, and my mother warned me, “When you sell something, give the money to the older children so you do not lose it.” I grabbed the carrying pole with my goods: two tins of hard-boiled eggs and peanuts. We walked along a dusty road and soon approached the market-place. People were already set up in the shade, and the market smelled of fish, fruit and vegetables. The big kids picked a spot under the tree. I made some sales and handed over the money, just as my mother had said. Then something changed. People began walking faster, talking to each other. They seemed excited; some were pointing towards the river. “Smoke,” I heard. “In the villages.” More people ran into town with news. “Maybe the murahaliin came,” one said. “They came and burned the houses.” I had heard people in my village talk of these dangerous men from the north who killed people

and stole their cattle. But I had never seen these murahaliin. The customers began to rush from the marketplace. The sellers gathered their things. Then we heard bursts of loud noises. Everyone was running. “The murahaliin are coming!” Wherever people scattered they ran into men with guns entering the town. First men on horses, shooting people with bursts from their rifles. Then men on foot, shooting and slashing at people with their long knives. r/

439. 32 They were not Dinka, but people with lighter skin than ours, in headdresses and robes. They were shooting the Dinka men, slashing with their swords, chopping off heads with a single swipe. I had never seen such violence and never heard so many screams. “Run!” I heard. “Leave your things and run!” I raced from the marketplace, right into the huge horse with a militiaman pointing a gun at me. I stopped; I could not move. Someone grabbed me from behind – another murahaliin, yelling and waving his gun. I was sure he was going to kill me. All around I saw people screaming and falling to the ground and not getting up. He pushed me back into the marketplace with other boys and girls. Everyone was crying and screaming for their parents. I looked around for help, but all I could see were the bodies of Dinka men, the blood running from them like water in little rivers. I had never seen a dead body before, and now I saw more than I could count. I wanted my mother; I wanted my father to pick me up onto his shoulders and carry me away from this. My entire body and mind turned numb as I waited to be killed. With no Dinka men standing, the killing seemed to be finished. While a few murahaliin guarded us, others began collecting food and loading it into baskets. A man picked me up and set me on a donkey. Some of the women ran to their children, but the militiamen beat them and pushed them away. When the loading was completed, we headed out of town. Behind the horsemen, the soldiers and our donkeys walked the older kids and the women, forced to carry the very things that we had all been selling not long before. We rode into darkness, my heart beating wildly, my head filled with questions. Why did these men do this? Where are they taking me? Were my parents safe? In the night we passed through a forest, then stopped in an open area. They sat us kids down and yelled at us in their language. We were full of fear, and everyone kept quiet, except for two sisters who through their tears said they had seen their father and mother shot and killed. A militiaman grabbed the older girl, yelling at her, trying to shake her into silence. She could not stop crying. He pulled her to the side, put his rifle to her head and shot her – one shot that rang through the forest. And when that noise stopped so had the girl’s crying. Her little sister began crying even harder, but her body twisted and pulsing with sobs. She was crazy with crying, and our silence made her crying seem louder. One of the murahaliin struck her leg hard with his sword, cutting it off at the thigh. Blood squirted all over her. I remember this, but I cannot remember if she stopped crying. The murahaliin began dividing us between them. One man grabbed me and pushed me towards his horse. He sat me behind his saddle and wrapped a leather belt around my waist. I begged him to let me down, let me go home to my parents. But we just rode away, the silence of the night broken by my sobs. As the sun came up I noticed the countryside was different. The trees were small, and the people had lighter skin. I was sure we were now across the border into northern Sudan, where my father said the Dinka did not live, only the Arabs. We kept riding until we came to a farm. The murahaliin got off the horse, then set me on the ground. Three children ran out of the horse, then the mother, all coming

440. 33 up to hug him. The kids approached me, laughing and talking, and I noticed the younger boy was about my age. Maybe he would be my friend. They seemed happy and began singing, chanting the same word over and over: abeed, abeed, abeed. I didn’t notice they were carrying sticks until they started beating me, including the boy I wanted to be my friend. I tried to block the blows, but the sticks stung my arms as if they had fire on them. “Stop,” I yelled. “Help me!” The parents did nothing but watch. My body buzzed from the blows. The militiaman finally led me to a small mud shelter and pointed to a blanket on the ground. I was exhausted and lay down, but I could not fall asleep. I told myself that my father would want me to stay strong. I kept thinking how my family would be worried about me, and my father and big brother Buk would come and save me from these people. I finally fell asleep. The sun woke me, and soon the militiaman and his wife arrived, followed by the children. The kids started singing the abeed song again, pointing at me and laughing. The man handed me a bowl of food. Even though it was bad, I ate because I was hungry. For days I kept expecting someone would arrive and tell me it was all a mistake. But no one came except the militiaman and his sons. I soon figured out the man’s name was Giemma Abdullah, and his oldest son was Hamid. I could see the family had goats and sheep, horses and camels and cattle. One morning, when Giemma and Hamid let the animals out, Giemma handed me a small whip. They herded the animals towards the forest, and I knew I had to follow. What was not clear to me was that this was my first day of slavery – forced to work for no pay but the garbage from the family’s dinner and an occasional beating from Giemma’s cattle whip. We drove the goats towards the forest. Whenever one strayed from the herd, Giemma made me chase after it. This, I quickly learned, was my job – to keep the goats from running away. It was not easy running this way and that in the hot sun. As we walked into the bush, I saw another black boy herding cows among the trees, and then another. Hamid saw them too and knew what I was thinking. He yelled at me and shook his head. I could not go near the other boys. Still, I realized I was not alone. I was sure they were Dinkas. After a few hours we rounded up the animals and drove them to a nearby river. There were hundreds of animals drinking, and hundreds more waiting their turn. There were also more black boys. Hamid signalled I was to stay with the goats and away from the Dinka boys. But when I did get close to the others, I was shocked to hear them speaking Arabic. I answered at least one question: what did abeed mean? Hamid referred to the other boys as abeed, and I soon learned it meant both “black people” and “slaves.” Every day I went with Hamid to continue my training as a goatherd. One day Hamid showed up on his horse. He rode into the bush, and I followed on foot. Later, he rode away. I worried how I would get the animals back to their pens by myself, but then he returned. This became part of our routine. Hamid’s job was to spend the day with me and the animals, but occasionally he would ride away, probably to visit friends. I never knew when he would leave or return. His freedom taught me that I had none.

441. 34 I was given a wooden-framed bed covered by palm leaves and a single thin blanket. It was an improvement over sleeping on the ground, but I hated my life and hated taking care of Giemma’s animals. Some mornings I didn’t want to go. Giemma would pull my legs from the blanket. “You don’t want to get up on your own two legs,” he’d say, using gestures to make it clear. “Then maybe you don’t need two legs. I’ll chop one off for you. Then you can stay here and lie on the ground all you want.” He said this so often I took his words only as a way to scare little boys – until one day when Giemma

and I were returning from the grasslands, I spotted a Dinka. Then I saw one of his legs was missing. “What happened to him?” I asked. Giemma smiled at me and said: “I told you that’s what happens to bad boys. He tried to escape. They caught him and warned him. Then he tried again and…” Giemma shrugged as if to say there was no alternative. I stared at the boy with one leg as Giemma kept talking: “That’s what happens when you disobey.” The routine was the same for several weeks: Hamid and I taking the goats to pasture, going to the areas where the good grass was, heading to the river for water, and Hamid watching me run after strays. The days were long, and I dreaded the hot sun and the chaos at the watering hole. When the sun went down, we would head back, and I would eat my dinner alone and sleep in the hut next to the goats. I hated not being able to understand what these people were saying. I had to learn this language, which seemed a wall of strange sounds that made no sense. I listened carefully to everything Giemma and his sons said to each other, and as the days and weeks went by, I began to distinguish certain sounds as words. I found out that hanim was the word for “goats” and “sahl” meant “grass.” I soon learned an important word that everyone kept repeating – it sounded like hop. Did the goats hop the grass? Hamid would say he didn’t hop working with camels. So hop meant “like” or “love,” and with that knowledge I could tell what Giemma liked and didn’t like. Learning the language became one of my pleasures. I settled into my job as Hamid’s assistant. But one day Giemma showed up alone. Today I would take the goats to pasture without Hamid. I herded the goats out towards the grasslands. A few wandered out of line, but I shooed them back in. If I lost any goats I knew Giemma would be furious. I got the goats to pasture without any problems. I began thinking, maybe it will be good not to have Hamid always bossing me around. But before I could get used to that idea, I saw Hamid on his horse at the end of the bush. He had come to check on me. At the river I worked hard to make sure none of my goats wandered away, and as the sun went down I rounded up the animals and headed back. Giemma was not happy, “Some are missing,” he said. I couldn’t believe it. I had tried so hard. Giemma counted the goats, then yelled at me and hit me with his whip. Soon a neighbour arrived leading the two missing goats. Giemma’s anger had the desired effect. I was scared about losing another goat that I watched them constantly, never permitting one to stray too far. I got very good at the job, but the fear that something would go wrong and would earn me a beating never left me.

442. 35 I had so many questions in my head that one evening I asked Giemma a question in his language. “Why does no one hop me?” He stared at me as if one of his goats had suddenly spoken. “And why do you make sleep with the animals?” I asked. “Where did you learn that?” Giemma yelled, his face puffed up with anger. He hit me, then walked away. Two days later he appeared and said, “You want to know why no one loves you and why you must sleep with the animals? Because you are an animal.” That left me dazed. Bit it explained why he let his kids hit me, why he fed me garbage, why he left me to sleep in a hut no better than an animal pen. I now knew that life would never get better for me with these people. That was the moment I began planning my escape. Later in the day, with the goats fed and watered, I could rest in the shade and make my plans. I was learning the language. That would help me find help among these Arab people. But I also had to learn the area. I decided that each day when I went out with the animals I would look around, investigate the roads, and remember where the men rode on horseback checking on their slaves. For the first few weeks I had cried every day. But I realised my

crying did not bring anyone to help me, so I decided to replace my crying with praying. I didn’t know much about religion, but my parents had told me, “God is always with you.” Alone at night sitting in my hut, I remembered my father once said to me, “Even when you are one, you are two.” I prayed to God almost every day: “Please help me. I love my parents, and I want to have a future. I don’t want to die.” In Sudan there are two seasons, the rainy one and the dry one. I arrived at Giemma’s in the dry time, in April or May. Then the rains came, occasionally leaking through the roof of my hut. By February it was dry again, and the grass began to get scarce. “We are going,” Giemma announced one day, explaining that the animals needed to eat, and the grasslands in our area had been picked clean. Several times a year I helped the family pack up all their things to take the animals to a “cattle camp” where the grass was more plentiful. As we waited our turn at the watering place in the cattle camp, an Arab boy greeted Hamid. Next to Hamid’s friend was a Dinka boy. He smiled at me and said in Arabic, “Peace be with you.” A few days later I saw him again, and this time he was on his own, and so was I. “Are things OK for you?” he asked me in Arabic. My real answer would have taken a day to say. Instead I said in Dinka, “I’m OK.” He looked around to make sure no one was listening. Then, in Dinka, he asked me where I was from. I was happy to hear my own language, and it turned out we were from the same area. “This is a very dangerous place,” he said. He told me to do my job, that when kids complained they “got hurt.”

443. 36 I told him my master and his kids had already beaten me. He shook his head. “They will really hurt you.” He told me a lot of kids had been hurt and even shot trying to escape. He returned to speaking Arabic. “Don’t talk to me in Dinka,” he warned. “It will get me in trouble. They’ll think we’re planning to do something wrong.” I assured him I would talk only in their language. “I must go and do my work,” he said. “Be careful,” he repeated and left me alone with my thoughts, which included the image of the boy I had already seen with the missing leg. I was well aware of how much worse things could be for me, and I believed that God was looking after me, just as my parents had promised. They probably would not have recognised me now, for when I looked into the water where I took the sheep and goats, an older boy looked back. I was now almost as big as Giemma and taller than Hamid. I told myself that my parents would be proud of me. I was a good worker and smart enough to stay out of trouble. Then Giemma complicated my life again. “Tomorrow, you will work with the cows,” he announced. I protested that they were too big for me to handle. But Giemma had made his decision, and the next morning we were driving cattle to pasture. The job was not much different from handling the goats and sheep, except when goats got in a fight you could tear them apart. But the cattle could tear a grown man apart. Later, Giemma added the camels to my duties as well. When I complained, Giemma told me to shut up. “You do not want to work, I can shoot you. Or maybe I just cut off your legs, and you can stay at home.” The days were always the same: in the morning take the cows to eat, stand in the blazing sun to get water, go back to the grasslands, and then head home as the sun went down. By my seventh summer, I had learned a lot. I knew there were roads not far from the grasslands where I had been going for years, and I was now fluent in my master’s language. I understood that even if I stayed seven more years, my life would not get better. My body hated the work and the beatings; my mind hated the isolation. Finally I decided it was time to act. “Tomorrow,” I announced to myself, “I will head out with the cows as usual, but I will not return.” Before the sun came up I took the cows into the forest. The cattle

began grazing, and I left them there. I ran to nearby road and kept running. After seven years I had finally done what I had dreamed of doing. Suddenly, up ahead, I saw some cows – and a man on a horse. My stomach swirled: If he saw me, it was over. I turned around and began moving in the opposite direction, hoping to make it into the forest. Within seconds, I heard the horse at my back. “Where are you going?” the man asked. My escape had failed. The man took me to Giemma’s house, and when he saw me a look of surprise crossed his face. The man on the horse explained what had happened. Giemma grabbed a cattle whip and started beating me. I did not protest. When he stopped hitting, he warned: “If you try this again, you’re going to be like those kids we saw. I will hurt you.”

444. 37 The next morning Giemma took the herd to the grasslands himself. The following morning I told Giemma I would take them. He stared at me. “Do not try to escape,” he warned. I assured him I would not do that again. I headed off with the cows and spent the day in my usual routine. But when the sun began to go down, instead of herding the cows back to Giemma’s, I headed to the road again. This time I went in the other direction, staying in the woods, following the road, which I could see through the trees. About an hour later, I saw a little river where some people were washing up. There were also some slaves around. I decided I could risk a short rest. Everyone would assume I was working. I knelt down, scooping some water to my face. It felt cool. “I am on my way,” I said to myself. But then another feeling took over, one of danger. I turned, and there was Giemma! He was tying his horse to a cart. Was my mind fooling me? Was it a bad dream? But it was no dream. The sight of him was like a punch in the stomach. He saw me and asked, “What are you doing here?” “I was just getting a drink. The cows are here.” “Where?” Giemma looked around, seeing no evidence of his cows. “Not far,” I said, lying again. “Let’s go get the cows,” said Giemma. So we went looking for the cattle. I think at first Giemma actually believed me – he did not think I was crazy enough to try to escape two days after I had been caught and beaten – but we kept walking and there were no cows. Giemma became upset. “You tried to escape again.” I said nothing. I waited for him to hit me, but all he said was, “Let’s go home.” When we arrived at his place, he cursed me and smacked me several times. Then he led me into a room and pushed me to the floor. “Tonight will be your last!” he shouted, and tied my hands behind me with a piece of rawhide, then my legs. I sat there, filled with anger about my own stupidity. Soon my hands and feet began to hurt. No matter how hard I tried to loosen the rawhide, it seemed only to get tighter. Giemma returned, carrying his cattle whip, and gun. He pointed the gun at me and said, “Tomorrow I will kill you.” I wondered if it would hurt as I waited for the bullet. He lowered the rifle and left the room. I cried with relief, then cried over the fact that this would be my last night on earth. I don’t remember sleeping that night, only the anger and the fear and the prayers. It was still dark outside when Giemma returned. I noticed he did not have his gun. He began untying me and said, “If you do this again, I will kill you. I promise.” I said, “I will not do it again.” “I do not want to kill you. You take good care of my cows.” I sat in my hut hoping that Giemma would not change his mind. I was no longer thinking of escaping. So much fear had filled me that night. Giemma would show up, and my heart would race. You will not try again?”

445. 38 “No,” I promised. And I was not lying now. I was not thinking about escaping. To do so was to be reminded how close I had come to dying. Three days after my escape

attempt, Giemma told me to go back to work. I realised that Giemma might consider me an “animal,” but he liked his animals. I would make sure I was the hardest working animal on the property. My job became lifeline. I did not lie to Giemma when I told him I would never escape again. But I eventually realised that, while the pain and fear came and went, the one thing that never went away was the ache of wanting to leave this place where I was forced to work and live like an animal. Wasn’t living with these people a kind of death? My new plan was to wait another three years before I tried to escape again. I’m not sure why I picked three years. But I would have to regain Giemma’s trust. And also in three years I would be 17, and I would be stronger, smarter and better prepared to get away. So I tried to do the best job I could, and as the months passed Giemma seemed happy with me. His wife would ask, “Why are you keeping him? Why don’t you kill him?” And Giemma would answer, “He takes care of my cows. He does a good job.” I turned 15 and 16 and then 17. I was taller than Giemma. I could walk and run for hours. My body was strong and so was my mind. I was sure I had finally become the man my father dreamed I would be: I was muycharko. My plan was to leave first thing in the morning and stay out of sight in the forest until I got to the market town of Mutari. I knew which road to follow. I promised myself that this time I would not give up. If someone caught me, I would fight. I refused to live as a slave any longer. That morning I headed out with the cows as usual. As soon as they started grazing, I ran as fast as I could for as long as I could through the woods along the road towards Mutari. No-one stopped me. I was farther away from Giemma’s than I had been in ten years. I was hot and tired and dirty, but I felt relief and a kind of excitement. Before the sun went down I arrived in Mutari. I walked into town and saw other Dinka with their masters, but no- one seemed to suspect that I had escaped from mine. I allowed myself to enjoy this new feeling of being on my own. I was free! I decided to go to the police and made my way to a one-storey mud building. A policeman was sitting at the desk. “I need help,” I said. He took me to another man, and I told him I had escaped and wanted to find some people from the south. He sent me to a waiting area, where I sat for several hours. Finally another policeman took me to a kitchen area. “Clean up,” he said. For the next two months, I worked for the Mutari police as a kitchen boy. They fed me, and I worked, and I slept in the kitchen. When I finally realised they were not going to help me, I left the police station on market day and disappeared into the crowd. The trucks loaded their goods on the edge of the market area. I hoped one of them would be my ride out of Mutari. A man named Abdah allowed me to climb in his http://www.tower.com/escape- from-slavery-true-story-my-ten- years-edward-tivnan- paperback/wapi/101449218

446. 39 truck and hide me behind his cargo. He would take me to his hometown, but he warned me that it was dangerous for me there. He invited me to come home with him. “Don’t worry,” he said. “I want you to be safe.” For two months I lived with Abdah, his wife and two boys. His wife fed me the same food she prepared for her husband and children. She treated me as if I were a visiting friend or relative. Abdah and his wife believed that no Muslim had the right to enslave other human beings. Abdah asked some friends whether they could get me a ride to the capital, Khartoum, but no one was willing to take the chance of driving an escaped slave. Finally Abdah said I must take the bus. “I will buy you the ticket.” I arrived in Khartoum late in the afternoon. I met a Dinka in the bus station and told him I hoped to find someone who could take me to where people from the south live. “I’m going there now,” he said. “Come with me.” My prayers had

finally been answered. I was alive, free, and for the first time since I was a small child, I felt safe. I went to the refugee camps outside Khartoum, where I looked for my parents. I had no idea whether they were dead, enslaved, or living in a refugee camp in Kenya or here in the capital. I told people what had happened to me, how I had been enslaved for ten years. Before long, two men came to see me. ”People have told us that you are saying things against the government,” they said and took me to the local police station. The government denied that there was slavery in Sudan, and they were not about to let a 17–year-old Dinka boy tell everyone he had been a slave for ten years. I was arrested and held for seven months. Then I was released. I was never sure why. But I vowed to do everything I could to escape from the country. With the help of friends from the south, I got the necessary papers on the black market. I took a train north, changed to a boat that took me up the Nile across the Egyptian border, then switched to another train to Cairo. There I was accepted as a UN-sanctioned refugee, and in August 1999 I was allowed to go to America. I eventually learned that my parents and two sisters had been killed, but my older brother Buk survived and, after 13 years, I talked with him by phone. TODAY I WORK for the American Anti-Slavery Group (AASG), which speaks out against slavery in Sudan and throughout the world. (Our website is iAbolish.com). My job is to tell people how I was kidnapped, beaten, treated like an animal and forced to work for ten years, until I escaped. And I call on the American people to stand up and help my people. I’ve spoken to church and school groups, and even testified before the US Senate. We finally got the Sudan Peace Act passed in Washington. It recognises the problem of slavery, provides aid for southern Sudan and imposes sanctions on the government if it’s determined that Khartoum does not negotiate for peace in good faith. Someday I hope to return to Sudan, but in the meantime I continue to work with the AASG and for my people, as well as continue my education. It’s hard work, but I am still in my twenties and have plenty of time and energy. Whenever life gets tough I think of my father, who told me I would grow up to do important things “You are my muycharko,” he said. “Twelve men.”

447. 40 Reader’s Digest April 2005 Group Work: Groups 1 and 2 will come up with an illustrated story depicting the core message of the selection. Present the outputs before the big group. Groups 3 and 4 will role play in class the situations which show the main character’s attempts/struggles to escape from the shackles of slavery. Groups 5 and 6 will present a talk show on the topic “How to Eradicate Modern- Day Slavery.” Website Link: Extended Activity The Web offers a wealth of resources. Visit www.iAbolish.org and make a research to determine the different ways this organization is seeking to solve the problem of modern-day slavery. Present the gathered information through a slideshow which will highlight important facts/issues regarding modern-day slavery and how Africans deal with it. Across the Curriculum (Integration of government’s thrust/program) Visit these sites http://www.un.org/en/documents/udhr/index.shtml and http://www.gov.ph/2003/12/19/republic-act-no-9231-s-2003/ then, research on some provisions regarding slavery as stipulated in the Universal Declaration of Human Rights, Article 4, and provisions regarding child labor as contained in Republic Act No. 9231, Sections 1-6. You research further on the actions taken by the Philippine government in fighting modern-day slavery or human trafficking. As a group, report your findings to the class through a slideshow/power point presentation

448. 41 Activity 16: AFRICA: DARKEN NO MORE Here’s another poem that will shed light on the temperaments and psyche of the Africans in response to the challenges of modernity. Unlock the meanings of the following words used in the poem below. 1. plague 2. hardship 3. overpower 4. knavish 5. weeping 6. fray 7. dawn The Dark Continent http://images.yourdictionary.com/dark- continent 'Africa my beginning, Africa my end. I was born here and I will die here, Africa you bear my hopes and fears Poverty, famine, crime and AIDS are words which plague Mother Africa's name These demons bring me shame While people try to make Africa better, a few let the hardship overpower them Shame on them They give up hope and go about their knavish ways Even though there's hope on the horizon, be that as it may They continue to destroy what little Mother Africa has Africa is no longer what she was 'Mother Africa is weeping' Yet a new dawn may be creeping Mother Africa and her children are beautiful, they know their place in nature Even though hardship may corrupt good nature In the name of ALL that is good, I hope Africa will rise one day And we'll stop the suffering before she frays The words upon a famous poet, I hear 'Africa my beginning, Africa my end. I was born here and I will die here.' http://www.poemhunter.com/poem/the-dark-continent

449. 42 Comprehension Questions: 1. Why is the poem entitled The Dark Continent? 2. How would you characterize the speaker? 3. Why does the speaker regard poverty, famine, crime, and AIDS as demons that bring him/her shame? Do you agree with the speaker’s train of thought? Explain. 4. What do the lines “In the name of ALL, I hope Africa will rise one day” suggest? 5. What does the poem show about the temperaments and psyche of the Africans? Group Work: Group 1 - Present a dramatic reading of the poem or jazz chants. Group 2 - Compose and present a jingle emphasizing the core message of the poem. Activity 17: CAPTURINGTHE WORLD OF e-JOURNAL In Lesson 3, you were asked to make a critical review based on an editorial article. This time, you will make an e-journal focusing on how Africans respond to the challenges of modernity as revealed in a literary selection. Prior to that, you will read the selection The Capture by Alex Haley. Use this as bases in making your e-journal. Unlock the meaning of the following Key Words. 1. sagging under the pain 2. lunging at him with a big sack 3. ducking to escape more clubbing 4. flailing blindly at the air 5. the white men’s club crashed against his temple

450. 43 Synopsis: Kunta was born free. His parents, Omoro and Binta Kinte, offsprings of a distinguished family tree, were Allah-fearing, freedom loving, and respectable tribe members of tradition-steeped Juffure, a small but prosperous village on the coast of Gambia in West Africa. Like all African tribespeople, their most prized possession was their freedom – a faithfully secured and vigilantly guarded legacy from their forefathers. Every man, woman, and child learned not only to keep out of the way of the white men who kidnapped African natives for the slave market but also to be prepared to fight with their lives for their freedom when caught. According to tradition, a boy who was a first-born foretold of Allah’s special blessings upon the parents and their kin. With the birth of Kunta, who was named after a free and noble ancestor, a great hunter and warrior, was born the pride and the great expectation that the tribe of Kinte would indeed prosper. Hence, it was expected of Kunta to bring credit, pride, and many children to his family tree and to his village; to bring honor to the name of Kinte and to dignify further the nobility of the tribe. Hovering protectively over Kunta’s crib, his father would talk of the brave deeds his son would do when he grew up. Thus, Kunta’s boyhood, his adolescence,

all his life with his parents in Juffure, were dedicated to the fulfillment of the great expectation. As a boy Kunta roamed freely, happily, and fearlessly through the virgin forests of his tribal village, inhaling the deep musky fragrance of the mangroves, romping with baboons, and thrilling to the shrill cries of kingfishers and pelicans. He hunted wild pigs, pursued the fleet-footed deer, fished in the rippling waters, set traps for the forest fowls, swam in the streams, and chased schools and winnows. In these happy, peaceful, and free surroundings Kunta learned “to treat of Allah’s creatures as he himself wished to be treated: with respect.” Kunta’s happiness and freedom were short-lived. Falling a victim of a white slave trader, he was transported to America, sold in the slave market, and he remained a slave to his death. It took his progenies, several generations later, to regain the freedom Kunta lost. http://en.wikipedia.org/wiki/ Kunta_Kinte Is an excerpt of the novel “Roots” by Alex Haley. Here, you can relate how Africans respond to the challenges of modernity as revealed by his story.

451. 44 The excerpt reveals a significant fact in the life of Kunta – his capture, which marked the beginning of his life as a slave. It shows the tenacity and the violence with which he fought to keep his freedom. Kunta finally reached the head-high grass surrounding the grove where he was going to pick out and chop a section of a tree trunk just the right size for the body of his drum. As he stepped into the grove, Kunta saw a hidden movement from the corner of his eyes. It was a hare, and the dog was after it in a flash as it raced for cover in the tall grass. He was bending over a likely prospect when he heard the sharp crack of twig, followed quickly by the squawk of a parrot overheard. It was probably the dog returning, he thought in the back of his mind. But no grown dog ever cracked a twig, he flashed, whirling in the same instant. In a blur, rushing at him, he saw a white face, a club upraised; heard heavy footfalls behind him. Toubob! His foot lashed up and caught the man in the belly –it was soft and he heard a grunt – just as something hard and heavy grazed the back of Kunta’s head and landed like a tree trunk on his shoulder. Sagging under the pain, Kunta spun – turning his back on the man who lay doubled over the ground at his feet – and pounded with his fists on the faces of two black men who were lunging at him with a big sack, and at another toubob swinging a short, thick club. His brain screaming for any weapon, Kunta leaped into them clawing, butting, kneeing, gouging – hardly feeling the club that was pounding against his back. As three of them went down with him, sinking to the ground under their combined weight, a knee smashed into Kunta’s lower back, rocking him with such pain that he gasped. His open mouth meeting flesh, his teeth clamped, cut, tore. His numb fingers finding a face he clawed deeply into an eye, hearing its owner howl as again the heavy club met Kunta’s head. Dazed, he heard a dog snarling, a toubob screaming, then a sudden piteous yelp. Scrambling to his feet, wildly twisting, dodging, ducking to escape more clubbing, with blood streaming from his split head, he saw one black cupping his eye, a toubob holding a bloody arm, standing over the body of the dog, and the remaining pair circling him with raised clubs. Screaming his rage, Kunta went for the second toubob, his fists meeting and breaking the force of the descending club. Almost choking with the awful toubob stink, he tried desperately to wrench away the club. Why had he not heard them, sensed them, smelled them? Just then the black’s club smashed into Kunta, once again, sending him staggering to his knees, and the toubob sprang loose. His head ready to explode, his body reeling, raging at his own weakness, Kunta reared up and roared, flailing blindly at the air, everything blurred with tears and sweat. He was fighting

for more than his life now. Omoro! Binta! Suwadi! Madi!. The toubob’s heavy club crashed against his temple. And all went black. Questions Adopted from Communicating in English III

452. 45 Comprehension Questions: 1. What incident is described in the selection? 2. From what the toubobs and their helpers are trying to do, what can you say about their regard for their fellowmen? 3. Explain the statement “He was fighting for more than his life.” 4. In what way can this incident affect society’s thinking about human rights? About men being born free and equal? Group Work: Specific Instructions: For Schools With Internet Connection: 1. Form a ten-member group. 2. Create an e-journal, a simple website, from any free website provider (such as www.wix.com). Your teacher will guide you through the technical aspects of website creation. 3. In your website, each member will post a write-up which will feature Africans’ response to the challenges of modernity. Your write- up should be inspired by the selection “The Capture by Alex Haley.” 4. The write-up could either be a news article, a news feature, an editorial or a feature article. You could also post an editorial cartoon. 5. Support your entries with related media as images, illustrations and video clips. 6. The e-journal could contain one, a combination of, or all of the type of write-ups indicated in instruction No. 4 and an editorial cartoon. 7. Your journal must be based on facts from current events or from facts that transcend time. 8. You will then invite students from your school to visit the journal. 9. Your teacher will assess the quality of your e- journal through its content and through the number of visits it will gain. • For example of an actual e-journal, you may visit: www.thelandmarkersjournal.wordpress.com for reference.

453. 46 For Schools without Internet Connection: 1. Form a ten-member group. 2. Each group will create a newsletter which will contain write-ups from each member which feature Africans’ response to the challenges of modernity. Your write-up should be inspired by the selection ““The Capture by Alex Haley.” 3. The write-up could either be a news article, a news feature, an editorial or a feature article. You could also post an editorial cartoon. Support your entries with related media as images or illustrations which will reinforce your points. 4. Your newsletter could contain one, a combination of, or all of the type of write-ups indicated in instruction no. 3 and an editorial cartoon. 5. Every write-up/entry must be based on facts from current events or from facts that transcend time. 6. Your teacher will assess the quality of your newsletter through its content and its visual appeal.

454. 47 http://media.tumblr.com/tumblr_ma1ui2G7pP1rp2svp.jpg http://media.tumblr.com/tumblr_lzazrqyCag1qfmv3b.jpg http://s3.amazonaws.com/rapgenius/kunta-kinte-getting-whipped.jpg http://t0.gstatic.com/images?q=tbn:ANd9GcTIgmhRW0nu4hosJ1u0VLprS-kK0ebn_AnF_fhi3oK_XflJCjm1 Is an excerpt of the novel “The Roots” by Alex Haley. Here, you can relate how Africans respond to the challenges of modernity as revealed by this story.

455. 48 Activity 18: EUreka Africans! To recap, fill in the Three-Minute Pause Chart below with the necessary information regarding our topic. Be reminded to always relate your answers to the essential questions: • What does literature reveal about Asian and African character? • How do Asians and Africans respond to the challenges of modernity as reflected in their literary selections? 1. Summarize Key Points So Far ___________________________________________________________

___________________________________________________________ _____________________________- _________________________________ 2. Add Your Own Thoughts ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___ 3. Pose Clarifying Questions ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___ In this section, the discussion was about the temperaments and psyche of the African people in response to the challenges of modernity. What new realizations do you have about the topic? What new connections have you made for yourself? Now that you have a deeper understanding of the topic, you are ready to do the tasks in the next section.

456. 49 TRANSFER: Your goal in this section is apply your learning to real life situations. You will be given a practical task which will demonstrate your understanding. Activity 19: WELCOME TO FB (FEEDBACK BLOG) Your task is to make an interactive feedback blog. You are a youth leader invited to a World Youth Camp where teen bloggers are encouraged to post their insights and comments on how Asians and Africans respond to the challenges of modernity as revealed in their literary selections. You are tasked to create an interactive feedback blog to promote and strengthen cultural heritage and identity as well as to better understand one’s self and that of others. Your interactive feedback blog has to be effective, insightful, and creative. Use the ideas reflected in the video clip or the speech of Nelson Mandela below as guide in making your interactive feedback blog.

457. 50 For Schools with Internet Connection This activity requires: Internet Connection Blogger account or account from any website that offers free blogging service Specific instructions: 1. F orm a five-member group. 2. C reate a blog from blogger or any other sites offering free blogging services. 3. D esign your blog in such a way that visitors to your blog will immediately get the message of your blog even before they read its content. You can either create your own design or choose from default design templates and customize it to your liking by adding images and other media. 4. C reate a striking blog name and appealing blog content. Be sure to focus more on details that support your theme. 5. I nvite fellow bloggers, (in this case, other groups), to your blog and have them react or respond to your blog. 6. F or an example of a blog page, refer to the snapshot of the blog page shown above. For Schools without Internet Connection: Materials: Whole size illustration board Permanent marker pens Bond Paper Ruler Crayon/Water color Cutout pictures/drawings Instructions: 1. F orm a five-member group and choose a leader for the group. 2. U sing the illustration board, create a message board. Divide your board into two parts—the upper half and the lower half. In the upper half of the illustration board, write the title of your message board and a brief three-paragraph treatment of the issue of your choice. 3. T he issue or topic that is the focus of your message board must be based on the article provided (the speech of Nelson Mandela).

458. 51 4. D esign your message board using cutouts, pictures, drawings, crayons and any design materials of your choice to make the board appealing. 5. L eave the lower half portion of the board blank. In this part, reactions of fellow classmates written on a piece

of paper (coupon bond) will be posted. The group will provide the piece of paper. 6. P ost your boards on the area designated by your teacher. All group members then will visit other groups’ board and post their reactions. 7. A ny student can post comments on either the message indicated on the message board or on other comments on the message board or both. This video clip can be viewed at: http://www.youtube.com/watch?v=2-_r6B_Z188 Free at Last Speech of Nelson Mandela, May 2, 1994 My fellow South Africans - the people of South Africa: This is indeed a joyous night. Although not yet final, we have received the provisional results of the election, and are delighted by the overwhelming support for the African National Congress. To all those in the African National Congress and the democratic movement who worked so hard these last few days and through these many decades, I thank you and honor you.

459. 52 To the people of South Africa and the world who are watching: this a joyous night for the human spirit. This is your victory too. You helped end apartheid, you stood with us through the transition. I watched, along with all of you, as the tens of thousands of our people stood patiently in long queues for many hours, some sleeping on the open ground overnight waiting to cast this momentous vote. South Africa's heroes are legend across the generations. But it is you, the people, who are our true heroes. This is one of the most important moments in the life of our country. I stand before you filled with deep pride and joy. Pride in the ordinary, humble people of this country. You have shown such a calm, patient determination to reclaim this country as your own. And joy that we can loudly proclaim from the rooftops - Free at Last! I stand before you humbled by your courage, with a heart full of love for all of you. I regard it as the highest honor to lead the ANC at this moment in our history, and that we have been chosen to lead our country into the new century. I pledge to use all my strength and ability to live up to your expectations of me as well as of the ANC. I am personally indebted and pay tribute to some of South Africa's greatest leaders including John Dube, Josiah Gumede, GM Naicker, Dr Abduraman, Chief Lutuli, Lilian Ngoyi, Helen Joseph, Yusuf Dadoo, Moses Kotane, Chris Hani, and Oliver Tambo. They should have been here to celebrate with us, for this is their achievement too. Tomorrow, the entire ANC leadership and I will be back at our desks. We are rolling up our sleeves to begin tackling the problems our country faces. We ask you all to join us. Go back to your jobs in the morning. Let's get South Africa working. For we must, together and without delay, begin to build a better life for all South Africans. This means creating jobs, building houses, providing education and bringing peace and security for all. The calm and tolerant atmosphere that prevailed during the elections depicts the type of South Africa we can build. It set the tone for the future. We might have our differences, but we are one people with a common destiny in our rich variety of culture, race and tradition. People have voted for the party of their choice and we respect that. This is democracy. I hold out a hand of friendship to the leaders of all parties and their members, and ask all of them to join us in working together to tackle the problems we face as a nation. An ANC government will serve all the people of South Africa, not just ANC members. We also commend the security forces for the sterling work done. This has laid a solid foundation for a truly professional security force, committed to the service of the people and loyalty to the new constitution. Now is the time for celebration, for South Africans to join together to celebrate the birth of democracy. I raise a glass to you all for working so hard to achieve what can only be called a small miracle. Let our celebrations be in keeping with the mood

460. 53 set in the elections, peaceful, respectful and disciplined, showing we are a people ready to assume the responsibilities of government. I promise that I will do my best to be worthy of the faith and confidence you have placed in me and my organization, the African National Congress. Let us build the future together, and toast a better life for all South Africans. www.emersonkent.com/speeches/free_at_last.htm Refer to this rubric for assessment. I

461. 54 NTERACTIVE FEEDBACK BLOG CRITERIA Outstanding 4 Satisfactory 3 Developing 2 Beginning 1 RATING Effective Content is well- organized and adequate details are present to reflect comments. Follows a standard style and prescribed format (grammar, mechanics, etc.) Content is organized and adequate details are present to reflect comments. Follows a standard style and prescribed format (grammar, mechanics, etc.) Content is not organized and inadequate details are present to reflect comments. Does not follow a standard style and prescribed format (grammar, mechanics, etc.) Content is not organized and no details are present to reflect comments. Does not follow a prescribed format (grammar, mechanics, etc.) Insightful Feedback shows in-depth and critical analysis of the literary selections. It relates significant personal experiences and societal issues to the content showing how people overcome challenges. Feedback reveals critical analysis of the literary selections. It relates significant personal experiences to the content showing how people overcome challenges. Comments are limited to explanation of the literary selections. Comments are repetition of the content. Analysis is not evident. Creative The blog has sufficient graphics related to the literary selections presented with special effects. The design is highly attractive that it catches others’ attention. The blog has sufficient graphics related to the literary selections and the design is attractive enough to invite others to look into the blog. The blog has limited graphics and the design is simple and common. The blog does not contain any graphics and the design is copied from other blogs. OVERALL RATING

462. 55 Activity 20: UNPACKING OF ESSENTIALS Go back to your box and finalize your map of conceptual change by finishing the “I think” OUT OF THE BOX area. Go over the essential questions and connect your answers to these questions. I think… Activity 21: WRAP IT UP Try to reflect on the lesson under discussion. Complete the template below with relevant thoughts regarding the entire lesson. Today’s Lesson __________________________________________________ One key idea was __________________________________________________ This is important because ___________________________________________ ___________________________________________________________________ Another key idea was _______________________________________________ This matters because _______________________________________________ ___________________________________________________________________ In sum, today’s lesson ______________________________________________ ___________________________________________________________________ ___________________________________________________________________

463. 56 In this section, your task was to make an interactive feedback blog. How did you find the performance task? How did the task help you see the real world use of the topic? You have completed this lesson. Now, you are ready to answer the following post-assessment. GLOSSARY OF TERMS USED IN THIS LESSON: Feedback – The transmission of evaluative and corrective information to the original or controlling source

about an action, event, or process; also: the information so transmitted. Blog – It is an online diary on website; a frequently updated personal journal chronicling links at a website, intended for public viewing. Character Analysis – Is a technique of critically analyzing the personality and attributes personified by a certain character in a literary selection. Clause – Is a group of words with subject and verb. Electronic Journals – Are scholarly journals or intellectual magazines that can be accessed via electronic transmission. Evaluation Paper – Is a type of discourse or argument that includes evidences or proofs to support a writer’s opinion on a specific subject or topic. Interactive Feedback Blog – Is an effective, insightful, and creative online diary intended for transmission of information and public viewing. Parallel Structure – Is the use of similar grammatical or syntactical forms to express similar ideas. Phrase – Is a group of words that functions in a sentence as a single part of speech. It does not contain a subject and verb. Psyche – It refers to soul, self, mind. Temperament – Refers to characteristic or habitual inclination or mode of emotional response; disposition.

464. 57 REFERENCES USED IN THIS LESSON Alcober, E, Balingit, P, Cabanilla, J, Cortez, C, Reyes, L, Salvosa, A, and Ribo, L. (2000) English Arts Textbook for Second Year. Quezon City: JTW Corporation. Alvaran, V, De Villa, M, and Ularte, M, (2011) Worktext in English for Second Year. Batangas: United Eferza Academic publications, Co. Bermudez, V, Cruz, J, Nery, R, and San Juan, M, (2007) English Expressways for Second Year. Quezon City: SD Publications, Inc., Carpio, R, (2006) Crisscrossing Through Afro-Asian Literature. Pasig City: Anvil Publishing, Inc., Eclipse, E, Bumanglag, T, Cabanilla, J, Canlas, S, Cortez, L, and Ribo, L, (1982) Communicating in English III. Manila: Textbook Board, Ministry of Education and Culture, 1982. Gonzales, R, Herlong, R, Hynes-Berry, M, and Pesce, P, Language: Structure and Use. Illinois: Scott, Foresman and Company. Bok, F., Tivman E. (2005). Escape from Slavery. Readers Digest, 114-132. WEBSITE LINKS USED IN THIS LESSON: 1. Richard. (n. d.). Short biography Nelson Mandela. Retrieved November 19, 2012, from http://www.britannica.com/EBchecked/topic/8275/African-literature 2. Francis Bok. (n. d.). Escape from Slavery: The true story of my ten years in captivity and my journey to freedom in America (Paperback). Retrieved November 5, 2012, from http://www.tower.com/escape-from-slavery-true-story- my-ten-years-edward-tivnan-paperback/wapi/101449218 3. Mthoko Mpofana. (1989, Feb). The Dark Continent. Retrieved November 10, 2012, from PoemHunter.com website: http://www.poemhunter.com/poem/the- dark-continent 4. Abi B. Ali-Dinar. (1994, May 11). Inaugural speech, Pretoria (Mandela). Retrieved November 12, 2012, from webcache.googleusercontent.com website: http://www.africa.upenn.edu/Articles_Gen/Inaugural_Speech_17984.htm 5. LeVar Burton. (n. d.) Kunta Kinte. Retrieved November 15, 2012, from Wikipedia website: http://en.wikipedia.org/wiki/Kunta_Kinte

465. 58 6. Nelson Mandela. (1994, May 2). Free at last, speech. Retrieved November 15, 2012, from http://www.youtube.com/watch?v=2-_r6B_Z188 7. Emerson Kent. (n. d.). Free at last, transcript. Retrieved November 16, 2012, from Emerson Kent.com website: www.emersonkent.com/speeches/free_at_last.htm 8. A-Z Strategies. (n. d.). Comparison and contrast graphic organizer. Retrieved November 16, 2012, from www.slideshare.net/.../graphic-organizers-comparison- contrast-6865 9. Kunta Kinte (n. d). Retrieved November 18, 2012, from

http://media.tumblr.com/tumblr_ma1ui2G7pP1rp2svp.jpg 10.S3amazonaws.com/rapgenius (n. d.). Kunta Kinte getting whipped. Retrieved November 18, 2012, from s3amazonaws.com website: http://s3.amazonaws.com/rapgenius/kunta-kinte-getting-whipped.jpg 11.http://t0.gstatic.com/images?q=tbn:ANd9GcTIgmhRW0nu4hosJ1u0VLprS- kK0ebn_AnF_fhi3oK_XflJCjm1 12.http://media.tumblr.com/tumblr_lzazrqyCag1qfmv3b.jpg 13.Dinah Crockett. (2006, August 29). Grammatically correct. Retrieved November 19, 2012. from http://www.uhv.edu/ac/newsletters/writing/grammartip2006.08.29.htm 14.www.iAbolish.org 15. www.thelandmarkersjournal.wordpress.com 16. Images.yourdictionary.com. (1996-2021) .Dark Continent images. Retrieved December 3, 2012, from http://americanheritage.yourdictionary.com/dark- continent 17. A Correspondent. (2012, July 18). Nelson Mandela: Interesting facts and trivia. Retrieved December 4, 2012, from http://www.mid- day.com/lifestyle/2012/jul/180712-Nelson-Mandela-Interesting-facts-and-trivia.htm 18.Official Gazette. (2003, December 19). Republic Act 9231. Retrieved December 5, 2012, from http://www.gov.ph/2003/12/19/republic-act-no-9231-s-2003

466. 59 19. Answers. (n. d.). Gale Encyclopedia of Biography: Kofi Abrefa Busia. Retrieved December 5, 2012, from http://www.answers.com/topic/busia-kofi-abrefa 20.African Treasures. (n. d.). Djun-Djun. Retrieved December 5, 2012, from http://www.africantreasures.com/detail.asp?PRODUCT_ID=DRUM0009 21. http://images.yourdictionary.com/dark-continent 22. Digital History. (2012, December 6). Slavery Fact Sheets. Retrieved December 6, 2012, from digitalhistory.uh.edu website: http://www.digitalhistory.uh.edu/historyonline/slav_fact.cfm 23.Nathan Soderblom. (2012). Nelson Mandela’s pictures. Retrieved December 6, 2012, from http://www.picsearch.com/pictures/Celebrities/Nobel%20Prize%20Winners/Peace /Peace%20Me%20-%20Y/Nelson%20Mandela.html POST-ASSESSMENT It’s now time to evaluate your learning. Encircle the letter of the answer that you think best answers the question. Your score will only be checked after you answer all items. If you do well, you may move on to the next module. If your score is not at the expected level, you have to go back and take the module again. 1. An idiom is a form of figurative language and a phrase whose meaning cannot be understood from the ordinary meanings of the separate words in it. Choose the correct idiomatic expression that will complete the sentence. The children could not understand such difficult and _____________________. A. high-flown language B. bad forms C. hard lines D. flowery words 2. Which of the following statements is correct? A. Jogging as a matter of fact is not good for people of all ages. B. Jogging, as matter of fact is not good is not good for people of all ages. C. Jogging, as a matter of fact, is not good for people of all ages. D. Jogging as a matter of fact is not good for people of all ages. 3. Which of the following statements lacks parallelism? A. Teaching, facilitating, and mentoring are the major tasks of a teacher. B. To see is to believe. C. Mark’s opinion of his employer is that he is smart, eloquent, and considerate. D. Every athlete can lead his team to a whooping victory by practicing hard, studying the plays, and if he focuses on the signals.

467. 60 4. Terms that indicate opinions are called opinion signal words. The examples of these are below except for one: A. possibly B. I think C. however D. seems to me 5. What do you mean by psyche and temperament? A. the heart, the life-force that drives a

person to decide on things – bad or good B. the inner self, the essence of the soul plus the strength of body and soul C. the mind, the deepest thoughts, beliefs plus the nature or character of the person D. the soul, the inner thoughts, outlook and humor plus the attitude of the person 6. Burma, also known as Myanmar, has been in one of the longest running and unresolved civil wars among ethnic groups and still a country under military rule which retains enormous influence. This prominent individual continues to work for democracy and freedom in Burma. A. Nelson Mandela B. Aung San Suu Kyi C. Mahatma Gandhi D. Martin Luther King, Jr. 7. After reading a Korean legend, you notice one striking similarity between Korean and Filipino legends. What similarity is this? A. Legends from both countries described the rich natural resources back then. B. Legends from both countries narrated ethnic rituals practiced by the natives. C. Legends from both countries were orally transmitted first before they were written. D. Legends from both were written by ordinary people. 8. Read the excerpt below then answer the question that follows. Ki, the Pygmy, has married a Pygmy girl from another village. The girl was called Luetsi and she became Ki’s wife. With them lived Ntio, Ki’s brother. After a year, Luetsi wished to visit her mother, as was the custom. Ki agreed and gave Luetsi a big piece of meat to take to her mother. As a big hunt was imminent, ki could not go with his wife, but he promised to fetch her from her mother’s house in four weeks’ time. Now it happened that Ki was bitten in the foot by a snake and he could not walk. So he asked his brother to fetch his wife. Ntio did not want to go and said, “In a few days’ time you will be able to walk again. It is better for you to fetch your wife yourself.”

468. 61 “No,” said Ki. “It is better not to leave Luetsi in uncertainty. She would not wait for me but would start the journey home alone. Fetch her home for me, and I’ll give you my best bow.” -An excerpt from The Leopard, folklore from Africa Which of the following does the excerpt imply about Africans? A. They are wild people. B. They are not afraid of animals. C. They are caring people. D. They are careless. 9. In the literature of Myanmar, prose works during the 15th to 19th century were few and authors were monks, courtiers and court poetesses. This is one example of work under prose. A. historical ballad B. panegyric ode C. story in verse D. scripture or chronicle 10. Why is literature a good source of knowing Koreans? A. Literature gives all the updates about all the important events in a country. B. Literature mirrors the psyche, temperament, culture and traditions of the people. C. Literature provides a descriptive picture of how the people dress and speak like. D. Literature is a work of art that describes citizens with breeding and refinement. 11.What is the best observation regarding this paragraph? Modern Korean literature attained its maturity in the 1930s through the efforts of a group of talented writers. They drew freely upon European examples to enrich their art. Translation of Western literature continued, and works by I.A. Richards, T.S. Eliot, and T.E. Hulme were introduced. This artistic and critical activity was a protest against the reduction of literature to journalism and its use as propaganda by leftist writers. A. It has a topic sentence that gives the best practices of the Koreans. B. It has an impact because it has a well-chosen topic. C. It has coherence in its sentences and cohesion in its ideas. D. It has one imperative sentence and three declarative sentences. 12. Read the paragraph and answer the question. These young men were the country’s good sons who were protecting their country from its enemies. Their aims and intentions were as different from those of the addicts as east from west, north from south. Although these young men had one leg missing, they still wanted to serve their country. The two young soldiers told

Lin Aung that they planned to work in the disabled soldiers’ cooperative shop. Why were the two young men the country’s good sons?

469. 62 A. They planned to work in the disabled soldier’s cooperative shop. B. They have one leg missing. C. Their aims and intentions were as different from those of drug addicts. D. They are protecting their country from its enemies. 13. Your Korean classmate has been a student here in the Philippines for two years. In studying a formal essay, you are given by your teacher to react on the first paragraph of Carlos Romulo’s I Am a Filipino. The first paragraph goes like this: I am a Filipino, inheritor of a glorious past, hostage to the uncertain future. As such I must prove equal to a twofold task – the task of meeting my responsibility to the past and the task of performing my obligation to the future. You cannot help but discuss pertinent characteristics about you, being a Filipino and your classmate, being a Korean and the challenges of modernity that somehow affected you both as Asians. What would be the best lesson of the paragraph that you can present to your teacher and classmates that somehow will be true to you both as Asians? A. We have to acknowledge that as Asians we exist because of our past and because society is constantly evolving, we must keep up and see the positive things brought about by these changes. B. We have to respond to the challenges of so many tasks so that we will be more prepared in facing the future. C. We need to recognize where we really came from and that we should also prepare ourselves for the uncertainty that the future will bring. D. We should accept that whatever we will become in the future, it will always be the product of what we decide for our present. 14. Read the excerpt below then, answer the question that follows. And so Luetsi had to lie there for hours, beneath the dead leopard. In the distance, she could hear the roaring of the leopardess, looking for its dead mate. The jungle was full of threatening voices. At last, she began to imagine that the leopard on top of her was moving, as if it had come to life again. But still she did not budge from the spot, so keen was she to find out how her husband would behave. -An excerpt from The Leopard, folklore from Africa What characteristic of Africans is revealed in the excerpt? a. They are courageous. b. They are deceptive. c. They love animals. d. They like to display their strength. 15. Read the following situation then, answer the question that follows.

470. 63 You recently attended a Youth Summit on Culture and the Arts where you learned that literary pieces are good sources of information about other people’s culture. You wish to share what you have learned from the convention with the young people of this generation who are literally exposed to social networking where they communicate with people from other countries. What would be the best medium to use to send your messages to these techno teen bloggers? a. Magazine b. Blog c. Newspaper d. Book

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