Grade 8 English Learner's Material.pdf Complete

Edited by Foxit Reader Copyright(C) by Foxit Corporation,2005-2009 For Evaluation Only.

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 [email protected]. We value your feedback and recommendations.

Department of Education Republic of the Philippines

Voyages in Communication – Grade 8 English - Learner‘s Material First Edition, 2013 ISBN: 978-971-9990-68-0 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Yolanda S. Quijano, Ph.D. Development Team of the Learner‘s Material Authors: Gina A. Anama, Anna Lea A. Davide, Ricardo Ador Dionisio, Lerma L. Flandez, Armi Victoria A. Fiangaan, Marcelino E. Ibañez, Gizelle V. Laud, Jovelyn A. Lita, Roselyn D. Mujal, Christine H. Pepito, Prudencia M. Sanoy, Grace Annette B. Soriano, Peter S. Tentoco III, and Riza R. Zuñiga. Reviewers: Cherry Rose Creencia,Crisanta Lingbanan, Felicitas Amaya Perez, and Ma. Gina M. Rocena. Illustrators: Anthony D. Sabit and Jovy J. Salonga Layout Artist: Peter S. Tentoco III Management and Specialists: Lolita M. Andrada, Jose D. Tuguinayo, Jr., Ricardo Ador Dionisio, and Josefina Sta. Maria

Printed in the Philippines by _________________ Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Office Address: 2nd Floor Dorm G, Philsports Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054, 634-1072 E-mail Address: [email protected]

As the descriptive title Voyages in Communication suggests, this English learner‘s module for Grade 8 students like you was specially designed to cater to your needs and at the same time prepare you intellectually and technologically for the rigorous demands of secondary education in the 21st century as you venture out into the real world of work later in life. It is basically anchored on the general principles, goals and objectives of the K-12 Basic Education Program for Secondary Level and centers on the development of every Grade 8 student as a functionally literate individual. In this learner‘s module are reading selections and learning experiences which will help you acquire a certain level of understanding which has prepared you to go beyond your limits by delving deeply into cross-cultural experience; an entirely different adventure into the outside world of international realities. Furthermore, this learner‘s material will help you increase your awareness not only of yourself as a growing and evolving individual, but also of the people in your country and of the world beyond the boundaries of your country, broaden your intellectual horizon and spiritual outlook, enhance personal experience of the world at large, and improve your communicative competence. Voyages in Communication aims at introducing you to the diverse cultures, temperaments, psyches, perspectives and lifestyles of the people inhabiting the Afro-Asian countries. By critically knowing the similarities and differences between other countries‘ cultural background and ours, you will be able to gain better understanding of our AfroAsian brothers and sisters. It will help us understand more fully their aspirations and struggles in life prompting us to promote their welfare thus, paving the way to building a new world order with them based on the principle of ―unity in diversity,‖ cultural diversity, universal brotherhood, friendly ties and peace. This learner‘s module is divided into four modules, namely: Module 1. Searching for Knowledge Module 2. Embracing Our Heritage Module 3. Overcoming Challenges Module 4. Changing Perspectives There are ten components in most of the lessons in this learner‘s module: Listening Comprehension, Speaking (Oral Language and Fluency), Vocabulary Development, Reading Comprehension, Viewing Comprehension, Literature, Writing and Composition, Grammar Awareness and Structure, Study Strategies, and Attitude. The Listening Comprehension component contains selections which you will listen to purposely to develop your attentive listening skill and gives you an equal chance to discuss relevant topics and issues with your classmates after you tune in to a particular listening text. The Speaking component (Oral Language and Fluency) focuses on exercises which will help you develop your communicative competence. This component is meant to make you linguistically competent, one who knows when, where, and how to use language appropriately. The Vocabulary Development component contains exercises that will develop your word attack skill, heighten your interest in vocabulary building, and enrich your stockpile of vocabulary. The Reading Comprehension component provides

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informational texts which give you the opportunity to upgrade your knowledge to develop skills in higher intellectual and critical operations, more complex comprehension, and creative expressions of thoughts and ideas. The Viewing Comprehension component provides exercises which allow you to view a video clip or a full-length movie and gives you the chance to develop your critical and analytical thinking skills. The Literature component contains varied Afro-Asian literary text types which develop your finer sensitivity to other people‘s needs – local and international – and sharpness of imagination through interpretation of literary icons or images. The Writing and Composition component focuses on exercises which give you the opportunity to communicate effectively across cultures. Communicating with one another establishes real discourse and helps you to convey what is real and necessary. This is the real essence of writing as a communicative task. The Grammar Awareness Structure component emphasizes accuracy or correctness by providing a brief discussion of the Key Points being studied and a number of exercises to allow for practical application of the language skill. The Study Strategies component contains exercises which prompt you to make researches or get vital information from the World Wide Web. The last component, Attitude, focuses on exercises which develop your affective domain or the emotional side of your behavior. This emotional dimension is the means through which you become aware of your environment, respond to it with feeling, and act as though your feelings make a difference. Each of the lessons in this learner‘s module has a unified format made up of the following icons: This icon contains a set of specific instructions given in order to guide you on how you will go through each part of the lesson in a smooth sailing manner. It also contains goals of a particular activity. Thus, it behooves you to go over the things under this icon for you to be able to accomplish your tasks successfully. An open book icon tells and directs you to browse over, skim through, scan, or read closely a particular selection for a specific purpose. The reading selections may be a short story, a legend, a myth, a poem, a choral interpretation, a journalistic prose such as an editorial, a blog entry, an advertisement, etc. The authors have tried to include a wide variety of literary and informational reading texts to give you maximum exposure to different text types and also to make the learning material more intellectually demanding, meaningfully engaging and interesting. A question mark icon consists of standard questions for gaining insights, understanding the text, comprehension and valuing. Some of the questions are thought-provoking that would prompt you to express your inner thoughts and ideas effectively while others are questions that would lead you to answer the focus questions. This icon consists of essential ―Key Points‖ highlighting functional grammar. Improving your communicative competence is a must and it can be reinforced by studying syntax which refers to the structure of a sentence and the rules that govern the correctness of a sentence; and grammar which looks at whether a sentence conforms to Standard English. Aside from grammar lessons, this icon consists of salient points on various topics presented at the end of every learning episode.

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This icon contains the culminating task, product or performance, which a Grade 8 student needs to accomplish at the end of every lesson. The icon itself symbolizes the performance-based assessment or testing or an assessment that corresponds directly to what is taught in the classroom. Most performance-based assessments are production tasks, which require you to produce something. Each production task has a set of standards or criteria (rubrics) which shall be used as bases in scoring. This learner‘s module is accompanied by Teacher‘s Guide that will enable the language teachers to go beyond the suggested activities (non-prescriptive) in this learner‘s module. Lastly, the authors as well as the editor will be truly grateful to receive and entertain feedback on this learner‘s module. Through this learner‘s module, the authors aim to provide Grade 8 students with competencies necessary to meet the demands of the 21st century. The Authors

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Introduction and Focus Questions ………………………… 1 Content Standard …………………………… 1 Performance Standard …………………….. 1 Lessons and Coverage …………………….

1

Module Map ………………………………….. 2 Pre-Assessment …………………………….. 3 Lesson I

Beginning the Knowledge Quest …………………………………….. 7 Lesson Map ……………………………………………………………… 8 KNOW ……………………………………………………………………... 9 Activity 1 ………………………………………………………………. 9 PROCESS ………………………………………………………………… Activity 2 ………………………………………………………………. Activity 3 ………………………………………………………………. Activity 4 ………………………………………………………………. Activity 5 ………………………………………………………………. Activity 6 ………………………………………………………………. Activity 7 ………………………………………………………………. Activity 8 ……………………………………………………………….

10 11 12 13 15 16 16 17

REFLECT AND UNDERSTAND ……………………………………….. Activity 9 ………………………………………………………………. Activity 10 …………………………………………………………….. Activity 11 …………………………………………………………….. Activity 12 …………………………………………………………….. Activity 13 …………………………………………………………….. Activity 14 ……………………………………………………………..

18 18 19 20 22 24 24

TRANSFER ……………………………………………………………….. 26 Activity 15 …………………………………………………………….. 26 Activity 16 …………………………………………………………….. 27 Glossary of Terms ……………………………………………………… 30 References ……………………………………………………………….. 30 Lesson II

Building Up the Knowledge Bank ……………………………………. 31 Lesson Map ……………………………………………………………… 32

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KNOW ……………………………………………………………………... 33 Activity 1 ………………………………………………………………. 33 Activity 2 ………………………………………………………………. 34 PROCESS ………………………………………………………………… Activity 3 ………………………………………………………………. Activity 4 ………………………………………………………………. Activity 5 ………………………………………………………………. Activity 6 ………………………………………………………………. Activity 7 ………………………………………………………………. Activity 8 ………………………………………………………………. Activity 9 ………………………………………………………………. Activity 10 …………………………………………………………….. Activity 11 …………………………………………………………….. Activity 12 …………………………………………………………….. Activity 13 …………………………………………………………….. Activity 14 ……………………………………………………………..

35 36 40 41 41 42 43 47 48 49 50 51 52

REFLECT AND UNDERSTAND ……………………………………….. Activity 15 …………………………………………………………….. Activity 16 …………………………………………………………….. Activity 17 …………………………………………………………….. Activity 18 ……………………………………………………………..

56 56 57 58 59

TRANSFER ……………………………………………………………….. Activity 19 …………………………………………………………….. Activity 20 …………………………………………………………….. Activity 21 …………………………………………………………….. Activity 22 ……………………………………………………………..

62 63 63 64 66

Glossary of Terms ……………………………………………………… 67 References ……………………………………………………………….. 69 Lesson III

Sharing the Knowledge Learned …………………………………….. 70 Lesson Map ……………………………………………………………… 71 KNOW …………………………………………………………………….. 72 Activity 1 ………………………………………………………………. 72 PROCESS ………………………………………………………………… Activity 2 ………………………………………………………………. Activity 3 ………………………………………………………………. Activity 4 ………………………………………………………………. Activity 5 ………………………………………………………………. Activity 6 ………………………………………………………………. Activity 7 ………………………………………………………………. Activity 8 ………………………………………………………………. Activity 9 ………………………………………………………………. Activity 10 …………………………………………………………….. Activity 11 …………………………………………………………….. Activity 12 …………………………………………………………….. Activity 13 ……………………………………………………………..

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74 74 78 79 82 83 84 84 89 90 91 92 93

Activity 14 …………….………………………………………………. 93 Activity 15 …………………………………………………………….. 94 Activity 16 …………………………………………………………….. 94 REFLECT AND UNDERSTAND ……………………………………….. Activity 17 …………………………………………………………….. Activity 18 …………………………………………………………….. Activity 19 …………………………………………………………….. Activity 20a …………………………………………………………… Activity 20b …………………………………………………………… Activity 21 …………………………………………………………….. Activity 22 …………………………………………………………….. Activity 23 …………………………………………………………….. Activity 24 ……………………………………………………………..

96 97 98 98 103 104 105 105 107 108

TRANSFER ……………………………………………………………….. 109 Activity 25 …………………………………………………………….. 109 Activity 26 …………………………………………………………….. 113 Glossary of Terms ……………………………………………………… 115 References ……………………………………………………………….. 115 Summary/Synthesis/Generalization …………………………………. 118 Post-Assessment ……………………………………………………….. 119

Introduction and Focus Questions ………………………… 123 Content Standard …………………………… 123 Performance Standard …………………….. 123 Lessons and Coverage …………………….

123

Module Map ………………………………….. 125 Pre-Assessment …………………………….. 126 Lesson I

Tracing Our Roots ………………..…………………………………….. 130 Lesson Map ……………………………………………………………… 131 KNOW ……………………………………………………………………... Activity 1 ………………………………………………………………. Activity 2 ………………………………………………………………. Activity 3 ……………………………………………………………….

132 132 133 133

PROCESS ………………………………………………………………… 134 Activity 4 ………………………………………………………………. 135 Activity 5 ………………………………………………………………. 136

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Activity 6 ………………………………………………………………. Activity 7 ………………………………………………………………. Activity 8 ………………………………………………………………. Activity 9 ………………………………………………………………. Activity 10 …………………………………………………………….. Activity 11 …………………………………………………………….. Activity 12 …………………………………………………………….. Activity 13 …………………………………………………………….. Activity 14 …………………………………………………………….. Activity 15 …………………………………………………………….. Activity 16 …………………………………………………………….. Activity 17 …………………………………………………………….. Activity 18 …………………………………………………………….. Activity 19 …………………………………………………………….. Activity 20 …………………………………………………………….. Activity 21 …………………………………………………………….. Activity 22 …………………………………………………………….. Activity 23 …………………………………………………………….. Activity 24 …………………………………………………………….. Activity 25 …………………………………………………………….. Activity 26 …………………………………………………………….. Activity 27 …………………………………………………………….. Activity 28 …………………………………………………………….. Activity 29 …………………………………………………………….. Activity 30 …………………………………………………………….. Activity 31 …………………………………………………………….. Activity 32 ……………………………………………………………..

137 137 138 139 141 142 142 143 143 144 147 147 148 149 150 150 151 151 152 153 154 154 156 157 157 158 159

REFLECT AND UNDERSTAND ……………………………………….. Activity 33 …………………………………………………………….. Activity 34 …………………………………………………………….. Activity 35 …………………………………………………………….. Activity 36 ……………………………………………………………..

160 160 161 162 162

TRANSFER ……………………………………………………………….. 163 Activity 37 …………………………………………………………….. 163 Glossary of Terms ……………………………………………………… 164 References ……………………………………………………………….. 167 Lesson II

Revisiting Our Rich Past ………………………………………………. 168 Lesson Map ……………………………………………………………… 169 KNOW …………………………………………………………………….. Activity 1 ………………………………………………………………. Activity 2 ………………………………………………………………. Activity 3 ………………………………………………………………. Activity 4 ………………………………………………………………. Activity 5 ……………………………………………………………….

170 170 171 172 173 174

PROCESS ………………………………………………………………… 176 Activity 6 ………………………………………………………………. 176

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Activity 7 ………………………………………………………………. Activity 8 ………………………………………………………………. Activity 9 ………………………………………………………………. Activity 10 …………………………………………………………….. Activity 11 …………………………………………………………….. Activity 12 …………………………………………………………….. Activity 13 …………………………………………………………….. Activity 14 …………………………………………………………….. Activity 15 …………………………………………………………….. Activity 16 …………………………………………………………….. Activity 17 …………………………………………………………….. Activity 18 …………………………………………………………….. Activity 19 …………………………………………………………….. Activity 20 …………………………………………………………….. Activity 21 …………………………………………………………….. Activity 22 …………………………………………………………….. Activity 23 …………………………………………………………….. Activity 24 …………………………………………………………….. Activity 25 …………………………………………………………….. Activity 26 …………………………………………………………….. Activity 27 ……………………………………………………………..

182 189 190 191 193 195 196 201 204 204 205 205 207 208 211 214 216 217 220 222 224

REFLECT AND UNDERSTAND ……………………………………….. Activity 28 …………………………………………………………….. Activity 29 …………………………………………………………….. Activity 30 …………………………………………………………….. Activity 31 …………………………………………………………….. Activity 32 …………………………………………………………….. Activity 33 …………………………………………………………….. Activity 34 …………………………………………………………….. Activity 35 ……………………………………………………………..

228 228 230 231 232 232 234 235 235

TRANSFER ……………………………………………………………….. 237 Activity 36 …………………………………………………………….. 237 Glossary of Terms ……………………………………………………… 239 References ……………………………………………………………….. 243 Lesson III

Appreciating Our Origin ….……………………………………………. 248 Lesson Map ……………………………………………………………… 249 KNOW …………………………………………………………………….. Activity 1 ………………………………………………………………. Activity 2 ………………………………………………………………. Activity 3 ……………………………………………………………….

250 250 250 252

PROCESS ………………………………………………………………… Activity 4 ………………………………………………………………. Activity 5 ………………………………………………………………. Activity 6 ………………………………………………………………. Activity 7 ………………………………………………………………. Activity 8 ……………………………………………………………….

253 253 255 257 264 265

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Activity 9 ………………………………………………………………. 267 Activity 10 …………………………………………………………….. 268 REFLECT AND UNDERSTAND ……………………………………….. Activity 11 …………………………………………………………….. Activity 12 …………………………………………………………….. Activity 13 …………………………………………………………….. Activity 14 …………………………………………………………….. Activity 15 …………………………………………………………….. Activity 16 ……………………………………………………………..

269 271 273 273 275 275 278

TRANSFER ……………………………………………………………….. 279 Activity 17 …………………………………………………………….. 279 Glossary of Terms ……………………………………………………… 281 References ……………………………………………………………….. 281 Summary/Synthesis/Generalization …………………………………. 283 Post-Assessment ……………………………………………………….. 284

Introduction and Focus Questions ………………………… 289 Content Standard …………………………… 289 Performance Standard …………………….. 289 Lessons and Coverage …………………….

289

Module Map ………………………………….. 290 Pre-Assessment …………………………….. 291 Lesson I

Resilience in Embracing Challenges ………………………………... 295 Lesson Map ……………………………………………………………… 297 KNOW ……………………………………………………………………... Activity 1 ………………………………………………………………. Activity 2 ………………………………………………………………. Activity 3 ……………………………………………………………….

298 298 301 303

PROCESS ………………………………………………………………… Activity 4 ………………………………………………………………. Activity 5 ………………………………………………………………. Activity 6 ………………………………………………………………. Activity 7 ………………………………………………………………. Activity 8 ………………………………………………………………. Activity 9 ………………………………………………………………. Activity 10 ……………………………………………………………..

304 304 305 307 313 315 316 318

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REFLECT AND UNDERSTAND ……………………………………….. Activity 11 …………………………………………………………….. Activity 12 …………………………………………………………….. Activity 13 …………………………………………………………….. Activity 14 ……………………………………………………………..

327 327 328 329 331

TRANSFER ……………………………………………………………….. Activity 15 …………………………………………………………….. Activity 16 …………………………………………………………….. Activity 17 …………………………………………………………….. Activity 18 …………………………………………………………….. Activity 19 …………………………………………………………….. Activity 20 ……………………………………………………………..

331 331 337 337 338 339 341

Glossary of Terms ……………………………………………………… 341 References ……………………………………………………………….. 342 Lesson II

Faith in Times of Challenges ….……………………………………… 345 Lesson Map ……………………………………………………………… 347 KNOW ……………………………………………………………………... Activity 1 ………………………………………………………………. Activity 2 ………………………………………………………………. Activity 3 ………………………………………………………………. Activity 4 ………………………………………………………………. Activity 5 ……………………………………………………………….

348 348 349 350 350 351

PROCESS ………………………………………………………………… Activity 6 ………………………………………………………………. Activity 7 ………………………………………………………………. Activity 8 ………………………………………………………………. Activity 9 ………………………………………………………………. Activity 10 …………………………………………………………….. Activity 11 …………………………………………………………….. Activity 12 …………………………………………………………….. Activity 13 …………………………………………………………….. Activity 14 …………………………………………………………….. Activity 15 …………………………………………………………….. Activity 16 …………………………………………………………….. Activity 17 …………………………………………………………….. Activity 18 …………………………………………………………….. Activity 19 …………………………………………………………….. Activity 20 ……………………………………………………………..

352 352 353 354 354 356 357 357 358 359 359 360 363 363 364 364

REFLECT AND UNDERSTAND ……………………………………….. Activity 21 …………………………………………………………….. Activity 22 …………………………………………………………….. Activity 23 …………………………………………………………….. Activity 24 …………………………………………………………….. Activity 25 …………………………………………………………….. Activity 26 …………………………………………………………….. Activity 27 ……………………………………………………………..

365 365 367 368 369 369 370 371

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Activity 28 …………………………………………………………….. 373 TRANSFER ……………………………………………………………….. Activity 29 …………………………………………………………….. Activity 30 …………………………………………………………….. Activity 31 ……………………………………………………………..

374 374 378 379

Glossary of Terms ……………………………………………………… 380 References ……………………………………………………………….. 380 Lesson III

Strength in Facing Challenges ……………………………………….. 385 Lesson Map ……………………………………………………………… 387 KNOW …………………………………………………………………….. 388 Activity 1 ………………………………………………………………. 388 PROCESS ………………………………………………………………… Activity 2 ………………………………………………………………. Activity 3 ………………………………………………………………. Activity 4 ………………………………………………………………. Activity 5 ………………………………………………………………. Activity 6 ………………………………………………………………. Activity 7 ………………………………………………………………. Activity 8 ………………………………………………………………. Activity 9 ………………………………………………………………. Activity 10 …………………………………………………………….. Activity 11 …………………………………………………………….. Activity 12 …………………………………………………………….. Activity 13 …………………………………………………………….. Activity 14 …………………………………………………………….. Activity 15 …………………………………………………………….. Activity 16 …………………………………………………………….. Activity 17 …………………………………………………………….. Activity 18 …………………………………………………………….. Activity 19 …………………………………………………………….. Activity 20 …………………………………………………………….. Activity 21 ……………………………………………………………..

389 390 391 392 393 396 397 398 401 404 406 406 408 409 410 411 412 413 414 415 415

REFLECT AND UNDERSTAND ……………………………………….. Activity 22 …………………………………………………………….. Activity 23 …………………………………………………………….. Activity 24 …………………………………………………………….. Activity 25 …………………………………………………………….. Activity 26 …………………………………………………………….. Activity 27 …………………………………………………………….. Activity 28 …………………………………………………………….. Activity 29 …………………………………………………………….. Activity 30 …………………………………………………………….. Activity 31 …………………………………………………………….. Activity 32 …………………………………………………………….. Activity 33 …………………………………………………………….. Activity 34 ……………………………………………………………..

416 416 417 417 419 420 427 428 429 431 432 434 436 439

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Activity 35 …………………………………………………………….. 439 TRANSFER ……………………………………………………………….. Activity 36 …………………………………………………………….. Activity 37 …………………………………………………………….. Activity 38 …………………………………………………………….. Activity 39 ……………………………………………………………..

440 440 440 443 444

Glossary of Terms ……………………………………………………… 445 References ……………………………………………………………….. 446 Lesson IV

Courage in Rising Above Challenges ………………………………. 448 Lesson Map ……………………………………………………………… 449 KNOW ……………………………………………………………………... Activity 1 ………………………………………………………………. Activity 2 ………………………………………………………………. Activity 3 ……………………………………………………………….

450 450 451 453

PROCESS ………………………………………………………………… Activity 4 ………………………………………………………………. Activity 5 ………………………………………………………………. Activity 6 ………………………………………………………………. Activity 7 ………………………………………………………………. Activity 8 ………………………………………………………………. Activity 9 ………………………………………………………………. Activity 10 …………………………………………………………….. Activity 11 …………………………………………………………….. Activity 12 …………………………………………………………….. Activity 13 ……………………………………………………………..

454 454 455 456 457 458 461 462 467 469 470

REFLECT AND UNDERSTAND ……………………………………….. Activity 14 …………………………………………………………….. Activity 15 …………………………………………………………….. Activity 16 …………………………………………………………….. Activity 17 ……………………………………………………………..

471 471 472 480 483

TRANSFER ……………………………………………………………….. Activity 18 …………………………………………………………….. Activity 19 …………………………………………………………….. Activity 20 ……………………………………………………………..

483 483 489 490

Glossary of Terms ……………………………………………………… 491 References ……………………………………………………………….. 491 Summary/Synthesis/Generalization …………………………………. 494 Post-Assessment ……………………………………………………….. 495

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Introduction and Focus Questions ………………………… 501 Content Standard …………………………… 501 Performance Standard …………………….. 501 Lessons and Coverage …………………….

501

Module Map ………………………………….. 502 Pre-Assessment …………………………….. 503 Lesson I

Literature as Communication ………………………………………… 507 Lesson Map ……………………………………………………………… 508 KNOW ……………………………………………………………………... 509 Activity 1 ………………………………………………………………. 509 Activity 2 ………………………………………………………………. 510 PROCESS ………………………………………………………………… Activity 3 ………………………………………………………………. Activity 4 ………………………………………………………………. Activity 5 ………………………………………………………………. Activity 6 ………………………………………………………………. Activity 7 ………………………………………………………………. Activity 8 ………………………………………………………………. Activity 9 ………………………………………………………………. Activity 10 …………………………………………………………….. Activity 11 …………………………………………………………….. Activity 12 …………………………………………………………….. Activity 13 ……………………………………………………………..

511 511 513 515 516 519 522 524 525 528 528 529

REFLECT AND UNDERSTAND ……………………………………….. Activity 14 …………………………………………………………….. Activity 15 …………………………………………………………….. Activity 16 ……………………………………………………………..

530 530 531 533

TRANSFER ……………………………………………………………….. Activity 17 …………………………………………………………….. Activity 18 …………………………………………………………….. Activity 19 …………………………………………………………….. Activity 20 ……………………………………………………………..

533 534 536 537 540

Glossary of Terms ……………………………………………………… 541 References ……………………………………………………………….. 542 Lesson II

Business Communication …………………………………………….. 543 Lesson Map ……………………………………………………………… 544

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KNOW ……………………………………………………………………... Activity 1 ………………………………………………………………. Activity 2 ………………………………………………………………. Activity 3 ……………………………………………………………….

545 545 547 548

PROCESS ………………………………………………………………… Activity 4 ………………………………………………………………. Activity 5 ………………………………………………………………. Activity 6 ………………………………………………………………. Activity 7 ………………………………………………………………. Activity 8 ………………………………………………………………. Activity 9 ………………………………………………………………. Activity 10 …………………………………………………………….. Activity 11 …………………………………………………………….. Activity 12 …………………………………………………………….. Activity 13 ……………………………………………………………..

549 549 550 550 552 555 555 557 558 559 559

REFLECT AND UNDERSTAND ……………………………………….. Activity 14 …………………………………………………………….. Activity 15 …………………………………………………………….. Activity 16 …………………………………………………………….. Activity 17 …………………………………………………………….. Activity 18 …………………………………………………………….. Activity 19 …………………………………………………………….. Activity 20 …………………………………………………………….. Activity 21 ……………………………………………………………..

560 560 565 566 568 569 570 571 572

TRANSFER ……………………………………………………………….. Activity 22 …………………………………………………………….. Activity 23 …………………………………………………………….. Activity 24 ……………………………………………………………..

573 573 575 580

Glossary of Terms ……………………………………………………… 583 References ………………………………………...…………………….. 583 Lesson III

Academic Communication …….……………………………………… 586 Lesson Map ……………………………………………………………… 587 KNOW ……………………………………………………………………... Activity 1 ………………………………………………………………. Activity 2 ………………………………………………………………. Activity 3 ……………………………………………………………….

588 588 589 590

PROCESS ………………………………………………………………… Activity 4 ………………………………………………………………. Activity 5 ………………………………………………………………. Activity 6 ………………………………………………………………. Activity 7 ………………………………………………………………. Activity 8 ………………………………………………………………. Activity 9 ………………………………………………………………. Activity 10 ……………………………………………………………..

591 591 592 593 593 594 595 597

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REFLECT AND UNDERSTAND ……………………………………….. Activity 11 …………………………………………………………….. Activity 12 …………………………………………………………….. Activity 13 …………………………………………………………….. Activity 14 …………………………………………………………….. Activity 15 ……………………………………………………………..

598 598 598 602 603 605

TRANSFER ……………………………………………………………….. Activity 16 …………………………………………………………….. Activity 17 …………………………………………………………….. Activity 18 …………………………………………………………….. Activity 19 …………………………………………………………….. Activity 20 …………………………………………………………….. Activity 21 ……………………………………………………………..

606 606 608 609 609 610 611

Glossary of Terms ……………………………………………………… 612 References ……………………………………………………………….. 613 Lesson IV

Global Communication ….…………………………………………….. 615 Lesson Map ……………………………………………………………… 616 KNOW ……………………………………………………………………... Activity 1 ………………………………………………………………. Activity 2 ………………………………………………………………. Activity 3 ………………………………………………………………. Activity 4 ……………………………………………………………….

617 617 618 619 620

PROCESS ………………………………………………………………… Activity 5 ………………………………………………………………. Activity 6 ………………………………………………………………. Activity 7 ………………………………………………………………. Activity 8 ………………………………………………………………. Activity 9 ………………………………………………………………. Activity 10 …………………………………………………………….. Activity 11 …………………………………………………………….. Activity 12 …………………………………………………………….. Activity 13 ……………………………………………………………..

621 623 624 625 626 627 630 634 634 636

REFLECT AND UNDERSTAND ……………………………………….. Activity 14 …………………………………………………………….. Activity 15 …………………………………………………………….. Activity 16 ……………………………………………………………..

638 638 641 642

TRANSFER ……………………………………………………………….. Activity 17 …………………………………………………………….. Activity 18 …………………………………………………………….. Activity 19 …………………………………………………………….. Activity 20 …………………………………………………………….. Activity 21 …………………………………………………………….. Activity 22 …………………………………………………………….. Activity 23 …………………………………………………………….. Activity 24 ……………………………………………………………..

642 643 644 644 646 647 648 649 649

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Glossary of Terms ……………………………………………………… 650 References ……………………………………………………………….. 651 Summary/Synthesis/Generalization …………………………………. 652 Post-Assessment ……………………………………………………….. 653

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H

ave 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 you will have to be familiar with in order to know 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?

The learner demonstrates concrete understanding of the prosodic features of speech, study and research skills, making sense of unfamiliar words, using non-linear texts to show relationships between ideas through oral literatures of selected AfroAsian countries and informative texts to familiarize oneself with the traditions and values that will guide him/her in knowing his/her identity as an Asian.

The learner presents an informative and creative exhibit to show the different traditions and values of selected Afro-Asian countries.

In this module, your learning will be maximized as you take 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.

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Here is a simple map of the above lessons you will cover: Traditions & Values of Selected Afro-Asian Countries

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Using Informative/ Non-linear Texts (RC) Prosodic Features Study & Research Skills (SS) Making Sense of Unfamiliar Words (VD) Idioms & Collocations (VD)

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Grammar Adjectives Coordinating and Subordinating Conjunctions Parenthetical Expressions Compound and Complex Sentences Sentence Modification/ Parallelism

Oral Literature (Epic, Folktales, Poetry, Myths, Legends) of Selected AfroAsian Countries  Philippines  Africa  China  Japan  India  Persia

Informative Writing (WC) Writing an Informative Paragraph Writing 2-3 Paragraph Informative Article Writing for a Brochure Writing for an Exhibit

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Let‘s find out how much you know about this module. Choose the letter that you think best answers the question. Remember to answer all items. Write the answers in your notebook. After taking this short test, your answers will be checked to find out your score. Take note of the items that you won‘t be able to correctly answer and look for the right answer as you go through this module. 1. Stress in the right syllable helps to show contrast and emphasis in meaning. If the word permit has stress on the last syllable as in permit'. What does it mean? a. a notice b. to give consent c. to request d. a written grant/authority 2. Your teacher asked you to recite an excerpt of the speech of the Prime Minister of Japan in your literature class as part of your ―Team Asia‖ activity. Your teacher is expecting you to: a. copy the full text of the speech b. interpret the speech c. make an outline of the speech d. make the speech short including only the key points 3. When reading researches, you may have noticed website reference at the end of a topic or article as in this example: Prosodic features are features that appear when you put sounds together in connected speech. It is as important for you to learn the prosodic features as successful communication depends as much on intonation, stress and rhythm as on the correct pronunciation of sounds. http://www.teachingenglish.org.uk/knowledge-database/prosodic-features What is the purpose of putting this website reference? a. to promote the website and its links b. to recognize source thus avoid plagiarism c. to make researches look more formal d. to provide additional information 4. What is the major language of Iran? a. Farsi b. Nihongo c. Hindi d. Bahasa 5. Why are references included in a research project? a. To give courtesy to the authors of the works that you have read. b. To keep a record of everything that you have read in writing the report. c. To impress lecturers. d. To fully identify the source of information and ideas discussed in the report so that others may check for themselves. 6. If you are asked to use conditional sentences to talk about uncertain events and situations, which of the sentences below would best convey your message?

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a. b. c. d.

If I see Mia, I will ask if she wants to join our research group. I will join the research team tomorrow if my Mom will let me go. If she won‘t come, then she will have to join the group on line. If I knew her Mom‘s number, I would talk to her.

7. When you're served a plate of sushi or sashimi, a Japanese food how will you go about eating it. Here‘s how: _______, pour soy sauce on the small individual plate.______, hold one piece of sushi (including the ball of rice on the bottom) and dip the fish side into the sauce. Avoid dipping the rice into the sauce. Place the whole piece of sushi in your mouth. _______, Refresh your mouth with a slice of ginger._______, eat sashimi sushi (individual slices of raw fish) by dipping the fish slices into soy sauce. If desired, order a side dish of rice and take a few bites after each slice of fish. What words will you use to fill in the blanks to show proper sequence of events in the paragraph? a. Now, Afterwards, Then, Lastly b. First, Second, Third, Lastly c. Now, Then, Afterwards, Lastly d. First, Next, Then, Finally 8. In the sentence ―I don‘t think he should get the job‖ Where will you put the stress if you mean ―Somebody else should get that job.‖ a. I b. He c. Job d. Don‘t 9. Why is research, best regarded as skill? a. Because it involves special ability and training b. Because it is developed in school c. Because it is updated from time to time d. Because it is a God given talent. 10. How do you characterize Persian Women in general? a. good for little more than decorating the harem b. good for little more than having priorities c. royal women were thought to be corrupt control freaks d. had a great deal of personal freedom 11. Most of the themes in African Literature focus on freedom, independence, equality and economic freedom to name a few. What do these lines from the African story of creation reveal about their values? A West African creation tale explains how two spirit people were accidentally sent down to earth by the sky god. Lonely, the people decided to create children from clay, but feel they must hide them when the sky god comes down. Because they are hidden in fire, the children soon turn to various shades based on how long they had been exposed to the heat. Over time, these clay children grow up and move to various regions of the earth, ultimately populating it (Fader). a. Africans value people‘s differences. b. Africans follow their religion.

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c. Africans entertain themselves through tales. d. Africans are hardworking people. 12. Here are some English translations of the Japanese Haiku: 1. a clear waterfall — into the ripples fall green pine-needles 2. low tide morning... the willow skirts are tailed in stinking mud 3. your hermitage the moon and chrysanthemums plus an acre of rice fields Haikus are traditional Japanese poems. What do these three Haikus say about the Japanese? a. They are inspired by nature. b. They are moon worshippers. c. They like to view low tide. d. They write about water, moon and mud. 13. As part of the Asian continent, Filipinos share the same values and traditions with Chinese and Japanese. What values are common among the three groups of people? Choose from the items that follow. a. family oriented, religious and hardworking b. family oriented, superstitious, hardworking c. goal oriented, hardworking, and nature enthusiasts d. hardworking, religious, goal oriented 14. Oral literature includes folktales; myths and legends. Myths are often sacred within the culture of a group of people and are incorporated in their religion. Legends include familiar landmarks and/or known historical events. Folktales deal with everyday lives that can be used to pass on moral values or for entertainment purposes. One common characteristic of myths and legends is that: a. They are meant to be read by kids b. They are written by the ancestors c. They are believed to be true d. They deal with animals and extraordinary people. 15. ―Be as Rama, be as Sita‖ this is one of the most famous sayings the Indians taught to their young ones. What specific value is imparted by this quote? a. Be a perfect son and an ideal husband like Rama; and be a faithful wife like Sita b. Be a strong man like Rama and be submissive as Sita c. Be a hero like Rama and a heroine like Sita d. Be exiled like Rama and be dependent like Sita 16. Your Iranian friend messaged you in Facebook. He said he will be having a vacation here in the Philippines for a week. You offered him to stay in your house. Your mother was having a hard time already thinking of the menu you will have during your friend‘s visit. Since you have learned their customs in your history subject, what is the best food you can offer to him? a. Rice, unleavened bread, fried chicken, black tea, fresh fruits b. Rice, fried pork, coffee, fresh fruits

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c. Bread, fresh fruits, black tea d. Rice, fried pork, unleavened bread, coffee 17. You are the feature editor of Philippine Daily Inquirer. You are tasked to make a write up about the Muslims. You want the public especially the Christians to be familiar with their customs because it will guide them to understand Muslims better. You will focus on their: a. history. b. culture c. problems of the people. d. leaders. 18. You‘re a columnist in your school paper and in your column you give advice on appropriate acts to be done based on one‘s traditions and values. What tip should you give your reader who wrote… Dear Ask Me, Hi, My Chinese friend whose birthday falls on the same day as mine has given me a gift. I learned in my English 8 class that reciprocating is one of the Chinese values, so I have bought a gift for her too. How should I give my gift? I understand Chinese has a rich culture and tradition. I want my friend to be happy. Thanks! Thelma Hi Thelma, like the Filipinos, Chinese would appreciate gifts that are given wholeheartedly. However, you‘d show how much you care for them more by considering their culture. One way of doing that is by __________________. a. b. c. d.

Wrapping your gift with white paper. Wrapping your gift in colorful wrappers. Wrapping your gift in transparent plastic. Wrapping your gift in red and gold.

I hope your friendship will remain strong. Take care!

Ask Me 19. You are a graduating linguist student. In your thesis you decided to conduct an in depth study of the culture and history of a particular group in Asia. To be able to do it you have to read Arabic articles. For you to achieve your goal the first thing you need to do is a. identify the leaders of the group. b. learn their language first. c. ask help from a translator. d. know their interests. 20. You are a Language instructor; you are to make an assessment of the proper use of stress in speaking. You decided to have a collaborative activity, what are the possible activities you can give them to show that they learned? a. Do interactive story telling. b. Give them statements and let them give the meaning the way it was said. c. Let them write a script and do a short skit d. Provide activity sheets to answer.

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You are now in Grade 8, I am quite sure that you enjoyed the lessons and the activities which you took when you were in Grade 7. I am very sure, too, that you fully understand now your identity as a Filipino. However, there is one thing you must remember, we are only one among the members of that big global village called Afro-Asia. Through this lesson, your quest for knowledge on our Afro-Asian families will gradually unfold and eventually be satisfied. Let us begin our journey. 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:  Identify prosodic features: stress, intonation and pauses serving as carriers of meaning that may aid or interfere in the delivery of the message in stories and informative texts. (Listening Comprehension)  Use appropriate registers to suit the intended audience, and variation in intonation and stress for emphasis and contrast. (Speaking-Oral Language and Fluency)  Use appropriate registers to suit the intended audience, and variation in intonation and stress for emphasis and contrast. (Speaking-Oral Language and Fluency)  Develop strategies for coping with unknown words and ambiguous sentence structure and discourse. (Vocabulary Development)  Adjust reading speed based on one‘s purpose for reading and the type of materials read. (Reading Comprehension)  Organize information extracted from a program viewed. (Viewing Comprehension)  Discover literature as a means of understanding the human being and the forces he/ she has to contend with. (Literature)  Accomplish forms and prepare notices. (Writing and Composition)  Use non-linear texts and outlines to show relationships between ideas. (Writing and Composition)  Use varied adjective complementation. (Grammar Awareness and Structure)  Gather data using library and electronic resources consisting of general references: atlas, periodical index, periodicals and internet sources/ other websites to locate information. (Study Strategies)  Ask sensible questions based on ones‘ initiative. (Attitude)  Express different opinion without being difficult. (Attitude)  Write informative articles (e.g. posters, slogans, advertisements, brochures) that relate to culture and values. On the next page is the lesson map to guide you in Building your Knowledge Bank.

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KNOW PROCESS

Eliciting Prior Knowledge through Anticipation-Reaction Guide (ARG) Beliefs/Attitudes/ Values Inventory

Creating a Story Map of events Interactive Oral and Written Exercises Designing a Picture Story Map (Picture Reading) Concept Pyramid Strategy Vocabulary Map/Word Bridge Activity Video clip analysis

REFLECT AND UNDERSTAND Summary-Lesson Closure Activity Reviewing Prior Knowledge through Anticipation-Reaction Guide (ARG) Creating Matrix of Afro-Asian Traditions and Values Writing on a Think Pad Mind Mapping Activity Making an Outline Grid

TRANSFER Synthesis Journal Writing Reflective Journal Exhibit on Afro-Asian culture and values

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:

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Let us begin this lesson by reflecting on what you know so far about Afro-Asian people. Let‘s start the module by viewing some video clips/ pictures that show who Afro-Asians are. Click the YouTube link below. http://www.youtube.com/watch?v=BgP0xePGl8A Activity 1: THE THOUGHTS THAT I KNOW ARE… In this activity, your quest for knowledge on the values and traditions of the Asians and Africans will be geared up. Here, you will be asked to provide your thoughts about them. Your thoughts will be based on what you know and what you see in the video clip that will be viewed. Question – What do you know about the people of Asia and Africa? Directions: 1. Find a partner. 2. Discuss with him/her your views on the video clip you have just watched. Your teacher will give the guidelines. 3. Complete the My Initial Thoughts Are sheet below. 4. Compare your answers with those of your partner by exchanging each others work.

________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________

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PROCESS QUESTIONS: 1. What traditions and values of Afro-Asians are revealed in the video clip presented? 2. How much do you know about Africa‘s values and traditions? 3. How are your traditions and values similar and/or different from them? 4. How important is understanding to your identity as an Asian? What you will learn in the next set of sections will also enable you to do the lessons and activities which involve gathering data that will enable you to produce an informative paragraph. This will help you better understand traditions and values of selected Afro-Asian countries. Let‘s find out how others would answer the process questions and compare their ideas with your own. We will start by doing the next activity. Many times the messages you want to convey are not clearly received or understood because of the manner you say them, especially so when conversations are carried out in monologues. In this activity, your quest for knowledge on prosodic features of speech also known as suprasegmentals stress, intonation and pauses among others, will help you get through this difficulty. Can you read the following without fear or hesitation? By the way, you will meet these words in the selections that follow. village remember international unbearable surprising In which syllable did your voice rise in the word village? What about in remember, international, unbearable and surprising? The syllable where you raised your voice is what we call stress. Stress refers to the prominence given to a syllable or word which makes the word or syllable stand out above the adjacent syllable or word. It can be word stress or sentence stress. You may meet words with three or more syllables like respon‖sibil‘ity. Primary stress is on the BIL, while secondary stress is on the PON. Take note that in the case of polysyllabic words; the primary stress must always stand out than the secondary stress. Can you think of some polysyllabic words? Be sure that you distinguish the primary from the secondary stress. There are times when word conveys another meaning when used in a sentence. In that case, you must put the stress on the right syllable to show contrast and emphasis in meaning. The words that follow are examples where contrast and emphasis on stress must be carefully identified:

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Examples:

per‘mit ( noun) — permit‘ ( verb) trans‘fer ( noun) — transfer‘ ( verb) dis‘count( noun) — discount‘(verb) Activity 2: WATCH OUT! VERB OR NOUN? Directions: Find out at least 5 pairs of words that can be used interchangeably as noun or verb. Firm up your answer by using them in appropriate sentences. 1. 2. 3. 4. 5.

________________________ ________________________ ________________________ ________________________ ________________________

Are prosodic features of speech getting clearer to you? Here are some more interesting discoveries for you. Let us use the selection ―The Hands of the Blacks‖. Notice that we still place our focus on Afro-Asian neighbor. Try to read aloud the following highlighted words. Be sure to raise your voice in the right syllable. Have you seen an African child before? Humm! I think I saw one when I went to Tagaytay City last week. You see, there is an international university near the city. Congratulations! I am sure that this lesson on stress has made you more selfconfident in communicating with others. Ready for yet another prosodic feature? Read the entire sentence one at a time. Have you noticed the melodious pattern of your voice? There is a continuous elevation or depression of pitch as you read the group of words. That‘s what we call intonation. Your voice may rise, fall or circumflex (the combination of rising and falling intonation) as in the given example below. In the sentence, ―Have you seen an African child before?‖ Did your voice rise? Intonation, also known as inflection is the movement of the voice up or down, along the line of sound. When the voice rises, it indicates a question which is answerable by yes or no. That‘s rising intonation. We use the rising intonation with yes-no questions. Example: Have you read any African short story? When the voice falls down, it indicates an answer. Example: I have‘nt. An incomplete thought ends in a rising inflection. Example: I will save so that someday, I can visit South Africa, Nigeria and Morocco… Circumflex intonation comes in a wavelike glide frequent in connected speech. Voice moves upward and downward, at other times, downward or upward. Example: Once upon a time, in a far-away Africa…

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Try reading out loud the following sentences. Are you proud of the Filipino culture? How do you find the native delicacies of Samar? He ate five pieces of moron, drank a cup of buko juice and ate a bowl of corn soup. Did he finish them all? It‘s more fun in the Philippines. Challenge yourself! Can you learn intonation on your own? Yes, you can. Consider these: 1. Get a listing of informative articles from a newspaper or magazine about any AfroAsian country (Africa, Thailand, Japan and/or Korea). 2. You may choose a folktale from the country of your choice. 3. Find a cassette tape recorder with a built in microphone. 4. Load a cassette into the tape recorder. A tape recorder is the most common multimedia material even in the rural areas. 5. Push PLAY and RECORD buttons simultaneously and begin speaking into the microphone. You will record the article or the folktale of your choice. 6. Push STOP, and then REWIND the tape. 7. Push PLAY and turn up the VOLUME. When you are already satisfied with your recordings, you are now confident with the day‘s lesson. Spoken language naturally comes before written language. A monotone voice will be counterproductive in capturing audience attention. Therefore, to avoid embarrassing moments when you talk or recite variation in intonation, stress and pausing must be employed to give emphasis or contrast to the text being delivered. Likewise, try to avoid vocal fillers. Vocal fillers are distracting and annoying expressions like ―ums‖, ―ahs‖ and ―and‖. They give the impression to your classmates that you are not ready or not knowledgeable enough of the topic at hand. Activity 3: It‘s not WHAT you said; it‘s HOW you said it! Directions: 1. First, record a presentation. A sample informative text is shown below. 2. Count the number of vocal fillers and other distractive expressions. 3. Listen to your delivery. Focus on intonation, stress and pause. 4. Concentrate on specific word choice to avoid vocal fillers. What is an Educated Filipino? Francisco Benitez ( An Excerpt)

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? 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,

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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.‖ Activity 4: LET‘S DO IT AGAIN! Your teacher will provide some interesting activities taken from this excerpt. Would you like to see some examples similar to what your teacher has prepared for you? Enjoy them. Group A

Group B

1. village

I thought this was funny.

2. absolutely

The progress of our country as well as the progress of the world.

3. reflection

They always went about with their hands folded together

4. corresponding

My mother kissed my hands.

5. baloney

What is an educated Filipino?

Read the words in Group A silently, then read the words aloud. Can you pinpoint the syllables in each word where you gave an emphasis to? If you can, then you have just used stress. Read the words in Group B silently, then read them aloud. Can you distinguish which group of words rises or falls at the end of the sentence; or a combination of both? If you can, you have just used intonation.

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Self-Assessments Did you feel that your activities were successful? Why or why not? List your reasons. 1. _________________________________________________________________ 2. _________________________________________________________________ 3. _________________________________________________________________ 4. _________________________________________________________________ 5. _________________________________________________________________

A. Once you have gone over each of the activities presented, choose one of the activities

you enjoyed and adapt it when you are with your group, especially during the independent/cooperative learning session. A scoring rubric shall be provided by your teacher.

Learning to read is critical to your overall well-being. If you do not learn to read in this literacy-driven society your chance to become productive in the future shall diminish. In the previous activities, you were asked to read words ,phrases and isolated sentences. However, these are only to reinforce your skill in oral fluency. This time, we do purposive reading to better understand the nature of our global brothers, the Africans. Different reading texts shall be offered to you. Before this module ends, you will have discovered your reading style. Try this one. The Hands of the Blacks An excerpt from ― We Killed Mangy-Dog‖ by Luis Bernardo Honwana

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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 were‘nt 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 they would‘nt 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

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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. 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 did‘nt 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 the day that we were talking about it, I was telling her what I know about the question, and she just could‘nt stop laughing. What I thought was strange was that she did‘nt tell me at once what she thought about all this, and she only answered me when she was sure that I would‘nt 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 could‘nt 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 samehands 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. Did you enjoy reading the tale? It‘s informative and literary at the same time, is it not?

Activity 5: INFORMATIONAL PARAGRAPH FRAME 1. Create a paragraph frame that correspond to the organization of details in the text just read. 2. You will be called to retell what you have read. 3. Present the paragraph frame to guide you in retelling the tale.

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Process Frame (based from the creation of the Africans and why their hands are white) The first of the process is __________________________________________________ ______________________________________________________________________. The next step of the process is ______________________________________________ ______________________________________________________________________. The third step in the process is ______________________________________________ ______________________________________________________________________. It is a very amusing process. _______________________________________________ ______________________________________________________________________. Some learners are fortunate to be born into homes where parents and immediate community provide rich language experiences. Are you one of them? If you aren‘t, then you must make the most out of the opportunities given to you by your family. Engage yourself actively in the following tasks. You will discover words unknown to you but may be familiar with, of course, the African people. Activity 6: PARTNER CHATTER

1. 2. 3. 4.

Directions: In pairs, spend two minutes describing an object common to African people. The object ( photograph) will be shown later once the allotted time of two minutes is used by your‖ opponent‖. This is how the activity is done. You will show cue cards to help your partner in identifying the object. As you describe the object aided by the cue cards, your partner will describe the hidden/secret object. Other members of the opposite group are writing down the descriptive words you used. When finished, your partner will announce his guess. The process will be repeated. It is now your turn to guess the right object.

How many unknown words were discovered by your group? Your teacher will assess how each group fared in this activity. Activity 7: RUN-ON POEM The text that will follow is an African poem. The title is ―I am an African Child‖ by Eku McGred. It is written without punctuations solely for this activity. Your teacher will read it to you without interruption; no pausing nor variation in tone. She may also call one learner to re-read it for everybody.

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I am an African child Born of a skin the color of the chocolate Bright brilliant and articulate Strong and bold Im 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 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 windmill 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 Did you understand the poem? Do you now recognize how important prosodic features are? Activity 8: ANTICIPATION GUIDE Directions: In the column labeled ME, place a check next to any statement with which you tend to agree. Be prepared to defend and support your opinions with specific examples. After reading ―The Hands of the Blacks‖

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and ―I am an African Child‖, place a check before each statement which you think the authors will agree to. ME

Authors

__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

The teacher in the story the Hands of the Blacks is a racist. The author, Luis Bernardo Honwana is a realist. The Africans in generations were slaves of the Whites. The characters in the story are religious. The students then and now manifest the same study habits. Africans became slaves because they had no choice. The Africans are discriminated against. The Africans just like any race aspire for a decent living . There are no cultural differences between the Africans and the Asians. The Whites are not to be afraid of.

Congratulations! You have successfully finished the tasks intended to make you more communicatively competent. You are almost at the end of the module. Your goal in this section is to enrich your understanding about our AfroAsian neighbor. Please move on!

with the changing society.

In the previous activities, you were asked to view a video clip of I am an African Child. You also worked on several activities on the poem of the same title. The story on the Hands of the Blacks deepened your knowledge of the economic and social conditions of the African people. In the selection What is an Educated Filipino?, you were enlightened by the perspective of the author that education was not the true measure of a meaningful life. That a Filipino could live respectably and productively regardless of the length of education he would received. The magic word is DO! This entails action! That reflections, thoughts and learning of any Filipino must be translated into action to cope

Activity 9: WHO ARE THE ―BIG PLAYERS‖ Directions: 1. Identify key individuals connected to an idea or concept by listing them down in column 1. 2. You will gather information on these key individuals with focus on their contributions to enduring traditions and values. The key question is: Are these tradition and values still practiced today? 3. Write these down in Column 2. 4. You can also explore digital resources if you have access to them. 5. Create a connection among the key individuals and the list in Column 2. 6. A sample is done for you at the next page to make this activity easy and enjoyable.

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―WHO ARE THE BIG PLAYERS?‖ Topic: Afro-Asian Enduring Traditions and Values Key Persons

Martin Luther King, Sr.

Traditions/Values

 

Voting rights of the Blacks Equal pay for black teachers

Connections to the present 

A community center in Atlanta to help the lowincome people like the teachers find a path out of poverty

Did you enjoy it? If you found out a similar video clip, share it during your cooperative learning activity. Let‘s go back to the story of the Hands of the Blacks by Luis Bernardo Honwana. Earlier in the module, your knowledge on the Africans was quite limited, right? Can you still say the same thing after going through the previous activities? One thing good about reading is we get to know people, places and events. But reading is beyond enjoyable if you do not understand or comprehend the reading selection! One of the reasons why a reader cannot comprehend a text is his/her inability to understand some vocabulary words found in the text. We will now try to unlock some of these difficult words. Let‘s talk about clines! A cline is a graded sequence of words whose meanings go across a continuum of meaning. It came from the Greek word ―clino‖ meaning to slope. Examples: shouted, yelled, screamed, shrieked friendly, sociable, outgoing, gregarious Notice the two extreme words in each sample. The word shouted is ―milder‖ compared with shrieked, right? It goes the same with friendly and gregarious. Therefore, the rule of thumb is find first the two extreme words and place similar shades of words in between. Activity 10: GOING CLINING, ANYONE? 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.

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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.

1. warm

6. rich

2. strong

7. poor

3. slow

8. painful

4. sleepy

9. old

5. scary

10. noisy

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11. hungry

16. fat

12. heavy

17. fast

13. handsome

18. far

14. full

19. famous

15. sick

20. difficult PROCESS QUESTION: 1. Can you associate these modifiers with the selections you just read? Example: warm climate Is the climate in Africa warm? Is it the same in Asia? Your simple task now is to choose at least 10 adjectives from the selections just read and use them in sentences. You will write these sentences on a piece of paper requested by your teacher. However, before you proceed, you have to deepen your understanding of the types of sentences according to structure. Compound and Compound-Complex Sentences

There are four basic types of sentences according to structure: 1) simple; 2) compound; 3) complex; and 4) compound-complex A compound sentence consists of two or more simple sentences. These sentences are often combined with conjunctions, such as and, or, nor, but, yet, so, for, however, therefore, nevertheless, otherwise, consequently, etc.

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Example: Joe and Joan are black couple. (simple sentence with compound subject and simple predicate) Joe works in a manure factory downtown, and his wife Joan works in a perfume factory nearby. (compound sentence) Example: Sarah saves five hundred pesos out of each pay check she receives; otherwise, she will have no money to buy birthday presents . Note:

In formal writing, compound sentences require either a comma before and, or, nor, but, yet, so, for, or a semi-colon before however, therefore, nevertheless, otherwise, consequently, etc. If there is no conjunction used between two simple sentences, a semi-colon or a period should be used instead.

Example: Joe works downtown in a manure factory; his wife Joan works in a perfume factory nearby. A compound-complex sentence consists of two sentences, and one or more adjective or adverb clauses. Example: John climbed to the top of the tree, but Joan, who was a bit clumsy, fell off half way up. Example: Since he was five, Frank has broken three fingers, two toes, and a knee cap; however, he still plays Sepak Takraw with fervor. Early on, you have a glimpse of an informative text entitled ―What Is An Educated Filipino?‖ Here is another informative text in an essay form which will further deepen your appreciation for Filipino culture.

ACTIVITY 12: INFORMATIVE ESSAY Read the informative essay below about one of the Filipino traditions. Find out later how this affects our identity as part of the Asian countries. Why Sinigang? By Doreen G. Fernandez Rather than the overworked adobo ( so identified as the Philippine stew in foreign cookbooks), sinigang seems to me the dish most representative of Filipino taste. We like the lightly boiled, the slightly soured, the dish that includes fish (or shrimp or meat) vegetables and broth. It is adaptable to all tastes ( if you don‘t like shrimp, then bangus, or pork), to all classes and budgets, (even ayungin, in humble little piles, find their way

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into the pot), and to seasons and availability (walang talong, mahal ang gabi, kangkong na lang). But why? Why does sinigang find its way to bare dulang, to formica-topped restaurant booth, to gleaming ilustrado table? Why does one like anything at all? How is a people‘s taste shaped? But still, why soured? Aside from the fact that sour broths are cooling in hot weather, could it be perhaps because the dish is meant to be eaten against the mild background of rice? Easy to plant and harvest, and allowing more than one crop a year, rice is ubiquitous on the landscape. One can picture our ancestors settling down beside their rivers and finally tuning to the cultivation of fields, with rice as one of the first steady crops. RICE Rice to us is more than basic cereal, for as constant background, steady accompaniment; it is also the shaper of other foods, and of tastes. We not only sour, but also salt (daing, tuyo, bagoong) because the blandness of rice suggests the desirability of sharp contrast. Rice ca be ground into flour and thus the proliferation of puto; the mildly sweet Putong Polo, the banana leaf-encased Manapla variety; puto filled with meat or flavored with ube; puto in cakes or wedges, white or brown eaten with dinuguan or salabat. THE GREENERY The landscape also offers the vines, shrubs, fields, forests and trees from which comes the galaxy of gulay with which we are blest all year round. ―Back home,‖ an American friend commented.‖ All we use from day to day are peas, carrots, potatoes, cabbage, and very few others.‖ The dietarily uninhibited Filipino, on the other hand, recognizes the succulence of roots (gabi, ube, kamote); the delicacy and flavor of leaves (pechay, dahong bawang, kintsay, pako, malunggay) and tendrils (talbos ng ampalaya, kalabasa, sayote); the bounty of fruits (not only upo ad kalabasa, talong and ampalaya, but also desserts like langka and banana, which double as vegetables. ; and the excitement of flowers like katuray and kalabasa.

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By the way, do you know who Doreen G. Fernandez is? The internet if accessible in your school or community will make it easy for you. If not, visit your school library. Activity 13: LET US DO PMI After reading the informative essay, answer the PMI activity below. PMI is a three-columned thinking strategy that encourages you to first consider and list the Plus points of an idea. Next the Minus or negative points are listed. Finally those points are neither positive nor negative, but simply interesting. Then note the conclusion you have realized about the Filipinos traditions and beliefs and how do you think does this affect his identity as an Asian. IDEA…WHAT PHILIPPINE TRADITIONS HAVE I LEARNED? PLUS

MINUS

INTERESTING

PROCESS QUESTIONS: 1. How can you describe the Philippine traditions you read in the essay? 2. Why is it important to know our own traditions and values as Filipinos to further establish our identity as Asians? 3. Are traditions common among Asian and African countries? Explain briefly. Activity 14: USING PERIODICALS One way of finding information aside from books is using the internet. Start getting deeper into knowing more about Afro-Asian traditions and beliefs using print or online periodicals. Use the RAPS Strategy below to organize and analyze the information you got from the researches you did about Asian traditions. The RAPS Strategy assists students in identifying and recording main points and meaning of a text. R – Read - read the paragraph A – About - what‘s it about P – Points - choose 2 important points to support the main idea S – Summary - summarize the paragraph in their own words using no more than 20 words.

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About:

Point 1:

Point 2:

Summary:

After going through several activities, you are now ready to complete the Generalization Chart you answered at the beginning of this module.

MY INITIAL THOUGHTS

MY FINDINGS AND CORRECTIONS

SUPPORTIVING EVIDENCE

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QUALIFYING CONDITIONS

MY GENERALIZATION

In this final phase of the lesson, you will now apply the insights you have learned, the skills you have developed and the information you have gathered from the previous activities. Your tasks now will involve more of your skills in organizing and expressing ideas in written form. Let us begin by doing the activity below. Activity 15: AN INFORMATIVE ARTICLE An informative article gives the reader unbiased facts about a topic. An informative article provides the readers with details on a given topic. The informative article is not an argumentative article that tries to persuade the reader to one side or the other. It covers all the pertinent details: who, what, when, where and why. Newspaper reporting uses informative articles; how-to articles represent another category. To help you in writing your informative article, read the example and tips that follow. Tips for Writing an Informative Article by Lakshmi Menon How to write an informative article? Writing an article is not that difficult as you think. The following tips can help you in writing an informative article: 1. Write about what you really know. Before writing, do a search and find out some more details to polish your knowledge on the selected topic. You can find details about anything on the internet, using a search engine. 2. Please remember the vital point that many of your readers may already know more details than you about the topic you are writing. Therefore, write about the topic you have sufficient knowledge about. 3. People will be more interested to know how you sorted out a particular problem when you had faced one. A well written article about solving your own problem will be more useful to the readers. Many of them would have faced a similar problem and your information will be of immense help to them. 4. Remember to leave enough white space in between your paragraphs. You may wonder why it should be. Reading the matter on the monitor is different from reading on the printed page. It causes eye strain and for some people neck pain also. The other main reason is that many of our readers will be senior citizens, who will be looking for various information. Hence, it is better to see that your article is senior citizen-friendly, which means easy for them to read. 5. Try to write small paragraphs, which is easy to read. Most of the people will be just scanning the matter within a short time. Therefore, the smaller the paragraph the easier to read. Just place yourself in that position. How many times have you read long articles on the net? I do agree that we take time to read long articles when they are highly important to our need. Otherwise, on a routine basis, more people read only smaller articles. 6. After writing your article, read it at least 3-5 times, and if necessary read once aloud. It helps you to find the mistakes in your articles. Then you can revise your article appropriately.

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Lakshmi Menon writes articles on various topics, including South India tourism. Please visit http://www.enchanting-south-india-vacations.com to know more about South India. Try writing a one paragraph essay below about any topic of your choice. Be guided by the following guidelines: a. Identify the purpose for writing. b. Consider your audience. c. Have an interesting beginning sentence to hook your audience‘s interest. d. Cite only relevant and accurate details. e. Have a clear conclusion. Write your draft in a separate sheet of paper. The rubrics on how you will develop informative article will be provided by your teacher. Activity 16: TRANSFER TASK You and your classmates are now in the last leg of your journey. This is the ―acid test‖ on how well you have discovered Afro-Asia; her culture, traditions, and beliefs. In this activity, you will enjoin parents and community so that they, too, will know and understand Afro-Asia.

TASK

Your municipality/city is hosting the 1st Asia-Africa Cultural Summit. As the head 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 a member of the well acclaimed group of event organizers, you are being tasked to prepare an exhibit of informative write-ups with multimedia support showcasing the different traditions and values of selected Afro-Asian countries. Your output will be evaluated on the quality of information presented, creativity, relevance to the theme and visual impact.

Use the rubrics below to guide you. Rubric for an Exhibit of Informative Write-Up Criteria Content

Outstanding 4 Presented information in-depth and comprehensi ve and strongly adhered to the theme.

Satisfactory 3 Presented essential knowledge about AfroAsian countries and adheres to the theme.

Developing 2 Presented essential knowledge about AfroAsian countries but there are 1 to 2 factual errors and inadequately adheres to the theme

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Beginning 1 Presented minimal or there were several factual errors and does not adhere to the theme.

Rating

Criteria Creativity/ Visual Effect

Writing

Outstanding 4 Made an excellent use of effects, style, and artistry to enhance the content.

Satisfactory 3 Made use of effects, style and artistry to enhance the content.

Wrote with extensive interpretatio n and discussion.

Included all required elements/ criteria in writing with clear discussion.

Developing 2 Made use of effects and style to enhance the exhibit but these occasionally distract the viewers Included all required criteria/ elements in writing but may be missing some required information from within elements.

Beginning 1 Made use effects and style to enhance but these often distract the viewers

Rating

Missed one or more required criteria/ element, OR, may be missing extensive required information within element.

The preparations you have done in coordination with the event organizer of the exhibit are all set. The venue where to put up the exhibit, the items to be displayed, the ―who does what‖ are clear but aren‘t you forgetting something? The simple advertisements; registration forms to be accomplished by your invited guests, the notices like signage to give directions, leaflets and flyers, brochures should be secured from local tourism office. All these are a part of the preparation for writing informative write-ups. Task: Revisit your well-thought-of plan. Find out if a committee is in charge of the needed papers/documents. Prepare a checklist; again, go back to ―who does what‖. The simple advertisements; registration forms to be accomplished by your invited guests, the notices like signage to give directions, leaflets and flyers, brochures should be secured from local tourism office. All these are a part of the preparation for writing informative write-ups. Task: Revisit your well-thought-of plan. Find out if a committee is in charge of the needed papers/documents. Prepare a checklist; again, go back to ―who does what‖. You are done with all the required activities and tasks. You diligently followed the requirements. It is about time that we know how you feel about this first lesson. Please perform this last task.

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Directions: Honestly rate yourself using any of the following emoticons. 1. If in case, you choose the Happy face, you will move to the next module. 2. If in case, you choose the Sad face, don‘t hesitate to write the lesson/ s and activities which will need reinforcement. 3. If in case, you choose the Confused face and you seem not to be fully convinced, write in a sentence or two the reasons why. We will be happy to explain further the nature of this module, the lesson or the activity which created your confusion. 4. If in case, you choose the Angry face, please see your English facilitator. She or he will be listening to you.

Congratulations! You have completed this module.

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Advertisements - a public announcement using the mass media. Cline - is a graded sequence of words whose meanings go across a continuous of meaning. It came from a Greek word ―cline‖ meaning to slope. Compound Sentence - a type of sentence containing two or more simple sentences. It is often combined with conjunctions such as and, or, nor, but, yet, so, far, however, therefore, nevertheless, otherwise, consequently, etc. Informative Essay - is an essay which informs the reader about a subject, topic, issue, or event. Intonation / Inflection - is the movement of the voice up and down along the line of sound. Monologues - a literary composition in the form of a soliloquy. A continuous series of jokes or comic stories delivered. Periodicals - are publications which are issued at regular intervals, such as journals, magazines, and newspapers. Prosodic Features of Speech - are those aspects of speech which go beyond phonemes and deal with the qualities of sound. Polysyllabic Word - a word of more than three syllables Stress - refers to the prominence given to a syllable or word which makes the word or syllable stand out above the adjacent syllable or word. Syllable - is a unit of organization for a sequence of speech sounds. Tradition - is a belief or behavior passed down within a group or society with symbolic meaning or special significance with origins in the past. Values - is an important and lasting beliefs or ideals shared by the members of a culture about what is good or bad and desirable or undesirable.

Books 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. Articles Fernandez, Doreen G. (1976). Why Sinigang?. In Gilda Cordero-Fernando. The Culinary Culture of the Philippines. Manila: Bancom Audiovision Corporation. pp. 24–29. Online Sources www.poemhunter.com. Poems. Eku McGred Naka-cache. I am an African Child. http://ezinearticles.com/?Tips-For-Writing-an-Informative. Menon, Lakshmi viagensdairis.blogspot.com/.../hands-of-blacks, Honwana Luis Bernardo

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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 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:  Identify changes in meaning signaled by stress, intonation and pauses (Oral Language and Fluency)  Express feelings and attitudes by listening to contrastive stress and variations of tone and tempo (Listening Comprehension)  Guess meanings of words or expressions by noting keywords in expressions, context clues, collocations, clusters, etc. (Vocabulary Development)  Scan rapidly for sequence signals or connectors as basis for determining the rhetorical organization of texts (Reading Comprehension)  Demonstrate a heightened sensitivity to the needs of others for a better understanding of man (Literary Appreciation)  Narrate events logically (Reading Comprehension)  Write informative articles (e.g. posters, slogans, advertisements, brochures) that relate to culture and values (Writing and Composition)  Formulate correct conditional statements (Grammar Structure and Awareness)  Gather data using the general references: encyclopedia, dictionary (Study Skills)  Express a different opinion without being difficult (Attitude)  Prepare a travel brochure on the traditions and values of China, Japan and Philippines (Writing and Composition) On the next page is the lesson map which can guide you in Building your Knowledge Bank.

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KNOW Pre-Assessment through Anticipation-Reaction Guide (ARG): Map of Conceptual Change Hooking the students‘ interest through the Comic Strips Activating prior knowledge via Picture Reading: Family Portraits Deciding on the distinctive AfroAsian traditions and values which you can relate/identify with as an Asian

PROCESS

REFLECT AND UNDERSTAND

Vocabulary Map Activity Conditionally Yours Activity Sheet Listen and speak activity Connecting with Connectors Activity Sheet Video clip viewing on the Seven Rules for Happiness Revisiting the AnticipationReaction Guide (ARG): Map of Conceptual Change Differentiated Activities Filling out the 3-2-1 chart

Summary-Lesson Closure Activity Reviewing Prior Knowledge through Anticipation-Reaction Guide (ARG) Making Inferences with Evidence Activity chart Concept-Retrieval activity chart

TRANSFER Synthesis Journal Writing informative article Brochure-making on the Philippines, Chinese and Japanese traditions and values

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:

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In this lesson, you will further discover some practices, beliefs, or modes of behavior of the peoples of selected AfroAsian 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 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 better understand your 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. Directions: 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.

A_______

1

B_______

2

C_______

3

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D_______

4

This time, answer the questions that follow about the family portraits and the festivals. PROCESS QUESTIONS: 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? Having answered those important questions, let‘s continue with our lesson by answering the Anticipation Reaction Guide (ARG) sheet below. Read the instructions carefully. Activity 2: ARG TIME! Anticipation-Reaction Guide Directions: Read the set of statements found at the center column in the table below. Respond to each statement: Write Agree if you agree with the given statements. Write Disagree if you disagree with the statements. Fill out only the column: ―Response before the lesson‖ in your notebook. Don‘t write anything yet on the column that says ―Response after the lesson‖. You will work on that at the end of the lesson. Response Before the Lesson

Statements 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.

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Response After the Lesson

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. Hard work 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 a two-page informative 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. 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 this question: How can I better understand my identity as an Asian?

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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. Directions: 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 _______ To smite is to _______

a hammer hit

an axe touch

a saw 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 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 _______ 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 (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

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(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 After knowing the meanings of words from the selection ―The Soul of the Great Bell‖, here now, is 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 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-hwaKing, 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 KoNgai 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.

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N

early 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 KouanYu. 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: ―From the Mighty Young-Lo, the Sublime Tait-Sung, the Celestial and August, whose reign is called ‗Ming,‘ to Kouan-Yu the Fuhyin: 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 his home desolate by her absence; and when she had seen the awful yellow missive, sealed with

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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 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.

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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!‖ Activity 4: SPIN A STORY WHEEL Directions: 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!

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Activity 5: RING THAT BELL! Directions: 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.

Description of the Bell

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)

PROCESS QUESTIONS: Answer the questions that follow. 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. 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 Directions: 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.

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THE SOUL OF THE GREAT BELL CHINESE VALUES/TRADITIONS

SUPPORTING DETAIL/S IN THE STORY

Activity 7: SIGNALS TO CONNECT Directions: 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.

But in spite of Therefore However

But

Finally

Now

But

Next

And

Yet

At last

And still when

Then

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…

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PROCESS QUESTIONS: 1. 2. 3. 4.

What is the function of the underlined expressions? How are they called? How are the paragraphs organized? What do they show? How are the paragraphs organized? What do they show? 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. Directions: 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:  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 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. A copy of the scoring rubric is shown at 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.

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Different Acts for Different Folks (Differentiated Learning) Group Name: _______________________________ Indicators Preparation

1

2

3

Project: ______________ 4

Did not prepare enough

Some preparation was done

for presentation There were no helpful visual aids

A good amount of preparation was done

Student prepared beyond level of assessment

There were a few 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

There were clear and interesting visual aids Looked at the audience and spoke clearly

Students created excellent visual aids Held attention of the audience and spoke very expressively

Overall understanding of the topic

Group didn‘t show sufficient understandi ng 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

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

Group understood the traditions and values from the story and presented extra information Helped other students understand at least four important values and traditions of other countries

Visuals

Score

TOTAL TEACHER‘s COMMENTS:

based on the Differentiated Learning Rubric by Maxine – www.atozteacherstuff.com

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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 by Matsuo Basho

L

ong, 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 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

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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. 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.

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Activity 9: WORD WATCH Directions: 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 SYNONYMS

ANTONYMS Despotic

What is it? Definition SYNONYMS

ANTONYMS Mandate

What is it? Definition SYNONYMS

ANTONYMS Summit

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Activity 10: GOING JAPANESE Directions: 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

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PROCESS QUESTIONS: 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? 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 Directions: Analyze the following ―what if statements‖ inspired by the Story of the Aged Mother. Then, answer the questions that follow. 1. 2. 3. 4. 5.

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. If the son had left his mother in the mountain, then she would have died. If you were the son, would you also save your mother? 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? What does it express? 2. What does each sentence mean? 3. What are the common uses of conditional sentences?

Exercise A – Directions: COMPLETE THE LINE with the most appropriate conditional statement or ―if‖ statement. 1. 2. 3. 4.

KoNgai would not die a tragic death __________________________________. _______________________ would you also jump into the boiling metal? The farmer‘s mother would die ____________________________________. _________________________, the custom of abandoning aged people would have continued. 5. __________________________________, their parents would be very happy.

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Exercise B – CONDITIONALLY YOURS Directions: 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 Directions: 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 VERY IMPORTANT LEAST IMPORTANT IMPORTANT

1 2 3 4 5 6 7

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PROCESS QUESTIONS: 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. 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 the Japanese in term of using the English language? 6. Does this activity help you in understanding your identity as an Asian? How? Activity 13: SPEAK THE LANGUAGE 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. 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 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

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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 PROCESS QUESTIONS: 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 your being an Asian? Do you understand better your identity as an Asian through it? 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.

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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. 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 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 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 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

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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 andtechnique. 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. Directions: After reading the article, do the 3-2-1 Chart below.

3

Things You Found Out:

2

Interesting Things You Discovered

1

Question You Still Have to Ask

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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 Directions: Read the set of statements found at the center column in the table below. Respond to each statement: Write Agree if you agree with the given statements. Write 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. Response Before the Lesson

Statements 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, 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. Hard work 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.

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Response After the Lesson

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. 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 deeper search for knowledge to satisfy your curiosity and deepen your understanding of your being an Asian. Activity 15: INFO SEARCH Directions: 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

Famous festivals Wedding Traditions Unique cuisines/ dishes Family Values Music/Theater Arts Literature Martial arts Social values Popular culture Unique Beliefs

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PHILIPPINES

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 Directions: 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 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, hard work 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: _____________________________________________________ 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: ______________________________________________________

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Activity 17: IT HELPS TO KNOW... Directions: 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 Inference

Evidence

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

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 Inference

Evidence

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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 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. Inference-Evidence Chart Inference

Evidence

Activity 18: 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. Five Common Traditions and Values of Asians (Chinese & Japanese) and Africans Aspect of Culture Specific Tradition/Value

Best Features

.

.

.

.

.

.

.

.

.

.

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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. 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. Fill out the column: ―Response After the lesson‖ in your notebook. This will be your final ARG task. Compare your previous answer with your final answer and see how you have progressed. 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.

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Anticipation-Reaction Guide Directions: Read the set of statements found at the center column in the table below. Respond to each statement: Write Agree if you agree with the given statements. Write 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. Response Before the Lesson

Statements 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, 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. Hard work 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.

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Response After the Lesson

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.

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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. Directions: 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 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. 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

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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. PROCESS QUESTIONS: To test your understanding of what you have read, answer the questions that follow. 1. 2. 3. 4.

Do you find brochure-making easy to do? Why? What skills are required of you in making a brochure? In what way will the guidelines above help you in your practical task? What problem do you think might you encounter in making your brochure? Activity 21: BROWSING 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. Directions: 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:  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.

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 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. 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

Information on How to Get There Information on Tourist Attractions Organization of Brochure

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Unsatisfactory

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. 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.

TASK

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.

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 Content Accuracy

4 All facts in the brochure are accurate.

3 99-90% of the facts in the brochure are accurate.

2 89-80% of the facts in the brochure are accurate.

1 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.

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.

Less than half of the sections of the brochure have a clear beginning, middle and end. There are several grammatical mistakes in the brochure.

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CATEGORY 4 Attractiveness & The brochure Organization has exceptionally attractive formatting and well-organized information.

3 The brochure has attractive formatting and well-organized information.

Graphics/ Pictures

Graphics go well with the text and there is a good mix of text and graphics.

Writing Mechanics

Capitalization and punctuation are correct throughout the brochure.

Graphics go well with the text, but there are so many that they distract from the text. Capitalization and punctuation are correct throughout the brochure after feedback from an adult.

2 The brochure has wellorganized information.

Graphics go well with the text, but there are too few and the brochure seems "textheavy". There are 1-2 capitalization and/or punctuation errors in the brochure even after feedback from an adult.

1 The brochure\'s formatting and organization of material are confusing to the reader. Graphics do not go with the accompanying text or appear to be randomly chosen. There are several capitalization or punctuation errors in the brochure even after feedback from an adult.

PROCESS QUESTIONS: 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? 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!

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.

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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 also can 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. 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 longtime. Values – a strongly held belief about what is valuable, important or acceptable like cultural, moral, religious, traditional

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Book Lapid, Milagros G./Serrano, Josephine B. The Soul of the Great Bell. English Communication Arts and Skills Through Afro-Asian Literature. Phoenix Publishing House, Inc. 2010. Lapid, Milagros G./Serrano, Josephine B. The Story of the Aged Mother. English Communication Arts and Skills Through Afro-Asian Literature. Phoenix Publishing House, Inc. 2010. Websites African culture.http://www.victoriafalls-guide.net/african-customs.html African wedding traditions.www.worldweddingtraditions.com/locations/ african_traditions.html Ancient Chinese Marriage Custom.www.travelchinaguide.com/intro/social-customs/ marriage/ Ancient Chinese Traditional Customs. www.buzzle.com/articles/ancient-chinesetraditional-customs.html Brochure Projects Made Easy with Rubric by Kellie Hayden.www. brighthubeducation.com/teaching-methods-tips/75435-rubric-for-brochure-project/ Chinese Tea Ceremony. Excerpt.www.sevencups.com/tea-rituals-ceremonies/ Definition and More from the Free Merriam-Webster Dictionary.www.merriamwebster.com Differentiated Learning Rubric by Maxine. www.atozteacherstuff.com Haiku, History and Origin. www.wikipedia.com Information about geisha, kimono, sumo, tatami mats.www.japan-guide.com Japan practices http://lifestyle.iloveindia.com/lounge/japanese-family-traditions2550.html Japanese tea ceremony.www.city.kanazawa.ishikawa.jp/bunka/trad/way/tea/teaE.htm and researchpapers.hypermart.net/art/Japanese%20Tea%20Ceremony.html Junichiro Koizumi, Prime Minister of Japan Keynote Speech excerpt on the Occasion of the Asia-Africa Business Summit on April 22, 2005 at Mulia Hotel, Jakarta. www. kantei.go.jp/foreign/koizumi speech/2005/04/22keynote_e.html Seven Rules for Happiness Japanese Style.www.youtube.com/watch? v=HpF9UlzkQ1c Women in the Philippines.www.asianinfo.org/asianinfo/philippines/ profamily_customs.html

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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: Listen to points the speaker emphasizes as signaled by contrastive sentence stress (Listening Comprehension) Use stress, intonation, and juncture to signal changes in meaning (Speaking-Oral Language and Fluency) Guess the meaning of expressions by noting keywords in expressions, context clues, collocations, clusters, etc. (Vocabulary Development) Skim to determine the author‘s key ideas and purpose by answering questions raised after surveying the text (Reading Comprehension) Read closely to select appropriate details from a selection for specific purposes. (Reading Comprehension) Narrate events logically (Viewing Comprehension) Validate mental images of the information conveyed by a program viewed (Viewing Comprehension) Respond to questions raised in a program reviewed. (Viewing Comprehension) Discover through literature the links between one‘s life and the lives of people throughout the world. (Literature) Transcode ideas from texts to concept maps. (Writing and Composition) Make write-up ideas presented in concept maps. (Writing and Composition) Use of coordinators and subordinators. (Grammar Awareness and Structure) Use of correct complex and compound-complex sentences. (Grammar Awareness and Structure) Get and assess current information from newspaper and other print and non-print media. (Study Strategies) Set new goals for learning on the basis of self-assessment made. (Attitude) Put up an informative and creative exhibit.

On the next page is the lesson map to guide you in Sharing the Knowledge you Learned.

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PROCESS KNOW

Identifying whether the word is stressed or not stressed using the Retrieval Chart Identifying Correct Coordinating/ Subordinating Conjunction Give the meaning of words using vocabulary mapping Getting Information from Newspapers Sentence Structure Test Getting information through Scanning (I) Getting the main idea through skimming Getting the major ideas through Skimming Organizing ideas through outlining Reading Meaning into Poetry Transcode ideas using mind map Activating prior knowledge through IRF Video critiquing through Differentiated Task Writing ones personal insights based from the given questions Oral Practice using appropriate stress, intonation and juncture Writing a Reflection

Administration of Pre-Test Picture Reading through picture perfect Activating prior knowledge through IRF

REFLECT AND UNDERSTAND Vocabulary Test Character Map Review the past lessons using the Check and Balance Read, discuss and respond to the text through Readers Circle Stating the significance of studying Afro-Asian traditions and cultures through Think Pair Activating prior knowledge through IRF Dramatize a Real Life Situation Discuss a literary text through Active Knowledge Sharing Read the lines/dialogue revealing the Character‘s Emotion Draw the group‘s imagination, concepts, ideas from the text through Sketch to Stretch

TRANSFER Reviewing prior knowledge through IRF Writing an event proposal Put up an informative and creative exhibit showcasing the traditions and values of selected Afro-Asian countries.

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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. Activity 1: THE THOUGHTS THAT I KNOW ARE… Are you familiar with our traditional dances? Can you name one? Take a look at the following pictures and answer the questions that follow:

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PROCESS QUESTIONS: 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.

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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 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? 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) PROCESS QUESTIONS: 1. 2. 3. 4.

Did your teacher give emphasis to all words in the sentence? Can you recall the words that were stressed? What do we call those words? What words were not stressed? Why do you think they were not stressed? 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. Activity 2: PRACTICE MAKES PERFECT 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

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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. Then, 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. 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?

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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. 2. 3. 4.

How many ideas are joined in the first lines? What are those? What about in the second line? Does the first part of every sentence convey a complete thought? Why? Why not? What word is used to introduce the first part of the sentence? What is its function in the sentence? 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

Examples: I study mathematics and history. We sang and danced heartily. The book was old and soiled. They worked rapidly but carefully. He went into the water and down to the bottom. They waited a long time, yet nobody came. We can go if our father permits us and if he gives us money.

(Noun) (Verbs) (Adjectives) (Adverbs) (Phrases) (Principal Clauses) (Dependent Clauses)

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.

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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. 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 exactly 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.

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(Whom relates the adjective clause to people; it also ffunctions as the direct object of the clause. I invited whom.) 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.) 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.

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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. Definition

Synonym

To be patient is to care enough about someone so that he/she may have the time to understand.

Tolerant Uncomplaining Thoughtful

Patient 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. Sentence

Picture

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VOCABULARY MAPPING WORKSHEET Name: ____________________________

Definition

Synonym

Sentence

Definition

Sentence

Grade and Section:__________

Definition

Synonym

Sentence

Picture

Synonym

Definition

Sentence

Picture

Picture

Synonym

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.

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CHARACTERISTICS OF INDIAN LITERATURE

S

anskrit 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 7 th 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 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. PROCESS QUESTIONS: 1. 2. 3. 4. 5.

Describe briefly the development of Indian Literature. Explain the role played by religion in Indian literature. Differentiate Ramayana from Mahabharata as to the theme. How do several languages affect the development of Indian literature? 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 more input on how to do it. This is by skimming of 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.

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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: _____________________________________________________________________ _____________________________________________________________________ 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? 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.

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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. 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. Stages of Development

Characteristics I. Sacred/ holy texts

I. Oral Literature A. ____________________ B. ____________________ 1. ______________ 2. ______________ C. ____________________ D. ____________________ 1. Ramayana 2. Mahabharata II. Beginnings of Sanskrit Grammar A. ____________________ B. ____________________ III. Modern Indian Literature

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.

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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 PROCESS QUESTIONS: 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? 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 from 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 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 RUBRIC FOR DIFFERENTIATED TASK Group no. ___________ 1 Preparation

Did not prepare enough for presentation.

Task: ____________________________________ 2

3

Some preparation was done.

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A good amount of preparation was done.

4 Group prepared beyond level of assignment.

TOTAL

1

2

3

4

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 speak clearly.

Held the attention of the audience and spoke very expressively .

Overall Understand ing 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 .

TOTAL

Differentiated Learning Rubric by Maxine – www.atozteacherstuff.com http://atozteacherstuff.com/pdf.htm?rubric_differentiated.pdf 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 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 knees, begs her not to demand such things.

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____ 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. ___ 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 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."

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___ 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.

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. Actitude Analysis of...

Summary

Attitudes/Values

Action/Practices

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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. Resolution How the character deal with it

How it shaped the flow of the play

CONFLICT

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.

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out:

A person who is in great fear may utter stressed sounds in a high pitch as when calls 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: 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.

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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 in fact nevertheless however thus

also hence 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. 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 compoundcomplex. Be prepared to explain your answer. _____________ 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

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appreciate their efforts. If we start early, we can finish before noon. Arrange the props creatively and artistically. Somebody must stand at the door and collect the tickets. 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. _____________ 3. _____________ 4. _____________ 5. _____________ 6.

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 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 northeastern Iran. The first writings in Modern Persian were in verse. As prose translation from Arabic were made, improvements based on Arab literary 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.

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Activity 12: BUILDING YOUR VOCABULARY Match the words in Column A with their definitions in Column B. A ____1. turret ____2. anon ____3. vintage ____4. caravanserai ____5. battered

B a. a large inn b. soon c. rundown d. an earlier model e. projecting tower f. disappeared

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 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

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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. 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, 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. 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  Encourage students to use their own words.  Check to make sure the connections are valid and clear.  Share your concept map to your classmates.

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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. Pointers for writing a reflection 1. Interpret the meaning of the lines by paraphrasing or re-stating them. 2. Relate an experience in your life or observation around you that will help 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? 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. 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. 1. What are inseparable in Asia? __________________________________________________ 2. What are regarded as valued ―classical‖ traditions in Asia? __________________________________________________

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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. 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 westerninfluenced 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

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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. Initial Answer

Revised Answer

Final Answer

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.

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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 2. The Prophet by Khalil Gibran 3. Characteristics of Indian Literature

4. The Ramayana 5. Rubaiyat of Omar Khayam 6. Asian Traditional Theater and Dance

Reason

Reason

Title of Informative/ Literary Text

Reason

Reason

PROCESS QUESTIONS: 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 with others through this activity. What would you do if you were in these situations?

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Activity 18: REAL LIFE SITUATIONS 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 You are about to read another literary work, this time a play entitled ―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) 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.

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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 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. 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

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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.) 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.

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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. 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).

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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.) 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.

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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. Name of the Character

Proofs/ Evidences

Descriptions

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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, 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. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

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Activity 21: CHARACTER‘S EMOTIONS Directions: Pick one line of a character from the story and deliver it dramatically in front of the class. Examples:

ANASUYA: Even people ignorant of wordly affairs would say that the King had not behaved like a gentleman towards Shakuntala. (Complaining)

PRIYAMVADA: Anasuya, hurry. We are arranging for the departure of Shakuntala. (With Joy)

SHAKUNTALA: So I became bride again. I will never have friends like you. (She drops tears)

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)

Activity 22: READERS 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.

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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.

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Self and Peer Assessment Sheet 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.

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 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.

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the

characters

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. Initial Answer

Revised Answer

Final Answer

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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 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. 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 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. 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: 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, is to write an event proposal. This letter will be distributed to all the prospect sponsors.

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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: 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

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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.

PROCESS QUESTIONS: 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? 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.

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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: 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. Source: http://www.articlesbase.com/marketing-articles/how-to-put-up-the-bestexhibition-display-526499.html PROCESS QUESTIONS: 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?

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.

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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. 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 TASK 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.

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.

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CRITERIA Organization/ Collaboration

Content/ Information presented

Creativity

Audience impact

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

RATING

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?

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Assessment – evaluation of something based from its worth of importance. Cluster – small group or bunch of something. Collocations – are two or more words that often go together. Context clues – information (such as a definition, synonym, antonym, or example) that appears near a word or phrase and offers direct or indirect suggestions about its meaning. Exhibit – an object or collection displayed to the public. Graphic organizer – visual artistic representation of information gathered. Juncture – the set of features in speech that enable a hearer to detect a word or phrase boundary. Literature – the body of written works of a language, period or culture. Proposal – a proposed plan. Reflection – a thoughtful idea or remark. Resolution – a formal statement of opinion. Script – a copy of the text of a play, film, etc. Transcode – to put all the things learned from a text to a concept map. Validate – to prove to be valid, to authenticate. Video clip – a clip containing images and sounds. Write-up – a written report, specifically a favorable one.

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.

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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. 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+AFR O-ASIAN&oq=traditional+dances+of+AFROASIAN&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 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=CKKKUNeZDdHirAeumIHYBw&ved=0CAcQ_AUoAQ Shakuntala by Kalidasa (Act IV). Retrieved December 6, 2012. http://oll.libertyfund.org/?option=com_staticxt&staticfile=show.php% 3Ftitle=1261&chapter=77399&layout=html&Itemid=27 Writing an Event Proposal. Retrieved December 6,2012. http://www.ehow.com/how_6115264_write-event-proposal.html#ixzz2ByM9uEwM

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Letter of Intent. Retrieved December 7, 2012. http://www.ehow.com/way_5348161_example-letter-intentproposal.html#ixzz2BylfJtQv Sample Exhibit. Retrieved December 6, 2012. http://www.google.com/search? q=informative+and+creative+exhibit&hl=en&tbo=d&source=lnms&tbm=isch&sa= X&ei=bEegUMjLKaeCiQfRqoDwDg&sqi=2&ved=0CAQQ_AUoAA&biw=1366&bi h=643#hl=en&tbo=d&tbm=isch&sa=1&q=Afro-Asian+exhibit&oq=AfroAsian+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.dqEfnO1v34&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-exhibitiondisplay-526499.html

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Hello, young explorers! You have just finished your wonderful journey of Searching for Knowledge. You were able to arm yourself with a map as you did your Quest for Knowledge in Lesson I. Surely, your hunger for facts and information about our Afro-Asian families was satisfied. In Lesson II, you were able to equip yourself with a compass as you visited selected Afro-Asian countries to Build up your Knowledge Bank. Definitely, you have built your knowledge bank with rich, varied and ancient traditions of particular Afro-Asian countries. And in Lesson III, you did not forget to use your magnifying lens as you highlighted your significant discoveries and shared what you learned. You have successfully put up your own informative and creative exhibit showcasing the traditions and values of people from selected Afro-Asian countries discussed in Lessons I-III. Module 1 presented you an agent body of readings for pleasure, helped you be aware of the beauty of literature, and assisted you to know how writings reflect not only the author‘s life and thoughts but also the spirit of age, the ideals of the nation‘s history and the commonalities of Afro-Asian people. Well done young explorers! All the pieces of literature you studied and all the activities you successfully accomplished developed and improved not only your skills but also your attitudes, habits and appreciations. What you learned will definitely be your guide to better understand your identity as a Filipino and as an Asian. You can now respond to the ethical challenge of today's generation not just to learn but more importantly to learn how to live together harmoniously. Congratulations! Are you ready to take another trip? Let‘s find out if you‘re ready for the next learning adventure. Answer the following post-assessment and you are ready to take off.

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Let‘s find out how much you have learned on this module. Choose the letter that you think best answers the question. Remember to answer all items. Write the answers in your notebook. After taking this short test, your answers will be checked to find out your score. Read this folk literature from China and answer the questions that follow. Circle the letter of the correct answer. Tiki-Tiki Tembo A Chinese Folktale Once upon a time in faraway China there lived two brothers, one named Sam, and one named TikkiTikkiTembo No SarimboHari Kari Bushkie Perry Pem Do Hai Kai PomPom Nikki No Meeno Dom Barako. Now one day the two brothers were playing near the well in their garden when Sam fell into the well, and TikkiTikkiTembo No SarimboHari Kari Bushkie Perry Pem Do Hai Kai PomPom Nikki No Meeno Dom Barako ran to his mother, shouting, "Quick, Sam has fallen into the well. What shall we do?" "What?" cried the mother, "Sam has fallen into the well? Run and tell father!" Together they ran to the father and cried, "Quick, Sam has fallen into the well. What shall we do?" "Sam has fallen into the well?" cried the father. "Run and tell the gardner!" Then they all ran to the gardner and shouted, "Quick, Sam has fallen into the well. What shall we do?" "Sam has fallen into the well?" cried the gardner, and then he quickly fetched a ladder and pulled the poor boy from the well, who was wet and cold and frightened, and ever so happy to still be alive. Some time afterward the two brothers were again playing near the well, and this time TikkiTikkiTembo No SarimboHari Kari Bushkie Perry Pem Do Hai Kai PomPom Nikki No Meeno Dom Barako fell into the well, and Sam ran to his mother, shouting, "Quick, TikkiTikkiTembo No SarimboHari Kari Bushkie Perry Pem Do Hai Kai PomPom Nikki No Meeno Dom Barako has fallen into the well. What shall we do?" "What?" cried the mother, "TikkiTikkiTembo No SarimboHari Kari Bushkie Perry Pem Do Hai Kai PomPom Nikki No Meeno Dom Barako has fallen into the well? Run and tell father!" Together they ran to the father and cried, "Quick, TikkiTikkiTembo No SarimboHari Kari Bushkie Perry Pem Do Hai Kai PomPom Nikki No Meeno Dom Barako has fallen into the well. What shall we do?" "TikkiTikkiTembo No SarimboHari Kari Bushkie Perry Pem Do Hai Kai PomPom Nikki No Meeno Dom Barako has fallen into the well?" cried the father. "Run and tell the gardner!" Then they all ran to the gardner and shouted, "Quick, TikkiTikkiTembo No SarimboHari Kari Bushkie Perry Pem Do Hai Kai PomPom Nikki No Meeno Dom Barako has fallen into the well. What shall we do?" "TikkiTikkiTembo No SarimboHari Kari Bushkie Perry Pem Do Hai Kai PomPom Nikki No Meeno Dom Barako has fallen into the well?" cried the gardner, and then he quickly fetched a ladder and pulled TikkiTikkiTembo No SarimboHari Kari Bushkie Perry Pem Do Hai Kai PomPom Nikki No Meeno Dom Barako from the well, but the poor boy had been in the water so long that he had drowned.

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1. In the folktale, one of the brothers died. What could have caused the death of the boy: Tiki-tiki? a. The gardener didn‘t come at once. b. Sam failed to tell their parents of Tiki-tiki‘s situation immediately. c. The boy was not the family‘s favourite. d. The boy had a long name. 2. What particular characteristic of the Chinese could be inferred from this story? a. Ancient Chinese could be humorous as reflected in their folktales. b. Ancient Chinese depended on house help as in this folktale. c. Ancient Chinese loved to tell stories of adventure d. Ancient Chinese wrote short stories with complicated plot 3-4. Use this sentence to answer the questions 3 and 4. ―I don‘t think he should get the job‖ 3. Using the above sentence, where should you put the emphasis if what you mean is ―He should get another job― a. job b. that c. should d. he 4. What important point is revealed in question number 3? a. True meaning of the sentence can be expressed through the stressed word or words. b. True meaning of the sentence can be expressed through its length. c. True meaning of the sentence can be expressed in different word or words. d. There are different meanings behind the word or words. 5. You are in Iran you were able to witness the desire of an Iranian to give thanks through a celebration because of a certain fulfillment/ achievement. He will slaughter a sheep for that special occasion, what common practice of Persian is reflected ? a. He will offer the sheep to the church b. He will give divide the meat to all of his neighbors c. He will cook the meat and ask his neighbors to go to his house and eat with him. d. He will cook the meat and celebrate alone 6. In your literature class, your performance task is to make an adaptation of Mahabharata. For you to be able to show the adaptation clearly and effectively, what is the possible output you could have for this project? a. Make your own version of the story b. Have a photocopy of the story c. Prepare a drama presentation of Mahabharata d. Write a slogan about the story 7. In most Chinese and Japanese folktales, there would oftentimes be the presence of a loving mother or father and a dutiful son or daughter. What does it say about the Chinese or Japanese values?

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a. b. c. d.

Family is always right Chinese and Japanese children are dependent on their parents Family is important. Chinese and Japanese parents are protective of their children

8. The Japanese Tea ceremony is a cultural tradition that originated in China. Before the ceremony begins, the host cleans the serving bowls, boils water, prepares a sweet treat for the guests, and then mixes the tea in front of the guests. What characteristics of the Japanese may be reflected on this ceremony? a. They consider their guests as very important people. b. They are service oriented people. c. They drink their tea only in the company of friends. d. They want to impress their guests. 9. Anyone who can read either the Chinese or Japanese language can usually see the similarities between the characters and interpret the text. The Japanese written language is derived from the Chinese language. This style of Japanese writing is referred to as Kanji. We can now assume that: a. Chinese and Japanese understand the spoken and written language. b. Chinese and Japanese understand the written language but not the spoken language. c. Chinese and Japanese understand the spoken but not the written language. d. Chinese and Japanese do not understand the spoken and written language. 10. You are a researcher from the Department of Tourism. You are tasked to gather information about Asians‘ ways of living, style of dressing up, eating, expressing their faith, courtship and beliefs. You want the public especially the non-Asians to be familiar with those things so that they could understand them better. What will be the focus of your research? a. history b. customs c. economics d. politics 11. You are tasked by the organizers of the Ms. Philippines‘ search to formulate one question for the Q & A portion. Each candidate will be asked a question. Based on what you have learned in your Language class, what could be the best question that you could ask the candidates? a. If you won in this pageant, what would you initially do? b. If you were to change something about this pageant, would that be and why? c. If you were to sacrifice one thing for the pageant, what would it be and why? d. If you were to judge this pageant, which criterion would have the highest bearing? Why? The tea ceremony is a practice in Japan. There are steps that the host follows. First, before the ceremony begins, the host cleans the serving bowls. Next, he boils water. Then he prepares a sweet treat for the guests. Lastly, he mixes the tea in front of the guests.

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12. How are the ideas in the paragraph organized? a. cause effect b. descriptive c. chronological sequence d. simple listing 13-16. Choose the appropriate conjunction to complete the sentence. a. and b. but c. therefore d. however 13. They worked rapidly ___ carefully. 14. We sang ____ danced heartily. 15. She was here yesterday; _____, I didn‘t talk to her. 16. She is absent;____, I can‘t talk to her. 17-20. Identify the sentence according to its structure. Choose the letter of your answer. a. simple b. compound c. complex d. compound-complex 17. The boys went swimming, while the girls discussed the forthcoming ball. 18. The people who were in the office waited for Miss Ruiz, but she didn‘t report for work. 19. We feel that the game should have been won by the home team. 20. Ray and Jim read novels, played bowling, and went to the movies during the semestral vacations.

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H

ave you ever wondered how is to see different nationalities all in one place? How will you differentiate a Filipino from the rest? How will you know if someone is a Korean, Japanese, or a Chinese when all of them look the

same? In this module, you will find out about Afro-Asian people. How are they similar or different from one another? You will also discover that although they are of different races, in many ways, you are like them as they are like you. In the process, you will ask yourself, how is it possible that people do not know one another and yet they are related? Is it possible that you have the same ancestors or blood lines, no matter how remote they are? Is it possible to be united even when people are universally divided by time and space?

The learner demonstrates understanding of how Afro-Asian Literature and other text types equip him/her with communication skills that lead to embracing diverse cultural heritage.

The learner performs an interactive human exhibit of Afro-Asian literary characters.

In this module, your learning will be maximized as you take the following lessons:  Lesson 1 – Tracing Our Roots  Lesson 2 – Revisiting the Richness of Our Past  Lesson 3 – Appreciating Our Origin Specifically for Module 2, you will learn the following:  Identify strategies for coping with unknown words and ambiguous sentence structures to arrive at meanings  Identify the derivation of words  Define words from contexts and through word analysis (affixes)  Use collocations of difficult words as aids in unlocking vocabulary difficulties  Show understanding of the text through paraphrasing  Show understanding and appreciation for the different Asian literary texts  Point out the elements of plays and playlets  Determine the author‘s tone and purpose for writing the literary text  Point out how the choice of title, space allotment, imagery, choice of words,

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                                  

figurative language, and the like contribute to the theme Transcode information from linear to non-linear texts and vice- versa Employ concept mapping Use non-linear texts outlines and notes as aids in the preparation of a research paper Use coordinators Utilize appropriate idioms Acknowledge citations by indicating bibliography sources used Observe correct format in bibliography sources used Use writing conventions to acknowledge resources 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 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, compoundcomplex sentences and appropriate parenthetical expressions Use writing conventions to indicate acknowledgment of resources

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          

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 Structure meaningful expanded sentences and conditional statements.

Here is a simple map of the above lessons you will cover:

The Two Brothers (Egypt) Sawatdee... My Beautiful Bangkok (Thailand)

The Taximan‘s Story (Singapore)

Revisiting Our Rich Past

Tracing Our Roots

Makato and His Cowrie Shell (Thailand)

The Legend of Banyuwangi; The Century Carver (Indonesia)

Embracing Our Heritage

Appreciating Our Origin

The Peasant, the Buffalo and the Tiger: A Tale of Strength and Wisdom (Vietnam)

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The Devouring Rock (Malaysia) Outwitting a Crocodile (Malaysia)

The Origin of Ancient Vietnam (Vietnam)

Let‘s find out how much you know about the coverage of this module. Choose the letter that you think best answers the question. Remember to answer all items. Write the answers in your notebook. After taking this short test, your answers will be checked to find out your score. Take note of the items that you won‘t be able to correctly answer and look for the right answer 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 element 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‘s traits and attitudes by a. what he/she says, thinks and does b. what he/she does or does not do c. his/her views and opinions d. all of the above 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

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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 and , 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 11. Which of the following is a compound-complex sentence? a. Sang Buaya was the culprit that made Sang Kancil afraid. b. The delivery truck dropped its load of sand on the backyard where the bricks lie, and then the delivery truck drove off. c. Gawad Kalinga which gives invaluable aid, was flown in to help people who were made homeless by the typhoon. d. We went to the forest yesterday, but we did not find anything. 12. We went to the ______________ hotel in the city. a. most cheap b. more cheap c. cheaper d. cheapest 13. Which of the following is the correct concept map for the ideas inside the box? Indigenous Costume Tangible Cultural Heritage

a.

Intangible Cultural Heritage

Tangible Cultural Heritage

Cultural Heritage Festival

Intangible Cultural Heritage

Festival Cultural Heritage

Indigenous Costume

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b.

Cultural Heritage

Festival

Indigenous Costume

Tangible Cultural Heritage

Intangible Cultural Heritage

c.

d.

Cultural Heritage

Intangible Cultural Heritage

Tangible Cultural Heritage

Festival

Indigenous Costume

Intangible Cultural Heritage

Festival

Cultural Heritage Indigenous Costume

Tangible Cultural Heritage

14. Conflict is the most important part of plot for a story, movie, or play. Which statement is TRUE about conflict? a. Conflict is enhanced through the interplay of other elements like setting, theme, and characters. b. Multiple conflicts are rarely seen in short stories, movies, and plays. c. External conflict is the best type for any story, movie, or play. d. Resolution is the highlight of a conflict. 15. Sandra is going to Malaysia for a student-exchange program. She wants to know the culture of Malaysian before she goes there. How can Sandra know some Malaysian traditions, beliefs, and heritage in a literary perspective? a. Watch some Malaysian news programs. b. Read Malaysian short stories, poems, and plays. c. Research on the political structure of Malaysia. d. Read some travel brochure from Malaysia.

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16. John has been reading many Malaysian stories and had watched some Malaysian movies lately. One day, a Malaysian student visited their place and he had the chance to mingle with him. Though it‘s John‘s first time to meet the Malaysian, he knew what to do to make him feel at home. How did John manage to do that? a. Filipinos are known to be hospitable, just like John. b. John wants to ask a favor from the Malaysian. c. John is just friendly, so he knows how to deal with people. d. John learned the traditions, beliefs and culture of Malaysians from his readings. Read this part of the Preamble of South African Constitution: "We, the people of South Africa, Recognise the injustices of our past; Honour those who suffered for justice and freedom in our land; Respect those who have worked to build and develop our country; and Believe that South Africa belongs to all who live in it, united in our diversity.‖ 17. Which of the following is contrary in this part of the Preamble of South African Constitution? a. People should remember the sacrifices of their heroes. b. Culture helps develop people. c. Multiculturalism is divisive. d. Some cultures are just more evolved than others. 18. You are a member of ASEAN Culture Society, a non-government organization that aims to promote the rich culture of the Southeast Asian region. Your organization wants you to help find a movie that will promote the culture of Malaysia for a film showing activity. Which of the following would you do for your organization? a. Develop a survey asking students their preferred theme for a movie. b. Find a Malaysian folktale and its movie adaptation and write a movie review about it. c. Give a list of the box-office hit movies in Malaysia. d. Find a Malaysian film director and ask his/her advice about a movie adaptation of a folktale. 19. As local film critics, you and your peers have been hired by the board to find the most appropriate movie to be used for a cultural exhibit. A movie review is needed, but the board wants it to be interactive. What would you do in order to fulfil the requirement of the board? a. Prepare a movie review with audio-video support. b. Present the movie review in an e-document. c. Support the movie review with a music background. d. Use tablets in presenting the movie review. 20. Your task is to find a movie adaptation of a Malaysian/Singaporean literary piece (reflecting their diverse cultural heritage), watch it, and write a review about it. What will you use in organizing your thoughts in writing the movie review? a. Take down notes using a notepad. b. Write your ideas in a paper for each scenario in the movie. c. Use graphic or advance organizers in writing your ideas for the review. d. Do ―free writing‖ as you think about your movie review.

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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. To give you an overview of the things you will do in this lesson, pay close attention to the expected skills below and the lesson map. In this lesson, you will learn the following:  Listen to note important information and details of a listening text. (Listening Comprehension)  Determine if the speaker is neutral, for or against an issue. (Speaking-Oral Language and Fluency)  Formulate responses to questions. (Speaking-Oral Language and Fluency)  Identify the meaning of words through visual context. (Vocabulary Development)  Use appropriate idioms (Vocabulary Development)  Infer character traits from a reading text. (Reading Comprehension)  Evaluate content, elements, features, and properties of a reading or viewing selection. (Viewing Comprehension)  Point out the elements of a short story. (Literature)  Show understanding and appreciation for the different Asian literary texts. (Literature)  Point out how the title contributes to the theme. (Literature)  Use graphic organizer to sum up ideas. (Writing and Composition)  Employ concept mapping as aids in taking down notes and organizing ideas. (Writing and Composition)  Use correct coordinators (Grammar Awareness and Structure)  Observe the correct format in bibliographical entries. (Study Strategies)  Use writing conventions to indicate acknowledgement of resources On the next page is the lesson map to guide you in Tracing Our Roots.

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KNOW

PROCESS

Say You...Say Me Pick and Match Face to Face

Draw or Sketch What Element Lay Your Cards Characterization Lay the Road Map Solving Dare to Climb Building Formatting Build Me Up Summing Up Sense It Combine/Fuse Idiomatic Expressions Constructing Working with Idioms Paint a Picture Bite the Theme Compare and Share Connecting/Pairing Introspecting Drawing Out What Paired Approach

REFLECT AND UNDERSTAND I‘m ―Punch lining‖, Can You? Multiple Intelligence Activities Writing Activity

TRANSFER Preparing a Speech

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:

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Let us begin this lesson by reflecting on what you know so far about Thailand. Let‘s start working on this lesson 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? 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.‖ To further know this country, observe the pictures below and watch the film.

Source: https://www.google.com.ph/search?q=thailand+attractions Activity 1: SAY YOU...SAY ME... 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. Work with a partner and answer the following guide questions: 1. 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?

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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 sharing, 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 Directions: 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

painting on walls

spire

tilt back; lie back

murals

tall, pointed structure

2.

3.

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4.

mosaic

picture of small colored pieces

loquacious

talkative

5.

Your goal in this section is to learn and understand key concepts related to Filipino traditions and beliefs practiced by Thais. Let‘s find out also how others would answer the process questions ―How does diversity contribute to unity? How do traditions and beliefs bring about diversity and or harmony?‖ and compare their ideas with your own. We will start by doing the next activity. 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.

B

SAWATDEE....HELLO, BEAUTIFUL BANGKOK by Ethel Soliven-Timbol

angkok 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

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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 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‖ pedicabs the 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? Group WHERE? Answer: The mood of the writer while telling the story is happy and excited.

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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

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poor listeners. Listening in a second language requires even greater focus. 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:  Listen to get the general ideas of the text.  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 in Activity 6. Be guided by the pauses in order to answer the questions. So, tune in, listen and give your responses. Activity 6: LAY YOUR CARDS Answer the questions below based on the listening text. What are the similarities of Thailand and Philippines?

What are Thailand‘s reasons for shifting to manufacture?

Q Card 1

Q Card 2

What are the diversified industries in Thailand?

What are the causes of economic growth of Thailand?

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. Activity 7: BUILD ME UP! Fill up the diagram on the next page, and explain your answers.

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Thailand‘s Goals

Activity 8: SUM UP THE WHOLE Using 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?

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Activity 9: BITE THE THEME Write 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? ELEMENTS OF A SHORT STORY 1. 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: Where is the action taking place? _________________________ Where is the story taking place? __________________________

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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. 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. 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: ------------------------------------------------------------------------------------Finally, the fox grumbled. ―I don‘t want those grapes anyway. I know they must be sour.‖ Then, he went away. Answer: -------------------------------------------------------------------------------------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: a. External – refers to outside forces that may cause conflict, like another human being, circumstances, environment, etc. b. 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.)

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Activity 10: MATCHING From the pool of words below, choose the appropriate answer to the following descriptions. Climax

Introduction

Falling Action

Denouement

Rising Action

___________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: Coordinate Conjunctions Observe the following sentences: 1. 2. 3. 4. 5.

Makato never idled and never complained. He did every kind of work, yet he remained cheerful. Makato had no sister or a brother to take care of him. He tried his luck in a far-off land, so he became successful. Makato was an orphan, but he was able to achieve his goals.

PROCESS QUESTIONS: 1. What words are connected by and in sentence 1? _________________________________________________________ 2. What are the two clauses that are joined by yet in sentence 2? _________________________________________________________ 3. What are the phrases that are connected by or in sentence 3? _________________________________________________________ 4. What are the clauses that are joined by so in sentence 4? _________________________________________________________ 5. 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.

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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 result. Activity 11: WORK WITH COORDINATES Directions: Read the sentence carefully and encircle the conjunction. Underline the words, phrases and clauses it joins. 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 Directions: 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. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

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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 PARTS Directions: 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___________________ ___________________________________________________________________ 4. Sidewalk eateries mushroomed along the streets yet_________________________ ___________________________________________________________________ 5. Traffic jams and pedicabs are both a sight to see and to experience and__________ ___________________________________________________________________ Activity 14: GUESS WHAT? Directions: 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. honest hardworking industrious 1. 2. 3. 4. 5.

orphaned proactive naturalist

good-natured adventurous

ambitious grateful

Makato had no brother or sister to take care of him. His father and mother died._____ He never idled, fed the pigs, and cleaned the forests._________ He never complained and was satisfied. ____________ He did every kind of work, like carrying heavy things.__________ He tried his luck in a far-off land.__________________

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6. 7. 8. 9.

Makato thought about what he liked to do in the future.__________ He picked up the shell and handed it to the king._______ He planted the ground with more seedlings._________ He knelt down and gave the king lettuces.____________ Activity 15: CONSTRUCTING Directions: 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. 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 shaped you as a Filipino.

O

Makato and the Cowrie Shell (A Thai Folktale) by Supanee Khanchanathiti

nce 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–

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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?‖ ―I wanted to see Pra Ruang of Sukhothai,‖ replied Makato.‖They say he is a very kindhearted 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.‖

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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.‖ 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. PROCESS 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?

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Activity 16: PAINT A PICTURE What are Makato‘s character traits? Describe his appearance, attitude, action and speech. Fill up the character web with your answers and explain each trait. Action

Appearance

what the character does

what the character looks like Character _______________ _______________

what the character says

how the character feels

Articulation

Attitude

Activity 17: COMPARE AND SHARE Using the Venn diagram on the next page, compare yourself with Makato. Be guided by the following questions: 1. What traits do you both share? Write 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.

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Activity 18: LAY THE ROAD MAP Using the timeline, plot the events which led to Makato‘s success. Be guided by the following key questions: 1. 2. 3. 4. 5.

What kind of life did he have at the beginning of the story? Describe. What motivated him to leave his place? How did the king recognize him? Cite the incident that showed it. What did he do with the cowrie shell? What was his reward from the king?

Past

Future

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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? 4. What is the falling action? 5. What is the denouement?

Climax

Rising Action

Falling Action

Denouement

Introduction

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Activity 20: INTROSPECTING What lessons in life have you learned from Makato‘s experiences? Write a 5-7 sentence paragraph. Provide your own title. __________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

Activity 21: CONNECTING...PAIRING Directions: 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:  Makato, the Teenager  My Brief Encounter With Makato  Makato‘s Dream and My Dream  How Makato Influenced My Life  In What Ways Can I Build Peace and Unity __________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

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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. 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.

Discover this country by observing the pictures on top or watching a documentary film. Activate your senses to draw out information. Activity 22: PAIRED APPROACH Work with a partner and discuss relevant issues. Be guided by the following questions: 1. 2. 3. 4.

What country is described in the film/pictures? What knowledge and information did you get after watching/ observing? Describe what you see, feel, hear and/or touch. 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! Using the sense web on the next page, fill in the circles with your answers and compare your work with your seatmate. Do you have similar answers? What impressed you most about this country?

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Sound

SENSE WEB

Sight

EGYPT

Smell Touch

Taste

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. _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

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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 answering the activity below. Rearrange the letters of the words below. TRACREHAR TLOP GITETNS TCFIOCNL ETLIT

- ______________ - ______________ - ______________ - ______________ - ______________

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 but first, 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

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.

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Activity 26: WORKING WITH IDIOMS Directions: 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. Do not worry 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. Directions: 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 Directions: Guess what idiomatic expressions are used below and give the correct meaning. After giving the correct meaning, use them in the sentences. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Bata makes hay while the sun shines.___________ The wife of Anpu was beaten black and blue._______ Knowing the wife‘s dishonesty, blood pours into his face._______ After killing the wife, Anpu was blue in the face.__________ Bata had made an easy way out to the mountains.________ In good faith, Bata supported his brother Anpu.________ Anpu felt a pain in the neck when he heard his wife‘s explanation.________ She bent her knees for forgiveness._______ Anpu‘s wife accepted the dose of her own medicine.________ Bata kept company with god- Ra to seek consolation._______ Anpu took the law into his hands.________

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.

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The Two Brothers Egyptian Folktale

O

nce 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. 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.

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Activity 28: CHARACTERIZATION Direction: Describe the three characters through a Venn diagram. Then answer the questions that follow.

PROCESS QUESTIONS: 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. 7. Write them down on this canvas. Then, compare and contrast them to our culture.

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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 Problems

Solutions

Activity 30: BUILDING Using the plot organizer, enumerate the events in the story by filling in the rectangles. Explain your work to the class. The Two Brothers

Exposition

Rising Action

Climax

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Falling Action

Denouement

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. 1. 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 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. 2.

Magazine Article Hackworth, Col. David H. ―Terms of Forgiveness.‖ Newsweek. 24 Apr. 1995: 38-40.

3.

Journal Cline, C.L. ―Quasi Adventures in Literary Scholarship. " Texas Quarterly. 20 (1977) 36-42.

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4. Newspaper Hunt, Albert R. "Clinton Needs Fewer Reinventions and More Consistency. 5. 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

Activity 32: FORMATTING 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. 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? ______________________________________________________ ______________________________________________________ ______________________________________________________

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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, and 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, and transcripts of telephone conversations, among others. We shall now move to the next challenge! But this time, we are taking you off from the text and allow you to explore your outside world. Your goal in this section is to enrich your understanding in discovering who you are as a Filipino and be the one who treasure your roots. Activity 33: 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.‖ 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 .

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Activity 34: 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

 Men worshipping in a church or a mosque

 International contest

 Meeting of ASEAN Leaders in a Summit

beauties

joining

the

Source: 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.  Two different nationalities in a boxing bout

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Activity 35: WRITING ACTIVITY Using comparison and contrast, fill in the grid with the Positive-InterestingNegative aspects of Filipinos, Thais and Egyptians in terms of :  Love for Family  Reverence to God  Desire to Succeed in Life Report to the class afterwards. Positive

Interesting

Negative

Filipino

Thai

Egyptian

Activity 36: MORE READINGS With your group, look for some readings related to the topics below. Come up with 10 bibliographies, using online resources for additional information. 1. Multi-Cultural Dialects of Filipinos 2. Religious Beliefs of Filipinos 3. Filipino Treasured Values 4. Filipino Traditions and Beliefs _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

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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. Activity 37: PREPARING A SPEECH 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. Then plan on how you will write your speech. The rubric for grading is provided here to remind you on how your work will be graded.

TASK

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 Preparation

Content

Excellent

Acceptable

Minimal

Unacceptable

Gathers information from varied sources; makes note cards to use as cues during presentation; creates attractive visual aids to illustrate presentation Used an abundance of materials clearly related to topic; Made points clearly; used varied materials

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

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

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Grading Criteria Organization

Speaking Skills

Excellent

Acceptable

Minimal

Organized information and ordered ideas logically; Presented easy -to-follow argument; Stated a clear conclusion Well-poised, enthusiastic, and confident during the presentation; enunciated clearly.

Presented most information in a logical order; Presented generally clear and easy-tofollow arguments

Presented loosely connected ideas; Presented a choppy and difficult-tofollow organization Had little or no expression; Did not enunciate clearly

Engaged during presentation.

Unacceptable Did not use a logical order in presentation

Appeared disinterested during presentation

http://www.scribd.com/doc/20891655/Rubric-for-Oral-Presentation

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 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 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

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cowrie shell – a marine mollusk with a glossy, brightly speckled shell cultural – pertaining to culture denouement – the solution; the outcome; the resolution or a plot or story diversified – assorted; various; differences diversity – variety; distinction; difference 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 fiction – an invented story; any literary work with imaginary characters and events hefty – large and strong heritage – something inherited at birth innovation – new methods or ideas journey – travelling from one place to another loquacious – talkative 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 mural – a picture or a design painted directly onto a wall naturalist – one who studies natural history; an advocate of naturalism populous – densely inhabited proclivity – inclination; tendency protagonist – the main character in a story or drama

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pyramid – a solid figure having a polygon as a base, and whose sides are triangles sharing a common vertex 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 shift – to change position sphinx – a monster with a lions body and human head spire – the tapering point of a steeple splendid – brilliant; magnificent tapioca – a glutinous starch extracted from the root of the cassava and used in puddings theme – the main subject of a discussion ubiquitous – omnipresent; universal unfolding – display; open uniqueness – exceptional; matchless; unexampled

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

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After you had traced your Afro-Asian roots in Lesson 1, you are now aware that there is more to discover about the traditions and beliefs of our Asian neighbors. Have you ever thought of traveling around Asia or Africa? Have you thought of the rich cultural heritage of these places? How about its diversity? If not, Lesson 2 will provide you a deeper look into their rich cultural heritage and its diversity as you will revisit their rich past. Our world is becoming much smaller. In this kind of world we are living now, understanding and appreciating other‘s diverse cultural heritage become more vital. In the ASEAN Region, member states are preparing for 2015 – the year when their boundaries open to one another in terms of trade, finance, and culture. This means that a person living in the ASEAN Region needs to prepare for embracing its diverse heritage and rich past. In this lesson, you will revisit the rich past of the Afro-Asian people. In doing so, you may consider looking into the diverse traditions and beliefs of AfroAsians. As you go in this lesson, remember to answer the following questions: How does the study of Afro-Asian literature help you increase your communicative competence? How will it guide you to understand the diversity of cultural heritage in Asia and Africa? How do traditions and beliefs bring about diversity and/or harmony? How does diversity contribute to unity? You need to think about these questions now and then as you proceed in this lesson. Sure enough, when you have answered the questions above and have done the activities in this lesson, it will prepare you to live in a more diverse and richer ASEAN region. To give you an overview of the things you will do in this lesson, pay close attention to the expected skills below and the lesson map. In this lesson, you will learn the following:  Employ appropriate listening skills when listening to descriptive and long narrative texts. (Listening Comprehension)  Evaluate content, elements, features, and properties of a reading or viewing selection using a set of criteria developed in consultation. (Reading Comprehension)  Discern positive and negative messages conveyed by a program viewed. (Viewing Comprehension)  React appropriately and provide suggestions based on an established fact. (Viewing Comprehension)  Decode the meaning of unfamiliar words using structural analysis. (Viewing Comprehension)  Follow task-based directions shown after viewing. (Viewing Comprehension)  Interpret the big ideas/key concepts implied by the facial expressions of interlocutors.

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     

(Viewing Comprehension) Ask for and give information, express needs, opinions, feelings, and attitudes explicitly and implicitly in an informative talk. (Speaking) Use collocations of difficult words as aids in unlocking vocabulary. (Vocabulary Development) Show understanding and appreciation for the different genres with emphasis on types contributed by Asian countries. (Literature) Communicate thoughts and feelings in write-ups of summary results, notes, etc. using appropriate styles (formal and informal). (Writing and Composition) Use varied adjective complementation and formulates correct complex, compoundcomplex sentences and appropriate parenthetical expression. (Grammar Skills) Uses writing conventions to indicate acknowledgement of resources. (Study Strategies) Below is the lesson map to guide you in Revisiting Our Rich Past: PROCESS What‘s with the Pics? S-Cube (Short Story in Scrutiny) A Day as an English Translator Taxi Ride Anyone? Heritage, Culture, and Diversity Your Culture is my Culture I See Heritage (ICH) Around the World through ICH I-C-H Terminologies Sang Kancil Needs Help! Sang Kancil and Pilandok A Letter for Pilandok A Deeper Look on Heritage Literature Ouch literature (Outline your Cultural Heritage Literature) Literature and Heritage in Color Beautiful Adjectives Concept Mapping and Mind Mapping Drama Essentials Deeper into Ancient Theatre Batu Belah Batu Bertangkup Story Strip Making a Filmed Movie Review Doing your Movie Review, Afro-Asian Style!

KNOW Cul-lit Misconceptions Check What‘s with the Bubbles? Finding Connections (Picture and Situational Analysis) Like Like Like! Living in Perfect Harmony

REFLECT AND UNDERSTAND Introspecting your Misconceptions Closeness is the Key Converging Circles for Culture Perspectives on Cultural Diversity Dreaming for Cultural Unity in Singapore Remembering Claude Lévi-Strauss Becoming a Movie Critic Oh my EQ!

TRANSFER Finding the Right One (The Movie)  Write a movie review with the aid of advanced organizers to be presented in an audio-video format

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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 find out how much you already know about this lesson. Below are activities that can assess your prior knowledge and misconceptions on the big ideas in this module. Answer them accordingly, then seek the guidance of your teacher to interpret the results, then use it as a guide in going through this lesson. Activity 1: CUL-LIT MISCONCEPTIONS CHECK Directions: Below are statements related to the big ideas/concepts in this lesson. Read them and write T if the statements are TRUE and F if they are FALSE. Write your answer in the space provided. Statements 1. People from the same nation or geographic region, or those who speak the same language, share a common culture. 2. Culture is based on nationality. 3. Families from the same culture share the same values. 4. Some cultures are just more evolved than others. 5. Multiculturalism is divisive. 6. In predominantly monocultural or bicultural societies, there is no need to study other cultures. 7. Globalization is causing an inevitable homogenization of culture. 8. Most people identify with only one culture. 9. Studying literature can help you understand different cultures or time periods. 10. The study of literature allows people to develop new ideas, ethical standpoints and to present themselves as educated members of the society.

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Answer

Activity 2: WHAT‘S WITH THE BUBBLES? Directions: Answer the questions below. Write your answers in the parts of the bubbles as indicated. 1. What‘s the difference among the literature of Malaysia, Singapore, and the Philippines? Write it on the space that does not overlap in each of the bubbles. 2. What‘s the same with the literature of those three countries? Write it in the parts of the bubble that overlap. Compare your answers with your classmates.

How do you find Activities 1 and 2? Did they help you rethink/reconsider your understandings on the big ideas/key concepts? What are your learning goals and targets? If you have thought of them, then it is time for you to move on in the next phase of this lesson. As you do the activities below, consider these questions: How do traditions and beliefs bring about diversity and/or harmony? How does diversity contribute to unity? Let‘s begin.

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Activity 3: FINDING CONNECTIONS (PICTURE AND SITUATIONAL ANALYSIS) Directions: Read the text in the box below. Then answer the questions that follow.

Christian is currently working as a program producer for a history cable channel stationed at Malaysia. As the newest member of the production, he was tasked by his executives to come up with a documentary featuring the AfroAsian people. He is browsing some pictures he got during his last trip within the countries in Southeast Asia. Then, at a ―eureka‖ moment, he thought of a theme for the documentary. Looking on the pictures he has, what do you think is the theme Christian has thought of for the documentary? Explain your answer. Write your answer in a sheet of paper.

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Activity 4: LIKE LIKE LIKE! Directions: Look at each picture on the previous activity. Tell if the picture is related to traditions or beliefs. Encircle the word ―Like‖ under the column of your choice. Then comment on the picture by justifying your answer. Picture No.

Traditions

Beliefs

1

Like

Like

Comment: 2

Comment: Like

Like

Comment: 3

Comment: Like

Like

Comment: 4

Comment: Like

Like

Comment: 5

Comment: Like

Like

Comment: 6

Comment: Like

Like

Like

Like

Comment: 7 Comment: 8

Comment: Like

Like

Comment:

Comment:

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Activity 5: LIVING IN PERFECT HARMONY Directions: Look at the words inside the boxes below. Analyze the relationship of the words to one another and write a short paragraph using the words. _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________

Congratulations! You have just tried finding out how diverse the traditions and beliefs of Afro-Asian people are and how this diversity can contribute to harmony and unity. In completing this lesson, you have to write a movie review with the aid of advanced organizers to be presented in an audio-video format. Your teacher will grade it based on the following:  content  presentation  creativity  organization  use of advance organizers As you continue with this module, reflect on your answers on the previous activities frequently and don‘t hesitate to revise them. But for now, write your initial thoughts on the focus questions posted at the beginning of this lesson in the Map of Conceptual Change. You will complete this map as you continue in this lesson.

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MAP OF CONCEPTUAL CHANGE My Initial Thoughts

My Findings and Corrections

My Supporting Evidence

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Qualifying Conditions

MY GENERALIZATIONS

Your goal in this section is to learn and understand big ideas/key concepts on appreciating the diverse cultural heritage of Afro-Asians reflected in the different forms of literature; and develop your communication skills at the same time. You shall focus on the literature of these two Asian countries – Malaysia and Singapore, but you will also look back on our country‘s rich past as you compare it to those two countries. Reflect on these questions as you do the activities:  How does the study of Afro-Asian literature help you increase your communicative competence?  How will it guide you to understand the diversity of cultural heritage in Asia and Africa?  How do traditions and beliefs bring about diversity and/or harmony?  How does diversity contribute to unity? Let us begin by doing the next activity. Activity 6: WHAT‘S WITH THE PICS? Directions: Look at the pictures below. Write a short photo essay about the pictures by sensing the relationships among them. When you are done, proceed to reading the text on the next page.

__________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Sometimes, the simplest person can be the most truthful person you will ever meet. Will you ride in a taxi with a driver willing to share his personal stories? See how this Singaporean shares his story as a taximan. Read the text below and answer the questions that will follow.

V

The Taximan‘s Story by Catherine Lim

ery good, Madam. Sure, will take you there in plenty good time for your meeting, madam. This way better, less traffic, less car jams. Half hour should make it, madam, so not to worry. 2 What is it you say, madam? Yes, yes, ha, ha, been taxi man for twenty years now, madam. Long time ago. Singapore not like this so crowded so busy. Last time more peaceful, not so much taximen, or so much cars and buses. 3 Yes madam, can make a living. So so. What to do. Must work hard if wants to success in Singapore. People like us, no education, no capital for business, we must sweat to earn money for wife and children. 4 Yes, madam, quite big family---eight children, six sons, two daughters. Big family! Ha! Ha! No good, madam. In those days. Where got Family Planning in Singapore? People born many, many children, every year, one childs. Is no good at all. Today is much better. Two children, three children, enough, stop. Our government say stop. 5 Luck for me, all my children big now. Four of my sons working---one a businessman, two clerks, one a teacher in Primary school, one in National Service, one still schooling, in Secondary Two. My eldest daughter, she is twenty plus, stay at home, help the mother. No, not married yet---Very shy and her health not so good, but a good, and obedient girl. My other girl Oh, Madam! Very hard for father when daughter is no good and go against her parents. Very sad like punishment from God. Today, young people not like us when we are young. We obey. Our parents say don‘t do this, we never do. Otherwise, the cane. My father cane me. I was big enough to be married, and still, got caning. My father he was very strict, and that is good thing for parents to be strict. If not, young boys and girls become very useless. Do not want to study, but run away, and go to night clubs and take drugs and make love. You agree with me madam? 6 Today, young people they are very trouble to their parents. Madam, you see this young people over there, outside the coffee house? See what I mean, madam? They are only school boys and school girls, but they act like big shots, spending money, smoking, wearing latest fashion, and making love. Ah, Madam, I know, I know! As taximan, I know them and their habits. Madam, you are a teacher, you say? You know or not that young school girls, fifteen, sixteen years old, they go to public lavatory or hotel and change into these clothes, and they put make-up on their face. Their parents never know. They tell their Mum got school meeting, got sports and games, this, that, but they really come out and play the fool. 7 Ah, madam, I see you surprise, but I know, I know all their tricks. I take them about in my taxi. They usual is wait in bowling alley or coffee house or hotel, and they walk up, and friend, friend, the European and American tourists, and this is how they make fun and also extra money. Madam, you believe or not when I tell you how much money they got? I say! Last night, madam, fourth floor flat---and she open her purse to pay me, and I say! All American notes---ten dollar notes all, and she pull one out and say keep change as she has no time already. Madam, I tell you this, every month, I get more money from these young girls and their American and European boyfriends in my taxi, more than I get from other people who bargain and say don‘t want go by meter and wait even for ten cents change. Phui!! Some of them really make me mad. But these young girls and their boyfriends don‘t bargain, they just pay, pay, and they make love in taxi so much they

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don‘t know if you go round and round and charge them by meter! I tell you, Madam, some of them don‘t care how much they spend on taxis. It is like this: after the 1 a.m. taxi fare double, and I prefer working this time, because naturally, much more money. I go and wait outside Elroy Hotel or Tung Court or Orchid mansions, and sure enough, madam, will have plenty business. Last Saturday, madam, no joking, on one day alone I make nearly one hundred and fifty dollars! Some of it for services. Some of tourists don‘t know where, so I tell them and take them there, and that‘s extra money. Ah, madam, if I tell you, no end to the story. 8 But I will tell you this, Madam. If you have a young daughter and she says Mummy I got meeting today in school and will not come home, you must not say, Yes, yes but you must go and ask her where and why and who, and you find out. Today young people not to trust, like young people in many years ago. Oh, Madam, I tell you because I myself have a daughter---oh, madam, a daughter I love very much, and she is so good and study hard. And I see her report cards and her teacher write ―Good work‖ and ―Excellent‖ so on, so on. Oh, madam, she my favorite child, and I ask her what she want to be after left school, and she says go to University. None of my other children could go to University, but this one, she is very smart and intelligent---no boasting, madam her teachers write ―Good‖ and ―Excellent‖, and so on, so on, in her report cards. She study at home, and help the mother, but sometime a little lazy, and she say teacher want her to go back to school to do extra work, extra coaching, in her weak subject, which is maths, madam. So I let her stay back in school and day after day she come home in evening, then she do her studies and go to sleep. Then one day, oh madam, it makes me so angry even now---one day, I in my taxi driving, driving along and hey! I see a girl looking like my Lay Choo, with other girls and some European outside a coffee---house but I think, it cannot be Lay Choo, how can, Lay Choo is in school, and this girl is all dressed up and make-up, and very bold in her behavior, and this is not like my daughter at all. Then they all go inside the coffee-house, and my heart is very, very--- hoe you describe it, madam, my heart is very ―susah hati‖ and I say to myself, I will watch that Lay Choo and see her monkey tricks. 9 The very next day she is there again I stop my taxi, madam, and I am so angry. I rush up to this wicked daughter and I catch her by the shoulders and neck, and slap her and she scream, but I don‘t care. Then I drag her to my taxi and drive all the way home, and at home I trash her stupid fool and I beat her and slap her till like hell. My wife and some neighbors they pull me away, and I think if they not pull me away, I sure to kill that girl. I lock her up in her room for three days, and I ashamed to tell her teacher, so I just tell the teacher that Lay Choo is sick, so please to excuse her. Oh, madam, how you feel in my place? Make herself so cheap, when her father drive taxi all day to save money for her University. 10 Wat is it, Madam? Yes, yes, everything okay now, thank you. She cannot leave the house except to go to school, and I tell her mother always check, check, in everything she do, and her friends---what sort of people they are. Ah, madam, young people today, what trouble they are… What, madam? Oh, sorry, madam, cannot wait for you to finish your meeting. Must go off, please to excuse me. In a hurry, madam. Must go off to Hotel Elroythere plenty young people pick up. So very sorry. madam, and thank you very much. PROCESS QUESTIONS: 1. 2. 3. 4. 5.

What is the irony of this story? What are the themes raised in the story? How realistic is the story? What do you think of the taxi man? Do you sympathize with him? Explain. Do you agree with his lamenting?

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6. What about the other characters in the story? Do you feel sympathy over them? 7. What do you think on the way the story is written? How does it relate to the taxi man? 8. How does this story appeal to the ―strict discipline‖ image of Singapore? How do you find the story? Did you understand it in your first reading? How do you find the language of the taximan? What form of literature is it? The text you have just read is a short story. It is a brief imaginative narrative, unfolding a single predominating incident and a single or a few characters. It contains a plot, the details of which are so compressed and the whole treatment so organized as to provide a single impression. A short story can be compared to a photograph; it captures a single moment in life, as compared to a novel which covers more. That is why a short story is shorter than a novel, but short stories are not always ―short‖ as you may think. For as long as they depict single plots, they are short stories, no matter how many pages they may take. In the previous lesson, you had encountered some of the elements of a short story like the setting, plot, and theme. Here are additional elements of a short story: 1. Conflict is essential to the plot. Without conflict there is no plot. It is the struggle between two or more opposing forces which is the nucleus of the plot. It is the opposition of forces which ties one incident to another and makes the plot move. There are two main types of conflict – external and internal conflict. External conflict is a struggle with a force outside one‘s self. Internal conflict is the character‘s struggle within oneself. A person must make some decisions, overcome pain, quiet their temper, resist anger, etc. Here are the five kinds of conflict: a. Human vs. human (physical) – the leading character struggles with his physical strength against other men. This scene from Spider Man 3 clearly depicts the concept of human vs. human - Spider Man punches Sand Man in a battle scene.

b. Human vs. society (social) – the leading character struggles against ideas, practices, or customs of other people. Quasimodo of ―The Hunchback of Notre Dame‖ is a clear example of a character that experienced this kind of conflict.

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c. Human vs. nature – the leading character struggles the forces of nature. This scene from the sci-fi movie ―2012‖ clearly shows how horrible it is to face nature as an opponent.

d. Human vs. God or Supreme Being - the leading character struggles against supernatural forces. This scene is from the ―War of the Worlds‖ movie in 2005. This clearly shows how struggle against the forces of a supreme being.

e. Human vs. self (psychological) – the leading character struggles with himself/herself; with his/her own soul, ideas of right or wrong, physical limitations, choices among others. In the movie Ironman, Tony Stark has to choose between saving the world and keeping his powers for himself.

A story may have a single conflict or many conflicts, as well as major or minor conflicts. 2. Character could have two meanings – the person in a work of fiction or the characteristics of a person. Short stories use fewer characters. One character is clearly central to the story with all major events having some importance to this character; he/she is the protagonist, while the person (or force) that opposes the main character is called the antagonist. In order for a story to seem real to the reader, its characters must seem real. Characterization is the information the author gives the reader about the characters themselves. The author may reveal a character in several ways:

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a. Direct characterization (expository) – this method allows the writer to present the character‘s physical traits and personality. The character traits are explicitly brought out by the writer using descriptive words. b. Indirect characterization (dramatic) – this method allows the readers to deduce the traits of the characters through their thoughts, words, actions, and decisions. They infer the characteristics of these characters from what they say and do. Characters also have types: a. Static or flat characters – they are characters who do not have flesh and blood qualities. They normally do not undergo changes throughout the story. Example: A driver who appears in the story remains a driver until the end. b. Dynamic (full or rounded) characters – they are characters who live lives of sorrow and joy, sinking or swimming in the visible tides of life – very much like us. They are capable of undergoing changes. Example: A beggar whom the major character helped before becomes a rich man who will help the major character in return. Characters can be said effective if they are consistent, motivated and lifelike (resemble real people). 3. Point of View (P.O.V.) is defined as the angle or perspective from which the story is told. There are several kinds of point of view: a. First Person – the story is told by the protagonist or another character that interacts closely with the protagonist or other characters (using first person pronouns ―I‖, ―me‖, ―we‖, for instance). The reader sees the story through this person‘s eyes as he/she experiences it and only knows what he/she knows or feels. b. Innocent Eyes – the story is told through the eyes of a child (his/her judgment being different from that of an adult). c. Stream of Consciousness – the story is told so that the reader feels as if they are inside the head of one character and knows all their thoughts and reactions. d. Second Person – this is used rarely. The main character in the story is referred to using the second person pronoun ―you‖. The second person is most often used in training manuals and role-playing games. e. Third Person – the story is told using a narrator who is located outside the action of the story and uses third person pronouns such as ―he‖, ―she‖, ―his‖, ―her‖, ―they‖, for example. The third person point of view can be broken up into three different types: 1) Omniscient – literally means ―all knowing‖. Using the third person omniscient point of view, the narrator can move from character to character, event to event, having free access to the thoughts, feelings and motivations of any character and can introduce information where and when he or she chooses. 2) Limited Omniscient – the story is told by a third person narrator but from the viewpoint of a character in the story, usually the main character or protagonist. The reader has access to the thoughts and feelings of only one character. 3) Objective – the author tells the story in the third person. It appears as though a camera is following the characters, going anywhere, and recording only what is seen and heard. There is no comment on the characters or their thoughts. No interpretations are offered. The reader is placed in the position of spectator without the author there to explain. The reader has to interpret events in his or her own.

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PROCESS QUESTIONS: 1. How do conflict and point of view contribute to the development of a character in a short story? 2. Why is it important to establish conflict and point of view effectively in revealing and developing the character/s in a short story? 3. How does a clear establishment of conflict provide direction for a story? 4. What is the importance of understanding the elements of short stories in reading narratives? Activity 7: S-CUBE (SHORT STORY IN SCRUTINY) A. Story House Direction: Complete the story house below by writing the details about the ―The Taximan‘s Story‖.

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B. Story Matrix Directions: Think like a story editor. Write the elements of short story down the side. Write the criteria for a good story across at the top. Make a + (for yes) or a – (for no) in each box. Use ―The Taximan‘s Story‖ for this activity. CRITERIA

Elements of a Short Story

1.

2.

3.

4.

5.

6.

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C. Characterization Chart Direction: Fill out this chart to describe the characters of the short story ―The Taximan‘s Story‖. Character/s 1. Direct Characterization (from the narrator) This occurs when the narrator makes direct statements about the character.

2. Indirect Characterization (from the character‘s own words and actions) This occurs when the words and actions of a character reveal aspects of his/her personality.

3. Indirect Characterization (from the words and actions of other characters) We also learn about characters from the words and actions of other characters.

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D. Analyzing a Short Story‘s Theme Direction: Answer the following questions in the boxes to help you figure out the theme of the short story. Questions to help clarify theme

Responses with examples from the story

1. What does the title signify in the story? Does it point out to a truth the story reveals about life?

2. What changes occur in the main

character during the course of the story? Does the main character realize something he or she did not know before?

3. What are the important statements

about life or people made, either by the narrator or characters, in the story?

4. Is the theme ever directly stated? If so, where is it stated?

5. In one sentence, state the story‘s

theme. Do you agree with the theme? Is the writer presenting a truth about life or forcing us to accept a false view?

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E. Elements of a Short Story Worksheet Direction: Accomplish this worksheet to have an overall grasp of the short story you have just examined. Setting

Place: Time: Weather: Social Conditions: Mood/Atmosphere:

Plot

Conflict

Human vs.

Point of View Character

Dynamic: Static:

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Characterization

Character‘s Name: Physical Traits:

Personality Traits: 1)

2)

3)

Theme

List any themes in the story:

What can you say about ―The Taximan‘s Story‖? Why are the pieces of information about its elements useful in understanding it? How about the structure of the sentences? Are they clearly written? How do you say so? In this part of the module, you will learn how to construct compound and compound-complex sentences. After having this short lecture, do the activities that will follow.

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For you to understand clearly how to construct compound and compoundcomplex sentences, you have to go back with your ideas about the other types of sentences. Here is a short lecture about the four types. Simple sentence: A sentence with one independent clause and no dependent clauses. A simple sentence contains ONE idea. It contains a subject (who or what is being talked about) and a predicate (which tells something about the subject). A simple sentence can have two subjects (called a compound subject) or two predicates (called a compound predicate).  I must go off to Hotel Elroy.  I have been a taxi man for twenty years.  Lay Choo and her friends wait outside the coffee shop.  I go and wait outside Elroy Hotel or Tung Court or Orchid mansions. Compound Sentence: A sentence with multiple independent clauses but no dependent clauses. A compound sentence is two simple sentences joined together. These sentences can be joined by a comma-conjunction combination, a semi-colon, or (in special circumstances) a colon.  My father was very strict, and it is a good thing for parents to be strict.  I was big enough to be married, and still, I got caned.  The taxi man and the teacher love their conversation; however, the taxi man has to leave.  Singapore is a good place for travel: Cultural diversity is evident. Complex Sentence: A sentence with one independent clause and at least one dependent clause. A complex sentence is a simple sentence plus one of the following tools: appositive phrase, participial phrase, adverb clause (or phrase), adjective clause (or phrase), or absolute phrase. A simple sentence contains ONE idea. A complex sentence has TWO OR MORE ideas intermixed. A complex sentence can always be rewritten into two sentences. In the sentences below, the elements underlined turn the sentence from being simple sentence to complex sentence:  After following Lay Choo for a couple of days, he discovered that her daughter is just like the girls he fetches in his taxi.  While the taxi man believes her daughter is at school, Lay Choo is doing something that his father never thought of. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. A compound-complex sentence is a compound sentence with at least one complex element (e.g., appositive phrase, participial phrase, adverb clause (or phrase), adjective clause (or phrase), or absolute phrase) attached. Compound-Complex sentences can get extremely lengthy.  None of my other children could go to University, but this one, she is very smart and intelligent---no boasting, madam her teachers write ―Good‖ and ―Excellent‖, and so on, so on, in her report cards.

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Activity 8: A DAY AS AN ENGLISH TRANSLATOR English is one of the official languages of Singapore. As you have read ―The Taximan‘s Story‖, act as an English translator for him. Help him improve his sentence construction skills and correct his sentences by referring to the previous lecture. Set A 1. 2. 3. 4. 5.

Luck for me, all my children big now. This way better, less traffic, less car jams. Must work hard if wants to success in Singapore. Long time ago. Singapore not like this so crowded so busy. Sure, will take you there in plenty good time for your meeting, madam.

1

Set B 1. No, not married yet---Very shy and her health not so good, but a good, and obedient girl. 2. Oh, madam, she my favorite child, and I ask her what she want to be after left school, and she says go to University. 3. Do not want to study, but run away, and go to night clubs and take drugs and make love. 4. My eldest daughter, she is twenty plus, stay at home, help the mother. 5. Today young people not to trust, like young people in many years ago.

2

Set C 1. You know or not that young schoolgirls, fifteen, sixteen years old, they go to public lavatory or hotel and change into these clothes, and they put make-up on their face. 2. They usual is wait in bowling alley or coffee house or hotel, and they walk up, and friend, friend, the European and American tourists, and this is how they make fun and also extra money. 3. She study at home, and help the mother, but sometime a little lazy, and she say teacher want her to go back to school to do extra work, extra coaching, in her weak subject, which is maths, madam. 4. So I let her stay back in school and day after day she come home in evening, then she do her studies and go to sleep. 5. I rush up to this wicked daughter and I catch her by the shoulders and neck, and slap her and she scream, but I don‘t care.

3

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Activity 9: TAXI-RIDE ANYONE? Directions: Focus on the two characters of ―The Taximan‘s Story‖. Write the thoughts of the taxi man and of the teacher in each paragraph. Use compound and compound-complex sentences in your short paragraph.

paragraph no. ________

Were you able to accomplish the activities above? How did your analysis on ―The Taxi Man‘s Story‖ help you increase your competence in constructing sentences, specifically compound and compound-complex sentences? In another angle, the taxi man is a living witness to Singapore‘s existence as a multicultural community. How does this situation contribute to diversity of cultural heritage, especially to literature? As you continue on this module, you are going to seek the existence of diversity on cultural heritage in Malaysia and Singapore, focusing more on their intangible heritage, and at the same time, reflecting if diversity of cultural heritage also occurs in the Philippines.

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Activity 10: HERITAGE, CULTURE, AND DIVERSITY Directions: Gather information about intangible cultural heritage by watching the following videos on YouTube. Use the link given for each video to access them on the internet. Use the guide questions for each video to make your research easier. A A. Intangible Cultural Heritage www.youtube.com/watch?v=QUnd0Nqvq80 B. Introduction to Intangible Cultural Heritage (ICH) in Scotland www.youtube.com/watch? v=oy47guq0S5M&feature=related

Guide Questions: B

C

1. What is intangible cultural heritage or ICH? 2. What can be regarded as intangible cultural heritage according to UNESCO? 3. Where can we find manifestations or expressions of intangible cultural heritage? 4. What factors pose danger to ICH? 5. How can we protect ICH?

C. Why safeguard intangible cultural heritage? www.youtube.com/watch?v=swyv-LOCkrE Guide Questions: 1. What organization is tasked to safeguard intangible cultural heritage? 2. Why do we need to safeguard intangible cultural heritage?

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D

D. Why safeguard ICH? Answers from Australia www.youtube.com/watch?v=TyESkfwjJKU Guide Questions: 1. What role does ICH have in combating the negative impacts of globalization? 2. How can intangible heritage help people manage their resources?

Use the space below for your answers and then complete the concept web. ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

Detail

Main Idea

Intangible Cultural Heritage

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Activity 11: YOUR CULTURE IS MY CULTURE How do the pictures that follow present diversity of cultural heritage? Take note of the words, phrases, sentences, and the figures included in the frame. Establish the relationship of these elements to come up with the concept of diversity of cultural heritage. Complete the concept maps on the next page.

_________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

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Concept Map of Diverse Cultural Heritage

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Activity 12: I SEE HERITAGE (ICH) Read the following article from UNESCO about intangible cultural heritage. Then answer the questions that follow. What is Intangible Cultural Heritage? The term ‗cultural heritage‘ has changed content considerably in recent decades, partially owing to the instruments developed by UNESCO. Cultural heritage does not end at monuments and collections of objects. It also includes traditions or living expressions inherited from our ancestors and passed on to our descendants, such as oral traditions, performing arts, social practices, rituals, festive events, knowledge and practices concerning nature and the universe or the knowledge and skills to produce traditional crafts. While fragile, intangible cultural heritage is an important factor in maintaining cultural diversity in the face of growing globalization. An understanding of the intangible cultural heritage of different communities helps with intercultural dialogue, and encourages mutual respect for other ways of life. The importance of intangible cultural heritage is not the cultural manifestation itself but rather the wealth of knowledge and skills that is transmitted through it from one generation to the next. The social and economic value of this transmission of knowledge is relevant for minority groups and for mainstream social groups within a State, and is as important for developing States as for developed ones. Intangible cultural heritage is:  Traditional, contemporary and living at the same time: intangible cultural heritage does not only represent inherited traditions from the past but also contemporary rural and urban practices in which diverse cultural groups take part;  Inclusive: we may share expressions of intangible cultural heritage that are similar to those practiced by others. Whether they are from the neighboring village, from a city on the opposite side of the world, or have been adapted by peoples who have migrated and settled in a different region, they all are intangible cultural heritage: they have been passed from one generation to another, have evolved in response to their environments and they contribute to giving us a sense of identity and continuity, providing a link from our past, through the present, and into our future. Intangible cultural heritage does not give rise to questions of whether or not certain practices are specific to a culture. It contributes to social cohesion, encouraging a sense of identity and responsibility which helps individuals to feel part of one or different communities and to feel part of society at large;  Representative: intangible cultural heritage is not merely valued as a cultural good, on a comparative basis, for its exclusivity or its exceptional value. It thrives on its basis in communities and depends on those whose knowledge of traditions, skills and customs are passed on to the rest of the community, from generation to generation, or to other communities;  Community-based: intangible cultural heritage can only be heritage when it is recognized as such by the communities, groups or individuals that create, maintain and transmit it – without their recognition, nobody else can decide for them that a given expression or practice is their heritage. Source: http://www.unesco.org/culture/ich/index.php?lg=en&pg=00002

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PROCESS QUESTIONS AND ACTIVITY: 1. What is intangible cultural heritage according to UNESCO? 2. How can understanding intangible cultural heritage help in understanding other people‘s way of life? 3. What makes intangible cultural heritage different from the tangible ones such as heritage sites? 4. What might happen if people did not realize the importance of intangible cultural heritage and did not create steps to safeguard it? Why do you say so? 5. Do a 3-2-1 Chart for this reading. Use the one below.

Activity 13: AROUND THE WORLD THROUGH ICH Read the text below and study the different presentations on the number of intangible heritage list around the world by UNESCO. Then answer the questions that follow. The Intangible Heritage List 1) The List of Intangible Cultural Heritage in Need of Urgent Safeguarding is composed of intangible heritage elements* that concerned communities and States Parties consider require urgent measures to keep them alive. Inscriptions on this List help to mobilize international cooperation and assistance for stakeholders to undertake appropriate safeguarding measures. In 2009, the Committee inscribed 12 and in 2010 - 4 elements. In 2011, it inscribed additionally 11 elements.

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2) The Representative List of the Intangible Cultural Heritage of Humanity is made up of those intangible heritage practices and expressions help demonstrate the diversity of this heritage and raise awareness about its importance. It aims at ensuring better visibility of the intangible cultural heritage and raising awareness of its importance while encouraging dialogue that respects cultural diversity. The Committee incorporated 90 elements in 2008 (items formerly proclaimed Masterpieces) and inscribed 76 elements in 2009 and 47 elements in 2010. In 2011, 19 new elements have been added to the list. 3) The Register of Best Safeguarding Practices includes programs, projects and activities on the national, sub regional and/or international levels that the Committee considers to best reflect the principles and objectives of the Convention. It aims at ensuring exchange and cooperation at the international level for programs with proven success in safeguarding intangible cultural heritage. Three programs were selected for the Register in 2009 by the Intergovernmental Committee for the Safeguarding of the Intangible Cultural Heritage. In 2011, five more programs were added to the list. 4) Following the sixth session of the Committee for the Safeguarding of the Intangible Cultural Heritage, held in Bali, Indonesia, in November 2011, there are 27 elements on the List of Intangible Cultural Heritage in Need of Urgent Safeguarding, 232 elements on the Representative List of the Intangible Cultural Heritage of Humanity, and 8 programs included in the Register of Best Safeguarding Practices. * — are components of a country's cultural heritage that are equally as important as physical cultural elements, like World Heritage Sites. The elements are abstract and must be learned, encompassing traditional knowledge which includes festivals, music, performances, celebrations, handicrafts, and oral traditions. Source: http://www.unesco.org/culture/ich/en/lists/ A. Bar Graph of UNESCO Intangible Heritage List

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Questions: 1. Which parts of the text are being presented here? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 2. What is the trend in: a. urgent safeguarding list? _________________________________________________________________ _________________________________________________________________ b. representative list? _________________________________________________________________ _________________________________________________________________ c. register of best safeguarding practices? _________________________________________________________________ _________________________________________________________________ 3. What conclusion/s can you draw from this graph? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ B. Numerical Table of UNESCO Intangible Heritage List

Urgent Safeguarding List Representative List Register of Best Safeguarding Practices TOTAL

2008

2009

2010

2011

TOTAL

0

12

4

11

27

90

76

47

19

232

0

3

0

5

8

90

91

51

35

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Questions: 1. Which part of the text is being presented in: a. row A? __________________________________________________________ b. row B? __________________________________________________________ c. row C? __________________________________________________________ d. the last column? __________________________________________________ 2. What can you say about the: a. horizontal entries in the table (per category)? _________________________________________________________________

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__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ b. vertical entries in the table (per year)? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 3. What conclusion/s can you draw from this table? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ C. Pie Chart for UNESCO Intangible Heritage List

Questions: 1. Which parts of the text are being presented here? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 2. What can you say about the percentage of elements listed for each year? as a whole? Is there a trend? Why? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

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3. What conclusion/s can you draw from this pie chart? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ D. Information Map of UNESCO Intangible Heritage List

Questions: 1. Which part of the text is being presented in this information map? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 2. How do you see the map in giving information about the elements of intangible heritage list? How do you interpret the ―shade of color‖ of the countries by the use of the legend in the bottom left corner of the map? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

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3.

What conclusion/s can you draw from this information map? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Activity 14: I-C-H TERMINOLOGIES Directions: Use the Term or Phrase Frame to write the terms or phrases you have learned about intangible cultural heritage. Use one frame for each term you have learned. Term or Phrase Frame

TERM OR PHRASE: What I Already Know

What I Am Learning

EXAMPLES

My Picture/Image

NON-EXAMPLES

EXTENDING MY LEARNING (TERM OR PHRASE): _______________ as _______________ : _______________ (TERM OR PHRASE): _______________ as _______________ : _______________ (TERM OR PHRASE): _______________ as _______________ : _______________

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How do you find the activities on intangible cultural heritage? Those activities should have prepared you to find diversity among cultural heritage among Afro-Asian people, specifically in Singapore and Malaysia, and see how this diversity can lead to unity, peace, and harmony. As you continue, you will encounter other literary pieces showing diversity of cultural heritage and examples of intangible cultural heritage from Singapore and Malaysia. You will see how intangible cultural heritage is reflected and transmitted through literature. Read the text below and answer the questions that follow. Outwitting a Crocodile (Kisah Sang Kancil dengan Buaya) A Traditional Malaysian Folktale Retold by Chok Yoon Foo from Malaysia

S

ang Kancil is a clever, tricky mouse deer who is always finding himself in predicaments with animals that want to eat him or harm him, but he cleverly manages to escape each time. In this story, Sang Kancil outwits a big, bad crocodile. Sang Kancil was a clever mouse deer. Whenever he was in a bad situation, he always played a clever trick to escape. In this story, Sang Kancil outwitted Sang Buaya, a big, bad crocodile, who wanted to eat him. There were many trees where Sang Kancil's lived along the river, so he never had trouble finding food. There were always lots of leaves. He spent his time running and jumping and looking into the river. Sang Buaya, the big bad crocodile, lived in the river with other crocodiles. They were always waiting to catch Sang Kancil for dinner. One day when Sang Buaya was walking along the river, he saw some delicious fruit on the trees on the other side of the river. Sang Kancil wanted to taste the tasty-looking fruit because he was a little tired of eating leaves. He tried to think of a way to cross the river, but he had to be careful. He didn't want to be caught and eaten by Sang Buaya. He needed to trick Sang Buaya. Sang Kancil suddenly had an idea. He called out to the crocodile, "Sang Buaya! Sang Buaya!" Sang Buaya slowly came out of the water and asked Sang Kancil why he was shouting his name. He asked Sang Kancil, "Aren't you afraid I will eat you?" Then he opened his big mouth very wide to scare Sang Kancil. Image from http://dimdima.com/ Sang Kancil said, "Of course, I am afraid of you, but khazana the king wants me to do something. He is having a big He stepped on each crocodile, feast with lots of food, and he is inviting everyone, counting each one, and finally including you and all the other crocodiles. But first, I reached the other side of the have to count all of you. He needs to know how many river. of you will come. Please line up across the river, so I can walk across your heads and count all of you."

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Sang Buaya was excited and left to tell the other crocodiles about the feast with all the good food. Soon, they came and made a line across the river. Sang Kancil said, "Promise not to eat me or I can't report to the king how many of you are coming.‖ They promised not to eat him. Sang Kancil stepped on Sang Buaya's head and counted one. Then he stepped on the next one and said, "Two." He stepped on each crocodile, counting each one, and finally reached the other side of the river. Then he said to Sang Buaya,"Thank you for helping me to cross the river to my new home." Sang Buaya was shocked and angry. He shouted at Sang Kancil, "You tricked us! There is no feast, is there?" All of the crocodiles looked at Sang Buaya angrily. They were angry because he let Sang Kancil trick all of them. Sang Kancil loved his new home on the other side of the river because he had a lot of tasty food to eat. Poor Sang Buaya was not so lucky. After that, none of the other crocodiles ever talked to him again. Source: http://www.topics-mag.com/folk-tales/folk-tale-cleverness-mayl.htm PROCESS QUESTIONS: 1. How tricky is Sang Kancil? Justify your answer. 2. Do you admire Sang Kancil‘s wit? How can cleverness help solve problems? Explain your answer. 3. What would you do after the incident if you are Sang Buaya? Why? 4. Is this story quite familiar to you? How would you compare it to our ―Si Pilandok at Si Buwaya‖? Sentences vary, not just in length and complexity, but also the ―add-ons‖ it can have. Sometimes, these add-ons can make its meaning clearer or more informative, and sometimes, it‘s better if they are omitted. One of these addons is called parenthetical phrase. A parenthetical phrase, sometimes called simply a parenthetical, is one that is not essential to the framing sentence. In the preceding sentence, the phrase ―sometimes called simply a parenthetical‖ is itself a parenthetical because the segments of the sentence that precede and follow it can be attached to form a complete sentence without it. In short, a parenthetical phrase is one that is not essential to the framing sentence. However, a parenthetical can also begin or end a sentence, and though only these three syntactical variations exist, a parenthetical can be categorized as serving one of eight functions. Here are five of the eight types, with a sentence that demonstrates each one: 1. Appositive: In this case, the parenthetical is an appositive, a noun or noun phrase placed in opposition to another such construction that defines or modifies the first. Example: Sang Buaya, the big bad crocodile, lived in the river with other crocodiles. 2. Absolute phrase: An absolute phrase, which contains at least a noun or a pronoun and a participle, but not a true verb, modifies the entire sentence. Example: Sang Buaya believed Sang Kancil‘s words, leaving no room for any doubt.‖ (The phrase may also begin the sentence.)

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3. Free modifier: A free modifier is an unspecialized interruption of additional information. Example: Sang Kancil stepped into each crocodile and, counting them one by one, crossed the river. 4. Interjection: An interjection imparts information about the writer‘s (or speaker‘s) state of mind, as in this sentence in which Sang Kancil fully agrees to Sang Buaya‘s statement in the story. Example: ―Of course, I am afraid of you, but the king wants me to do something.‖ 5. Introductory phrase: This element preceding the main statement provides context for the sentence. Example: When Sang Kancil saw Sang Buaya in the river, he thought of an idea. Activity 15: SANG KANCIL NEEDS HELP! Sang Kancil needs to find different parentheticals in statements about Sang Buaya. Underline the parenthetical you can find in each sentence. Then tell what type it is. 1. Sang Buaya talked to his friends and, thinking about Sang Kancil‘s intelligence, agreed to be more cautious. 2. I won‘t let Sang Kancil, that tricky mouse deer, to cross this river again! 3. While on the river, Sang Buaya thought of eating Sang Kancil. 4. Planning their next move, Sang Buaya‘s friends met at the riverside. 5. ―Well, what do have to say for yourself?‖ Sang Buaya‘s friends asked. Sang Kancil needs to master parentheticals more. Help him by answering the next set of items. Follow the same instructions in the previous set. 1. 2. 3. 4. 5.

If you, an experienced chef, had trouble, how hard will it be for me? Janice stayed up late, writing her oratorical piece. While I was on vacation, I had an epiphany. I stood up and, brushing off my pants, continued on my journey. At long last, the contest is over! Activity 16: SANG KANCIL AND PILANDOK Complete this Venn diagram to compare Sang Kancil to Pilandok. Write in the overlapping part of the bubble their similarities. Then write their differences in the outer parts.

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Activity 17: LETTER FOR PILANDOK Pretend you are Sang Kancil and you would like to share your story with Pilandok. Write a letter for him narrating what just happened to you with Sang Buaya. Use parentheticals in your letter.

Activity 18: A DEEPER LOOK ON HERITAGE LITERATURE Read the following text and do the exercises that follow. Heritage Literature as a Teaching Tool Heritage literary passages are versatile tools for language study. They illustrate heritage literature (HL) in use (a wide range of styles, genres, registers, and varieties); they provide meaningful and memorable contexts for vocabulary expansion and grammar practice; they can serve as the basis for listening, reading, speaking, and writing activities; and they develop students‘ ability to think critically by inferring meaning, making interpretations, and expressing their own ideas and emotions (Lazar 1993: 19). 

Vocabulary comprehension and expansion. Heritage learners can expand their vocabulary by reading a variety of literary selections. In each text, the instructor will highlight the lexical items related to the chapter's topic or theme. He/She may also point out idiomatic expressions (to foster understanding of cultural commonalities and differences), literary words, regionalisms, cultural connotations, words/phrases coined by the author and adopted by the language, etc. Students will then be able to analyze the key structural features of the language of the selection.



Grammar identification and practice. Heritage literary texts can illustrate grammatical structures taught in class. Students identify the target structures in the passage and then practice them as they appear in that context or give examples related to their own lives (personalization). A wide range of grammatical structures, sentence types, and cohesive devices, especially those characteristic of the written language, can be taught or reviewed.

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

Spelling. Depending on the HL, "troublesome" words can be targeted in literary texts to help learners improve their orthography or eliminate the interference of English spelling.



Reading comprehension. Students can answer questions based on content. They can fill in missing words, find synonyms for key words, paraphrase sentences, summarize paragraphs or the text as a whole. Literary characters can be matched to actions or facts related to them. Student drawings or collages based on the text will help students visualize and remember the characters in the story.



Oral and written literary assignments. A multitude of literary tasks empower students to think and act critically and develop an appreciation of literature while developing language proficiency (McKay 2001: 321-326). Such tasks include: describing the features of a literary genre and identifying them in the reading; analyzing the characters‘ and/or the author‘s point(s) of view; relating the text to the work it has been excerpted from, and the work to the personal/historical circumstances in which it was written; analyzing the literary techniques/ language/style used by the author; placing the text/author within the heritage literary tradition; writing a literary analysis of the piece; describing the relevance of the selection for contemporary readers in general and for heritage learners in particular; and writing an argumentative essay about the literary passage.



Cultural understanding and appreciation. Heritage literature helps students understand themselves, their families, and their communities better as members of a particular culture. By reading folk tales and legends, for example, they learn about "the origin of traditional cultural values and beliefs" (Diamond & Moore 1995: 221).

The understanding and appreciation of culture that results from the study of literature helps students develop a positive self-image and attitude toward their heritage language and culture. If heritage literary works are compared to writings from the dominant culture or other, heritage or non-heritage, cultures, students gain a deeper understanding, acceptance, and respect for other systems of traditions, beliefs, values, and behaviors. Source: http://www.international.ucla.edu/article.asp?parentid=60803

PROCESS QUESTIONS: 1. What is the topic of the text? 2. What are the subtopics? Enumerate them. 3. Can you find details for the subtopics? Write them together with the subtopic it supports. 4. How did heritage literature, like Outwitting a Crocodile, help you learn English? Cite an example. 5. Is there a way you can organize the facts in your answers for question number 1 to 3?

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Activity 19: OUCH LITERATURE (OUTLINE YOUR CULTURAL HERITAGE LITERATURE) Write an outline for the texts listed below. Have an agreement with your teacher what kind of outline will be used for this activity. Texts for outlining: 1. Heritage Literature as a Teaching Tool (Activity 19) 2. Outwitting a Crocodile (Reading Text) 3. What is Intangible Cultural Heritage (Activity 13) Use the graphic organizer below in gathering entries for your outline. You may modify this as the need arises. Major Point 1

Sub point 1 Sub point 2 Sub point 3

Main Topic / Topic Sentence or Thesis Statement

Major Point 2

Sub point 1 Sub point 2 Sub point 3

Major Point 3

Sub point 1 Sub point 2 Sub point 3

Major Point 4

Sub point 1 Sub point 2 Sub point 3

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Activity 20: LITERATURE AND HERITAGE IN COLOR The pictures below are from the previous activities and readings in this lesson. Describe them by writing: (a) who/what is in the picture; (b) the action you can see; and (c) the feelings he/she/it may have. Use the space given for each picture. The Taxi Man ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________

Sang Kancil ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________

Malaysia‘s People and Culture ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________

Singapore‘s People and Culture ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________

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How were you able to describe the pictures? Did you use adjectives in your answers? Probably you did. Did you try to compare the pictures to one another? Do you know how to use adjectives to compare persons, things, animals, and other kinds of nouns and even pronouns? Adjectives enable us to describe, add color, clarify and make distinctions to our words. Adjectives primarily modify nouns, pronouns and noun-derivatives. Adjectives have forms or degrees. Most adjectives have different forms to show degrees of comparison. Adjectives have three degrees of comparison namely – the positive, the comparative, and the superlative. Each one has a distinct use and ways to be formed. 1. Positive Degree It describes a noun or pronoun without comparing it to anyone or anything else. Examples:

Sang Kancil was a clever mouse deer. (The adjective clever modifies the noun mouse deer.) Today, young people are not like us when we are young. (The adjective young modifies the noun people.)

2. Comparative Degree It compares two nouns or pronouns. This degree is formed by adding –er for onesyllable and some two-syllable regular adjectives, or by adding more or less for three -syllable (or more) adjectives. Examples:

Intangible heritage is harder to safeguard than the tangible ones. (The two nouns being compared are intangible heritage and tangible ones.) Sang Buaya is more gullible than Sang Kancil. (The two nouns being compared are Sang Buaya and Sang Kancil.) Foreigners are less tightfisted than local Singaporeans, said the taximan. (The two nouns being compared are foreigners and Singaporeans.)

3. Superlative Degree It compares three or more nouns. This degree is formed by adding –est for onesyllable and some two-syllable regular adjectives, or by adding most or least for three-syllable (or more) adjectives. Examples:

My oldest daughter stays at home and helps her mother. (The comparison involves all his daughters.) Intangible heritage is the most viable cultural expressions of humanity in terms of safeguarding. (The comparison involves all types of heritage.)

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Aside from regular adjectives, there are irregular ones that need to be memorized. These adjectives have different words for the comparative and superlative degrees. Examples:

good, better, best bad, worse, worst

Here is a table illustrating the degrees of adjectives using the above examples: DEGREES OF ADJECTIVES Positive

Comparative

Superlative

young

younger

youngest

hard

harder

hardest

old

older

oldest

clever

more/less clever

most/least clever

gullible

more/less gullible

most/least gullible

tightfisted

more/less tightfisted

most/least tightfisted

viable

more/less viable

most/least viable

good

better

best

bad

worse

worst

As you use more adjectives in your sentences, you might get confused on the order these adjectives should be written or spoken. You need to familiarize yourself in the order of adjectives in a series. Memorizing this will help you use adjectives correctly when they are in a series. Here is a table depicting the order of adjectives when used in a series. You should remember that you do not need to fill out each category when using multiple adjectives. ORDER OF ADJECTIVES IN A SERIES Number

Opinion

Size

two

cute

little

strange

Age

Shape

Color

Proper adjective

Siberian old

amazing

donutshaped

beautiful

jacket cotton

violet

new small

puppies

black blue

one

Purpose/ Qualifier

sofa Italian

antique

gold

210

shorts

sports

car

wedding

ring

Activity 21: BEAUTIFUL ADJECTIVES A. Classify the following adjectives as either two-syllable, three (or more) syllable, or irregular adjectives. Use the space provided for.

Two-Syllable Adjectives

Three (or more) Syllable Adjectives

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Irregular Adjectives

B. Give the comparative and superlative degrees of the following adjectives. Use the space provided for.

Positive Degree

Comparative Degree

212

Superlative Degree

C. Use the following adjectives to create sentences. Be sure to put adjectives in their proper order if you are going to use them in a series.

Feelings Adjectives Condition Adjectives Sound Adjectives Appearance Adjectives

D. Look at the picture below. Write a short descriptive essay about it. Use the adjectives from the other parts of this activity. Make sure you also use cohesive devices correctly.

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Activity 22: CONCEPT MAPPING AND MIND MAPPING Read the text below and do the exercises that follow. Concept maps are graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts. Words on the line, referred to as linking words or linking phrases, specify the relationship between the two concepts. We define concept as a perceived regularity in events or objects, or records of events or objects, designated by a label. The label for most concepts is a word, although sometimes we use symbols such as + or %, and sometimes more than one word is used. Propositions are statements about some object or event in the universe, either naturally occurring or constructed. Propositions contain two or more concepts connected using linking words or phrases to form a meaningful statement. Sometimes these are called semantic units, or units of meaning. Here is an example of a concept map:

Mind maps, on the other hand, is an expression of radiant thinking and is therefore a natural function of the human mind. It is a powerful graphic technique which provides a universal key to unlocking the potential of the brain. The mind map can be applied to every aspect of life where improved learning and clearer thinking will enhance human performance. The mind map has four essential characteristics:  The subject of attention is crystallized in a central image.  The main themes of the subject radiate from the central image on branches.  Branches hold a key image/word printed on the associated line - details radiate out.  The branches form a connected nodal structure.

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Here is an example of a mind map together with the steps in making one:

A. The words in the ovals are some of the main concepts in this lesson. Create a concept map using these words. Follow the example given in this activity.

Elements of Short Story

Intangible Heritage

Parenthetical Phrase Communication Skills

The Taxi Man‘s Story

Malaysian Folktale

Heritage Literature Adjectives

Literature Sentence Types Diversity

B. Choose one of these three main concepts and create a mind map. Follow the example given in this activity. Intangible Heritage

Literature

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Communication Skills

Activity 23: DRAMA ESSENTIALS Watch this YouTube video clip on elements of drama. Take down notes about the elements using concept mapping. Then together with your teacher, perform a ―Think Aloud‖ activity to study the examples for the elements of drama embedded in the video. Use the questions below for the ―Think Aloud‖ activity:

http://www.youtube.com/watch?v=vcRv-BVsOT8 1. Introduction: How many characters did you see? What are they doing? Can you grasp the idea of their story through their words? 2. Characters: What is the role of the man seated in front of the woman? How about the woman? How did you know their roles? 3. Dialogue: How were the two characters able to interact? 4. Plot Structure: What can you say about the two women? Who are they? What is the conflict in the story based on their dialogues? 5. Protagonist and Rising Action: What did you notice on the scene? How is it related to the previous part? Are there more actions and characters involved? Who is the protagonist? Who is the antagonist? What happened to the protagonist? 6. Monologue, Soliloquy, Aside: What is the difference of these three types of dialogue in drama? 7. Setting: What type of setting is employed in ―True West‖? How did you say so? 8. Theme: What do you think is the central idea of the featured drama based on the video clip?

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Activity 24: DEEPER INTO ANCIENT THEATER A. Look at these pictures. What can you say about them? The Mak Yong Theatre – Malaysia

Wayang Puppet Theatre – Indonesia

Darangen Epic – Philippines

PROCESS QUESTIONS: 1. What makes these intangible heritage expressions unique to one another? Prove your answer using the pictures. 2. What makes them diverse? Why? Cite evidence from the pictures. 3. What unifies them? Cite proof from the pictures.

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B. Watch and listen to the following videos on YouTube about these three intangible heritage expressions. Take down notes about them using different graphic organizers. Then compare these to the contemporary drama in terms of its elements.

www.youtube.com/watch?v=RLlvYFvRU9M

www.youtube.com/watch?v=4VzzhNkbjgg

www.youtube.com/watch?v=pfydro4X2t0 PROCESS QUESTIONS: 1. What elements of drama are common or present in these three intangible heritage expressions? 2. How did these intangible heritage expressions contribute to the development of their communities? Justify your answer. 3. How do intangible heritage expressions such as these help in knowing and appreciating other culture‘s traditions and beliefs? 4. Do we need to safeguard these intangible heritage expressions? Why?

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Here is another famous Malay folktale for you to read. This story was adopted as motion picture and TV drama in Malaysia, up to the extent of inspiring other versions of the story. Read the synopsis of the story and answer the questions that follow. Batu Belah Batu Bertangkup (The Devouring Rock) A Famous Malay Folktale

T

his story is about Mak Minah, a widow, and her two children, her daughter Mawar, and her young son, Bulat. Mak Minah would work hard at several jobs in a day. She would work in both a field and as a fisherwoman to support her fairly young children as best as she could. One morning, while fishing, she catches a tembakul fish (local river fish). She of course is really happy, and fantasizes all day about eating the fish with her children for dinner. At noon, Mak Minah goes home and starts to clean the fish, and is even happier when she realizes that there is fish roe inside. Fish roe back then was very, very expensive and was a delicacy, one that poor people like herself would very rarely be able to enjoy. She happily fries it before she goes to work in the fields and cuts it into three equal parts, one for her older daughter, one for her young son, and the other for herself. As she heads out the door, Mak Minah tells her children that they may each have their portion, but she asked them to leave her one of the pieces to eat when she comes home. Mak Minah spent the entire evening at the field thinking of eating the roe. When she came home, she finds all three portions eaten. Mawar explained to her that she and her brother had both eaten their portions, but after finishing his, Bulat demanded the other portion and threw a horrible tantrum when she said no, and that he had taken the piece anyway. Mak Minah was so devastated that she didn‘t say anything and just went to bed. That night Mak Minah was kept awake by the calling of the batu belah batu bertangkup, the eater of suicides. She heard the rock calling her, saying ―You never managed to eat your roe because as much as you desired it, it never desired to be eaten by you. This is the way of the world: what we desire to touch has no desire to be touched by us. But I am your death and I have longed for you since you were born. And now all I ask you is that you have the same longing for me.‖ She then snaps and runs to the rock.

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Mawar, hearing the commotion of her mother storming out of the house, wakes up Bulat and they try to chase her down. They called out after their mother, but it was no use, the voice of the rock drowned out everything else. Mak Minah stopped only once on her way to the rock, and just long enough for her children to catch sight of her, right in front of it, where she made a funnel and filled it with her breast milk for her young son. As she did so, the rock split, and beckoned her to enter. Mak Minah left the funnel on the floor and fled deep into the rock. PROCESS QUESTIONS: 1. 2. 3. 4.

What did the mother feel after knowing that her fish roe was eaten? Why do you think it came across to the mother to commit suicide? What does Batu Belah Batu Bertangkup represent? How did you say so? Does this story have similar themes with some of our own? Cite some famous folktales. 5. Describe Mak Mina, Mawar and Bulat through characterization. How do they influence or affect the character of one another? 6. What is the moral/lesson of the story? How does it affect you? Explain your answer. Activity 25: BATU BELAH BATU BERTANGKUP STORY STRIP A. Arrange the following pictures to create a story strip for Batu Belah Batu Bertangkup. Number the pictures from 1 to 15 in the space provided for.

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B. Choose a picture from the previous activity and write appropriate dialogues for it based on the story. Then choose a partner to read the dialogues. Deliver the lines like you are in an audition for a movie adaptation of this story.

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Activity 26: MAKING A FILMED MOVIE REVIEW Read this short lecture about making a movie review. Then watch the video presentation on how to make a ―filmed‖ version of your review. How to Write a Movie Review There are numerous formats you can follow in writing a movie review, but they all have the same content. In this particular format, it consists of five parts. Five Parts of a Movie Review 1. Opening: Catch the Reader's Attention Think about how advertisements sell movies: "trailers" show you a few seconds of the movie to get you interested. When you begin your movie review, make your own "trailer." If you liked the movie, then your trailer should make people want to see it; but if you did not like it, the trailer should be something that shows why you did not like it. Do not explain why you liked it or did not like it; make the reader like or not like the movie by what you describe. Begin your review by retelling an incident or moment from the movie which you think captures the spirit of the movie as you understood it. Alternative: Begin your review with another kind of story or interesting fact--about one of the star actors, or about the making of the movie, or about the director. 2. Second Paragraph: Take Care of Business Near the beginning of the review, you have to tell the reader all the obligatory stuff --the title of the movie, the director, the studio, the main actors, the year it was made (if you watched it on video), the rating. This paragraph tells the reader the things they have to know about the movie. Also, in one sentence or two, you should explain very simply what the movie is all about--not necessarily what happens, but that might work, too, if you can say it in one two sentences. 3. Third Paragraph: Character and Plot Summary What happens in the movie? You should not tell everything that happens--and especially not the ending. But you want to summarize the basic plot of the movie, in more detail than you do in the paragraph above. One way to do this might be to write a sentence about each main character. 4. Fourth Paragraph: A Key Moment or Idea In this paragraph, go into detail about something important that interested you about the movie. If it was a musical, you should say something about the songs. If the soundtrack was good, talk about that. Write more about one character who was really intriguing, or retell another big moment from the movie and explain why it is important. If you think the "idea" behind a movie was really interesting, explain that idea and talk about it a little bit. In this paragraph, you must go into depth about the movie. 5. Fifth Paragraph: Evaluate the Movie Do you recommend it or not? Who will like it (kids or adults)? The most important thing here is that you must also explain why you are making your recommendation. You must justify your opinion--and that opinion should grow out of what you write

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in the rest of the review. Give at least two reasons why you liked or did not like the movie. Watch these video on YouTube about making a ―filmed‖ movie review. Use these URL: A: http://www.youtube.com/watch?v=dU-J91tIgGA B: http://www.youtube.com/watch?v=EDIygoCcK48 C: http://www.youtube.com/watch?v=YIEZHlYY9s4 Then combine what you have learned from the lecture and from these video when you are going to write a movie review. Video A

Video B

Video C

To help you write an effective filmed movie review, you must increase your vocabulary by learning how to get the meaning of a word using structural analysis and using collocations. Collocations are combinations of two or more words that often go together. With the use of collocations, your language will be more natural and more easily understood. You‘ll have alternative and richer ways of expressing yourself, and it is easier for our brains to remember and use language in chunks or blocks rather than as single words. There are several different types of collocation. Collocations can be adjective + adverb, noun + noun, verb + noun and so on. Below you can see seven main types of collocation in sample sentences. 1. ADVERB + ADJECTIVE Fish roe, in that time is rarely cheap. They want a richly decorated house. Are you fully responsible for your actions? 2. ADJECTIVE + NOUN His coach ordered him to get regular exercise. The bus had its maiden journey in the province. She was writhing on the ground in excruciating pain. 3. NOUN + NOUN Let's give them a round of applause. The garage sale went until evening. I'd like to buy three bags of potato chips please.

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4. NOUN + VERB The birds started to chirp when it heard the cat purring. Rain was falling as our plane took off. The protests died down in the course of the summit. 5. VERB + NOUN The officer was jailed for committing murder. I always try to read my books in the morning, after making my bed. They have been asked to give a presentation about their invention. 6. VERB + EXPRESSION WITH PREPOSITION Peter had to return home because he had run out of money. At first their eyes filled with horror, and then they burst into tears. His behavior was enough to drive anybody to work. 7. VERB + ADVERB Paulo placed his keys gently on the table and sat down. Christian whispered softly in John's ear. We vaguely remembered that it was going late when we left. On the other hand, structural analysis is the process of breaking words down into their basic parts to determine word meaning. Structural analysis is a powerful vocabulary tool since knowledge of a few word parts can give you clues to the meanings of a large number of words. Although the meaning suggested by the word parts may not be exact, this process can often help you understand the word well enough that you can continue reading without significant interruption. When using structural analysis, the reader breaks down words into their basic parts:  prefixes – word parts located at the beginning of a word to change meaning,  roots – the basic meaningful part of a word, and/or  suffixes - word parts attached to the end of a word; suffixes often alter the part of speech of the word For example, the word bicyclist can be broken down as follows:  bi — prefix meaning two  cycle — root meaning wheel  ist — a noun suffix meaning a person who Therefore, structural analysis suggests that a bicyclist is a person on two wheels – a meaning which is close to the word's formal definition. Activity 27: DOING YOUR MOVIEW REVIEW, AFRO-ASIAN STYLE! Choose an Asian drama on TV or an Asian movie and write down its elements using advance/graphic organizers. Then write a short review on its elements. Submit the completed organizer and the review to your teacher and discuss it in class. Try the sample graphic organizer on the next page or you can design your own.

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Congratulations! You had gone through the different readings like The Taximan‘s Story from Singapore, and the Malaysian folktales Outwitting a Crocodile and Batu Belah Batu Bertangkup. You also had read different informative texts about intangible cultural heritage, and have viewed video clips related to it. You had used different communicative skills in completing the different activities, and had learned the types of sentences, parentheticals, and adjectives. 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? Please go back to the Map of Conceptual Change in KNOW, and answer the next three columns. Use the concepts and information you had acquired in this lesson. Now that you know the important ideas about this topic, let us go deeper by moving on to the next section.

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Your goal in this section is to look closer at some aspects of the topic. You need to reflect and reconsider your understanding about the relationship of literature and the diversity of cultural heritage of Afro-Asians (as seen in traditions and beliefs), and how this understanding affect your communicative competence. Also, you need to find out how this diversity of cultural heritage can lead to unity, peace and harmony.

Activity 28: INTROSPECTING YOUR MISCONCEPTIONS In this activity, all the misconceptions presented at the start of the lesson will be clarified. After reading the explanations for each one, reflect on your previous answers and then answer the questions that will follow at the end. A. On Culture 1. Culture is based on nationality. Probably, but you cannot measure culture solely by one‘s nationality. You may argue that culture is a set of values and behaviors that are learned and shared by a group of people who have common experiences and influences, but this ―national culture‖ is only one of the many cultures that affect us. Our view of culture is affected by the subcultures we have at home, work, school and organizations we are in. This is also affected by particular life experiences, socioeconomic experiences, geographic location, gender identity, age, religious faith, ethnic background and sexual orientation (Parrilla, 2012). 2. Some cultures are just more evolved than others. Cultures exist because a group has found a way to make their lives better. No culture is inherently worse or better than any other. Rather, some cultures may have values and behaviors that do not support success when their environment changes. In addition, most cultures are benevolent and have positive intentions behind any values they instill. (The vast majority of people do not want to intentionally create conflict or fail!). It‘s our inability to see things wholeheartedly from their perspective that may cause us to judge another culture as cruel, stupid, antiquated, or naïve (Parrilla, 2012). 3. Globalization is causing an inevitable homogenization of cultures. The environment we all live in may be changing (slowly or quickly) impacted by such things as the internet, or YouTube, or Hollywood, or Bollywood, or 15 hour flights that connect Asia to Europe, or pandemics like the flu, or outsourcing, or migration – but the bottom line is that we all still interact with these commonalities based on our cultures. In the long run, we may begin to share certain values and behaviors, but the French will always have French history and French pride, and the Bolivians will always have Bolivian history and Bolivian pride. Until such time as we all speak the same language, go to the same schools, share the same history, and have uniform laws, policies, and holidays, we will continue to be unique (Parrilla, 2012).

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B. On Multiculturalism 1. People from the same nation or geographic region, or those who speak the same language, share a common culture. These people may share the same nation, geographic region, language, but they cannot be considered as one ethnic group sharing a similar culture. Tremendous historical, racial, and cultural differences must be acknowledged (Banks & Banks, 1997). In Malaysia, there are Malays, Chinese, East Indians, and the tribal groups of Sarawak. To view regions or nations as if they were monocultural is erroneous, and it may inhibit students‘ construction of the fact that many parts contribute to the whole (Aldridge et al., 2000). 2. Families from the same culture share the same values. This notion is especially false for nondominant cultures living in the United States. Lynch and Hanson (1998) reported at least four ways individuals and families from other countries ―live out‖ their culture in the United States. These include ―1) mainstreamers, 2) bicultural individuals, 3) culturally different individuals, and 4) culturally marginal individuals‖ (p. 19). In reality, a continuum of cultural identity exists and the entire range often can be found within the same family. For example, grandparents may maintain their original culture, while their grandchildren may be bicultural or mainstreamers (Aldridge et al., 2012). 3. Multiculturalism is divisive. According to this myth, immigrants coming to the United States eventually have been assimilated and considered themselves to be Americans. The myth goes on to state that when ethnicity is turned into a defining characteristic, it promotes division rather than unity. This shallow reasoning denies the multiple diversities that always have existed and continue to exist throughout the United States (Swiniarski, Breitborde, & Murphy, 1999). 4. In predominantly monocultural or bicultural societies, there is no need to study other cultures. This myth is pervasive in such societies. With an increasingly diverse society, bicultural and monocultural areas especially need to learn about cultures to which they will be in close proximity in the immediate future (Greenfield & Cocking, 1994). 5. Most people identify with only one culture. Increasingly, children and families are multiethnic in nature. Here are just two examples. Maria is an Evangelical Christian from Ecuador who married Mohammed, a Muslim from Pakistan. They have two elementary-age children who are being raised in Queens, New York. The children have never visited Ecuador or Pakistan. Patrick is of Chinese heritage, but was born in Jamaica. His family later moved to Toronto and now lives in Miami. These children are not stereotypical. They have a unique cultural heritage. Multicultural education should examine intrapersonal cultural diversity as well as the interpersonal. If this is not acknowledged and valued, children like Patrick could experience intrapsychic cultural conflict (Aldridge et al., 2012). C. On Literature 1. Studying literature can help you understand different cultures or time periods. Studying literature can be an enriching, eye opening experience. By following the histories presented throughout English literature, it‘s possible to understand how contemporary western culture has developed into what it is today (Priyadarshini, 2010). 2. The study of literature allows people to develop new ideas, ethical standpoints and can help an individual to present themselves as educated members of the society.

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Literature allows us to understand the philosophical movements and ideas that permeated a particular culture at a particular time. As an example in English literature, Mary Shelley‘s ―Frankenstein‖ shows us the ambivalence the British felt towards empiricism. Reading new words and phrases can increase anyone‘s lexicon. Literature is also crucial to learning stylistic and artistic conventions for communication and writing (Priyadarshini, 2010). PROCESS QUESTIONS: 1. How do these misconceptions apply to Asian countries like Malaysia, Singapore, and the Philippines? Cite examples for your answer. 2. What are some examples you can cite that shows diversity because of multiculturalism in Malaysia and Singapore? Does multiculturalism also apply in our country? Why? Why not? 3. Based on misconceptions on culture, how do you look now on the presence of different cultures around the Philippines (our cultural or ethnic groups), in Malaysia and Singapore? 4. How does the study of Afro-Asian literature give you a wider perspective in tolerating and appreciating cultural differences? 5. How did your readings on Malaysian and Singaporean literature help you identify some traditions and beliefs of the Afro-Asian people? Activity 29: CLOSENESS IS THE KEY Study the map below. Focus on the proximity of Malaysia, Singapore and Philippines to one another. Then grasp your schema on the history of Malaysia, Singapore, and the Philippines.

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Answer these questions: 1. Singapore and Malaysia had been under the same colonial rule (British Empire). Does this period have any effect on the culture of two countries? How? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 2. What effect could geographical proximity contribute to the development and assimilation of culture among these three countries? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Activity 30: CONVERGING CIRCLES FOR CULTURE Explain the relationship of the terms inside the circles in this concept diagram.

t io di

Liter

ns

Cultural Heritage

Unity

ature

Tr a

Intangible Cultural Heritage fs

Be lie

Peace Harmony

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Diversity

PROCESS QUESTIONS: 1. What does this concept diagram mean? 2. What does it illustrate? 3. How does it relate to you? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

Activity 31: PERSPECTIVES ON CULTURAL DIVERSITY Listen to this audio clip from YouTube and determine if the speaker is in support or against cultural diversity. Write statements from the clip that will provide evidence for your claim. Use a graphic organizer for this activity. Then record your own opinion about cultural diversity and upload it in YouTube. Use this URL for the audio clip: www.youtube.com/watch?v=x8BSGSpsq70&feature=youtu.be

Activity 32: DREAMING FOR CULTURAL UNITY IN SINGAPORE Watch this interview of Kirpal Singh, a Singaporean poet, on his career as a poet. Then read his poems below. Notice the words he used and how they relate to the diversity of culture in Singapore, and how he hopes to see these cultures unite under one flag. Use this URL – http://www.youtube.com/watch?v=0FchtpOAyjs

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Making Harmony he sits and drinks his coffee, black, no sugar the other guy sits and drinks his tea, white, one sugar: no dialogue between them save the sips coffee/tea, tea/coffee, coffee/tea, tea/coffee… i watch from a distance, safe with my coke realise that drinks alone don’t solve problems maybe these words, these realisations might… who knows what our next drinks might be when harmony across gaps prevails through rhyme and in time makes possible living peacefully.

colours/blinds my daughters say kids are colour blind that it is we the adults who change our kids and make them see red, blue, yellow, white… i no longer argue, knowing how right they are these young whose beautiful innocence we colour giving them myths and legends to frighten their discovery of truth, of blood, of oneness.

Mixed Colours Rainbow colours, you proclaimed Sizing each and laughing As the kids played their games Oblivious to our reflections We have come a long, long way— You were talking about our plurality Our mix of races, religions, languages Sensitive areas of public harmony Our rainbow is shy, hides But it will come after cleansing rain Even as we plan and strategise A multicultural vision for ourselves.

PROCESS QUESTIONS: 1. What themes do the poems have? 2. How does each title complement the theme of each poem? 3. How do these themes relate to achieving unity in a multicultural community like Singapore? 4. How do these ideas in Singh‘s poems apply to us Filipinos? 5. Are we living in a world of diverse culture? How do you say so?

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Activity 33: REMEMBERING CLAUDE LÉVI-STRAUSS Read and reflect upon this statement made by this famous French anthropologist/ethnologist and the founder of structural anthropology, Claude Levi-Strauss.

―To know and understand our own culture, we must learn to see it from the point of view of other cultures, comparing our customs and beliefs with those of other times and places. With globalization now upon us, and external diversity on the retreat, it is becoming a matter of urgency to protect and preserve the internal diversity that each society owes to its constituent groups and subgroups, all of which develop differences that they consider highly important. It should accordingly be possible at least to maintain and encourage cultural diversity to a degree by preserving the cultural characteristics of the different social groups: and in the same way as gene banks of plant species are created to prevent the impoverishment of biological diversity and the impairment of our earthly environment, we must, if we are to safeguard the vitality of our societies, preserve at the very least the living memory of irreplaceable customs, practices and know-how that should not be allowed to disappear. For it is diversity itself that must be saved rather than the historical content that each epoch invests in it and which none can perpetuate beyond its own confines.‖ ―Global civilization could never be anything other than the coalition at global levels of cultures, each of them retaining its originality.‖ Claude Lévi-Strauss, French ethnologist (1908-2009)

PROCESS QUESTIONS: 1. What implication does Levi-Strauss‘s statement could have in the communities with diverse cultural heritage like the countries in Southeast Asia? 2. How can you help achieve unity, peace and harmony amidst diverse culture and cultural heritage among nations based on Levi-Strauss‘s statement?

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Activity 34: BECOMING A MOVIE CRITIC Assume the role of a film critic. Form small groups with your classmates to represent a movie review body. Brainstorm and write a set of criteria in rating a movie as part of a film review process. Then watch the movie adaptation of Batu Belah Batu Bertangkup (1959) in YouTube. After watching the movie, write a two-page review about it using the criteria you created with your group. Use this URL - http://www.youtube.com/watch?v=bsqBNfu0jok

Activity 35: OH MY EQ! After the different activities presented to you, it is time again to answer these focus questions: 1. How does the study of Afro-Asian literature help you increase your communicative competence? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 2. How will it guide you to understand the diversity of cultural heritage in Asia and Africa? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

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3. How do traditions and beliefs bring about diversity and/or harmony? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 4. How does diversity contribute to unity? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ In this section, you were able to reflect on your ideas about the relationship of literature and the diversity of cultural heritage of Afro-Asians (as seen in traditions and beliefs), and how this understanding affect your communicative competence. You also had gone through activities designed to help you synthesize ideas of this diversity of cultural heritage and how it can lead to unity, peace and harmony. What new realizations do you have now about the topic? What new connections have you made for yourself? Revisit your answers on the Map of Conceptual Change in the KNOW part and write your new understandings/ realizations. Answer also the second Map of Conceptual Change below before moving on to the next section.

IN THE BOX I think …

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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 understandings in this lesson. Activity 36: FINDING THE RIGHT ONE (THE MOVIE) Directions: Read the task below. In your group, discuss and plan on how you will prepare for the movie review. The rubric for grading is provided here to remind you on how your work will be graded. Your Local Tourism Board is assigned to prepare a sample cultural exhibit for Malaysia and Singapore, as part of its bid to host the weeklong celebration of ASEAN Day in the Philippines. They are going to include movies that represent a part of their heritage and literature, with an accompanying review or analysis about it. TASK As local film critics, you and your peers were hired by the board to find the most appropriate movie to be used for the cultural exhibit. Your task is to find a movie adaptation of a Malaysian/Singaporean literary piece (reflecting their diverse cultural heritage), watch it, and write a review about it, with the aid of advance organizers. Then you have to present it to the Local Tourism Board with a 10-minute audio-video clip as a teaser, stating the main points why the movie should be used for the cultural exhibit. Your group‘s work will be evaluated according to its content, presentation, creativity, organization, and use of advance organizers.

Rubrics for the Movie Review Presentation Criteria Content

Outstanding (4 points) The review focuses on the following: character/s, plot, script, themes, special effects, music. The review has a strong opinion that is supported by 23 details (good or bad).

Very Satisfactory (3 points) The review focuses on 4-5 of the following: character/s, plot, script, themes, special effects, music. The review has a strong opinion, but is not strongly supported.

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Satisfactory (2 points)

Fair (1 point)

The review focuses on 2-3 of the following: character/s, plot, script, themes, special effects, music. The review doesn‘t have any supporting details, but it does have an opinion.

The review focuses on one of the following: character/s, plot, script, themes, special effects, music. The review doesn‘t have a strong opinion or supporting details. The opinion may not be clear.

Criteria

Outstanding (4 points)

Very Satisfactory (3 points)

Presentation

Presenter used clear voice and correct, precise pronunciation of terms, and showed high level of confidence and mastery of the subject matter.

Presenter's voice is clear. He/she pronounces most words correctly, and showed average level of confidence and mastery of the subject matter.

Creativity

The group used innovative methods of presentation. The presentation is very interactive and very attractive to the audience.

Organization

The group presents information in logical, interesting sequence which audience can follow. The group used advance organizers very proficiently in gathering and presenting information.

The group used innovative methods of presentation partly, but relied mainly on the typical methods. The presentation is interactive and attractive to the audience. The group presents information in logical sequence which audience can follow.

Use of Advance Organizers

The group used advance organizers proficiently in gathering and presenting information.

Satisfactory (2 points)

Fair (1 point)

Presenter incorrectly pronounces terms. Audience members have difficulty hearing presentation, and showed minimum level of confidence and mastery of the subject matter. The group used the typical methods of presentation, innovation is not present. The presentation is quite interactive and quite attractive to the audience.

Presenter mumbles, incorrectly pronounces terms, speaks too quietly for students in the back of class to hear, and showed no confidence and mastery of the subject matter. The group used an unclear method of presentation, innovation is not present. The presentation is not interactive and not attractive to the audience.

Audience has difficulty following presentation because the group jumps around.

Audience cannot understand the presentation because there is no sequence of information.

The group used advance organizers in gathering and presenting information.

The group didn‘t use advance organizers in gathering and presenting information.

How did you find the performance task? How did the task help you see the real world use of the topic? It is now time to write your generalizations in the Map of Conceptual Change in the KNOW part. Use all the understandings you had thought of as you write your generalizations. If you‘re done with the Map of Conceptual Change, then you have completed this lesson. Before you go to the next lesson, read the summary/ generalization.

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Absolute phrase: a kind of parenthetical, contains at least a noun or a pronoun and a participle, but not a true verb, modifies the entire sentence. Adjectives: are words used to describe a noun or a pronoun. Antagonist: a character who provides some sort of opposition or contest for the protagonist. Usually he/she is known as the villain with evil character in the story. Appositive: a kind of parenthetical, this is a noun or noun phrase placed in opposition to another such construction that defines or modifies the first. Aside: a kind of dialogue in a drama/play. This is a statement made to the audience, but the other characters are not supposed to be able to hear it. Beliefs: are the ideas, viewpoints and attitudes of the particular group of society. It consist of fables, proverbs, myths, folklore, traditions, superstition, education, etc. that influence the ideas, values, emotions, perceptions and attitude of the members of the society. Character: the person in a work of fiction or the characteristics of a person. You can get to know a character through their actions and speech (in case of drama/play). Collocations: combinations of two or more words that often go together. Collocations can be adjective + adverb, noun + noun, verb + noun, adjective + noun, noun + verb, verb + expression with preposition, and verb + adverb. Examples: richly decorated, maiden journey, garage sale, read my books. Comparative degree: compares two nouns or pronouns. This degree is formed by adding –er for one-syllable and some two-syllable regular adjectives, or by adding more or less for three-syllable (or more) adjectives. Complex sentence: a sentence with one independent clause and at least one dependent clause. Compound sentence: a sentence with multiple independent clauses but no dependent clauses. Compound-complex sentence: a sentence with multiple independent clauses and at least one dependent clause. Concept map: are graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts. Conflict: the struggle between two or more opposing forces which is the nucleus of plot. Cultural diversity: The existence of a multiplicity of sub-cultures and different value

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systems in a plural or multicultural society or other setting. Cultural heritage: is the legacy of physical artifacts (cultural property) and intangible attributes of a group or society that are inherited from past generations, maintained in the present and bestowed for the benefit of future generations. Heritage includes tangible culture (such as buildings, monuments, landscapes, books, works of art, and artifacts), intangible culture (such as folklore, traditions, language, and knowledge), and natural heritage (including culturally significant landscapes, and biodiversity). Culture: refers to the cumulative deposit of knowledge, experience, beliefs, values, attitudes, meanings, hierarchies, religion, notions of time, roles, spatial relations, concepts of the universe, and material objects and possessions acquired by a group of people in the course of generations through individual and group striving. Culture is the systems of knowledge shared by a relatively large group of people. Darangen: an ancient epic song that encompasses a wealth of knowledge about the Maranao people who live in the Lake Lanao region of Mindanao. Comprising 17 cycles and a total of 72,000 lines, the Darangen celebrates episodes from Maranao history and the tribulations of mythical heroes. In addition to offering compelling narrative content, the epic explores the underlying themes of life and death, courtship, politics, love and aesthetics through symbol, metaphor, irony and satire. The Darangen also encodes customary law, standards of social and ethical behavior, notions of aesthetic beauty, and social values specific to the Maranao. Degrees of Adjectives: the positive degree, comparative degree, and the superlative degree. Dialogue: the words spoken by the actors in a drama/play. Diversity: the condition of having or being composed of differing elements: variety; especially the inclusion of different types of people (as people of different races or cultures) in a group or organization. Drama: is a story told through characters played by actors. It is meant to be spoken, it is meant to be acted out. Free modifier: a kind of parenthetical, an unspecialized interruption of additional information. Graphic organizer: an educational tool to help in problem solving, planning, studying, researching, brainstorming and writing. Visual learners benefit most from graphic organizers as visual thinking can have many expressions. Graphic organizers make it easier to understand how ideas connect. Heritage literature: literary passages from the past generation like myths, folklore, epic, etc., provide meaningful and memorable contexts for vocabulary expansion and grammar practice; they can serve as the basis for listening, reading, speaking, and writing activities; and they develop students‘ ability to think critically by inferring meaning, making interpretations, and expressing their own ideas and emotions (Lazar 1993: 19).

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Intangible cultural heritage: the practices, representations, expressions, knowledge, skills – as well as the instruments, objects, artifacts and cultural spaces associated therewith – that communities, groups and, in some cases, individuals recognize as part of their cultural heritage. This intangible cultural heritage, transmitted from generation to generation, is constantly recreated by communities and groups in response to their environment, their interaction with nature and their history, and provides them with a sense of identity and continuity, thus promoting respect for cultural diversity and human creativity. Intangible heritage list: created by UNESCO, this list entails the list of intangible cultural heritage under nomination, recognition, and urgent safeguarding all over the world. Interjection: a kind of parenthetical, it imparts information about the writer‘s (or speaker‘s) state of mind. Introductory phrase: a kind of parenthetical, an element preceding the main statement that provides context for the sentence. Literature: writing that is excellent in form and packed with meaning. It usually deals with events, emotions, and ideas that are common to all people. Mak Yong Theatre: an ancient dance-theatre form incorporating the elements of ritual, stylized dance and acting, vocal and instrumental music, story, song, formal as well as improvised spoken text. It is performed principally in the state of Kelantan, Malaysia. Many theories have been advanced to explain the genre's origins. Its roots obviously sink deep into animism as well as shamanism. Mind map: an expression of radiant thinking and is therefore a natural function of the human mind. It is a powerful graphic technique which provides a universal key to unlocking the potential of the brain. Monologue: a kind of dialogue in a drama/play. This is a long speech given by one character. Movie review: also known as film criticism, is the analysis and evaluation of films, individually and collectively. In general, this can be divided into journalistic criticism that appears regularly in newspapers, and other popular, mass-media outlets and academic criticism by film scholars that is informed by film theory and published in journals. Movie/film critic: an individual that engages into movie reviews. Order of Adjectives: the correct sequence of writing adjectives when used in a series. Parenthetical phrase: sometimes called simply a parenthetical, is one that is not essential to the framing sentence. Plot structure: the usual order of events in a particular story. It is the playwright's selection of events to create a logical sequence and results into distilling meaning from the chaos of life. Here is a common plot structure - exposition, rising action,

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climax, falling action, resolution. In the exposition, the characters are introduced and the conflict is brought into play. Point of view: the angle or perspective from which the story is told. Positive degree: describes a noun or pronoun without comparing it to anyone or anything else. Protagonist: the main character in a story, often a good or heroic type and tries to solve the conflict that gives way to the rising action. Script: is the instructions you perform a play from. It includes the lines each of the actors must say and some indication of stage action (stage directions). Some scripts come with helpful hints to directors and stage managers as to prop lists, lighting plots, and set designs, but these are not really part of the script. Setting: the time and place in which the story or drama/play. In theatre, the setting may be realistic or abstract. Short Story: a brief imaginative narrative, unfolding a single predominating incident and a single or a few characters. It contains a plot, the details of which are so compressed and the whole treatment so organized as to provide a single impression. Simple sentence: a sentence with one independent clause and no dependent clauses. Soliloquy: a kind of dialogue in drama/play. This is a speech given by a character when he/she is alone in the stage. Structural analysis: the process of breaking words down into their basic parts to determine word meaning. Superlative degree: It compares three or more nouns. This degree is formed by adding –est for one-syllable and some two-syllable regular adjectives, or by adding most or least for three-syllable (or more) adjectives. Theme: the central idea of a featured drama, play, or story. Tradition: the passing down of elements of a culture from generation to generation, especially by oral communication; a mode of thought or behavior followed by a people continuously from generation to generation; a custom or usage; a set of such customs and usages viewed as a coherent body of precedents influencing the present. Wayang Puppet Theatre: a traditional puppet theater based on the Hindu Ramayana and Mahabharata epics, combined with themes from Javanese folklore. Wayang is used to teach morals as well as to entertain, and is seen as a highly influential popular art form for spreading morality and social criticism.

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Books Forlini, et al. (2005). Prentice Hall Grammar and Composition 2. Philippines: Pearson Education South Asia Pte Ltd. Navarro, Henry C. (1998). Interactive Learning through English III. Sampaloc, Manila, Philippines: St. Augustine Publications, Inc. Sebranek, P., Kemper, D., & Meyer, V. (1999). Write Source 2000: A Guide to Writing, Thinking and Learning. Wilmington, MA: Houghton Mifflin Co. Singh, Kirpal & Nazareth, Peter. (2012). The Best of Kirpal Singh: Introduction by Peter Nazareth. Singapore: Epigram Books. Zemach, Dorothy E. (2009). Sentence Writing: The Basics of Writing – Student Workbook. Thailand: Macmillan Education. Online Sources Center for World Languages. (2007, January 10). Heritage Literature as a Teaching Tool. UCLA International Institute. Retrieved from http:// www.international.ucla.edu/article.asp?parentid=60803 English for Students. (n.d.). Order of Adjectives in a Series. Retrieved from http:// www.english-for-students.com/Order-of-Adjectives-1.html EnglishClub.com. (n.d.). Collocations. Retrieved from http://www.englishclub.com/ vocabulary/collocations.htm Howe, William. (2009, March 19). 15 Misconceptions About Multicultural Education. Bill Howe on Multicultural Education. Retrieved from http://billhowe.org/MCE/? p=146#respond IllumineTraining. (n.d.). How to Make a Mind Map. Retrieved from http://www.mindmapping.co.uk/make-mind-map.htm Lethbridge College. (2010, January 1). Structural Analysis. eLearningCafe. Retrieved from http://www.elearningcafe.ca/index.php? option=com_content&view=category&layout=blog&id=195&Itemid=400 miraflorredula. (2012, November 18). The Taximan‘s Story by Catherine Lim. WordPress.com. Retrieved from http://miraflorredula.wordpress.com/2012/11/18/ the-taximans-story-by-catherine-lim/ MomsWhoThink.com. (n.d.) List of Adjectives. Retrieved from http:// www.momswhothink.com/reading/list-of-adjectives.html Movie Metropolis. (n.d.). How to Write a Movie Review: Our Template. LAB MOVIE REVIEW SITE, University of Chicago Laboratory Schools. Retrieved from http://

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www.ucls.uchicago.edu/students/projects/1996-97/MovieMetropolis/howto.html Movie Review Graphic Organizer. Retrieved from http://mslau.weebly.com/ uploads/1/9/6/1/1961294/movie_review_graphic_organizer11.pdf Nichol, Mark. (n.d.). 8 Types of Parenthetical Phrases. DailyWritingTips. Retrieved from http://www.dailywritingtips.com/8-types-of-parenthetical-phrases/ Novak, J. D. & A. J. Cañas. (2008, January 22). The Theory Underlying Concept Maps and How to Construct Them, Technical Report IHMC CmapTools 2006-01 Rev 012008, Florida Institute for Human and Machine Cognition. Retrieved from http:// cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf. Parrilla, Rebecca. (2012, October 11). 3 Huge Misconceptions About Culture. Navigating Cultures Blog: Language and Culture Worldwide. Retrieved from http:// navigatingcultures.com/blog/?p=870 Peters, Sandy & Thomas. (1997-2008). Outwitting a Crocodile: A Traditional Malaysian Folktale, retold by Chok Yoo Foon from Malaysia. TOPICS Online Magazine. Retrieved from http://www.topics-mag.com/folk-tales/folk-tale-cleverness-mayl.htm Priyadarshini, Nibeta. (2010, December 1). Importance of learning literature, its significance & role of internet in providing study material. Articlesbase.com. Retrieved from http://www.articlesbase.com/online-education-articles/importance-of -learning-literature-its-significance-role-of-internet-in-providing-online-studymaterial-3764477.html UNESCO. (n.d.). Intangible Heritage Lists. Retrieved from http://www.unesco.org/ culture/ich/index.php?lg=en&pg=00011 UNESCO. (n.d.). What is Intangible Cultural Heritage? Retrieved from http:// www.unesco.org/culture/ich/index.php?lg=en&pg=00002 Webster, Sean (n.d.). Elements of a Short Story – Resource Package. Retrieved from https://middleschooltech.wikispaces.com/file/view/Elements-of-a-Short-StoryPackage.pdf Wevodau, Edward. (n.d.). Simple, Compound, Complex, and Compound-Complex Sentences. Colleyville Heritage High School. Retrieved from http:// www.myteacherpages.com/webpages/EWevodau/literary_tools.cfm? subpage=1145714 Photographs Myzavier. June 11, 2009. Tortor Dance [Photograph]. Retrieved from http:// myzavier.blogspot.com/2009/06/tari-tortor.html Leong, Chee-Onn. n.d.. Khoo Kongsi [Photograph]. Retrieved from http:// www.123rf.com/photo_5923206_the-khoo-kongsi-is-a-large-chinese-clanhousewith-elaborate-and-highly-ornamented-architecture-a-mar.html

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Koh, Stanley. Aug. 30, 2012. [Photograph of Hungry Ghost Festival]. Retrieved from http://www.freemalaysiatoday.com/category/opinion/2012/08/30/acts-ofcompassion/ Xiong Ping. Jan. 26, 2009. [Photograph of a lion dance]. Retrieved from http:// english.sina.com/china/p/2009/0126/214352.html Ivannelson Group. n.d.. [Photograph of an Orang Ulu playing a musical instrument]. Retrieved from http://ivannelson10.wordpress.com/rainforest-world-music-festival/ StayFarEast.com. n.d.. Kampong Glam [Photograph]. Retrieved from http:// www.stayfareast.com/destination-info/attractions.aspx Morrison, Stephen. April 5, 2010. [Photograph of man praying in Qing Ming Festival]. Retrieved from http://news.nationalgeographic.com/news/2012/03/pictures/120320 -first-day-of-spring-equinox-rituals-new-year-world/ Tourism Malaysia. Sept. 7, 2012. Asyik-Peninsular Malaysia [Photograph]. Retrieved from http://www.airasia.com/travel3sixty/dance-is-life.html Andra, Zul. March 12, 2012. [Photograph of a taxi man].Retrieved from http:// www.kissmyculture.com/post/19180680892/blog-things-that-make-me-feel-moresingaporean-than Lunardi, Stefano. Young Chinese business woman inside a car [Photograph]. Retrieved from http://www.123rf.com/photo_8180579_young-chinese-businesswoman-inside-a-car.html Singapore Tourism Board. n.d.. Singapore Night Life [Photograph]. Retrieved from http://www.santagrandhotels.com/nightlife.asp Gronow Photography. Oct. 16, 2011. [Photograph of Huixiang‘s graduation at NUS Campus]. Retrieved from http://www.gronowphotography.com/graduation-familyphotography-at-nus-campus-singapore/ Raffles Hotel - Singapore. 2012. [Photograph of Raffles Hotel in Singapore]. Retrieved from http://toptravellists.net/raffles-hotel-singapore.html 1DAsia.com. n.d. [Photograph of a Malaysia Tour advertisement]. Retrieved from http://www.1dasia.com/page.php?id=26 Quek, Liwen. June 30, 2012. All in Singapore [Photograph]. Retrieved from http:// www.behance.net/gallery/All-In-Singapore/4386115 Chang, T.C. & Yeoh, Brenda S.A. 1999. New Asia – Singapore [Photograph]. Retrieved from http://www.sciencedirect.com/science/article/pii/ S0016718598000268

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Tatak ng Apat na Alon Tribe. Sept. 6-7, 2008. [Photograph of the 17th Annual Festival of Philippine Arts and Culture advertisement]. Retrieved from http://apat-na-alontribe.com/?page_id=222 Peters, Sandy & Thomas. 1997-2008. [Illustration of Sang Kancil with Sang Buaya]. Retrieved from http://www.topics-mag.com/folk-tales/folk-tale-clevernessmalaysia.htm Raif, Said. June 5, 2010. [Illustration of Sang Kancil as a logo]. Retrieved from http:// saidrazif.blogspot.com/2010/06/sukma-melaka-xiii.html JacketFlap. n.d.. [Illustration of Pilandok as a mascot]. Retrieved from http:// www.jacketflap.com/profile.asp?member=pilandok Hana. 2005. Batu Belah Batu Bertangkup [Painting in pen and ink, digitally enhanced]. Retrieved from http://hana-1745.deviantart.com/art/Batu-Belah-Batu-Bertangkup22648917 Novak, Joseph D., Cañas, Alberto J. Jan. 22, 2008. One representation of the knowledge structure required for understanding why we have seasons. [Concept Map]. Retrieved from http://cmap.ihmc.us/publications/researchpapers/ theorycmaps/theoryunderlyingconceptmaps.htm Buzan, Tony. 2012. How to Mind Map [Mind Map]. Retrieved from http://www.mindmapping.co.uk/mind-mapping-definition.htm National Culture and Arts Department - Malaysia. 2005. Mak Yong Theatre [Photograph]. Retrieved from http://www.unesco.org/culture/ich/index.php? lg=en&pg=00011&RL=00167#video Mowrer, Tim/Mekin Photography. 2003. Wayang Puppet Theatre [Photograph]. Retrieved from http://www.unesco.org/culture/ich/index.php? lg=en&pg=00011&RL=00063 Unalivia, Jojo/UNESCO. 2005. Darangen epic of the Maranao people of Lake Lanao [Photograph]. Retrieved from http://www.unesco.org/culture/ich/index.php? lg=en&pg=00011&RL=00159 Salter, Darryl. n.d.. Map of Asean [Map]. Retrieved from http:// iepdigitalresourceroom.blogspot.com/p/asean-resources.html YouTube Videos Lawrence, Heather [SCADHIPR]. (2010, March 13). Intangible Cultural Heritage [Video file]. Retrieved from http://www.youtube.com/watch?v=QUnd0Nqvq80 ICHScotland. (2010, December 10). Introduction to Intangible Heritage (ICH) in Scotland [Video file]. Retrieved from http://www.youtube.com/watch? v=oy47guq0S5M&feature=related unesco. (2010, November 4). Why safeguard intangible cultural heritage? [Video file]. Retrieved from http://www.youtube.com/watch?v=swyv-LOCkrE unesco. (2012, November 26). Why safeguard ICH? Answers from Australia [Video file]. Retrieved from http://www.youtube.com/watch?v=TyESkfwjJKU RosswellsexploZion. (2010, March 5). An Introduction to Drama: The Essential Elements [Video file]. Retrieved from http://www.youtube.com/watch?v=vcRvBVsOT8

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unesco. (2009, September 28). Mak Yong Theatre [Video file]. Retrieved from http:// www.youtube.com/watch?v=RLlvYFvRU9M unesco. (2009, September 28). The Darangen Epic of the Maranao People of Lake Lanao [Video file]. Retrieved from http://www.youtube.com/watch?v=4VzzhNkbjgg unesco. (2009, September 28). The Wayang Puppet Theatre [Video file]. Retrieved from http://www.youtube.com/watch?v=pfydro4X2t0 eHow. (2009, January 1). Academic Writing Tips: How to Write a Movie Review [Video file]. Retrieved from http://www.youtube.com/watch?v=dU-J91tIgGA TRMovieandGameYT. (2012, October 25). Tom R‘s ―How to Make a Movie Review‖ – A TR Edit #3.mov [Video file]. Retrieved from http://www.youtube.com/watch? v=EDIygoCcK48 expertvillage. (2008, October 22). How to be a Movie Critic : The Importance of Honesty in a Movie Review [Video file]. Retrieved from http://www.youtube.com/ watch?v=YIEZHlYY9s4 Peter Tentoco III. (2012, December 10). Cultural Diversity Audio Only [Video file]. Retrieved from http://www.youtube.com/watch? v=x8BSGSpsq70&feature=youtu.be EsplanadeSG. (2012, October 12). Tribute.sg – Kirpal Singh [Video file]. Retrieved from http://www.youtube.com/watch?v=0FchtpOAyjs LIMAJIWAS. (2012, September 15). Batu Belah Batu Bertangkup (1959) Full Moview NEW [Video file]. Retrieved from http://www.youtube.com/watch?v=bsqBNfu0jok

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Have you thought of knowing your origin? Did it ever occur to you that your story about origin might be similar to other Asian countries? Each country in Asia and Africa has a rich source of stories to share about origins, through legends, folktales, myths and poetry. Every time we sought answers to the question, ―Where do you come from?‖ we become eager to check our origin, our race, our ancestry. Sometimes, our name is our clue. If it sounds foreign, we trace our family background if our parents are product of mixed marriages or we look back to our geographical location and examine whether our locality was once a route for trading and industry. In addition to a very rich heritage, there are many foreigners who occupied some Asian and African nations and have become influential in the internal and external affairs of the land. In this lesson, we will have the opportunity to appreciate our origin. Who were the most influential in the development of our Afro-Asian Literature? As we unfold the intricacies of Afro-Asian Literature, let us accept the challenge how we can best appreciate our origin. But some questions still remain: How do traditions and beliefs bring about diversity and/or harmony? How does diversity contribute to unity? To give you an overview of the things you will do in this lesson, pay close attention to the expected skills below and the lesson map. In this lesson, you will learn the following:  Ask for and give information, and express needs, opinions, feelings, and attitudes

explicitly and implicitly in an informative talk

 Communicative thoughts and feelings in write-ups of summary results, notes, etc.

using appropriate styles

 Determine if the speaker is neutral, for or against an issue that relates to the

community Identify 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 the facial expressions of the participant Point out how the choice of title, space, allotment, imagery, choice of words, figurative language, etc., contribute to the theme  Structuring meaningful expanded sentences and conditional statements      

On the next page is the lesson map to guide you in Appreciating Our Origin:

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KNOW Divided by Two Photo-Formation An Indonesian Folktale

PROCESS What if… My Conditions, if only Character on Woodcarving in Indonesia Disclosure Spot the Author in the Selection Which image is the best to explain diversity? Image Challenge

REFLECT AND UNDERSTAND Tiger Needs Advise Panel Discussion Opinion Poll Survey Diversity Quotations Reflective Writing

TRANSFER Interactive Human Exhibit of Afro-Asian Literary Characters

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:

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In this lesson, you will find out that each country has many stories to tell about their origin. The stories were told and retold from generations to generations in the form of legends, myths, and folktales. But before we read and learn something about their stories, let us have some fun with these scrambled words in the box. As you go over each word, ask yourself, How does diversity contribute to unity? How do traditions and beliefs bring about diversity and harmony?

Activity 1: DIVIDED BY TWO Directions: Go over the scrambled words and create two major groups. In the table provided, identify which groups of words go together.

So by now you know that we are going to learn about two countries in Asia. Let us continue and do the next activity. Activity 2: PHOTO-FORMATION Directions: Study the Asian photos below and group them into two. Write the name of the country at the bottom of each photo. Then fill up the table that follows. What similarities and differences do you see in the photos? Which photo bespeaks of your culture?

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Similarities

Differences

In what way are they similar to our culture?

John Knappert, one of those writers who published works about ―The Myths and Legends of Indonesia,‖ traced the flight of the Indonesians in Asia. He found out that the population of Indonesia was homogeneous. In addition, there were two hundred different languages in Indonesia but the existence of the hundred-odd languages is all related, with the exception of West Irian. The Indonesians were able to sail by using their invention which is known as proa. Proa is a canoe that can survive the deep seas near Indonesia. They went to different directions: north to the Philippines and Formosa, where Indonesian language are still spoken; west to the East African coast; to Madagascar, where Malayo-Polynesian dialects are still spoken; east to Polynesia, where the languages of Hawaii, Eastern Island, Samoa, Fiji and Tahiti are clearly related to Malay and Javanese and finally south to New Zealand

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and the lush green islands of Indonesia. Since Indonesia is archipelagic, fishing is the main occupation of the people. Rice is the staple food. Indonesians hunted using sumpitan or blow-pipe. They mastered this, including the art of forging iron. If there were stories about spirits, it is primarily because the surrounding landscapes were full of spirits. The Hari which is the sun was identified as Wisnu, Bromo, the volcano was identified with Brahma, the Creator. Many islands were created by volcanic eruptions. The spirits of the waters were also diverse: the ocean-god brought rain, and the rich goddess lived in the sawh (wet rice-fields) in the shape of a freshwater snake. During those times, migrations were still very few then. Now, that you have learned some information about Indonesians, it is time to learn more about Indonesia through an Indonesian folktale. Source: Knapper, Jan. Myths and Legends of Indonesia. Singapore: Heinemann Education, Ltd, 1977. pp.1-5. Print. Activity 3: AN INDONESIAN FOLKTALE Directions: Divide the class into four groups. The first group will be Raden, the second group will be Surati, the third group, Rupaksa, and the fourth group will read all the lines in the story, except the characters‘ dialogs. The Legend of Banyuwangi Adapted from an Indonesian Folktale A long time ago, Banyuwangi is known as Blambangan. Its kingdom has a wise king who has a handsome and smart son named Raden Banterang. Raden prefers hunting that he often went to forest around Blambangan to hunt for animals. One day, when Raden was in a forest he spotted a deer. He chased it and the deer ran deeper into the forest. His horse was so good and strong that he left his guards behind. Unfortunately, he lost the deer. As he took a rest under a big banyan tree suddenly a beautiful girl appeared in front of him. She was all alone in the forest. He suspected that the girl may not be human after all. So he asked her, ―Excuse me, lovely lady, do you live around here?‖ ―No, I don‘t. I‘m from Klungkung, Bali. My name is Surati. I‘m a princess, the daughter of the king of Klungkung. The rebels killed my father but I managed to escape. My guards took me here but I got lost. Now I‗m alone. I don‘t know where to go. I have no relatives here. Please help me,‖ Surati begged. ―You come to the right person. I‘m Prince Banterang from the kingdom of Blambangan. I am going to protect you. Please come with me,‖ said the prince. Then, Raden took Surati home. He fell in love with her and then several months later he married her. One day when Surati was in the street he met a man. The man called her. ―Surati, Surati.‖ She was surprised to see her brother Rupaksa. His brother revealed that it was Raden Banterang who killed their father. He came to Blambangan to take revenge. At this time, he asked Surati to join him. Surati refused to join. ―Raden Banterang is now my husband. He‘s very kind to me. He never hurts me. He‘s protecting me. As a good wife, I will never betray him. It is my duty to serve him,‖

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Surati pleaded. ―But he killed our father,‖ Rupaksa ―It is hard for me to believe it. When I met Raden, he was here and not in Klungkung.‖ Rupaksa was disappointed with her sister. He was very angry and upset. ―All right then, I have to go now. But please keep my head dress, put it under your pillow,‖ Rupaksa demanded. Rupaksa gave his head dress to his sister Surati. To respect her older brother, Surati put it under her pillow. Several days later, Raden was hunting in a forest when he met a man that looked like a priest. The man greeted him politely. Then he said something. ―You life is in danger. Someone has an evil intention on you,‖ the man said. ―Who is he?‖ asked Raden. ―Your wife Surati,‖ the man quickly replied ―Surati? How do you know?‖ Raden verified. ―I am a priest. I have a clear spiritual vision. I just want to save you. Search her room. If you find a head dress under her pillow then my words are correct. It is from a man who will help her kill you.‖ ―Thank you your holiness,‖ Raden uttered. When he reached the palace, he immediately searched Surati‘s bedroom. He found the head dress under Surati‘s pillow. The priest was right. Raden confronted Surati, ―You not faithful to me. I know that you want me dead. This is the evidence. This is from a man who will help you kill me. Tell me who he is.‖ Surati was defenseless, she cried. ―It is my brother‘s head dress. I met him several days ago when you went hunting. He gave me his head dress and told me to put it under my pillow. So I put it there to show my respect for him. It is Rupaksa who wants to kill you, not me.‖ But Raden no longer trust her. He decided to penalize Surati by giving her a death sentence near the riverbank. ―Before I die, let me say a few words,‖ Surati pleaded. ―Please do,‖ Raden granted Surati‘s request. Surati spoke calmly, ―When I die, just throw my body into the river. If water becomes dirty and smelly, it means that I am guilty. But if the water becomes clear and fragrant, it means that I am innocent.‖ Then as Raden stabbed her wife with a kris, Surati threw herself into the river. Amazingly the water became clear and fragrant. Surati was innocent! Raden regretted what he had done. From then on, he changed the name of his kingdom into Banyuwangi. Banyu means water and Wangi means fragrance. Your goal in this section is to learn and understand more about Asians. As you go through this part, keep thinking about these questions: How does diversity contribute to unity? How do traditions and beliefs bring about diversity and harmony? Now let us do the next activity. Activity 4: WHAT IF…? Directions: Let us go over each box, one by one, on the next page. If you were in Raden‘s shoes what could have been your action? If you were in Surati‘s place what could have been your plan? What would change your decision?

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_________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________

What if Raden had not paid attention to Surati? What could have happened?

What if Surati had not obeyed his brother‘s request to hide the head dress under her pillow? What could have happened? _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________

_________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________

What if Raden had not believed in what Surati had said about her brother‘s plan? What could have happened?

What sentences did we use in the above sentences? You are right, we used conditional sentences. Let us try to describe each type of conditional sentences and see how they differ from each other. An open conditional statement refers to a future event which is conditional on another future event. Its main clause is in the future tense, and its conditional clause is in the simple present tense. A hypothetical conditional statement refers to a possible future situation which depends on another possible future event. Its main clause uses present conditional tense. Unfulfilled hypothetical statement refers to a situation which an event might have taken place, but did not, because a condition was not fulfilled. Its main clause is in the past conditional tense, and its conditional clause is in the past perfect tense. Let us recall some situations in the legend and see what conditional statements we can produce.

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Activity 5: MY CONDITIONS, IF ONLY Directions: Fill up the boxes, by giving your own example of conditional statements.

Did you find the writing of conditional statements easy or difficult? Why? Why not?

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Now we can discuss one literary element which is the character. In any literary work, a character is a person who appears in, acts, narrates or speaks and characterization is the method used to portray that person or being. In some stories for example, the character‘s identifying traits are revealed one at a time. A person‘s attitude may be described as something positive or negative, productive or unproductive, good or bad, responsive or unresponsive, kind or unkind, helpful or helpless, happy or sad, and many others. But in some literary works, this attitude may also comprise a group of people, a nation or a literary work (prevailing attitude). Others may refer to this as ―climate‖ like political climate, intellectual climate, to name a few. Emotions follow; this is the person‘s intense feelings. Thus, they may show states of excitement, emotional attachment, stability or instability, and even degrees of emotional appeal. It is also important to find out how the character responds physically and emotionally to life – his or her response mechanism. If the character is under pressure and under stress, how must this person reveal himself or herself. In real life, people may react with dispassion, agitation, impassiveness, exhilaration or explosion. The last one is on intrinsic values; these are the traits that arise from value judgments made in the heart of the person, like what is truly important to him or her. We may perceive the character traits that are part of the character‘s intrinsic values which is a product of the attitudes, emotions and response mechanism the character has exhibited within the reading selection. In one way or another, this may lead to a generalization about that person based on his attitudes, emotions and response mechanisms. If everything is clear now, we can arrive at a conclusion that the character may be loyal, loving, humble, trustworthy, honorable, shallow, careless or careful. In a given story, characters can be identified in the role they play: a. b. c. d.

Hero is the leading male character who exhibits superior qualities Heroine is the leading female character who exhibits superior qualities Superhero(ine) is larger than life hero, usually supernatural Villain(ess) is a character in the story who is often characterized as evil and may be exactly the opposite of the HERO(ine) e. Anti-hero(ine) a hero(ine) who is more ordinary than the traditional hero(ine); he or she may not possess heroic qualities f. Protagonist is the hero(ine) g. Antagonist is the villain(ess) But it is interesting to note that there are other characters in the story, like the following characters: Flat character is only two-dimensional (lacking in depth), described without the kind of details you would need to see him or her as an individual. Round character is three-dimensional (true to life), complex and changes or grows in the course of the story. Stock character is a conventional stereotype character, like the Prince Charming character in fairy tales. Type character exhibits the characteristics of a particular class or group of people. This type may be very individualized and unpredictable in personality and action, and still be a representative of the class or group to which he or she belongs. Stereotype character is predictable, one who is repeated without variation and who lacks originality.

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Let us continue to examine how writers may use to present a character and to reveal his or her character traits of either the speaker or the writer. This is now under character development in a story, which can be accomplished in different methods or techniques: 1. 2. 3. 4. 5. 6. 7.

Disclosure of character through stereotyping Disclosure of character through exposition Disclosure of character through the character‘s actions Disclosure of character through the character‘s words Disclosure of character through the character‘s thoughts Disclosure of character through the words of others Disclosure of character through the use of setting Activity 6: CHARACTER IN WOODCARVING IN INDONESIA Directions: Describe the character in the given images.

1.

2.

3.

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As we deepen our understanding of Indonesia, let us read one great work of a multi awarded writer from Bali, Indonesia, Ms. Oka Rusmini. Ms. Rusmini is considered a prolific writer of poetry and novels. Some of her works were already translated in several languages. But before we read, how many of you are familiar with Bali, Indonesia? What do you associate with Bali as a place? Well, Bali is known as a city for woodcarving industry. Is there any city in our country which is similar and popular in woodcarving? The Century Carver by Oka Rusmini

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opag dropped his sharp chiseling knife, almost slicing open his own leg—and all because he'd detected a strange smell coming from the direction of the door, an aroma of dry leaves and damp wood. Odd, where was it coming from, this smell that made him feel so agitated? It wafted closer. "Who's there?" "It's me, Srenggi." "Srenggi? Srenggi who?!" Kopag was trembling with trepidation now. The smell was coming closer and he was finding it hard to breathe. His hands were bereft; he needed his chiseling tools. His mind conjured up images of sharp knives. Kopag trembled as the smell exposed him to the reality of being a man. "Tell me who you are!" "I am the one who will serve all your needs—from this moment on, till the end of time." The voice sounded nervous. "What did you say your name was?" Kopag began to calm down a little. "Srenggi," the voice quivered. It was the voice of a woman. What was happening to him? Kopag cursed himself. He had the strange sensation of suddenly being submerged in the ocean. The voice seemed to be full of honesty, compassion and sincerity. Kopag

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was sure his judgment was right: this was the one, the woman he'd been seeking for centuries. And now God had sent her for him. A woman, was that really the voice of a woman? When Kopag went to pick up his cane, Srenggi quickly stepped in to help. Their hands touched, increasing Kopag's anxiety. The woman's skin felt like bark. Surely her beauty rivaled that of a tree trunk, she was more beautiful than the most sacred pile of timber. For the first time Kopag felt able to enjoy life. He was able to provide an objective evaluation of the living creature known as man. Usually he was treated as an object, merely subject to the decisions of the people closest to him, submitting to whatever was said by those around him. This time he felt that he had encountered a truth that was different from that developed by people who used their own truth as a personal yardstick. "Is truth always manifested on earth in a homogeneous form?" Kopag had asked his servant Gubreg with a trembling voice. "Even when I'm judging beauty, do I have to use their criteria?" "Their criteria? I'm not convinced that they're capable of genuinely seeing the beauty of life!" Kopag's voice was tense; his thoughts in a muddle! Kopag was aware, intensely aware. Although, of course, it was no cause for celebration to have been born blind. His eyes would never see a woman. But are people born complete with all their senses capable of capturing all the secrets of this life—secrets that are held onto and kept hidden by nature? Would it be wrong if Kopag were suddenly to encounter extraordinary beauty in Srenggi? A beauty that he could see with his thoughts and feelings? Would that be wrong? The beauty of this young woman was extraordinary. The indentations of her body and her face resembled those in a piece of timber. She was timber of exquisite beauty. It was odd that other people were unable to see her loveliness, to appreciate the beauty that nature had entrusted to her. Even old Gubreg made no comment when Kopag praised the prettiness of this eighteen-year-old girl. What was wrong with the criteria he had used to judge her beauty? As a boy, life had imposed the label "Ida Bagus Madé" onto Kopag, so that people would recognize him and be able to distinguish him from others. He was the second son in the richest family in the compound. The title "Ida Bagus" indicated that he was of the brahmana caste, the highest caste in the Balinese social structure. His father was a highly respected man who held an important government position. He also owned dozens of painting and sculpture galleries. Unfortunately he had a wandering eye. He was an animal, an appalling one. People used to say that any woman was fair game for him. It didn't bother him whether she was beautiful or not, healthy or not; for Kopag's father, any creature with a hole could be entered. One day, after an absence of many months, he came home in a sickening state. He was thin and pale. Before long his debts began to mount. His wealth evaporated. And in those circumstances he forced his wife to have sex with him. She resisted. She knew he would impregnate her with the seed of an animal. But what is the power of a woman? Especially since, from an early age, she had been educated to become a noblewoman who would respect her husband. She became pregnant—and died giving birth to a baby boy. Being born blind was redemption of a kind, considering the circumstances of his birth. How miraculous it would be if life could be acted out, turned into a performance. Like a piece of timber with its captivating curves, Srenggi's body was where life was created for this man who, ever since his first encounter with the aroma of the earth and life, could feel only darkness as his language, his life. The life that Kopag so frequently cursed turned out to be quite democratic in fact. It gave him qualities that others could not possibly possess. He could transform a piece of dry wood into a work of art that attracted the elite of the art world. Kopag had reinvented the idea of artistic endeavor. He didn't just carve wood; he carved his thoughts, his brain, and his dreams as well. For the first time, nature had

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surrendered to his power, just as Kopag had surrendered to the blindness that was his constant companion. Kopag drew a deep breath. He touched the dry wood that always accompanied him wherever he went. To be honest, Kopag loved the wood that had introduced him to his world. The world he wanted. Solitude fenced in by beauty—without the sound of his sisterin-law harping. "What can that blind brother of yours do? Tell me? He's a bloody nuisance!" The young woman's voice always set his nerves on edge. She was always making a fuss about something. He'd trodden on the plants in the side garden, or his cane had got tangled up with the bougainvillea that that gasbag of a woman had just planted, or the plates and glasses were in the wrong place in the kitchen. His sister-in-law's voice constantly rang in his ears. How could a woman that everyone said was so beautiful and elegant speak with such a foul mouth? Her screech was enough to blunt his chiseling knives. Her name was Ni Luh Putu Sari but because she hadn't been born into the brahmana caste she had had to change her name to Jero Melati. A member of the commoner sudra caste, she had married Kopag's brother and had thus become a member of their noble family. Outsiders only knew her extraordinary physical beauty and her much-lauded skin; in short, her body was one that all the men talked about. Kopag often wondered whether human beings could ever share a genuinely objective set of views. How could this incredibly crude and carping woman be the one all the men adored? In Kopag's view, she was the perfect example of a playactor. She had been focused on joining a brahmana family. In her absolute commitment to assuming the role of the wife of a brahmana, she had to demonstrate to everyone in the village her right to join the family. Kopag had sensed this the first time his sister-in-law greeted him. Her hands felt like those of a rotting corpse. Every time she opened her mouth, Kopag could smell the rancid stench of blood, a smell that leaped from those lips that were apparently so sweet, so red, so perfect. Even Gubreg, the faithful servant who had looked after Kopag since he was a child, commented on how lucky his brother was to have married the most beautiful girl in the village. Gubreg also talked about the beautiful skin of Ni Luh Putu Sari, now known as Jero Melati, on account of her having married into a high caste family. Her bearing, he said, resembled that of the daughters of the Balinese king. "She really is extraordinarily beautiful." "Describe her to me, Gubreg. Tell me everything in detail. I want to know what she's like, and I want to feel it too. For the moment, I'll trust your eyes." The old man fell silent. He looked deep into Kopag's eyes. A pain fluttered in his chest. Ida Bagus Madé Kopag had a very fine body. He was tall and exceptionally skilled with his hands. Since he'd been a small boy, his grandfather alone had taught him how to work with wood, to better acquaint him with life. On occasion, a teacher would be brought in to teach him to read. "The boy is blind, Gubreg. He's paying for the sins of his father. When I watch his development I am constantly reminded of the things that my son did. His karma has fallen to his own son. My grandson will know darkness for all eternity. I still believe that we can learn from such a life. You see it, don't you? Life has given him an extraordinary gift. My grandson is in possession of all the eyes of everyone on this earth. See how he produces perfectly carved statues. Look after him well, Gubreg. Think of him as your own son!" That had been Ida Bagus Rai's last instruction before he passed away. "Gubreg, you haven't answered my question. Tell me what she's like. Is she like this piece of banyan wood—cold, but still appealing? Can you see, Gubreg, how it moves me? Gubreg, what is this feeling that overcomes me so often, is that what it feels like to be a man? Is that a sign of masculinity?" Kopag spoke slowly.

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God in Heaven! Master of the universe! Kopag had grown up; he was approaching his twenty-fifth birthday. He loved reading his Braille books. And from time to time, the Frenchman Frans Kafkasau would pay him a visit. The middle-aged Kafkasau got on Gubreg's nerves, with all the things he always brought with him. Sometimes he would read foreign books to Kopag, books he'd translated, about Michelangelo Buanorotti who Frans said was a famous Renaissance sculptor. It was hard. Too hard. Every since he'd gotten to know Frans, Kopag would ask Gubreg all manner of questions. "Aren't you going to answer my question, Gubreg?" "Don't ask me weird things, master. I can't explain things like Frans can. Why don't you ask him?" Gubreg's voice was heavy with envy. The old man was quick-tempered these days. It didn't take much to fire him up. A single sound uttered by the Frenchman was enough to make his stomach churn. It made him so mad! Kopag no longer had any time to talk about things. The Frenchman had given him a new sort of education, a different perspective on the world. Kopag didn't need Gubreg any more. The old man felt that something was missing inside him. Kopag had always been as much a part of him as his own breath. Ever since Kopag was a child, it was Gubreg who had taught him about the texture of wood. He transferred everything he knew about carving to the body of the powerless little boy. It was Gubreg who taught Kopag that all things have souls, including his rows of chiseling knives. And Gubreg taught him how to bring out the best in the knives and savor the aroma of their sharpness. He still remembered Kopag's cry when he first touched those naked knives; he had been seven years old at the time. "Gubreg, I tremble every time I touch these knives. Their sharpness, it's so beautiful. So mysterious. It's extraordinary, Gubreg." The sun's rays flashed off the edges of the chiseling knives. Gubreg noticed how the powerful rays scattered and died away the moment they touched the sharp edge of each knife. The knife's brilliance seemed to challenge that of the sun. In Kopag's hands the knife became cold, arrogant, and hungry. Despite pondering it until almost midnight, Gubreg couldn't answer the question about what it means to be a man. What were these feelings struggling inside Kopag's body? Gubreg was afraid—afraid of answering the question about the true meaning of masculinity. Kopag was already in his studio bright and early in the morning. "I need to talk to you." Kopag's voice was laden with curiosity. "About what, master?" "About the beauty of a woman." "I…I can't talk to you about the beauty of a woman. Everyone makes their own judgment about it. A woman…" Gubreg's voice broke off. He drew several breaths. He understood. He knew what was happening. He too was a man and had felt the stirrings of desire upon first encountering his own humanness. It was such an onerous thing, so unsettling, when his body began to need, to crave the body of another to feast upon. That feeling suddenly reemerged in his own brain and his brittle bones began to connect him to his past once more. At the time Gubreg was a disheveled fourteen-year-old. He was often given the task of escorting Dayu Centaga when she went to bathe in the Badung river. Her body was like a snake, encircling and squeezing his body. His legs would cramp every time her wet body emerged from the water, encased in a sarong. Her white feet made his brain explode. And on top of all that, she would always get Gubreg to scrub her back with a river stone. Until this day Gubreg could still sense her aroma on his body, a scent that could not be erased by the borrowed time that he lived on. Over time Gubreg was wracked by extraordinary pain. He was anxious, wounded from a sort of misplaced hunger. As a

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commoner male he knew that he could never possess the body of a brahmana woman. A woman he had put on a pedestal, a woman he greatly respected. There wasn't a soul with whom he could talk about his anxiety; he was nobody, a man who lived off the compassion of Dayu Centaga's family. Every time he thought about the barriers between himself and Dayu Centaga, Gubreg felt as if someone was boring holes into his body. Often he would wake up in the middle of the night, breathing fast. Gubreg realized that his hunger could no longer be contained. He became pale. The brahmana family sought out a balian for him. The old ritual healer cast her spells. Gubreg's body was encircled by smoke which restricted his breathing. The balian explained that Gubreg had thrown rubbish on the river's edge. The river god happened to be resting at the time. The balian went on to say that the river god had also wanted to get his hands on Dayu Centaga. Thanks to Gubreg's efforts, she had been unharmed. And Gubreg incurred the wrath of the river god. In order to restore Gubreg's health, the brahmana family took an offering to the river god. Gubreg could not talk about his male yearnings. He did not resist when the balian bathed him at the edge of the river. She said it was so that evil spirits would leave the family be. Out of respect for the brahmana family, Gubreg was prepared to undergo the ceremony. Nobody knew that the healer's communications with the spirit world were false. Gubreg was not sick, and he hadn't been possessed by an evil spirit. He could feel the changes in his body, the current within him no longer resembled the flowing of a river, it was more like floodwater. And Gubreg knew that the water in his body needed an estuary. He felt a deep and powerful love for Dayu Centaga. It was a love that rendered him rigid, cold, and no longer able to enjoy normal human diversions. To this day, approaching his seventy-fifth birthday, Gubreg was still faithful to the Griya family. Without a wife, without the passion of a man. So Gubreg could understand why Kopag was asking about beauty. Nature had entrusted something awe-inspiring to him. Gubreg looked closely at Kopag's body as he finished his carving. "Gubreg, you haven't answered my question yet," said Kopag slowly. He took several breaths. "Gubreg, do you remember what Frans said?" "What in particular?" "He said that my wild manner of creating the human form from wood reminded him of Picasso's Guernica. Basically I'm curious, Gubreg. Why does the wood always draw me into a discussion, a dialogue, encourage me to debate, to think? It's a consuming curiosity that overwhelms my brain, my hands, and my body, and even works its way into my dreams. Dreams of the tree with its growing branches, and its body, until in the end its timbers find themselves in my hands. I have my own dreams, too, about those fragments of wood. Frans and one of his friends once told me that my carvings of women were perfect. Very surrealistic, they said. The beauty of the women that I portray in wood reminded Frans of the passion of Martha Graham, who used her whole body to bring into being the character she was playing. I feel the beauty of the women through my fingertips, Gubreg. Wood and knives have given me different eyes." Gubreg said nothing. He was trying to come to terms with the very private and very profound thing that Kopag was trying to convey. Kopag had been taught to endeavor to understand life. In fact Gubreg was willing to let the boy steal, page by page, the secrets of the journey and pain he himself had endured as a man whose whole life had been dedicated to serving others. Thanks to Kopag, the extended family managed to recover from their debts. Kopag's carved statues were in great demand and drew a great deal of interest from both local and overseas collectors. And now all was calm within the family. Jero Melati had stopped her nagging; she was at liberty to spend Kopag's money however she pleased. Kopag's brother had even been able to open a big sculpture gallery, which was the most highly regarded in

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Bali, on account of the rigorous selection process it subjected potential exhibits to. Last month, the gallery had received funding support from Germany and France. Gubreg never knew what Kopag wanted. The young man never attached any meaning to having money, or not having it. The only thing that Gubreg had picked up on was that Kopag needed a woman. "We need to find a wife for the boy," Gubreg's voice was very guarded. Jero Melati smiled when she heard Gubreg's words. "How about he marries the girl I've picked out for him." "You've already chosen someone?" "I have. I've been thinking about it for a long time." "Who?" "My sister," she replied seriously. Gubreg stared sharply at the woman. For the first time he sensed that this beautiful body was enveloped by an evil force. Kopag was right; she was not a good woman. She was driven by a desire for status. "Surely you can convince him that my sister is the right woman for him." The tone of her voice verged on a command. Gubreg did not respond. He knew that Jero Melati's sister was a wild and wicked woman. Rumor had it that she sold her own body. Unthinkable! But she was very beautiful. Unfortunately, she couldn't tolerate being poor. Whereas, poverty, if one makes a commitment to it, has its own beauty. "Gubreg, I want to talk to you!" This time Kopag's voice was serious. Gubreg did his best to figure out where the conversation was headed. Five minutes passed with not a word. Pacing the room, Kopag seemed distracted. "My Lord, what is it you want? Don't be afraid. You seem very distressed." "I am, Gubreg. I want to get married." Kopag's voice was very serious indeed. "I hope you'll forgive me, my Lord, but I've already discussed this with Jero and your brother." "And what did they say." "They agree. In fact they've chosen a future wife for you." Gubreg raised his head, keen to see Kopag's face light up. But strangely, the face remained as impassive as stone. "I've already chosen my wife. And this time nothing will change it!" "Who is it?" "Srenggi!" "My Lord…?" Gubreg felt as if he was suffocating. Srenggi…? Were his old ears deceiving him? Wasn't Srenggi the woman who attended to all Kopag's needs, cleaned his studio, prepared his meals and fetched his chiseling knives for him? She wasn't a woman. She was more like a horrible monster—lame, stooped over, with a hump on her back. And she had but one good eye; all that remained of her left one was the socket. Her face was a pitiful sight. Her skin was rough. God in Heaven! What had possessed Kopag? Did he have no idea of the meaning of beauty? Gubreg took a deep breath and clutched his chest. "I've been taking her to bed every night, Gubreg. Her body is a hollow in a piece of wood. Her skin is bark. Do you know that when I fell into her body, I was swallowed up and I disappeared? She is the most beautiful woman, even more beautiful than my timbers. When she is naked, no knife can rival her sharpness. She is the one who honed this male body of mine." Gubreg collapsed, a chiseling knife in his bony chest. Source: http://wordswithoutborders.org/article/the-century-carver/

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PROCESS QUESTIONS: 1. 2. 3. 4. 5. 6. 7. 8.

What is so strange about the character of Srenggi? What are the peculiar characteristic traits of Kopag? What is beauty to Kopag? Kopag is a wood carver, but what is meant of these lines: ―He didn‘t just carve wood; he carved his thoughts, his brain, and his dreams as well‖? ―Wood and knives have given me different eyes,‖ this is a line by Kopag. What character is disclosed in this line? If Kopag‘s carved creations were popular in the local and overseas market, does it mean that Bali is meeting the standard of the international market? Explain your answer. How does Gubreg perceived Srenggi? If Gubreg died in the end, why do you think it happened? Activity 7: DISCLOSURE Directions: After answering the questions, continue with the activity on disclosure. What were disclosed by the characters in terms of words, thoughts, and actions? Fill out the table on the next page and see what answers have you arrived at.

Characters

Words

Thoughts

Actions

Kopag

Gubreg

Srenggi

Now let us go over Oerjarmati‘s study about Indonesian literature: Boen. S Oermarjati, in his study ―Isteri, Cinta, and Arjuna: Indonesian Literature at the Crossroads,‖ discussed five important socio-cultural elements that help enhance rapid growth in literary writing after 1966 in Indonesia, namely: (1) freedom of expression, (2) sponsorship, (3) education, (4) mass media, and (5) readership. The socio-political situation in Indonesia during the late fifties and sixties; allowed

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greater opportunities for creative freedom and expression which also paved the way for government, private institutions and foundation to enhance creative writing by granting funds and yearly literary awards. In the field of education, it is confronted with many problems but the government tried to solve the problem by building schools and providing books at presidential instructions, by encouraging non-formal education, by allowing equal opportunities for women, by establishing youth centers where youth can learn arts, poetry and drama. Nearly 40 newspapers in Jakarta allocate a space for creative writing. This is also one way of providing opportunities for youth and other authors to publish their works via newspapers. A great number of populations at 75% are in the age group of 5-30, thus, will comprise the potential readership of literature in Indonesia. During those times, there were two literary movements, the first phenomenon is dubbed as ―serious‖ literature and the second one is referred to as ―popular‖ literature. However, some critics in Indonesia regard popular literature as inferior to serious literature. But Oermarjati has other views; he believed that transiency marks a stage in growth and that there are potentials in popular literature. Oermarjati further discussed the social dynamics of popular literature. He enumerated the essentials as: (1) tradition and modernity, (2) social responsibility, and (3) artistic achievement. Source: Oermarjati, Boen S. ―Isteri, Cinta, and Arjuna: Indonesian Literature at the Crossroads.‖ Literature and Society in Southeast Asia. Singapore: Singapore University Press, 1981. pp. 82-96.

Activity 8: SPOT THE AUTHOR IN THE SELECTION Directions: Go over the selection once again and pick some lines that will reveal the author‘s thoughts (1) among the thoughts of the characters, (2) among the actions of the characters, (3) among the characters‘ relationship with one another and (4) among the lines of the character. Can you spot the author in the selection ―The Century Carver?‖ What makes you say ―YES?‖ What makes you say ―NO?‖

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This time let us move to another country and see what stories will be uncovered. Let us read the legend of Ancient Vietnam. Lạc Long Quân and Âu Cơ: The Legend of Ancient Vietnam

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housands of years ago, during the reign of King Kinh Dương Vương, the Xích Quỷ kingdom was an unknown stretch of a vast land on the far East, leaning its back on a range of high mountains while looking out facing the oceans from a long shoreline. He married princess Long Nữ, the daughter of Động Đình Vương - sovereign of the Động Đình Lake. They were then blessed with one child, a boy whom they called Sung Lam, popularly known in the kingdom as Lạc Long Quân, the "Dragon Lord of Lạc‖. Because of Long Nữ‘s origin, their son was believed to be a descendant from the line of the Dragons. And indeed, Lạc Long Quân had extraordinary strength and supreme intelligence. But his succession from his mother‘s underwater world developed in him a strong fascination for the ocean, and the young man is often seen along the shorelines enjoying the waves and exploring the many sea creatures in sight. Soon, he succeeded his father‘s throne and governed the Lac-Viet tribe. Meanwhile, another kingdom rules the highlands in the north. Their king, Đế Lai, has a beautiful daughter named Âu Cơ. Wanting to unite his northern tribe with Lạc Long Quân‘s kingdom; he agreed to give his daughter‘s hand for marriage with the young man. And a lavish feast was prepared as princess Âu Cơ was wed with Lạc Long Quân. The two kingdoms then celebrated their unity. Time went by, Âu Cơ gave birth to a pouch filled with one hundred eggs, which soon hatched into one hundred beautiful children. The children grew up strong and smart like their father, and as kind-hearted and skilful like their mother. They were taught well how to cultivate their lands and live nobly. But soon after, the couple started to grow unhappy. Lạc Long Quân always finds his heart longing for the coasts while Âu Cơ constantly yearns for the highlands. The couple decided to divide their children, of whom fifty will live with Lạc Long Quân along the coasts. Âu Cơ will lead the other fifty to dwell with her in the highlands. However, they made a promise that despite the distance and separation, they must look after each other and always be there to lend a hand should one be in need. So, Lạc Long Quân took fifty children to the coast and divided the areas for them to

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govern. He taught them the skills of fishing and the art of tattoos to scare off sea creatures as they dive and hunt for food. He also trained them to plant and harvest rice, as well as how to cook them in bamboo tubes. Âu Cơ, who took fifty children to the highlands, also divided her areas for them to govern. They were taught to live in the jungles and mountains, breed animals and cultivate the soil to grow fruit trees for food. They learned to build houses raised on bamboo stilts to keep themselves safe from wild animals. The children of Lạc Long Quân and Âu Cơ are believed to be the ancestors of Vietnam. Today, Vietnamese people call themselves ―the children of the Dragon and the Fairy‖ referring to Lạc Long Quân‘s lineage from the world of the Dragons and Âu Cơ‘s Fairy Clan from the highlands. Therefore, whichever part of the country one hails from, he belongs to one origin. Just as Lạc Long Quân and Âu Cơ promised to each other, all Vietnamese should love, honor and protect one another. This legend, then, has become the pride and bond of unity for all Vietnamese. Source: http://www.vietnam.com/article/lc-long-qun-and-u-c-the-legend-of-ancient-vietnam.html

Activity 9: WHICH IMAGE IS THE BEST TO EXPLAIN DIVERSITY? Directions: Based on the flow of the story of ―The Legend of Ancient Vietnam,‖ kindly go over the following images. Which is the best image that will help you explain diversity?

A _____

B _____

C _____

D _____

Source: http://www.motherland-heritage.com/Legend-stories/the-legend-of-lac-long-quan-and-au-co.html

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Did you find the legend interesting? How is diversity discussed in this legend? Share your answers with your classmates.

Activity 10: IMAGE CHALLENGE Directions: Look at each picture inside the boxes. Are these images believable? Why? Why not? In what ways can you make these images believable? Write your answer in the box.

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Your goal in this section is to look closer at some aspects of the topic. Also, you need to find out how this diversity of cultural heritage can lead to unity, peace and harmony. In the following accounts of Maurice Durand and and Nuyen Tran Huan, they documented that ―the early history of Vietnam is obscure.‖ If they were to base the information from the legends and tales, the first rulers were of supernatural origin. ―They descended on the legendary Chinese emperor Than Nong, and on the other from the dragon, ruler or Water King of Lake Dong Dinh in Southern China; and in general the prehistory of Vietnam is bound up with that of the early people of China south of the Blue River.‖ ―The first Kingdom of Vietnam was known either as Van Lang or as Da Lang, it comprised southern China, present-day North Vietnam and also part of Laos. The name of the country, Viet Nam, indicates a link with the Viet peoples, branches of which took root in southern China while the main body settled down in what is now North Vietnam.‖ Source: Durand, M. and Huan, N.T. An Introduction to Vietnamese Literature. New York. Columbia University Press, 1985. pp. 1-8. Print.

Let us find out another story from Vietnam about the ―The Peasant, the Buffalo and the Tiger.‖

A

The Peasant, the Buffalo and the Tiger: A Tale of Strength and Wisdom

long time ago, when animals still had the power of speech, the buffalo used to have sharp front teeth while the mighty tiger was a pure golden beast. A young peasant was resting under a mango tree one fine afternoon. He and his water buffalo had plowed the rice field the whole morning and stopped for a while to have something to eat. While the buffalo grazed and the peasant is enjoying his meal, a tiger came up to the buffalo, demanding answers for something that had puzzled him for a long time now. "I have watched you everyday from the edge of the forest," the tiger said, "I noticed the quite curious spectacle of your toil. How is it possible that that Man, a small and upright being who neither has great strength, sharp vision or a keen sense of smell manages to lead you and make you work for him? You are ten times heavier and stronger. Your horns are sharp enough to cut him and your hooves are mighty enough to trample him. The only weapon he carries is a flimsy bamboo stick, yet he rules you and you never run away." Calmly, the water buffalo answered, "I have not been able to solve that puzzle myself, mighty tiger. No matter how I ponder the situation, I only know of one thing. I can never free myself from his mastery. Whatever power he possesses, only he has knowledge of

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Eager to have such powers, the tiger resolved to ask the peasant. If he could rule all animals like how the man ruled the buffalo, he would no longer need to hunt for food. Instead, he could just order the animals to come and then choose a suitable meal. "Please tell me, Mr. Farmer, what power do you have over the buffalo that makes him obey you so willingly?" the tiger asked the peasant. "I will tell you, mighty tiger," he answered, "I posses something that allows me to rule over all animals, making them do as I say. It is called wisdom." "I would do anything to see this amazing thing you call wisdom. Would you be kind enough to show it to me?" asked the tiger. "Unfortunately, I left it at home. Wisdom is too precious for me to carry around the fields. Instead, I keep it in a gilded box carved with dragons and a golden phoenix to make sure it's well protected. But if you want it so badly, I can go back and fetch it for you." replied the young peasant. Delighted by the peasant's words, the tiger agreed. "I will gladly stay and watch over your water buffalo while you are gone." But the young man said, "I have heard your stomach rumble and I am greatly concerned over the possibility that you might eat my buffalo while I am gone. I have great need of it in my daily work. If you agree, I will tie you to a tree so my mind will be free. Then I would willingly go get the wisdom you want to see." Eager to see wisdom so badly, the tiger was willing to agree to anything. He strolled up to the palm tree, held up his legs and said, "Go ahead and tie me up." So the farmer passed ropes around his body, secured him tightly to the palm tree and left. But sly as the tiger was, he planned on jumping on the man when he returns to untie him. He then, would eat his water buffalo, take his magic box of wisdom, and spend the rest of his days commanding the cows and dears and the delicious wild boars to come and be eaten as his meal. He would never have to hunt for food again. Soon after, the farmer returned carrying bundles of straws behind his back. Eagerly, the tiger asked, "Did you bring the wisdom for me to see?" "Oh yes, foolish tiger, and I am about to show you." replied the peasant. "I never keep my wisdom in a box, it is here in my head all along. Now I will teach you to stay away from my precious water buffalo." He then piled the straws around the tiger, and with a burning torch, he set them on fire. The tiger roared in pain and raged as the ropes burned around his golden body. As the air filled with smell of the tiger's singed fur and as the fire burned through the ropes, the beast finally managed to free himself. He quickly leaped away from the flames and dashed into the jungle. The sight of this spectacle amused the buffalo so greatly that he laughed so hard and fell, hitting his mouth against a rock. This caused the buffalo to knock all his front teeth out. Though his burns have healed after some time, the tiger could no longer rid himself of the long black stripes that now circle his golden body. But most importantly, the tiger realized that his strength could never defeat man who has wisdom he knew he could never have. Up to this day, the tiger has his stripes and the water buffalo never grew back his teeth. Source: http://www.motherland-heritage.com/Legend-stories/the-peasant-the-buffaloand-the-tiger-a-tale-of-strength-and-wisdom.html PROCESS QUESTIONS: 1. What was so amazing about the farmer that the tiger would like to possess? 2. What puzzled the water buffalo about the farmer? 3. How did the farmer prepare to get rid of the tiger?

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4. How did the tiger accept defeat? 5. Did the water buffalo‘s perception of the farmer change after what happened to tiger? 6. How can we keep a harmonious relationship in our environment? 7. Can unity be achieved however diverse the characters are in the legend? Activity 11: TIGER NEEDS ADVISE Directions: Let us help the tiger achieve its goal. The tiger would like to find out man‘s secret in leading the buffalo and other animals in the farm. How can we help the tiger in realizing that it can never reach the level of man? How can we help the tiger desire for goals which are feasible and achievable? Tiger, there‘s only one master.

Tiger, you can be your own master.

I would like to have that wisdom that the man has, but how am I going to acquire that?

Tiger, remind yourself that you may not have the wisdom of a man but you have skills and abilities. Why don‘t you try to enhance them?

Tiger, be satisfied with what you have.

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Now, it is your turn, fill out the form ―The Way I See It.‖ What can you share with the Tiger so it won‘t get frustrated? Tell the Tiger how important diversity is. The Way I See It

As we go through writing and start to add details about our simple sentences, then we begin to expand our sentences. We add extra words in our sentence. In the next activity, we will make use of adjectives, adverbs and prepositional phrases to expand our sentences. But before we do that activity, let us be clear first with what are adjectives, adverbs and prepositional phrases. ADJECTIVES are describing words; it qualifies noun or noun phrases. Words that will tell about size, shape, age, color, origin, and material.  We can add adjectives to our sentence. For example: The young tiger was eager to have extra wisdom. ADVERBS are words that qualify the meaning the verbs, adjective or other adverbs. It answers questions like how, in what way, when, where, and to what extent.  We can add adverbs to our sentence. For example: How did the tiger wait for the farmer? The tiger eagerly waits for the farmer to bring the box of wisdom. PREPOSITIONAL PHRASES are group of words containing a preposition, a noun, a pronoun object of the preposition and any modifiers of the object.  We can add prepositional phrases to our sentence. For example: prepositional phrase The water buffalo loaded its cart with food, water and vegetables.

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Activity 12: EXPANDING SENTENCES Directions: Expand the following simple sentences by adding adjectives, adverbs or prepositional phrases. Simple Sentence

Expanded Sentences

1. Tiger attacked people. 2. Buffalo watched the fight. 3. Farmer sets fire. 4. Buffalo fell in the ground. 5. Tiger waited in the afternoon. 6. Preparation is important. 7. Man has wisdom. 8. Farmer planned for harvest. 9. Puzzle remained unresolved. 10. Buffalo wondered. What have you noticed? We expand sentences to make their meaning clearer. Writers may add one or more modifiers to help explain, describe, elucidate and elaborate so that sentences will be more meaningful and clear to the readers. Activity 13: PANEL DISCUSSION Directions: Invite everyone to participate in the panel discussion. The topic for discussion: ―Can there be unity in diversity?‖ Ask set of leaders to prepare the classroom for a panel discussion. But before the actual panel discussion, get some information about how panel discussions are conducted. This activity will also be helpful as students conduct interactive human exhibit. A panel discussion is designed to provide an opportunity for a group to hear several people or groups of expert knowledgeable about specific issue or topic, present information and discuss personal views. The panel may consist of six to eight persons. The proceedings of the panel should be the same as those described for informal discussion: volunteering of facts, asking questions, stating opinions-all expressed with geniality, with respect for the contributions of other members, without speech making, and without making invidious personal references.  The primary function of the panel is to present and deliver information that will also cover personal views on one specific issue or topic. It should occupy approximately two-thirds of the allotted time.  The secondary function of the panel is to answer questions from the audience.

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This discussion method is suitable for use when a relatively large audience is anticipated. Some guidelines in the conduct of a panel discussion:

1. Identify, or help participants identify, an issue or topic that involves an important

conflict in values and/or interests. The issue or topic may be set forth as a topical question, a hypothetical incident, a student experience, an actual case, etc. 2. Select panelists who are well informed about and have specific points of view regarding the issue or topic. A panel discussion that includes three to five panelists is usually most workable. Select a leader or moderator. 3. Tell the panelists that they are given time to prepare. In some situations ten or fifteen minutes may be sufficient time for preparation while in other situations, panel members may need to prepare several weeks in advance of the scheduled discussion. 4. Decide on the format of the panel discussion will follow. Various formats are appropriate. The following procedures have been used effectively: a. The leader or moderator introduces the topic and the panelists present their views and opinions regarding the issue or topic for a set amount of time. b. The panelists discuss the issue or topic with each other by asking questions or reacting to the views and opinions of other panel members. A specific amount of time should be established. c. The leader or moderator closes the discussion and provides a summary of panel presentations and discussion. d. The leader or moderator calls for a forum period during which the members of the class may participate by addressing questions to various panel members or by voicing their views and opinions. The forum period should be conducted by the panel leader or moderator. Source: http://www.historians.org/projects/giroundtable/discussion/discussion4_2.htm http://www2.maxwell.syr.edu/plegal/crit3/a7.html Let us check what structure may help us in the conduct of our panel discussion, alternative structures are also encouraged. Structure A for Panel Discussion Structure B for Panel Discussion

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Structure C for Panel Discussion

Structure D for Panel Discussion (This may be done in pairs, one pair at a time.)

Activity 14: OPINION POLL SURVEY We move on to an opinion poll survey. Let us take a moment to understand very well what opinion poll surveys are. Opinion poll surveys are the types of surveys involving the determination of the public's opinion on certain issues. They are usually administered to discover the public's opinion about different political matters such as presidential elections, senatorial elections, or presidential ratings. Opinion polls are an excellent means of generating publicity, highlighting specific campaign messages, or reinforcing the company brand footprint. A key attraction of opinion polls is their versatility of scope and scale, from probing attitudes and perceptions to revealing consumer or business trends. One advantage of an opinion poll survey is its influence to the public to make decisions about certain issues. On the other hand, the disadvantage of an opinion poll survey is the public‘s tendency to go bias. There is a tendency to support the leading option indicated by the researchers in their poll surveys. Source: http://www.surveys.com.au/opinion-poll-surveys/ http://www.redshiftresearch.co.uk/consumer-surveys-and-opinion-polls Activity 15: DIVERSITY QUOTATIONS Directions: Now, let us go over the following diversity quotations. Choose only one quotation and check the heading on preference. Then compare your answers with the rest. Then at the bottom of these quotations, answer the question that follows. DIVERSITY QUOTATIONS

AUTHORS

We must learn to live together as brothers or perish together as fools.

Martin Luther King, Jr.

He who neglects to assist his relatives may become a slave to an outsider.

Nigerian Proverb, from Yoruba Culture

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Preference

DIVERSITY QUOTATIONS

AUTHORS

If we can‘t do without each other, we must learn how to live with one another.

Kehinde A. Adesina

The challenge of diversity is not merely the issue of integrating those who are culturally or socioeconomically different into already homogeneous environments. The challenge of true integration is to create environments where difference is celebrated and viewed as a challenge rather than a burden to bear.

Mary Montle Bacon

A culturally pluralistic environment is one where basic knowledge about culture, respect for differences in others, and an understanding of the interplay of cultures are all used as the basis for positive social interacting with diverse persons and groups

Samuel D. Henry

Our future unity lies not in overcoming our differences but in seeing how they are analogous in learning to see that my struggle to become a moral human being is rather like your struggle to become a moral human being.

Michael Novak

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Preference

DIVERSITY QUOTATIONS

AUTHORS

Full mastery of language grows from interactions in the language that accomplishes real life ends; without experience in using language to communicate information, accomplish tasks, express feelings, and play, learners will not grow in language competence.

Daniel Holt

The culturally different child brings a variety of strength to the educational environment.

Source unknown

It takes a whole village to raise a child.

African proverb

To achieve cultural pluralism, there must be unity with diversity. Each person must be aware of and secure in his own identity, and be willing to extend to others the same respect and rights that he expects to enjoy himself.

The National Coalition for Cultural Pluralism

Education must aim, first of all, at the building of minds that are sensitive to the social realities of the world in which they live, that are free, that have acquired the capacity for thinking for themselves, because they have had opportunity to think for themselves.

J.H. Newton

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Preference

Why did you choose that quotation on diversity?

Activity 16: REFLECTIVE WRITING Directions: Let us write our reflections by going back to the questions that we posed at the beginning of this lesson. 1. How do traditions and beliefs bring about diversity and/or harmony?

___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________

2. How does diversity contribute to unity?

___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________

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What were your realizations about the topic? Have you found an answer to that nagging question, ―Can there be unity in diversity?‖ 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 understandings in this lesson. Activity 17: EXHIBIT OF AFRO-ASIAN LITERARY CHARACTERS Directions: Read the task below. In your group, discuss and plan on how you will put up the exhibit. The rubric for grading is provided here to remind you on how your work will be graded. Appreciating a different culture is indeed difficult. In existing Rotary Club exchange student program, exchange students themselves find difficulty getting along with one another. To address this situation, you are tasked to be organizers of a social event which will showcase the diverse cultural heritage through interactive human exhibit of TASK Afro-Asian literary characters. The audiences are administrators of international schools, rotary club board of directors, representatives of funding institutions, and other non-government organizations. Your output will be judged according to authenticity, creativity, collaboration, aesthetic appeal, audience feedback (interactive). PERFORMANCE TASK RUBRIC CRITERIA Authenticity

Outstanding 4 Reveals very relevant information and highly authentic representatio n of the literary characters; have greater applicability

Satisfactory 3 Reveals relevant information and moderately authentic representation of the literary characters, have satisfactory applicability

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Developing 2 Reveals some relevant information and partially authentic representation of the literary characters; have some applicability

Beginning 1 Reveals irrelevant information and inauthentic representation of the literary characters; have little applicability

25%

CRITERIA

Outstanding 4 Shows an excellent presentation; very unique; can combine elements in a highly creative manner

Satisfactory 3 Shows a satisfactory presentation; unique; can combine elements in a moderately creative manner

Developing 2 Shows a good presentation; partially unique; can combine elements in a creative manner

Beginning 1 Shows a poor presentation; not unique; cannot combine elements in a creative manner

Collaboration

Tasks are fully accomplished by the group members; very confident

Tasks are substantially accomplished by the group members; confident

Tasks are partially accomplished by the group members; somewhat confident

Tasks are hardly accomplished by the group members; not confident

Audience Feedback (Interactive)

Interactive exchange between performers and audience is very impressive; can connect effectively with the audience

Interactive exchange between performers and audience is impressive; can connect with the audience

Interactive exchange between performers and audience is somewhat impressive; can connect superficially with the audience

Interactive exchange between performers and audience is not at all impressive; can hardly connect with the audience

20%

Aesthetic Appeal

Overall appeal is excellent; very expressive

Overall appeal is satisfactory; expressive

Overall appeal is pleasing; somewhat expressive

Overall appeal is not pleasing; not expressive

15%

Creativity

OVERALL RATING

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20%

20%

100%

Character: is a person who appears in, acts, narrates or speaks. Characterization: is the method used to portray that person or being. Diversity: means variety, assortment or a mixture. Panel discussion: is designed to provide an opportunity for a group to hear several people knowledgeable about a specific issue or topic present information and discuss personal views. A panel discussion may help the audience further clarify and evaluate their positions regarding specific issues or topics being discussed and increase their understanding of the positions of others.

Books Adesina, Kehinde A. (1998) Sensitivity in Educating the Culturally Different. California: SCC Publishing. Aveling, Harry. (1974) A Thematic History of Indonesian Poetry: 1920 to 1974. Illinois: Center for Southeast Asian Studies. Becker, A.L., ed. (1998) Writing on the Tongue. Michigan: Center for South and Southeast Asian Studies. Chee, Tham Seong, ed. (1982) Essays on Literature and Society in Southeast Asia. Singapore: Singapore University Press. Durand, Maurice M. and Huan, Nguyen Tran. (1985) An Introduction to Vietnamese Literature. New York: Columbia University Press. Kintanar, Thelma B. (1988) Self and Society in Southeast Asian Fiction. Singapore: Institute of Southeast Asian Studies. Knappert, Jan. (1977) Myths and Legends of Indonesia. Educational Books (Asia) Ltd.

Singapore: Heinemann

Kress, Nancy. (1993) Beginnings, Middles and Ends. Cincinati: Writer‘s Digest Books. Longknife, Ann. and Sullivan, K.D. (2002) The Art of Styling Sentences. New York: Barron‘s. Mallari-Hall, Luisa and Tope, Lily Rose, eds. (1999) Texts and Contexts. Quezon City: Department of English and Comparative Literature. Masavisut, Nitaya and Boccuzzi, Ellen, eds. (2008) The S.E.A. Write Anthology of ASEAN Short Stories and Poems: The 30th Anniversary. Bangkok: Amarin Printing and Publishing.

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Phillips, Nigel and Anwar, Khaidir, ed. (1981). Papers on Indonesian Languages and Literatures. London: Indonesian Etymological Project. Raffle, Burton. (1967) The Development of Modern Indonesian Poetry. New York: State University of New York Press. Smyth, David, ed. (2000) The Canon in Southeast Asian Literatures. Richmond: Curzon Press. Teeuw, A. (1967) Modern Indonesian Literature. Hague: University of Leiden. Thong, Huynh Sanh, ed. (1996) An Anthology of Vietnamese Poems. New Have: Yale University Press. Thanh, Hoang Ngoc. (1968) The Social and Political Development of Vietnam as seen through the Modern Novel. Hawaii: University of Hawaii. Thong, Huynh Sanh, trans. (1983) The Tale of Lieu. New Haven: Yale University Press. Online Sources http://wordswithoutborders.org/article/the-century-carver/ http://www.vietnam.com/article/lc-long-qun-and-u-c-the-legend-of-ancientvietnam.html http://www.motherland-heritage.com/Legend-stories/the-legend-of-lac-long-quan-andau-co.html http://www.historians.org/projects/giroundtable/discussion/discussion4_2.htm http://www2.maxwell.syr.edu/plegal/crit3/a7.html

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The past is indeed rich and it is appropriate to revisit it. As you do this, you came across the diverse cultural heritage of the different countries in Afro-Asia. Whether it was tangible or intangible, you cannot deny the richness of these heritage expressions and the way it affected and molded the traditions, beliefs, morals and literature of the countries where you found them. Studying the literature of a country opens opportunities for you to be acquainted to their diverse cultural heritage, as well as their traditions and beliefs. With this knowledge at your hands, you can think of ways to communicate properly with the people practicing such culture. In short, studying literature can lead you to know people with different cultures more, aside from enhancing your communicative skills. As Claude Levi-Strauss put it, ―To know and understand our own culture, we must learn to see it from the point of view of other cultures, comparing our customs and beliefs with those of other times and places.‖ This will not only let you understand your own culture, but the culture of other people as well. This scenario will then be the seedling that will enable you and other people to achieve unity, peace and harmony in this diversified world. Thus, understanding and safeguarding this diversity of culture will lead to unity, peace and harmony. Appreciating one‘s origin is best exemplified when the desire to trace one‘s background is eminent. Exposure to other countries‘ culture and literature may lead to an engaging discussion on diversity. All the activities in Embracing Our Heritage may not be the end but in reality may be the beginning to explore other Asian countries‘ traditions, culture and beliefs through their legends, folktales, myths, poetry, stories and novels. Some old tales may be discovered and some new tales may be uncovered, diversity is fascinating because there is always something ―to tell about‖ man‘s uniqueness from each other.

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It‘s now time to evaluate your learning. Choose the letter of the answer that you think best answers the question. 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 go over the module again. 1. This country is homogenous. a. India b. Thailand c. Vietnam d. Indonesia 2. Popular literature has come to a wider attention from 1970s to 1980s. a. Indonesian literature b. Malaysian literature c. Philippine literature d. Singaporean literature 3. A country divided by two, which is engaged into hostilities against each other. a. Korea b. Vietnam c. China d. Myanmar 4. An Indonesia Folktale ―Banyuwangi,‖ is a combination of two words in Indonesian language. a. Banyu means bathroom and wangi means champion. b. Banyu means waterfalls and wangi means love. c. Banyu means water and wangi means fragrance. d. Banyu means love at first sight and wangi means odorless. 5. Characterization is the method used to portray that person or being. a. The definition is vague. b. The definition is a contradiction. c. The definition is correct. d. The definition is fit for character and not characterization. 6. Stock characters are like characters in fantasies and fairy tales. a. It is dependent on how the characters are written for literary style. b. When the writer loses motivation to think of a character in his or her literary writings. c. The character is a conventional stereotype character, like Prince Charming. d. The characters are stocky and predictable in the course of the story. 7. The opposite of popular literature is Indonesia. a. witty b. serious c. traditional d. scheming

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8. Its sufferings are reflected in its literature. a. Egypt b. Vietnam c. Thailand d. Saudi Arabia 9. Around 40 newspapers in this country are allocating space for creative writing. a. China b. Thailand c. Singapore d. Indonesia 10. Important events in Malay Literary development took place in this country. a. Japan b. Myanmar c. Philippines d. Singapore Read the text below and answer the question that follows: 1

The Internet can be an efficient source of information, or just another way to waste time. 2If, for the most part, you‘re checking out flashy ads, games, and chat rooms, you‘re not using the Internet as the valuable research tool it can be. 3But if you plan ahead and stay on track, 4you will find a wealth of up-to-date information for speeches, essays, reports, and research papers. Source: Writing Source 2000: A Guide to Writing, Thinking and Learning (1999)

11. If you‘re going to make an outline for this text, where can you find the main topic? a. 4 b. 2 c. 3 d. 1

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Study the map taken from UNESCO Heritage List website and answer the question that follows:

12. Based from the map, majority of the cultural heritage sites are mostly found at ____________. a. North and South America b. Eurasia c. Europe and Africa d. Europe, Asia and Africa 13. Which of the following can be used to form new words out of the ones inside the box? graph a. b. c. d.

biography

mobile immune

multi-ish foreauto-

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Read the text below and answer the question that follows: In 1971, the government created a "National Cultural Policy", defining Malaysian culture. It stated that Malaysian culture must be based on the culture of the indigenous peoples of Malaysia, that it may incorporate suitable elements from other cultures, and that Islam must play a part in it. It also promoted the Malay language above others. This government intervention into culture has caused resentment among non-Malays who feel their cultural freedom was lessened. Both Chinese and Indian associations have submitted memorandums to the government, accusing it of formulating an undemocratic culture policy. Source: Culture of Malaysia (Wikipedia)

14. What conclusion can be drawn from this text? a. The Malaysian government doesn‘t know what can be called ―Malaysian culture‖. b. The Malaysian government realized early the importance of defining what Malaysian culture is in order to bring unity and harmony within the diverse society they have. c. The Malaysian government formulated a policy on culture but is accused of being undemocratic. d. The Malaysian government based the policy on the indigenous peoples of Malaysia. 15. Christian is an exchange student from the Philippines and will be staying in Singapore for three months. In his literature class, his professor assigned him to read Singaporean short stories, poems, plays, novels, and watch classic Singaporean films. What could be the professor‘s aim in giving this task to Christian? a. The professor wants Christian to appreciate Singaporean culture and its diversity better. b. The professor only thinks of very appropriate activities for the exchange student program. c. The professor needs Christian to do his literary criticisms for him. d. The professor wants Christian to make a report about his experiences while in Singapore. 16. Michael, a member of the ASEAN Literary Circle, was tasked to prepare a research paper to be presented in the ASEAN Conference in Literary Studies. While on his trip to a local library in Singapore, Michael thought of investigating the influence of culture to literature. Which of the following is the most viable step Michael could take to make his trip in the local library meaningful and fruitful? a. Michael could take a tour inside the library to search for cultural artifacts of Singapore. b. Michael could search for heritage literature of Singapore and read them for initial analysis. c. Michael could borrow books about Singaporean culture and heritage literature and study them for background research. d. Michael could ask the local librarian to assist him in doing his research.

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17. The Philippines has a vast number of indigenous cultural groups. In Malaysia, aside from their own indigenous cultural groups, they have to deal also with different races that had settled in their state, like the Indians and Chinese. This scenario is in a greater extent in Singapore, due to the fast influx of foreigners that choose to settle in the island. Which of the following is TRUE based on this scenario? a. People in these countries need to study other cultures. b. People in these countries are pushed into cultural homogeneity. c. People in these countries identify themselves with one culture. d. People in these countries base their culture on their nationality. 18. As the Supreme Student Government president, you‘re asked by the school principal to help prepare a welcome booth for the Singaporean sponsors of the school. The principal wants to have a film viewing as part of the booth. How would you ensure that the film would be the most appropriate for the booth? a. Ask some film critics about the film you will choose. b. Watch the film to check if it does contain basic Singaporean values and culture. c. Write a film review about it and submit it to the principal for scrutiny. d. Make sure that the film does reflect Singaporean values and culture through reading some reviews about the film. 19. Sam is going to prepare a film review for their cultural club. He doesn‘t know what should be observed in writing the review. Which of the following will you recommend to Sam? a. Watch the film first then write the review. b. Search for a definite format of a film review. c. Find some people who watched the film already to help him write his review. d. Find and study a film review format, watch the movie, and then write the review. 20. The school fair is fast approaching. The English Club decided to have the History Club as its partner in preparing for their presentation. The two clubs decided to feature the rich cultural heritage of Afro-Asian people. As a member of the English Club, which of the following will you recommend as the group‘s presentation? a. a cultural dance presentation b. an interactive exhibit of literary characters of Afro-Asia c. a book exhibit about cultural heritage d. a photo booth with ready-to-wear costumes for picture taking

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W

as there ever a time in your life when you almost wanted to give up? What pushed you to feel that way? How did you cope with the challenges that came with the experience? Remember, it is normal to go through difficulties. Whatever is the color of your skin, you have to keep in mind that everybody goes through challenges in these modern times. You are certainly not alone in this journey. For sure others, particularly, your brothers and sisters in Asia and Africa have learned to overcome challenges brought about by modernity. Do you think it is possible to have a glimpse of how they are coping with these challenges in the literary pieces? In this quarter, you will find out how Asian and African literary pieces reveal the diversity of the peoples‘ temperament and psyche in their response to the challenges of modernity. Remember to search for the answers to the following 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 pieces?

The learner demonstrates understanding of selected literary pieces from Korea, Burma, Arabia/Israel and Africa to express critical understanding of and appreciation of the diversity of temperaments and psyche among the peoples of these countries.

The learner creates an interactive feedback blog on literary pieces.

In this module, your learning will be maximized as you take the following lessons:  Lesson 1 — Resilience in Embracing Challenges  Lesson 2 — Faith in Times of Challenges  Lesson 3 — Strength in Facing Challenges  Lesson 4 — Audacity in Rising Above Challenges Specifically for Module 3, you will learn the following:  The Psyche and Temperament of the People of Korea  Response to the Challenges of Modernity  Resilience in Embracing Modernity  The Psyche and Temperament of the People of Burma  Response to the Challenges of Modernity  Faith in Times of Challenges  The Psyche and Temperament of the People of Arabia  The Psyche and Temperament of the People Israel

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   

Strength in Responding to the Challenges of Modernity The Psyche and Temperament of the People of South Africa Response to the Challenges of Modernity Audacity in Rising Above Challenges

Here is a simple map of the above lessons you will cover:

OVERCOMING CHALLENGES

Resilience in Embracing Challenges

Faith in Time of Challenges

Strength in Facing Challenges

Audacity in Rising Above Challenges

The Psyche and Temperament of the People of Korea

The Psyche and Temperament of the People of Burma

The Psyche and Temperament of the People of Arabia

The Psyche and Temperament of the People of South Africa

Response to the Challenges of Modernity

Response to the Challenges of Modernity

Response to the Challenges of Modernity

Resilience in Embracing Modernity

Faith in Times of Challenges

The Psyche and Temperament of the People of Israel Strength in Responding to the Challenges of Modernity

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Courage in Rising Above Challenges

Let‘s find out how much you know about the coverage of this module. Choose the letter that you think best answers the question. Remember to answer all items. Write the answers in your notebook. After taking this short test, your answers will be checked to find out your score. Take note of the items that you won‘t be able to correctly answer and look for the right answer as you go through this module. 1. Before doing an interview, the interviewer should know a good deal of knowledge about the topic of the interview. In order to formulate sensible questions, what skills can help the interviewer gather or synthesize information? a. comprehension b. linguistic c. locational d. psychomotor 2. Which of the following words comes from the Middle English word vanite meaning ―emptiness‖? a. vane b. vanity c. vantage d. vainglory 3. Based from this excerpt, identify the fantasy element. From her beautiful skin, scales grew. Sunggamay became a crocodile before Magat‘s eyes. He buried his wife in his front yard. But the river near his home flowed and carried the dead crocodile. Magat was so angry. He jumped into the river to get back the dead crocodile. Magat drowned. a. Sunggamay became a crocodile before Magat‘s eyes b. He buried his wife in his front yard c. Magat was so angry d. Magat drowned 4. Identify the function of the following utterance: I‘m sorry for not submitting my papers promptly. a. Making suggestion b. Asking permission c. Showing approval d. Stating an apology 5. In this stanza, what does the underlined word mean? 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. b. c. d.

seek to attain a goal tall narrow pointed structures topping something provoke particular feeling somebody like elf

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6.

Long before any written forms of literature, what was the principal form of literary entertainment of the Koreans? a. describing persons b. narrating history orally c. reciting poems d. telling legends orally

7. The greatest literature the Israelites produced is embodied in the Bible; hence love of God is an outstanding quality of their literature. Their literature is also generally emotional and often passionate wherein; they painted with truth and love the true condition of the human race. Lastly, the literature of Israel shows great love of country. From the paragraph, what is meant by nationalistic literature? a. embodied in the Bible b. love of God is an outstanding quality c. generally emotional and often passionate d. shows great love of country 8. You are reading a Korean story with two to three difficult words in every page. What should be the best immediate strategy to use in order to deal with the difficult words? a. Define words through context. b. Get the dictionary and get the meanings of the difficult words. c. Highlight the difficult words and get back to them later as soon as I finish reading the book. d. Just ignore the words. I better just finish reading the book. 9. Propaganda in advertising is the publicity of promoting a product or service that can also be misleading. This propaganda strategy persuades consumers by telling them that others are doing the same thing. a. testimonial b. transfer c. repetition d. bandwagon 10. What is the best thing to do to better understand and appreciate the Africans? a. Watch the news. b. Read African stories. c. Ask your parents. d. Go to Africa. 11. What did Nelson Mandela mean by his statement ―As I walked out the door toward the gate that would lead to my freedom, I know if I didn‘t leave my bitterness behind, I‘d still be in prison?‖ a. He is happy to be free. b. He will always be a prisoner. c. He remembers his hatred. d. He forgave those who imprisoned him. 12. What does Mandela show about Africans? a. They are peace loving persons. b. They hold grudges against oppressors. c. They are easily convicted. d. They are innocent.

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13. 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/

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) 14. Just like any other citizens of the modern world, Koreans tried to resist the challenges of modernity, in fact, in the last quarter of the 20th century a host of talented writers perfected the art of being themselves. You are one of the writers in Korea. You want to write a novel that depicts the Korean psyche and temperament. Where would you get the best source of inspiration and materials from? a. from the ideas of fellow writers who wanted to pursue Korean identity b. from the stories of people who tried to colonize them c. from their own experiences and the common dilemma of the Korean people d. from their own literary experts who were not open to changes 15. 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 in Yiddish, English, Arabic and Russian. In what language is Israeli literature mostly written? a. Yiddish b. Hebrew c. Arabic d. English 16. Read the selection below then, answer the question that follows. Islam‘s Holy Scripture: The Koran The Moslems claim The Koran to be the direct transmission of the word of Allah, their God, as revealed to Mohammed. It consists of 114 suras, poetic utterances of varying lengths. The definite version was prepared under the third caliphate (6506). Its provisions govern all the transactions of a Moslem‘s daily life, and local law as well as Moslem worship. It has been translated from the Arabic into many languages. The Mohammedans pay their highest respect to this book by kissing it and touching it on their foreheads before opening it. Furthermore they say that one will be blessed if he/she copies the entire book by hand, for reasons of beliefs. How do Moslems pay their highest respect to the Koran? a. By keeping it in a sacred place like the altar. b. By reading its poetic utterances religiously. c. By copying the entire book by hand. d. By kissing it and touching it on their foreheads before opening it.

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17. 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 18. An adjective complement is a clause or phrase that adds to the meaning of an adjective or modifies it. Identify the sentence with adjective complement. a. I can't complete my assignment because I don't have the textbook. b. The child was eager for Christmas to arrive. c. When the librarian tripped over that cord, she dropped a pile of books. d. Many stores have already begun to play popular Christmas music. 19. You are tasked to pass an output wherein you will give your personal views and comments about issues or current events. This is what you will produce. written impression précis or summary editorial article evaluation paper 20. In this last two lines of the poem titled On A Rainy Autumn Night by Ch‘oe Ch‘iwŏn, how do you define the highlighted phrase? Choose the best analysis. At third watch, it rains outside. By the lamp my heart flies myriad miles away. a. ―Does the heart fly? Of course, not! But the heart is a symbol of love, and because love flies, love is certainly gone.‖ b. ―If the heart flies, then it must have wings on its own; therefore, this heart must have been borrowed by somebody else.‖ c. ―Perhaps, the heart is too weak to handle the situation so it finds a way to fly and just be in any place that it wants, like miles away.‖ d. ―The heart literary flies. The heart must be taken away from the persona‘s body because it is weak. It is not fit to stay in that body.‖

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In your life, have you ever felt so down in the dumps that you almost wanted to give up? What was the last thing that came to your mind: surrender and quit or contend with all the hardship or pain that came your way? How did you cope with all the challenges? With all the answers in your head right now, remember that it is normal to experience all these teething troubles. Everybody goes through the same situation. Have you ever wondered how others, specifically the Koreans, overcome these challenges? Is it possible to learn this from the literary selections of Korea? In this lesson, Korean Literature – Resilience in Embracing Challenges, you will find out how appreciation and understanding of Korean literary pieces can help you recognize and reveal their temperament and psyche in their response to the challenges of modernity. Remember to search the answers to the following questions: What does literature reveal about Korean character? How do Koreans cope with the challenges of modernity? How do Koreans respond to the challenges of modernity as reflected in their literary pieces? Do you think it is possible to have a glimpse of how they are coping with these challenges of modernity from their literary pieces? 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: 

Determine the persons being addressed in an informative talk, the objectives of the speaker and his attitudes towards issues. (Listening Comprehension)

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Use attentive listening strategies with informative texts. (Listening Comprehension)

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Use appropriate turn-taking strategies (topic nomination, topic development, topic shift, turn-getting, etc.) in extended conversations. (Speaking-Oral Language and Fluency)

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Interview to get opinions about certain issues. (Speaking-Oral Language and Fluency)

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Respond orally to ideas and needs expressed in face-to-face interviews in accordance with the intended meaning of the speaker. (Speaking-Oral Language and Fluency)

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Develop strategies for coping with unknown words and ambiguous sentence structures and discourse. (Vocabulary Development)

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Identify the derivation of words. (Vocabulary Development)

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Define words from context and through word analysis (prefix, roots, suffixes) (Vocabulary Development)

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Use collocations of difficult words as aids in unlocking vocabulary. (Vocabulary Development)

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Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel sentences from modification structures and expansions. (Vocabulary Development)

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Utilize varied reading strategies to process information in a text. (Reading Comprehension)

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Note the function of statements made as the text unfolds and use it as a basis for predicting what is to follow. (Reading Comprehension)

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Utilize varied reading strategies (covert dialogue with the writer and the sectional approach) to process information in a text. (Reading Comprehension)

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Express emotional reactions to what was asserted or expressed in a text. (Reading Comprehension)

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Employ approaches best suited to a text. (Reading Comprehension)

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Note the functions of statements as they unfold and consider the data that might confirm / disconfirm hypothesis. (Reading Comprehension)

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Analyze the elements that make up reality and fantasy from a program viewed. (Viewing Comprehension)

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Discover Philippine and Afro Asian literature as a means of expanding experiences and outlook and enhancing worthwhile universal human values. (Literature)

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Express appreciation for worthwhile Asian traditions and the values they represent. (Literature)

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Use specific cohesive and literary devices to construct integrative literary and expository reviews, critiques, research reports, and scripts for broadcast communication texts, including screenplays. (Writing and Composition)

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Expand ideas in well-constructed paragraphs observing cohesion, coherence and appropriate modes of paragraph development. (Writing and Composition)

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Use subordinating and correlative conjunctions. (Grammar Awareness and Structure)

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Derive information from various text types and sources using the card catalog, vertical file, index, microfiche (microfilm), CD ROM, Internet, etc. (Study Strategies)

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Use locational skills to gather and synthesize information from general and first-hand sources of information. (Study Strategies)

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Ask sensible questions based from ones‘ initiative. (Attitude)

On the next page is the lesson map to guide you in Resilience in Embracing Challenges.

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PROCESS KNOW

한국에 오신 것을 환영합니다. (Welcome to Korea!) Summary Reading 한국에오신것을환영합니다. (Welcome to Korea!) with Vocabulary Prompts Comparing and Contrasting with Graphic Organizer Actitude Analysis Strategy with Jigsaw Build Me Up! with Team Building Spinner The Korean Style! A Glimpse of Korean Culture with Sentence Prompts and Numbered Heads Together Guess What? with Personal Guesses A Myriad of Reflections with Literary Elements Advance Organizer, FALL (formulate, articulate, listen, lengthen), What If…Game!, Literary Circles, M Drawing Build Me Up!: Frequency Word List Hot Seat Interview Dear Diary Entry

Help Us if You Can! Beliefs Inventory and Hand Signals In My Hand Organizer Introduce EQ and share Initial Ideas

REFLECT AND UNDERSTAND Focused Listing Cross Me Out! with Opinion Proof Questioning the Author So What‘s the Problem?

TRANSFER Listening to an Interview Listening to an Interview with Tips in Doing an Interview Listening to an Interview with Writing Sample Interview Questions Considering the Interview Rubric Preparing to Conduct an Interview Conducting the Interview Evaluating Performance through Team Quality Chart Answering the Essential Question through Numbered Heads Together Writing Well-Constructed Paragraphs through RAFT

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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 Asian and African literature, in particular, Korean literature. Let us start the lesson by letting you students to get involved in a simple problem. Activity 1: HELP US IF YOU CAN! To start, you are going to be involved in solving a simple problem. Read the situation of Leila and Geo with a partner. Talk about the sample Korean masks and costumes. Hey! I‘m Leila. This is my friend Geo. We want to attend a Korean traditional costume party tonight. Can you please help us to choose the right costume? We really need your help. Thanks a lot!

Should Leila and I wear masks? I heard traditional Korean costumes would include a mask. What kind of a mask? Help!

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Which of these masks is appropriate for Geo and Leila? What do you think?

Here are sample Korean costumes. Obviously, these are for Geo!

Do you think this is appropriate for Geo? Why?

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Recognizably, these costumes are for Leila. Which one is appropriate for her?

Which do you think Leila would choose? This time, try your sketching prowess! You may start drafting Leila and Geo‘s Korean traditional costume for tonight - from head to toe. Start with Leila!

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And now, with Geo! Believe in the power of your imagination!

Have a partner and write your responses. Try to be sensitive to the person being addressed in an informal but informative talk. Use attentive listening strategies. Be sure to share your insights / ideas with the class. PROCESS QUESTIONS:

1. What made you decide for Leila and Geo‘s costumes? 2. Have you had any idea about Korean traditional costumes? 3. Given the costume that Leila and Geo will wear tonight, what is the meaning of each of their ‗fashion statements‘ for the party? 4. What probable Korean traits are revealed in their costumes? Activity 2: BELIEFS INVENTORY The following Beliefs Inventory is designed to expose unfounded or unreasonable ideas about or even judgments on the Koreans. Answer this activity as sincerely and honestly as you can. Score each statement and take note of the sections where your scores are highest. Do not much time on an item. You are going to mark your answer quickly, then go to the next statement. Be sure to mark how you actually think about the statement, NOT how you think you SHOULD think about it.

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Agree

Disagree

Score

Statement

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1. It is important for me to think that Koreans are also Asians.

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2. I hate to think that Koreans are superior to Filipinos.

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3. Koreans who have learned to overcome challenges of modernity are admirable.

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4. I usually consider Koreans as our brothers and sisters.

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5. If Koreans can overcome the challenges of modernity, so can the Filipinos.

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6. I have biases against Koreans.

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7. I usually admire modern Koreans more than the traditional Koreans.

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8. Every Korean has the capacity to embrace modernity.

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9. A Korean is deeply rooted to her / his own ‗past‘.

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10. I prefer Koreans as friends to other Asians.

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11. I like the respect that we Filipinos have for the Koreans.

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12. I avoid things that Koreans do.

After answering the Beliefs Inventory, go back to your partner and do Hand Signals. Follow these instructions carefully. If you believe in any particular statement, you will do the thumbs up sign and say ―I understand that Koreans _______________ and can explain it. If you do not agree, you will do the thumbs down sign and say, ―I do not understand why I believe / do not believe that Koreans are _______________‖. If there is a statement that is vague or is not clear to you, do the thumbs sideway sign and say, I am not completely sure about the statement _______________‖. Just make sure your reasons are clearer this time! Form groups of five members. Be open in answering the following questions. Write down important responses of your group members in the handprint provided on the next page.

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PROCESS QUESTIONS:

1. What knowledge do you have about Koreans that made you to believe this way?

2. What personal traits or characteristics do Koreans have that we Filipinos also have or may not have? 3. Do you think reading Korean literature expressed in English would give you a little idea of the psyche (human spirit) and temperament (prevailing or dominant quality of mind that characterizes someone) of Koreans? Why or why not? Activity 3: IN MY HAND! This activity allows you to reflect on your own personal ideas and opinions about the Koreans‘ way of life.

I feel…

Others think…

I think…

It‘s all about the Koreans.

Try to compare notes. Read each others' notes as fill in the gaps in your own notetaking.

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As a review, you gave your initial ideas on the focus questions and Korean literature. This time, let us find out how others will answer questions and compare their ideas with ours. As you compare them, you will also learn other concepts which will help you complete the required project. This project is about an integrative literary and expository character review. Let‘s move on to the next activity. Your goal in this section is to learn and understand key concepts regarding Korean literature focusing on the temperaments and psyche of the people of Korea in their response to challenges of modernity. Activity 4: 한국에오신것을환영합니다. (WELCOME TO KOREA!) If you are not a Korean, reading this 한국에 오신것을환영합니다 is a task you will not dare do! Reading in English can be also tough if there are words that are difficult to understand. Try reading a beautiful tale in Korea titled Tale of Ch‘unhyang. Of course this has been translated to English; yet, some words may be hard for you to understand. This may hinder your own appreciation for and understanding of the text. Try reading the summary first (from http://www.imdb.com/title/tt2199671/plotsummary).

Another partner can help you this time. Can you share two difficult words from the summary with a partner? What are these words? Write them below. First difficult word is __________________. Second difficult word is _______________. Try to be humble enough in claiming that these words are really difficult for you to unlock. At this point, you should not worry. The next activity may help you.

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Activity 5: COMPARING AND CONTRASTING By the time you will be reading Tale of Ch‘unhyang, perhaps you will realize that there are words quite hard to understand. In this activity, you are exposed to three articles that are found in the following websites below. Go and click the following suggestions from: http://moodle.unitec.ac.nz/mod/book/view.php?id=93283&chapterid=3333 http://www.scribd.com/doc/51661583/Techniques-for-Dealing-with-Difficult-Words http://www.uefap.com/reading/underst/difficult/difficult.htm. Then do the Comparing and Contrasting Graphic Organizer that follows. These are the highlights of the suggested websites: Article 1: Coping with Difficult Words

         

Article 2: Techniques in Dealing with Difficult Words

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Pre-read before a lecture so you can anticipate some of the new words. Use a glossary or specialist dictionary, e.g. a nursing dictionary. Use an advanced learner's dictionary. These dictionaries use the most frequent words in English in their definitions so they are easier to understand than most other dictionaries. Make your own dictionary of new words. Put them in a sentence or give an example. Use your own words for definitions. Try to break the word up into parts. Guess from parts of the word, e.g. anti is against, ante is before. Leave the word out and read the rest of the sentence to see if you can guess its meaning from the context. Think about your subject. How could the word relate to something you are expected to know about? Ask a tutor/friend/native speaker to explain words. The first step is to note the word mentally, or make a pencil mark in the margin, and read on. Going on prevents further interruption of the author's thought. It also gives you a chance to find out whether the rest of passage makes the meaning clear enough for your purposes. It is more important to go on enjoying the book than to find out how the dictionary defines every new word. The second step is to return to troublesome words after completing a passage, and try to work out what each one means. Saying the word aloud may help you to recognize it as one you have heard and then to recall how it was used. If this fails, you can often make an intelligent guess based what you have learned from reading the whole passage. The third step, using the dictionary, is important for two kinds of words. The first group consists of words which must be understood to understand the whole passage adequately and second group consists of words you know you have met before but still do not fully understand. If you come across a word three times, then clearly it is a word you should master. from: Floyd, J (2007). Study Skills for Higher Education: English for Academic Success. Selangor August Publishing

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Article 3: Dealing with Difficult Words

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Is it necessary to know the exact meaning of a particular word? Often a rough meaning is enough (does the word have a positive or negative meaning?). Remember that the purpose of reading an academic text is to get information and it is possible to understand the text without knowing the meaning of every word. It is not necessary to be able to explain, or translate, the meaning of a word. Look for definitions. The author may know a particular word may be new so explains. The author may also be using the word in a new, or unusual way so will need to explain how it is being used. This will be done by using a definition, an explanation, an example or by using a synonym (a word with the same meaning). The phrases "called", "known as", "is the name applied to", "in other words", "that is", "is said to be" are often used. You can use the context. You can make use of the other words, phrases, sentences and information around the problematic word. Using this information you can find information about the meaning of the word as well as grammatical information. (a) Grammatical information can be obtained from the place of the word in the sentence. (b) Information about the meaning of the word can come from the meanings of the other words in the context.

Prove that you have understood the three articles by doing the Comparing and Contrasting graphic organizer below. Article 1 Coping with Difficult Words

Article 2 Techniques in Dealing with Difficult Words

Article 3 Dealing with Difficult Words

Most Striking Technique / Tip Easiest Technique / Tip to Do Most Difficult Technique / Tip to Do Technique / Tip that Needs Further Discussion My Realizations / Comments / Insights Gained Adapted from http://www.sanchezclass.com/reading-graphic-organizers.htm

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PROCESS QUESTIONS:

1. How will this activity help you deal with difficult words? 2. Defining words through context can be very helpful. Choose five difficult words from the tale. Can you try to define them?

3. Now, that you have been exposed to the different techniques in coping with

difficult words, do you think you are ready to read some Korean selections that exemplify Korean ways of responding to the challenges of modernity? Explain. Activity 6: ACTITUDE (ACTION - ATTITUDE ANALYSIS SURVEY) Read the selection entitled Tale of Ch‘unhyang (from http://instrok.org/ instrok/home.html), then start accomplishing the Actitude Analysis. Tale of Ch‘unhyang

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ormerly there lived in the province of Cholla, in the town of Namwon, a magistrate's son named Yi Mong-Yong. He had much literary talent, and grew up to be a handsome young man. One beautiful morning, Master Yi Mong-Yong called his servant, Pangja, and asked him to show him a place where he might see wild flowers. Pangja led him to a summer pavilion near a bridge called "Ojak-kyo," or the "Magpie Bridge." The view from the bridge was as beautiful as the summer sky, and thus was named after the tale of the Herdboy and the Weaving Maid. Looking at the distant mountains, Yi Mong-Yong caught sight of a young maiden swinging beneath one of the trees. He asked Pangja about the lovely maiden and her attendant. He replied that she was Ch'unhyang (Spring Fragrance), a daughter of Wolmae (Moon Plum), the retired kisaeng entertainer. Pangja related to his young master that this young girl was not only beautiful but also virtuous. Yi Mong-Yong insisted that Pangja inform Ch'unhyang that he wished to meet her. "Don't you know the butterfly must

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pursue the flower, and the geese must seek the sea?" retorted Ch'unhyang. The wind blew back her hair and long ribbon over her rosy face, and she glowed with virtue and happiness. "This good fortune is offered me today. Why wait until tomorrow? Should I not speak to this pretty girl now?" Yi Mong-Yong said to himself. Just then Ch'unhyang, frightened at being watched, jumped down from her swing and ran toward her house. Stopping under a peach tree at her garden gate she plucked a blossom and kissed it, her lips and cheeks redder than the bloom, and was gone. Pangja urged his master to hasten home so that his father might know nothing of his adventure, and then punish Pangja for allowing Yi Mong-Yong to wander so far. The youth returned home in a trance, and went immediately to sit at dinner with his parents. With the meal finished, Yi Mong-Yong went to his room, lit a candle, and opened a book. Reading proved impossible. The words blurred before his eyes and every word and every character was "Spring" and "Fragrance"- Ch'unhyang, Ch'unhyang, Ch'unhyang. Calling Pangja, he said, "Tonight I must see Ch'unhyang. Did she not say that the butterfly must pursue the flower?" They went to Ch'unhyang's house, stopping under the peach tree in the garden as they approached. At that moment Ch'unhyang's mother was telling her daughter that she had had a dream in which a blue dragon coiled itself around Ch'unhyang's body and, holding her in its mouth, flew up to the sky. Looking up, instead of the dragon in the clouds, the girl's mother saw a dragon on earth, for Yi Mong-Yong walked out of darkness and spoke to her. On learning the purpose of his visit she called Ch'unhyang to meet the young yangban, and Yi Mong-Yong asked Ch'unhyang's mother for the hand of her daughter. The old woman, thinking her dream had come true, gladly consented, and said, "You are a yangban's son and Ch'unhyang is the daughter of a kisaeng, so there cannot be a formal marriage. If you give us a secret marriage contract, writing your pledge not to desert her, we shall be contented." Yi Mong-Yong seized a brush and set down the following lines: "The blue sea may become a mulberry field, and the mulberry fields may become the blue sea, but my heart for Ch'unhyang shall never change. Heaven and earth and all the gods are witnesses." In their sleep that night they dreamed of Mandarin ducks swimming together. For several nights he visited his beloved, until she teased him, saying that he should go home and study hard to become a great official like his father. Unfortunately, their time together did not last. Not long after the secret marriage, the servant brought Yi Mong-Yong a message saying that his father, newly appointed to the King's cabinet, was being recalled to the capitol. Yi Mong-Yong, who was to accompany his father, went that evening to Ch'unhyang and told her the bad news. The young couple was forced to say a tearful goodbye at the Magpie Bridge. "Since there is no way to change our fate, let us embrace and part," said Ch'unhyang, throwing her arms around her lover. She then gave him a ring. "This is my token of love for you. Keep it until we meet again. Go in peace, but do not forget me. I shall remain faithful to you and wait here for you to come and take me away to Seoul." With these words, they parted.The new Namwon magistrate arrived soon afterward, and among his first words to his servant were, "Bring me Ch'unhyang, the pretty girl I have heard of." "This is difficult sir," replied the retainer, "for she is already married secretly to Yi MongYong, the son of the former magistrate." Angered, the new magistrate ordered Ch'unhyang summoned at once. Too terrified to disobey an order by the magistrate, Ch'unhyang accompanied the servant. The magistrate looked at her attentively. "I heard much of you in Seoul, and today I see you are very beautiful. Will you come to me?" Choosing her words carefully, Ch'unhyang replied, "I am committed to Yi Mong-Yong. That is why I cannot do as you ask. The King has sent you here to take care of the people.

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You have a heavy responsibility to the throne. It would be better to fulfill your duties and apply justice according to the laws of the country." Ch'unhyang's defiance enraged the magistrate, and he ordered her taken to prison. "Why put me in prison?" Ch'unhyang protested, "I have done no wrong. A married woman must be faithful to her husband, just as a magistrate should be faithful to the king." This merely served to anger the magistrate further, and before long Ch'unhyang found herself in a prison cell. Meanwhile, Yi Mong-Yong had arrived in Seoul, where he studied hard and learned all the famous Chinese classics. He passed the government examinations with the highest distinction, thereby qualifying for a position in the king's service. In congratulating him after the munkwa examinations, the king asked Yi Mong-Yong. "Do you wish to be a magistrate or a governor?" "I should like to be appointed amhaengosa," replied Yi Mong-Yong. Yi Mong-Yong, as an amhaengosa, traveled around the country with his attendants, disguised as beggars. They inquired everywhere after the needs of the people in order to assess the quality of local districts' administrations. Soon he arrived near Namwon, and came to a small farming village where the people were planting rice. While working, the peasants sadly chanted: "We come out in the scorching heat, plough our fields, sow our seeds, and make the rice grow. First we must pay tribute to the king, give a part to the poor, a part to travelers who come knocking at our doors, and save money for ancestral services. This would be all right if the magistrate did not squeeze us for even more, leaving us with hardly anything to eat." Much interested, Yi Mong-Yong approached and said, "I have heard that the magistrate of Namwon has married Ch'unhyang and that they live together happily." "How dare you speak like that?" retorted one of farmers. "Ch'unhyang is faithful, true and pure, and you are a fool to speak thus of her and that tyrant, who is cruel to her. No, her fate is even worse than that because the son of the former magistrate seduced and deflowered that poor girl, and then abandoned her, never coming back to see her. He is a bastard, the son of a dog, the son of a pig!" The farmer's anger shocked Yi Mong-Yong. He found that many villagers felt the same way. The local yangban aristocrats shared the people's wrath. Yi Mong-Yong happened on a spot where some yangban were having a picnic, comparing poems and conversing on a hillside. He listened as a scholar presented a poem railing against the unjust provincial government. When he was done, another picnicker said, "These are sad days! I've heard that a young woman called Ch'unhyang is to be executed in two or three days." "Oh! This Magistrate is a wretch!" said another. "He is thinking only of overpowering Ch'unhyang, but she is like the pine and bamboo, which never change. She has remained faithful and true to her husband." Another added, "She was married to the son of the old magistrate. What a pig her husband is! He abandoned the poor girl." These comments made Yi Mong-Yong, weary and ashamed, hasten to Namwon. hasten to Namwon. Meanwhile, Ch'unhyang, in prison all this time, remained faithful to the memory of Yi Mong-Yong. She had grown thin, feeble, and sick. One day she had a dream, in which she saw her house. In her garden, the flowers that she had planted and loved had faded. The mirror in her room was broken. Her shoes were hanging on the lintel of the door. She called to a blind man who happened to be passing by her cell window, and asked him the significance of her dream. "I shall tell you what it means. These dried flowers shall bear fruit, the noise of the broken mirror will be heard throughout the world, and the shoes on the door indicate a large crowd visiting to offer congratulations." Ch'unhyang thanked the blind man and prayed that his prophecy would come true. In reality, however, Ch'unhyang's doom was near. That very day the evil magistrate called his attendants together and said to them, "In three days I shall celebrate a great feast, to which

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I wish to invite all the magistrates of the nearby towns, and on that day Ch'unhyang shall be executed. "Meanwhile, Yi Mong-Yong arrived in the town and went to Ch'unhyang's house. At first, her mother did not recognize him. "I do not know who you are," she said. "Your face reminds me of Yi Mong-Yong, but your clothes are the clothes of a beggar." "But I am Yi Mong-Yong," said he. "Oh!" she gasped. "Every day we have waited for you, but alas, in two or three days Ch'unhyang will be dead." "Listen to me, Mother," replied Yi Mong-Yong. "Even though I am a miserable beggar, I still long for Ch'unhyang, and I want to see her. "With Yi Mong-Yong following, she knocked at the prison window, calling her daughter, who was asleep. Awakened, Ch'unhyang asked immediately if anyone had seen Yi MongYong or heard news of him. The mother replied that in place of Yi Mong-Yong, a beggar had come who claimed he was Yi Mong-Yong, and was there now to see her. Yi Mong-Yong appeared at the window, and Ch'unhyanglooked at him. It seemed to make no difference to her that he was badly dressed, and seemed to have failed at life in Seoul. Instead, she reached for him through the bars and struggled to be as close to him as possible. "I may be a beggar in dress," replied Yi Mong-Yong, "but I have no beggar's heart!" "Dear heart," said Ch'unhyang, "how hard your journey must have been. Go back with my mother and get some rest. Only please - since I am under a sentence of death and must die tomorrow after the feast - come to my window again in the morning so I may have the joy of seeing you once more before I die." Yi Mong-Yong went home and slept in Ch'unhyang's room. But the next morning, when his mother-in-law opened the door, she was surprised to find that he was gone. In fact, he had gone early to collect his attendants, all disguised as beggars like himself. He gave them strict orders. Then, as the magistrate received his guests and presided over the banquet, Yi Mong-Yong managed to get into the palatial office compound and approach the host. "I am a poor man," he said, "and I am hungry. Please, give me something to eat." It was customary in Korea, during big feasts in the countryside, for a number of beggars to show up for handouts, but the furious magistrate commanded his servants to kick the intruder out. Then Yi Mong-Yong entered the palace a second time, by climbing on the shoulders of his servants and going over the wall. The first guest he encountered was the magistrate of Unbong, named Pak Yong-Jang. He said to him, "I am hungry, could you not let me have something?" Yong-Jang, feeling some compassion called one of the kisaengs and asked her to bring something to the beggar. Yi Mong-Yong then addressed Yong-Jang: "I am obliged to you for giving me good food, and I wish to repay you with a little poem." Then he extended a paper on which YongJang read the lines: This beautiful wine in golden goblets Is the blood of a thousand people. This magnificent meat on these jade tables Is the flesh and marrow of a thousand lives. Burning in this banquet hall, The tears of the hungry people Pour from their sunken eyes. Even louder than the noisy song of these courtesans Resound the complaints of the oppressed peasants.

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Yong-Jang , greatly alarmed, cried, "It is against us," and he passed the paper to the host, who asked, "Who wrote this poem?" "It is the young beggar," said Yong-Jang, pointing to Yi Mong-Yong, but he was frightened, thinking that whoever wrote such a poem must be more than a common beggar. Rising up, he suddenly pretended to have urgent business elsewhere and fled. The other officials likewise sprang to their feet and stampeded out of the room, only to be stopped by Yi Mong-Yong's men, who were waiting outside with their swords. The officials soon understood that the beggar-poet was in fact an amhaengosa. As they cowered together in a corner of the courtyard, Yi Mong-Yong revealed his ma-p'ae and ordered the magistrate's runners to fetch Ch'unhyang from her cell and to say to her, "The King's envoy has sent for you. He is going to hear your case and pronounce judgment. "In the jail, Ch'unhyang was greatly frightened. "Oh!" she cried. "I am going to die! Please, may I see my mother?" Ch'unhyang's mother ran to her daughter. "Mother, now is the hour of my death. Where is Yi MongYong?" "The King's officer is waiting. Do not stop to chitchat!" snapped the runners, and before Ch'unhyang's mother could speak, they carried her away to the magistrate's courtyard. They removed the wooden cangue from around her neck and placed her in the presence of the Royal Secret Inspector, who, sitting behind a screen, questioned her sternly: "If you do not love the magistrate, will you love me and come to me, the King's envoy? If you refuse I shall order my men to strike off your head immediately." "Alas!" exclaimed Ch'unhyang. "How unhappy are the poor people of this country! First the injustice of the magistrate, then you, the King's Inspector, who should help and protect the unhappy people - you think immediately to condemn to death a poor girl whom you desire. Oh, how sad we common people are, and how pitiful it is to be a woman!" Yi Mong-Yong then ordered the courtesans to untie the cords that bound the hands of Ch'unhyang. "Now raise your head, and look at me," he said to her. "No," she answered, "I shall not look at you, I shall not listen to you. Cut my body into pieces if you like, but I shall never go to you." Yi Mong-Yong was deeply touched. He took off his ring and ordered a courtesan to show it to Ch'unhyang. She saw that was the very ring she had given to her husband Yi Mong-Yong and, lifting her eyes, recognized her lover. "Oh," she cried in joy and surprise. "Yesterday my lover was only a beggar and today he is the King's officer!" Yi Mong-Yong ordered a sedan chair to be brought at once and saw that Ch'unhyang was safely carried home. The people shouted joyfully and cheered for Ch'unhyang and Yi Mong-Yong. Then he summoned the magistrate of Namwon and said, "The King gave you instructions to feed the people well, and instead you fed upon them. I condemn you in the name of the King to forfeit your position. I banish you to a faraway island without meat, without wine, and without company. I give you permission to eat the wild grass till your stomach repents for the way you have fed off the people of Namwon!" When all this was done, Yi Mong-Yong took his bride back to Seoul and wrote out the story Ch'unhyang as an appendix to his official report. The King read it and was surprised to find such fidelity in a country girl of low birth. He made her ach'ungnyolpuin, or a faithful wife, and declared that her loyalty was proof that she was just as good as any yangban daughter, even though her mother was a lowly kisaeng, and that her conduct should be a model for allwomen. Ch'unhyang was then officially presented to the parents of Yi Mong-Yong, and they accepted her as a proper daughter-in-law. In time, Ch'unhyang bore three sons and two daughters, and they all lived happily for many years come.

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Did you like the story? To fully appreciate and understand the story, try doing this Actitude Analysis. ACTITUDE ANALYSIS OF THE OF CH‘UNHYANG SUMMARY

ATITUDES/VALUES

ACTION/PRACTICES

Now, cluster yourselves into different Jigsaw groups. Be guided by the sample given below. Jigsaw Groups: Group One

Group Two

Group Three

Group Four

Member 1

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Then, reorganize yourselves into ―expert‖ groups. Follow the guide below. Expert Groups: Group One

Group Two

Group Three

Group Four

Member 1

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In your ―expert‖ groups, you are assigned to answer only one question comprehensively. The question that you will answer matches with the number of the question. For example, Group One will answer question number one only. Group Two will answer question number two and so forth. PROCESS QUESTIONS:

1. What attitudes of Yi Mong-Yong and Ch'unhyang do you really like? Are these reflective of the psyche and temperament of the Koreans? 2. Were there ideas, perceptions, or biases that you had believed before that have changed now? 3. How does your perception about Koreans change based from what you have learned? 4. Do you personally like the psyche and temperament of the Koreans? Why or why not? After around five minutes, it is time to go back to your Jigsaw Group. Share what you have discussed with your Expert Group members. Having discussed the tale, you should move on to the next activity that will help you cope with the difficult words. Activity 7: BUILD ME UP! At this point, you have probably met difficult words from The Tale of Ch‘unyang. Prepare your Frequency Word List by listing all these difficult words. It may look like this: MAGISTRATE: /ˈmajəˌstrāt/  noun  A civil officer or lay judge who administers the law, esp. one who conducts a court that deals with minor offenses.  Synonyms judge - justice HASTEN /hāsən/  verb  Be quick to do something.  Move or travel hurriedly.  Synonyms hurry - speed - accelerate - hurry up - quicken - rush DEFIANCE /difīəns/  noun  Open resistance; bold disobedience.  Synonyms challenge - dare - provocation

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KISAENG entertainer  adjective/noun  officially sanctioned Korean female entertainers or sometimes prostitutes. Kisaeng are artists who work to entertain others, such as the yangbans and kings.  Synonym ginyeo, also spelled gisaeng CANGUE /kæng/  noun  a heavy wooden yoke borne on the shoulders and enclosing the neck and arms, formerly used in China for punishing petty criminals.

YANGBAN  noun  part of the traditional ruling class or nobles of dynastic Korea during the Joseon Dynasty

You need your Expert Team Group for the next activity called Team Building Spinner (adapted from © 2008 Laura Candler - Teaching Resources at www.lauracandler.com). Create a spinner just like this! Directions: To use the spinner, you‘ll need a paper clip and a pencil. Put the paper clip down with one end over the center dot. Put the pencil point down inside the paper clip and hold the pencil in place. Thump the paper clip. It will spin around the pencil point and point to one section on the Teambuilding Spinner. The leader reads the question aloud and the team members take turns answering it. Switch leaders for each round and continue as time allows. Enjoy and learn!

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Activity 8: THE KOREAN STYLE! A GLIMPSE TO KOREAN CULTURE Reading an article titled Beliefs, Social Structures, and Practices allows you to have a glimpse of the Koreans‘ rich culture and history that will eventually help you appreciate and understand better the Korean psyche and temperament that is reflected in their rich literary pieces. Read the short article below. Beliefs, Social Structures, and Practices

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he Choson Dynasty, also known as the Yi Dynasty, has long been celebrated for its artistic, scientific and intellectual achievements, including the 1443 invention of the Korean alphabet (han'gul) by the greatest of all Choson kings, King Sejong. The Choson Dynasty, which means the kingdom of morning serenity, is one of modern history's longest dynastic rules, lasting over 500 years. This achievement is even more impressive in light of Korea‘s strategic and, some might say, precarious geopolitical location at the center of the East Asian corridor. How did Korea achieve such political stability? What social forces were at work? The Choson Dynasty adopted Confucianism as its state religion and developed concomitant social structures, ultimately establishing cultural values, which supported continuous dynastic rule. These cultural values of the Choson Dynasty, centerpieces to the Ch'unhyang story, still resonant in contemporary Korean life. The idea of an interdependent, collective self rather than an independent, autonomous self, of role dedication rather than self-fulfillment, and the privileging of harmony and order rather over justice or progress are all typically Confucian cultural values that have carried over from the Choson era into the present. Choson Dynasty officially began in 1392 when Yi Songgye, an army general, was declared king, following his successful coup against the Koryo government. With the support of Neo-Confucian scholar-officials, he and the twenty-six Yi kings that followed him adopted and enforced the principles of Confucianism, a belief system founded by the Chinese philosopher Confucius, as the for guide their actions as well as virtually every citizen of their dynasty. Confucius taught that men of wisdom and virtue, chosen for their knowledge and moral quality, should lead the government. They were to rule, not by force or law, but by example. This theory of government was an ideal held for centuries by many countries of East Asia; the application of the theory, however, was less than ideal. Korean rulers during the Chosen reign established social structures and institutions to enforce Confucian ideology and practice. King T‘aejo (Yi Songgye) instituted the Chinese examination system to recruit wise and moral men into government. Men that could demonstrate through rigorous examination that they understood proper governance, classic literature, and morality, as it was taught in the sacred books of Confucian philosophy, were appointed to government positions. Once in place, they were expected to lead by moral example. Right after the ―tour‖, you will finish the following prompts and share your answers to your own partners.

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1. The Koreans‘ cultural values focus on interdependent, collective self rather than an independent, autonomous self, of role dedication rather than self-fulfillment. From this, I personally like / dislike the Koreans‘ cultural values because ____________________________. 2. The psyche (human spirit) and temperament (prevailing or dominant quality of mind that characterizes someone) of the Koreans that I really like are ___________________________________________________. 3. I want to ___________ in Korea because __________________. 4. Koreans must be ___________________ as a people because __________________ _________________________________. 5. The kind of literature that Koreans have must be _____________ because _________ _____________________________. PROCESS QUESTIONS: With a partner, discuss your answers to the following questions: 1. What is with Koreans that makes them strong in responding to the challenges of modernity? 2. Do you think they are stronger than the Filipinos? Why or why not? 3. What do Koreans have that we Filipinos should emulate? Activity 9: GUESS WHAT? You will be exposed to a few Korean literary pieces through different websites and extracted lines from the reviews. These lines will show the Korean characters‘ painful experiences in life. Go to the following sites and find how Koreans respond to the challenges of modernity. Website http:// www.ktlit.com/ koreanliterature/review -early-springmid-summer.

Extracted Lines from the Review 

  

Early Spring, Mid-Summer by Yi Munyol: contains a couple of historical/metaphorical tales of the cost of war, including Kim Wonil‘s The Spirit of Darkness, and a couple of stories that mix their historical stories with great and sometimes shocking sadness, particularly, Pak Si-jong‘sTwo Minutes to Seven. The Spirit of the Darkness by Kim Won-il: The story has a sad ending, but is an excellent introduction to the collection. Wings That Will Carry Us Both by Chon San-guk: And, yet, this luck, as a Korean philosophical tradition suggests, leads not only to happiness, but also to anxiety and dread. The Cave by Han Sung-won: The story is of two children ―saved‖ by their father, who dooms himself in the process, and the unhappy lives they subsequently lead.

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My Guesses on Koreans‘ way of responding to the challenges of MODERNITY ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ __________________________________________________________________ http://  Wayfarer: New Fiction by Korean Women: It also discusses the www.ktlit.com/ introduction of hangul, and how it opens doors for female authors koreanand how modernization and colonization began. Human literature/review Decency by Gong Ji Young is one of the smaller works in the book -wayfarer-newas it is parochially Korean, pitting a facilely ―international‖ character fiction-byagainst a ―true Korean hero‖ who has stayed inside the grinder of korean-women Korean politics. The narrator is self-tortured by her own history and has a quite obvious loathing for all things foreign. All this adds up to a work highlighting han and Korean exceptionalism of the simplest kind. My Guesses on Koreans‘ way of responding to the challenges of MODERNITY ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Share your guesses with a group of five members and experience a cooperative learning strategy called Numbered Heads Together (Slavin, 1995). This strategy holds each of you accountable for learning more about Korean literature. You are placed in groups and each of you is given a number (from one to the maximum number in each group). The teacher poses a question and you "put your heads together" to figure out the answer. The teacher calls out a specific number to respond as the spokesperson for the group. By having all of you work together in a group, this strategy ensures that each of you knows the answer to problems or questions asked by the teacher. Because no one knows which number will be called, all team members must be prepared. Here are the questions. PROCESS QUESTIONS: 1. Given all the problems that characters have faced in the different circumstances of their lives, what kind of an attitude or psyche or temperament have the Koreans shown? 2. Is this the kind of attitude or psyche or temperament that we have been practicing as Filipinos? 3. What are the advantages of facing the challenges of modernity with a wounded history like the Koreans? 4. Do you have any comments on the way Koreans face the challenges of modernity? 5. What does literature reveal about Korean character? 6. How do Koreans respond to the challenges of modernity as reflected in their literary selections?

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If all the groups are ready, the teacher will start calling out the names of the members who really ―put their heads together‖. 행운을빈다(haenguneulbinda>hengoohn-oohlbeehn-dah) Good luck! Activity 10: A MYRIAD OF REFLECTIONS This activity allows you to enjoy reading short selections from Korea. Hopefully, this will allow you to embrace the goodness of the Korean psyche and temperament. The Tale of the Woodcutter and the Tiger

K

orean folklore recalls the tale of a woodcutter who encounters a tiger in the woods. Fearing that he would soon be the tiger‘s dinner, he exclaimed: ―You must be my long lost brother! Our mother cried for you when you left home. She had dinner ready for you every night, waiting for your return. Sadly, out mother has just passed away. How happy she would have been had she known you are alive and well!‖ The woodcutter took out his handkerchief and pretended to wipe at his eyes. The tiger turned away, as tears fell down his cheeks, leaving the woodcutter unharmed. Every year thereafter, on Chesa, the memorial day of the woodcutter‘s mother‘s death, an offering appeared on her grave - sometimes a peasant, or even his mother‘s favorite mountain berries. The woodcutter did not know where these offerings came from. One year, the woodcutter noticed that the customary offering had not been placed on his mother‘s grave, and he wondered what had happened. Out from the bush, three baby tigers appeared, carrying offerings. They approached the woodcutter and cried: ―You must be our uncle! Mother tiger is gone now, and we know how important it is for her to honor grandmother by bringing an offering to her Chesa table beside her grave. We are here to bring offerings for our grandmother in loving memory of our mother.‖ The woodcutter noticed that his face had turned suddenly warm and realized that it was his own tears streaming down his cheeks. http://www.instrok.org/instrok/t_story.html Tales capture and reflect fundamental cultural values of Korean society and its people, such as the transformation of potential conflict into opportunity through the use of intelligence and the power of injong (human feeling). No one misses the importance of children‘s devotion to their parents, even after their death. In addition to the Confucian emphasis on filial piety, the tale conveys how interlinked one is to past, present and future generations of family and how bonded one is to family by a sense of duty and shared destiny. The Buddhist notion, adopted by many Koreans, of equality among all living things is also portrayed in the sibling relationship of the woodcutter and tiger. Now, that you have read the selection, find another reading partner and by pairs, write what is asked for in the Literary Elements Advance Organizer. Choose one element and use it as a basis for answering the questions below. Continue the interactive discussion until you get clarified with the Korean way of using their cultural values in coping with the challenges of modernity.

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PROCESS QUESTIONS: 1. Identify the characters in the story. What roles do the characters play in the tale? What are the characteristics of these characters that you admire/don‘t admire? 2. What particular event or circumstance in the story has contributed to the Tiger‘s way of looking at things in a different way? How has this new way of looking at things being passed on to the next generation? 3. What kind of conflict led the woodcutter to ―fool‖ the tiger? What would be your own way of saving yourself from danger? 4. What would you do if that sense of duty and shared destiny passed on to you is in conflict with your own principles and beliefs in life? 5. Could this tale be used as basis for you to have a glimpse of how the Koreans at present are coping with the challenges of modernity? Explain your answer. The next selection encourages you to FALL (formulate, articulate, listen, lengthen by Dan White, et. al). Your Learning Team members privately Formulate a response; Articulate their ideas to the group; Listen in turn to other responses and Lengthen the thinking during the subsequent discussion by systematically building upon and elaborating the ideas of others. Listen to your teacher read the poem that follows or its recorded version.

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WHEN WINE AT YOUR HOUSE IS RIPE by YugGim When wine at your house is ripe, Please ask me to visit you. When flowers at my cottage bloom, I will invite you to come. And then let‘s talk of the things, Forgetting worries, over a hundred years. from: An Introduction to Korean Literature, by In-sob Zong Sam Young Printing Co., Ltd. (1970), Seoul, Korea

The author is trying to convince us to forget past prejudices and hatred and come together for a better life. Do the FALL now as you answer the following questions: PROCESS QUESTIONS: 1. According to the author, when should one invite a long-lost friend to his house? 2. When can two people speak as true good friends? 3. How are feelings of optimism, goodness and piety shown in the poem? 4. How are the words like wine, ripe, flowers, bloom, over a hundred years used to symbolize life‘s realities? 5. What does this poem reveal about Korean character? Here is a Korean contemporary literary piece (from http:// jaypsong.wordpress.com/) for you to appreciate. Try to focus on the very few characters introduced in the selection. Be sure to relate to the kind of situation/s that they are in.

I

Shhh* by Moon In-soo

have been to his father‘s funeral. He told me a story: he, who had passed his sixtieth year, held his father, beyond 90 and helped him urinate. Even though life‘s important controls had left the old body, his mind was still like a lantern. Afraid that the old man might feel hopeless, he helped him, half joking and half playing the baby, saying ―Father, shhh, Illustrated by Kwon Shin-ah shhh, all right, all, right, you must feel good.‖When he http://jaypsong.wordpress.com held his father, it was as if he entered deep into the http://jaypsong.wordpress.com whole body. When he held his father like that as though giving back to the body, how much might the old man have tried to shrink himself to make himself smaller and lighter? His urine thread cut off frequently, but such a long thread that the son again and again tried to tie it down to the earth pitifully, but the father with difficulty might sever it now. Shhh, Shhh! The universe must be quiet. *In Korean, this word refers to not only a way to make someone hush, but also is used as an onomatopoeia to help children urinate.

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After you have either listened to, or read Shhh by Moon In-soo, one of your classmates should be chosen to sit on a chair (the hot seat) in front of the class. The hot seat classmate, then, chooses to be one of the characters from the story. The rest of the class asks the hot seat classmate questions. The hot seat classmate answers as the character in the story would answer. After listening to the answers of your hot seat classmate, try to write down in a short Dear Diary Entry journal your thoughts as you are guided by the following questions: 1. How did you feel before, during, and after reading Shhh? 2. While reading, were you able to think about your own mother or father or even yourself when all of you would become old? What scenario can you foresee? 3. Despite the challenges of modernity that all Afro – Asians have tried to cope with for many years, do you consider this contemporary selection a good way of understanding the psyche (spirit) and the temperament (prevailing or dominant quality of mind that characterizes someone) of the Koreans? The traditional poetry of a country takes several forms. Japan has the haiku; the limerick originated in England; Italy produced the sonnet. In Korea, the sijo /‘si – ho/ is a short lyric poem which sketches a picture, then tells the effect of the scene on the beholder. Graeme Wilson, who lives in Hongkong, has published translations of Far Eastern poetry. Some hundreds of his versions of sijo have been published throughout the English-speaking world. Tree of Unhappiness Kim Sang – yong (1592 – 1637) (Translated by Graeme Wilson) On broad leaves of pau-low-nia The one and only tree Whereon the phoenix will set foot The rain falls heartlessly. The rain‘s sad tapping overhead Compounds my weight of grief. Who now could have the heart to plant Trees of so broad a leaf?

Trousset encyclopedia (1886 - 1891)

Pomegranates Sin Hum (1566 – 1628) (Translated by Graeme Wilson) It rained last night, The pomegranates Red and orange-res Have all burst into flower. Not to be comfort, I sit in this cool pavilion Set in a lotus lake And under its glass-bead curtains wait For my closed heart to break.

http://www.google.com.ph/ imgres?q=pomegranates

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Girl in the Rain Anonymous (18th century) (Translated by Graeme Wilson) Her violet cloak clutched round her head, As quickly as she can She runs through rain-fall to the pear bloomed Village and a man. What blandishments, I wonder, What whispers, what untrue But wonderful promises Have soaked that silly through. http://weheartit.com/entry/22528897

On your own try to answer the following questions (from Bridges to Understanding) silently in five minutes. PROCESS QUESTIONS: 1. Explain the underlined words. Then, answer the questions in complete sentences. a. What blandishments does a mother use to make her five-year –old child stop crying? What blandishments does a girl make to catch a boy‘s attention? b. What is the belief regarding the life and death of the phoenix? Why is it a symbol of immortality? c. What is the local name of the pomegranate? 2. In ―Girl in the Rain,‖ what is the girl doing? Why? In the last line, the word silly is a noun whose archaic meaning is referred to. Refer to the glossary for the meaning of silly, then explain the last two lines of the poem. 3. In ―Tree of Unhappiness‖, the pau-low-nia is a Korean tree. What belief about the tree is mentioned in the poem? How does the poet show that his grief is great? that it will last forever? What is implied in the last two lines of the poem? 4. In Korea, the pomegranate is a symbol of happiness in love. What feeling is hinted at by the pomegranate being rained on? The persona is sitting in the pavilion. How is he/she feeling? 5. From what you have heard others say, or from your own personal experience, what factors may cause unhappiness between two young people in love? After spending time to show understanding of the selections all by yourself, it is time to play a game! Deepen your appreciation for the selections you have just read. Play with your chosen group members the What If…Game! The What If… Game enables you to reflect on problems, situations and to visualize a better time and place.

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Review the lines of the poems that relate to your life‘s experiences. Write the lines on a sheet of paper. You may enclose these lines in a box or border – like this one below.

the rain falls heartlessly compounds my weight of grief

for my closed heart to break wonderful wonderful promises Now, while doing the What If…Game!, you are going to be in a Literary Circle. These Literary Circles are small groups of students who meet together to talk about books or any literary selections that they have read.  Each member of the group has a job with certain responsibilities.  If the group is to work effectively, each person must do his/her job.  Participation and self-control are important ingredients in successful Literary Circles. Consider all the questions in the wheel and come up with an output demanded by your position. Be sure your outputs visualize a better place, a better time not only for the Koreans but for all the citizens of Africa and Asia.

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Here are your roles and responsibilities in your Literary Circle:

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Slides courtesy of www.lexington1.net/technology/.../ppts/LAppts/35/LiteratureCircles.

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After accomplishing your tasks and making your outputs, ask yourself if you have generated ideas on the Korean psyche and temperament of charity, kindness, generosity, love, joy, patience, goodness, faithfulness, gentleness, and self-control. Express all your realizations in a drawing.

In preparing your outputs, always consider the proper and correct use of cohesive and literary devices. Cohesive Devices  Coherence in writing means achieving a consistent relationship among parts.  Cohesive devices show the logical relationships between the various parts of an essay as well as between sentences and paragraphs.  Cohesive devices include: Transitional words and expressions, paragraph hooks What are they? Cohesive devices are like bridges between parts of your paper. They are the cues that help the reader to interpret ideas in the way that you, as a writer, want them to understand. What do they do? Cohesive devices help you carry over a thought from one sentence to another, from one idea to another, or from one paragraph to another with words or phrases. Cohesive devices link your sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas. Why do you use them? Cohesive words and phrases are used to link sentences and paragraphs, to show which direction your thought patterns are going to help the reader accurately follow your train of thought. They signal the relationships among the various parts of your subject.

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Types There are several types of cohesive devices and each category leads your reader to make certain connections or assumptions about the areas you are connecting. Some lead your reader forward and imply the ―building‖ of an idea or thought while others make your reader compare ideas or draw conclusions from the preceding thoughts. To signal relation in time: before, meanwhile, later, soon, at last, earlier, thereafter, afterward, by that time, from then on, first, next, now, presently To signal similarity: likewise, similarly, once again, once more To signal Difference: but, yet, however, although, whereas, though, even so, nonetheless, still, on the other hand, on the contrary To signal consequences: as a result, consequently, therefore, hence, for this reason In this section, the discussion focused more on the temperaments and psyche of the Korean people in response to the challenges of modernity. Go back to the previous section and compare your initial ideas with the discussion. How many 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 us go deeper by moving on to the next section. Your goal in this section is to take a closer look at some aspects of the topic on the temperaments and psyche of the Korean people in their response to the challenges of modernity. Activity 11: FOCUSED LISTING

1. 2. 3. 4. 5. 6. 7.

List 5 to 7 words or phrases that describe or explain the major concepts of the psyche and temperaments of the Koreans as reflected in the Korean literary pieces you have just read in the previous section. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

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Activity 12: CROSS ME OUT! Below are probable descriptions of the Korean psyche (human spirit) and temperament (prevailing or dominant quality of mind that characterizes someone). After reading a few of their selections, you already have an idea on what to cross out from the following descriptions.

patient

resilient

strong

bitter

materialistic loyal

proud PROCESS QUESTIONS:

Answer the following questions in the Opinion Proof template on the next page.

1. Which of your ideas would appropriately describe the psyche and temperament of the Koreans?

2. Given these descriptions and a chance to interview a Korean, what questions would you ask?

3. Can you now make a distinction between Korean and Filipino characters? 4. What do Koreans have that help them cope with the challenges of modernity?

5. Are there Asian traditions and values that are reflected in Korean literature? How can these traditions and values help them in coping with the challenges of modernity?

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Activity 13: QUESTIONING THE AUTHOR

[McKeown, Beck, & Worthy, 1993]

This activity is a protocol of inquiries that you can make about the content of what you are reading. This strategy is designed to encourage you to think beyond the words on the page and to consider the author's intent for the selection and his or her success at communicating it. The idea of "questioning" the author is a way for you to evaluate how well a selection of text stands on its own, not simply an invitation to "challenge" a writer. You will now be looking at the author's intent, his craft, his clarity, his organization. Go and get a partner. Read an excerpt about the viral video on Korea‘s global sensation called Psy (shortened name for Psycho). Help each other in doing the next activity. Viral Video Gets Propaganda Treatment By SU HYUN LEE Published: September 20, 2012 SEOUL, South Korea — Ordinarily, a star turn on ―The Ellen DeGeneres Show‖ teaching Britney Spears his dance might be one of the surest signs that a performer has made it. But this week, Park Jae-sang, the South Korean phenomenon behind a dance video called Gangnam Style, got an even clearer sign of success. North Korea — so cut off from the world that satellite shots show most of the country plunged in darkness at night

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— parodied the video. Why the original video, released in July, has gained such popularity is anyone‘s guess. In it, Mr. Park, 34, does a ―horse riding‖ dance that looks vaguely like what children do when they hop around pretending to be galloping. He raps and dances around Seoul, all in the company of pretty women and to a song with an infectious beat. In short, the performer, popularly known as PSY (short for Psycho), has done what K-Pop bands have failed to do. While those groups have choreographed their way to success all over Asia, they have made less headway in other parts of the world. Mr. Park, with his willingness to allow himself to be made fun of with a buffoonish performance, is a global success. What Mr. Park is singing about is Gangnam, a fashionable neighborhood in Seoul where the nouveau riche shop at Chanel, drive fancy cars and send their children to well-known prep schools. He grew up there, and although his dance moves are anything but what someone might expect of Gangnam‘s sophisticates, the title seems to both celebrate — and possibly mock — the lifestyle. That plays especially well in South Korea, where the growing gap between rich and poor is serious enough to have become an issue in the presidential campaign. In any case, South Koreans have banded together to celebrate Mr. Park‘s success, with media outlets breathlessly reporting each new sighting. PSY on ―Ellen.‖ PSY on ―Saturday Night Live.‖ And now a PSY parody in North Korea. It does not seem to matter at all to many South Koreans that possibly their most famous cultural ambassador is, well, less than refined. For them, he still represents a ―soft power‖ moment, a way of selling their culture to the world. Jeffery DelViscio and Shreeya Sinha contributed reporting from New York. What is the author trying to tell you? Why is the author telling you that?

.

Is it said clearly? How might the author have written it more clearly? What would you have wanted to say instead? http://www.readingquest.org/strat/qta.html

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Activity 14: SO WHAT‘S THE PROBLEM? With all the reading selections given to you, did you notice some problems that Koreans face as they cope with the challenges of modernity? Use the Problem-Solution Chart in identifying and solving these problems. Problem-Solution Chart What is the problem?

What are the effects?

What are the causes?

What are some solutions?

http://www.readingquest.org/strat/problem.html In this section, the discussion was about the temperaments and psyche of the Korean people in response to the challenges of modernity. What new realizations have you arrived at on 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 to apply your learning to real life situations. You will be given a practical task which will demonstrate your understandings in this lesson. Activity 15: LISTENING TO AN INTERVIEW This activity will prepare you to do your own interview. Choose an interview buddy. The two of you should work together as a team. Interview a Korean who is willing to share his or her own perspective about Koreans as Asians in this modern world. You will be exposed to the different steps, helpful

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techniques and courteous ways in the interview process. Remember that an interview is remarkably helpful in getting the story of any important issue of a person‘s life. The interviewer can engage in a detailed pursuit for information. Interviews, in general, are useful as a source of information and enlightenment. The interviewer has the obligation to plan the details of the interview so that she or he can save not just her or his time but the interviewee‘s time as well. Most of the time, open-ended questions are useful during interviews. Here is a sample interview. Read it carefully as if you are viewing it live. You can view a real interview at http://www.youtube.com/watch?v=yd-at838m3A . This is an interview of a Korean lawyer. This also presents tips in conducting interviews. You may also refer to http://www.youtube.com/watch?v=G8wjyafrnXI . This is titled Heejun Good Day New York Interview. You can analyze the elements that make up reality and fantasy from a program viewed in watching this interview. In the meantime, go through the sample interview below. An Interview with a Korean-American on Cultural Differences http://www.123helpme.com/preview.asp?id=40709

http://www.google.com.ph/imgres? q=interview+cartoon+images

In this interview Ben Bagley asks Theresa Han about the difference between Korean and American culture. Theresa is a teenager who recently moved to the United States so she has an excellent perspective for understanding the differences and similarities between these countries. [BAGLEY] This is Ben Bagley, and I'm going to interview Theresa Han about Korea. Could you introduce yourself? [ HAN] My name is Theresa Han, I'm from South Korea, I'm 18 years old, and I'm a freshman in College. [BAGLEY] How long have you lived in America? [HAN] I think a little bit less than 3 years. [BAGLEY] Where did you live in Korea? [HAN] I lived in Pyoung Tek, It's right below Oosan, where the American Air force is located.

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[BAGLEY] What were the people like where you lived? [HAN] They're really busy. Fathers go to their work; Mothers if they have a job go to their work, and students go to school, so they don't have enough time to communicate with each other, like time to spend together, because mostly students come home like 10:00pm-11:00pm. [BAGLEY] What did you do with your friends? [HAN] We mostly go to each other's house, rent a movie or something, watch it, and do homework usually, because we have a whole bunch of homework. On the weekends we would go downtown; it's kind of like a shopping mall. It's a street. There are small restaurants, small cloths shops and all that stuff. It was... ... middle of paper ... ... came home 7:00pm. But some students stay longer, like even 10:00pm if you are a senior and about to go to college because there is kind of, like parents and teacher think their kids or students should go to college. Like have to go to college. They‘re gonna pressure them to study a lot, so when you‘re a senior you start to study a lot and you don‘t sleep that much. Usually I think some people sleep 3 or 4 hours per day and just study. No free time. [BAGLEY] And they stay at school and study? [HAN] ?Till like 10:00pm but after school ends they come home and study like until 2:00am or 3:00am [BAGLEY] Would it be ok if I publish this interview on the internet? In the table below, outline five of the most important tips you can share before, during and after an interview. Tips in Doing an INTERVIEW Before

During

After

______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________

______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________

______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________

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Before you start to design your interview questions, you should have a clear idea of your problem or objective. This will give you have a clear focus on the intent of each question. Below is a table that will help you plan for the interview. Write you sample questions in the appropriate column.

Purpose of the Interview: _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Tips

My Sample Question

Questions should be open–ended. Respondents should be able to choose their own terms when answering questions.

Questions should be as neutral as possible. Avoid words that might influence answers, for example, evocative or judgmental wording.

Questions should be worded clearly. Know any terms particular to the program or the respondents‘ culture. Use locational skills to gather and synthesize information about your interviewee.

Be careful when asking ―why‖ questions. A ―why‖ question infers a cause-effect relationship that may not truly exist. Such question may also cause respondents to feel defensive that they have to justify their responses; the question may inhibit their responses to future questions.

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Below is the Interview Rubric that will help you come up with the best interview. This will be given in advance so that you will have an idea on how you are going to conduct the said interview.

Interview Rubric Interviewee: _______________________ Criteria Appearance

Needs Improvement (1) Overall appearance is untidy

Within Expectations (2) Appearance is somewhat untidy

Choice in clothing is inappropriate for any job interview (torn unclean, wrinkled)

Choice in clothing is inappropriate (shirt not tucked, teeshirt, too much jewelry, etc.)

Poor grooming

Greeting

Content

Interviewer: ________________________

Grooming attempt is evident

Unacceptable behavior and language

Acceptable behavior language

Unfriendly and not courteous

Attempts to be courteous to his / her interviewee

Very inappropriate questions Did not ask relevant questions

Inaccurate questions Questions were not relevant or related to the objective of the interview

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Meets Expectations (3) Overall neat appearance Choice in clothing is acceptable for the type of interview Well groomed (ex. Shirt tucked in, jewelry blends with clothing, minimal wrinkles)

Well mannered in dealing with the interviewee Courteous to the interviewee

Questions are acceptable and accurate Questions are appropriate.

Beyond Expectations (4) Overall appearance is very neat Choice in clothing is appropriate for the interview Very well groomed (hair, clothes pressed, etc.) Overall appearance is businesslike Very professional behavior and language (handshake, ―hello‖, ―thank you‖, eye contact, etc.) Friendly and courteous to all involved in interview Thorough questions Questions were very well planned and detailed

Score

Criteria Communication

Needs Improvement (1) Presentation shows lack of interest Questioning is unclear – very difficult to understand message of what is being said (ex. mumbling) Facts about job not included

Body Language

Volume is inappropriate for interview (ex. Spoke too loudly, too softly) Fidgeted – ex. constant movement of hands and feet

Within Expectations (2) Showed some interest Questioning is unclear– lapses in sentence structure and grammar Knowledge of job is minimal Volume is uneven (varied)

Meets Expectations (3) Showed interest throughout the interview Speaking clearly Perfect in sentence structure and grammar Knowledge and facts are included / shared Volume is appropriate

Minimal fidgeting (ex. occasionally shifting)

Lack of eye contact

Eye contact is made intermittently

Slouching all the time

Occasionally slouching

Uses hands and body to express Eye contact when speaking Correct Posture

Beyond Expectations (4) Very attentive

Score

Speaking very clearly Exceptionally accurate use of sentence structure and grammar Commitment & enthusiasm for job is very well conveyed Volume conveys business tone

Highly animated expression (not just speak: brings words, sentences to life Eye contact made all throughout the interview Sitting straight in chair all throughout the interview

Total

PROCESS QUESTIONS:

1. What do you really understand now about conducting interviews? 2. If your interviewee is a Korean, do you think it can help you more in knowing the Koreans‘ psyche and temperament? In what way?

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Activity 16: PREPARING TO CONDUCT AN INTERVIEW WITH A KOREAN By this time, you will have gathered a lot of information on how to conduct interviews. But there are reminders to follow. These reminders may serve as a checklist for you to be more confident in the actual interview. Are you ready? REMINDERS

Yes

No

1. If you are using a tape or video recorder, occasionally check if it is really working. 2. Ask one question at a time. 3. Attempt to remain as neutral as possible. Do not show string emotional reactions to their responses. An author suggests to act as if ―you‘re heard it all before‖. 4. Encourage responses with occasional nods, ―uh huh‖s, etc. 5. Be careful about showing facial expressions or reactions when taking down notes. If you suddenly make a move while taking down notes, it may appear as if you are surprised or very pleased about an answer. Such reaction may influence answers to future questions. 6. Provide transitions between major topics. You may say. ―We‘ve been talking about (a topic), and now I‘d like to move on to (another topic). 7. Do not lose control of the interview. Some respondents/ interviewee may stray to another topic. It may take them too long to answer a question that time begins to run out, or they may even begin asking the interviewer some questions. If most of your answers are ‗yes‘, you are now ready to conduct an interview. PROCESS QUESTIONS:

1. How do you feel right now after doing the checklist? 2. Do you think you are ready to conduct an interview? Why or why not? 3. Will this interview help you know the psyche and temperament of the Koreans?

Activity 17: CONDUCTING THE INTERVIEW TO A KOREAN (MINI PERFORMANCE TASK) This simulated activity should be recorded. Keep your cool and give your best! You may answer the following questions in your notebook.

1. After the interview, what new revelations do you have about the Koreans‘ psyche and temperament?

2. What questions or uncertainties or biases do you still have about the Koreans?

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3. How does your learning about Koreans relate to your present and future treatment of these people?

The chart below can help you write important details about your interview. Fill out the chart and use the information later to write a biographical sketch. Name of Subject: ________________________________________________________ Birth: Death: Early Influences: Education: Major Accomplishments: Significance: Contemporaries: http://7-12educators.about.com

Activity 18: EVALUATING PERFORMANCE Evaluate your performance as a team by going back to Interview Rubric. Then, go to the Quality Team Assessment. Ask yourself ―How well was I doing in my team?‖ Using the Quality Team Chart, conduct a self-assessment and discuss the group‘s ability to accomplish the items on the list. This is not evaluative but is meant to establish a benchmark for celebration and / or improvement. Identify one area in which you would like to improve on and propose ways for achieving that goal as a team. Team Quality Chart Names: Cooperation / Teamwork Responsibility Punctuality in Doing Tasks Adaptability / Versatility Quality of Work Initiative Dependability Attendance Communication Contribution

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PROCESS QUESTIONS: Share your answers with your team. 1. What can you say about your skills in conducting interviews? 2. What strengths and weaknesses do you have in conducting interviews? 3. What other questions would you ask in order to know the psyche and temperament of the Koreans? 4. By now, can you already compare and contrast the psyche and temperament of the Koreans and the Filipinos? Activity 19: WRITING WELL-CONSTRUCTED PARAGRAPHS From the interview, write well-constructed paragraphs about the person. Be sure to observe the rules on cohesion, coherence and appropriate modes of paragraph development. Use the information you have gathered from Activity 17. Use the graphic organizer below as your guide. Character Sketch Format/Graphic Organizer Topic Sentence: ______________________________________________________ Trait #1 _____________________________________________________________ Example(s) __________________________________________________________ _________________________________________________________ Trait #2 _____________________________________________________________ Example(s) __________________________________________________________ _________________________________________________________ Trait #3 _____________________________________________________________ Example(s) __________________________________________________________ _________________________________________________________ Concluding Sentence: _________________________________________________

When you write a character sketch, you are trying to introduce the reader to someone. You want the reader to have a strong mental image of the person, to know how the person talks, to know the person's characteristic ways of doing things, to know something about the person's value system. Character sketches only give snap shots of people; therefore, you should not try to write a history of the person. A good way to write a character sketch is to tell a little story about one encounter you had with him or her. If you do that, you can describe a place briefly, hopefully a place that belonged to the person, focusing on things that would represent the person you are describing. Describe how the person was dressed. Then, simply tell what happened as you spent time together. From time to time, describe the person's gestures or facial expressions. It is important to put words into the person's mouth in direct quotations. http://www.engl.niu.edu/wac/char_sk.html

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The R.A.F.T. paper can also help you write well-constructed paragraphs. R.A.F.T. is a writing technique that provides an easy, meaningful way to demonstrate your understanding of a reading material. It focuses on writing in context the material you have read. Your assignment: Put yourself in the position of a writer tasked to make a character sketch of a well-known Korean. Comment on how literature reveals the Korean character – what he / she has as a Korean to help her cope with and respond to the challenges of modernity. Required length: 2 pages, double-spaced. This means you are skipping a line as you write. Consider the guide below as you fill out each of the columns. Role Who are you?

Audience To whom is it written? What do they expect?

Format What form will this writing piece take? What will it look like?

Topic What is your topic?

In this column, fill in details about the person you are pretending to be, i.e., a writer who is tasked to make a character sketch of a wellknown Korean. Decide on whether you are male or female. Are you a friend of this Korean? How does literature reveal the Korean character? How does he/she cope with and respond to the challenges of modernity?

Who are you writing to? This information will be closely tied to the format you have decided on in class. Most likely, the format of this paper will take the form of a character sketch. If so, who are you writing to (your audience)? Why are you writing to this person? Why would readers be interested in the story of this Korean? **Remember that your teacher is also your audience! He/She expects a well-written paper. Neatness counts! Do your best to present a paper with correct spelling and grammar. Write in complete sentences. Write in cohesive paragraphs.

The format, as mentioned, will be a character sketch. This means you are going to write just snap shots of the person. Again, make sure it is a well written paper--see my expectations in the Audience column.

Your topic is explained at the top of this page, see "Your Assignment In a way, this is really a chance for you to reflect on the Korean way of coping with modernity in general l --what did you think about the Korean? What did you think about her or his characteristics as reflected in Korea‘s literary pieces? What, if any, lesson did you learn? Make sure you explain yourself with details to support your opinions. The required length for this character sketch is two pages, doublespaced (skip a line as you write).

http://www.oocities.org/socorroplazola/pearlraft.html

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***When you submit your final paper, include this handout with the columns filled in with your notes. This means you'll have to draw your own chart with the headings (Role, Audience, Format, and Topic), and blank columns where you can make your own notes. Activity 20: ANSWERING THE FOCUS QUESTION THROUGH NUMBERED HEADS TOGETHER Form a group with four members. Your teacher will then assign a number from 1 to 4 to each member of your group. Then, answer the focus question below collaboratively: How do Koreans respond to the challenges of modernity as reflected in their literary pieces? Make sure that all of you can answer this question, because your teacher will randomly call a number (from 1 to 4), and when your number is called, you will answer the question for your group. PROCESS QUESTIONS:

1. What is the most striking trait or psyche or temperament of the Koreans that makes them unique as a people?

2. Is there any trait or psyche or temperament of the Koreans that is very ‗Filipino‘?

In this section, your task was to interview a Korean and write a character sketch based on the interview. How did you find the performance task? How did the task help you see the real world use of the topic? Congratulations! You have completed this lesson.

Antagonist:

A person who actively opposes or is hostile to someone or something; an adversary.

Blandishment: A flattering or pleasing statement or action used to persuade someone gently to do something. Central Idea:

The thesis statement states the thesis or argument of the author in an essay or similar document.

Challenges:

tests; trials

Folklore:

The traditional beliefs, customs, and stories of a community, passed through the generations by word of mouth.

Glimpse:

quick look; peek; glance

Literary Circle: Also called Literature Circles wherein small groups of students gather together to discuss a piece of literature in depth.

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Literary Pieces: or literary works. These are the products of the body of written works of a language, period, or culture / literature Modernity:

The quality of being current or of the present; "a shopping small would instill a spirit of modernity into this village".

Myriad:

A countless or extremely great number.

Phoenix:

It is a long-lived bird that is cyclically regenerated or reborn.

Pomegranate:

An orange-sized fruit with a tough reddish outer skin and sweet red gelatinous flesh containing many seeds.

Protagonist:

The leading character or a major character in a drama, movie, novel, or other fictional text.

Prowess:

Skill or expertise in an activity or field

Psyche:

The human soul, mind or spirit.

Resilience:

The ability to recover quickly from illness, change, or misfortune; buoyancy

Superior:

upper; senior; higher

Temperament: The prevailing or dominant quality of mind that characterizes someone Unfounded:

unsupported; baseless

Books Angoluan, Ma. Evalou Concepcion et. al. Bridges to Understanding (2004). Quezon City: SIBS Publishing House, Inc. Religious Education Module. A – Z Learning Strategies. Sedilla, Carleen S., Ma. Evalou ConcepcionA., and Ali G. Agundin. ―How to Conduct an Interview‖. Skill Builders for English Proficiency. Quezon City: Phoenix Publishing House, Inc., 2004. Zong, In-sob. An Introduction to Korean Literature (1970). Seoul, Korea: Sam Young Printing Co., Ltd. Online Sources http://www.google.com.ph. Most pictures or icons used in this lesson were taken from Google Image Result. These pictures are the following: Geo and Leila with their masks and costumes; sketching pads, thumbs up icons, handprint, Korean cartoons, Tale of Chunhyang picture, notebook, magistrate, STOP LOOK LISTEN, No!, Kisaeng entertainer,cangue and yangban, borders, pomegranates, Korean boy and girl, interview,

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http://www.imdb.com/title/tt2199671/plotsummary. This contains the summary of The Tale of Ch‘unhyang. http://moodle.unitec.ac.nz/mod/book/view.php?id=93283&chapterid=3333, http:// www.scribd.com/doc/51661583/Techniques-for-Dealing-with-Difficult-Words and http://www.uefap.com/reading/underst/difficult/difficult.htm. These websites contain articles about coping difficult words. Techniques and tips are exposed for students to read, analyze and follow. http://www.sanchezclass.com/reading-graphic-organizers.htm. This contains the Comparing and Contrasting Graphic Organizer. http://instrok.org/instrok/home.html). This website contains The Tale of Ch'unhyang. www.lauracandler.com. This is Laura Candler's Team Building Spinner. http://www.ktlit.com/korean-literature/review-early-spring-mid-summer. and http:// www.ktlit.com/korean-literature/review-wayfarer-new-fiction-by-korean-women. These websites were used in this lesson for students to express their guesses on Koreans' ways of responding to the challenges of MODERNITY. These websites offer reviews about Koreans' most contemporary books / novels. http://www.instrok.org/instrok/t_story.html. This contains The Tale of the Woodcutter and the Tiger. http://www.instrok.org/instrok/t_story.html. This contains information about TALES. http://www.kimskorner4teachertalk.com. This website contains the Literary Elements Advance Organizer. http://jaypsong.wordpress.com/ . This website contains a Korean contemporary literary piece titled Shhh by Moon In-soo. Kwon Shin-ah jaypsong.wordpress.com/http://jaypsong.wordpress.com/ http:// This contains an illustration of the story titled Shhh by Moon In-soo. http://weheartit.com/entry/22528897. This contains a picture of a girl in the rain. www.lexington1.net/technology/.../ppts/LAppts/35/LiteratureCircles. This contains a PowerPoint presentation about Literary Cirlces. users.ipfw.edu/wellerw/transitionaldevices.ppt. This contains a PowerPoint presentation about cohesive devices. www.readingquest.org/pdf/opinion.pdf. This contains the Opinion - Proof Graphic Organizer. http://www.readingquest.org/strat/qta.html. This contains an organizer that helps students do the Questioning the Author.

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http://www.readingquest.org/strat/problem.html. This contains the ProblemSolution Chart http://www.youtube.com/watch?v=yd-at838m3A. This is an interview of a Korean lawyer. http://www.youtube.com/watch?v=G8wjyafrnXI This is titled Heejun Good Day New York Interview. http://www.123helpme.com/preview.asp?id=40709. This website features An Interview With a Korean-American on Cultural Differences. http://7-12educators.about.com. This website contains the chart that can help students write important details from their interview. http://www.engl.niu.edu/wac/char_sk.html. This contains information about writing a character sketch. http://www.oocities.org/socorroplazola/pearlraft.html. This contains a sample R.A.F.T. Paper.

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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, 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: 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? To give you an overview of the things you will do in this lesson, pay close attention to the expected skills below and the lesson map. In this lesson, you will learn the following: 

Determine the persons being addressed in an informative talk, the objectives of the speaker and his/her attitudes towards issues (Listening Comprehension)



Note clues and links to show the speakers stand and assumption (Listening Comprehension)

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Listen for clues and links to reveal the speakers‘ train of thoughts (Listening Comprehension)

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Determine the stand of the speaker on a given issue (Listening Comprehension)

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Use appropriate turn-taking strategies (topic nomination, topic development, topic shift, turn-getting, etc.) in extended conversations (Speaking - Oral Language and Fluency)

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Use communication strategies (paraphrase, translations, and circumlocution) to repair breakdown in communication (Speaking - Oral Language and Fluency)

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Develop strategies for coping with unknown words and ambiguous sentence structures and discourse (Vocabulary Development)

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Use collocations of difficult words as aids in unlocking vocabulary (Vocabulary Development)

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Utilize varied reading strategies (covert dialogue with the writer and the sectional

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approach) to process information in a text (Vocabulary Development) 

Identify propaganda strategies used in advertisements (bandwagon, testimonial, transfer, repetition, emotional words) and consider these in formulating hypothesis (Vocabulary Development)

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Note expressions that signal opinions (seems, to me, as I see it) (Vocabulary Development)

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Analyze the elements that make up reality and fantasy from a program viewed (Viewing Comprehension)

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Discover Philippine and Afro Asian literature as a means of expanding experiences and outlook and enhancing worthwhile universal human values (Literature)

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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) (Literature)

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Use specific cohesive and literary devices to construct integrative literary and expository reviews, critiques, research reports, and scripts for broadcast communication texts, including screenplays (Writing and Composition)

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Expand ideas in well-constructed paragraphs observing cohesion, coherence and appropriate modes of paragraph development (expository, descriptive, narrative, persuasive, creative) (Writing and Composition)

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Use varied adjective complementation (Grammar Awareness and Structure)

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Use appropriate idioms, collocations, and fixed expressions (Grammar Awareness and Structure)

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Derive information from various text types and sources using the card catalog, vertical file, index, microfiche (microfilm), CD ROM, Internet, etc. (Study Strategies)

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Express a different opinion without being offensive (Attitude) On the next page is the lesson map to guide you in Faith in Time of Challenges:

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PROCESS KNOW

Welcome to Burma aka Myanmar Introducing, the Burmese People One‘s Vision (Complete Me) Bull‘s I (Idiom) Odds on Ads (Advertisements) Listen and be Heard Think as a Butterfly Meeting You (Table) Literary Carousel Character Analysis Model I Draw The Propaganda Shout Out (Chart) Speak Up, Let‘s Talk about it Frequency Word List First Impressions (Impression writing)

Guess Who? Snapshots Featuring: Aung San Suu Kyi Inbox (Map of Conceptual Change) CSI Form/Character Study of an Individual ComCon (Comparison and Contrast)

REFLECT AND UNDERSTAND Your Mission The F‘s (Faith and Fight for Freedom) Frequency Word List Character Revelation Figure Soldier Simulation/ Role-play 3-2-1 (Map of Conceptual Change) PS at your Fingertips (précis/ summary) Lend me your Ears (editorial article)

TRANSFER Outbox Lesson Closure Handing in your Evaluation Paper

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:

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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.

Camera‑coloring‑page.jpgsupercoloring.com

PROCESS QUESTIONS: 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?

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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

A

ung 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

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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 Kyi www.meritnation.com/discuss/question/2463138 - India

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

1. __________________

1. __________________

2. __________________

2. __________________

3. __________________

3. __________________

4. __________________

4. __________________

5. __________________

5. __________________

Illustration by: Amarjeet Malik

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 Now, refer to the map of conceptual change on the next page, 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.

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IN THE BOX I Think…

Activity 5: COMCON (COMPARISON AND CONTRAST) Feel free to exchange information with your classmates and take turns by comparing and contrasting your ideas using the graphic organizer below.

Graphic Organizers Comparison & Contrast www.slideshare.net/.../graphic-organizers-comparison-contrast-6865

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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. 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. Activity 6: WELCOME TO BURMA A.K.A 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: www.smsd.org/custom/StaffDev/Wordle%20QRG.pdf - United States

wordle-znjcxc.jpgteacherchallenge.edublogs.org

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.

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Frequency Word List

a. b. c. d. e. f. g. h.

extant specimen dedicatory inscriptions eloquent poems Buddhist piety educated courtiers panegyric odes letter of an abbot foreign literature was transplanted

Read the text below about the literature of Myanmar and answer the activity that follows. 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

Activity 7: THINK AS A BUTTERFLY Pair up with another partner THINK AS A BUTTERFLY 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? ____________________________________________________________________ ____________________________________________________________________

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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… 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. Frequency Word List a. b. c. d. e.

inevitables fleeting transitory amass insatiable

f. utilitarian g. exploit h. rampant i. inexhaustible j. wallow

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.

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Evils that Plague Humanity

Effects on the Lives of People

Inevitables in Life

How Science Conquers each

Statements that Indicate Reality (actual, exists) and Fantasy (dream, imagination)

1.

2

3.

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. ON THE THREE EVILS 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-

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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 on ad infinitum. Spurred on by greed, people are apt to ―botanize on their mothers‘ graves,‖ so to say, in order to become richer. Thus the distribution of wealth becomes unequal. While some can amass wealth which cannot be spent in ten lives, others have to wallow in extreme poverty with bare rags on their bodies. English Communication Arts and Skills through Afro-Asian Literature

Activity 10: LITERARY CAROUSEL 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. PROCESS QUESTIONS:

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

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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 fleeing

foraging

concepts

vision

despair

battered

vast

spacious

gloominess lotus

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. VISION by Feraya 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

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What does he/she see?

What does he/ she think?

What does he/ she hear?

What does he/ she say?

How does he/ she act?

How does he/ she feel?

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? 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

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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 like the one below. Here are additional examples.              

Give me a hand Hit the books Keep an eye on you You're pulling my leg Cat's got your tongue Zip your lip Cold turkey Wear your heart on your sleeve In the doghouse When pigs fly Put your foot in your mouth On pins and needles I'll be there with bells on Bite off more than you can chew  Toss your cookies

PopUpNoteCard.JPGfavecrafts.com

Activity 15: ODDS ON ADS 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?

adaccessbh0690med1.jpegillinoispixels.wordpress.com

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Burma_Shave_slogans.jpgthe60sofficialsite.com

Glamour and Ordinariness – Actress Htet Htet Moe Oo singing the praises of ‗EVA Pipe‘ (PVC Piping Suppliers)

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? 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  publicly 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 spread Microsoft® Encarta® 2009. © 1993-2008 Microsoft Corporation. All rights reserved.

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

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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

Adjectives and Complements i.e. tough-whiskered yanks, heavy tanks, jaws as smooth as guys

     

Adjectives  add to the meaning of a noun or a pronoun can be articles like ―a‖ ―an‖ and ―the‖, or show possession such as your, his, my, their, our, or its tell us more about the noun or pronoun, for instance that, what, those, or these, or be interrogative, what, where, or why some modify by comparing, richer, whole or ideal impossible others are indefinite and include all, many, few, some, or several also, some give physical descriptions like big, old or brown 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

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Let us have examples for drill or exercise. Identify the adjective complements in the sentences. 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

Next to that, search for five other advertisements from newspapers and magazines, identify the propaganda devices and adjective or adjective complementations used. Show outputs in class through a gallery walk of life-like ad displays.

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Activity 17: LISTEN AND BE HEARD Listen to this blog entry that will be read by one of your classmates and take down notes.

Activity 18: SHOUT OUT! 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.

Speaker

Person being Addressed

Objectives of the Speaker

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Speaker‘s Attitudes towards Issues

Propaganda Strategy Used

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).

My First Impression I was able to /The literature of Myanmar/The Burmese people… _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

Reflect on the focus questions.

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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. 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. b. c. d. e. f. g. h.

golden spires saffron prayers only callousness and betrayal stillness of their gaze novice monk‘s robe serene downcast eyes ceremonial finery anger is fiercer

PROCESS QUESTIONS:

1. According to the speaker in the poem, what is happening in his/her country 2. 3. 4. 5. 6. 7.

Burma? What can be done to attain peace and freedom? What was the role of the monks in the fight for freedom? Why is the poem entitled, ―Prayer for Burma‖? How would you feel under similar conditions? What does this quotation from the poem mean: ―We shall never forget our monks who were at the forefront of our march for freedom.‖ How does this poem show the temperaments and psyche of the Burmese people in their response to the challenges of modernity?

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Prayer for Burma by May Ng 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

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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 by 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 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

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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? ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

________________________ ________________________ ________________________ ________________________ ________________________ ________________________

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.

________________________ ________________________ ________________________ ________________________ ________________________ ________________________

________________________ ________________________ ________________________ ________________________ ________________________ ________________________

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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.

2.

3.

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 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 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.

retrosoldiersilhouettethumb3376569.jpgdreamstime.com *Questions/Activities Adopted/Modified from Literature in Focus II

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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. 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 Hub www.publishyourarticles.net/.../5-quality-precis-writing-samples.html

THE COUNTRY‘S GOOD SON A Summary of the Story ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________

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________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________

You can double check your work using this checklist: Revision Checklist Ask yourself the following questions: Is my précis/summary only one third of the original? Did I include all the main points? Have I left out the illustrations and less important ideas? Have I written clearly in my own words using synonyms for the author's words where possible?  Does my précis/summary accurately reflect the original in tone?  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.

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

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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.

You can also refer to the TRAC format or graphic organizer in structuring your output. Editorial Graphic Organizer T-Topic Sentence

R-Reasons with Support Notes

A-Answer, Opposition

C-Conclusion

Editorial Graphic Organizer Twww.ccps.org/chms/research/davis/edigo.pdf

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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.

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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 understandings in this lesson. Activity 29: HANDING IN YOUR EVALUATION PAPER Directions: Read the task below. In your group, discuss and plan on how you will put up the exhibit. The rubric for grading is provided here to remind you on how your work will be graded.

TASK

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 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

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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 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.

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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 30-27 26-22

21-17 16-13

20-18

17-14

13-10 9-7

20-18 17-14 13-10

Criteria Content Excellent to Very Good: knowledgeable, substantive development of thesis, relevant to assigned topic Good to Average: sure knowledge of subject, adequate range, limited development of thesis, mostly relevant to topic, but lacks detail Fair: limited knowledge of subject, little substance, inadequate development of topic Needs Much Improvement: does not show knowledge of subject, not many details, not relevant to assigned topic or not enough to evaluate Organization Excellent to Very Good: fluent expression, ideas clearly stated/ supported, succinct, well-organized, logical sequencing, cohesive Good to Average: somewhat choppy, loosely organized, but main ideas stand out, limited support, logical but incomplete sequencing Fair: non-fluent, ideas are confusing or disconnected, lacks logical sequencing and development Needs Much Improvement: does not communicate, no organization or not enough to evaluate Vocabulary and Language Use Excellent to Very Good: sophisticated range, effective word/idiom choice and usage, word form mastery Good to Average: adequate range, occasional errors of word/idiom form, choice, usage but meaning understood Fair: limited range, frequent errors of word/idiom form, choice, usage, meaning somewhat confusing or not understood

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Comments

Score

Level

Criteria

9-7

Needs Much Improvement: essentially translation, little knowledge of English vocabulary, idioms, word form or not enough to evaluate Grammar Usage Excellent to Very Good: effective, complex sentences, few errors of agreement, tense, number, word order/ function, articles, pronouns, prepositions 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 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 Needs Much Improvement: almost no mastery of sentence construction rules, many errors, ideas not understood or not enough to evaluate Mechanics Excellent to Very Good: few errors of spelling, punctuation, capitalization, paragraphing Good to Average: some errors of spelling, punctuation, capitalization, paragraphing, but meaning understood Fair: frequent errors of spelling, punctuation, capitalization, paragraphing, poor typing, meaning confused or not understood Needs Much Improvement: many errors of spelling, punctuation, capitalization, paragraphing, typing is poor, or not enough to evaluate

25-22

21-18

17-11

10-5

5 4 3

2

Total Score:

Comments

Rubric Adapted From: Reid, J. (1993). Teaching ESL Writing. New Jersey: Prentice Hall Regents.

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Comments:

Activity 30: OUTBOX 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.

PLEASE think outside ME

I Think…

IN THE BOX I Think…

OUT OF THE BOX

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Activity 31: LESSON CLOSURE In summary, do the lesson closure as a reflection.

Today’s lesson...………….……………………………………………………………….. ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………..One key idea was………………….......... ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… …………………………This is important because…………..…………………. ……………………...……………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… Another key idea……………………………………………………………………….. ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ………………………………This matters because………………………………….. ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………….In sum, today’s lesson……….. ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ………………………………………………………………………………………………………

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!

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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. 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. Reality. It is actual or exists. Temperament. The prevailing or dominant quality of mind that characterizes somebody.

Books 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.

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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 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-TPublishing# 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-andcelebrity-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-ofspeech/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-ofadjectives-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

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Kadampa Buddhism. (2012). Sojong. Retrieved November 5, 2012 from http:// kadampa.org/buddhism/sojong/Lyusha. (2000-2012). Stock Photography: Cartoon soldier standing with gun. Image. Retrieved November 5, 2012 from http://www.dreamstime .com/ stock-photography-cartoon-soldier-standinggun.-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-qualityprecis-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 Mofified with dren rights essment. 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 misc.thefullwiki.org/Burma

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http://

Myanmar (Burma). (1996-2012). Retrieved December 3, 2012 from http:// travel.nationalgeographic.com/travel/countries/myanmar-guide/ 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 http://www. youtube.com/watch? v=SMYAzQC3UjI Minnegerode, L. (1999-2012). Writing an evaluation paper. Retrieved November 5, 2012 from http://www.ehow.com video_4755158_underground-writing.html?pid= 1&wa_vrid=8a4a77ad3344-4190-845e-f7efb347c95f&cp=1&wa_vlsrc=continuous

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Have you, at a certain time, asked yourself how you are able to overcome trials and solve your personal problems? Have you ever wondered how people overcome challenges in their lives victoriously? Do you think it is possible to give answers to these questions from the literary selections of Saudi Arabia and Israel? In this lesson, you will find out how critical understanding and appreciation for 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: What does literature reveal about Arab and Israeli characters? How do Arabs and Israelis respond to challenges of modernity as reflected in their literary selections? To give you an overview of the things you will do in this lesson, pay close attention to the expected skills below and the lesson map. In this lesson, you will learn the following: 

Determine the persons being addressed in an informative talk, the objectives of the speaker and his attitudes towards issues (Listening Comprehension)



Listen to get different sides of social, moral and economic issues affecting a community (Listening Comprehension)



Use appropriate turn-taking strategies (topic nomination, topic development, topic shift, turn-getting, etc.) in extended conversations (Speaking - Oral Language and Frequency)



Use communication strategies (e.g. paraphrase, translation and circumlocution) to repair breakdown in communication (Speaking - Oral Language and Frequency)

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Develop strategies for coping with unknown words and ambiguous sentence structures and discourse (Vocabulary Development)



Use collocations of difficult words as aids in unlocking vocabulary (Vocabulary Development)

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Utilize varied reading strategies to process information in a text (Reading Comprehension)



Distinguish between facts and opinions (Reading Comprehension)

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Note expressions that signal opinions (e.g. seems, as I see it) (Reading Comprehension)



Utilize varied reading strategies (covert dialogue with the writer and the sectional approach) to process information in a text (Reading Comprehension)

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

Employ approaches best suited to a text (Reading Comprehension)



Examine for bias (Reading Comprehension)



Develop strategies for coping with unknown words and ambiguous sentence structures and discourse (Vocabulary Development)



Use collocations of difficult words as aids in unlocking vocabulary (Vocabulary Development)



Compare and contrast one‘s own television-viewing behavior with other viewer‘s viewing behavior (Viewing Comprehension)



Discover Philippine and Afro Asian literature as a means of expanding experiences and outlook and enhancing worthwhile universal human values. (Literature)



Identify 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. (Literature)



Respond to feedback on one‘s paper in the revision process (Writing and Composition)

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Use grammatical structure and vocabulary needed to effectively emphasize particular points. (Writing and Composition)

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Produce an e-journal of poetry and prose entries with emphasis on content and writing style (Writing and Composition)



Show respect for intellectual property rights by acknowledging citations made in reports and researches. (Writing and Composition)

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Use quotation marks or hanging indentations for direct quotes. (Writing and Composition)

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Use in-text citation (Writing and Composition)

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Arrange bibliographic entries of text cited from books and periodicals. (Writing and Composition)

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Formulate correct complex and compound-complex sentences. (Grammar Awareness and Structure)

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Formulate correct conditional statements. (Grammar Awareness and Structure)



Derive information from various text types and sources using the card catalog, vertical file, index, microfiche (microfilm), CD ROM, Internet, etc. (Study Strategies)



Extract accurately the required information from sources read and viewed to reject irrelevant details (Study Strategies)

On the next page is the lesson map to guide you in Strength in Facing Challenges.

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KNOW

PROCESS

Anticipation-Reaction Guide: Agree/Disagree Chart

Post Viewing Activity It‘s Clear to Me Distinguishing Fact from Opinion Facts and Opinions in Informative Writing Facts and Opinions in Persuasive Writing Frequency Word List: Burger Match! Plot Diagram Ali Baba Characters o T-Chart The Way I Understand It Hear the Voice of the Princess! I Think; Therefore, I Am I‘ve Got that Feeling Hang on a Second...May I Speak? In My Opinion Writing a Persuasive Essay: From Head to the Pen! Getting Fooled or Getting Wiser Persuasion and Propaganda Revising Persuasive Essay Different Yet Worth Embracing Frequency Word List One-Minute Paper

REFLECT AND UNDERSTAND Sentence Completion Skills at Work Visiting the Middle East Travelling with Ruth Character Analysis The Words Beyond My Thoughts Writing a Critical Review: Through My Lens Frequency Words List: The Frame of My Understanding From Simple to Complex Repairing Communication Breakdown Monitoring My Media Beaviors Writing a Blog: Getting Connected to Israel Research Work: A Gallery of My Fave Prose and Poetry Writing a Bibliography: From Where I Got My Favorites

TRANSFER Review: Responding to My Favorites Keeping My Favorites: An eJournal Anticipation-Reaction Guide: Agree/Disagree Chart Lesson Closure: Reflective Learning Journal

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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‘s begin by doing these sets 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. 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 Agree Disagree

Statements about Saudi and Israeli Literature 1. The period before the writing of the Qur'an and the rise of Islam is known to Muslims as the period of ignorance. 2. The expansion of the Arab people in the 7th and 8th centuries brought them into contact with a variety of peoples who would affect their culture and the most significant of these was 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 the Holy Scripture. 5. A key ingredient of the Israeli public persona is that Jews are tough, emotionally hardened, and ruthless.

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After the Lesson Agree Disagree

Do NOT fill this up yet.

PROCESS QUESTIONS: 1. Which statements did you agree to? Can you state your reasons for your affirmation? What experiences or observations do you have that make you decide on those answers? 2. Which statements did you disagree to? State your reasons. What personal encounter –actual experience or learning insight- helped you in forming your judgment? 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 below: 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? 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. Exercise 1: Viewing Activity: Opening Speech‖ Islam Is The Solution!‖ Previewing Activity: 1. You are about to view a short speech delivered by a Muslim. 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 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.

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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 on your understanding of the speech by completing the activity sheet below.

I GOT IT RIGHT! Name: ______________________________

Date _________________

Grade & Sec: _________________________

Teacher _______________

Thesis Statement

Full Circle Call to Action -

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PROCESS 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? 4. Why do you think the speaker encourages his audience to adopt Islam? How do gestures or the intentional movements of the speaker‘s body help him convey his message? 5. What countries in the world adopt Islam as a religion? 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 in the second column; include a short explanation. 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 to true happiness and peace 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 everyone jailed in America today is due to drug charges. 5. Islam is not spreading as it should be because we are not implementing it in its proper form. PROCESS QUESTIONS: 1. 2. 3. 4.

What is a fact? How do you arrive at facts? How does a fact differ from an opinion? Can an opinion be proven? Is a fact the opposite of an opinion? 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?

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THE TWO TYPES OF STATEMENTS Opinions cannot be proven, however, they can be supported by facts and other knowledgeable opinions. Facts can be proven 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. Hone 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. Activity 4: DISTINGUISHING FACT FROM OPINION 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. Name ___________________________________ Date _________________________ 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 to 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

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Activity 5A: FACTS AND OPINIONS IN INFORMATIVE WRITING 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 __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________

Activity 5B: FACTS AND OPINIONS IN PERSUASIVE WRITING 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 __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________

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PROCESS QUESTIONS: 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? 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 you to know that its literature reflects the personality of her people and the characteristics of her 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‖. Exercise 2: Reading Arab Literature The Arabian Nights (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 dishonor 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

ALI BABA AND THE FORTY THIEVES

A

li 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-todo, 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.

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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-inlaw 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. 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 thirtyseven 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

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Activity 6: FREQUENCY WORD LIST: BURGER MATCH! Let‘s find out if you understood the selection ―Ali Baba and the Forty Thieves‖ despite the presence of some difficult words. Each burger patty contains a word from the literary selection. In the table below are the synonyms as well as the 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 in the table do NOT necessarily match as listed SYNONYMS 1. seal

2.

ANTONYMS

clumsy

rich

to close

graceful

bankrupt

to open

pharmacy

to support

to stop

cemetery

4. awkward

3.

apothecary

5. impoverish

foil

PROCESS QUESTIONS: 1. Were you able to finish the activity on time? If not, what stopped you from pursuing? 2. What previous knowledge or encounter helped you in arriving at your answers? 3. How many correct answers did 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.

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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. Name ____________________________ Date ____________Score___________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ _____________________ _____________________ _____________________

___________________ ___________________ ___________________

Climax

Rising Actions

Falling Actions

Exposition

Denouement

Resolution

Conflict

____________________ ____________________ ____________________

______________________ ______________________ ______________________

_________________________ _________________________ _________________________

__________________________ __________________________ __________________________

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Activity 8: ALI BABA CHARACTERS ON T-CHART 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.

Characters Bad Qualities

NAMES

_______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______

Good Qualities

PROCESS QUESTIONS: 1. At the start of this lesson, what were your initial feelings and ideas about it? Did you like story? Was it exciting or too predictable? How did you find its ending? 2. The magic words ―Open, Sesame‖ and ―Close,Sesame‖ that seal the cave of treasures have become popular expressions. How do modern people use this expression in their daily conversations? 3. How were Ali Baba‘ and Cassim‘s lives different? Which of these two characters do you prefer? Explain your answer and cite 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?

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Exercise 3: Reading an Essay : A Peep of the Arab Character Read the essay about the Arab Psyche. As you read, please try to identify the words that are difficult and arrive at their meanings. After reading the text, show your understanding using the graphic organizer that follows. 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 honored 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 www.theislamicemailcircle.com become naturalized 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 naturalized, 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 honor 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.

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Practical Knowledge and Science The Arabic culture of the pre-Islamic era did not invent the sort of complex mythologies and creation myths which characterized 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 centers meant that schools of specialized 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 honor 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

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Activity 9: THE WAY I UNDERSTAND IT Show your understanding of the reading selection above by completing this concept map. Concept Map of the Arab Psyche

__________________

1. Pure lineage 2. _______________

___________________

__________________ __________________

_________________

1. 2. 3. 4. 5.

Courage _________________ _________________ _________________ _________________

PROCESS 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?

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You have just learned the Arab psyche though an essay. To 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?

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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.

rabic 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

The Song of Maisuna

Poem 2

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. On Fatalism

Poem 1

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

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

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PROCESS QUESTIONS: 1. 2. 3. 4.

What stanzaic form is used in both poems? Describe the harmonies of sound and turns of phrasing. What have you observed of the length of each poem? 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? 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 country. Previewing Activity: You are about to view a twelve-minute interview of a Saudi Princess in a CNN Program. Listen very attentively to the interviewee and the interviewer; observe turntaking strategies and expressions used in asking and answering questions. Click this link and view the CNN interview : http://www.youtube.com/watch?v=1MetvlW83E

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.

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While Viewing Write down every important detail in the interview. Make sure to identify the key points of the interview. List down difficult words said by both Princess Ameerah and CNN newscaster Amanpour. Post Viewing Activities Activity 10: HEAR THE VOICE OF THE PRINCESS! Go over your notes on the Saudi Princess interview by Christian Amanpour in a CNN Program. Answer the activity sheet below.

Hear the Voice of the Princess! 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.

Name / Position: __________________ Princess‘ Message : _______________ ________________________________

1.

Name/position ___________________ Princess‘ Message _______________ _______________________________ 2. Name /Position ________________ Princess‘ Message _____________ _____________________________ 3.

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Name/ group name ______________ Princess‘ message ______________ ______________________________

4.

Group name____________________ Princess‘ Message_______________ ______________________________ 5. INFORMATIVE TALK 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 is 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. There are three ways to do analyze an audience; 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

PROCESS QUESTIONS: 1. What topics did Princess Ameerah talk about? Was she prepared for the interview? How was 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 4. audience analysis did she consider the most in her interview?

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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. 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 did she feel this way?____________________ Issue: Custody battles Speaker‘s attitude: __________________________ Why did she feel this way?____________________ Issue: Ban on women to drive Speaker‘s attitude: __________________________ Why did she feel this way?____________________ Issue: Unemployment Speaker‘s attitude: __________________________ Why did she feel this way?____________________ Issue: women empowerment Speaker‘s attitude: __________________________ Why did she feel this way?____________________

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PROCESS QUESTIONS: 1. How long did it take you to accomplish activity sheet # 12? Was the activity easy, fair or difficult? Explain 2. What previous experiences helped you finish the task? 3. Of the five social, economic and political issues mentioned in the activity, which do you think was 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 A 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.‖ 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%20English/turntaking/ index.html

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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 was correct by checking the appropriate column; otherwise, put an X. Activity Sheet on Turn-Taking Strategies Hang on a Second…May I Speak? Name ___________________________ Date _____________ Score ______________ Interviewer (CNN Newscaster Amanpour) Turn-taking When Appropriateness Strategy used?

Interviewee (Saudi Princess Ameerah) Turn-taking When Appropriateness Strategy used?

PROCESS QUESTIONS: 1. What does turn-taking in communication mean? 2. What turn-taking strategies do you usually use? Do you find them effective? Why? Why not? 3. What happens to a conversation when a speaker does not observe proper turn-taking skills?

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Activity 14: IN MY OPINION… Read each news headline and corresponding details very thoroughly. Express wisely your opinions on the news/issue.

1.

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. — Star Tribune

In my opinion… _____________________ _____________________ _____________________ _____________________ _____________________ _____________________

2.

―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

In my opinion… _____________________ _____________________ _____________________ _____________________ _____________________ _____________________

3.

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

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In my opinion… ____________________ ____________________ ____________________ ____________________ ____________________ ____________________

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 may be put together to become a persuasive essay. Try the next activity. 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. 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 __________________________ ______________________________________________________________________ ______________________________________________________________________

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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 halftruths, 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 namecalling 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." Activity 16: GETTING FOOLED OR GETTING WISER? Study the following situations. Each contains a propaganda technique/ device, 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.

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4. No true Filipino would vote to take away our rights by outlawing hunting. 5. "Don't let those bunny huggers 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 AND PROPAGANDA Choose your favorite product/s- shampoo, shoes, etc. Advertise it/them to your friends so that they, too, will subscribe to it/them. Make sure to promote it/them in two ways : 1. by using propaganda device/s , and 2. by presenting the whole truth. ADVERTISEMENT USING PROPAGANDA Product:

TELLING THE WHOLE TRUTH Product:

PROCESS QUESTIONS: 1. What is propaganda? Why do unscrupulous businessmen, writers and speakers use propaganda gimmicks? 2. What responsibilities do newspapers have for their readers? 3. How do recognizing propaganda devices make you a better consumer and student?

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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 Arabian culture. You may delete and add ideas to make your work an 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 ___________________________________________________________

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Activity 19: DIFFERENT YET WORTH EMBRACING Write a journal showing the cultural differences between the Filipinos and the Arabs. Base your insights on the texts you read or viewed.

A Journal of Cultural Differences

DIFFERENT YET WORTH EMBRACING Name ___________________________ Date __________ Score __________

Culture / Practice

1. Gender equality

2.

3.

4. Mode of dressing

5.

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Activity 20: FREQUENCY WORD LIST 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

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Most DIFFICULT idea to understand

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 many 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. Your goal in this section is to take a closer look at some aspects of the topic on the temperaments and psyche of the Saudi and Israeli people in their response to the challenges of modernity. 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 something. 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

Activity 22: SENTENCE COMPLETION Use the correct form of the verb in the parentheses. Form a Conditional sentence – type 3. 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 cake if it 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.

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3. If the ______________(not/to fail) his driving test, his parents _____________ (to lend) him their car. 4. If my uncle ____________ (to tell) we 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 school bag, he wants _____________ to give you your USB flash drives. Activity 23: SKILLS AT WORK Complete the following sentences with an appropriate result or the if-clause. CAN YOU PREDICT MY ACTIONS? Name ________________________ Date ________ Score ____________ 1. 2. 3. 4. 5.

I can go shopping to the Mall of Asia this weekend if __________________________. If I have time _________________________________________________________. I could have gone to the Middle East last year if _____________________________. If I met Jews and Arabs in the streets today, I _______________________________. World peace can be attained and maintained if ______________________________. 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. MY VISIT TO THE MIDDLE EAST _____________________________

________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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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 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

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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 became the great-grandparents of King David. Source: http://www.whatchristianswanttoknow.com/ruth-bible-story-summary/

Activity 25: TRAVELLING WITH RUTH Analyze the elements of the selection ―The Story of Ruth‖ by completing the Story Map below. Name _______________________________________ Date_________________ Title of the Story ______________________________ Author ________________ Main Character :

Minor Characters:

Central Conflict

Setting

MAJOR EVENTS IN THE PLOT Inciting action :

Rising Actions :

Climax or turning point :

Falling action: Theme ; Resolution:

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Mood:

PROCESS QUESTIONS: 1. Describe the living faith that works out of love in the lives of Ruth and Boaz. 2. At the end of the story of Ruth, it appeared that Naomi owned some land that Boaz was willing to sell to her. If she had this land all along, why didn‘t she sell it earlier and save herself a lot of trouble? 3. What does this story reflect about the characteristics of Christians? Activity 26: CHARACTER ANALYSIS Analyze the personality traits of Ruth and Naomi as reflected in their actions and dialogs. 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. Write their common traits in the converged parts of the circles.

Analyzing the characters of a story is one way of understanding the reading text better. 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. WRITING A CRITICAL REVIEW Purpose of a Critical Review A critical review is a writing task that asks you to summarize 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 criticize in a negative manner. Rather it

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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 judgment? 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? Analysis 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 summarize 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 organized. 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, weaknesses 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:  Present the 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 weaknesses for each criterion you use, you need to decide your overall judgment. For example, you may want to comment on a key idea in the text and have both positive and negative comments. You can begin by stating what is good about the idea; then concede and explain how it is limited in

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

some way. While this example shows a mixed evaluation, as a whole you are probably being more negative than positive. In long reviews, you can address each criterion 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 comments and another of negative comments.

You can also include recommendations on 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 explanation of your judgment can be included. This can make 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 3 Lesson 1, 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. So enjoy reading! Exercise 7: A TOUCH OF MODERN ISRAEL: ―The CAT‖ Read the short story about a political prisoner who uses magic to escape execution. Be able to identify difficult words and arrive at their meanings. Also write a critical review of the selection. ―THE CAT‖ by Zygmunt Frankel Published in "The European"

H

e 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

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muppetsforjustice.blogspot.com

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 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 witchdoctor'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

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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 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 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 witchdoctor 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.

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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 wellremembered sensations 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 color 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.

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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..." "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

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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

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Activity 28: WRITING A CRITICAL REVIEW: ―THROUGH MY LENS‖ Write a critical review of the short story below. Make sure to apply your knowledge of 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 __________________________________________________________________ __________________________________________________________________

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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 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 _______________________________________

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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 classified 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. 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, 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. 2

PROCESS QUESTIONS: 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? 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

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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. 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

Activity 30: FROM SIMPLE TO COMPLEX Use subordinating conjunctions (though, if, when, because, etc.) to connect the sentences to make one complex sentence.

Complex Sentence Worksheet Name ___________________________ Date _________ Score _______ 1. Henry needs to learn English. I will teach him. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 2.

I'm writing a letter, and I'm leaving. You will find it tomorrow. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

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3. I prefer to watch TV by streaming over the internet. It allows me to watch what I want and when I want to watch. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 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

Activity 31: REPAIRING COMMUNICATION BREAKDOWN Use subordinating conjunctions (though, if, when, because, etc.) to connect the sentences to make one 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. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

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3. The doctor wanted to prescribe physical 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 prepare the food. I also do not like their unfriendly attitude. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Source: http://esl.about.com/od/writingadvanced/a/Compound-Complex-Sentence-Worksheet.htm

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.

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PROCESS QUESTIONS: 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 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 television and other social media. 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/her wholesome practices and behaviors in watching television program and movies. A GRAPHIC ORGANIZER ON TELEVISION VIEWING BEHAVIORS

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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/

W

hat 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

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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. PROCESS QUESTIONS: 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, Hebrewn, 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 all right to make blogs 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? 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/

Comment here.

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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. Did you visit 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 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? CITATIONS and FOOTNOTES 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.

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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

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Activity 34: RESEARCH WORK: A GALLERY OF MY FAVE PROSE 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 how to show respect for intellectual property. Your knowledge in this lesson and in the previous lesson will help you perform better the final task which is to create an e-journal of prose and poetry. Keep the compilation for further instruction. Activity 35: WRITING A BIBLIOGRAPHY: ―FROM WHERE I GOT MY 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.

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The discussion, in this section, 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.

In this final phase of the lesson, you will now apply the insights you have learned, the skills you have developed and the information you have gathered from the previous activities. 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. Let us begin by doing the activity below. Activity 36: REVIEW: 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 –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. 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

Activity 37: WRITING A BIBLIOGRAPHY: ―FROM WHERE I GOT MY FAVORITES‖ Create an e-journal of your favorite Saudi and Israel prose and poems at any fee 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.

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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.

TASK

Your output will be evaluated according to the following scoring guide.

SCORING GUIDE FOR E-JOURNAL OF PROSE AND POETRY ADVANCED (11-15)

INSIGHTFUL

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.

PROFICIENT (6-10)

DEVELOPING (1-5)

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.

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SCORE

SCORING GUIDE FOR E-JOURNAL OF PROSE AND POETRY

USER FRIENDLY

EFFICIENT

ADVANCED (11-15)

PROFICIENT (6-10)

DEVELOPING (1-5)

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. 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.

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.

Entries are wellorganized; 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 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

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SCORE

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. 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 your initial and final answers. Make sure to explain those items where you made changes. Agree / Disagree Chart Before the Lesson Agree

Statements about Saudi and Israeli Literature

Disagree

After the Lesson Agree

Disagree

The period before the writing of the Qur'an and the rise of Islam is known to Muslims as period of ignorance. 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 The terms Israeli, Israelite, Hebrew and Jew are synonymous and can be interchangeably used in literature, religion and politics. 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. A key ingredient of the Israeli public persona is that Jews are tough, emotionally hardened, and ruthless. In this section, your task was to create an e-journal of Saudi and Israeli prose and poetry that depict 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?

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Activity 39: LESSON CLOSURE: REFLECTIVE LEARNING JOURNAL Recording your learning insights can provide with you fresh ideas. So you need to express your inner thoughts and emotions by completing the journal below.

The Way I Think and Learn

The most important insight I gained from this learning module was ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________

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.

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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 halftruths, and omitting or lying about its potential problems. Name calling - The use of names that evoke fear or hatred in the viewer. The namecalling 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.

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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.

Books 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. Websites 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. 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.

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http://department.monm.edu/cata/mcgaan/classes/cata339/audienceanalysis101.htm This site discusses the importance of Informative speaking. http://www.englishpond.com/speaking/Communication%20and%20daily%20English/ turntaking/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.zygmuntfrankel.com/zf108.html This site narrates a modern short sdtory entitled ―The Cat‖ written by an Israeli. http://esl.about.com/od/writingadvanced/a/Compound-Complex-SentenceWorksheet.htm This site explains the meaning and structure of complex and compound-complex sentences. 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-SentenceWorksheet.htm This site contains a worksheet for Compound-Complex Sentences. 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.

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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, 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: What does literature reveal about Africans and Asians character? How do Africans and Asians respond to the challenges of modernity as reflected in their literary pieces? To give you an overview of the things you will do in this lesson, pay close attention to the expected skills below and the lesson map. In this lesson, you will learn the following:            

Use syntactic, lexical, or context clues to supply items not listened to (Listening Comprehension) Infer the functions of utterances and respond accordingly taking into account the context of the situation and the tone used (Speaking - Oral Language and Fluency) Identify derivation of words (Vocabulary Development) Express emotional reactions to what was asserted or expressed in a text (Reading Comprehension) Determine the validity and adequacy of proof statements to support assertions (Reading Comprehension) Organize an independent and systematic approach in critiquing various reading or viewing selections (Viewing Comprehension) Express appreciation for worthwhile Asian and African traditions and the values they represent (Literature) Assess the Asian and African identity as reflected in their literature and oneself in the light of what makes one an Asian or African (Literature) Give and respond to feedback on one‘s paper in the revision process (Writing and Composition) Use grammatical structures and vocabulary needed to effectively emphasize particular points (Writing and Composition) Formulate meaningful expanded sentences following balance, parallelism, and modification (Grammar Awareness and Structure) Formulate appropriate parenthetical expressions (Grammar Awareness and Structure)

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

Get vital information from various texts and sources using websites in the internet (Study Strategies)  Give credence to well thought-out ideas (Attitude) Below is the lesson map to guide you in Courage in Rising Above Challenges:

KNOW

PROCESS

Picture Hook Worksheet Box of Essentials (Map of Conceptual Change) Character Analysis Table

Frequency Word List Trace it Out/Table Frequency Word List Strike a Balance Punctuate it Right Frequency Word List Frequency Word List Africans on Spotlight Back it Up/Table Message in a Drum Africa‘s Free/Character Analysis Model Dissecting Pen (In-depth Analysis) Worksheet Black and White - An Evaluation Paper Worksheet

REFLECT AND UNDERSTAND Africa: Darken No More Scoop on Slavery Capturing the World of e-Journal EUreka Africans Three-Minute Pause Chart

TRANSFER Unpacking of Essentials Wrap it Up Welcome to FB (Feedback Blog)

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:

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Let us begin this lesson by reflecting on what you know so far about Asian and African Literature, in particular, 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 focus 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?

http://www.tower.com/escape-from-slavery-true-story-my-ten-years-edward-tivnan-paperback/wapi/101449218

PROCESS QUESTIONS: 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 to 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?

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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

N

elson 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.

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However in his autobiographyMandela reveals how he sought to make the best use of his time there. He helped to keep other men‘s spirits high and 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 Prizejointly 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

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PROCESS QUESTIONS: 1. What does the article reveal about the African character? 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 focus 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…

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Your goal in this section is to learn and understand key concepts regarding African Literature focusing on the temperaments and psyche of the people of Africa in their response to the challenges of modernity. 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 that follow 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.)

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y 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 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

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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

Group yourselves into four. Try answering the comprehension questions below then; report your outputs creatively before the class. PROCESS QUESTIONS: 1. 2. 3. 4.

What could be the purpose of Dr. Busia in this selection? What do you understand by a people‘s world-view? How do the Africans regard their Supreme Being? 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: TRACE IT OUT In your earlier years in school you learned that one simple yet effective approach to expanding your stockpile of vocabulary is to learn how to build up and tear apart words. A basic knowledge of word parts (roots, prefixes and suffixes and their meanings) can help you determine the meanings of unfamiliar words. You can also find information about a word‘s derivation in a dictionary. This information is found in brackets before the meaning of the word.

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In a dictionary that gives derivation of words; look up the following words taken from the selection ―The African World-View‖. Trace the word‘s history or origin then, write its meaning. Example: digress (comes from Latin digress- ―step aside‖) Word

Derivation/Origin

Meaning

1. supreme

2. elaborate

3. animism

4. clan

5. deity

6. intuition

7. polytheism

Activity 6: PUNCTUATE IT RIGHT! 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? Identifying Parenthetical Expressions 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.

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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 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 5. Use these words to construct meaningful sentences with appropriate parenthetical expressions.

Activity 7: BACK IT UP Go over the selection The African World-View. Accomplish the table on the next page by putting a check mark in the second column if the statements below are valid based on the selection that you have read. Otherwise, correct the statement by providing proofs explicitly stated by the author. Have a class discussion on this.

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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. 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 about your work. Unlock the meanings of the key words used in the selection then; construct meaningful sentences using any of these words. Include these words in your frequency word list. abide

bilingual

immemorial

echo

tonal

imitate

strengthen

injunction

realistic

How the Drums Talk by Bryan Donaldson

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f 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 http://www.africantreasures.com/detail.asp?PRODUCT_ID=DRUM0009 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

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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 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!‖

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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. 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

PROCESS QUESTIONS: 1. 2. 3. 4. 5. 6. 7. 8. 9.

What can you say about the ingenuity of the Africans in sending messages? What kinds of messages are conveyed by drums? What is meant by the statement ―African languages are tonal.‖ How do Africans send their messages? How does their technique differ from our means of communicating messages? Account for the differences. How is the tonal quality reflected in the drum messages? Read the examples of the uses of drums in Africa. How do they differ from the uses of our drums? 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. What does the selection reveal about the African character? What does it reveal about the temperaments and psyche of the Africans in response to the challenges of modernity?

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Activity 9: AFRICA‘S FREE Now, let‘s read 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 plea

meddle

affair

unjust

unwise

Africa‘s Plea by Roland Tombekai Dempster 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. PROCESS QUESTIONS: 1. 2. 3. 4.

What African qualities do the lines express? What do you think they are all craving for? Do you think there is a way of liberating themselves from slavery? Does discrimination exist in African society? Single out lines from the poem that prove this claim.

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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 Work text for Second Year

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.

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Open House Musa Nagenda

abana 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

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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. ―Oraiegyosebo‖ – 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 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. ―Mwebaremunengaemirime – 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

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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 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

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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. Osibegyeomwanawangye – Goodbye, my son.‖ ―Osibegyeomukawawanye – Goodbye, my father.Obandamukize – Greet those at home for me.‖

PROCESS QUESTIONS: A. 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 otherwise? Explain. 4. Why did Kabana have mixed feelings? Do you sometimes feel the same? 5. What kind of a relationship did Kabana have with this father? Prove your answer. 6. What values do you gain from the story? Are these universal? Explain. 7. What conflicts are experienced by the young African and what causes these conflicts? 8. Read the lines. What deeper meaning could you infer? a. ―It has been very long.‖ b. If they stayed longer, they would hear… and the other boys would get a chance to see that this father couldn‘t eat with a fork and that he ate too fast. c. ―Don‘t be late… Goodbye, my son.‖ Questions Adopted from English Arts II, Textbook for Second Year

B.

Work with a partner. Say the lines below taken from the selection and let your partner identify the functions of these utterances. Then, take turns in responding accordingly to these utterances taking into account the context of the situation and the tone used. a. ―Why don‘t you use your head for something more than stuffing it with all that book knowledge?‖ b. ―You have made the hearts of your forefathers happy. They and we rejoice in your success.‖ c. ―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?‖

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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.

Your next task now is to analyze the literary selection that you have read. As you analyze, ask the following questions:

PROCESS QUESTIONS: 1. 2. 3. 4. 5.

What does the selection say about the people in the place? What parts of the selection reveal what the characters think and feel? What do the characters say about the kind of people they are? Does the selection relate to real life situations? How does the literary selection help you understand the people from this country?

Write your analysis on the worksheet on the next page.

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Activity 11: 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. Study the following sentences taken from the speech you listened to. ―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.‖ ―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.‖ ―We commit ourselves to the construction of a complete, just and lasting peace.‖ ―We must therefore act together as a united people, for national reconciliation, for nation building, for the birth of a new world.‖

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How were the underlined words and phrases used? Yes, they were used to expand sentences in order to make them more meaningful. In expanding sentences, you 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. Let us consider the following sentence: Mixed: We enjoy reading novels, collecting stamps, and to play tennis. The sentence is nonparallel because two gerund phrases, reading novels and collecting stamps, are mixed with an infinitive phrase, to play tennis. In order to make the elements of the sentence parallel, to play tennis could be changed into a gerund phrase. Parallel: We enjoy reading novels, collecting stamps, and playing tennis. Remember that 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. 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.

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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. Activity 12: 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. ____________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

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Activity 13: 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 many 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.

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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. Activity 14: 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. plague knavish

hardship weeping

overpower fray dawn

The 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://images.yourdictionary .com/dark-continent

http://www.poemhunter.com/poem/the-dark-continent

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PROCESS 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.

http://www.ptm.org/07PT/MarApr/

Activity 15: SCOOP ON SLAVERY Here‘s a true-to-life story for you to read. Then, do the following activities that follow. 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 http://www.tower.com/escape-fromeducation. Like most boys, I spent my days playing slavery-true-story-my-ten-yearsgames and running in the fields. But what I liked to do edward-tivnan-paperback/ wapi/101449218 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

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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. 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

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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 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 Giemmaand 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.

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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 likehop. 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. 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

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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.‖ 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

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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.‖ 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,

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―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?‖ ―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 towardsMutari. No-one stopped me. I was farther away fromGiemma‘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-storeymud 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 awaiting 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 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.

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―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 recognizes 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.‖ Reader‘s Digest April 2005

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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. Visitwww.iAbolish.org and make a research to determine the different ways this organization is seeking to solve the problem of modern-

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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 16.You research further on the roles or actions assumed 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. Activity 16: 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 basis for making your e-journal. Unlock the meaning of the following Key Words. sagging under the pain lunging at him with a big sack ducking to escape more clubbing flailing blindly at the air the white men‘s club crashed against his temple

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. Synopsis

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unta was born free. His parents, Omoro and BintaKinte, offsprings of a distinguished family tree, were Allah- http://en.wikipedia.org/ wiki/Kunta_Kinte 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

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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. 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, atoubob 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,

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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

PROCESS 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: 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.

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

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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. Activity 17: 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 focus 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 Arrived At 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. 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 understandings in this lesson. Activity 18: WELCOME TO FB (FEEDBACK BLOG) Directions: Read the task below. In your group, discuss and plan on how you will do it. The rubric for grading is provided here to remind you on how your work will be graded.

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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 Africans and Asians respond to the challenges of modernity as revealed in their literary selections. You are tasked to create an interactive feedback blog TASK 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.

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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. Form a five-member group. 2. Create a blog from blogger or any other sites offering free blogging services. 3. Design 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. Create a striking blog name and appealing blog content. Be sure to focus more on details that support your theme. 5. Invite fellow bloggers, (in this case, other groups), to your blog and have them react or respond to your blog. 6. For an example of a blog page, refer to the snapshot of the blog page shown on the previous page. For Schools without Internet Connection: Materials: Whole size illustration board Permanent marker pens Bond Paper Ruler Crayon/Water color Cutout pictures/drawings Instructions: 1. Form a five-member group and choose a leader for the group. 2. Using 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. The issue or topic that is the focus of your message board must be based on the article provided (the speech of Nelson Mandela). 4. Design your message board using cutouts, pictures, drawings, crayons and any design materials of your choice to make the board appealing. 5. Leave 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. Post your boards on the area designated by your teacher. All group members then will visit other groups‘ board and post their reactions. 7. Any student can post comments on either the message indicated on the message board or on other comments on the message board or both.

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This video clip can be viewed at: http://www.youtube.com/watch?v=2-_r6B_Z188

M

Free at Last Speech of Nelson Mandela, May 2, 1994

y 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. 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

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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 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. INTERACTIVE FEEDBACK BLOG CRITERIA

Effective

Outstanding

Satisfactory

4 Content is wellorganized and adequate details are present to reflect comments.

3 Content is organized and adequate details are present to reflect comments.

Follows a standard style and prescribed format (grammar, mechanics, etc.)

Follows a standard style and prescribed format (grammar, mechanics, etc.)

Developing 2 Content is not organized and inadequate details are present to reflect comments. Does not follow a standard style and prescribed format (grammar, mechanics, etc.)

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Beginning 1 Content is not organized and no details are present to reflect comments. Does not follow a prescribed format (grammar, mechanics, etc.)

RATING

CRITERIA

Insightful

Creative

Outstanding

Satisfactory

Developing

Beginning

4 Feedback shows indepth and critical analysis of the literary selections. It relates significant personal experiences and societal issues to the content showing how people overcome challenges. The blog has sufficient graphics related to the literary selections presented with special effects. The design is highly attractive that it catches others‘ attention.

3 Feedback reveals critical analysis of the literary selections. It relates significant personal experiences to the content showing how people overcome challenges.

2 Comments are limited to explanation of the literary selections.

1 Comments are repetition of the content. Analysis is not evident.

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

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RATING

Activity 19: UNPACKINGOF 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 focus questions and connect your answers to these questions.

I think…

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Activity 20: 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 is___________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ This matters because_________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ In sum, today‘s lesson________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

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 postassessment.

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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. 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. Interactive Feedback Blog – Is an effective, insightful, and creative online diary intended for transmission of information and public viewing. Parallelism – 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.

Books 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, andUlarte, 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., Bok, F., Tivman E. (2005).Escape from Slavery.Readers Digest, 114-132. Carpio, R, (2006) Crisscrossing Through Afro-Asian Literature. Pasig City: Anvil Publishing, Inc.,

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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. Online Sources Richard. (n. d.). Short biography Nelson Mandela. Retrieved November 19, 2012, from http://www.britannica.com/EBchecked/topic/8275/African-literature 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-edwardtivnan-paperback/wapi/101449218 MthokoMpofana. (1989, Feb).The Dark Continent. Retrieved November 10, 2012, from PoemHunter.com website: http://www.poemhunter.com/poem/the-darkcontinent 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 LeVar Burton. (n. d.) KuntaKinte. Retrieved November 15, 2012, from Wikipedia website: http://en.wikipedia.org/wiki/Kunta_Kinte Nelson Mandela. (1994, May 2). Free at last, speech. Retrieved November 15, 2012, from http://www.youtube.com/watch?v=2-_r6B_Z188 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 KuntaKinte (n. d). Retrieved November 18, 2012, from http://media.tumblr.com/ tumblr_ma1ui2G7pP1rp2svp.jpg S3amazonaws.com/rapgenius (n. d.).KuntaKinte getting whipped. Retrieved November 18, 2012, from s3amazonaws.com website: http://s3.amazonaws.com/ rapgenius/kunta-kinte-getting-whipped.jpg http://t0.gstatic.com/images?q=tbn:ANd9GcTIgmhRW0nu4hosJ1u0VLprSkK0ebn_AnF_fhi3oK_XflJCjm1 http://media.tumblr.com/tumblr_lzazrqyCag1qfmv3b.jpg Dinah Crockett. (2006, August 29). Grammatically correct. Retrieved November 19, 2012.fromhttp://www.uhv.edu/ac/newsletters/writing/grammartip2006.08.29.htm www.iAbolish.org www.thelandmarkersjournal.wordpress.com Images.yourdictionary.com. (1996-2021) .Dark Continent images. Retrieved

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December 3, 2012, from http://americanheritage.yourdictionary.com/dark-continent A Correspondent. (2012, July 18). Nelson Mandela: Interesting facts and trivia. Retrieved December 4, 2012, from http://www.mid-day.com/lifestyle/2012/jul/180712Nelson-Mandela-Interesting-facts-and-trivia.htm 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 Answers. (n. d.). Gale Encyclopedia of Biography: Kofi AbrefaBusia. Retrieved December 5, 2012, from http://www.answers.com/topic/busia-kofi-abrefa African Treasures. (n. d.). Djun-Djun. Retrieved December 5, 2012, from http://www.africantreasures.com/detail.asp?PRODUCT_ID=DRUM0009 http://images.yourdictionary.com/dark-continent 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 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

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The quarter overriding theme ―Overcoming Challenges‖ mirrors the steadfast qualities of your Afro-Asian brothers and sisters such as resilience, faith, strength, and audacity in coping with the insurmountable roadblocks that come along their way brought about by the challenges of modernity. Such attributes, which make your Afro-Asian brothers and sisters distinct and standout from the rest of the people in the world, are basically inherent among the people of Afro-Asian countries. The overarching idea of Lesson I: Resilience in Embracing Challenges aims to give you a deeper understanding of the sterling trait of your AfroAsian brothers and sisters, that is, resilience or the ability to recover quickly from setbacks. The reading selections, reading, listening, writing, viewing, and communication situation activities in this lesson develop your communicative competence. At the end of the lesson, you are challenged to conduct an interview and come up with a character sketch depicting the psyche and temperament of the Koreans based on an interview. Lesson II: Faith in Times of Challenges reveals another sterling characteristic of your Afro-Asian brothers and sisters, that is, faith or the set of beliefs or principles which is apparently reflected in the literary and informational text types or blog entry. Grammar lessons are given to brush up your knowledge on varied adjective complementation, idioms, collocations, and fixed expressions. Listening, speaking, and vocabulary development activities develop your skills in inferring the speaker‘s stand, assumption and train of thoughts, identifying clues and links to unlock meanings of words, and using communication strategies to repair breakdown in communication. Writing activities which focus on using specific cohesive and literary devices to construct integrative literary and expository reviews, critiques, research reports, and scripts for broadcast communication texts, including screenplays and expanding ideas in well-constructed paragraphs observing cohesion, coherence and appropriate modes of paragraph development allow you to make an evaluation paper based on a program viewed. Lesson III: Strength in Facing Challenges highlights an essential quality which makes your Afro-Asian brothers and sisters remarkably great, that is, strength or physical and emotional toughness especially in times of adverse circumstances. For communicative competence, you have learned how to determine the objectives of the speaker and his attitudes towards issues, and get different sides of social, moral, and economic issues affecting a community, and you have also learned how to use turn-taking strategies in extended conversations. For reading comprehension, you have learned how to distinguish between facts and opinions, note expressions that signal opinions, and use varied reading strategies to process information in a text. For a better way to express yourselves, you have learned how to use grammatical structure and vocabulary needed to effectively emphasize particular points, and produce an e-journal of prose and poetry entries with emphasis on content and writing style. Lesson IV: Audacity in Rising above Challenges, which draws Quarter III

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to a close, underscores an important attribute of your Afro-Asian brothers and sisters especially when confronted with a pressing situation, that is, audacity or the willingness to tackle something difficult or dangerous. For language skills, you have learned how to formulate meaningful expanded sentences following balance, parallelism, and modification, and formulate appropriate parenthetical expressions. For literary skill, you have learned how to express appreciation for worthwhile Asian and African traditions and the values they represent, and assess the Asian and African identity as reflected in their literature and oneself in the light of what makes one an Asian or African. For listening and speaking skills, you have learned how to use syntactic, lexical, or context clues to supply items not listened to, and infer the functions of utterances and respond accordingly taking into account the context of the situation and the tone used. For reading comprehension, you have learned how to express emotional reactions to what was asserted or expressed in a text and you have also learned how to determine the validity and adequacy of proof statements to support assertions. For study skills, you have learned how to get vital information from various texts and sources using websites in the internet. At the end of the lesson, you are tasked to create an interactive feedback blog on literary pieces depicting Asian and African character. Every lesson in this quarter was reinforced by relevant Afro-Asian literary pieces to help you understand the salient fact that your Afro-Asian brothers and sisters have the mental and physical prowess prompting them to surpass the inevitable challenges of modernity.

It‘s now time to evaluate your learning. Choose the letter of the answer that you think best answers the question. 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 go over 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.

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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. 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 SuuKyi 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. 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.‖ ―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

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8. 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. b. c. d.

It has a topic sentence that gives the best practices of the Koreans. It has an impact because it has a well-chosen topic. It has coherence in its sentences and cohesion in its ideas. 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? a. b. c. d.

They planned to work in the disabled soldier‘s cooperative shop. They have one leg missing. Their aims and intentions were as different from those of drug addicts. They are protecting their country from its enemies.

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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 basically courageous. b. They are cunning or deceptive. c. They love animals. d. They like to display their strength. 15. The Israelites developed all literary types; the lyric, the narrative and the drama. Their Psalms, even after 3,000 years, are the most moving and most sublime collection of religious poems the world has ever seen. They remain unequaled in their powerful imagery, lofty ideas, majesty and sweetness. According to the paragraph, what is the literary type considered to stir feelings and emotions as well as awe-inspiring? a. psalms b. drama c. narrative d. lyric

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16. 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. 17. Read the passage below then, answer the question that follows. Arabian Poetry excerpts from The Koran There is no piety in turning your faces toward the east or the west, but he is pious who believeth in God, till the last day, and the angels, and the Scriptures, and the prophets, who for the love of God disburseth his wealth to his kindred and to the orphans and the needy and the wayfarer and those who ask, and for ransoming; who observeth prayer and payeth the legal alms, and who is of those who are faithful to their engagements when they have engaged in them, and patient under ills and headships, and in time of trouble: these are they who are just, and these are they who fear the Lord. give freely for the cause of God, and throw not yourselves with your own hands into ruin; and do good, for God loveth those who do good. What is a pious man according to The Koran? a. A pious man is one whose religious devotion is beyond question. b. A pious man is one who believes in God and shares what he has with the less fortunate fellowmen. c. A pious man is one who hoards his resources and refuses to reach out to others. d. A pious man is one who commits into his memory a number of passages from The Koran. 18. Which of these words probably comes from Tagalog word bundok meaning ―mountain‖? a. boondocks b. bunchgrass c. jungle d. woodland 19. When you were surfing 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

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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. 20. Read the following situation then, answer the question that follows. 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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his module focuses on the theme ―Changing Perspectives‖. By this time, you have learned much about your Asian neighbors. Their characteristics, attitudes, beliefs, and practices that shape their culture made you realize the uniqueness of each. Such develops to an understanding that Asians complement each other in many ways. This quarter provides activities that are engaging and challenging using literary selections from Africa, Singapore, Korea and Saudi Arabia, and informative texts that strengthen the string that binds Asians harmoniously together. As you go through this module, find answers for these focus questions: How do I express my perspectives while respecting other cultures? What makes perspectives credible?

The learner demonstrates understanding of how communicative competence is best explored through the different domains of literacy enabling him/her to analyze, do critical evaluation, and make critical choices to suit different purposes without sacrificing socio-cultural values and attitude.

The learner shows sophistication on the power and effect of communicative competence through creative, critical, confident and responsive interaction employing varied types of strategies to suit different audiences in formal and non-formal situations.

In this module, your learning will be maximized as you take the following lessons:  Lesson 1 – Literature as Communication: Literary Folio  Lesson 2 – Business Communication: Letter of Application  Lesson 3 – Academic Communication: Writing Annotation  Lesson 4 – Global Communication: Informative Speech Specifically for Module 4, you will learn the following:  Point out the role of literature in enabling one to grow in personhood  Determine what makes a text literary  Achieve sentence fluency in written outputs  Analyze a recorded choral interpretation of a literary text focusing on the theme ―Changing Perspectives‖  Produce an e-literary folio which focuses on the theme, ―Changing Perspectives‖

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              

Write a letter of application and the accompanying documents (e.g. resume) Use the transactional and interactional functions of language in letters of appeal, inquiry, among others Define words from context and through word analysis (prefix, roots, and suffixes) Abstract information from the different text types by noting explicit and implicit signals used by the writer Use fixed expressions for business writing Read different text types including informational texts Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel sentences from modification structures and expansions Analyze, choose, and synthesize information from varied sources Achieve brevity in writing Show respect for intellectual property rights by acknowledging citations made in reports and researches Compile an annotated bibliography of sources for an informative speech. Use appropriate devices for emphasis Write meaningful expanded sentences Listen critically to speeches Write an informative speech based on the theme ―Changing Perspectives‖

Here is a simple map of the above lessons you will cover:

CHANGING PERSPECTIVE

Literature as Communication Africa

Business Communication Singapore

Academic Communication South Korea

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Global Communication U.A.E. /Dubai

Let‘s find out how much you already know about this module. Read the text, Towards One Asia. Afterwards, 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 are not able to answer correctly and look for the right answer as you go through this module. TOWARDS ONE ASIA Historic changes in Asia brought dramatic and sometimes tragic events in the quest for a peaceful and independent life. Even today, in the international relations of the states in the multi-faceted Asian continent, we see the interaction, interlacing, and clashing of diverse factors – historical, political, socio-economic, cultural and psychological. We are aware of the complex problems which the Asian people have inherited from both the distant and the recent past. Among these are the gaps in the levels of economic development of the various countries on the continent, the dependent status of many of them in the system of the world‘s capitalist economy, territorial disputes, religious contradictions, ethnic differences, among others. These complicated problems become more acute because of acts of subversion of forces hostile to the peace and freedom of Asian nations. As a result, instability still prevails in the Asian region. There are several forces in Asia which firmly uphold the cause of peace. These are the growing movement of peace-loving, anti-war, and anti-nuclear forces belonging to the progressive parties and public organizations of practically every country in the region. These forces are in the vanguard of intensifying the struggle for peace and stability in the Asian continent. However different their approaches to existing problems may be, the Asian nations are linked by common historical destinies and vital interests. They are coping with these tasks in some similar ways. This is precisely the reason that dictates the necessity of cooperation and good neighborly relations. It is then necessary for Asian countries to actively participate in the social, economic, and other fields on a bilateral and multilateral basis. These could be in education and skills training in agricultural and industrial development. Such good-neighbor cooperation is an effective way of improving the international climate in Asia. This situation in Asia and the adjoining countries urgently requires that the Asian countries evolve politics aimed at averting the threat of nuclear way and achieving peaceful solution to all issues. This is a choice that Asian can and must make. These joint efforts could bring about an all-Asian forum to consider the complex issues concerning security and cooperation among the Asian nations. from: Prototype Lesson Plans in English II pp. 412-413 Department of Education

1. If ―One Asia‖ were written in verse, what would it be? It is a/an __________ text. a. literary b. non-literary c. Informational d. instructional

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2. If the reading text is informational it would a. give clear directions or steps in doing activities. b. be rich in opinions and reactions c. be accompanied with pictures. d. provide the facts needed to describe and discuss the topic or subject. 3. Which of the following choices refers to a kernel sentence? a. simple b. active c. extended d. declarative 4. Which of the choices best completes the sentence, ―We want to explore a new and _______ destination in Asia?‖ a. excite b. excited c. exciting d. excitement 5. What kind of business letter is this excerpt, ―Attached is a photocopy of the article, Towards One Asia, which we will be publishing once we receive your permission to print it‖ from? It is from a letter of __________. a. authorization b. excuse c. request d. complaint 6. Asia‘s transformation is due to its fast growing economy. The underlined expression means_______. a. change b. transfer c. location d. position 7. What is the kernel sentence in this statement, ―They are coping with these tasks in some similar ways.‖? a. they are b. they are coping c. these tasks in some d. tasks is some similar ways 8. Which of the choices will you refer to determine if the reading selection is an informational text? a. It is accompanied with pictures. b. It is rich in opinions and reactions.

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c. d.

It gives clear directions or steps in doing activities. It has all the facts needed to describe and discuss the topic or subject.

9. In order to meet criteria on suitability, the writer must consider_____. a. audience and purpose b. length of the text c. format and style d. point of view 10. Which of the following choices refers to plagiarism? a. The paraphrased material uses 80% of the words from the original source and includes a parenthetical citation. b. The words taken from a source are copied exactly, enclosed in quotation marks, and followed by a credit. c. The writer did not acknowledge the source since only the ideas and not the exact words are used. d. The same requirement was submitted by the student to her two professors for an adjunct project. 11. Which of the following choices is highly reflected in the reading text? a. S-symbol b. I- imagery c. F- figurative language d. T- theme 12. Why is it important to achieve brevity in writing? a. Verbose writing is not synonymous with intelligence. b. Big words are not needed to make your sound smart. c. Ideas are better expressed when explained concisely. d. Less is more. 13. Which of the choices should not be published in a literary folio or magazine? a. poems b. editorial c. photographs d. book review 14. Business letters are for_____. a. banking transactions b. financial business transactions c. transactions in small enterprises or industries d. communications in formal written language involving various purposes 15. As the editor in chief of your school organ you will write a letter to the principal to send you to an international seminar on journalism. What kind of letter will you be writing?

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a. b. c. d.

Letter of Request Letter of Approval Letter of Complaint Letter of Authorization

16. As a member of the organizing committee on choral interpretation, what will you look for in a text which will be used by the competing participants? a. vivid words b. variety of roles c. an enchanting story d. repetitive verse or rhythm 17. The ONE ASEAN Committee has asked you to be a judge of the literary folio competition. Which of the criteria below will you use to determine the folio‘s depiction of the theme? a. responsive b. engaging c. concise d. formal 18. You have been asked by your teacher to make a report on the historic changes in Asia. When you use a direct quotation from a source, you need to cite the following except the _____. a. author‘s name b. page number c. year of publication d. publishing company 19. You are a judge in an informative speech delivery contest, which of the criteria would you use to assess the provided information? a. accurate b. concise c. audience-centered d. meaningful 20. In writing an essay about Asia, which of the following would you use to make your kernel sentence more colorful? a. adjective phrases b. prepositional phrases c. appositive phrases d. noun phrase

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Have you, at a certain time, asked yourself how will you be able to communicate yourself effectively to other people? Have you ever wondered how people learn to respect other people‘s culture through their rich and diverse literature? In this lesson, you will find out how critical understanding and appreciation for Afro-Asian literary pieces can help you recognize the role of literature in expressing one‘s unique culture to others, and how literature can harmonize cultural differences. Remember to search for the answers to the following questions: How do I express my perspectives while respecting other cultures? What makes perspectives credible? 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 are expected to do the following:  Point out the role of literature in enabling one to grow in personhood  Determine what makes a text literary  Achieve sentence fluency in written outputs  Analyze a video of a choral interpretation of a literary text focusing on the theme

―Changing Perspectives‖

 Produce an e-literary folio which focuses on the theme, ―Changing Perspectives‖

On the next page is the lesson map that will guide you in Literature as Communication:

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KNOW

PROCESS

Something Old, Something New My Changing Perspective

A Colored Experience Word Morph Making Connections Literature as Communication Lights, Camera, Action! Speak Easy! Language in Focus Three Minute Pause Write it Right

REFLECT AND UNDERSTAND Intercultural Dialogue Text to Text Connection My Final Answer (IRF)

TRANSFER Folio Analysis Practice Makes Perfect Wanted: Literary Folio Contributor! Lesson Closure

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:

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As we go through life, we encounter people from different walks of life. Interacting with them, we are exposed to various views and different ways of understanding and describing common experiences. This often leads us to ponder on the question, ―How do we express our views while respecting other cultures?‖ Find answers to this question by engaging in a series of learning experiences in this module. Begin by studying the picture below. Activity 1: SOMETHING OLD, SOMETHING NEW Work in pairs. Take turns in explaining what you see in the picture below.

PROCESS QUESTIONS:

1. How many peers have you encountered whose perspective or view of the picture is different from yours? 2. Have you tried convincing your peer of your view? How did you handle differences in points of view? 3. How do you express your view while respecting others?

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Activity 2: MY CHANGING PERSPECTIVE Take a look at the meaning of the word, perspective. The definition provides an etymology or history of the word. The definition says that perspective also means ―mental outlook over time.‖ This means that views change through time. In this lesson, you will explore your view or perspective of Africa, her people, culture and heritage. Begin by filling out the first part (INITIAL ANSWER) of the IRF Worksheet.

perspective (n)

http://www.etymonline.com/index.php?term=perspective late 14c., "science of optics," from Old French perspective and directly from Medieval Latin perspectivaars "science of optics," from fem. of perspectivus "of sight, optical" from Latin perspectus "clearly perceived," pp. of perspicere "inspect, look through, look closely at," from per- "through" (see per) + specere "look at" (see scope (n.1)). Sense of "art of drawing objects so as to give appearance of distance or depth" is first found 1590s, influenced by Italian prospettiva, an artists' term. The figurative meaning "mental outlook over time" is first recorded 1762.

MY CHANGING PERSPECTIVE (IRF) Initial Answer What is my view of Africa?

What does literature as communication mean?

Revised Answer Final Answer

Let us find out how others will answer the question and compare their ideas with our own. We will start by doing the next activity.

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Your goal in this section is to learn and understand communication in the context of literature. While going through the series of activities on literature and language, continue to think of the question, ―How do I express my perspectives while respecting other cultures?‖ Activity 3: A COLORED EXPERIENCE Read the poems in this activity and answer the questions that follow. AFRICA by David Diop Reading Text 1 1 2 3 4 5 6 7 8 9 10 11 12

Africa, my Africa Africa of proud warriors in ancestral savannahs Africa of whom my grandmother sings On the banks of the distant river I have never known you But your blood flows in my veins Your beautiful black blood that irrigates the fields The blood of your sweat The sweat of your work The work of your slavery Africa, tell me Africa Is this you, this back that is bent

13 14 15 16 17 18 19 20 21 22 23 24

This back that breaks Under the weight of humiliation This back trembling with red scars And saying yes to the whip under the midday sun But a grave voice answers me Impetuous child that tree, young and strong That tree over there Splendidly alone amidst white and faded flowers That is your Africa springing up anew Springing up patiently, obstinate Whose fruit bit by bit acquires The bitter taste of liberty.

PROCESS QUESTIONS: 1. How does the poet initially describe Africa? 2. What does ―ancestral savannahs‖ mean? 3. Why does the poet claim, ―I have never known you; But your blood flows in my veins?‖ 4. Why is Africa‘s back bent? 5. What figurative device does the poet use in lines 13-14? 6. To what does the poet compare Africa with in the last 5 lines? 7. What figurative device does he use in these lines? 8. How does the writer end the poem?

Compare and contrast the changing perspective of the author towards Africa. Cite lines from the poem to prove your answer.

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Telephone Conversation by Wole Soyinka from Nigeria Reading Text 2

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The price seemed reasonable, location Indifferent. The landlady swore she lived Off premises. Nothing remained But self-confession. ―Madam,‖ I warned, ―I hate a wasted journey—I am African.‖ Silence. Silenced transmission of Pressurized good-breeding. Voice, when it came, Lipstick coated, long gold-rolled Cigarette-holder piped. Caught I was, foully. ―HOW DARK?‖ . . . I had not misheard . . . ―ARE YOU LIGHT OR VERY DARK?‖ Button B. Button A. Stench Of rancid breath of public hide-and-speak. Red booth.Red pillar-box.Red double-tiered Omnibus squelching tar. It was real! Shamed By ill-mannered silence, surrender Pushed dumbfoundment to beg simplification. Considerate she was, varying the emphasis— ―ARE YOU DARK? OR VERY LIGHT?‖ Revelation came. ―You mean—like plain or milk chocolate?‖ Her assent was clinical, crushing in its light Impersonality. Rapidly, wavelength adjusted, I chose. ―West African sepia‖—and as an afterthought, ―Down in my passport.‖ Silence for spectroscopic Flight of fancy, till truthfulness clanged her accent Hard on the mouthpiece. ―WHAT‘S THAT?‖ conceding, ―DON‘T KNOW WHAT THAT IS.‖ ―Like brunette.‖ ―THAT‘S DARK, ISN‘T IT?‖ ―Not altogether. Facially, I am brunette, but madam, you should see The rest of me. Palm of my hand, soles of my feet Are a peroxide blonde. Friction, caused— Foolishly, madam—by sitting down, has turned My bottom raven black—One moment madam!‖—sensing Her receiver rearing on the thunderclap About my ears—―Madam,‖ I pleaded, ―wouldn‘t you rather See for yourself?‖ PROCESS QUESTIONS: 1. What point of view is used in the poem? Why does the author use this point of view? 2. What is the attitude of the landlady towards the speaker in the poem? 3. What is the speaker‘s reaction towards this? 4. What message does the poem convey? Click the link below to access the YouTube video file of the poem, Telephone Conversation. http://www.youtube.com/watch?v=YFRHZL3OIeM

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SIFT Method for Analyzing Literature S – SYMBOL An object, person, or place that has meaning within itself but stands for something else in the context of the story I – IMAGERY When an image is evoked through the use of really descriptive language F – FIGURATIVE LANGUAGE Includes (but is not limited to) simile, metaphor, hyperbole, repetition, alliteration, among others T – TONE AND THEME Tone is the attitude and author takes on the subject he/she is writing about Theme = Plot + Tone

Source: teachingchannel.org

Access the video Analyze Literature Critically Using the SIFT Method, through this website: https://www.teachingchannel.org/videos/sift-method-analyze-literature

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Activity 4: LITERATURE AS COMMUNICATION

Writers communicate their ideas in varied ways. Some write stories while others articulate their perspectives through verses or poems. According to Angeliki Coconi, ―Literary communication is the contact between the author and the reader. The writer sends a message through his text and the audience receives it. The text comes to life and serves its purpose only when it communicates with the reader. ― Determine how the poets, Wole Soyinka and David Diop convey their respective message to their readers through the use of literary tools. Fill out the Poetry Analysis Concept Map found below: A. Poetry Analysis Table (SIFT) SIFT

Telephone Conversation

Symbol

Imagery

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Africa

SIFT

Telephone Conversation

Africa

Figurative Language

Tone and Theme

PROCESS QUESTIONS: 1. 2. 3. 4. 5.

What does the table reveal about the two poems? How does the SIFT method help you determine the similarities and differences between the two poems? Has the activity helped you realize literature as communication?

B. Summarize your insights concerning literature as communication. Use the box below.

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C. Make the presentation of your insights more creative through Wordle.com.  Click the link, http://www.wordle.net/create.  Copy and paste your insights to the box. Click Go and then Submit.  Import a print screen of your generated wordle to the box found below. SAMPLE WORDLE

YOUR WORDLE

Activity 5: WORD MORPH Have you ever wondered how words are formed? For instance, what is the word, reasonable, a combination of?

The price seemed reasonable…

The word reasonable which means ―in accordance with reason‖ is formed by adding the suffix able to the root word reason. The process of adding an affix such as a prefix or suffix to a base word is called word derivation.

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Complete the statements below with the suitable word. 1. His ___________(reveal) caught her off guard. 2. He was waiting for the landlady‘s ___________(concede) of his request. 3. The landlady‘s newest ___________ (acquire) is displayed on the table. e-xtend your knowledge! Have fun forming new words by doing the interactive exercise on this website:  Click this link: http://www.quia.com/pop/430333.htm.  Answer the items and get immediate feedback.  As you go through the exercises, answer the following questions: 1. What score did you get? 2. How are words formed? 3. How does knowledge of word origins help you understand word meaning? Activity 6: MAKING CONNECTIONS You have read about Africa and its people. Find the commonalities and differences between Africans and Filipinos by reading the choral interpretation text found below. The Anatomy of a Filipino by Prof. Felix Bautista Reading Text 3 All:

I like to think that I am a Filipino, that I am as Good, a Filipino as anyone.

Girls:

My heart thrills, when, I Hear, the National anthem, being played.

Boys:

And my Blood Rises, when, I see our flag, Fluttering in the breeze.

All:

And Yet, I find myself asking, How Filipino Am I, Really?

Boys:

My First Name is American.

Girls:

My Last Name Is Chinese.

Boys:

When I‘ am with Girlfriends or more correctly, when, I‘ am with my Friends, who happen to be girls- I talk to them in English.

Girls:

If they are thirsty, I buy them, a Bottle of American coke.

Boys:

If they are hungry, I treat them, to an Italian Pizza pie.

All:

And when I have the money, I give them a real Chinese Lauriat.

Boy (solo):

Considering all these, considering my taste, for many things foreign, what right do I have, to call myself, a Filipino?

Girls (solo): Should I not call myself, a culture orphan? The illegitimate child of many races? All:

Rightly or wrongly, whether we like it or not, we are the end products of our history. Fortunately or unfortunately, our history is a co-mingling, of polyglot influences.

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Boys:

Malayan and Chinese.

Girls:

Spanish and British.

Boys:

American and Japanese.

All:

This is historic fact we cannot ignore, a cultural reality we cannot escape, for to believe otherwise is to indulge in fantasy.

Boy (solo): I must confess, I am an extremely confused, and Bewildered young man. Wherever I‘ am, whatever I may be doing, I am Bombarded, on all sides, by people who want, me to search for my national identity. All:

Tell me the Language I speak should be replaced by Filipino. They urge me to do away with things foreign to act and think, and buy Filipino.

Girl (solo):

Even in art, I am getting bothered and Bewildered.

All:

The Writer should use Filipino, as his medium, the nationalists cry.

Boys:

The Painter should use his genius in portraying themes purely Filipino, they demand.

Girls:

The Composer should exploit endless Possibilities of the haunting kundiman, they insist.

All:

All these sound wonderful. But Rizal used Spanish, when he wrote, Noli and Fili.

Boys:

Was he less of a nationalist, because of it? Must the artist, to be truly Filipino, paint with the juice of the duhat?

Girls:

And must he draw picture of topless Muslim women or Igorot warriors in GString

All:

And if the composer desert the kundiman, and he writes song faithful to the spirit of the Youths of today, does he become unfilipino? We are what we are today, because of our history.

Boys:

In our veins pulses blood with traces of Chinese and Spanish and American, but It does not stop being Filipino, because of these.

Girls:

Our culture is tinged with foreign influences, but it has become rich thereby.

All:

This mingling, in fact, could speed us on the road, to national greatness. Look at America, it is a great country, and yet it is the melting pot of Italian, and German, British, and French, or Irish and Swedish.

Boy (solo): Filipinism, after all, is in the heart. All:

If that heart beats faster, because the Philippines is making progress, if it fills with compassion because its people are suffering, then it belongs to a true Filipino; and it throbs with pride in our past, if it pulses with awareness of the present, if it beats with a faith in the future, then we could ask for nothing more; all other things are unimportant.

Boys:

I have an American First Name.

Girls:

And I have, a Chinese Last Name.

All:

And I am proud, very, very proud, - because underneath these names beats a Filipino heart.

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PROCESS QUESTIONS: 1. According to the text, how does a Filipino feel whenever s/he hears the national anthem being sung or sees the national flag? 2. What is the anatomy of a Filipino? Use the table below to write down your answers. Table A Culture

3.

Name

History

Arts

What perspectives of being a Filipino does the writer provide? Is there a change in these perspectives in the latter part of the text? Can this be observed in the other reading text? Plot this using the table found. Cite lines from the reading texts to prove your answer. Table B: PLOTTING CHANGES IN PERSPECTIVE Changing Perspectives

Africa David Diop

INITIAL

FINAL

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The Anatomy of a Filipino Prof. Felix Bautista

4. What should be considered in choosing a text for choral interpretation? What makes this text suitable in terms of its message, musicality and ability to stimulate imagination? Table C: The Anatomy of a Filipino by Prof. Felix Bautista What message does it express? Is it valuable?

Is there a sense of musicality in the selection? How does the writer achieve this?

Does the text stimulate imagination? How?

Activity 7: LIGHTS, CAMERA, ACTION! There are many ways to communicate a certain message. One of these is through the language of the camera. As you view and listen to a video of a choric interpretation of ―The Anatomy of a Filipino‖ by Professor Felix Bautista, pay particular attention to how the message is conveyed through certain shots. Before you do that, gear up by being familiar with the terms found on the next page. A. Film Grammar B. Visual literacy Exercise

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Basic Camera Shot Types Extreme Wide Shots (EWS) act to establish the area. Wide Shots (WS) show the entire person or area. They‘re great for establishing the scene and allow for good action of the characters. Sometimes this is known as the long shot. Medium Shots (MS) frame the subject from the waste up. This is the most common shot and allows for hand gestures and motion. Medium Close Ups (MCU) shots show the subject in more detail and are often framed from just below the shoulders to the top of the head. Close Ups (CU) show a particular part of your subject. For people this usually means the shot frames just the head! Extreme Close Ups (ECU) are much tighter close-up shots in which you get detail greater than the human eye might be able to normally perceive. An example of this shot might be of the mouth and eyes together.

Source: http://www.thewildclassroom.com/wildfilmschool/gettingstarted/camerashots.html

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Using what you have learned about the basic camera shots, analyze this video and determine if there is variety of shots. Use the grid below to capture your observation.

Click this link: http://www.youtube.com/watch?v=_ZUuV5oyGRc&feature=related Watch the video and make a tally of the shots used. Camera Shot Types

Tally of Shots

Analysis

Extreme Wide Shots Wide Shots Medium Shots Medium Close Ups Close Ups Extreme Close Ups

PROCESS QUESTIONS: 1. Are different shots used in making the video? 2. Is the video effective in forwarding the message of the text through the shots used? 3. What can be done to improve this video? What is the purpose for each type of shot?

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e-xtend your knowledge! Click this link and know more about making meaning through visual images: http://portals.studentnet.edu.au/literacy/Minisites/CEGGSDarlinghurstrevised/ vliteracy/meaning.htm Look for this link in the sidebar and be sure to do this at the end of your elearning experience :Summary/ understanding of what I have learnt. Write your score on the box found below.

Summarize what you have learned by answering the question: How do you make meaning through the use of visuals?

Activity 8: SPEAK EASY! ―Speech choirs are performance groups that recite speeches in unison, often with elements of choreography and costuming to help bring the speech to life. Much like musical choirs, dynamic -- volume -- range, expression and accurate coordination of syllables are all important for a successful performance. Speech choirs date back to ancient Greece, where they were an integral part of most plays.‖ Chris Magyar Elements of a Speech Choir As you prepare for your choral interpretation, get to know some important tips and techniques. Take a look at the anatomy of a speech choir in the illustration on the next page.

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Verbal Expression: Diction, Intonation, Stress

Voice: medium (deep voice) and dark (very deep voice)

Members: 25-40 participants

Content Piece:  Often poems or poetic verses  Prose texts can also be used Choreography and Costume

Photo Source: http://kearsneychoir2012.blogspot.com/

Non-Verbal Expression: Facial Expression, Gestures and Body Movement

PROCESS QUESTIONS: 1. What is the purpose of having enough number of participants in a speech choir? 2. Why should there be varied voices? 3. How can the verbal and verbal expression of the participants help communicate the message of the piece effectively? 4. Why is a poem often used as material for a choral speech? Can text in prose form achieve the same result? Explain your answer.

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Activity 9: EXIT SLIP Fill out the table below to capture your learning challenges and successes.

Most IMPORTANT thing discussed in this session

EASIEST fact or concept to remember

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Most DIFFICULT idea to understand

Activity 10: LANGUAGE IN FOCUS Read the informational text found below and think about how the writer forwards ideas clearly and fluidly. South African social upliftment– win-win tourism by Chris Marais Reading Text 4

B

ody Shop founder Anita Roddick once said: ‗The majority of usdo not want our holidays to be at someone else‘s expense, particularly when we go to developing countries. As consumers, we have the right to know the impact that our money and holidays have on people in these destinations.‘ South Africa, social upliftment projects have been developed that take the thought one step further, and to maximize the benefits that guests bring to our country. Some are initiated by government, others by individuals or corporates. But behind them is a conscious goal: to find a win-win path that helps redress past inequalities, to support South African community tourism, to increase quality of life and in many cases, to offer visitors a deep and enriching tourism experience. For South Africa, it‘s a natural match since many of the poorest communities are found in the most scenic surroundings. The country‘s heritage is a natural tourism asset, and South African cultural projects are fascinating. You‘ll find South African social upliftment projects in the form of tour guides, small township restaurants, community members acquiring equity and training through the generosity of larger operators, rural people trained in conservation issues, and the showcasing of lifestyles. It‘s a whole shift in tourism and South Africa is pioneering a new way. The benefits on the ground are life-changing for all concerned. One tour operator expressed it this way: ‗Because of tourists‘ contributions, we have been able to help people in ways beyond our wildest dreams. We‘ve got these champions all around the world. It started small, but suddenly, there‘s a real groundswell.‘ http://www.southafrica.net/sat/content/en/za/full-article? oid=5890&sn=Detail&pid=432&South-African-social-upliftment

South African social upliftment Behind social upliftment projects - whether initiated by government, individuals or corporates - is a conscious goal. This is to find a new path that can redress past inequalities, support South African community tourism, increase quality of life, and offer visitors an enriching experience. DID YOU KNOW? The upliftment of women is a priority in South African poverty relief projects. PROCESS QUESTIONS: 1. 2. 3. 4. 5. 6.

What are the different uplifment projects in South Africa? What is the goal of the social upliftment projects in South Africa? Why is tourism the best way to achieve this goal? Has the reading text give you a new way of looking at Africa? What new perspective of Africa does the article provide you? Does the writer forward his ideas clearly? How did he achieve effective communication?

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Achieving Sentence Fluency Do you make your readers slide smoothly or trudge wearily as they move from one sentence to another? How do you achieve rhythm and flow in your writing? Read the excerpted paragraph below and study the sentences: South Africa has social upliftment projects. The government initiated some. Individuals or corporations developed the others. There is a conscious goal. It‘s to find a win-win path. This is to address inequalities. Support the South African community tourism. Did you trudge wearily while reading the paragraph? Compare the previous one with this: In South Africa, social upliftment projects have been developed that take the thought one step further, and to maximise the benefits that guests bring to our country. Some are initiated by government, others by individuals or corporates. But behind them is a conscious goal: to find a win-win path that helps redress past inequalities, to support South African community tourism, to increase quality of life and in many cases, to offer visitors a deep and enriching tourism experience. For South Africa, it's a natural match since many of the poorest communities are found in the most scenic surroundings. Do the sentences flow smoothly? Are there too many short or long sentences? Do the sentences begin in different ways? Why is it important to vary your sentences structures? Achieve variety in sentence structures Sentences are made up of one or more clauses. A clause is a group of words containing a subject and a predicate. An independent clause can stand alone as a sentence. A subordinate clause does not have a complete idea thus it is dependent on a main or independent clause. A simple sentence is comprised of a subject and a predicate. An independent clause is considered a simple sentence. Example: The benefits on the ground are life-changing for all concerned. A compound sentence is made up of two or more simple sentences or independent clauses. These structures are joined together by coordinating conjunctions (For, And, Nor, But, Or, Yet, So) or a semicolon. The following conjunctive adverbs are also used to combine the parts of a compound sentence: accordingly, also, finally, furthermore, however, hence, moreover, otherwise, therefore, thus. Example: The country‘s heritage is a natural tourism asset, and South African cultural projects are fascinating. A sentence that contains an independent clause and a subordinate clause is called a complex sentence. Example: As consumers, we have the right to know the impact that our money and holidays have on people in the destinations.

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A sentence that has two independent and one or more subordinate clauses is a compound-complex sentence. Example: For South Africa, it‘s a natural match since many of the poorest communities are found in the most scenic surroundings and many of these African folks need a steady source of income.

http://www.farroutlinks.net/blog/images/sentencefluency2.jpg

Use the SENTENCE FLUENCY chart above to analyze the rhythm and flow of The Anatomy of a Filipino. Identify the kinds of sentences according to structure. Make a tally of the variety of sentences used in the text. In the third column, explain whether or not the writer has achieved sentence fluency. Justify your answer. Kinds of Sentences

Frequency of Use

Simple

Compound

Complex

Compound-Complex

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Your Analysis

Activity 11: THREE-MINUTE PAUSE Take a breather from the previous activities by doing the following:

Summarize Key Point so Far ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Add Your Own Thoughts ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

Pose Clarifying Questions ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

Activity 12: WRITE IT RIGHT! You are a member of ONE ASEAN‘s Exhibits Committee. Your task is to write a paragraph of how Africa meets the challenges of the 21st century. This short write-up will be featured in the exhibit of nations participating in the international conference for the youth. The write-up must be easy to read. Be guided by the scoring rubric found on the next page:

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4

 SENTENCE FLUENCY

 



3

Highly readable—a joy to share aloud. Easy going flow, rhythm, and cadence. Virtually every sentence begins differently. Informational writing crisp and to the point.



2

Grammati cally correct sentences



variety in length and structure.



natural, pleasant phrasing.

 





1

Mechanical but readable. Awkward moments outweigh smooth, natural phrasing. Gangly runons or choppy sentences. Repetitive beginnings.







Very hard to read—you slow down, re -read, but still.. Does not always make sense—is this a sentence Awkward words and sentences

www.milwaukee.k12.wi.us/…/6+Trait+Rubric+for+Sentence+Fluency

Activity 13: PAUSE AND PONDER Go back to the previous section. How many of your initial ideas are found in the discussion? Which ideas are different and need revision? Fill out the REVISED ANSWER boxes. MY CHANGING PERSPECTIVE (IRF) Initial Answer Revised Answer What is my view of Africa?

Final Answer

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What does literature as communication mean?

In this section, the discussion was about your perspectives concerning Africa and her people and literature as communication. Now that you know the important ideas about this topic, let us go deeper by moving on to the next section Your goal in this segment is to apply what you have learned in the previous literary and language foci activities. Take a look at the picture below. Is the situation depicted similar to what Wole Sokinya presents in ―Telephone Conversation?‖ Have you experienced this situation? How would you deal with it? How will you express your perspectives while respecting other cultures?

Activity 14: INTERCULTURAL DIALOGUE Let us say you are attending the ONE ASEAN International Conference for the youth. You are conversing with other delegates from different AfricanAsian countries. You do not agree with the viewpoints of your fellow delegate. Disagreeing Politely Think of a topic or issue that you are bound to discuss with the other delegates. Create a dialogue wherein you would be expressing a viewpoint that is different from theirs. Use polite expressions to express disagreements and offer an explanation: I disagree because. . The way I see it. . I‘m against it because. . Instead, I think that. . I‘m afraid I don't agree with you.. I‘m afraid I can't agree I am afraid I completely disagree with you."

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Write the conversation below.

Activity 15: TEXT TO TEXT CONNECTIONS A. Brainstorm on the commonalities and differences among informational and literary texts. Use Reading Texts 1 and 4 as your basis. Comparing Text Types Informational

Literature

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B. Use your notes in A to make a concept map on these two types of texts. South African Social Upliftment

C. Formulate your generalizations.

Telephone Conversation

__________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________

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In this section, you have learned how to communicate your perspectives to others while respecting their cultures. You have likewise learned about communicating ideas through informational and literary text types. What new realizations have you arrived at? What new connections have you made for yourself? Activity 16: MY FINAL ANSWER (IRF) Fill out the last part (FINAL ANSWER) of the IRF Worksheet. MY CHANGING PERSPECTIVE (IRF) Initial Answer Revised Answer Final Answer What is my view of Africa?

What does literature as communication mean?

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 to apply your learning to real life situations. You will be given a practical task which will demonstrate your understanding. You have learned in the previous segments that literature is a form of communication. How do writers share their work with others? Aside from textbooks and anthologies, where can you read literary works?

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Activity 17: FOLIO ANALYSIS Take a look at these selected pages from the literary folio called Mitna. Remember to continue to think of the questions you have previously explored: What are the perspectives forwarded in the literary folio? How are these perspectives forwarded with due respect to others or other cultures?

http://forward.com.ph/wp-content/uploads/PDF%20files/mitna/Mitna%202008.pdf

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PROCESS QUESTIONS: 1. What is a literary folio/magazine? 2. What should be considered in making a literary folio? 3. What are the elements of a literary folio? Use the checklist below to analyze the folio found in the previous page. Write your comments on the third column. Title of the Literary Magazine Magazine is visually appealing.

Indicators

Your comments

Cover of magazine is dynamic and draws one into its pages through its illustrations and cover lines.

Information provided in magazine is accurate.

Information in magazine has no factual errors and is current, up-to-date, and pertinent.

Information in magazine is wellorganized.

Magazine layout is easy to follow so that finding information is simple and quick. Page numbers are visible and there are no extended page sections (such as advertisements) that make finding page numbers difficult.

Magazine is culturally diverse.

Magazine presents information from many diverse points of view and cultures; articles are culturally diverse so that anyone who reads it can find something they can relate to and enjoy.

http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1248058&

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Activity 18: PRACTICE MAKES PERFECT! Read the task below. In your group, discuss and plan on how you will do it. The rubric for grading is provided here to remind you on how your work will be graded. You are members of the Asian Literati Society‘s screening committee for the literary folio. You are tasked to make a prototype page which features an existing literary text delving on the theme, ―Changing Perspectives.‖ Discuss with a group of young writers the importance of writing a literary text that reflects the theme of the literary folio. Also, TASK explain the importance of using literary tools and techniques that will effectively communicate the theme or message to the intended readers. Tell them that a literary text must be responsive and engaging for it to be accepted for publication. Place the prototype folio page and your written explanation in the box provided below.

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Activity 19: WANTED LITERARY FOLIO CONTRIBUTOR! The Asian Literati Society is looking for contributors to their latest volume of literary folio. This folio will be published and distributed during the ONE ASEAN forum. You are tasked to contribute an original literary piece which reflects the theme, ―Changing Perspectives.‖ As you write your original literary piece, reflect on the question: How can I express my views while respecting other cultures?‖

Photo credit: http://maineberrypatch.blogspot.com/2012/05/tos-crew-review-writeshop.html

I. PREWRITING: Organize your thoughts by using the SIFT METHOD. Note that the theme is your first consideration in producing this literary piece. Symbol

Imagery

Figurative Language

Theme

Changing Perspectives

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II. WRITING: Write your first draft below.

III. POST-WRITING

A. Peer Review: Exchange your 1st draft with a peer. Critique each other‘s work using the SIFT method. B. Revising and Editing: Revise your work based on your peer‘s critique. Next, proof-readers go over the printed original several times. Focus on typographical and spelling errors. C. Evaluating: Be guided by the scoring rubric found on the next page:

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ENGAGING

RESPONSIVE

4 Outstanding

3 Satisfactory

2 Developing

1 Beginning

Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, and the choice and placement of the words seems accurate, natural and not forced.

Writer uses vivid words and phrases that linger or draw pictures in the reader's mind.

Writer uses words that communicate clearly, but the writing lacks variety, punch or flair. Occasionally, the words are used inaccurately or seem overdone.

Writer uses a limited vocabulary that does not communicate strongly or capture the reader's interest. Jargon or cliches may be present and detract from the meaning.

Theme is clearly stated and obvious to the reader.

Theme is fairly obvious to the reader.

The reader must look for the theme is not obvious.

No theme is stated.

All the poems are relevant to the chosen theme.

The poems are relevant to the chosen theme.

Only 1 poem is relevant to the theme.

Poems are not related to each other or to a particular theme.

IV. PUBLISHING: Coordinate with your peers in order to create an e-literary folio/magazine out of your individual outputs. Follow these directions: 1. Arrange the poems created by each member of the class. 2. Finalize the layout of the folio. 3. Use Microsoft Publisher to create the folio. Save it as a PDF file. 4. Click this link, http://www.flashflipbook3d.com/free-e-magazine-creator/index.html, and download the Free E-Magazine creator. This software will easily convert the text file of your literary folio. 5. Send an attachment of the converted file to your teacher‘s email address.

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Activity 20: LESSON CLOSURE 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 is___________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ This matters because_________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ In sum, today‘s lesson________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

In this section, your task was to contribute an original work to a literary folio. 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 move on to the next lesson. Congratulations!

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Choral Interpretation - It is reading aloud in unison with a whole class or group of students. Choral reading helps build students' fluency, self-confidence, and motivation. Because students are reading aloud together, students who may ordinarily feel self-conscious or nervous about reading aloud have built-in support. Communication - is transmitting, giving or exchanging of information, message, letter etc. to build a meaningful relationship. Literature - All writings in prose or verse of an imaginative character, all such writings having permanent value, excellence of form, etc. It may deal with a particular time, country, particular subject or any printed matter. Perspective - It is a specific point of view of an individual in understanding things or events. Sentence Fluency - is the readability of the paper. The sentences should flow smoothly from one to the next. The writing should sound natural--the way someone might talk. The sentences should have different beginnings, lengths, and structures. The paper should be written in complete sentences, not fragments. Any fragments that are used should add to the quality of the message. Also, the paper should not be one long sentence containing no punctuation. SIFT Method - It is a literary tool that can be used to analysea specific literature by filling out a table or grid whereone can can write the symbol, imagery, figuartive language and the tone and theme revealed in a certain literature. S – SYMBOL An object, person, or place that has meaning within itself but stands for something else in the context of the story I – IMAGERY When an image is evoked through the use of really descriptive language F – FIGURATIVE LANGUAGE Includes (but is not limited to) simile, metaphor, hyperbole, repetition, alliteration, among others T – TONE AND THEME Tone is the attitude and author takes on the subject he/she is writing about Theme = Plot + Tone Tourism - It is an activity done by an individual or a group of individuals, which leads to a motion from a place to another. From a country to another for performing a specific task, or it is a visit to a place or several places in the purpose of entertaining which leads to an awareness of other civilizations and cultures, also increasing the knowledge of countries, cultures, and history

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Online Sources http://www.etymonline.com/index.php?term=perspective http://www.youtube.com/watch?v=YFRHZL3OIeM https://www.teachingchannel.org/videos/sift-method-analyze-literature http://www.wordle.net/create http://www.quia.com/pop/430333.htm http://www.thewildclassroom.com/wildfilmschool/gettingstarted/camerashots.html http://www.youtube.com/watch?v=_ZUuV5oyGRc&feature=related http://portals.studentnet.edu.au/literacy/Minisites/SCEGGSDarlinghurstrevised/ vliteracy/meaning.htm http://kearsneychoir2012.blogspot.com/ http://www.southafrica.net/sat/content/en/za/full-article? oid=5890&sn=Detail&pid=432&South-African-social-upliftment http://www.farroutlinks.net/blog/images/sentencefluency2.jpg www.milwaukee.k12.wi.us/…/6+Trait+Rubric+for+Sentence+Fluency http://forward.com.ph/wp-content/uploads/PDF%20files/mitna/Mitna%202008.pdf http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1248058& http://maineberrypatch.blogspot.com/2012/05/tos-crew-review-writeshop.html http://www.flashflipbook3d.com/free-e-magazine-creator/index.html

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Communication is defined as the process of sending, giving and exchanging of ideas or information through a medium which is usually language. It serves as a transport link among us so it keeps us in touch with people. Imagine if this breaks down. What do you think will happen? Effective communication then is an essential part in many areas your life- your studies, future employment, and building relationships. Consider how you get your message across? How do you express your ideas? your needs? Likewise, how do you respond to others‘ ideas and needs? Therefore, careful consideration of audience and purpose brings about effective communication and fosters understanding among cultures. This lesson provides opportunities for you to become effective communicators. As this focuses on the theme: Changing Perspectives, you will be studying reading selections particularly from Singapore that are rich in socio-cultural values and attitude that will help you develop critical thinking skills to evaluate, make wise choices, and formulate fair judgment and decisions. Your communicative competence will be challenged as you write business letters. When you go through the activities, it is important to bear in mind the questions: What does it take to be an effective communicator? How do you express your perspectives while respecting other cultures? What makes perspectives credible? To give you an overview of the things you will do in this lesson, pay close attention to the expected skills below and the lesson map. In this lesson, you will learn the following:         

Listen for details Deliver a speech using correct stress for emphasis Define words from context and through word analysis (prefix, roots, suffixes) Abstract information from the different text types by noting explicit and implicit signals used by the writer Acquire critical thinking skills essential for evaluation, forming judgment, and making decisions Develop the value of respecting other‘s point of view Use the transactional and interactional functions of language in letters of appeal, inquiry, etc. Use fixed expressions for business writing Write a letter of application and the accompanying documents (e.g. resume) On the next page is the lesson map to guide you in Business Communication.

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KNOW

PROCESS

It‘s More Fun in Asia! Dear Asians KWL Chart

Questions that Matter Say it Right My Trip Unlocking of Difficulty Experience Singapore In the Beginning… Character Analysis Pyramid Story Board Think it Over One in Vision and Mission

REFLECT AND UNDERSTAND For Old Time‘s Sake Thinking Tool Pin Go for Change Picto-nalysis Get Down to Business Boat Ahoy! Unlocking of Difficulties Quotable Lines Think about Consequences

TRANSFER Rough Drafts More Letters Please… Click and Find Finally…

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:

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Let us begin by finding out how well you know about your Asian neighbors. They may be different in a way but it is important to know your fellow Asians. Activity 1: IT‘S MORE FUN IN ASIA! Identify the country where the following landmarks/beauty spots can be found. The given letters are the clues.

1. _ H _ _ A nationsonline.org

2. _ _ D _ _ nationsonline.org

3. _ _ I _ _ _ P _ _ _ _ http://en.wikipedia.org/wiki/File:Caves_entranceexit.jpg

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4. _ H _ _ _ A _ _ wallcoo.net

5. _ _ _ A _

6. _ _ U _ _ _ O _ _ _ http://www.firstlightphoto.net/large/image235.jpgfirstlightphoto.net

7. _ A _ _ _ A _ _ B _ _ tlc.howstuffworks.com

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How do you feel as you look at these breath-taking pictures? Do you remember your lessons in your Social Studies class? Which do you want to visit? Why? In the first three quarters, you learned about these countries. In the selections you took up, you came to know the culture of our Asian neighbors that brought about their identities. As you do the next activity, ask yourself why you need to know more about our Asian neighbors. How does effective communication serve as our bridge to them? What does it take to be an efficient communicator? Activity 2: DEAR ASIANS Identify the countries being referred to in the table below and describe the people in terms of traits and characteristics. Share your answers with a partner and with the whole class.

TITLE

COUNTRY

Land of the Rising Sun

Land of the Morning Calm

Birthplace of Islam

Pearl of the Orient Seas

The Land of Smiles

The Subcontinent

The Middle Kingdom

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REMARKABLE PEOPLE‘S TRAITS/ CHARACTERISTICS

Now, you know how each country is called and I suppose by now you feel proud for being a Filipino. So, let‘s learn more about another very interesting country. Look at the picture below. Can you tell what Asian country is shown in the picture? Write the missing letters to complete the name of the country. _ _ _ G_ _ _ _ _

http://www.featurepics.com

Activity 3: KWL CHART Fill out the first and the second columns only of this chart. Study the questions under the given topic. TOPIC: Singapore How do you see Singapore as one of our Asian neighbors? What do you know about her people? What similarities do Singaporeans have with other Asian countries including the Philippines? What I Know

What I Want to Know

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What I Learned

You have partially filled out your KWL Chart. Let us find out if you will be able to complete it without changing any of what you already have written.

Your goal in this lesson is to learn and understand key concepts related to this fast growing country by reading selections and listening to texts about her people‘s values and attitudes and their culture as a whole. We will start by doing the next activity. Are you excited to learn more? I‘m sure you are. Activity 4: QUESTIONS THAT MATTER Listen to the excerpt from Singapore‘s Prime Minister Lee Hsien Loong's National Day 2012 Message. Before you do, study the Question Creation Chart (Q-Chart) then while listening, accomplish the chart by creating questions using one word from the left column and one word from the top row. Form groups of three and answer the questions you have formed. Discuss your answers with the entire class. Question Creation Chart (Q-Chart) Is

Did

Can

Would

Will

Might

Who What Where When How Why

Listening Listen to your teacher as she reads Prime Minister Lee Hsien Loong's National Day 2012 Message. Then, answer the following questions: PROCESS QUESTIONS: 1. What questions have you formed? 2. Are the questions you have formed important that they need to be addressed? 3. Given the chance to meet Prime Minister Lee Hsien Loong, which of the question would you like to ask of him? Why?

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Activity 5: SAY IT RIGHT A copy of the text used in the listening activity will be given to you. Note that the speaker would like his listeners to do something. He wants them to act. How do you think should this speech be delivered? Pick out at least three paragraphs and deliver them in the class. You will be rated based on a set of criteria: Draw a happy face if each indicator below is evident, otherwise, draw a sad face . _____Eye contact was evident. _____Exuded confidence. _____Gestures and facial expression were appropriate. _____ Mastery of the piece was evident. _____Voice projection was good. _____ Used emphasis and showed enthusiasm _____ Did not use unnecessary movements and fillers such as ah, um, am, etc. _____ Rate of speech was good; did not speak too quickly or too slowly. _____ Pronunciation and articulation were correct. 8-9

Outstanding:

6-7

Very Satisfactory

4-5

Satisfactory:

3-below

Needs Improvement: How do you feel after going through the speech activity? Did you find it difficult to be the speaker or did you feel comfortable being one since you knew that the speech somehow would apply to our situation in the Philippines? Activity 6: MY TRIP Realizing some similarities with Singapore in terms of aspirations and dreams you may want to know more about Singapore by touring the country. Do these activities:

A. Given the chance, what things do you usually do before you go on a trip? List these down. B. After you have completed your list, look for a partner with whom you can compare your list. Decide on which things you think are the most important to consider. Do the thinking tool LAP (List All Priorities). Come up with a new list using the worksheet on the next page. Complete the statement.

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I will ………………………….

1. _______________________________________________________________ __________________________________________________________________ __________________________________________________________________ 2. _______________________________________________________________ __________________________________________________________________ __________________________________________________________________ 3. _______________________________________________________________ __________________________________________________________________ __________________________________________________________________ 4. _______________________________________________________________ __________________________________________________________________ __________________________________________________________________ 5. _______________________________________________________________ __________________________________________________________________ __________________________________________________________________ 6. _______________________________________________________________ __________________________________________________________________ __________________________________________________________________ 7. _______________________________________________________________ __________________________________________________________________ __________________________________________________________________ 8. _______________________________________________________________ __________________________________________________________________ __________________________________________________________________ 9. _______________________________________________________________ __________________________________________________________________ __________________________________________________________________ 10. _______________________________________________________________ __________________________________________________________________ __________________________________________________________________

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PROCESS QUESTIONS: 1. What items in your list were the same as your partner‘s? What were different? 2. How did you come up with your ranking? 3. Did you consider each other‘s ideas and opinions? Singapore is one of the Asian countries frequently visited by tourists. Why is this so? What do tourists like in Singapore? Why is that? Read on and find out.

Activity 7: UNLOCKING OF DIFFICULTY Solve the word puzzle by studying the clues given below. 1 F

Across: 1. stay, stopover, break 2. generosity, bounty 3. healthy, nourishing, substantial 4. full of life, active, rich

1 2

S

J

U

N

3 2

L

R

E

S 4

Down 1. tactful treatment, skillful approach 2. magnificent, wonderful, superb 3. impressive, high-status, celebrated 4. straps made of strong materials to keep a person in position

4

I

3

E

R

A T N G S O E

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W

SINGAPORE SOJOURN by Tammy Mendoza

hen you‘re a visitor in this remarkable state, one impression that you will have is that people tend to ask you how many times you‘ve been to Singapore. For the past many years, this Asian dragon has become one of the top tourist draws in Asia. Its vibrant economy has made it arguably the gateway in Southeast Asia, and perhaps, on this account, people have grown quite used to tourists seeing Singapore more often than once. Last September, our group flew to Singapore on the largesse of Singapore Airlines, unquestionably one of the pillars of the impressive success story of the citystate. Cited several times as the best airline by prestigious international magazines, Singapore Airlines is a showcase reliability and finesse. And so is the famed Changi Airport. Also the object of international distinction, the modern airport has consistently been voted the world‘s best, and it provides an appropriate, interesting insights of what awaits the Singapore guest.

Changi Airport

www.changiairport.com

Singapore, like the Changi Airport, is a marvel – the fruit of both foresight and careful orchestration. Despite having a land area of only about 650 sq. kms., Singapore

has a thriving economy; it has one of the world‘s busiest ports, and is conceded as Asia‘s business and financial center. Singapore by night is a thrilling sight, as we arrived in the Apollo Hotel, there seemed to be so much to look forward to in this sprightly city of surprise. Singapore, like the Changi Airport, is a

Science Center

www.google.com.ph

marvel – the fruit of both foresight and careful orchestration. Despite having a land area of only about 650 sq. kms., Singapore has a thriving economy; it has one of the world‘s busiest ports, and is conceded as Asia‘s business and financial center. Singapore by night is a thrilling sight, as we arrived in the Apollo Hotel, there seemed to be so much to look forward to in this sprightly city of surprise. After a generous breakfast buffet we were whisked to the Singapore Science Center. It was here that we viewed a film at Southeast Asia‘s only Omnimax Theater, where images projected on a dome screen gave us the feeling of being engulfed in the picture. Besides the Ominimax Theater, the Singapore Science Center also houses a variety of exhibits on the life science, technology discoveries, and aviation. Our next stop was the Night Safari. Now a popular attraction of Singapore, the

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Night Safari was probably our best experience. It features over 1000 nocturnal creatures which one can see either by tram or trail. Because of the way the park was developed, the creatures can be seen in

Singapore‘s shopping paradise. Along the stretch of Orchard Road can be found mall upon mall quality merchandise for every mold of shopper. As for the evening, it belonged to a taxi ride and dinner at Clarke Quay, mainly a cluster of stores by a Singapore river. The highlight of the visit was a taxi ride, where we were taken on a guided tour of the city to better appreciate its history. The following day, the group had a splendid time at the Jurong Birdpark which a co-passenger on the taxi ride at Clarke Quay said was his personal choice as the best attraction of Singapore. Here we had breakfast with the birds, a quick tour of the aviaries, and a Panorail ride through the

Clarke Quay YourSingapore.com their natural habitat without wire harnesses. Fittingly, Singapore‘s Night Safari received the 1995 Asean Tourism Association (Aseanta) Award for Excellence as the Best New Tourist Attraction in the Asean. Next in line was the Sentosa. Accessible from certain points by MRT (Singapore mass transit system), bus, or cable car, Sentosa Island is a destination in itself. World, Volcanoland, Images of Singapore, Jurong Birdpark

Sentosa siloso beach.jpg Sentosa Island Fantasy Island, and Cinemania. After a hearty lunch at Timbua Restaurant, where we had our fill of delectable Indonesian cuisine, we spent the afternoon looking around Orchard Road,

www.tripadvisor.in

park, after which we viewed the International Bird Show at the ampitheater where trained bird showcased their wares. Some of the more memorable sights at the 20.2-hectare Jurong Birdpark were the Penguin Parade and the Southeast Asian Birds Aviary. With hindsight, the Singapore sojourn turned out to be a truly splendid experience for the group, specially for some of us who tried Singapore‘s night life for more taste of adventure. The thing with Singapore is, it doesn‘t really matter if you‘ve been there before or not at all. Constantly discovering and everchanging, Singapore is forever new, and it‘s never the same way twice.

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from The Philippine STAR December 10, 1995

Activity 8: EXPERIENCE SINGAPORE List down the places in Singapore that the author visited and describe them. Places

Description

1. 2. 3. 4. 5.

PROCESS QUESTIONS: 1. How does the author feel about Singapore? 2. Why do you think tourists keep going back there? 3. If changes occur often in Singapore, how will you describe her people? At this point you have been learning more about Singapore. What about discovering her beginnings? Read on and learn more!

Activity 9: IN THE BEGINNING... You have enjoyed reading legends all this time. Legends tell the beginning of things. Just like how other countries got their names, Singapore too has her own story to tell. Read on and find out how Singapore began, evolved and got her name. As you read through the text, try to recall the characteristics of legends. To help you understand the text better, do the activity below. Directions: Give the meaning of the italicized words using context clues. 1. When the tourist went to his farm, he climbed a knoll to take a good look at the beautiful surroundings. a. stairs b. chair c. hill 2. The ground attendant advised the passenger to reduce the things he had in his suitcase for jettisoning; he had exceeded the required weight for his check-in baggage. a. inspection b. donation c. discarding

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3. The traveller‘s goal is to reach the summit of the mountain. a. lowest part b. middle part 4. The King‘s subjects obey his rules faithfully. a. followers b. courses to study 5. The fan stood in awe when he saw his favorite movie actor. a. fear b. surprise

c. highest part c. enemies c. respect

What do you think the word ―singa‖ means? Make a guess. You will know about this after reading this selection. THE ‗SINGA‘

http://office.microsoft.com

S

ang Nila Utama, an imaginative and adventurous king was restless by nature and wanted to travel to faraway places. He loved hunting wild animals, so when he heard that there were stags in the jungles of Tanjong Bentam, which were not easy to hunt, he was excited and took with him a great fleet of ships to Tanjong Bentam. When the king arrived upon the island, he and his subjects had a hunting expedition that lasted several hours, slaying many wild and savage beasts, but no stags. This disappointed the king, for he had a sense of unfulfillment in his heart. Suddenly, a large stag darted out of the bush in front of Sang Nila Utama, giving the king a shock…but the king drew his silver dagger and hurled it at the stag, only grazing the animal. The stag began to run and the king pursued it (in those days, it was either your feet or nothing). The stag run through the jungle and darted up a knoll. The king followed the stag up the hill, but upon reaching the summit, the stag was nowhere to be seen. There was a large rock, so the king climbed it and looked at the land and the sea spread out around him. In the distance, he saw a stretch of white sand- an island. Sang Nila Utama was fascinated by the sight of the island. He turned to one of his subjects who had followed him. ―What is the name of that island?‖ The subject looked into the distance and smiled.

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―That is Temasek, Your Highness.‖ ―Then we are going there.‖ The king ordered his fleet to set sail and they began on their journey towards the island. Suddenly the once clear blue skies were covered with black clouds, heavy rain poured from them, and strong bursts of wind threatened to tear the ships apart. The ship carrying Sang Nila Utama was in the very eye of the storm. The crew lowered the sails, started to bail the water from the ship and get most of the cargo for jettisoning. However, an idea came to the king‘s head. He remembered a story his grandfather told him of how one of his ancestors became the Sea-King and that his crown was the only thing which belonged to his ancestor. He removed his crown immediately and threw it into the sea. All at once, the storm broke. As suddenly as it started, the skies began to clear and the crew gave a shout of joy and set sail once more to the island of Temasek. When the king stepped upon the island, a creature stepped out of nowhere, and the king and his men were awe-struck by the magnificent creature. It was large and moved with grace, had a black head, covered in a furry mane, a whitish neck and a red body. When the king drew his bow and arrow, the beast stared back at him with golden eyes and let out a deafening roar before leaping into the jungle. ―What sort of animal was that?‖, the king asked. A wise old man stepped forth. ―I have seen animals in portraits from the Far West. Perhaps this is a ‗singa‘ but I wonder how he got all the way here.‖ ―This must be a great place if it breeds such a beautiful animal. Let us live here…here in the island of Singapura.‖ (Singa — The word ‗singa‘ is actually the Malay word for ―lion‖. Therefore Singapore is sometimes referred to as the ―Lion City.‖) Who was Sang Nila Utama? Tell something about the setting of the story. What are the important details in the story? Accomplish the charts that will follow. Activity 10: CHARACTER ANALYSIS PYRAMID Identify major traits and information of the main character of the story using the pyramid below.

Name/Title Physical Appearance Character‘s Role Character‘ Problems/Challenges Major Accomplishment

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Now that you know Sang Nila Utama, visualize the important events in the story by accomplishing the next activity.

Activity 11: STORY BOARD Draw the events of the story on the story board. Record them in correct order. 1.

Start here!

2.

3.

4.

5.

6.

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What events did you include in your story board? Did you observe the chronological sequence? I‘m sure you did. That was good! Think about these: 1. If you were Sang Nila Utama, would you throw away your crown to the sea? 2. Why do you think the king decided to live in Singapore? Would you have done the same thing? 3. What is the importance of legends, myths, and other literary genres you have learned in the present society? 4. How would you relate the legend ―The Singa‖ to what Singapore was and what she has become? Fill out the diagram below. Activity 12: THINK IT OVER Importance to the present society: ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

legends

myths

folktales

Activity 13: ONE IN VISION AND MISSION From the message of Prime Minister Lee Hsien Loong from the listening text, you could tell that Asian countries have certain similarities in their concerns or issues that shape their vision for their respective countries. Can you identify these? Form five groups and fill out the circles inside the funnel on the next page with areas of concern similar with our country and other Asian countries. Tell something about each. Present your work to the class.

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Progressive Singapore MAGNIFICENT ASIA

PROCESS QUESTIONS: 1. What countries did you include in your worksheet? Why? 2. What problems and issues were mentioned? 3. Do you find Minister Lee‘s plans and actions applicable to other Asian countries? In this section, you have gained important information about Singapore. You were able to relate to her vision as a country. Just like any other Asian countries including the Philippines, each country dreams only the best for her people. At this point, ask yourself how much of your initial ideas are found in the discussion? Which ideas are different and need revision? Now, let‘s go deeper by moving on to the next.

Your goal in this section is to take a closer look at some aspects of the topic. Activity 14: FOR OLD TIMES‘ SAKE Watch this documentary film about old pictures of Singapore. How much of these have changed today? Write your observations on the worksheet found on the next page. A. Film Clip

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Observation Log People

Things

_____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________

_____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________

Places

_____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________

PROCESS QUESTIONS: Observe old photos in your family album. 1. Do you see some resemblance? What are these? B. Imagine how things have changed today. Are you thankful that you were not born during those days? Or are you the sentimental type who sees beauty of the past? Write something about this then compare your work with your classmates. Your ideas might be different from your classmates, remember to respect each other‘s views.

PROCESS QUESTIONS: 1. How did you address your differences in your views and opinions? Did you take turns in listening and speaking? 2. What realizations can you draw from this activity?

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How do you deal with change? Do you treat them positively or otherwise? Why? Read an excerpt of an editorial to help you shape up your attitude about change. Go through the vocabulary build up exercise first. A word can consist of a root only, a root with a prefix, a root with a suffix, or a root with both a prefix and a suffix. Regardless of how many parts there are, they always appear in this order: prefix, root, suffix. http://highered.mcgraw-hill.com/sites/dl/free/0073123587/380570/1_Word.pdf

Define the words using structural analysis using the table below. WORD distressing

colonial

enclave

expatriates

subsequently

proposing

PARTS prefixroot wordsuffixprefixroot wordsuffixprefixroot wordsuffixprefixroot wordsuffixprefixroot wordsuffixprefixroot wordsuffix-

MEANING

MY DEFINITION

Read the excerpt of an editorial below then reflect on this question: How much of the past does the future need? On sites of Cultural Interchange by Toh Hsien Min

T

he uncertainties of living out came up again over a casual dinner one Friday night. Rui, the Portuguese bloke who used to occupy the room I now do, came by for dinner with me and my housemate, as he was finally leaving Singapore for good. Among expats, as among New Yorkers, it‘s probably not unusual for the topic of rental property to come up. Somehow it did, and Rui slipped in a casual, ―As you know, this place is going to be demolished in two years‘ time anyway.‖ What a shock! I had only been staying in one of the most extraordinary apartments in Singapore for half a year,

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and to hear that it wouldn‘t be for very much longer... the thought was just too distressing. Even if, or maybe because, I hadn‘t found the flat; the flat found me. Rui had posted an notice on a social email list to announce that he was returning to Portugal, therefore his half-share in a rented colonial walk-up in the Mount Sophia area was coming available. A month later, as I was due to visit my optician at Peace Centre, I thought it the easiest thing to just drop by and view the place, as much for a lark as anything else. Lives change in minutes. Mine broke from its trajectory when I saw the beautiful white façade, with the bold ―1930‖ imprinted on the top. It could only have been a colonial apartment that could have had that effect on me; charm distils through age, but the colonial British architects also knew, perhaps better than our contemporary ones, how to build for the tropics. I noted the high ceilings that gave a sense of space and kept the apartment cool, old frosted glass windows set in beige-painted wood frames, and a collection of distinctively peninsular spiral staircases. Two huge bedrooms, one huge living room in a chinoiserie yellow, a functional kitchen, a balcony that lets light and air in, and a huge open rooftop completed the tour. I was hooked. Over the next months, I would discover complete other sides to Singapore. Selegie boasts an abundance of life. There are numerous good food places, such as the legendary Rochor Beancurd, a sushi bar that opens up to 4am on weekend nights, some 24-hour eating places, and plenty of choices for coffee (especially given my fussiness on that score). A traffic junction keeps everything in place. On the one side, there is the feel of a Chinese working-class area, with Chinese DVD shops, aquariums, Chinese coffeeshops, photocopying shops and a number of karaoke bars, spilling from Paradiz Centre onto Prinsep Street. A few hundred yards east, the flavour changes completely. Little India starts at the next junction east, and Indian temples, textile shops, grocers, curry houses and coffeeshops are numerous. On Sundays, Indian labourers throng the area, touching the walls at Tekka market. North of the same junction, the Sophia Road extends through to the back of the Istana, an enclave of expatriates living in a collection of colonial houses and modern condominiums. So it was partly good news to read in the Straits Times, earlier this month, that the URA are proposing to conserve the area, including the building I now live in. I may still have to move out, as the scheduled work is – as I subsequently found out – not demolition but a renovation, but it‘s nice to know Singapore continues to retain a little bit of its heritage. QLRS Vol. 2 No. 4 Jul 2003

Comprehension Check: Put a check ( )on the line before each statement that is true. Correct the ones which are not. _____ 1. The editor has to move out of the place he is renting. _____ 2. He likes the idea of moving out. _____ 3. The place he is occupying is modern and has sophisticated facilities. _____ 4. The apartment is not the only one to be renovated. _____ 5. Different businesses will be established. _____ 6. All old business establishments will be demolished. _____ 7. Improved traffic is also one of the projects. _____ 8. The establishments that will rise will be exclusively for Singaporeans. _____ 9. There is a strong proposal to conserve the area. _____10. The editor is happy about the change that will take place.

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How do you react to changes? Are you like our Singaporean brothers who are resilient to change? What positive, negative and interesting issues can change bring? Do the thinking tool PIN (point out Positive, Interesting, and Negative issues.)

Positive —

Interesting: What if...

Negative —

PROCESS QUESTIONS: 1. 2. 3. 4.

What have you discovered from the chart? Which positive issues can we adopt/practice in the country? Which negative issues can be transformed into positive? Which interesting issues can be both or be either positive or negative? Why do you say so?

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Activity 15: GO FOR THE CHANGE A. Make your own list of the things you want to change in your community. Consult people in your place. Start with your family, friends, and elders in the community. Remember to consider their suggestions and advice. You may use the table below. Let them read your proposals and let them put a check mark (√) if they agree and (X) if they don‘t. Let them sign the sheet. I want to propose changes in…

Parents

Friends

Elders

1. 2. 3. 4. 5. Advice/Suggestions

B. Group yourselves into 5 and make a dialog about the flow of your conversation when asking for data from a friend, a family member, and a barangay official.

Friend

Family Member

Barangay Official

PROCESS QUESTIONS: 1. Do you see some distinctions in the way your conversation flowed with the people you had consulted? 2. Which conversation did you find more casual and ordinary? 3. Which required a formal, straight-forward and concise expressions?

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Note that communication to be effective requires you to take into consideration your purpose and your audience. Careful choice of words and expressions is an important factor. In this sense, you are using both the transactional and interactional functions of language. Transactional language is used to send messages with content. It has a clear objective when asking for information, for a refund, or making a complaint. Interactional language is used to establish and maintain various sorts of social relationship. It involves shorter turns, simpler and more predictable language; it and can have a measurable result. Activity 16: PICTO-NALYSIS Analyze the pictures and tell whether the people are engaged in transactional or interactional function of communication. Give reasons for your answers. Accomplish the table below. 1

2

3

4

5

6

7

8

9

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PICTURE

10

11

12

13

14

15

TRANSACTIONAL/ INTERACTIONAL

REASON / PROOFS

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

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PROCESS QUESTION: 1. Based on your answers, can you give your own idea on how transactional conversation differs from interactional communication? Activity 17: GET DOWN TO BUSINESS Go back to Activity 16 and finalize your list. You will need this when you write a letter of request. There are things that you should remember in writing this kind of a letter. What are these? Go to the library and research on how to write the business letters, kinds, and forms. Have one sample letter for each kind. Fill out the organizer below. Then report this in the class. A. Kinds of Business Letters according to Purpose: 1.

FORM Parts

Punctuations used

Expressions used

Format/ Style

2. 3. 4. 5.

B. Looking at the sample letters, compare you them with the friendly letters you once wrote before. What are differences and similarities? Accomplish the activity below.

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PROCESS QUESTIONS: 1. What conclusion can you draw from the comparison? 2. Which letter requires a more formal use of the language? 3. What letter makes use of transactional language? interactional language? Let this be your guide for your drafts in writing business letters. You will do this in the next phase of this lesson. To realize how significant this activity is, bear in mind that we have objectives to achieve in line with understanding the culture of our Asian brothers especially that of Singapore‘s. At this point, let us find reasons why change seems to be happening all the time Singapore that her people have become so used to it. Study the poem ―Bumboat Cruise on the Singapore River‖ by Miriam Wei Wei Lo. Activity 18: BOAT AHOY! Have you ridden a boat? How did it go? Fill out the diagram below with the things that you associate it with. Share this with your classmates especially with those who have not experienced riding a boat.

My Boat Ride

PROCESS QUESTIONS: 1. What are your bases for the association? Are they based on your experiences or on those you have previously heard or read? 2. Tell something about this boat ride experience or share your expectations if you have not had one yet.

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Activity 19: UNLOCKING OF DIFFICULTIES Determine the meaning of the Italicized words using context clues. 1. An establishment looms in Singapore every now and then. a. appears b. grows c. recede 2. Singaporeans love for eat-all-you-can food is conspicuous for you often see them all around food chains. a. suspicious b. confusing c. noticeable 3. The man‘s manic behavior makes his neighbors avoid him. a. manly b. weird c. unique 4. Singapore seems to have changes every time that the poet prayed for the bumboat for its present incarnation to continue to exist. a. life b. form c. appearance 5. The merlion is known for its grotesque and unique design as it one of Singapore‘s landmarks. a. fantastic b. weird c. uneven Singaporeans‘ resilience to change is truly one of their remarkable traits. How they easily adjust to changes doubled with their creativity, and hard work are simply the reasons why Singapore is named as Asia‘s business and financial center. Read on to prove this. Bumboat Cruise on the Singapore River by Miriam Wei Wei Lo

Rhetoric is what keeps this island afloat. Singaporean voice with a strong American accent, barely audible above the drone of the bumboat engine: ―Singaporeans are crazy about their food. They are especially fond of all-you-can-eat buffets. Why not do as the locals do and try out one of the buffets at these hotels along the waterfront.‖ The Swissotel looms. The Grand Copthorne. The Miramar. All glass and upward-sweeping architecture. Why not do as the locals do. Here in this city where conspicuous consumption is an artform. Where white tourists wearing slippers and singlets

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are tolerated in black-tie establishments. Dollars. Sense. How did I ever live in this place? Sixteen years of my life afloat in this sea of contradictions, of which I was, equally, one; half-white, half-Chinese; the taxi-driver cannot decide if I am a tourist or a local, so he pitches at my husband: ―Everything in Singapore is changing all the time.‖ Strong gestures. Manic conviction. ―This is good. We are never bored. Sometimes my customers ask me to take them to a destination, but it is no longer there.‖ Strong gestures. Manic conviction. ―This is good. We are never bored. Sometimes my customers ask me to take them to a destination, but it is no longer there.‖ We tighten our grip on two squirming children and pray that the bumboat tour will exist. Nothing short of a miracle this small wooden boat which is taking us now past Boat Quay, in its current incarnation, past the Fullerton Hotel To the mouth of the Singapore river, where the Merlion still astonishes: grotesque and beautiful as a gargoyle. The children begin to chafe at confinement. My daughter wails above the drone of the engine. There‘s talk of closing the mouth of the river. New water supply. There‘s talk of a casino. Heated debate in the Cabinet. Old Lee and Young Lee locked in some Oedipal battle. The swell is bigger out here in the harbour, slapping up spray against the sides of the boat, as if it were waves that kept it afloat, this boat, this island, caught between sinking and swimming, as I am caught now. As if rhetoric mattered. As if this place gives me a name for myself. Activity 20: QUOTABLE LINES Fill out the table below to classify the information given in the poem about the people, places, and business in Singapore. Quote the lines in the poem to prove your answer. DESCRIPTION

PROOF

PEOPLE

PLACES

BUSINESS

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PROCESS QUESTIONS: 1. 2. 3. 4.

What impression does the author have of Singapore? How do people feel about the constant changes in their country? What positive traits have they gained out of these changes? Does the author, being a product of a mixture of races feel proud of being raised in Singapore? Prove this. 5. Do we have the same feeling towards our country? Activity 21: THINK ABOUT CONSEQUENCES If you get a chance to live with Singaporeans, what will be your expectations? Will there be major adjustments on your part? Do the thinking tool TAC (Think About Conseqences). Sum this up with a journal entry.

If I get the chance to live in Singapore, I (may, might would) _________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Think about how you can show pride in your identity as Filipinos without losing your respect for other cultures. Write about your perspectives about living harmoniously and productively with fellow Asians.

_________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

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At this point, go back to the KWL chart in the first part of this module and fill out the missing parts. Change the parts which need revisions. You are now ready for the last phase of this module. This part can be termed as ―show time!‖ for this is where you will do things on your own. By this time you will have been equipped with skills you will need to perform tasks designed to be applied in real life situations. Let‘s see how well you can carry out the activities. Activity 22: ROUGH DRAFTS A. Review the research you did on business letters. Using the situation given in Activity 16, write a letter of request addressed to your barangay captain. Use the format below as your guide. Present this to the class. Name Address Phone Number Email Address Date (Addressee: Brgy. Captain) Name Title Brgy. Address City (Salutation) Dear ______________:

(Contact Information)

(Body of Request Letter) First Paragraph The first paragraph of your letter should state the reason for writing the letter. Middle Paragraph(s) The next section of your request letter should explain why you needed what you are requesting. Final Paragraph Conclude your request letter by thanking the receiver for considering your request. Include an expression of expecting a positive response to your request. Give also information on how you can be reached. (Complimentary Close) ____________________ (Signature) ____________________

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B. How was your first attempt in writing a business letter? Given a guide, was it difficult? Now, change roles. Pretend that you are the barangay captain. Write a reply to the first letter you had drafted. You may either grant or decline the request. Be reminded of the information you have to include in your letter. You may use other formats of a business letter you have in your mini research. You will go through peer checking using the rubrics that follow.

1 NEEDS IMPROVEMENT

2 FAIR

3 SATISFACTORY

Layout/ Design

Letter is unattractive or inappropriate. Text is difficult to read. It does not have proper grammar or punctuation marks for a business letter.

Letter appears to be insufficient. Text may be difficult to read. May have some grammar and or punctuation marks that are indicative of a business letter.

The letter is eye -catching and attractive. Text is easy to read. Grammar, style, and punctuation marks used are indicative of a business letter.

The letter is creatively designed with text that can easily be read. Grammar, style, and purpose all excellent for a business letter.

Information, Style, Audience, Form

Information is poorly written, inaccurate, or incomplete. Improper form is used

Some Information can be understood but are poorly written, inaccurate, or incomplete.

Information is well written and interesting to read.

Information is accurate and complete, is creatively written, and is cleverly presented.

Parts of the Business Letter

Most parts are missing.

Most business letter elements out of place or missing.

Some business letter elements may be missing.

Letter is complete with all required elements.

Points: 10-12 — Vs; 7-9 — S; 4-6 — F; 1-3 — N

4 VERY SATISFACTORY

http://volweb.utk.edu

What other situations call for writing business letters? You should be aware of these for in no time, you will find yourselves writing them. So you need more practice. Get the opportunity! Do the next activities.

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Activity 23: MORE LETTERS PLEASE… Form five groups and do the following tasks. You will now write business letters based on varied given situations. You will write them using a manila paper or a power point presentation for evaluation later by the class. Take note of the criteria for rating. Make them your guide in writing.

Group 1- You are planning to host a feeding program in your school. You lack funds to finance your project. Write a solicitation letter addressed to the PTA.

Group 2- Your teacher in English has asked you to present a One-Act-Play. You need a good sound system and the school AVR to be the venue of your presentation. Write a letter of request to the property custodian.

Group 3- You have observed that many of the rest rooms in your school are not functional and need repair. Write a letter of complaint to the principal.

Group 4- An international students‘ association is recruiting members from secondary schools. You wanted to join and participate. Write a letter of intent addressed to the principal.

Group 5- The Young Entrepreneurs‘ Club would like to put up a stall in the school canteen. Write a business proposal to your principal.

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3 OUTSTANDING

2 SATISFACTORY

1 DEVELOPING

Heading

Properly aligned. Includes return address and date.

Includes return address and date but improperly aligned

Date or return address missing and improperly aligned

No heading

Inside Address

Properly aligned. Includes proper spacing from heading and inside address is correct Proper salutation and punctuation. Spacing is correct. Mentions the problem and expresses the Intentions or purpose clearly. Proper spacing between paragraphs, and proper indentation (or no indentation when using block style). Uses words and expressions that show transactional language functions. Proper alignment and spacing. Appropriate closing

Includes proper alignment or proper spacing from heading but inside address is incorrectly written.

Inside address is present but may be incomplete. Alignment and spacing from heading is improper. Improper salutation and spacing. Incorrect punctuation Mentions the problem but the purpose and intention are not mentioned. Improper spacing between paragraphs and improper indentation

No inside address

Uses some words and phrases but some are not appropriate for the intention

Expressions used are inappropriate.

Lacking of expression

Proper alignment but spacing is incorrect. Appropriate closing.

Inappropriate closing and improper spacing and alignment.

No closing

Salutation

Body Content

Body Alignment

Language Functions

Closing

Range =

1-5 – Beginning; 12-16 – Satisfactory;

Proper salutation and spacing. Incorrect punctuation. Mentions the problem but intentions in writing are not clear. Proper spacing between paragraphs, but improper indentation (or no indentation when using block style).

6-11 – Developing; 17-20 – Outstanding

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0 BEGINNING

No salutation

No Body

No Body

http://gk12.asu.edu

How did you fare in your writing attempts? Have you been caught up in the same situations before? These situations can really happen. So get yourself ready for the final task for this lesson. You are going to write an application letter, but first you should know how to make a resume. Do the next activity. A. Surf the internet and look for sample resumes. Find out the following: 1. What pieces of information should be included in the resumes? 2. How are the pieces of information arranged? 3. What formats can you use in writing resumes? Share your mini research with the class. B. Below are sample resumes. Choose one and change the entries with yours. Be reminded that this is an important document and you are required to write true and correct information.

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Activity 24: FINALLY ... Read the task below. In your group, discuss and plan on how you will do it. The rubric for grading is provided here to remind you on how your work will be graded.

TASK

The ASEAN Summit Committee is inviting presenters for the summit on ―Changing Perspectives‖. You are interested to be one of the presenters. Write a letter of application for this purpose with your resume attached. You may consider including some ideas you wrote in your journal entry in Activity 22. You are going to be rated based on the rubrics on the next page.

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1 DEVELOPING

2 SATISFACTORY

3 GOOD

4 EXCELLENT

Return Address & Date

- Return address is missing. - Date is missing. - 4 or more spelling, capitalization, or punctuation errors.

-Return address is missing - Date is there but format is incorrect. - 3 spelling, capitalization, or punctuation errors.

-Return address is complete & accurate. -Date is complete & positioned correctly. -1-2 spelling, capitalization, or punctuation errors

-Return address is complete & accurate. -Date is complete & positioned correctly. - No spelling, capitalization, or punctuation errors.

Inside Address & Salutation

-Inside address is missing. - Salutation is missing. - Subject line is missing. -More than 3 spelling, capitalization, or punctuation errors.

-Inside address is missing an information. -Salutation is inappropriate. -Subject line information is misleading. -3 spelling, capitalization, or punctuation errors.

-Inside address is complete & accurate. -Salutation is appropriate but incomplete. - A subject line needed or added correctly. -1 - 2 spelling, capitalization, or punctuation errors.

-Inside address is complete & accurate. -Salutation is appropriate & complete. - A subject line needed or added correctly. - No spelling, capitalization, or punctuation errors.

Content No organization Organizatio pattern is n apparent. -Paragraph order does not follow suggested format. - Message has missing or incorrect information to be ineffective in meeting the writer‘s goal.

-Organization is not appropriate to the writer‘s purpose. -Paragraph order is close to the ideal output. -Two pieces of information are missing or incorrect.

-Organization is appropriate to the writer‘s purpose. -Paragraph order is close to the ideal output. -One piece of information is missing or incorrect.

-Organization is appropriate to the writer‘s purpose. - Paragraph order follows the ideal output. -Message is complete and correct.

Closing, Signature, & other End Matter

Two pieces of information are missing or inaccurate.

One piece of information is missing or inaccurate.

-Closing is appro priate. -Written & typed signatures are present. - Reference initials & enclosure reminder are included if needed

More than two pieces of information are missing or inaccurate.

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Word Choice

Word choice is Inappropriate in the entire parts of the letter.

Sentence Fluency & Mechanics

-Two sentence fragments. -Message is there, but underdeveloped. - Awkward paragraph construction clouds the message. - 5-6 spelling, capitalization, or punctuation errors. - 5-6 grammar & usage errors

Word choice is inappropriate for audience. Transactional language function is not evident. -Two sentence fragments. -Message is there, but not clearly stated -Awkward paragraph construction clouds the message. -3-4 spelling, capitalization, or punctuation errors. -3- 4 grammar & usage errors.

Range = 19-24 – D; 13-18 – S; 7-12 – G; 1-6 - B

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Word choice is mostly appropriate for audience.

-Some variation in sentence length. One fragment. -Paragraph divisions are somewhat effective. -Main purpose of the message is clear. -1-2 spelling, capitalization, or punctuation errors. -1-2 grammar & usage errors

Word choice is appropriate for audience. -Transactional language function is evident. -Complete sentences of varying length. -Paragraph divisions are effective. - Number of paragraphs fits suggested format. - Main purpose of the message is clear. -No spelling, capitalization, or punctuation errors. -Grammar & usage are correct.

http://rubistar.4teachers.org 7/6/03

Application letter- a formal written request for something such as a job, or admission to a school or college Business letter - a formal type of written correspondence which complies with the standard business letter format. They are used for a wide variety of purposes, from requesting information, applying for a job, lodge a complaint, acknowledge a service, place an order, request information, or reply to a previous letter. Editorial- an article in a newspaper or magazine that expresses the opinion of its editor or publisher Folktales- a tale or legend originating among a people and typically becoming part of an oral tradition Legends- a popular story handed down from earlier times that tells the origin or beginning of things Myth- A traditional sacred story, typically revolving around the activities of gods and heroes, which purports to explain a natural phenomenon or cultural practice. Range- a scale to determine one‘s capability on the tasks given. Resume- a written document that contains a summary of your work experience, including positions held at each employer, and your educational background. Rubrics- an assessment tool used to measure or evaluate a student's performancebased on the sum of a full range of criteria rather than a single numerical score. Thinking Tools- learning activities that encourage students to develop critical thinking skills to express concepts of ideas

Books Gil, M./ Gumangan, M., Singapore Sojourn. Literature Through The Ages. Innovative Educational Materials. 2006. Torres, Myrna M., ―English for Secondary Schools‖ (Revised Edition) Second Year,‖ FNB Educational Inc., 1999. Online Sources Cartoon person sitting oa flying rocket. 2012. Retrieved Dec. 3, 2012http:// office.microsoft.com/en-001/images/results.aspx?qu=cartoons#ai:MC900251287| Emery, D. Meaning of legend, myth, folktales. n.d. retrieved Dec. 3, 2012 from http://

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urbanlegends.about.com/od/glossary/g/legend.htm Collins English Dictionary – Complete and Unabridged Nicholson, J. Meaning of business letter. 1999-2012. retrieved Nov. 2, 2012 from eHow.com http://www.ehow.com/about_5333799_meaning-businessletter.html#ixzz2DQiNVx6T Catherine McAuley Library. n.d. Definition of thinking tools. retrieved Dec.3, 2012 from Thinking tools. www.sac.sa.edu.au Definition of range. 2003. retrieved Dec. 3, 2012 from range - definition of range by the Free Online Dictionary, Thesaurus and Encyclopedia.www.thefreedictionary.com Definition of rubrics. 2012. Retrieved Dec. 3, 2012 from Rubrics - definition of rubrics by the Free Online Dictionary, Thesaurus and Encyclopedia. www.thefreedictionary.com Definition of legend. 2012. Retrieved Dec. 3, 2012 from Legends - definition of Legends by the Free Online Dictionary, Thesaurus and Encyclopedia. www.thefreedictionary.com 

Definition of folktale. 2012. Retrieved Dec. 3, 2012 from Folktale - Definition and More from the Free Merriam-Webster Dictionary www.merriam-webster.com en.wikipedia. Singapore Science Centre 13, Jul 06.JPG. retrieved Nov. 27, 2012 from http://en.wikipedia.org tripadvisor.in. Ducks (divyagandhi10, Dec 2008)Jurong Bird Park. Retrieved Nov. 27, 2112 from http://www. www.google. Character Trait Chart. n.d. retrieved Nov. 27, 2012 from http:// t2.gstatic.com/images? q=tbn:ANd9GcRReXKlAFoVnFuvcmPLUNnWFp2UIUHvAF_z03IpeL37CvyvGQVOwA Elder, J. On Structural Analysis. 2008. Retrieved Nov. 28, 2012 from http:// highered.mcgraw-hill.com/sites/dl/free/0073123587/380570/1_Word.pdf By Toh Hsien Min. On sites of Cultural Interchange. 4 Jul 2003. Retrieved Oct.30, 2012 fromhttp://www.qlrs.com/editorial.asp?id=318 Richards, J., The Language Teaching Matrix (Readings on Transactional and Interactional Use of Lanuage). 1990. Retrieved Oct. 26, 2012 from http:// books.google.com.ph/ Abhijit., Two poems about Singapore Posted on Tuesday, December 29, 2009 Retrieved. Oct. 29, 2012 from http://www.pressrun.net/weblog/2009/12/two-poemsabout-singapore.html Doyle, A., Application Letter. N.d.. Retrieved November 2, 2012 from http:// jobsearch.about.com/od/jobapplicationletters/a/appletterformat.htm Doyle, A., Resumes. N.d. Retrieved November 2, 2012 from http://video.about.com/ jobsearch/What-Is-a-CV-or-Curriculum-Vitae-.htm . gk12.asu.edu. Rubrics for Business Letters. N.d. Retrieved Nov. 2, 2012 from http://

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gk12.asu.edu/Lessons/Earth%20and%20Space%20Sciences/Experimenting% 20with%20Erosion/BusinessLetterRubric.pdf google.com.ph. Sample Resumes. N.d. retrieves Nov. 22, 2012 from http:// www.google.com.ph/search?q=resume+samples&hl=en&tbo=u&tbm=isch&source=univ&sa=X&ei=IF_BUJPyNKSaiAeq9YDg Bw&ved=0CE8QsAQ&biw=1366&bih=667 www.dept.aoe.vt.edu Sample Rubrics. 7/6/03. Retrieved Nov. 22, 2012 from http:// rubistar.4teachers.org Google Search. Business Letter. 2012. Retrieved Nov.22, 2012 from www.google.com.ph

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Communication is said to be more than speaking or writing. It requires the creation of a common understanding of ideas, desires and observations among people in order to be effective. Effective communication, consequently, is the key to maintaining good personal relationship with others. It is vital in building linkages with other countries. It is also important in understanding one‘s culture and identity. With the theme Changing Perspective you will be studying Korean cultural values and attitude to enable you to analyze, do critical evaluation and make critical choices to suit different purposes without sacrificing socio cultural values and attitudes. The lessons and activities found in this module will focus on the following questions: How do I express my perspectives while respecting the perspectives of other cultures? What make perspectives credible? 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 are expected to do the following:  Listen to note important details and infer characters traits (Listening Comprehension)  Agree/ disagree with statements and observation made about issues affecting the

community (Speaking)

 Arrive at the meaning of structurally complex and ambiguous sentences by separating

kernel sentences from modifications structures and expansions (Grammar Awareness)

 Arrive at meaning of words through contextual clues (Vocabulary Development)  Anticipate information from the different text types by noting explicit and implicit signals

used by the writer (Reading Comprehension)

 Employ varied strategies when summarizing materials read and viewed (Writing and

Composition)

 Express feelings and attitude towards different text types. (Attitude)  Give credence to well thought-out ideas (Attitude)

On the next page is the lesson map that will guide you in Academic Communication:

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KNOW PROCESS

Proud Asians I Am Known For KWL

Comprehension Check Listen to Me Theme Up Convince Me Trimming Up Untangled Thoughts Look it Up

REFLECT AND UNDERSTAND Filipino Youth You Build Me Up Reading Comprehension Check P-I-N I Support

TRANSFER Library Talk KWL Finale Write Time! Cite Me! Annotate It! Transfer Goal

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:

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Literary text types could be a means to understanding other countries culture and practices. Let us begin the module by reflecting on what you know so far about Asian and African Literature, in particular, Korean literature. Activity 1: PROUD ASIANS!

Column A

Identify the people in the pictures by matching them with their Identify the people in the pictures by matching them with their names in column B and their nationalities in column C. Draw a line from the picture going to the answer in column B, then another line to your answer in column C. Column B

Column C

A. Jacky Chan

a. Thai

B. Mario Maurer

b. Filipino

C. Rain

c. Chinese

D. Sushmita Sen

d. Korean

E. Sarah Geronimo

e. Indian

1.

2.

3.

4.

5.

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PROCESS QUESTIONS: 1. 2. 3. 4.

Are the people in the pictures familiar to you? Would you know the industry they belong to? Do you have any idea about their contributions to the industry? Is there something common among them? Activity 2: I AM KNOWN FOR... Pair Work. With the knowledge of Afro-Asian countries and their people learned from previous lessons, complete the diagram below. What is each country known for? Be able to share your output to the class.

1. 2. 3.

1. 2. 3.

India

Philippines

1. 2. 3.

Malaysia

THE BEST OF ASIA 1. 2. 3.

Singapore

1. 2. 3.

1. 2. 3.

China

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Africa

From this activity, you were able to check how much you know about each country. How will your knowledge help better understand the diversities of each culture and bridge the gap in shaping each people‘s identity? In the next activities you will discover the answers to those questions, as well as to this: How do I express my perspectives while respecting the perspectives of other cultures? Let‘s move on. Activity 3: K-W-L (KOREA AND ITS CULTURE) Group Work. Fill out the K-W-L chart. Present your output in class. Remember that you will not be able to accomplish the L column yet. You will go back to this part before the end of this unit. What do I Know about ________________

What I Want to Know about ___________________

What I Learned about _______________

You have already listed the topics you want to find out about the focus country. As you go through the entire module, you will try to clear out ambiguous notions about the country‘s culture and her people. In particular, you will focus on the question: How does culture shape one‘s identity?

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You goal in this section is to learn and understand key concepts regarding Korean literature and their family practices. You will also learn how to simplify sentence structures, as well as, respect others perspectives without compromising your own. You may now start. Activity 4: COMPREHENSION CHECK Our family is part of our existence. In fact they are the reason why we work, live and strive in life. They are the source of our happiness. Korean people, just like Filipinos, give high regard to their family, especially to their parents. Listen to a Korean fable the teacher will read to you and find out how this fable depicts their belief in marriage. Motive Question: Should parents interfere with their children in the choice their partners in life? THE VANITY OF THE RAT

http://readerscriticism.blogspot.com/2012/03/vanity-of-rat.html

PROCESS QUESTIONS: Answer the following questions to check how well you understood the listening text. 1. What characteristics of a prospective husband does Mr. Rat want for his daughter? 2. Was Mr. Rat‘s choice of a husband for Rena really the best? Why or Why not? 3. Do the characters in the fable behave somewhat the same as real human beings? Why? Why not? 4. What particular character trait of a Korean family is implicitly revealed in the fable? 5. How is their practice similar/different from the Filipinos? Explain. 6. What does this similarity or difference imply?

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Activity 5: LISTEN TO ME Listen to the lines to be read by you teacher. Write the particular line stated by the characters in the bubble and infer their personality trait by choosing from the pool of words in the box. Write your answers on the lines provided below.

________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________

________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________

________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________

________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________

opportunist

honest

conceited

humble

greedy

PROCESS QUESTIONS: 1. What did you observe in the stated lines? 2. What does the inference reveal about the characters and Koreans as a whole?

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Activity 6: THEME UP Pair Work. Recall your lesson on the elements of a short story where you discuss the element theme. Using your knowledge of the theme, identify the central idea or theme of the story. Write three words related to it and give the situation that implicitly shows it. Be ready to present your output in class.

Relevant Words

Situations

1. ____________________

1. ____________________

2. ____________________

THEME

3. ____________________

2. ____________________ 3. ____________________

PROCESS QUESTIONS: 1. What does the ―theme‖ of the story reveal about Korean culture? 2. Do you see any connection between the theme of the story and the Philippine culture? Activity 7: CONVINCE ME! Consider this statement: Your parents know the right man/ woman or you to marry. Exchange views with your classmates in a form an informal debate. Your teacher will help you facilitate the activity.

People may have opposing views on many things which make them unique from each other. However, diversity in beliefs should never be a hindrance towards achieving peace. Respecting each other‘s views and opinions is the key to unity. In the previous activities you were given an opportunity to exchange ideas with your classmates. This time, you will learn that to be able to make others understand your point you have to state your ideas clearly.

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A well organized and clearly expressed writing is the key to communicate the message of a text. Thus, it is easier to understand its meaning if long sentences can be broken down into kernel sentences. Study the sentence: Korea‘s traditional morality has been strongly influenced by Confucianism centered on the family. PROCESS QUESTIONS: 1. 2. 3. 4.

What nouns are used in the sentence? What is said about those nouns? How many sentences do you think you can construct out of a given sentence? If you were able to form two or more sentences out of a given sentence, what would this imply? 5. What do you call the short sentences that you have formed? A kernel sentence is a sentence reduced to its simple or core form. To kernel sentences also means to get the main idea or the topic of the sentence. It is done by getting only the essential parts and dropping the embedded structures.

Activity 8: TRIMMING UP Construct simple sentences, as you did in the previous example. The first one is done for you. THE KOREAN WAY OF TEA by Jung Yu-Ran 1. Tea, which is a healthy drink, is so beneficial to the human body that it is used a medicine. a. Tea is healthy drink. b. __________________________________________________________ c. __________________________________________________________ 2. Tea is a great help in strengthening the body; the most important part of a healthy life. a. __________________________________________________________ b. __________________________________________________________ c. __________________________________________________________ 3. The goal of the Way of Tea is to enhance the elegance of drinking tea and also to contribute to a healthy lifestyle. a. __________________________________________________________ b. __________________________________________________________ c. __________________________________________________________

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4. The devotion and rules of etiquette that accompany the steeping, drinking and serving of tea, as well as the calm, quiet atmosphere, provide an environment for gaining enlightenment. a. __________________________________________________________ b. __________________________________________________________ c. __________________________________________________________ 5. Thus, the Way of Tea is to encourage us to cultivate a pure spirit without malice. a. __________________________________________________________ b. __________________________________________________________ c. __________________________________________________________ PROCESS QUESTIONS: 1. How did you arrive at your answers? 2. What does this imply about kernel sentences? Activity 9: UNTANGLED THOUGHTS Untangle the sentences. Reduce the following sentences to kernel sentences. Write your answers on the space provided below. The Seoul of Music by Alex Fernando 1. Traditional Korean Music, despite a tremendous influence form China, is distinctive. 2. On the surface it can be divided into two major categories; Chong-ak, that for the ruling class, and Song-ak, the one for the commoner. 3. Music for the upper class consists of the P‘ungnyu, the most sophisticated type of Korean lyric song, and Sijo, the indigenous Korean popular song. 4. Their present literal meanings denote a man‘s state of being at leisure, physically and mentally removing himself from the everyday world. 5. When chong-ak is used in the context of classical Korean music, it refers to a type of ensemble music fit for the nobility. Answers: 1. a._____________________________________________________________________ b._____________________________________________________________________ 2. a._____________________________________________________________________ b._____________________________________________________________________ 3. a._____________________________________________________________________ b._____________________________________________________________________

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4. a._____________________________________________________________________ b._____________________________________________________________________ 5. a._____________________________________________________________________ b._____________________________________________________________________ You have learned that effective communication also happens when ambiguity in statements is avoided. Understanding may be achieved if messages are clear and complexities are clarified. You will notice that statements used in the previous exercises also talk about the rich culture of Korea. You can further widen your knowledge about the country by conducting some research. In gathering information for a research or an assigned task, it is important to learn how to annotate and write bibliographies. This is to properly cite your sources of information, as well as to avoid possible plagiarism. If you are learning how to research properly, then your teacher may have asked you to fill out a bibliography card for each book or reference you select for your project. A bibliography is a list of the sources you use to get information for your report. It is included at the end of your report, on the last page (or last few pages). In writing a bibliography, you need to note down the following information: the full title, author, place of publication, publisher, and date of publication for each source. Here is an instruction on how to prepare a bibliography card:

1. Lay your index card with the lines facing you on your work space. 2. Write the number of the card, and circle it in the top right corner of the card. 3. Skip a line and write the bibliographic information in the APA format: Format magazine article citations in the following way: a. {Lastname}, {Firstname} ({Publication Year}). {Title of Article}. {Title of Magazine}, {Volume #}({Issue #}), {Page Range}. Replace items inside the brackets with the details of the article. Italicize the title of the magazine and the volume number.

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Format book citations in the following way: b. {Lastname}, {Firstname} ({Publication Year}). {Title of Book}. {Location of Publisher}: {Publisher Name}. Replace items inside the brackets with the details of the book. Italicize the title of the book. Format webpage citations in the following way: c. {Lastname}, {Firstname} ({Publication Date}). {Title of Webpage}. {Title of Website}. Retrieved from {URL of Webpage}. Replace items inside the brackets with the details of the webpage. Italicize the title of the website. 4. Alphabetize the bibliography according to the first word in each entry. Adapted from http://www.ehow.com/how _5077022_write-bibliography-cards.html

Samples: Citation from a Book: Carpio, Rustica C. Crisscrossing Through Afro-Asian Literature. Pasig City. Anvil Publishing, Inc. 2006 Citation from a Magazine: Harlow, H. F. (1983). Fundamentals for preparing psychology journal articles. Journal of Comparative and Physiological Psychology, 55, 893-896. Citation from a Webpage: Devitt, T. (2001, August 2). Lightning injures four at music festival. The Why? Files. Retrieved January 23, 2002, from http://whyfiles.org/137lightning/index.html Activity 10: LOOK IT UP Go to the library and list at least five sources where you can find more information about Korea. Prepare your bibliography on a 1/8 index card. Follow the format of the given example.

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In the previous lessons you learned that diversity of Asian countries was not a barrier towards understanding each other‘s culture. It is about having respect on others‘ views while taking a clear stand on your own perspective. Your goal in this section is to take a closer look at some aspects of the topic on Korean beliefs and conducting researches. The revelations you will unveil will strengthen the concepts you have learned from the previous lessons. You may now continue.

Read the following excerpts from an essay found on page 18 written by a Korean author and find out the answer to the question: Do my beliefs shape my identity? Activity 11: FILIPINO YOUTH Oral activity: What can you say about the relationship of Today‘s Filipino youth with their parents?

―Hi! I‘m Luigi Ray. I‘m 11 years old. I can say that I‘m very close to my parents because I can tell my secrets to them. I also consider them as my best friends.

Activity 12: FYOU BUILD ME UP Unlock the meaning of some of the words used in the essay. Choose the meaning of the underline words from the choices in the box. Be able to use them in your own sentences. a. b. c. d. e.

already formed opinion before the experience unbelieving, unconvincing is likely to happen or begin very soon compliance standard or code

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f. g. h. i. j.

put an end prevalence or popularity cautious behavior the relationship of a son/daughter to his/her parents harsh and severe

1.

He does not agree with the notion that failure to produce male children is contrary to filial duty. 2. Few students call for the total abrogation of some Korean rituals. 3. They also want to abandon the custom that prescribed ―circumspection in penance for sin‖ (the death of parents was attributed to the sins of the sons and daughters) 4. Korean students have a preconceived notion that Confucian moral philosophy is absolute. 5. They believe that even if they live on the verge of starvation, they will become just and honest men. 6. Korean student agrees in principle that he should uphold filial duties. 7. It has undergone drastic changes. 8. Another characteristic peculiar to Korea‘s traditional moral values conditioned by Confucianism and Buddhism is the predominance of spiritual values over material or physical values. 9. They are very sceptical about formal democracy or sham democracy which brings only hardship. 10. They believe man‘s inherent noble spirit is in conformity to rule by virtue and democracy. Write your sentences here: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

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Now, let‘s find out if the Korean youth have the same traits as the Filipino youth. Read Kim Tae- Gil‘s essay entitled ―The Changing Morals of Korean Students‖.

Korean Youth (Miki Hwang‘s Facebook Photo)

Filipino Youth (Jamille Cae Banayos‘ Facebook Photo)

Motive Question: Does Korean students‘ moral shape their identity? THE CHANGING MORALS OF KOREAN STUDENTS Excerpts

I

t is well known that Korea‘s traditional morality has been strongly influenced by Confucianism centered around the family. On the other hand, today‘s Korean Student has the preconceived notion that Confucian moral philosophy is ―obsolete‖ and that the family-first trend should also be drastically revised. However our survey on the students‘ moral views unexpectedly shows that he is conservative and that he is actually not so far away from the traditional moral views of Confucianism as he thinks he is. The Korean student agrees in principle that he should uphold filial duties and he does not dare deny parental merits of his duty to support his parents in their old age. ...It is difficult, based on man‘s behavior, to conclude that he takes more care of his parents than he does of his wife and children, Thirty years ago the young Korean man not only thought he did but actually he did care for his parents more than his wife and his

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children. But the actual behavior of today‘s young man shows he is not so strictly bound by his moral obligations even though he continues to think he is. The Korean college student agrees in principle with filial duty on the one hand but, on the other, he is not blindly devoted to his parents as Confucian morals would dictate. Instead, he believes that impractical elements should be eliminated from the traditional notion of ―filial duty.‖ For instance, the average Korean does not think it is right to sacrifice the freedom of his children for the sake of filial duty or to abandon an opportunity to study abroad in order to care for his parents, and he does not agree with the unscientific notion that failure to produce male children is contrary to filial duty. In the matter of marriage, today‘s Korean youth trespass the original notion of Confucian filial duty in that they believe that the final decision concerning marriage should be made by the couple involved. Funeral and memorial services for one‘s parents and grandparents are extensions of the Confucian concept of filial duty. However, few students call for the total abrogation of such ritual but many favor shortening the traditional three-year period of mourning and abandoning the custom that prescribed ―circumspection in penance for sins‖(the death of parents was traditionally attributed to the sins of sons and daughters). This is interpreted as meaning that students reflect common sense that ritual should always befit the social, and particularly the economic realities of society. Another characteristic peculiar to Korea‘s traditional moral values conditioned by Confucianism and Buddhism is the predominance of spiritual values over material or physical values, the Korean students seem to have inherited this intact. Most of them believe that it is better to become a man of character replete with knowledge and the virtues than to become a technician skilled in one particular field only. They also believe that even if they live on the verge of starvation, they will become just and honest men and that at the same time they treasure such spiritual values as the arts and friendship more than mere material values. Their ideal is the person who lives in poverty but who has knowledge and integrity and not the man who enjoys wealth and power but lacks knowledge and character… It is probably in sex that Korean students have managed to free themselves completely from the traditional moral code: As the old saying ―Boys and girls cannot sit in the same place after they turn seven‖ indicates. Confucianists were most strict concerning sexual morals. Such a conservative opinion has been maintained according to the letter but it has undergone such drastic changes that in actual practice few take feudalistic sexual morals without question. Some thirty years ago it was commonly considered ―bad‖ for a student to befriend a girl, but few retain such an attitude nowadays… Although the opinions on sexual morals are said to be quite free from tradition they are still conservative in comparison to their Western counterparts. For instance, Korean students do not think it is good to have premarital sexual relations… We can draw the conclusion that today‘s Korean college students does not desire to adhere blindly to the Confucian tradition concerning morals nor does he want to abandon tradition entirely… As for political matters, Korean students appear to have inherited , at least partially the Confucian ideal of rule by virtue and favor, a form of democracy based on the teachings of Mencius…It is thought that the reasons why students still pay respect to the political ideas of Confucius and Mencius is, more often than not, that they believe man‘s inherent noble spirit is in conformity to rule by virtue and democracy. Due to that fact that Confucian political ideology is founded upon feudal society, it is something different from modern democratic ideals, for it allowed good intentioned dictatorship…They are very skeptical about formal democracy or sham democracy which brings only hardship. …It may be common to all people of all ages that there is a gap between what one

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thinks and what he actually does, but such gap appears to be unusually wide in the Korea of today. It is indeed, one of the most important tasks people in a new age face to endeavor to narrow the gap between ideas and actions; in some cases the idea must be changed and in others the action must be geared in another direction; Herein lies the urgent need to establish a new morality with which our actions can be accord. Source: Reading and Writing the Essay by Ramos and Valeros, pages 87-89

Activity 13: READING COMPREHENSION CHECK Answer the questions and do the task below. 1. What is the essay about? 2. Why is it entitled the ―Changing Morals of Korean Students? 3. What are the Korean college students‘ attitude towards the following: a. Filial Duties; b. Belief about Sex; c. Spiritual and Material Values; and d. Democracy? 4. Compare Korean beliefs with those of the Filipinos. 5. What is the author‘s purpose in writing the essay? 6. How do you think these beliefs shape identity? Answers: 1. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 3. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 4. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 5. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 6. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

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Activity 14: P-I-N Group Work. Fill in the grid with the Positive- Interesting-Negative aspects of the Korean morale practices. Be able to share your answers with the class. POSITIVE

INTERESTING

NEGATIVE

PROCESS QUESTIONS: 1. What can you say about your group‘s answers? 2. Are all your positive responses applicable to Philippine setting? 3. What conclusions can you draw from your answers? Annotated Bibliography An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief descriptive and evaluative paragraphs called annotation. Its purpose is to inform the reader of the relevance, accuracy and quality of the sources cited. Here is a sample of an annotated bibliography: Waite, Linda J., Frances Kobrin Goldscheider, and Christina Witsberger. "Nonfamily Living and the Erosion of Traditional Family Orientations Among Young Adults." American Sociological Review 51.4 (1986): 541-554. Print.

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The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living. http://olinuris.library.cornell.edu/ref/research/skill28.htm

PROCESS QUESTIONS: 1. What did you notice in the example? 2. Can you differentiate between a bibliography and an annotation? 3. How important are annotated bibliographies to students? Activity 15: I SUPPORT Group Work. With your previous group, look for some readings about your assigned topic. Come up with five annotated bibliographies. You may also use online sources, if they are available. Group 1- Filipino Family Practices Group 2- Filipino Beliefs about Sex Group 3- Filipino Beliefs on Religion Group 4- Philippine Politics Group 5- Philippine Customs and Traditions

PROCESS QUESTIONS: 1. How did you feel doing the activity? 2. What did you learn from it? 3. What is the importance of writing an annotated bibliography to a student researcher?

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Group Presentation Rubric Excellent Good Fair 4 pts. 3 pts. 2 pts.

Poor 1 pt.

Organization

Presentation was very organized and was easy to follow. Transitions between group members were well planned and executed clearly.

Presentation was fairly organized and pretty followed.. Transitions might have been slightly discontinuous but did not take away greatly from the overall presentation.

Presentation was not clearly organized. Transitions between members were jumpy or awkward.

Presentation lacked organization. Poor transitions between group members and individual parts. Presentation lacked order and very difficult to follow.

Teamwork

The group worked very well with each other and the presentation was shared equally among the group members.

The group worked well with each other and communicated well. Some members participated slightly more than others.

Group communicated relatively well with a few lapses in the presentation; some students dominated the presentation and others did not participate much.

Group did not work well together. There were obvious miscommunications and lapses in the presentation.

Content

Group members had a stronghold on the content and content was thoroughly addressed. No mistakes were made with regard to content knowledge.

Most of the group members has a solid understanding of the content. Content missing minor elements or contained minor errors.

Group members had only a superficial understanding of content. Several mistakes were made during the presentation.

Group members had little to no understanding of the content addressed in the presentation.

Visual Aid(s)

Visual aids used were used effectively throughout presentation. Group members used visual aids as a supplement, not as a crutch.

Visual aids used were somewhat effective, but weren't used consistently throughout presentation.

Visual aids used did not support verbal presentation. They lacked information, or groups members read from them.

Visual aids were not used at all.

https://www.rcampus.com/rubricshowc.cfm?code=K853BA&sp=yes&nocache=1354587812812

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You have discovered a lot about Korean cultures and traditions in the previous lessons. As a Filipino youth, you have gained the advantage of being able to understand the uniqueness of your identity from others. In this final phase of the module, you will be working on a very important task which will complete and support your stand on your distinctive characteristics as a Filipino. Let us now begin. Activity 16: LIBRARY TALK Group Work. Look for some readings in the library that discuss other AfroAsian countries‘ distinct beliefs and practices. Compare and contrast them using the chart below. Your answers shall be processed by the teacher and the whole class. Practices/ Beliefs

Africa

Burma

Malaysia

Family

Moral Values

Belief about Sex

Politics

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China

Japan

Rubric for Group Activity 16 Group‘s Name: _____________________________ Indicators

Task No. ___________

1

2

3

4

Did not prepare enough for presentation There were no helpful visual aids

Some preparation was done

A good amount of preparation was done

Student prepared beyond level of assessment

There were a few visual aids

Speaking and Audience Contact

Did not look at audience and was not Loud enough

Students created excellent visual aids Held attention of the audience and spoke very expressively

Overall understanding of the topic

Group didn‘t show sufficient understandin g of the tradition & values from their outputs.

Looked at audience some of the time and used soft voice Group understood most of the traditions, values from their output

There were clear and interesting visual aids Looked at the audience and spoke clearly

Group understood the entire traditions and values from their output

Group understood the tradition and values from the output and presented extra information

Teaching Value for Other Students

Did not help other students learn about the topic

Helped other students understand the topic well

Helped other students understand the topic and enjoy the presentation

Preparation

Visuals

Helped other students to learn something

Score

TOTAL Teacher Comments:

Based on the Differentiated Learning Rubric by Maxine – www.atozteacherstuff.com

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Activity 17: KWL FINALE Go back to the K-W-L chart and complete the L part.

What do I Know about ________________

What I Want to Know about ___________________

What I Learned about _______________

PROCESS QUESTIONS: 1. Were you able to revise and finalize your previous answers? 2. What are the significance of these new knowledge you learned in your life as an Asian youth?

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Activity 18: WRITE TIME! After studying about Afro-Asian countries, did your opinions on their cultures change or were they strengthened? Explain your answer in two to three paragraphs. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Activity 19: CITE ME! Go back to the library and write at least five bibliography cards of all the sources of information you used in preparing your output in Activity 15. Have one index card per citation.

1

2

3

_____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________

_____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________

_____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________

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4

5

_____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________

_____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________

RUBRICS FOR BIBLIOGRAPHY CARDS 3 - Excellent Researcher  included 5 sources  no apparent historical inaccuracies  could easily tell the source of information  all relevant information was included 2 - Good Researcher  included 3-4 sources  few historical inaccuracies  could tell with difficulty the source of information  contained most relevant information 1 - Poor Researcher  included 1-2 sources  contained a lot of historical inaccuracies  could not tell the source information  contained very little information

Activity 20: ANNOTATE IT! Go back to your output in Activities 15 and 16. Using the information you were able to collect, prepare at least three annotated bibliographies. Make sure you follow the given example. Waite, Linda J., Frances Kobrin Goldscheider, and Christina Witsberger. "Nonfamily Living and the Erosion of Traditional Family Orientations Among Young Adults." American Sociological Review 51.4 (1986): 541-554. Print.

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Activity 21: TRANSFER GOAL Read the task below and plan on how you will do it. The rubric for grading is provided here to remind you on how your work will be graded.

TASK

Your friend is going to present an informative speech in an ASEAN Youth Summit. To help him out, you are going to give him annotated bibliographies on the theme: ―Changing Perspectives‖. You have to look for reliable sources from the internet, experts you know and or other informational texts that tackle this issue. Concise the information gathered, cite your source/s and present them to the class.

RUBRIC: ANNOTATED BIBLIOGRAPHY (Transfer Goal)

CATEGORY

5

4

3

2

1

Quantity of sources (Maximum of 5)

Document cites the number of sources outlined in the assignment.

Document is either one source over or under the required number of sources.

Document is two to three sources over or under the required number of sources.

Document is four to five sources over or under the required number of sources.

Document is more than five sources over or under the number of required sources.

Quality/ Reliability of Sources

All sources cited can be considered reliable and/or trustworthy.

Most sources cited can be considered reliable and/or trustworthy.

Some sources can be considered reliable and/ or trustworthy.

Few sources cited can be considered reliable and/ or trustworthy.

Little or not reliable and/ or trustworthy sources cited.

Variety of Sources

Excellent variety of sources; cites more than four types of sources.

Good variety of sources; cites four types of sources.

Adequate variety of sources; cites three types of sources.

Poor variety of sources; cites two types of sources.

No variety of sources; cites only one type of source.

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CATEGORY

5

4

3

2

1

Writing fluency of annotations

All annotations are thoughtful, complete, and well written.

Most annotations are thoughtful, complete, and well written.

Some annotations are well written but some are lacking in completenes s, thought, and /or writing quality.

Most annotations are lacking in completenes s, thought, and/or writing quality.

All annotations are lacking in completene ss, thought, and/or writing quality.

APA and Documentation

Citations are formatted correctly in the document.

There are a few formatting errors in the document‘s citations.

There are some formatting errors in the document‘s citations.

There are many and/or frequent formatting errors in the document‘s citations.

There is little or no adherence to APA format in the document.

Ambiguous: something that is unclear or not easily describe Your answers are too ambiguous to understand. Annotate: an explanatory note for a text Annotate some archaic terms to be understood. Depict: to picture in words or describe The museum depicts the lives of the ancient people. Diversity: the condition of having many elements Their art works reflect the diversity of their people. Ensemble: two or more people or things that function together as a whole The school choir and the instrumental ensemble were magnificent. Implicit: something that is suggested or implied but not ever clearly stated Metaphor is an implicit comparison of two persons or things Inference: is the act or process of deriving logical conclusions from premises known or assumed to be true The inference was that the tournament was her for the taking. Kernel: a small piece or essential portion When you kernel a sentence, you are simplifying it.

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Notion : an opinion or conception The notion of nuclear war has always been a frightening prospect. Perspective: viewpoint or the way one looks at something It is necessary to integrate the gender perspectives in existing disciplines. Theme: a topic or a recurring idea The theme of the story is vanity.

Books Bermudez,V.F, Cruz, J.M, San Juan, M.A. and Nery, R.F. (2010). English Expressway II. Quezon City. SD Publication, Inc. Carpio, R.C. (2006) Seoul of Music. Crisscrossing Through Afro-Asian Literature. Pasig. Anvil Publishing, Inc. Ramos, M.(1997) Reading and Writing the Essay. Quezon City. Phoenix Publishing House, Inc. Online Sources Engle, MC, Blumenthal, A. & Cosgrave,T.(2012, September 25). How To Prepare an Annotated Bibliography. Olin&Uris Library. Retrieved Nov. 15, 2012 from http:// olinuris.library.cornell.edu/ref/research/skill28.htm Geronimo.S (2011, October 14). Sarah G Dubai 2011. Retrieved November 3, 2011 from http://www.flic kr.com/photos/57576666@N07/6252266949/ Harper, D. (2012) Online Etymology Dictionary. Retrieved December 4, 2012 from http://www.etymonline.com/index.php? allowed_in_frame=0&search=bibliography&searchmode=none Jalal, BH (2011, February 12). The Value of Korean Family. A Window to Discover Dymanic Korea. Retrieved November 14, 2012 from http:// kurdishkoreanfriendshipbridge.blogspot.com/2011_02_01_archive.html Leigh, V. (n.d.) How to Fill Out a Bibliography Card. Retrieved on Nov. 7, 2012 from http://en.wikipedia.org/wiki/File:Rain_Korean_Singer.JPG Maxine (n.d.) Differentiated Learning Rubric. A to Z Teacher Stuff. Retrieved on December 1, 2012 from http://atozteacherstuff.com/pages/1698.shtml Mueller, J. (2012) Authentic Assessment Toolbox. Retrieved December 1, 2012 from http://jfmueller.faculty.noctrl.edu/toolbox/glossary.htm#holistic

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Tie, RB.(2012,March 6). Vanity of the Rat. Retrieved November 5, 2012 from http:// redbreadtie.blogspot.com/2012/03/korean-folk-tale-vanity-of-rat.html Wikipedia (2012, October 31) Annotated Bibliography. Retrieved December 5, 2012 from en.wilipedia.org/wiki/Annotated bibliography Wikipedia (n.d) Jackie Chan at 2012 San Diego Comin-con International Retried November 3, 2012 from http://en.wikipedia.org/wiki/Jackie_Chan

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How are you doing, education rangers? In the previous modules you have acquired functional understanding of select Asian countries which empower you to better appreciate your Asian family. At this point, it is already clear on your part why taking in consideration the perspective of others becomes supplemental in establishing and maintaining good relationships. You are now enthused to study the Asian Peninsula: The Arab Emirates and additional concepts about Saudi Arabia. It is expected that at the end of this module you will be able to deliver an informative speech after gathering collectively pieces of information to substantiate your content. As you equip yourself with a broader understanding of global communication, make sure to reflect on the question, ―How does global communication help in ensuring peace and goodwill and in establishing better relationships among nations?‖ Are you now ready? Journey then in the majestic world of the United Arab Emirates! 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 are expected to do the following: specific information from a variety of informational texts (Listening Comprehension) Express opinions and comments objectively (Oral Language & Fluency) Construct emphatic sentences (Grammar & Structure) Write meaningful expanded sentences. (Writing & Composition) Scout for valuable materials to enrich speech content (Study Strategies) Use rich vocabulary in elocution (Vocabulary) Write an informative speech based on the theme, ―Changing Perspectives.‖ (Writing & Composition) Analyze various strategies (net sources) in delivering a powerful speech to inform (Viewing) Delimit speech content by screening details (Study Strategies) Deliver an informative speech following the conventions (Oral Language & Fluency)

 Extract         

On the next page is the lesson map that will guide you in Global Communication:

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KNOW PROCESS

Emirates-Emeritus Electronic Terrain Info-Text Status: Super Like

Four-pronged Question Three Tap Glocalizing the Peninsula Cull-ture Stress It Out Widen One‘s Perspective Like and Like it Better Stretch It Out Literary e-folio

REFLECT AND UNDERSTAND Something to reflect on Insights and Foresights Way to go

TRANSFER The Informative Speech Topic I-Branch Love to Talk Speak and Spark The Plan The Informative Speech Tournament The Speech Evaluation The Significant Experience

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:

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Let us begin this lesson by reflecting on what you know so far about United Arab Emirates. Activity 1: EMIRATES-EMERITUS List down significant information under each label to find out how well you know your neighboring federation of states, the United Arab Emirates.

LOCATION

LANGUAGE AND RELIGION

PRESIDENT AND FORM OF GOVERNMENT

DOMINANT CULTURE

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Activity 2 : ELECTRONIC TERRAIN Tidbits of facts prompt by hyperlink on the lids all about the UAE are shared in each container. Below each fact, write your REACTION or COMMENTS (RC).

http://www.arabianbusiness.com/ videos/black-gold-how-oil-helpedbuild-uae-part-1--432522.html

http://skyscrapercenter.com/dubai/ burj-khalifa/

SKYCRAPERS: UAE‘s iconic landmarks

BLACK GOLD: How oil helped to build the UAE R-C:

R-C:

http://www.youtube.com/watch? v=Qd2o7SVOHko

http://www.godubai.com/ shopping/cityofgold.html

Gold and Jewelry Consumption Spirals R-C:

Palm Islands in DUBAI R-C:

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Activity 3: INFO-TEXT Group Work. Complete the Round of Information about United Arab Emirates by texting people whom you know may give you precise examples of the items below. The group that completes all the information the fastest with confirmed text messages wins the game.

Literary Text

Arab phrases

Ramadan

Famous UAE personality

Currency

Islamic Holy Days

The activities you have completed crystallize your queries about United Arab Emirates. Do you wish to ponder more about the contributions of UAE to globalization? Then, do the next activity.

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Activity 4 : STATUS: SUPER LIKE! Complete the chart below.

What I learned best about UAE

UAE-LINK PHOTO

UAE Trivia # 1 (like) UAE MAP Want to know #1

UAE Trivia # 2 (like) Want to know # 2

In the next activities you will discover the answers to the question― How does global communication help in ensuring peace and goodwill and in establishing better relationships among nations?‖

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It is customary on the part of Arab people to give presents to their visitors. Do we have the same practice as theirs? How do visitors regard such practice? Find out in the Arabian text below. THE WONDER TREE An Arabian Folktale

F

ar out in the desert of Arabia lived a chief called Ali Ben Ahmed and his tribe. Their tents were pitched on the trackless sand where the blazing sun beat down all day. Month after month, they saw no stranger for the paths of the travelers lay far to the

south. One evening, however, little Zuleika, the chief‘s daughter, ran to her father for she has seen someone riding their way from the south. Ali Ben Ahmed came out of his tent and stood beside his beautiful little daughter. The chief scanned the southern horizon until his eyes found a little yellow cloud of dust in the far distance. Zuleika danced with delight. She loved visitors who told stories of the wonders which her eyes had never seen. They had talked of cities with great stone houses, of lovely green gardens, of sparkling rivers, and cool blue seas. To the little girl who had lived all her life in the desert, these stories were marvelous fairy tales. Ali Ben Ahmed called his men to welcome the new comer for the desert Arabs is very

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hospitable. They bowed their turbaned heads almost to the ground to a low salaam as the rider pulled up his sweating mount. The stranger, who was proud and dignified, returned the salute and said that the great sheik Ben Nedi will visit their tribe the next day. The whole camp bustled with excitement, Ben Nedi was a very great sheik indeed, known far and wide for his power and goodness, and to have him visit the remote tents of Ali Ben Ahmed was an honor. Every Arab in the camp busied himself in preparing a gift for the coming sheik for it is an Arabian custom to give gifts of welcome and hospitality. Only little Zuleika sat alone and idle. Tears stood in her lovely dark eyes because she had no gift to give the great man who would come the next day. Her mother, busy in the women‘s tent unrolling a beautiful piece of silk that would be her gift the next day, tried to comfort the child and told her that children are not expected to give gifts. Then the shining figure faded away, melting into the misty light like a pale moonbeam. Zuleika ran back to her tent, but she could sleep little that night. As soon as dawn broke, she hurried out into the sand to find the gift which she was to give that day. Only little Zuleika sat alone and idle. Tears stood in her lovely dark eyes because she had no gift to give the great man who would come the next day. Her mother, busy in the women‘s tent unrolling a beautiful piece of silk that would be her gift the next day, tried to comfort the child and told her that children are not expected to give gifts. Then the shining figure faded away, melting into the misty light like a pale moonbeam. Zuleika ran back to her tent, but she could sleep little that night. As soon as dawn broke, she hurried out into the sand to find the gift which she was to give that day. She came to the well and stopped in amazement. Where yesterday there had been nothing but bare sand, today there was a tall tree. It was straight and bare except the top, where it carried a tuft of branching leaves and a cluster of brownish fruit. Zuleika rushed back to her father‘s tent and told him everything that had happened. Her father would not believe that there was a tree in the desert until he had seen the tree for himself and tasted its fruits. In the afternoon, the caravan of the great sheik Ben Nedi arrived. Gifts were brought and laid before him – gifts of jewels, of gold, of silk and of beautiful steel swords from Damascus. The great man received them with gratitude and praise. Ali Ben Ahmed smiled then led Ben Nedi to the rock by the well where the date palm grew from the spot on which Zuleika‘s tears had fallen upon the ground and explained how the wonder tree had sprung up miraculously in the night. Upon knowing everything, Ben Nedi softly exclaimed, ―Yes, that is the most precious gift of all, for it springs from the desire of the heart.‖ And sure enough, the date palm spread until it became the great friend of the desert tribes. As long as it lifts its stately head above the sands, the Arabian knows that it will furnish him with food from its fruit, cloth form its fiber and cool shade from its leafy palms.

For ICT rich classrooms you may use the YouTube presentation found in this URL: http://www.youtube.com/watch?v=MWOWSc1hQdY

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Activity 5: Four-Pronged Question Directions: Pay attention to the taped recording and listen intently to the Arabian narrative. As you listen, jot down all the questions that you have in mind regarding the story. Write your questions below.

`

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PROCESS QUESTIONS: 1. Why did Zuleika love visitors? 2. Why was the visit of Shiek Ben Nedi a big deal to the tribe of Ali Ben Ahmed? 3. What was magical about the tree? (Explain your answer) 4. Why was Zuleika‘s gift the best of all? Activity 6: THREE TAP Directions: Extract information about the Arabian Culture depicted in the text. Tap the arrow pointing at each tree. Tap 1 category is Geographical Location and Description of the country. Tap 2 category deals with the ways Arabs treat their visitors. Tap 3 represents the political governance in Arabian countries.

TAP # 1

TAP # 2

TAP #3

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TAP # 1

TAP # 2

TAP # 3 Activity 7: GLOCALIZING THE PENINSULA GLOCAL - relating to the connections or relationships between global and local businesses, problems etc: Source: http://www.ldoceonline.com/dictionary/glocal

A. THE SEARCH IS ON Directions: Search the web for items in UAE which you think will be loved by the Filipinos. The item may be a food which will satisfy the gustatory sense of the Filipinos, a fashion or an apparel that may have received global recognition or a place known throughout the world. Prepare a list of such items and share your reasons explaining why you think such items will be loved by your fellowmen.

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B. THE WONDERER Directions: If someone from UAE comes to visit the Philippines, how could you promote ―glocalization‖ by having him/her feast on Filipino food and delicacies, celebrate Philippine Fiestas, rejoice in various livelihood industries and visit historical places. List down at least five things that you would do for the visitor to exclaim how wonderful our country is.

Activity 8: CULL-TURE Directions: Search for videos clips revealing the various parts of culture in the Philippines and in the United Arab Emirates. Complete the similarity, dissimilarity and comment chart below: Parts of Culture

Philippines

UAE

1. Language

2. Government

3. Dominant Tradition 4. Prominent Industries

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COMMENTS

Activity 9: STRESS IT OUT THE LANGUAGE CONNECTION A paragraph is a unit of composition that establishes oneness because it develops a central and main idea on its structure. The entire paragraph must be unified on its structure and all the sentences within the paragraph should focus on the topic sentence. A writer should consider that a good and clear paragraph has unity, coherence, and emphasis. How does emphasis achieved in a paragraph? Let us consider the salient points below. Various Devices to Make Sentences Emphatic 1. Place the words you want to stress either at the beginning or at the end of a sentence. Weak: There are many people who take up painting to raise their self-esteem. Emphatic: Many people take up painting to raise their self-esteem. 2. Invert the normal sentence order. Normal word order: Emery sits next to me in zoology laboratory. Emphatic: Next to me in zoology laboratory sits Emery. Note: Use the inverted order sparingly; its frequent use gives the effect of artificiality. 3. Repeat important words. Repetition of words can be an excellent means of emphasizing ideas. Unnecessary repetition, however, is unpleasant. It should be avoided as much as possible. Emphatic: I work for the grade and that‘s all I get – the grade. 4. Use the balanced sentence. Emphatic: Monuments fall; nations perish; civilizations grow old and die out. Note: Excessive use of the balanced construction gives a stilted effect. 5. Arrange a series of words varying in force in climactic order. Emphatic: I came, I saw, I conquered. Emphatic: The prince was an object of admiration to his subjects, his allies, and his enemies. 6. Put in the principal clause the part of the sentence to be emphasized. Ineffective: Emily was walking down Escolta yesterday when she came upon a crowd gathered around a lost three-year-old girl. Emphatic: As Emily was walking down Escolta yesterday, she came upon a crowd gathered around a lost three-year-old girl. 7. Place transitional words and parenthetical expressions within the sentence. Less emphatic: I should have been grateful for the financial help, I suppose. Nevertheless, I resented the way she offered it. Better: I should have been grateful, I suppose, for the financial help. I resented, nevertheless, the way she offered it.

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8. Whenever possible, use the periodic sentence instead of the loose sentence. The periodic sentence is one in which the reader‘s attention is held until the end. This is because the main thought is completed at the end of the sentence. The loose sentence is the opposite of the periodic sentence. A loose sentence is more common and more conventional than the periodic sentence, which is more stylistic. Too much use of the periodic sentence, however, may result in artificiality. Loose: The dead leaves lay deep in the bamboo thickets. Periodic: In the bamboo thickets the dead leaves lay deep. Loose: We were at the Philippine International Convention Center at this very hour yesterday. Periodic: Yesterday, at this very hour, we were at the Philippine International Convention Center. 9. Sentences ending with prepositions are frequently found in good literature. A sentence with a preposition buried within it is stilted and is often less emphatic than one with the preposition at the end. Stilted: Is this the kind of thing in which you believe? Emphatic: Is this the kind of thing you believe in? Emphatic: Most travelers have the comforting knowledge that the culture they have left behind will be there to return to. Reference: Effective Writing, Rebecca D. Alcantara, Josefina Q. Cabanilla, pp.50-51. http://expertscolumn.com/content/paragraphs-unity-coherence-emphasis

Exercise A. Tell how emphasis has been achieved in the following sentences. Refer back to the ways on how emphasis can be achieved in the previous discussion. 1. Some books are to be tasted, others to be swallowed, and some to be chewed and digested. ____________________________________________________________________ ____________________________________________________________________ 2. Silently, one by one, in the infinite meadows of heave, blossomed the lovely stars, the forget-me-nots of angles. ____________________________________________________________________ ____________________________________________________________________ 3. This edition is ill compiled, ill written and ill printed. ____________________________________________________________________ ____________________________________________________________________ 4. He was truly a spoiled child, not merely the spoiled child of his parents, but the spoiled child of nature, the spoiled child of fortune, the spoiled child of fame, the spoiled child of society. ____________________________________________________________________ ____________________________________________________________________ 5. Is that the dog which you are afraid of? ____________________________________________________________________ ____________________________________________________________________ Reference: Effective Writing, Rebecca D. Alcantara, Josefina Q. Cabanilla, pp.50-51.

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Exercise B. Study the following sentences and decide whether the principle of achieving emphasis is considered by placing a check in the second column or an x if not. In case the sentence is less emphatic, write the correct sentence on the third column. Sentences

Emphatic (/) or not (x)

1. He does remember the incident.

2. I have already given the payment for the school fair.

3. Education is priceless and to me it matters a lot - Education

4. They do the work among themselves

5. She does her homework alone.

6. I do visit them once a month.

7. I succeed, I planned, I worked.

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Sentences with emphasis

Activity 10: WIDEN ONE‘S PERSPECTIVE Read the selection below and answer the questions that will follow. THE THREE PRINCES (Saudi Arabia)

L age.

ONG AGO on the Arabian Peninsula, when cities flourished along the major trade routes that stretched across the desert to transport spices, almonds and dates, there ruled in one of those cities a king whose daughter had come of marriageable

Three princes of nearby cities came to court her. But the princess looked at them with alarm. One prince was bossy, the second prince was unclean in his habits, and the third suitor was vain. "Father, I beg you, don't make me marry any of them!" she cried. The king loved his daughter, but he didn't want to offend her suitors and risk angering his neighboring city-states. "I'll think about it," he said. "Come back tomorrow." The next day, he summoned the three suitors and the princess to his throne room. "Each of you is a perfectly worthy suitor for my daughter's hand," he said. "Therefore, to make the correct decision I have determined that the three of you must venture into the world for one year and a day. Whoever returns with the most wondrous item will win my daughter's hand in marriage." The princess was glad for the one-year extension and the king was equally glad to postpone the matter.

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The three princes set out together. After traveling for one week they came to a well that was located before a fork in the road, beyond which the road branched into three separate paths. "Obviously, this is where we should part," stated the first prince. "Don't you think we know that?" said the second prince, wiping his dirty hands on his cloak. "Listen carefully," the first prince continued. "One week before we return to the palace, let's all meet at this well to compare what we found." "I only hope the maidens don't slow me down by falling in love with me," said the third prince, throwing back his hair. "It's such a nuisance." And so the three princes went their separate ways. When the time came to return to the well, each one followed his separate path that led back to the well. "You look a little the worse for wear," said the first prince to the second. "I'm fine," said the second prince, blowing his nose onto his sleeve. "What did you find?" "Only a crystal ball," said the first prince, as nonchalantly as he could, "that shows anything you want to see that's happening anywhere in the world." The other two were impressed (and a bit worried). Said the first prince to the second, "What wondrous item did you find?" From under his cloak the second prince unrolled a carpet. "A flying carpet. People who sits on it can be transported anywhere in the world they wish to go in minutes." "If they don't mind sitting next to you," another prince murmured, holding his nose. And now it was the third prince's turn to show what he had brought. "This vial," said the third prince, "holds a magical healing ointment. One dab of it will restore the health of anyone, no matter how sick. And they say if it's rubbed with true love, can even restore youth." "Speaking of health," said the second prince to the first, "since you have a crystal ball, let's take a look at our princess and see how she fares." The first prince waved his hands over the crystal ball; its cloudiness disappeared and was replaced with an image of the princess lying in her bed, still as death. Her father and the court physicians hovered over her. "Isn't there anything you can do?" said the king. "Sire, we have done everything," said the head court physician. "I'm sorry, but she has very little time left." The three princes leapt up, alarmed. "Alas!" cried the third prince. "My ointment would heal her, but we're too far from the palace - we'll never get there in time!" "Quick, everyone on my magic carpet," said the second prince. "We'll get there in a flash!"

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Indeed, moments later the three princes were standing in the very room they had viewed through the crystal ball only minutes before. Everyone was so distraught they didn't notice the three princes had suddenly appeared in the room. Without a word, the third prince stepped up to the princess' bed and with his finger touched a dab of ointment on her forehead and set the ointment by her bed stand. She blinked and seconds later opened her eyes. Then she moved her head, and sat up. "I feel better," she said. "It's a miracle!" cried the father, and he embraced his daughter. Later that night, the three princes appeared before the king. "Your majesty," said the first prince, "each of us may have located a magical item. But there is no doubt that my crystal ball is the most wondrous item of all. Without it, none of us would have known the princess was sick in the first place. I submit that mine is the most wondrous item and therefore I deserve the hand of the princess." "With all due respect," said the second prince, stepping forward, "While it was informative to learn that the princess was sick, had we had not been able to travel a week's journey in a blink of an eye on my flying carpet, that knowledge would have done us no good. I submit that mine is the most wondrous item and therefore I deserve the hand of the princess." "Good sire," said the third prince. "While it may have been useful to learn the princess was sick and was helpful to arrive here as quickly as we did, had we not had my magical ointment, all that knowledge and all that quickness would have been in vain. I submit that mine is the most wondrous item and therefore I deserve the hand of the princess." The king was perplexed. Each of the princes made a good argument. And since the question was so close, no matter which prince he selected, he was sure to raise the ire of the other two and their neighboring city-states. "I'll think about it," he said, "Come back tomorrow." That night, the king summoned his viziers to ask their advice. "Sire," said his head vizier, "there is a wise old man who lives amongst us who hails from very far away, a distant country called Russia. He is well known for his sage advice, and if we allow him to make the decision, the communities of the princes who aren't chosen will get angry at a country far away, and not at us." "Excellent thought," said the king. "Summon him to court tomorrow." The next day when the three princes arrived to hear which of them would be selected, at court stood a very old man. He hobbled on his cane and spoke in a whisper. The three princes repeated why they thought they deserved the hand of the princess. "As far as I'm concerned," asserted the king, "each of these fine young men has an equal claim to my daughter's hand. And so," he turned to his guest, "I am interested. You come from a faraway land. What is your opinion?" The old man coughed and cleared his throat. "Your Majesty, first allow me to say that it is an honor to be in your court." He raised a shaky hand toward the princes. "There's no

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doubt that each of you brought a wondrous item that saved the life of the princess. But in my country, when it comes to marriage, there are those who say that the young woman, whose happiness is at stake, should have a say in the matter. And so I would ask our royal highness." He turned to her. "Princess, whom do you wish to marry?" The princess was silent a moment. She raised her head and faced the three princes. "Each of you saved my life and for that I will always be grateful. Yet this old man is the only one," she said, looking at the Russian, "who understands that the choice is one that should be mine to make. And so, father, if you please," and here the princess stepped toward the old man, "I choose him." Gasps of shock throughout the court. Some ladies fainted and were carried out. The king blustered, "But, but you can't!" The princess picked up the magic ointment, took the old Russian's hand, and with a dab of the ointment rubbed the back of his hand. Instantly a haze surrounded him. When she removed her hand, incredibly, the old man had straightened up to become tall and dark, with the lines of an earnest young man chiseled on his cheeks. Restored to the strength and handsome stature of his youth, he smiled at the princess. "Each of you will have large tracts of land to rule," the king quickly said to the three princes. "We will never forget what you did for our royal family." The three princes, of course, still had in their possession the magical items of the crystal ball, the flying carpet, and the vial of healing ointment, and it wasn't long before they attracted lovely princesses from neighboring lands to marry. And so they all lived happily ever after, as may you.

PROCESS QUESTIONS: 1. Why does the princess dislike the three princes? 2. What is the King‘s reaction to his daughter‘s request not to marry any of the princes? Why? 3. How did the father postpone her daughter‘s wedding? 4. On their journey, what did each prince find? What magical powers does each possess? 5. If you were to choose among the three princes, who do you think is worthy to marry the princess? Why? 6. Was the princess fair in choosing the old man instead of any of the three princes? If you were on the court along with other onlookers, how would you react? Why? 7. If you were to propose an alternate ending which will begin on the moment the princess was asked to choose a prince, how would you end the story?

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Activity 11: LIKE AND LIKE IT BETTER Directions: Inside the first brick, single out the most emphatic part of the story: the one you like the most. However on the opposite brick, write the part you wish to change: your modification of the story.

Activity 12: STRETCH IT OUT Theoretically, we could expand sentences indefinitely using other elements like adjectives, adverbs, sentence modifying phrases and clauses, nominatives, and appositives. These elements provide writers with rich options. In the key points below you will learn some of these other elements that contribute to the structure and meaning of the sentences. http://intensive-english.blogspot.com/2009/01/23-expanding-sentences-by-adding-other.html

Sentence Expansion – Adding to Basic Sentences As you combine ideas and add details to your sentences, you move readers away from general experiences toward a visualization of things as you see them. With each addition and combination, the texture of detail in a sentence becomes richer. Some of the many ways of adding to your basic sentences are discussed below. 1. Make the subject, verb, or the complement compound. Compound subject: Both the coyote and wolf belong to the dog family. Compound predicate: Such discoveries tantalized gullible public and enriched unscrupulous showmen.

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Compound object:

The showmen were fond of exhibiting scientific oddities and human endeavors.

2. Insert appositives into the subject—verb-object structure. Appositive: Saudi Arabia, a monarchy in southwestern Asia, occupies most of the Arabian Peninsula. 3. Use verbals or verbal phrases. Verbal: A vial, filled with magic ointment, can restore a person to youth when rubbed with true love. 4. Use noun clauses for the subject or the complement. Noun clause: In both cases, scientists were for a time convinced that the discovery of the fossilized human remains shed new light on our understanding of human history. 5. Use adjective clauses to modify the subject or the complement. Adjective clause: Believing the Cardiff Giant to be evidence for the biblical text about ―giants on earth,‖ many people interpreted the petrified man as a refutation of evolutionary theory. 6. Use adverb clauses to modify the verb. Adverb clause: Although the creator of the Piltdown Man has never been convincingly identified, researchers speculate that it may have been Sir Arthur Conan Doyle, author of the Sherlock Holmes stories. 7. Add adjectives, adverbs, or prepositional phrases. Prepositional phrases:

Fantasies in the guise of scientific discoveries seem to attract people with a need to believe in something.

Exercise A. Five short sentences follow. Rewrite each one of them in four ways, adding constructions such as those in the illustrative examples. Examples: The singer looked surprised. The singer, a woman no longer young, looked surprised. The singer, looking surprised, turned toward the orchestra behind her. The singer, tall and stately, looked surprised. The singer, who is best known for her recordings of Schubert, looked surprised. The singer looked surprised when the bassoonist called out to her.

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1. The third baseman hit a double. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 2. The secretary took the job. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 3. The book is interesting. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 4. The class inspired her. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 5. Joe fell. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Reference: Handbook of Current English, Jim W. Corder, John J. Ruszkiewics, pp. 483-485

Activity 13: LITERARY e-FOLIO In Lesson 1 you were introduced to a literary folio in which you were made to write an original literary piece. Applying the same skill, go over the selection The Three Princes. Create a new version of the story by picking a character in the story of your choice and narrating the story in his perspective. You may recreate the story by choosing another ending based on the following question: Had the circumstances favored your character, how would the story end? Then, publish your output in a literary e-folio. Remember to use meaningful expanded sentences.) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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Your goal in this section is to take a closer look at some aspects of the topic. The revelations you will unveil will strengthen the concepts you have learned from the previous lessons. You may now continue. Activity 14: SOMETHING TO REFLECT ON Read the poem below then do the following activities.

THE WOMEN IN BLACK

I Once upon a time, in a busy shop In the land of tribes and ancient civilizations A little girl sat watching… In silent resignation Grown-up women with shrouds of black Hidden and silent… in isolation With a ―no-trespassing‖ look They wandered around in simulation When a single woman appeared, suddenly, in the shop The little girl felt a sudden sensation Yes, the woman wore the black alright… II Yet, she walked with determination Not cautious, fearful, or covered-up The woman moved as a distinct population She seemed to own the world

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She was … such an inspiration… Why would she be on her own? The little girl wondered? Wasn‘t she afraid from reprimands or accusations? Looking that pretty in embroidered black, Defying the norms as if in a celebration Who gave her the money that she‘s spending Without a second thought or a hesitation? Was she really confident and strong as she seemed? Or is it the little girl‘s wishful imagination? III In that little girl‘s life Most women shared a specific combination Emotions were not revealed, opinions were suppressed With lots of reservations They held on to their black tightly Least someone recognize their identifications Their world seemed full of judging men Watching for proofs of condemnation So the women in black kept their covers tight Protecting their reputation IV Yet a single woman in black dared to show her face Visible without a mask, in obvious relaxation!! The little girl knew that something/ someone Must explain that awkward observation Of that visible woman in black Despite the isolation… despite the limitations As time passes-by, The little girl grows in fascination More visible women are out there Raising their voices in frustration They no longer accept second-places They no-longer sat in resignation V The reality doors are shut but the virtual ones are forcedly-opened With fierce determination The women in black want their rights Demanding full participation Campaigning for municipal elections, driving, Minimum marital age or right of self- representation Commenting on international treaties for women, Gender-equality, or women-rights affiliation VI They are loud and visible No longer silent, passive, or fearing condemnation They write, blog, tweet, and post In a constant flow of information

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They build networks and constituencies Unlimited by gender-segregation, No longer helpless or maintained As prisoners of infinite duration… VII Yes, we are in a constant fear of social backlash But the power of words defeats organizations The little girl recalls the single woman in black… VIII Whenever she feels a hesitation… Beautiful and powerful in her own way… A woman, who defeats stagnation… We will not be deprived We are a different generation…. And if countries can be flipped over and start anew In search of liberation We, too, the women in black Can exceed our own expectations…

PROCESS QUESTIONS: 1. What does the shroud of black represent as the little girl says it in the poem? 2. What was different with the woman the little girl is describing in the poem compared with a regular Arabian woman? 3. Based on the poem, what are the ―limitations‖ of a woman in Saudi Arabia? How do those limitations affect the woman described by the girl in the poem? 4. What are the activities enjoyed by modern day woman as described in the poem? 5. Do you agree that if women and men are treated equal long before, women could have done great things as with men? In what way? Group Work Activities Group 1: Princess Ameerah, the wife of Saudi billionaire Prince Alwaleed bin Talal tells CNN‘s Christiane Amanpour that Saudi women need to unite and work together. Watch the full interview with Amanpour at http://www.youtube.com/ watch?v=1M-etvlW83E. Then, write a Letter of Commendation to Princess Ameerah who advocates the rights of Saudi women. Group 2: Despite the predominant belief that Filipino women share equal rights with men, still, many women are victims of abuse and harassment in the Philippines because of men‘s tendency to assert their dominance. Research on related laws regarding violence against women and children (VAWC) and present it using PowerPoint presentation. Explore its reach and its limitations. Describe how these laws boost the rights of women and how these laws support gender equality.

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Activity 15: INSIGHTS AND FORESIGHTS Directions: Complete the chart below to record your insights and foresights on what the Philippines and UAE would become ten years from now in terms of various aspects. Enrich your knowledge by researching more about the listed items. ASPECTS

PHILIPPINES

Economy

Education

Population

Government

Sports

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UNITED ARAB EMIRATES

Activity 16: WAY TO GO Directions: Choose your group and perform the assigned task to highlight the global contribution of the Philippines and UAE to globalization.

1. Artists– a sand sketch of UAE‘s move to become highly-industrialized 2. Stage Performers – Philippines advocacy to achieve a peaceful/bloodless revolution 3. Dancers – dance craze showing the richness of Filipino moves from Ballroom to Hip Hop genres. 4. Singers – a medley of globally-famed UAE songs

In this module, you have learned much about the various ways of communicating with other people. It‘s about time to showcase how well you have learned the lessons by applying the skills which you have acquired. The following activities are designed in order to prove that you have mastered the lessons you have taken up. THE INFORMATIVE SPEECH Definition and Essence An Informative speech is written to provide interesting and useful information to increase the knowledge of your audience. This might involve providing information about a person, and animal or an object. It might center around information regarding a process, a 'How to' speech (e.g. How to Surf the Internet). Any type of Informative speech is focused on describing an event like 'Visiting an exhibition on Tutankhamen'; and about ideas or concepts like 'Aliens' or 'What happened to the Dinosaurs'. The Main Elements to Writing an Informative Speech The main elements to writing a successful and effective Informative speech are to convey your knowledge and your ability to explain the subject :  Knowledge - Establish credibility by demonstrating expertise and knowledge of the subject - conveying information,, presenting ideas, facts and statistics to adequately inform the audience about the subject  Key Points - Repeat all the Key points to ensure maximum knowledge retention  Interest - Conveying the subject with enthusiasm and including unusual facts or anecdotes about the subject

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The Structure and Outline of an Informative Speech What is a good structure, outline or good guidelines to writing an Informative speech?  Your Opener - the opening, ice-breaker or attention grabber  Introduction - Tell them what the speech is about and what your main points will be  Knowledge - Establish credibility by demonstrating expertise and knowledge of the

subject - conveying information, presenting ideas, facts and statistics to adequately inform the audience about the subject  Confirmation - Confirm and repeat the key points  Conclusion - Try to end with a memorable punch line or positive statement Activity 17: THE INFORMATIVE SPEECH TOPIC Directions: Choose 5 possible topics you wish to consider for your informative speech. Beside each topic, explain why you want to discuss about such. TOPIC

REASON/S FOR THE CHOICE

1.

2.

3.

4.

5.

http://www.famous-speeches-and-speech-topics.info/speech-topics/informative-speech.htm

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Activity 18: I-BRANCH Directions: From the list of informative speech topics you had in the previous activity, decide which do you intend to deliver in front of the class. Write the topic inside the rectangle and fill in the blanks with the list of things you may say about your chosen topic. TOPIC

________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Activity 19: LOVE TO TALK Directions: Complete your speech plan entries below. Make sure that you have supplied each part with the message you truly wish to convey. Title of Speech___________________ WHAT YOU WILL DISCUSS PER STRUCTURE

STRUCTURE OPENER

INTRODUCTION

KNOWLEDGE

CONFIRMATION

CONCLUSION

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CHECK LIST FOR INFORMATIVE SPEECHES Topic Choice

 Have you chosen a topic that's appropriate for THIS audience? (not too technical,

not to specialized for a general audience? Not too trivial for your audience?) intention? In an informative speech you must take a neutral position.. You must educate and enlighten us, not try to persuade us to agree with your opinion about a controversial topic. Nor must you try to get us to DO something as a result of your speech. (Note: merely using the phrase, "to inform," doesn't make it an informative speech if what you're really after is persuading your audience to agree with your point of view.)  Have you chosen a topic that is narrow enough to allow you to cover it in depth in a 4-to-6 minute speech?  Have you chosen a topic that will present us with new information (Tell us something we don't already know)?  Have you chosen a good, snappy title for your speech?  What is your real

Audience Analysis

 Have you checked to see what your audience knows and/or believes about your

topic?

 Have you checked to see how important the topic is to your audience?  Have you checked to see if your audience really understands any technical or

complicated words or terms that you might use?

Specific Purpose Statement

 Have you written it correctly -- "To inform my audience about ________"?  Does you Specific Purpose Statement contain no more than one idea (no use of

―and‖)

Organization

 Have you organized the BODY of the speech effectively, according to one of the

organization patterns discussed (Chronological, Spatial, Causal, Topical)?

 Have you chosen the best organizational pattern for your topic and audience?  Will your organization pattern help your audience to follow the logical flow of your

presentation?

Research

 If this is a research speech, have you made sure to include the required minimum

number of VERBAL references to research in the BODY of your speech?

 Remember, you must cite those research sources (mention them aloud), 

otherwise it's the same as if you haven't done any research. Presentation Aids

 If this speech requires presentation aids, have you made sure to include the

required minimum number of presentation aids in the BODY of your speech?

 Do your presentation aids meet the criteria discussed in class?

Source: http://homepage.smc.edu/martin_ben/Checklist.htm

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Activity 20: SPEAK AND SPARK Directions: Check how prepared you are in delivering your informative speech by referring to the checklist below. Answer the question with yes or no followed by your justification for answering so.

INTRODUCTION 1. Have you chosen an effective attention strategy to begin your speech? 2. Have you formulated a clear, concise specific purpose statement? 3. Have you developed substantial reasons that explain why the audience should care about your purpose statement? 4. Have you organized your main points that you will preview? 5. Can your main points be developed sufficiently in the time allotted for your speech? 6. Do you have any special expertise on the subject that could enhance your personal credibility?

BODY 1. Have you chosen a clear organizational pattern such as topical, chronological, spatial, causal, problem-solution, or problem-cause-solution? 2. Have you used the correct symbol system to outline your main points and subpoints? 3. Does your outline follow standards of coherence, completeness, balance, and division? 4. Do you provide effective examples to clarify and support your points? 5. Do you provide credible and recent statistics to support important points? 6. Are standards for competent use of supporting materials (credibility, relevance, and sufficiency) satisfied? 7. Are visual aids prepared to clarify or support important points? 8. Do your visual aids meet standards of appropriate use? 9. Have you prepared a speaking outline so you can deliver your speech extemporaneously?

CONCLUSION 1. Have you prepared a concise summary of your main points 2. Have you included a brief reference to your introduction 3. Have you developed an attention-getting finish for your speech?

Source: Checklist for Preparing and Delivering an Informative Speech www.oup.com/us/companion.../Checklist_InformativeSpeech.doc

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THE ELOCUTION FEST Activity 21: THE PLAN Directions: Get involved in the planning of the Elocution Festival by helping in the formation of the committees. Since you will be a speaker yourself, your task is to refer a person close to you (a sibling, a community member, a friend) to take part in any of the following committees: a. Decoration – puts up the stage design and provides other things needed to ensure that the venue would be ideal for the holding of the event. b. Program and Invitation – prepares the program and coordinates with the people involved . Additional task will be to distribute the program to very important attendees. c. Refreshments – provides food to the participants and the audience d. Judges – invites reputable personalities to judge the participants and provides them with assistance re scoring e. Discipline – ensures that the audience listens intently to all speakers and be on guard with any misbehavior f. Technical – provides quality sound system and trouble shoots problems as the situation demands g. Tabulation – computes scores and ranks the participants based on the judging h. Awards – provides items for the winners (like medals and trophies) and gives tokens to the judges i. Promotion- prepares posters and announcements to ensure that the event would be well-attended. j. Documentation – video tapes the presentation for critiquing purposes

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Activity 22: THE INFORMATIVE SPEECH TOURNAMENT Directions: With the know-how of informative speech delivery, showcase how well you can relay your message to the audience in 4 to 6 minutes. Take in consideration the principles in delivering a speech with emphasis on both audible and visible codes. Be guided by the rubrics below: INFORMATIVE SPEECH DELIVERY RUBRIC Introduction: 12 Points _____Introduction caught audience's attention (3) _____Introduction gave a clear, specific purpose of the speech (3) _____Introduction established credibility (3) _____Introduction previewed main points (3) Body: 22 Points _____Body was well organized; speaker wasn't rambling and repeating self (6) _____Main points (three) were obvious (6) _____Main points were supported using facts, examples, and statistics (6) _____Transitions were used between points; speech was easy to follow (4) Conclusion: 12 Points _____Conclusion restated the central idea (4) _____Conclusion summarized/reviewed main points (4) _____Conclusion had a call to action or memorable statement (4)Delivery: 44 Points _____Eye contact was on entire audience (4) _____Posture was good, legs weren't crossed, no swaying or leaning on podium (4) _____Gestures and body language complemented ideas (4) _____Did not read notes or memorize speech (8) _____Voice was loud enough to hear, didn't drop off at end of sentences (4) _____Not monotone, used emphasis & enthusiasm, voice was conversational (4) _____Fillers (um, uh, and, you know, like, etc.,) were minimal; slang was not used (4) _____Rate of speech was good; did not speak too quickly or too slowly (4) _____Correct grammar, pronunciation; articulation was clear. (4) _____No gum or chewing (4) Time: 10 Points _____Met speech time requirement (4-6 minutes) Bonus: 1-10 Points

_____Visual ww.pearlandisd.org/.../Informative%20Speech%20Delivery%20Rubric

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Activity 23: THE SPEECH EVALUATION Self - assessment A. Directions: With the rubric at hand, assess your performance as you watch the recorded video. Share your strong points and comment on what you should have done better. Peer- Assessment B. Directions: Knowing that perspectives help to improve performances, comment on your classmates‘ delivery. Fill out the rubrics and rate your classmates‘ performances this time referring to the video taped speech. Emphasize on items which you think your classmate needs to improve on. Activity 24: THE SIGNIFICANT EXPERIENCE Directions: Recall the speaking experience you just had. Stress on how significant the experience was in your quest to be a better language learner. Having concretized your knowledge on Afro-Asian Literature, write inside the rectangle your final response to the question: ―How does global communication help in ensuring peace and goodwill and in establishing better relationships among nations?‖

Now that you have finished the last module, I am sure that you are happy with all the learning that you were able to acquire. This means that you have a better understanding of yourself in relation to your Afro-Asian family. Before you venture on new learning experiences as you step on another grade level, your challenge is to prove how well you are able to grasp significant concepts in the module you have recently studied about Global Communication.

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Aural Communication – has to do with things being heard and need to be processed. Elocution- the skill of clear and expressive speech reinforced by rich content and excellent delivery. Emphatic Sentence – stresses something that needs to be remembered mostly in written discourse. Expanded Sentence – contains more elements than just the usual basic parts like subject, verb and object. Global Communication – is the ability to provide and access information across cultures through speaking, listening, reading or writing. Global Communication skills are therefore necessary in various environments where language and culture can impact efficiency. Globalization – serves as a means of combining the idea of globalization with that of local considerations. Informative Speech - is a type of speech that aims to provide sufficient details to the audience about a topic. This type of speech uses descriptions, demonstrations, vivid details and definitions to explain a subject, a person, an event, or place the audience wants to understand. United Arab Emirates – a country of Eastern Arabia, sheikdoms on the Persian Gulf and the gulf of Oman.

a federation of seven

Visible Cues – involves eye contact, facial expressions, movements, gestures that reinforce the verbal message

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Books Alcantara , Rebecca D. and Cabanilla, Josefina Q. pp.50-51.(1988) Effective Writing, Quezon City. Phoenix Publishing House, Inc. Corder, Jim W. and Ruszkiewics, John J. pp. 483-485 (1989). Handbook of Current English, Glenview, IL : Scott, Foresman Online Sources http://expertscolumn.com/content/paragraphs-unity-coherence-emphasis http://homepage.smc.edu/martin_ben/Checklist.htm http://intensive-english.blogspot.com/2009/01/23-expanding-sentences-by-addingother.html http://skyscrapercenter.com/dubai/burj-khalifa/ http://www.arabianbusiness.com/videos/black-gold-how-oil-helped-build-uae-part-1-432522.html http://www.famous-speeches-and-speech-topics.info/speech-topics/informativespeech.htm http://www.godubai.com/shopping/cityofgold.html http://www.ldoceonline.com/dictionary/glocal http://www.youtube.com/watch?v=1M-etvlW83E. http://www.youtube.com/watch?v=MWOWSc1hQdY http://www.youtube.com/watch?v=Qd2o7SVOHko www.pearlandisd.org/.../Informative%20Speech%20Delivery%20Rubric www.oup.com/us/companion.../Checklist_InformativeSpeech.doc

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Module 4 with its theme Changing Perspectives centered on literature, business, academic, and global communication. It stressed the importance of communication having instilled in one‘s mind the essential questions such as ―How do I express my perspectives while respecting other cultures?‖ and ―What makes perspectives credible?‖. The selections from Africa, Singapore, Korea, and Saudi Arabia were well-chosen to feature uniqueness, beauty and pride in the cultures of people in these countries. They were also values -laden that resulted to appreciation of and respect to the practices and beliefs of these fellow Asians. Such would eventually promote camaraderie and good relationship among Asians. The activities were arranged to address the skills needed by the learners to come up with the expected outputs which are relevant and significant to learning that is enduring. The varied activities were also engaging because the materials used were mostly authentic. The situations were also familiar and realistic that learners found it easy to connect and react, but challenging because the treatment was always geared to develop critical thinking skills. One characteristic that is akin to this particular module is its being user-friendly to teachers and students as well.

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It‘s now time to evaluate your learning. Choose the letter of the answer that you think best answers the question. 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 go over the module again. 1. Enumerated below are activities the United Arab Emirates is known except: a. boat racing, air shows, Red Bull competitions b. film viewing, malling, cooking and dining, travelling c. falconry, dhow boat racing, camel racing, date festivals d. sun watching experience, adventures in the desert, water sports, diving 2. Which among the following is not Literature: a. Architecture b. Lifestyle c. Cuisine d. Music 3. What that a. b. c. d.

a popular theme both for Philippine and UAE

is common among the Philippines, United Arab Emirates, and Saudi Arabia is education gets the highest share in the national budget industrialization remains the top priority of the government politics is very dominant and a common topic in the household religion is considered vital and given premium in cultural preservation

4. The opposite of a kernel sentence is a. Simple b. Transform c. Compound d. Extended 5. If one intends to complain about an unsatisfactory service, the business letter to be written is a. claim b. inquiry c. adjustment d. requisition 6. What did Nelson Mandela mean by his statement ―As I walked out the door toward the gate that would lead to my freedom, I know if I didn‘t leave my bitterness behind, I‘d still be in prison?‖ a. He is happy to be free. b. He will always be a prisoner. c. He remembers his hatred. d. He forgave those who imprisoned him.

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7. If you on a. b. c. d.

were to judge in an informative speaking contest, you would put higher bearing Organization Substance Transitions Grammatical Correctness

8. Which of the following is an example of correct bibliographical entry for a book? a. Dave N. Gonzales (2009). The Realist Perspective of Modern Day Fairy Bataan: AKB2 University Press b. Gonzales, Dave N. (2009). The Realist Perspective of Modern Day Fairy Bataan: AKB2 University Press c. Gonzales, D.N. (2009). The Realist Perspective of Modern Day Fairy Bataan: AKB2 University Press d. Gonzales, D.N. (2009). The Realist Perspective of Modern Day Fairy AKB2 University Press. Bataan 9.

Tale. Tale. Tale. Tale.

You are tasked to pass an output wherein you will give your personal views and comments about issues or current events, you will produce a. written impression b. précis or summary c. editorial article d. evaluation paper

10. The best example of an expanded sentence is a. She feels ecstatic. b. She feels excited and ecstatic c. She feels excited and ecstatic about the event 11. She feels excited and ecstatic about the product launching event. In this last two lines of the poem titled On A Rainy Autumn Night by Ch‘oe Ch‘iwŏn, how do you define the highlighted phrase? Choose the best analysis. At third watch, it rains outside. By the lamp my heart flies myriad miles away. a.

―Does the heart fly? Of course, not! But the heart is a symbol of love, and because love flies, love is certainly gone.‖ b. ―If the heart flies, then it must have wings on its own; therefore, this heart must have been borrowed by somebody else.‖ c. ―Perhaps, the heart is too weak to handle the situation so it finds a way to fly and just be in any place that it wants, like miles away.‖ d. ―The heart literary flies. The heart must be taken away from the persona‘s body because it is weak. It is not fit to stay in that body.‖ 12. A list of citations to books, articles, and documents. Each citation is followed by a brief descriptive and evaluative paragraphs is called a. References b. Sources c. Bibliography d. Annotated Bibliography

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13. A good example for no.9 is a. Nicol, A. M., & Pexman, P. M. (1999). Presenting your findings: A practical guide for creating tables. Washington, DC: American Psychological Association. b. Pettingill, O. S., Jr. (1980). Falcon and Falconry. World book encyclopedia. (pp. 150-155). Chicago: World Book. c. Style Baker, T. (1995). Gun control and You. Stevenson Learning Law Review, 45 (2), 180-193. The author researches several federal and state firearms regulations and their effect on the everyday citizen d. Annas, Pamela. ―Style as Politics: A Feminist Approach to the Teaching of Writing.‖ College English 47:4 (April 1985): 360-72.This essay grew out of Annas‘ experience teaching a course titled ―Writing as Women.‖ Annas argues that numerous constraints work to prevent women from writing and to make them self-conscious when they do write. She believes that women must be taught to become personally (and politically) invested in their writing. Annas writes, ―Whenever a woman sits down to write, she is engaged in a complex political act in which the self and the world struggle in and through the medium of language‖ (362-363). 14. You were the chair of the literary circle and you wish to highlight the Filipino-English as a language variety. An ideal situation would be a. Lecture-seminar with English speaking Filipinos as guests b. Speech congress that would expose participants to the features of FilipinoEnglish c. Book launch that highlights how different Filipino –English is from the other englishes. d. Language Conference with writeshops on diction and stress of Filipino English. 15. You are a language instructor tasked to make an assessment on the proper use of stress in speaking. You decided to conduct a collaborative activity , what could be a legitimate transfer activity for this? a. Do interactive story telling b. Provide activity sheets c. Produce script and present a skit d. Give statements with meaning based on the way the sentence is said. 16. The English Club coordinator asked you to highlight Afro-Asian people and their cultures. Which among the objectives and performances below would you consider? a. Exhibit artistry of Afro-Asians through visual arts b. Display differences in fashion and crafts through human diorama c. Execute a moving Dance Drama showcasing the best of Afro- Asian themes d. Hold story telling sessions anchored on themes reflecting Afro –Asian traits and cultures. 17. You were to deliver an informative speech with Business Management Club, a good topic would be a. Principle of economics b. Financial management c. Financial Literacy d. Entrepreneurial practices

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18. John has read many Malaysian stories and has watched some Malaysian movies lately. One day, a Malaysian student visited John‘s place. It was the first time that John met a Malaysian but he knew what to do to make the visitor enjoy his company. How did John manage to do that? a. b. c. d.

Filipinos are known to be hospitable just like John. John wants to ask a favor from the Malaysian John is just friendly, so he knows how to deal with people John learned the traditions, beliefs and culture of Malaysians from his readings.

19. Which of the statements below reflect variety of influences? a. Historic changes in Asia brought dramatic and sometime tragic events in the quest for a peaceful and independent life. b. We see the interaction, interlacing and clashing of diverse factors – historical, political, socio-economic, cultural and psychological. c. However different their approaches to existing problems maybe…. d. These could be in education and skills training in agricultural and industrial development. 20. As local film critics, you and your peers have been hired by the board to find the most appropriate movie to be used for a cultural exhibit. A movie review is needed, but the board wants it to be interactive. What would you do in order to fulfill the requirements of the board? a. Present the movie review in an e-document b. Use tablets in presenting the movie review c. Prepare a movie review with audio- video support d. Support the movie review with a music background

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