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Module 2:Establishing Solidarity

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C

Management

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, each of which

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/

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—

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STAND.A AND N A NT .

10 TA . A

And he then as initiate to novice:“Here must you put by all division of spirit

1 And gather your soul against all cowardice.This is the place told you to e pect.Here you shall pass among the fallen people,Souls who have lost the good of intellect.”So saying, he put forth his hand to me,

0 And with a gentle and encouraging smileHe led me through the gate of mystery.

Here sighs and cries and wails coiled and recoiledOn the starless air, spilling my soul to tears.A confusion of tongues and monstrous accents toiled

n pain and anger, voices hoarse and shrillAnd sounds of blows, all intermingled, raisedTumult and pandemonium that still

Whirls on the air forever dirty with itAs if a whirlwind suc ed at sand. And ,

0 Holding my head in horror, cried: “Sweet Spirit,

What souls are these who run through this blac ha e ”And he to me: “These are the nearly soullessWhose lives concluded neither blame nor praise.

They are mi ed here with that despicable corps Of angels who were neither for od nor Satan,

But only for themselves. The High Creator

Scourged them from Heaven for its perfect beauty,And Hell will not receive them since the wicked

ight feel some glory over them.” And :

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“They have no hope of death,” he answered me,

“and in their blind and unattaining stateTheir miserable lives have sunk so low

No word of them survives their living season.Mercy and Justice deny them even a name.Let us not speak of them: look, and pass on.”

Circling and circling, it seemed to scorn all pause.So it ran on, and still behind it pressed

A never-ending rout of souls in pain.

As passed before me in that mournful train.

Who, in his cowardice, made the Great Denial.

Were of that retrograde and faithless crew60 Hateful to God and to His enemies.

These wretches never born and never deadRan naked in a swarm of wasps and hornets

And made their faces stream with bloody gouts

To be swallowed there by loathsome worms and maggots.

Assembled on the beach of a wide river,

Usage makes them as eager to cross as they seem to be

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1

“All this shall be made known to you when we standOn the joyless beach of Acheron.” And

Cast down my eyes, sensing a reprimand

n what he said, and so walked at his siden silence and ashamed until we cameThrough the dead cavern to that sunless tide.

There, steering toward us in an ancient ferry0 Came an old man with white bush of hair,

Bellowing: “Woe to you depraved souls Bury

Here and forever all hope of Paradise: come to lead you to the other shore,nto eternal dark, into re and ice.

And you who are living yet, say begoneFrom these who are dead.” But when he saw me standAgainst his violence he began again:

“By other windings and by other steerageShall you cross to that other shore. Not here Not here

0 A lighter craft than mine must give you passage.”And my Guide to him: “Charon, bite back your spleen:This has been willed where what is willed must be,And is not yours to ask what it may mean.”

The steersman of that marsh of ruined souls, Who wore a wheel of ame around each eye,

Sti ed the rage that shook his woolly jowls.

But those unmanned and naked spirits thereTurned pale with fear and their teeth began to chatterAt sound of his crude bellow. n despair

100 They blasphemed God, their parents, their time on earth,The race of Adam, and the day and the hourAnd the place and the seed and the womb that gave them birth.

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1 0

Task 8 APPLYING WHAT YOU READ

n “Canto ” of “ nferno” by Dante, Charon tells the souls to “Bury here and forever all hope of Paradise.”

E plain your answer.

_________________________________________________________________________________________________________________________________________________________________________________________________________

Task 9 MAKING DEFINITIONS

e nitions are a core part of any dictionary. Writing basic de nitions requires skill, practice, and sometimes help.

Read the basic guidelines to follow when writing a de nition:

Is hope necessary

1.

the point. Clarity, brevity, and conciseness are better when writing

Avoid complicated terms Avoid terms that are more complicated or more technical than the

Stay away from jargon. Highly technical terms will most likely require

it says. Although there are cases that involve the use of a technical

Avoid circularity

Use different terms.

adjective from which they derive.

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Alphabetize the words.

Word

YOUR DISCOVERY TASK

Task 10 READ TO WRITE!

Aggressive Driving Should Be Avoided

Aggressive driving is a phenomenon, which has only recently got the public

driving as the “operation of a motor vehicle in a manner that endangers or is likely to endanger persons or property.” Actions such as running red lights, improper passing, overtaking on the left, improper lane change, failing to yield, improper turns, running

driving. Such actions are dangerous to other road users. Aggressive driving should be avoided because it causes crashes, injuries and fatalities.

What is anargumentative essay?

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1

The rst reason why aggressive driving should be avoided is it causes crashes. According to NHTSC, between percent e cessive speed and 100 percent improper passing of the cases of aggressive driving resulted in traf c crashes and 6 percent of the drivers cited for “following too closely” or tailgaiting caused crashes as a result of their aggressive driving. Moreover, “running red light,” “improper passing,” and “overtaking on the left” topped other categories of aggressive driving in contributing to traf c crashes.

Another reason why aggressive driving should be avoided is it causes injuries. NHTSC states that the percentages of the injuries caused by aggressive driving are, in almost all categories of aggressive driving, above 100 percent.

Aggressive driving also causes fatalities. “Overtaking on the left” appears to be the most important contributing factor in traf c fatalities as it relates to aggressive driving. “ mproper lane change,” “running stop sign,” and “running red light” rank second through four in terms of their contribution to traf c fatalities.

The above evidence shows that aggressive driving causes crash injuries and fatalities. Hence, aggressive driving should be avoided. Since the opening on the North-South Highway, the number of kilometers of roads in the country has increased by one percent while the number of vehicle miles driven has increased by percent. More cars and more drivers are also on the road leading to more aggressive drivers.

A. Reason Out!

n the bo provided below, give three reasons why aggressive driving should be avoided. Write your e planation opposite bo .

__________________________________ __________________________________ _________________________________________________

__________________________________ __________________________________ _________________________________________________

__________________________________ __________________________________ _________________________________________________

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1

B. I Saw the Sign!

With your group, create a friendly reminder / signage on motorists’ safety while driving. Write it in the bo .

Present the signage to the rest of the class.

What you just read is an e ample of an argumentative essay. To know more about it, read the following details.

An argumentative essay tries to change the reader’s mind by convincing the reader to agree with the writer’s point of view.

Characteristics of an Argumentative Essay

An argumentative essay attempts to be highly persuasive and logical. t usually assumes that the reader disagrees with the writer, but it should be noted that the reader is no less intelligent than the writer. Hence, an argumentative essay should be written objectively and logically.

An argumentative essay has the following characteristics: presents and e plains the issue or case gives reasons and supports these reasons to prove its point refutes proves wrong opposing arguments

Parts

1. IntroductionFirst is the introductory paragraph. t introduces the problem

and gives the background information needed for the argument and the thesis statement.

2. BodyThe body of the essay contains the reasons. Each paragraph

talks about one reason. The reason is included in the topic sentence and is supported by details or materials. These supporting materials can be e amples, statistics, personal e periences, or quotations.

3. ConclusionThe conclusion restates the main claim and gives one or two

general statements e actly summarize the arguments and support the main premise.

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Task 11 IDENTIFY AND CLASSIFY!

From the model argumentative essay, identify its parts by rewriting the essential

Aggressive Driving Should Be Avoided

Task 12 HAVE YOUR SAY!

A. 1. How do

your opinion cannot be wrong. The only way you can mess up is to poorly support your opinion.

questions of fact, value, and policy.

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1

B. Formulate your own Form ve groups then formulate your own claims of fact, policy, and

value based on your chosen topic from the list provided. Use the organizer below to present your claims.

Resolving Con ictsUnity in DiversityHarmonizing Relationship with OthersRecognizing nterpersonal ConvergenceBridging the Gap

Questions of Fact are those that ask you to answer whether or not something true

must construct paragraphs to support the facts.

Example:

Questions of Valuesomething. Here you are usually asked to choose between things, ideas, beliefs,

Example:

Questions of Policy

asks the writer to make a plan of action to solve some sort of problem. The

Example:

List of Topics

1. Resolving Con icts. Unity in Diversity. Harmonizing Relationship with Others. Recognizing nterpersonal Convergence. Bridging the Gap

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1

Performance Rubric

(5 points)Good

(4 points)Fair

(3 points)Poor

(2 points)Unacceptable

(1 point)

A perfect center of pitch, stress, juncture, and intonation are maintained ALL of the time in different situations. No tendency toward sharpening

A perfectcenter ofpitch, stress, juncture, and intonation aremaintainedMOST ofthe time in different situations.Studentstend to go

orin

registers orvocal“breaks.”

A perfectcenter ofpitch, stress, juncture, and intonationaremaintained

in different situations.Students tend to go

go

or

throughouttheir vocalrange attimes.

A perfectcenter ofpitch stress, juncture, and intonation aremaintained

in different situations.Student

or

consistentlywithsomemoments ofperfectpitch.

A perfect center ofpitch, stress, and juncturedoes NOToccur in different situations.Studentshave little sense ofintonation.

It’s your turn!

This time say the following statements correctly and determine if you are going to use a rising or a falling intonation.

or flatteningnotes.

1. t’s unbelievable. That’s great. Oh, sure will.. ou must be kidding. Really That’s good

6. Don’t worry, understand.. ou shouldn’t have.. think will.. eep it up

10. t’s okay.

sharp

sharp

sharp

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Task 14 NEWS WRITING AND REPORTING

NEWS

What makes a good news story?

Brainstorm the characteristics of a good news story with a

Key Components of a Good News Story

Attention-getting headline

Use of quotes

A strong summary

What makes a story newsworthy?

Some key elements when considering “newsworthiness” are: Timing

: The closer a story hits home, the more newsworthy it is. Prominence

Human Interest: Because these stories are based on emotional appeal, they are meant to be amusing or to generate empathy or other emotions. They often appear in special sections of the newspaper or at the end of the newscast as a “feel good” story or to draw attention to something particularly amusing, quirky, or off-beat.

A. News.. News… News…Bring a newspaper. With your partner, evaluate one article from the

newspaper if it contains the key components of a good story.

B. Write a NewsWith a partner, write a news story on that happened

paragraph or the lead.

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Title of the News

Lead

Other Details

Summary

Organize the information of your news story from the most important to the least. Then, rewrite the nal news story on a short bond paper.

Who is/are

involved

Whathappened

When did ithappen

Where did it happen

Why did it happen

How did it happen

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1 1

C. Report News

Tips on Presenting Your News

Use an introduction. Make sure these sentences are easy to understand and should be delivered no longer than 0 seconds.

Check if you are saying the names of people and places correctly. When you read your introduction, speak clearly and be enthusiastic. ou can emphasize important words by pausing before you say them or saying

them a little louder. Mark these words on your script so you won’t forget. Speak in a normal voice. ou don’t have to shout and you shouldn’t whisper. Stand or sit up straight. Be natural. Try not to move too much or it will distract

your audience. Practice with the camera and microphone to get used to what it feels like to

present news. Have fun

http://splashlive.abc.net.au/res/mtn/sr/w /TSS- .1.pdf

1. Practice to PolishWith a small group, practice reporting and presenting the news

. Follow the tips on presenting a news report.

2. Present Your NewsWith the rest of the class, present your news report with ease and con dence. Be guided with the rubrics on the ne t page for a successful news report presentation.

Note: The outstanding news presentation will be uploaded in ouTube.

What makes a story clear, audible, and understandable

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Oral News Report Rubric

Very Good Good Fair Poor

Topic Choice Topic is of high interest and educational value; teaches new ideas and information.

Topic is of interest to audience; teaches some new information.

Appropriate topic topic

Content Highly detailed; well organized; shows a strong understanding of the topic

Reports all the basic facts in an organized way

Reports some of the basic facts

reports few details, too brief, disorganized or confusing

Voice and Manner

Loud, clear, and

pauses; well prepared

Loud, clear, with some pauses to gather thoughts; seems well prepared; somewhat nervous

Varies from loud and clear to

understand; seems prepared; may have some nervous and distracting behavior

or understand; seems unprepared or has body movement

distracts listeners

Eye Contact Consistent eye contact with many members of the audience; rarely looks at notes

Eye contact mainly with the teacher or one member of the audience; occasionally refers to notes

Sometimes looks at the audience; often looks at notes or elsewhere

Little or no eye contact with the audience

On Time Ready on assigned date

One day late Two days late

Not ready until following week

Audience Listens attentively & participates in discussions

Listens and participates

Listens but doesn’t participate

listen nor participate in discussions

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1

MY TREASUREI like to see myself as a bridge builder, that is me building bridges between people, between races, between cultures, between politics, trying to nd common ground.

T. D. Jakes

Summing up what learned in my journey through this lesson:

learned that _____________________________________________________________

_____________________________________________________________

_____________________________________________________________

realized that

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

promise to _____________________________________________________________

_____________________________________________________________

_____________________________________________________________

http://www.brainyquote.com/quotes/quotes/t/tdjakes .html d Glhr

tcf Ar H.

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1 6

Imagineby: John Lennon

magine there’s no heaven t’s easy if you try No hell below us

Above us only 1. ________ magine all the people

Living for today

magine there’s no countries t isn’t hard to do

Nothing to kill or die for And no religion too

magine all the people Living life in . ________

ou may say ’m a . ________

But ’m not the only . ________ hope someday you’ll join us

And the . ________ will be as 6. _________

magine no possessions wonder if you can

No need for greed or . ________ A . ________ of man magine all the people

Sharing all the . ________

ou may say ’m a 10. ________ But ’m not the only 11. ________

hope someday you’ll join us And the 1 . ________ will live as 1 . ________

B. Check your answers with a partner while you listen to the song.C. Listen to the song for the second time and try to understand its message. Go

over the words with the whole class.D. Analyze the questions provided then answer them.

Imagineby John Lennon

magine there’s no heaven t’s easy if you try No hell below us

Above us only 1. ________ magine all the people

Living for today

magine there’s no countries t isn’t hard to do

Nothing to kill or die for And no religion too

magine all the people Living life in . ________

ou may say ’m a . ________

But ’m not the only . ________ hope someday you’ll join us

And the . ________ will be as 6. _________

magine no possessions wonder if you can

No need for greed or . ________ A . ________ of man magine all the people

Sharing all the . ________

ou may say ’m a 10. ________ But ’m not the only 11. ________

hope someday you’ll join us And the 1 . ________ will live as 1 . ________

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Questions Answer

E. With your group, interpret the message of the song through a painting or drawing. Make your output colorful and creative.

Task 3 READ TO LEADA. KWL

as the author’s?

6. What kind of world will it be if

on what you know and what you want to know about the topic.

K(What I know)

W(What I want to know)

L(What I learned)

B. What’s the Word?Supply the correct letters to complete the missing word based on the

1. I c belonging to the essential nature of a thingI c l c

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1

. I e very important

. h n r s regarded as belonging fundamentally to all persons

. e s rules of behavior based on ideas about what is morally good and bad

. p e an unfair feeling of dislike for a person or group because of race, se , religion, etc.

VALUES EDUCATION for HUMAN SOLIDARITY

First and foremost, human solidarity is founded on mutual respect of each other’s uniqueness, and a deep sense of appreciation of our common humanity - that we are individuals with intrinsic self-worth, and that we are sisters and brothers within one human family inhabiting planet EARTH, our home and our heritage.

While new trends, particularly globalization, link cultures ever more closely and enrich the interaction among them, they may also be detrimental to our cultural diversity and cultural pluralism. Thus, the need for mutual respect becomes all the more imperative. Dialogue between cultures appears to be one of the fundamental cultural and political challenges for the world today. t is an essential condition of peaceful coe istence nternational Conference on Cultural Policies for Development, Stockholm, Sweden, 1 .

Thus, “To learn how to avoid cultural diversity resulting to the clash of cultures but rather to intercultural harmony and peace,” is a challenge to us, peace educators Our Creative Diversity, de Cuellar’s World Commission on Culture and Development

Report to UNESCO, 1 .

One cannot underestimate the role of education for international and intercultural understanding, which consists not merely in knowing more about different peoples and their cultures - their geography, history, economy, government, value-systems - but more in understanding and gaining insight into the factors and motivations underlying their behavior and appreciating their cultural patterns, traditions, customs, values, and beliefs.

Human solidarity is likewise fostered by the realization and strengthening of the ties that bind us together in our common humanity: our human nature and the human condition, our common habitat and destiny, our universally-shared values.

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1

ndeed, there are ALUES which transcend the barriers of culture, race, gender, and creed; of social class, economic status, or political persuasions, because such values are rooted in our common humanity. They are our common treasures, our “birthright” They could form the core of a new global ethics .

The articulation of human rights has set for the modern world a “common standard of morality,” and an appreciation of individual moral claims that are regarded as “universal, inviolable and inalienable.” Antonio J. Ledesma, S.J. “Forging a Culture of Peace: Hope for Coming Generations, 1 . They are our basic human rights and fundamental freedoms: the worth and dignity of the human person, our innate human goodness, our capacity for love and compassion, the sacredness of our person and identity; the right to truth and justice, the freedom to choose and decide for oneself, to believe, to love and to act freely according to one’s values and convictions; freedom from ignorance, fear, prejudices poverty, cruelty and abuses; the right to peace, happiness and development.

“We have but one world, or none at all;” words from Jerry and Pat Mische, founders of GEA, Global Education Associates, when they came in the early 0s and founded the PCGE, Phil. Council for Global Education. can hear them now and feel their presence among many of us. Their messages of global solidarity, global spirituality, and our common humanity, our interconnectednesss and interrelationships with each other and with our planet Earth and beyond, reaching the future generations, shall remain with us forever. “We either work together to build the EARTH or perish together with it.” We have only one home, one body of waters, one atmosphere, one environment. We live under one sky. What happens in one place, affects all the rest.

“Humankind has for the rst time, the sophistication to build its future, not on the illusion of a one-sided, ill-conceived ideology, but on a set of universal values which we all share, even if their optimal balance differs from people to people, from religion to religion and from individual to individual, and when there is great respect for such differences de Cuellar, Creative Diversity, World Commission on Culture and Development Report to UNESCO, 1 .

This calls for a paradigm shift in our educational philosophy and practice. nstead of a rigid and compartmentalized knowledge-based curriculum, we should adopt a more holistic view of education which aims at the development of the faculties and powers of the whole person – cognitive, affective, emotional, aesthetic, volitional, behavioral; a teaching-learning approach which does not stop at knowledge and information at developing skills and competence, but proceeds to understanding and gaining insights, that educates the heart and the emotions and develops the ability to choose freely and to value, to make decisions and to translate knowledge and values into action. The heart of education is the education of the heart.

But by values education we do not mean merely teaching about values but rather learning how to value, how to bring knowledge into the deeper level of understandings and insights; into the affective realm of our feelings and emotions, our cherished choices and priorities into loving and appreciating, and how to internalize and translate them into our behavior. Truly, values education is a holistic process and a total learning e perience.

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symbolic. Solidarity has to be the order of the day: each of us must bear his own share of the general responsibility.” He continues to say: “We need a global ethics to guide us in solving global issues, in strengthening our global interdependence and solidarity.”

The issues have been raised and the challenges presented in many a forum, but our answers and our plans have yet to galvanize into a determined and collective

not in merely planning but in willing strongly TOGETHER that we can make things happen.

Accomplish the last column in the KWL chart. What did you learn after reading the

C. TWOgether!Work with a partner and list down the important words or phrases from

the speech that may be related to Human Solidarity.

Human Solidarity

Share your answer with the rest of the class.

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1 1

D. My Point of ViewWith your group, brainstorm and discuss about the important statements

included in the speech. Develop your chosen lines into a ve-sentence paragraph e pressing your belief and disbelief of the statement. Deliver the ve-sentence paragraph by group with conviction.

Task 4 I WANT A PIZZA!

What values and qualities must people possess to attain harmony and solidarity Discuss with a partner and write these values on the slices of the pizza.

E plain to the rest of the class why you came up with such values.

The world is our village.

TOGETHER we can make things happen.

We have but one world or none at all.

The heart of education is the education of the

heart.

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to

g

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So Roland blew his great horn Olifant. He gave one long blast. The veins stood out on his brow but he blew on and the sound of his horn echoed through the mountain pass and carried far away.

The great horn call reached Emperor Charlemagne and all his company. “Roland calls ” cried Charlemagne. “He must be in battle.” One of his nobles, the Duke of Nalmon, sighed deeply. “That horn, that long, long call, is blown by a brave but desperate man, with all his remaining strength,” he said grimly. “Count Roland must need our aid.”

The traitor Ganelon approached the Emperor and sneered. “ ou are growing old and childish, Roland is probably hunting and blowing to show his skill. No Saracen would dare ght him. Let us ride on. France is near.” “ ou are wrong,” said Namion. “ t is a call of agony.”

C h a r l e m a g n e believed Namion. He ordered his men to answer the call with trumphets, to tell Roland he was returning. His men prepared for battle then galloped back the way they had come eager to ght.

Charlemagne, convinced that Ganelon had betrayed Roland, ordered his master cook to guard Ganelon as he would a murderer. So, Ganelon was chained and put upon a packhorse in greatest dishonor, with cooks to guard him. The master cook, whose name was Besgun, took his post.

Meanwhile, Emperor Charlemagne and his men sped on their way to rescue Roland. There was anger in Charlemagne’s heart, anger and fear that he might be too late. He ordered his trumpetors to keep blowing still, so that Roland and his men might hear the blasts and be given hope.

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Count Roland was the last man left alive of all the valiant French who had held the pass against the Saracens. Soon, Emperor Charlemagne and the rest of the army would return, summoned by a mighty blast on Roland’s horn, but it would be too late. All they could do would be to bury the dead and mourn them and see that the traitor Ganelon was punished, for it was he who had betrayed Roland and his men to King Marsilion and his Saracen hosts.

Roland had thought himself alone

Saracens rushed by, and one he thought dead, rose up and tried to steal his sword. He felled him with his horn, smashing the rim.

Now Roland’s strength was at an end. He tried to shatter his great sword on a rock so that no-one else should use it, but failed. Falling down, he raised his battle glove to heaven and prayed. Then he fell back dead.

Too late the Emperor arrives on the

not one Frenchman was left alive. While Charlemagne stood in

men gathered around him, eager to avenge Roland.

“Look, my Lord,” cried Duke Damion, one of his nobles. “Beyond, there is a cloud of dust

us ride them down, showing them no mercy.” Charlemagne rode on.

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Task 6 UNDERSTANDING THE SONG OF ROLAND

A. Describe the following characters in the epic.

Roland Charlemagne Ganelon

B. Answer the following questions and discuss with a partner.1. What are the characteristics of the ideal knight according to “The Song of

Roland”. Why was Ganelon very angry at Roland . How do you feel about ing Charlemagne s he a wise king E plain.

Back in his palace, Marsilion lay dying, with his weeping queen beside him. Behind her were some of those warriors who had attacked the French, but failed to vanquish them. Outside were the broken Saracen survivors.

Charlemagne arrived in triumph, but treated Marsilion’s widow with great courtesy. Then he returned to France where Ganelon was tried. By law, if Ganelon could nd a champion who could defeat any challenger in single combat, he would be spared. One Pinabel agreed to help the traitor.

Count Thierry, a friend of Roland’s, challenged Pinabel and felled him with his lance. So Ganelon paid the penalty for his crimes. Then Charlemagne set off for the wars again, but without Roland, who now belonged to legend and song.

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C. Reader’s Response

Think of a time when you, like Roland, were reluctant to ask for help as he durin the attack. hat part did pride play in your hesitancy

ou re ret not turnin to someone for helphare this e perience with your roup.

Task 7 Understanding the Theme

The theme of a work of literature is the insight it gives into life. “The Song of Roland” may be considered an epic deals with the theme of betrayal. Within the con nes of medieval society, betrayal of one’s lord or vassal was considered the greatest violation of the feudal code.

With your group, think of a situation betrayal in our society. discuss with your group the best solution for this, emphasizing how to build ties. Present this through a short dramatization.

Rubricsessage cting ialogue

Teamwork _______

YOUR DISCOVERY TASK

ave you e perienced presenting an argument Was it successfulHere are some techniques on how to develop your argument.

Developing an Argument

When you develop your argument, you are con rming your own position and building your case. Use empirical evidence, such as facts and statistics to support your claims. Appeal to your audience’s rational and logical thinking. Argue using your evidence and research.

our list of strengths and weaknesses can help you develop your argument.

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Techniques on Appealing to Your Readers

The success of your argument depends on your skill in convincing your reader through sound reasoning, persuasion, and evidence. There are three fundamental types of appeal in presenting an argument: reason, ethics, and emotion.

Write Your Conclusion

our conclusion should state your conviction strongly. Review your main points and tell your audience what action you would like them to take; address and resolve the main points in your introduction.

Basic Components of an Argument

The claim typically answers the question: “What do think ”The reasons typically answer the question: “Why do think so ”The evidence typically answers the question: “How do know this is the case ”

Suggested Organi ation for a Classic Argument

1. Introduction: Give the conte t and background of your issue. stablish the style, tone, and signi cance of your issue.

2. State Your Case: Clarify your issue here. Give any necessary background for understanding the issues. De ne important terms or conditions here.

3. Proposition: State your central proposition. Be sure that your hook presents an issue that is open to debate. Present the subtopics or supportive points to forecast your argument for your reader.

4. Refutation: Analyze the opposition’s argument and summarize it; refute or address the points; point out faulty reasoning and inappropriate appeals.

5. Substantiation and Proof: Present and develop your own case. Carefully plan your disclosure; avoid logical fallacies. Rely primarily on reasoning for your appeal and use emotional appeals carefully; use e amples, facts, e perts, and statistics. Develop your argument using the appropriate prose strategy, e.g., causal analysis, comparison, analogies, or de nitions.

6. Conclusion: Conclude with conviction. Review your main points and state your claims strongly. Make a strong plea for action, or invite your readers to refute your argument.

http://www.umuc.edu/writingcenter/onlineguide/chapter - .cfm

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Task 8 GIVE YOUR STAND!

With your group, present an argument on this issue. ollow the tips given.

YOUR FINAL TASK

Task 9 SAY YOUR PIECE!

A. Speak up!There are times when we are asked to say a few words about a

topic we have no intention of speaking about. Has this ever happened to you

Here are some tips you can use the ne t time you are called to speak e temporaneously or to make an impromptu speech.

1. Decide quickly what your one message will be.. Do not try to memorize what you will say.. Start off strong and with con dence. . Decide on your transitions from one point to the other. . Maintain eye contact with the audience.

6. Occasionally throw in an off-the-cuff remark. . Finally, have a good conclusion.

B. YouTube Sensation!With your group, watch a sample of impromptu or e temporaneous speeches in ouTube. Take note of what makes the speaker deliver his/her speech well.

Here are some of the websites:

http://www.youtube.com/watch v Vp gBmjsH

http://www.youtube.com/watch v GfukDMuhd

http://www.youtube.com/watch v bh6 vg_r U

, derived from a Latin phrase meaning “in readiness,” is applied to a speech given, a poem recited, or a song sung without advance notice or warning.

is especially applied to an unmemorized speech given from notes or an outline.

s global solidarity possible

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Below is a checklist for a well-delivered speech. Check ES if you observed it in the video and NO if not.

OBSERVATION YES NO1. The speaker showed con dence.. The speaker maintained good posture and eye contact.. The speaker conveyed his/her ideas well.. The speaker gave an interesting introduction.. The speaker gave a good conclusion.

6. The speaker used facial e pressions and proper gestures.. The speaker had good pronunciation and maintained a well-

modulated voice.

C. Stand and Deliver!

Choose one quote given by famous authors and deliver a ve-minute e temporaneous speech. Follow the tips given to deliver your speech successfully.

“Let’s create an integrated global community where we have shared bene ts and res onsibilities and we don’t ght because o our di erences

- Bill Clinton

“When we have inner peace, we can be at peace with those around us. When our community is in a state of peace, it can share that peace with neighboring communities.”

- The Dalai Lama

“We have all known the long loneliness and we have learned that the only solution is love and that love comes with community.”

- Dorothy Day

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“With all my heart believe that the world’s present system of sovereign nations can only lead to barbarism, war and inhumanity, and that only world law can assure progress towards a civilized peaceful community.” - Albert Einstein

E temporaneous Evaluation Rubrics

Fair(1 point)

Good(2 points)

Very Good(3 points)

E cellent (4 points)

Points

Topic Topic is too challenging or too easy for speaker’s age and skill level.

Topic could be more challenging for speaker’s age and skill level.

Topic is appropriate for speaker’s age and skill level.

Topic is challenging for speaker’s age and skill level.

Subject Knowledge and Coverage

Not enough information is presented to judge speaker’s knowledge.

Adequate knowledge of subject is demonstrated.

n-depth knowledge of subject is demonstrated.

.

Full subject knowledge more than

required .

Organization Speech is unorganized.

Speech follows a logical progression.

Speech shows skill and creativity in organization.

Speech shows a strong structure

enhances effect of speech.

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Voice Volume, pronunciation, or vocal variation need improvement.

Voice and language are adequate for the delivery of the speech.

Voice and language are skillful and effective.

Volume, tone, timing, in ection, and language are used to enhance speech.

Manner and Appearance

Appearance, body language, or gestures need improvement.

Appearance and mannerisms are appropriate.

Appearance and mannerisms are presented with businesslike conduct and style.

Appearance and mannerisms are presented with a professional demeanor and personal style.

Closing Closing is missing or unclear.

Closing is clear and organized.

Closing is well organized and effective.

Closing is creative and contributes to a uni ed and cohesive presentation.

Effectiveness More practice is needed to maintain audience interest.

Audience interest is maintained.

Effort is shown to enhance audience interest and involvement.

Multiple techniques are used to artfully and successfully create audience interest.

Comments: ___________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

Scoring: Total Points:_______

1 - Points – Gold

11-1 Points – Blue

Below 10 Points - Red

1 points minimum to advance to ne t level / competition

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MY TREASURE

Underneath We’re All the Same

He prayed it wasn’t my religion.

He ate it wasn’t what I ate.

He spoke it wasn’t my language.

He dressed it wasn’t what I wore.

He took my hand it wasn’t the color of mine. But when he laughed it was how I laughed, and

When he cried it was how I cried.

Amy Maddo , I6 years old Franklin Community H.S. Spring. 1

– Maya Angelou

Make a pledge by completing the statement below.

My Resolution

n the past, have been intolerant of other people’s _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Now that have learned the value of tolerance, will become _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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LESSON 3

YOUR JOURNEY

“We cannot be more sensitive to pleasure without being more sensitive to pain.” – Alan Watts

Being sensitive to others means understanding their joy, their pain, their situation, and where they are coming from. The test of our sensitivity then is when we understand other people without bias or prejudice. Let the activities here help you develop a caring attitude for others.

This week’s lesson tells about one man’s undying devotion to his muse and other historical trivia during the age of rebirth – the Renaissance. Our featured literary piece is a poem rich in poetic elements. ou will also get the chance to understand more about bias that thrives in our society. Using correct grammar in making de nitions and acknowledging citations in preparing a bibliography will help you effectively deliver an impromptu speech at the end of the lesson.

YOUR OBJECTIVES

For this lesson, here are the objectives to help you as you go through the different activities.

scan for needed information evaluate listening te ts in terms of accuracy, validity, adequacy, and relevance detect bias and prejudice in the material viewed give technical and operational de nitions e plain how the elements speci c to a genre contribute to the theme of a

particular literary selection e plain the literary devices used use the correct sound of English when delivering impromptu speech use words and e pressions that af rm or negate acknowledge citations by preparing a bibliography

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YOUR INITIAL TASKS

Let’s begin your lesson by working on the activities provided here.

Task 1 PICTURES TALK

Look at the photos below. What do they reveal about men, women, and children Write your answers in your notebook.

A.

B.

C.

1. With your partner, describe each picture. What do they reveal about men and women

. Should women always be p as doing household chores and men warriors Why

Task 2 MIND YOUR WORD

Find out the message conveyed by the comic strip and be ready to share your ideas in class.

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Discussion Points:

1. What is the character in the comic strip prejudiced/biased for against . What could be the reason for the prejudice/bias. s it right to have prejudices or biases. Can you think of words that you could associate with prejudice/bias Write

them in the word web below.

Task 3 WATCH THAT LABEL

A. Here’s a video featuring a Filipina actress who claims that it’s not right to put a label on anyone. Watch it and nd out the label attached to her.

www.youtube.com/watch v svcKfq E

1. What is the “label” attached to the woman in the video. Do you agree with what the woman said Why. When you put a “label” on someone, are you also being biased E plain.. What advice would you give to the woman in the video. What comments do you hear from other people about women in the same

situation as the actress How should you react to them

B. Have you heard and seen e amples of bias around you Fill out the table below for more e amples of bias and prejudice you have e perienced around you. Work on it with your partner. n the second column write e amples of advertisements and in the last column write the bias found in each e ample.

E amples Biased onAdvertisements

C. Can biases be avoided How _______________________________________________________________________________________________________________________________________________________________________________________

Prejudice Bias

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Task 4 BIAS DETECTIVES

Source: http://www.sadker.org/curricularbias.htmlAccording to a group of researchers there are Seven Forms of Bias in nstructional Materials.They are as follows:

1. nvisibility: What ou Don’t See Makes a Lasting mpression

The most fundamental and oldest form of bias in instructional materials is the complete or relative e clusion of a group. With an attempt for inclusion after 1 60, many of today’s te tbooks are improved, but far from perfect. Women, those with disabilities, gays, and homose uals continue to be missing from many of today’s te ts.

. Stereotyping: Shortcuts to Bigotry

Perhaps the most familiar form of bias is the stereotype, which assigns a rigid set of characteristics to all members of a group, at the cost of individual attributes and differences. While stereotypes can be positive, they are more often negative. Some typical stereotypes include: Men portrayed as assertive and successful in their jobs, but rarely discussed as husbands or fathers omen as caregivers.

. mbalance and Selectivity: A Tale Half Told

Curriculum may perpetuate bias by presenting only one interpretation of an issue, situation, or group of people. Such accounts simplify and distort comple issues by omitting different perspectives.

A te t reports that women were “given” the vote, but does not discuss the work, sacri ces, and even physical abuse suffered by the leaders of the suffrage movement that “won” the vote. Literature is drawn primarily from western, male authors. Math and Science courses typically reference European discoveries and formulas.

. Unreality: Rose olored Glasses

Many researchers have noted the tendency of instructional materials to gloss over unpleasant facts and events in our history. Another e ample is the notion that technology will solve persistent social problems.

. Fragmentation and solation: The Parts Are Less than the Whole

Fragmentation emerges when a group is physically or visually isolated in the te t. Often, racial and ethnic group members are depicted as interacting only with persons like themselves, isolated from other cultural communities. While this form of bias may be less damaging than omission or stereotypes, fragmentation and isolation present nondominant groups as peripheral members of society.

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6. Linguistic Bias: Words Count

Language can be a powerful conveyor of bias, in both blatant and subtle forms. Linguistic bias can impact race/ethnicity, gender, accents, age, dis ability, and se ual orientation. Such words as forefathers, mankind, and businessman serve to deny the contributions even the e istence of females.

. Cosmetic Bias: “Shiny” covers

The relatively new cosmetic bias suggests that a te t is bias free, but beyond the attractive covers, photos, or posters, bias persists. An e ample is a science te tbook that features a glossy pullout of female scientists but includes precious little narrative o the scienti c contributions of women. Pretend that you are a group of detectives. Using the seven forms of bias discussed here, review your school’s English reference books/te tbooks and identify if it has any of those forms of biases. Write the title of the book and put a check form of bias you discovered in the book s .

Title of the Book

nvisibility Stereo-typing Selectivity Unreality Fragmentation Linguistic

BiasCosmetic Bias

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This time, suggest ways on how to avoid these biases in your English te tbook.

______________________________________________________________________________________________________________________________________________________________________________________

YOUR TEXT

Task 5 LOVE IS EVERYWHERE

A. Being sensitive to others is one way of showing love and concern. Whose love story do you consider special and worth emulating Here are photos from some romantic lms. Match the description of the characters in the movie to the photos.

Danielle, the only daughter of a deceased French nobleman, is made a servant by her stepmother. She also has two stepsisters, one quite kind but the other one really terrible. Still, Danielle grows up to be a happy and strong-willed young lady, and one day her path crosses that of handsome Prince Henry, who in love with her. Despite some troubles, Danielle and the Prince end up together with the help of the nice Leonardo da Vinci.

Rebellious high school student Landon Carter is threatened with e pulsion unless he performs in the drama club’s spring musical. At this function, he is forced to interact with quiet Jamie Sullivan who has helped him with his lines. During the play, Jamie surprises Landon and the entire audience with her beauty and voice. While their friendship and admiration for each other grows deeper, Jamie’s cancer gets worse.

n 1 1 Southampton, 1 -year-old rst-class passenger Rose DeWitt Bukater who is engaged to be married against her will plans to jump off the ship. Jack Dawson, a penniless artist, convinces her not to. This incident started their friendship which later on develops into a love affair.

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B. Can you name other movies that speak of great love

Girls, when a man courts you , how would you want him to do it

Boys, how do you plan to win the heart of your ladylove someday

List down what you dream of in a courtship.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Read about the courtship during the middle ages. Compare it with your “ideal” courtship.

Chivalry and Romantic Ideals (Middle Ages, 1100-1500)

' which ladies' hearts was their ultimate goal.

Wealthy knights won women’s hands through brave deeds, while the poets won them over through their use of words and songs. These ideas were inspired by “courtly

desire, and the ennobling power of love.

When one is in love, one has the tendency to be biased. Name an incident in which you did something in the name of love._____________________________________________________________

_____________________________________________________________

Laura through a collection of poems called “Canzoniere.” The English called him the

This was also the time when people were starting to re their relationship with God and other men and women brought about by the rediscovery of the classics. This period is called the Rebirth or the Renaissance.

Inan Italian poet named Francesco Petrarch celebrated his love for his muse —

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Here are poems from Petrarch’s Canzoniere. Read enjoy the rhyme and rhythm, and discover the message of each poem.

Before you start reading, think about this: How would you describe someone you are passionately in love with

LAURA

Translated by Morris Bishop

She used to let her golden hair y free

For the wind to toy and tangle and molest;

Her eyes were brighter than the radiant west.

Seldom they shine so now. used to see

Pity look out of those deep eyes on me.

“ t was false pity,” you would now protest

had love’s tinder heaped within my breast;

What wonder that the ame burned furiously

She did not walk in any mortal way,

But with angelic progress; when she spoke,

Unearthly voices sang in unison.

She seemed divine among the dreary folk

Of earth. ou say she is not so today

Well, though the bow’s unbent, the wound bleeds on.

The White Doe

Translated by Anna Maria Armi

A pure-white doe in an emerald glade

Appeared to me, with two antlers of gold,

Between two streams, under a laurel’s shade,

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1

At sunrise, in the season’s bitter cold.

Her sight was so suavely merciless

That left work to follow her at leisure,

Like the miser who looking for his treasure

Sweetens with that delight his bitterness.

Around her lovely neck “Do not touch me,”

Was written with topa and diamond stone,

“My Caesar’s will has been to make me free.”

Already toward noon had climbed the sun,

My weary eyes were not sated to see,

When fell in the stream and she was gone.

Spring

Translated by Morris Bishop

Zephyr returns, and scatters everywhere

New owers and grass, and company does bring,

Procne and Philomel, in sweet despair,

And all the tender colors of the Spring.

Never were elds so glad, nor skies so fair,

And Jove e ults in Venus prospering.

Love is in all the water, earth and air,

And love possesses every living thing.

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But to me only heavy sighs return

For her who carried in her little hand

My heart’s key to her heavenly sojourn,

The birds sing loud above the owering land;

Ladies are gracious now – Where deserts burn

The beasts still prowl on the ungreening sand.

Task 6 THINK ABOUT THE POEMS

n your group, answer the questions about the three poems.

Laura1. n the poem “Laura,” how was Laura described by the speaker

. n Laura’s “present and past,” what are the common details the speaker remembers about Laura

. How does Laura seem to have changed

. Though years passed, what aspects in the poem “Laura” remain unchanged

The White Doe1. What details in the “The White Doe” tell about time and season. What is a doe. How is the doe described in the poem. To whom is the “white doe” compared in the poem. What emotion does the last stanza evoke in you

Spring1. “Spring” is written after Laura’s death. What does the speaker emphasize

about spring. What makes the speaker describe differently the springtime scene. What does the ending of the poem reveal about the speaker. Who is referred to in the three poems. Petrarch was a fourteenth-century writer. n his poems, what are the

situations or feelings that you could relate to On the other hand, in what ways are the situations or feelings in the poem outdated

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1

Task 7 FIGURE OUT THE MEANING

Understand the poem better by analyzing the language of poetry. Think about the answers to the following questions rst. Then, with a partner, discuss your answers before sharing it with the whole group.

1. What image/s did Petrarch use to compare Laura . How did Petrarch describe his feelings when Laura died. What kind of language is used by poets and writers in describing persons

or their feelings dramatically. What is the meaning and effect of the following lines found in the poems:

“sweet despair” Spring and “suavely merciless” The White Doe . n addition, how does the meaning of “suavely merciless” connect with lines to of the poem “The White Doe”

. What kind of language is used by poets and writers in forming contradiction that often e presses con icting feelings

6. What kind of poem are Petrarch’s three poems

Task 8 SOUND THE SONNET

A. Go through the poem “The White Doe” again. This time focus on the structure of the poem. Poems are said to have rhyme and rhythm. Let’s nd out the rhyme scheme of this poem.

The White Doe

Translated by Anna Maria Armi

A pure-white doe in an emerald glade

Appeared to me, with two antlers of gold,

Between two streams, under a laurel’s shade,

At sunrise, in the season’s bitter cold.

Her sight was so suavely merciless

That left work to follow her at leisure,

Like the miser who looking for his treasure

Sweetens with that delight his bitterness.

a

b

a

b

c

d

d

c

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1

1. How many lines are there in the poem. How many lines are there in the rst two stanzas. How about in the third and fourth stanzas, how many lines are there. Study the rhyme scheme. What is the basis of the rhyme scheme . How does rhyme and rhythm contribute to the message of the poem

B. Here are sonnets by Petrarch and Shakespeare, respectively. dentify the rhyme schemes of each sonnet and compare and contrast them with each other.

Around her lovely neck “Do not touch me”

Was written with topa and diamond stone,

“My Caesar’s will has been to make me free.”

Already toward noon had climbed the sun,

My weary eyes were not sated to see,

When fell in the stream and she was gone.

e

f

e

f

e

f

Spring

Translated by Morris Bishop

Zephyr returns, and scatters everywhere

New owers and grass, and company does bring,

Procne and Philomel, in sweet despair,

And all the tender colors of the Spring.

Never were elds so glad, nor skies so fair,

And Jove e ults in Venus prospering.

Love is in all the water, earth and air,

And love possesses every living thing.

But to me only heavy sighs return

For her who carried in her little hand

My heart’s key to her heavenly sojourn,

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The birds sing loud above the owering land;

Ladies are gracious now – where deserts burn

The beasts still prowl on the ungreening sand.Sonnet XVIII

William Shakespeare

Shall compare thee to a summer’s day

Thou art more lovely and more temperate:

Rough winds do shake the darling buds of May,

And summer’s lease hath all too short a date:

Sometime too hot the eye of heaven shines,

And often is his gold comple ion dimmed,

And every fair from fair sometime declines,

By chance, or nature’s changing course untrimmed:

But thy eternal summer shall not fade,

Nor lose possession of that fair thou ow’st,

Nor shall death brag thou wander’st in his shade,

When in eternal lines to time thou grow’st,

So long as men can breathe, or eyes can see,

So long lives this, and this gives life to thee.

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Task 9 DISTINCT SONNETS

ou have read e amples of one type of lyric poem – the sonnet. After reading the two poems, what similarities and differences did you notice

Petrarchan

Shakespearean

Discussion Points:

1. How does the rhyme scheme in Petrarch’s sonnet differ from Shakespeare’s. What does the rhyme scheme do in the sonnet. Do the words that rhyme in the sonnet relate to the theme of the poem

How. Aside from sonnets, where else can we use the “rhyme scheme”

Task 10 TICKLE YOUR FANCY

magine how Petrarch’s Laura was like. n your group, work on the task that will be assigned by your teacher.

Group 1 - Based on Petrarch’s description of Laura, draw her image on short bond paper with a dedication addressed to Petrarch.

Group - Choose a song that best describes the love Petrarch has for Laura.

Group - Prepare and perform a “rap” intended for courtship.

Group - Pretend you are Petrarch with undying love for Laura and write a love letter to her.

Group - Deliver a short speech addressed to your beloved who has died without saying farewell to you.

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YOUR DISCOVERY TASKS

Task 11 LISTEN TO A POINT

Listen as your teacher reads a report from http://www.rappler.com/move-ph/ 1 -ph-male-female-inequalities accessed on July 01 about male and female equalities in the country. Take note of information that will help you decide whether the news report is valid, accurate, relevant, and with adequate information.

Let’s talk about the news article you just listened to.

1. What is the news article about. What is the source of the news s it a valid source. What data about male and female equality in health and survival, education,

economic participation, and politics were mentioned. Will you consider this news accurate Why. How important is this news to your life

6. Does the article have all the necessary details that you would need to be well informed on the issue What other data do you need

Task 12 AGREE OR DISAGREE

Listen to news articles that will be read by your teacher. On the space provided, write your response to the article. Write the word agree if you think the article is valid, accurate, reliable, and with adequate information, and disagree if you think otherwise.

______________________________

What made you decide on your answers How do you de ne: valid, reliable, accurate, and adequate

________________________________________________________

________________________________________________________

________________________________________________________

Task 13 READ FOR INFO

Scan the given te ts and advertisement. Based on your working de nition, decide whether or not the content of the article or advertisement is valid, accurate, relevant and with adequate information. Copy the column in your notebook and put a check under the column heading that corresponds to your answer. Support your answer with proof from the given articles/advertisement.

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ART CLES Valid Accurate RelevantWith

Adequate nformation

01 Manila Social Good Summit

The Social Good Summit is an annual, global event that brings together movers and shakers to discuss how technology and social media can be used for social good. For 01 , the summit focused on how to use social media to help prepare for, respond to, and minimize the impact of disasters. Listed below are key content from the summit:

http://www.rappler.com/move-ph/ 1 -ph-male-female-inequalities

ART CLES Valid Accurate RelevantWith

Adequate nformation

The 00 National Demographic and Health Survey NDHS revealed that one in ve women aged 1 -

has e perienced physical violence since age 1 ; 1 . of married women e perienced physical from their husbands; and than one-third of separated or widowed women have e perienced physical violence, implying that domestic violence could be the reason for separation or annulment.

http://pcw.gov.ph/statistics/ 01 0 /statistics-violence-against- lipino-women

E plain your answer.

E plain your answer.

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Valid Accurate Relevant Adequate

Discussion Points:

1. What information did you get from the given articles and advertisement. Do they give enough information on the topic. What makes an article or an advertisement adequate, valid, accurate, and

reliable

Task 14 DEFINE THOSE WORDS!A. ou were able to give reasons for deciding whether an article has valid,

accurate, reliable, and adequate information. Based on your answers to the previous tasks, how do you de ne those terms With a partner,by completing the sentences below:

1. An article is valid when it _____________________________________________________________________________________________________________________________________________________________

. Reliability of the article’s content means ___________________________ ______________________________________________________________________________________________________________________

. We can say that what we read is accurate when______________________ ______________________________________________________________________________________________________________________

. Adequate information calls for ________________________________________________________________________________________________________________________________________________________

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B. ou did well in de ning terms like valid, accurate, reliable, and adequate. What helped you in de ning them Let’s try looking at these e amples and nd out how else we can write sentences that de ne.

1. The government has passed Republic Act 10 Magna Carta for Women to af rm the role of women in nation building and to ensure the substantive equality of women and men.

. “Discrimination Against Women” refers to any gender-based distinction, e clusion, or restriction which has the effect or purpose of impairing or nullifying the recognition, enjoyment, or e ercise by women, irrespective of their marital status, on a basis of equality of men and women, of human rights and fundamental freedoms in the political, economic, social, cultural, civil, or any other eld.

http://www.chanrobles.com/republicacts/republicactno 10.php

. As de ned in Republic Act 610, Child Abuse refers to the maltreatment, whether habitual or not, of the child which includes any of the following:

1 Psychological and physical buse, neglect, cruelty, se ual abuse, and emotional maltreatment;

Any act by deeds or words which debases, degrades, or demeans the intrinsic worth and dignity of a child as a human being;

Unreasonable deprivation of his basic needs for survival, such as food and shelter; or

Failure to immediately give medical treatment to an injured child resulting in serious impairment of his growth and development or in his permanent incapacity or death.

http://www.lawphil.net/statutes/repacts/ra1 /ra_ 610_1 .html

Discussion Points:

1. What are the ways to de ne a term within a sentence. What are helpful tips in making de nitions. How can your skill in making de nitions help you in preparing a technical

paper or when preparing for an oral argument

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C. This time, give either the operation or technical de nition of each of the following terms and concepts. ou may use the nternet or your books for the de nitions. Be sure to include your source.

Words to Be De ned Operational De nition

Technical De nition Source

LovePopulationGlobal WarmingGovernment Revenues

Task 15 BRING IN THE SOURCE

A. Whether in speaking or in writing, you need to cite your source when stating facts. At the end of the quarter, you will present an argumentative speech and it’s important that you build your argument with facts and support all your claims with accurate, reliable, valid, and adequate facts. But how do you make attributions and recognize your source on paper Work on the e ercises that follow to know more about citing your sources.

1. Go over Task 11. Copy the nternet website found in the two items de ned. Before the nternet website address or the URL, write rst the topic and after the URL, write the date when the material was accessed.

________________,_________________________, ___________

Title of the topic website address or URL date

. Why is it important to acknowledge the source in your speech or in your paper

B. Here are some more reminders in constructing simple bibliography for different types of materials. Each entry should end with a period. talics may be substituted by underlining. The nal document should be double spaced and in alphabetical order by

the rst word of the entry. There are several formats for a paper particularly for the bibliography.

Formats differ depending on the purpose. Go over the sample types of bibliography and distinguish one from the other.

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1. Below are standard formats and e amples for basic bibliographic information recommended by the American Psychological Association (APA). For more information on the APA format, see http://www.apastyle.org.

Format E amples

Format E amples

Books Author’s last name, rst initial. Publication

date . Book title. Additional information. City of publication: Publishing company.

Allen, T. 1 . Vanishing Wildlife of North America. Washington, D.C.: National Geographic Society.

Boorstin, D. 1 . The creators: A History of the Heroes of the Imagination. New ork: Random House.

Encyclopedia & Dictionary

Author’s last name, rst initial. Date .

Title of Article. Title of Encyclopedia Volume, pages . City of publication: Publishing company.

Bergmann, P. G. 1 . Relativity. In The New Encyclopedia Britannica Vol. 6, pp. 01- 0 . Chicago: Encyclopedia Britannica.

Merriam-Webster’s Collegiate Dictionary 10th ed. . 1 . Spring eld, MA: Merriam-Webster.

Pettingill, O. S., Jr. 1 0 . Falcon and Falconry. World Book Encyclopedia. pp. 1 0-1 . Chicago: World Book.

Magazine & N e w s p a p e r Articles

Author’s last name, rst initial. Publication date . Article title. Periodical title, volume number (issue number if available), inclusive pages. Note: Do not enclose the title in quotation marks. Put a period after the title. f a periodical includes a volume number, italicize it and then give the page range in regular type without “pp.”. f the periodical does not

use volume numbers, as in newspapers, use p. or pp. for page numbers. Note: Unlike other periodicals, p. or pp. precedes page numbers for a newspaper reference in APA style.

Harlow, H. F. 1 . Fundamentals for preparing psychology journal articles. Journal of Comparative and Physiological Psychology, 55, -

6.

Henry, W. A., . 1 0, April . Making the grade in today’s schools. Time, 135, - 1.

Kalette, D. 1 6, July 1 . California town counts town to big quake. USA Today, 9, p. A1.

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Website or Webpage

Online periodical: Author’s name. Date of publication . Title of article. Title of Periodical, volume number, Retrieved month day, year, from full URL

Online document: Author’s name. Date of publication . Title of work. Retrieved month day, year, from full URL Note: When citing nternet sources, refer to the speci c website document. f a document is undated, use “n.d.” for no date immediately

after the document title. Break a lengthy URL that goes to another line after a slash or before a period. Continually check your references to online documents. There is no period following a URL. Note: f you cannot nd some of this information, cite what is available.

Note: f a document is contained within a large and comple website such as that for a

university or a government agency , identify the host organization and the relevant program or department before giving the URL for the document itself. Precede the URL with a colon.

Devitt, T. 001, August . Lightning injures four at music festival. The Why? Files. Retrieved January

, 00 , from http://why les.org/1 lightning/inde .html

Dove, R. 1 . Lady freedom among us. The Electronic Text Center. Retrieved June 1 , 1 , from Alderman Library, University of Virginia website: http://ete t.lib.virginia.edu/subjects/afam.html

Fredrickson, B. L. 000, March . Cultivating positive emotions

to optimize health and well-being. Prevention & Treatment, , Article 0001a. Retrieved November 0, 000, from http://journals.apa.org/

prevention/volume /pre00 0001a.html

GVU’s 8th WWW user survey. n.d. . Retrieved August , 000, from http://www.cc.gatech.edu/gvu/usersurveys/survey1 -10/

Health Canada. 00 , February . The Safety of Genetically Modi ed Food Crops. Retrieved March , 00 , from http://www.hc-sc.gc.ca/english/protection/biologics_genetics/gen_mod_foods/genmodebk.html

Source: http://www.sciencebuddies.org/science-fair projects/project_apa_format_e amples.shtml

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. Another style in writing bibliography is the Modern Language Association (MLA) style. According to Purdue Online Writing Lab, it is most commonly used to write papers and cite sources within the liberal arts and humanities. Purdue OWL has an update to re ect the MLA Handbook for Writers of Research Papers th ed. and the MLA Style Manual and Guide to Scholarly Publishing rd ed. , which offers e amples for the general format of MLA research papers, in-te t citations, endnotes/footnotes, and the Works Cited page.

Here are some e amples:

1. “Blueprint Lays Out Clear Path for Climate Action.” Environmental Defense Fund, May 00 . Web. May 00 .

. Clinton, Bill. nterview by Andrew C. Revkin. “Clinton on Climate Change.” New ork Times, May 00 . Web. May 00 .

. Dean, Cornelia. “E ecutive on a Mission: Saving the Planet.” New ork Times, May 00 . Web. May 00 .

. Ebert, Roger. “An nconvenient Truth.” Rev. of An Inconvenient Truth, Dir. Davis Guggenheim. rogerebert.com. Sun-Times News Group, June 006. Web. May 00 .

. GlobalWarming.org. Cooler Heads Coalition, 00 . Web. May 00 .

6. Gowdy, John. “Avoiding Self-organized E tinction: Toward a Co-evolutionary Economics of Sustainability.” International Journal of Sustainable Development and World Ecology 1 .1 00 : - 6. Print.

. An Inconvenient Truth. Dir. Davis Guggenheim. Perf. Al Gore, Billy West. Paramount, 006. DVD.

. Lerou , Marcel. Global Warming: Myth or Reality?: The Erring Ways of Climatology. New ork: Springer, 00 . Print.

. Milken, Michael, Gary Becker, Myron Scholes, and Daniel Kahneman. “On Global Warming and Financial mbalances.” New Perspectives Quarterly . 006 : 6 . Print.

10. Nordhaus, William D. “After Kyoto: Alternative Mechanisms to Control Global Warming.” American Economic Review 6. 006 : 1- . Print.

Discussion Points:

1. What is APA MLA. How are bibliographies written. How is APA different from MLA. Which style is predominantly used research

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C. With your partner, go through the bibliography page of your English LM. List down at least one work cited/bibliography from a book, nternet, magazine, or encyclopedia. Copy in your notebook and identify whether the entries are in APA or MLA format. Share your answers the class.

____________________________________________________________________________________________________________________________________________

D. When you research and get notes from your source, you are annotating. An annotation is a comment e planation attached to a te t, image, or other data. Often, annotations refer to a speci c part of the original data.

Annotation format differs depending on the styles: APA, MLA, or Chicago that an author may opt to use.

Sample APA AnnotationEhrenreich, B. 001 . Nickel and dime: On (not) getting by in America. New ork: Henry Holt and Company.

n this book of non ction based on the journalist’s e periential research, Ehrenreich attempts to ascertain whether it is currently possible for an individual to live on minimum wage in America. Taking jobs as a waitress, a maid in a cleaning service, and a Walmart sales employee, the author summarizes and re ects on her work, her relationships with fellow workers, and her nancial struggles in each situation.

An e perienced journalist, Ehrenreich is aware of the limitations of her e periment and the ethical implications of her e periential research tactics and re ects on these issues in the te t. The author is forthcoming about her methods and supplements her e periences with scholarly research on her places of employment, the economy, and the rising cost of living in America. Ehrenreich’s project is timely, descriptive, and well researched.

The APA annotation summarizes and assesses the book in the citation. The rst paragraph provides a brief summary of the author’s project in the book, covering

the main points of the work. The second paragraph points out the project’s strengths and evaluates its methods and presentation. This particular annotation does not re ect on the source’s potential importance or usefulness for this person’s own research.For information on formatting APA citations, see APA Formatting and Style Guide.

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Sample MLA AnnotationLamott, Anne. Bird by Bird: Some Instructions on Writing and Life. New ork: Anchor Books, 1 . Print.

Lamott’s book offers honest advice on the nature of a writing life, complete with its insecurities and failures. Taking a humorous approach to the realities of being a writer, the chapters in Lamott’s book are wry and anecdotal and offer advice on everything from plot development to jealousy, from perfectionism to struggling with one’s own internal critic. n the process, Lamott includes writing e ercises designed to be both productive and fun. Lamott offers sane advice for those struggling with the an ieties of writing, but her main project seems to be offering the reader a reality check regarding writing, publishing, and struggling with one’s own imperfect humanity in the process. Rather than a practical handbook to producing and/or publishing, this te t is indispensable because of its honest perspective, its down-to-earth humor, and its encouraging approach. Chapters in this te t could easily be included in the curriculum for a writing class. Several of the chapters in Part 1 address the writing process and would serve to generate discussion on students’ own drafting and revising processes. Some of the writing e ercises would also be appropriate for generating classroom writing e ercises. Students should nd Lamott’s style both engaging and enjoyable. n the sample annotation above, the writer includes three paragraphs: a summary, an evaluation of the te t, and a re ection on its applicability to his/her own research, respectively.For information on formatting MLA citations, see MLA 00 Formatting and Style Guide.

Sample Chicago Manual Style AnnotationDavidson, Hilda Ellis. Roles of the Northern Goddess. London: Routledge, 1 .

Davidson’s book provides a thorough e amination of the major roles lled by the numerous pagan goddesses of Northern Europe in everyday life, including their roles in hunting, agriculture, domestic arts like weaving, the household, and death. The author discusses relevant archaeological evidence, patterns of symbol and ritual, and previous research. The book includes a number of black and white photographs of relevant artifacts.

This annotation includes only one paragraph, a summary of the book. t provides a concise description of the project and the book’s project and its major features.

Discussion Points:

1. What have you noticed in the three styles of annotating a source . n what way are they similar different. Which style would you want to use Why. How can this help in gathering your references or notes. How can your skill in research help you prepare for your speech

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Task 16 WRITE YOUR BIBLIOGRAPHY

Almost anything you deal with in everyday life has aspects that are debatable. As with school issues, any topic that calls for change is worth researching. Gather the facts now and don’t forget to acknowledge your source.

Do the following:

Brainstorm on a topic that you feel strongly about.Here are some e amples:

- Why violence and se on TV shows is okay or not ; why free nternet is a good idea ;

- Why the work week should be shorter or longer ; - Why all students should participate in e tracurricular activities or not ; - Why actors/actresses should be elected for public of ce or not ; - Why death penalty should be revived or not or other topics that

important to you. Now that you have chosen your main topic, give it a good title. Make an outline of subtopics that you would be needing to argue your point. Research on those topics using the books you have brought about your topic

and by searching on the nternet. Using inde cards, write down your annotations to support your topic or

argument and on top of it, write the bibliography. Each subtopic should have at least two paragraph annotations that support it.

Remember that you are now gathering important, relevant, valid, adequate, and accurate facts to help you in presenting your impromptu speech at the end of this lesson.

Take note that depending on the purpose of your bibliography, some annotations may summarize, some may assess or evaluate a source, and some may re ect on the source’s possible uses for the project at hand. Some annotations may address all three of these steps. Consider the purpose of your annotated bibliography and/or your teacher’s directions when deciding how much information to include in your annotations.

Please keep in mind that all your te t, including the write-up beneath the citation, must be indented so that the author s last name is the only te t that is ush left. For more e amples, visit this website: https://owl.english.purdue.edu/owl/resource/61 /0 /

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YOUR FINAL TASK

Task 17 TRY YOUR PASSION

A. From the list of topics given to you to research on, which one are you most passionate a out ry tal ing a out your passion in your group. emem er to do the following:

a. ecide on who will spea rst. b. Give each speaker a minute to share his/her idea.c. While one is speaking, the rest of the group has to listen.d. Observe how each one shares his/her idea.e. Write down your observations in your notebook what is

in the column provided here.

Speakers s the idea shared appropriate Why

s the voice or manner of speaking clear Why

Discussion Points:

1. Did you en oy your on the spot idea sharing Why. What motivated you to listen to your classmates speeches. What suggestions can you give to improve one s delivery of a speech

www.youtube.com/watch v Gef Py

Task 18 SPEAK FOR KEEPS

his time, watch another video presents an e ample of an impromptu speech. As you view it, listen attentively to the language, words, and e pressions used by the speaker in delivering his/her impromptu speech.

http://www.youtube.com/watch v p g m s uly 1 , 1

A. Let’s answer the questions about the video you have seen.

1. What words or e pressions in the speech made an impact on you plain.. s it important to have the right diction and correct usage in delivering a

Get to know more about delivering lines/speeches by watching this “Toastmasters” video taken from a video sharing site. Be able to list tips in delivering on the spot or impromptu speeches.

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speech Why. How does the speaker use the English language in getting her message

across. What do you like about the way the speaker delivered her speech. What improvements would you suggest in delivering the same speech

B. YOUR SPEECH...TAKE ONE!

Here is a situation that will serve as the basis of your speech. For this activity, you will be given ve minutes to prepare your speech. When preparing, you may use the PREP strategy State your Point, Give Reasons, Cite E amples, and Go back to the Point to gather your thoughts.

As soon as you are ready, deliver your speech in front of your groupmates. Be ready to gather comments from them and don’t forget to give your written output to your teacher.

Discussion Points:

1. Do you think you will get accepted for the job Why. What do you suggest/plan to do to improve your speaking skills

C. SHOWCASE YOUR SPEECH!

This time, deliver your impromptu speech following the instructions given here.1. Work in your group.. Ask your teacher for the scenario/situation your group will use for your

speech.. Let your teacher read to you the scenario/situation.. Draw lots on who will be the rst to speak.. The speaker will talk about the given situation for three minutes. The

second speaker will begin his/her speech based on the last sentence of the rst speaker. The third speaker will do the same and so on. This will continue until the last speaker has delivered his/her speech.

6. Once all of you have delivered your speeches, your teacher will give his/her synthesis.

. The presentation will be done one group at a time.

After Junior High School, you have decided to apply for work. The company, “Just Human,” a local travel agency, is looking for a F D sk O who will take charge of accommodating guests and answering calls and queries from customers. To get accepted, you need to introduce yourself, share your skills, and e plain why you are the right person for the job. our diction and use of the English language will make you get the job.

n your notebook some more tips on delivering an impromptu speech.

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ou will be graded using this rubric adapted from www.marquette.edu/library/services/oral.doc.

Speech and Presentation Grading Rubric

Public Speaking and Oral Presentation Component

Emerging0-1 points

Developing1 -16 points

Advanced1 - 0 points

Score

1. Organi ation (20 points)

deas may not be focused or developed; the main purpose is not clear. The introduction is undeveloped. Main points are dif cult to identify. Transitions may be needed. There is no conclusion or the conclusion may not be clear. Conclusion does not tie back to the introduction. Audience cannot understand presentation because there is no sequence of information.

Main idea is evident, but the organizational structure may need to be strengthened; ideas may not be clearly developed or always ow smoothly and the purpose is not clearly stated. The introduction may not be well developed. Main points are not clear. Transitions may be awkward. Supporting material may need additional development.The conclusion may need additional development. Audience has dif culty understanding the presentation because the sequence of information is unclear.

deas are clearly organized, developed, and supported to achieve a purpose; the purpose is clear. The introduction gets the attention of the audience and clearly states the speci c purpose of the speech. Main points are clear and organized effectively. The conclusion is satisfying and relates back to introduction. f the purpose of the presentation is to persuade, there is a clear action step identi ed and an overt call to action.

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2. Topic Knowledge (20 points)

Student does not have grasp of information; student cannot answer questions about the subject. Few, if any, sources are cited. Citations are attributed incorrectly. naccurate, generalized, or inappropriate supporting material may be used.

dependence notes may be

observed.

Student has a partial grasp of the information. Supporting material may lack originality. Citations are generally introduced and attributed appropriately. Student is at ease with e pected answers to all questions but fails to elaborate. Overdependence on notes may be observed.

Student has a clear grasp of information. Citations are introduced and attributed appropriately and accurately. Supporting material is original, logical, and relevant. Student demonstrates full knowledge more than required by answering all class questions with e planations and elaboration. Speaking outline or note cards are used for reference only.

3. Audience Adaptation(20 points)

The presenter is not able to keep the audience engaged. The verbal or nonverbal feedback from the audience may suggest a lack of interest or confusion. Topic selection does not relate to audience needs and interests.

The presenter is able to keep the audience engaged most of the time. When feedback indicates a need for idea clari cation, the speaker makes an attempt to clarify or restate ideas. Generally, the speaker

The presenter is able to effectively keep the audience engaged. Material is modi ed or clari ed as needed given audience verbal and nonverbal feedback. Nonverbal behaviors are

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demonstrates audience awareness through nonverbal and verbal behaviors. Topic selection and e amples are somewhat appropriate for the audience, occasion, or setting. Some effort to make the material relevant to audience needs and interests.

used to keep the audience engaged. Delivery style is modi ed as needed. Topic selection and e amples are interesting and relevant for the audience and occasion.

4. Language Use (Verbal Effective- ness) (20 points)

Language choices may be limited, peppered with slang or jargon, too comple , or too dull. Language is questionable or inappropriate for a particular audience, occasion, or setting. Some biased or unclear language may be used.

Language used is mostly respectful or inoffensive. Language is appropriate, but word choices are not particularly vivid or precise.

Language is familiar to the audience, appropriate for the setting, and free of bias; the presenter may “code-switch” use a different

language form when appropriate. Language choices are vivid and precise.

5. Delivery (Nonverbal Effectiveness) (20 points)

The delivery detracts from the message; eye contact may be very limited; the presenter may tend to look at the oor, mumble, speak inaudibly,

The delivery generally seems effective however, effective use of volume, eye contact, vocal control, etc. may not be observed. Vocal tone, facial

The delivery is e temporaneous

natural, con dent, and enhances the message posture, eye contact, smooth gestures, facial

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dget, or read most of the speech; gestures and movements may be jerky or e cessive. The delivery may appear inconsistent with the message. Non uencies “ums” are used

e cessively. Articulation and pronounciation tend to be sloppy. Poise o composure is lost during any distractions. Audience members have dif culty hearing the presentation.

e pressions, clothing and other nonverbal e pressions do not detract signi cantly from the message. The delivery style, tone of voice, and clothing choices do not seem out of place or disrespectful to the audience or occasion. Some use of non uencies are observed. Generally, articulation and pronounciation are clear. Most audience members can hear the presentation.

e pressions, volume, pace, etc. indicate con dence, a commitment to the topic, and willingness to communicate. The vocal tone, delivery style, and clothing choices su est an awareness of e pectations and norms. Limited use of non uencies is o served. Articulation and pronounciation are clear. All audience members can hear the presentation.

00 . Adapted with permission from Northwest Regional Educational Laboratory 1

MY TREASURE

Share Your Life’s Lessons

A. t takes practice and genuine concern for others to develop a sensitive heart toward others. As a young adult, list down ways by which you can develop sensitivity toward others and the bene ts you could get from it.

Tips to develop a sensitive attitude Bene ts from being sensitive towards others

llustrate your learning or write down lyrics of the song that re ect your most important learning for the week.

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Module 2LESSON 4 ___________________________________________________________________ YOUR JOURNEY

“Too often we underestimate the power of a touch, a smile, a kind word, a listening ear, an honest compliment, or the smallest act of caring, all of which have the

potential to turn a life around.” – Leo Buscaglia

n this lesson, you will work on e ercises to hone your skills in analyzing problems and nding solutions based on factual information and data.

ou will also get to read a literary piece talks about love that is willing to endure everything even without assurance of ful llment. This week, get the chance to be inspired by famous persons and their ideals that helped shape society.

All of these will culminate in the sharing of ideas through a personal testimony.

Finally, the encompassing theme of concern for one another and a deep sense of empathy toward each other is highlighted throughout the lesson.

YOUR OBJECTIVES Here are the objectives will guide you in going through the different tasks in this lesson. This is also intended for your self-assessment to discover which competencies you need to develop more.

employ analytical listening in problem solving detect bias and prejudice in the material viewed read closely to get author’s purpose give technical and operational de nitions e plain how the elements speci c to a genre contribute to the theme of a

particular literary selection determine tone, mood, technique, and purpose of the author use words or e pressions that af rm or negate use writing conventions to indicate acknowledgment of resources observe correct stance and proper stage behavior as deemed necessary e.g.,

in a personal testimony establish eye contact e.g., when delivering a personal testimony

(Photo from the movie, "A Knight s Tale")

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Take note that at the end of this module, you will deliver an argumentative speech and in preparation for that you will convey a personal testimony as a nal task of this lesson.

YOUR INITIAL TASKS

Task 1 GREAT NAMES TO NAME

Let’s begin this week with a quiz on naming the world famous personalities and how they have touched the lives of many people.

Read about these personalities and be ready to name each one. Write the name of the personality n the space provided.

To help you in identifying these personalities, their photos are provided here.

a. This person devoted herself to working among the poorest of the poor in the slums of Calcutta. Although without funds, she depended on Divine Providence and started an open-air school for slum children. Later on, she founded the order “Missionaries of Charity” to help the poor, the needy, and the sick. ______________________________________________________________________________________________________________

b. He fought against racial discrimination apartheid in South Africa. He was imprisoned for years for his radical but peaceful move to abolish apartheid, poverty, and inequality in South Africa. He was also the country’s rst black chief e ecutive. ______________________________________________________________________________________________________________

c. A very good author, this person was well travelled and outspoken in her convictions. She campaigned for women’s right to vote, labor rights, socialism, and other causes. Her being blind, deaf, and mute did not stop her from helping people and pursuing her cause.________________________________________________________ ________________________________________________________

d. She is known as the rst woman elected as President in her country and in Asia. Her administration led to the promulgation of the 1 Constitution which limited the powers of the residency and re-established the bicameral congress. Her leadership focused on concern

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for civil liberties, human rights, and peace talks to end political unrest in the country.

_______________________________________________________ _______________________________________________________

Task 2 BIAS DETECTIVES 2

Here are signs found in different places in the world. Read each one carefully and nd out its message. n your group, answer the questions that follow.

Source: http://en.wikipedia.org/wiki/Nelson_Mandela

n your group, answer the questions about the signage that will be assigned to you.

Discussion Points:

1. What helped you in the task. Do you also have biases What are they. Have you e perienced ghting for something or defending yourself against

other people’s biases How did you react to it. Do you think it is right to have biases Why

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Task 3 READ FOR BIAS

Read the following articles and rate the level of bias in each of them. Use the rating scale that follows each article. Cite e amples of bias to support your answer. Do this activity with a partner.

think that calling this summer hot would be an incredible understatement. t has, in fact, been quite unbearable with the heat driving everyone indoors and some even collapsing and a few dying from the sweltering and dizzying temperatures. t truly comes as a welcome relief for many that the rains have begun to quench our parched population. As everyone knows, water is the most important commodity in life. Our own bodies are made up of 0 water. We can all live without so many things electricity, nternet, and even food for a few days, but we won’t last without water.

http://www.philstar.com/opinion/ 01 /06/1 /1 6011/rain-rain-dont-go-away

High Moderate Low NoneE aggerated languageUnbalanced informationPrejudice for or againstProduct salesMy emotional response

Culture change is what this country badly needs. We want to be rid of corrupt politicians but we are not aware of the role we play in breeding one. For instance, in our neighborhood where one of the local of cials resides, our folks would always e pect the local of cial give nancial help every time one of the neighbors dies. When another gets sick or gives birth, nancial help is immediately sought from that local of cial. During weddings, baptisms, birthdays, and all sorts of celebration, the same is e pected from him/her.

Considering that meage allowance, isn’t it a wonder where they get the “fund ” to satisfy the needs of their constituents t’s about time we aware of the real job description of our of cials. Let’s help them concentrate n doing their job by not asking too much nancial help from them. We can do a lot in helping our country. Let’s begin with ourselves.

High Moderate Low NoneE aggerated languageUnbalanced informationPrejudice for or againstProduct salesMy emotional response

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n ndonesia, where earthquakes and tsunami are common, how can Panasonic deliver a solution even when disaster strikes Panasonic is committed to creating a better life and a better world, continuously contributing to the evolution of society and to the happiness of people around the globe. Through its wide range of business solutions, Panasonic is looking to create a “new Panasonic ” which can truly achieve “A Better Life A Better World.”

http://news.panasonic.net/stories/ 01 /0 1_ 6 6.html

High Moderate Low NoneE aggerated languageUnbalanced informationPrejudice for or againstProduct salesMy emotional response

Task 4 THINK TO SOLVE

A. Listen to the news broadcast and analyze the content. Then with your partner, answer what is asked for in the table below.

News in Two Minutes

http://www.youtube.com/watch v us KWu D 1

What is the news about When did it happen What issue s was/were presented

B. Brainstorm with your group and discuss the following points:

What are issues presented in the news

What possible solution can you offer

s the issue presented also happening in our country

Give an e ample.

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C. ou have offered a possible solution to the issue presented in the news report. How were you able to come up with a solution to the problem What strategy did you use_____________________________________________________________

_____________________________________________________________

YOUR TEXT

Task 5 BACKGROUND CHECK

The story you are about to read will also present an issue. Find out what solution you could give to the characters in the story. But before you do that, read rst the background information about the story.

Source:https://www.google.com.ph/search q pictures of decameron tbm isch tbo u source univsa ei R6u-U6WDK jHkA WooFo ved 0CBk sA biw 10 bih

The Decameron was written by Giovanni Boccaccio 1 1 -1 , an talian poet and Renaissance Humanist.

t 100 novellas told by men and women over a day

journey away from plague-infested Florence. The Decameron is said to be a portrayal of everyday life, including wit, and mockery following a framed structure. The title comes from the two Greek words d ka meaning “ten” and h m ra, or “day.”

This map of Europe shows the countries affected by plague. Around 0 of Europe was hit by the plague.

This setting was used by the author in creating a band of youthful boys and girls who shared different stories to forget the horrors of the plague even for a while.

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G.H. McWilliam, known translator of the Decameron, writes that the women probably represent the four cardinal virtues Prudence, Justice, Temperance, and Fortitude and the three theological virtues Faith, Hope, and Love . The three men could represent the tripartite division of the soul into Reason, Anger, and Lust.

The author Boccaccio writes in the ntroduction that he has withheld the true names of the members of the rigata, because he doesn’t want them to “feel embarrassed, at any time in the future, on account of the ensuing stories, all of which they either listened to or narrated themselves. The translations of the talian names of the members of the Brigata, with their possible allegorical roles, as follows:

Pampinea - full of vigor Prudence

Fiammetta - little ame Temperance

Filomena - the beloved, or lover of song Fortitude

Emilia - she who allures Faith

Elissa - an talian variant of Dido Hope

Nei le - newly enamored, possibly a reference to the dolce stil novo and Dante Love

Lauretta - a diminutive of Petrach’s Laura Justice

Pan lo - all-loving Reason

Filostrato - defeated by love Anger

Dioneo - an italianized version of Dionysus Lust

What image does this background create in your mind What issue is presented here

What does the background reveal about the Renaissance

As you read this story, think of a similar story in Philippine Literature.

Our featured te t from the Decameron is told by Filomena on the last day of their 10-day journey away from plague-stricken Florence.

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Federigo’s Falcon

from The Decameron Giovanni Boccaccio translated by G. H.

McWilliam

Once Filomena had nished, the queen, nding that there was no one left to speak apart from herself Dioneo being e cluded from the reckoning because of his privilege smiled cheerfully and said:

t is now my own turn to address you and shall gladly do so, dearest ladies, with a story similar in some respects to the one we have just heard. This have chosen, not only to acquaint you with the power of your beauty over men of noble spirit, but so that you may learn to choose for yourselves, whenever necessary, the person on whom to bestow your largesse, instead of always leaving these matters to be decided for you by Fortune, who, as it happens, nearly always scatters her gifts with more abundance than discretion.

What is Filomena’s purpose in telling this story?

What is meant by largesse?

ou are to know, then, that Coppo di Borghese Domenichi, who once used to live in our city and possibly lives there still, one of the most highly respected men of our century, a person worthy of eternal fame, who achieved his position of pre-eminence by dint of his character and abilities rather than by his noble lineage, frequently took pleasure during his declining years in discussing incidents from the past with his neighbors and other folk.

n this past time he e celled all others, for he was more coherent, possessed a superior memory, and spoke with greater eloquence. He had a ne repertoire, including a tale he frequently told concerning a young Florentine called Federigo, the son of Messer Filippo Alberighi, who for his deeds of chivalry and courtly manners was more highly spoken of than any other squire in Tuscany. n the manner of most young men of gentle breeding, Federigo lost his heart to a noble lady, whose name was Monna Giovanna, and who in her time was considered one of the loveliest and most adorable women to be found in Florence. And with the object of winning her love, he rode at the ring, tilted, gave sumptuous banquets, and distributed a large number of gifts, spending money without any restraint whatsoever. But since she was no less chaste than she was fair, the lady took no notice, either of the things that were done in her honor, or of the person who did them.

From whom did the queen learn this story?

Who are the main personalities in this story? How are they related?

n this way, spending far more than he could afford and deriving no pro t in return, Federigo lost his entire fortune as can easily happen and reduced himself to

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poverty, being left with nothing other than a tiny little farm, which produced an income just suf cient for him to live very frugally, and one falcon of the nest breed in the whole world. Since he was as deeply in love as ever, and felt unable to go on living the sort of life in Florence to which he aspired, he moved out to Campi, where his little farm happened to be situated. Having settled in the country, he went hunting as often as possible with his falcon, and, without seeking assistance from anyone, he patiently resigned himself to a life of poverty.

What happened to Federigo?

Now one day, while Federigo was living in these straitened circumstances, the husband of Monna Giovanna happened to fall ill, and, realizing that he was about to die, he drew up his will. He was a very rich man, and in his will he left everything to his son, who was just growing up, further stipulating that, if his son should die without legitimate issue, his estate should go to Monna Giovanna, to whom he had always been deeply devoted.

Shortly afterward he died, leaving Monna Giovanna a widow, and every summer, in accordance with Florentine custom she went away with her son to a country estate of theirs, which was very near Federigo’s farm. Consequently, this lad of hers happened to become friendly with Federigo, acquiring a passion for birds and dogs; and, having often seen Federigo’s falcon in ight, he became fascinated by it and longed to own it, but since he could see that Federigo was deeply attached to the bird, he never ventured to ask him for it.

And there the matter rested, when, to the consternation of his mother, the boy happened to be taken ill. Being her only child, he was the apple of his mother’s eye, and she sat beside his bed the whole day long, never ceasing to comfort him. Every so often she asked him whether there was anything he wanted, imploring him to tell her what it was, because if it were possible to acquire it, she would move heaven and earth to obtain it for him.

After hearing this offer repeated for the umpteenth time, the boy said: “Mother, if you could arrange for me to have Federigo’s falcon, believe should soon get better.”

On hearing this request, the lady was somewhat taken aback, and began to consider what she could do about it. Knowing that Federigo had been in love with her for a long time, and that she had never deigned to cast so much as a single glance in his direction, she said to herself: “How can possibly go to him, or even send anyone, to ask him for this falcon, which to judge from all have heard is the nest that ever ew, as well as being the only thing that keeps him alive And how can be so heartless as to deprive so noble a man of his one remaining pleasure ”

What befell Monna’s husband and son?

What was the son’s request to his mother?

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Her mind lled with re ections of this sort, she remained silent, not knowing what answer to make to her son’s request, and even though she was quite certain that the falcon was hers for the asking.

At length, however, her maternal instincts gained the upper hand, and she resolved, come what may, to satisfy the child by going in person to Federigo to collect the bird, and bring it back to him. And so she replied:

“Bear up, my son, and see whether you can start feeling any better. give you my word that shall go and fetch it for you rst thing tomorrow morning.”

Ne t morning, taking another lady with her for company, his mother left the house as though intending to go for a walk, made her way to Federigo’s little cottage, and asked to see him. For several days, the weather had been unsuitable for hawking, so Federigo was attending to one or two little jobs in his garden, and when he heard, to his utter astonishment, that Monna Giovanna was at the front door and wished to speak to him, he happily rushed there to greet her.

When she saw him coming, she advanced with womanly grace to meet him. Federigo received her with a deep bow, whereupon she said:

“Greetings, Federigo ” Then she continued: “ have come to make amends for the harm you have suffered on my account, by loving me more than you ought to have done. As a token of my esteem, should like to take breakfast with you this morning, together with my companion here, but you must not put yourself to any trouble.”

“My lady,” replied Federigo in all humility, “ cannot recall ever having suffered any harm on your account. On the contrary, have gained so much that if ever attained any kind of e cellence, it was entirely because of your own great worth and the love bore you. Moreover, can assure you that this visit which you have been generous enough to pay me is worth more to me than all the money ever possessed, though fear that my hospitality will not amount to very much.”

So saying, he led her unassumingly into the house and thence into his garden, where, since there was no one else he could call upon to chaperon her, he said:

“My lady, as there is nobody else available, this good woman, who is the wife of the farmer here will keep you company whilst go and see about setting the table.”

Though his poverty was acute, the e tent to which he had squandered his wealth had not yet been fully borne home to Federigo; but on this particular morning, nding that he had nothing to set before the lady whose love he had entertained so

lavishly in the past, his eyes were well and truly opened to the fact. Distressed beyond all measure, he silently cursed his bad luck and rushed all over the house like one possessed, but could nd no trace of either money or valuables. By now the morning was well advanced, he was still determined to entertain the gentlewoman to some sort of meal, and, not wishing to beg assistance from his own farmer or from anyone else, for that matter , his gaze alighted on his precious falcon, which was sitting on its perch in the little room where it was kept. And having discovered, on picking it up, that it was nice and plump, he decided that since he had nowhere else to turn, it

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would make a worthy dish for such a lady as this. So without thinking twice about it he wrung the bird’s neck and promptly handed it over to his housekeeper to be plucked, dressed, and roasted carefully on a spit. Then he covered the table with spotless linen, of which he still had a certain amount in his possession, and returned in high spirits to the garden, where he announced to his lady that the meal, such as had been able to prepare, was now ready.

Where did Monna go one morning?

How was she received by Federigo?

The lady and her companion rose from where they were sitting and made their way to the table. And together with Federigo, who waited on them with the utmost deference, they made a meal of the prized falcon without knowing what they were eating.

On leaving the table they engaged their host in pleasant conversation for a while, and when the lady thought it time to broach the subject she had gone there to discuss, she turned to Federigo and addressed him affably as follows:

“ do not doubt for a moment, Federigo, that you will be astonished at my impertinence when you discover my principal reason for coming here, especially when you recall your former mode of living and my virtue, which you possibly mistook for harshness and cruelty. But if you had ever had any children to make you appreciate the power of parental love, should think it certain that you would to some e tent forgive me.

“However, the fact that you have no children of your own does not e empt me, a mother, from the laws common to all other mothers. And being bound to obey those laws, am forced, contrary to my own wishes and to all the rules of decorum and propriety, to ask you for something to which know you are very deeply attached--which is only natural, seeing that it is the only consolation, the only pleasure, the only recreation remaining to you in your present e tremity of fortune.

The gift am seeking is your falcon, to which my son has taken so powerful a liking, that if fail to take it to him fear that he will succumb to the illness from which he is suffering, and consequently shall lose him. n imploring you to give me this falcon, appeal, not to your love, for you are under no obligation to me on that account, but rather to your noble heart, whereby you have proved yourself superior to all others in the practice of courtesy. Do me this favor, then, so that may claim that through your generosity have saved my son’s life, thus placing him forever in your debt.”

When he heard what it was that she wanted, and realized that he could not oblige her because he had given her the falcon to eat, Federigo burst into tears in her presence before being able to utter a single word in reply. At rst the lady thought his tears stemmed more from his grief at having to part with his ne falcon than from any other motive, and was on the point of telling him that she would prefer not to have it. But on second thought she said nothing, and waited for Federigo to stop crying and give her his answer, which eventually he did.

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What was the purpose of Monna’s visit to Federigo?

How did Federigo feel after knowing Monna’s purpose for the visit?

“My lady,” he said, “ever since God decreed that you should become the object of my love, have repeatedly had cause to complain of Fortune’s hostility towards me. But all her previous blows were slight by comparison with the one she has dealt me now. Nor shall ever be able to forgive her, when re ect that you have come to my poor dwelling, which you never deigned to visit when it was rich, and that you desire from me a tri ing favor which she has made it impossible for me to concede. The reason is simple, and shall e plain it in few words.

“When you did me the kindness of telling me that you wished to breakfast with me, considered it right and proper, having regard to your e cellence and merit, to do everything within my power to prepare a more sumptuous dish than those would offer to my ordinary guests. My thoughts therefore turned to the falcon you have asked me for and knowing its quality, reputed it a worthy dish to set before you. So, had it roasted and served to you on the trencher this morning, and could not have wished for a better way of disposing of it. But now that discover that you wanted it in a different form, am so distressed by my inability to grant your request that shall never forgive myself for as long as live.”

n con rmation of his words, Federigo caused the feathers, talons, and beak to be cast on the table before her. On seeing and hearing all this, the lady reproached him at rst for killing so ne a falcon, and serving it up for a woman to eat; but then she became lost in admiration for his magnanimity of spirit, which no amount of poverty had managed to diminish, nor ever would.

How did Monna and Federigo feel about the incident?

But now that her hopes of obtaining the falcon had vanished she began to feel seriously concerned for the health of her son, and after thanking Federigo for his hospitality and good intentions, she took her leave of him, looking all despondent, and returned to the child. And to his mother’s indescribable sorrow within the space of a few days, whether through his disappointment in not being able to have the falcon, or because he was in any case suffering from a mortal illness, the child passed from this life.

After a period of bitter mourning and continued weeping, the lady was repeatedly urged by her brothers to remarry, since not only had she been left with a vast fortune but she was still a young woman. And though she would have preferred to remain a widow, they gave her so little peace in the end, recalling Federigo’s high merits and his latest act of generosity, namely to have killed such a ne falcon in her honor, she said to her brothers:

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“ f only it were pleasing you, should willingly remain as am; but since you are so eager for me to take a husband, you may be certain that shall never marry any other man e cept Federigo degli Alberighi.”

Her brothers made fun of her, saying:

“Silly girl, don’t talk such nonsense How can you marry a man who hasn’t a penny with which to bless himself ”

“My brothers,” she replied, “ am well aware of that. But would sooner have a gentleman without riches, than riches without a gentleman.”

Seeing that her mind was made up, and knowing Federigo to be a gentleman of great merit even though he was poor, her brothers fell in with her wishes and handed her over to him, along with her immense fortune. Thenceforth, nding himself married to this great lady with whom he was so deeply in love, and very rich into the bargain, Federigo managed his affairs more prudently, and lived with her in happiness to the end of his days.

What happened to Monna’s son?

What had become of Monna? Of Federigo?

Task 6 THINK TANK

n your group, discuss your answers to the following questions about the story. Write your answers on a separate sheet of paper.

Group 1 - What is the difference between saying that Monna “took no notice” of Federi o’s love and saying that she did not notice it

s it important to e plain this distinction Why

Group - Federigo decided to kill his falcon. s it in a way similar to Monna’s decision to ask him for it

Describe the sacri ce both of them had to make.

Group - What social and moral problems came up when Monna Giovanna’s son asked her to obtain Federigo’s falcon

n the end, what characteristic of a mother and a woman does Monna reveal

Group - Can we say that the two characters were models of behavior n what way

What faults if did they have

How did you feel when Monna decided to marry Federigo in the end

Group - What is the theme of the story

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What was Federigo’s attitude toward the falcon

How does the falcon symbolize the central values of the story

Task 7 TMT (Tone, Mood, Theme) Alert

Federigo’s falcon builds on a theme. The me of the story refers to the central topic of a te t. ts tone and mood are also felt all over the story. Tone refers to the attitude of the author toward a subject while mood is the atmosphere of the story. t’s the feeling you get while reading the story. Fill in the graphic organizer with the appropriate information about the story.

Task 8 LIKE THE OTHERS

t has been said that the theme of Boccaccio’s tales has become a source of inspiration for different authors. Go through the synops s or e cerpts of the stories listed below. Then, compare and contrast them with Decameron. Work on this with your group.

At the Tabard nn, a tavern in Southwark, near London, the narrator joins a company of twenty-nine pilgrims. The pilgrims, like the narrator, are traveling to the shrine of the martyr Saint Thomas Becket in Canterbury. The narrator gives a

Federigo’s Falcon

Main Theme

Tone Mood Sub-Theme

à

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descriptive account of twenty-seven of these pilgrims, including a Knight, Squire, eoman, Prioress, Monk, Friar, Merchant, Clerk, Man of Law, Franklin, Haberdasher,

Carpenter, Weaver, Dyer, Tapestry-Weaver, Cook, Shipman, Physician, Wife, Parson, Plowman, Miller, Manciple, Reeve, Summoner, Pardoner, and Host. He does not describe the Second Nun or Nun’s Priest, although both characters appear later in the book .

The Host, whose name we nd out in the Prologue to the Cook’s Tale is Harry Bailey, suggests that the group ride together and entertain one another with stories. He decides that each pilgrim will tell two stories on the way to Canterbury and two on the way back. Whomever he judges to be the best storyteller will receive a meal at Bailey’s.

Source: www.m.sparknotes.com/lit/canterbury/summary.html

Similarities DifferencesCanterbury Tales of Geoffrey Chaucer and the Decameron

Ibong Adarna is a mythical story, formed in narrative song and poetry called corrido and considered a Philippine literature.

This amazing folklore is about love, sacri ce, and fantasy. Ibong Adarna literally means Adarna bird. The story centers about catching the mythical bird that possesses magical powers. The Adarna bird stunning forms. t is to catch. t knows a total of seven songs which could either anyone to sleep, turn into stone or heal a deadly sickness. Which is why the King Fernando of Berbania tasked his three sons to catch the magical where the story begins.

Source: http://twenty ve.hubpages.com/hub/ bong-Adarna-Summary-English-and-Tagalog-Versions

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Similarities Differences

bong Adarna and Decameron

YOUR DISCOVERY TASKS

Task 9 KNOW YOUR HEART!

Giovanni Boccaccio said that when he wrote Decameron, he wanted to document life during his time through various tales of love and lessons in life.

Authors have purposes when they write articles. Find out the purpose of the speech you are about to read. t is the Commencement Address of the late Mayor and D LG Secretary, Jesse Robredo, to the Ateneo De Manila University Class of 00 .

FOLLOW YOUR HEART; PURSUE YOUR DREAM

by Jesse M. RobredoCity Mayor, Naga City

Greetings

am deeply honored to be your Commencement Speaker today.

must confess do not consider myself prominent enough to merit the invitation. must also confess that come from that other equally distinguished school along Taft

Avenue. Nevertheless, like always do when called upon, will give it my best shot.

Humbly stand before you today. Humbly relish at the thought that perhaps one of the reasons why you have chosen me as your Commencement Speaker is that you want me to share with you the good things that we have accomplished in Naga City.

ou, my dear graduates, might wonder why after si years in the private sector with a lucrative job, nally decided to involve myself in local governance, which is otherwise known as the comple world of politics.

t is not common that we nd young men and women, at their early stage, stake their future in politics. The old fashion way is for older or more seasoned men, especially those who have been successful in their profession and have nothing more to prove, to indulge in politics as a rewarding refuge. n my case, simply wanted to go home and see what can share to the city of my birth.

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A STRONG HEART

Fifteen years ago, at age , when rst became Mayor of Naga, what got into was a city in shambles.

The city had a huge budgetary de cit; City Hall employees were underpaid, their morale was low; and with a city council of ten members, only three of them belonged to my party.

had a weak mandate, made even weaker by a system of political patronage. But did not have an equally weak heart. knew in my mind the kind of governance we would pursue. The options were clear. We either provide a leadership that was e clusive and authoritative or a leadership that was inclusive and consultative a leadership that imposes its will on its constituency or a leadership that encourages people participation and engagement.

We understood that we did not have the monopoly of wisdom. We felt that we should know when to lead and when to be led.

We chose to take the side of our constituency. We fully wagered our political future on their response. To secure their con dence, we tackled long-standing problems that beset the city vice, urban blight, red tape, graft and corruption, and poor ta collection. We organized and reached out to all the sectors of the city the sidewalk vendors, drivers, urban poor, farmers, professional and business circles, nongovernment organizations and religious groups.

PARTICIPATORY GOVERNANCE

We viewed the poor, of which Naga had plenty, as our partners and assets. We launched Kaantabay sa Kauswagan Partners in Development Program which so far provided security of tenure to ,000 squatter families. Today, they are proud owners of homelots in neighborhoods that speak of their dignity as empowered citizens of the city. Working with the poor, we resolved long-standing land tenure problems dating back to the 1 0s. Such was our success that no less than the United Nations Center for Human Settlements made our program a model in the Habitat Conference in Turkey in 1 6.

Viewing our constituency as our partner and asset, we enacted a People Empowerment Ordinance, the rst of its kind in the country, which instituted the Naga City People’s Council. This Council represents over a hundred nongovernment and people’s organizations who are empowerd to propose legislations and vote at the committee level of the city council.

Today we engage ourselves in a program that looks at every Nagueno as the focal point of what government enterprise is all about. We call it the i-Governance Program. t not only recognizes the citizen’s right to know but also encourages them to engage their government. t has two basic tools: the Naga City Citizen’s Charter, the rst of its kind in the country and the naga.gov.ph website. These tools are both designed to empower the citizen by promoting transparency and accountability. Because of transparent governance and accessibility of information, construction of

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roads and purchases of supplies and medicines cost much less in Naga City than government standards.

DRAMATIC REBOUND

The People Empowerment Ordinance has resulted a dramatic rebound for the City of Naga. By the end of my third term as city mayor in 1 , we have regained our stature as the premier city of the Bicol Region.

The rebound was described by Asiaweek Magazine as “more institutional than physical” even as it acclaimed Naga City as one of the Most mproved Cities in Asia in 1 . For similar reasons, Naga City was presented the Dubai-UNCHS nternational Award for the 10 World’s Best Practices in Urban Governance and for its Participatory Planning nitiatives in 1 .

CHANGING PARADIGMS

Why am relating to you all these, my dear graduates

t is because in some Asian countries and even in our beloved country, people say that democratic principles cannot work, and that the Oriental model of “ruling with a hard hand” is the call of the hour.

We disagree. Our e perience in Naga is our best argument against the traditional and authoritative ways in the management of people and governance.

Our e perience, too, proves that our people are our best resource and our best hope. Our e perience, and that of many others, have shown that if we cannot do it at the national level, we can begin at the local level. Collectively, successful local governments, driven by constituencies who are well-informed, constructively engaged, and willing to share the burden of community building, can build our country.

Despite all our problems, know we shall overcome. t just might be a matter of changing course. t just might be a matter of leading from the bottom rather than being herded by the top.

Again, why am relating to you all these, my dear graduates

t is because many of you will be leaders of our country someday, or may even become President of this Republic. But is it not ironic that while many of our leaders have succeeded in achieving their personal goals, the country has lagged behind Maybe it is because they have failed to make heroes out of the ordinary Filipino. Maybe it is because they have relied solely on their own capacities, rather than on the contributions of the ordinary people they are responsible for.

MAKING HEROES OUT OF THE ORDINARY

Not all of you will graduate with honors or with distinctions. Only a few a very few will be privileged to receive medals and honors. But all of you tonight will come up this stage and be honored with an Ateneo diploma.

Not that am giving less importance to the honor graduates. We know that they

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have signi cant roles to play. But that would like to focus more on the majority of the graduates this year. was just like one of you when graduated from college in 1 0. To you, address my e perience in Naga City for it is our kind, the ordinary, regular kid on the block, who made the City of Naga rise over its dif culties.

Our political history has shown that we have put the burden of running this country to our “best” people for too long. And yet the gap between the rich and the poor has grown wider. For this country to succeed, we need to make heroes of the ordinary people. We need to make heroes of ourselves.

must say that the ordinary employees and constituency have made the success of Naga possible. n Naga City, we have a woman street sweeper, who held on to her broom for twenty years. Literally, she had swept every square inch of the city’s business district. But through sheer determination, she was able to nish her secondary studies in a night school and graduated, at , with a bachelor’s degree, some years after her own daughters had theirs. To her the City of Naga conferred the Mayoral Award for becoming an inspiration to ordinary citizens, one who despite overwhelming odds, has risen above them. Today her broom has become a diploma. The woman was not an honor graduate but an ordinary citizen, struggling to make life better for her family.

Why am relating this to you, my dear graduates, and my dear ladies and gentlemen

t is because the world today lacks the values that used to mould the disposition and the character of the ordinary citizen.

The world today, despite the advances in science and technology, has yet to learn about how to live, what to do, and how to be. As one tired and retired government employee remarked, “One learns many things when one gets to be my age. But one has to unlearn many more things that one has gathered with age.”

n pre-school, as bestseller writer Robert Fulghum observed, we used to be taught these: “Share everything. Play fair. Do not cheat. Don’t hit people. Put things back where you nd them. Clean up your own mess. Don’t take things that aren’t yours

When you go out into the world, hold hands and stick together.”

How sad after ten years in basic education and four years in higher education we seem to have forgotten the basic tenets learned in preschool.

When graduates go out into the world of business or politics or entertainment or government service, will they still “share everything,” “play fair,” “put things back where they nd them,” and “clean their own mess ”

Our e perience in governance in Naga City is nothing but our personal encounter with the necessity of returning to the basic governance a return to the essential meaning of service a return to what is simple and practical a return to the values that our forefathers taught us: the value of honesty, hard work, of fairness and most all the holy fear of a just God.

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SMALL FISH IN A BIG POND

This Address will not be complete without venturing to answer the question as to where will you go from here.

Should you choose to be a big sh in a small pond, or a small sh in a big pond Whatever your doubts are, follow your heart. When left San Miguel Corporation, in 1 6, knew that serving home was where my heart was. must say that desire and commitment far outweigh knowledge and skill. The latter can be learned. Without the former, your life’s work will be a profession and not a vocation. Find your own niche. Change careers if you must. But make sure you succeeed.

ou must always remember that you cannot give what you do not have. Measure success in terms of how pleased you are with what you have done and not as to how people de ne it, with its attendant perks.

Later on in life, you will realize that it is neither your successes nor your conquests that will give you satisfaction. t is your contribution that really matters – paying back what you owe the community that nurtured you.

THE CHILD IN US Let me end by narrating to you the conversations had with Grade 6 pupils of a public school in Panicuason, a mountain barangay in Naga City, some four years ago. Some of these children had to walk to kilometers just to attend school. asked them what their ambitions in life were

A boy said he wanted to be a doctor because there was no doctor in the barangay. A girl said he wanted to be a teacher so that she would make sure that all the children in her barangay would go to school. Another boy said he wanted to be an engineer so he could improve the roads and provide irrigation systems for the farmers.

Like all of us, they too wanted to be somebody someday. But despite the deprivations and dif culties, they were all for a noble purpose – to be of service to others. Not one of them said that it was for fame, money or power. They were so young, yet they know what was good for their community and for others.

As you leave your beloved Alma Mater and pursue your own dreams, do not forget the child in you. Keep in your hearts always the Ateneo idealism of being men and women for others. Hold on to it. am certain you will do no wrong if you keep that idealism as your guiding light.

Congratulations.

Source: https://www.facebook.com/notes/gma-news/mayor-jesse-robredos-commencement-address-to-the-ateneo-de-manila-university-cla/101 0 6 106 6

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Discussion Points:

Answer the questions to nd out the author’s purpose in writing the te t you just read. Think about your own answers rst. Then, pair with your classmates to validate your answers. Be ready to share them to the whole class as soon as you have come up with an agreement.

1. What kind of te t is the material you just read. Does the te t provide a lot of facts and information. List down some of the facts and information provided in the te t.. What is the mood of the article What emotion of the author is re ected in

it E plain.. Tone refers to a writer’s or speaker’s attitude toward a subject. Writers

create tone through their choice of words and details. What is the tone of the speech What words reveal the author’s attitude toward following one’s heart

6. s the author trying to convince you to do something What is that. What then is the author’s purpose in writing this te t. Are you convinced by the author’s manner of writing the te t Why. Can you recall other te ts you have read with the same purpose as this

one Name one.

Task 10 PURPOSE GALORE!

Read the descriptions of each item and determine the author’s purpose to entertain, persuade, or inform . Then, in a sentence or two, e plain your answer.

1. A pamphlet calling on people not to eat animals or use products made from animals because the author thinks that it is cruel and unnecessary Author’s Purpose: __________________________________________________________

E plain our Answer:Write a sentence or two.

. An arts craft book containing procedures for making scrapbook, origami, and other do-it-yourself arts novelty items

Author’s Purpose: ___________________________________________________________

E plain our Answer:Write a sentence or two.

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. A book of over 1,000 believe-it-or-not stories

Author’s Purpose: ___________________________________________________________

E plain our Answer:Write a sentence or two.

. A politician’s speech about how children in fa ung towns should be provided with quality education and medical help

Author’s Purpose:

__________________________________________________________

E plain our Answer:Write a sentence or two.

. An article which appears in the medical journal about the wonder drug that could treat dengue

Author’s Purpose:

__________________________________________________________

E plain our Answer:Write a sentence or two.

6. An article comparing and contrasting Vietnamese and Philippine economic policies

Author’s Purpose:

__________________________________________________________

E plain our Answer:Write a sentence or two.

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. The Shakespearean tragedy “Romeo and Juliet,” two young lovers are forbidden from seeing one another due to centuries-old blood feud between their two families

Author’s Purpose:

__________________________________________________________

E plain our Answer:Write a sentence or two.

. A website describing a local dog leash ordinance, detailing its history and the penalties for walking around with one’s dog unleashed

Author’s Purpose: ___________________________________________________________

E plain our Answer:Write a sentence or two.

Task 11 TO AFFIRM OR TO NEGATE

Below are lines taken from former Secretary Jesse Robredo’s speech. n your group, take turns sharing your agreement or disagreement to the ideas presented. Assign one member of the group to take note of e pressions of agreement and disagreement used by the members of the group.

In preschool, as bestseller writer Robert Fulghum observed, we used to be taught these: “Share everything. Play fair. Do not cheat. Don’t hit people. Put things

… When you go out into the world, hold hands and stick together.”

How sad after ten years in basic education and four years in higher education we seem to have forgotten the basic tenets learned in preschool.

When graduates go out into the world of business or politics or entertainment or government service, will they still “share everything,” “play fair,” “put things back

Think about this:

What did you notice about the e change of ideas in the group

How did your classmates give af rmative and negative comments

What should you do when af rming or negating an idea or a situation

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Task 12 AFFIRM OR NEGATE FOR THE COUNTRY

Read the summary of the book “1 Little Things Every Filipino Can Do to Help Our Country” by Atty. Ale ander Lacson. Comment on each of the following items. Use e pressions that af rm or negate.

The 1 Little Things We Can Do For Our Country

Are Small Acts of Patriotism

Atty. Ale ander Lacson

1st: Follow traf c rules. Follow the law.

Traf c rules are the most basic of our country’s laws. f we learn to follow them, it could be the lowest form of national discipline we can develop as a people. A culture of discipline is crucial to our destiny as a nation.

Whenever we follow traf c rules, we show our love for our neighbor, our love for the Filipino.

our comment: _____________________________________________________________________________________________________________________________________________________________________________________________

nd : Always ask for an of cial receipt or OR.

Asking for ORs leads to higher ta collections, which means more funds for our government, which could strengthen our economy and lead us to progress.

Whenever we help our government in helping our people, we show our love for our neighbor.

Frequently Used Adverbs of Af rmation and Negation

Adverb of Af rmation:

t is an adverb used in a sentence to af rm it as true. Generally these adverbs are used to answer the questions raised by others.

They are absolutely, af rmatively, all right also adj , alright also adj , assertedly, avowedly, aye informal , certainly also interjection , clearly, de nitely, doubtlessly, e actly, obviously, positively, really also interjection , surely, truly, undoubtedly.

Adverb of Negation: t is an adverb used in a sentence to deny it as true. Generally these adverbs are used to answer the questions raised by others like almost, contradictorily, invalidly, never, no also an adj. , not, rarely.

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our comment: _____________________________________________________________________________________________________________________________________________________________________________________________

rd: Don’t buy smuggled goods. Buy local. Buy Filipino.

Our money should support our economy, not the economy of other countries. Buying Filipino means supporting the Filipino.

Whenever we support one another as Filipinos, we show our love for our neighbors.

our comment: _____________________________________________________________________________________________________________________________________________________________________________________________

th: Speak positively about us and our country.

Every Filipino is an ambassador of our country. Each one of us, wherever we may be, is a of our country.

Whenever we speak positively of our people, we show our love for our neighbors.

our comment: _____________________________________________________________________________________________________________________________________________________________________________________________

th: Respect your traf c of cer, policeman other public servants.

Respect honors and digni es a man. t compels him to do his job right. There is love of neighbor whenever we respect those in authority.

our comment: ____________________________________________________________________________________________________________________________________________________________________________________________

6th: Throw your garbage properly. Segregate. Recycle. Conserve.

The Philippines is the country given to us as a people. t is the birthplace of our race. t is our home. We should keep it beautiful.

When we keep our environment and our country clean, we show our love for our people.

our comment: ____________________________________________________________________________________________________________________________________________________________________________________________

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th: Support your church.

When we help our church, we help our Creator in His works on earth. Whenever we help our church, we show love for our neighbor.

our comment: ____________________________________________________________________________________________________________________________________________________________________________________________

th: During elections, do your solemn duty.

When we ght for our votes, we ght for our right to make our own destiny, as a people and as a nation.

There is love of neighbor when we elect good leaders for our country and people.

our comment: ____________________________________________________________________________________________________________________________________________________________________________________________

th: Pay your employees well.

A company must bring prosperity not only to its owners, but also to its employees. Blessings must be shared. t builds families. t builds our nation.

There is love of neighbor when we value and pay our employees appropriately.our comment: ______________________________________________________

______________________________________________________________________________________________________________________________________

10th: Pay your ta es.

Ta es are the lifeblood of our government. t is what builds our public schools, hospitals, and roads. t is what pays our teachers, soldiers, and other public servants.

There is love of neighbor whenever we pay our ta es properly so our government can help more people.

our comment: ____________________________________________________________________________________________________________________________________________________________________________________________

11th: Adopt a scholar or a poor child.

nvesting on our youth is investing on our country’s future. Every family who can afford should adopt one poor child as a scholar.

There is love of neighbor whenever we help a child get an education.our comment: ______________________________________________________

______________________________________________________________________________________________________________________________________

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?

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Task 6 TIME FOR A CHECKUP!

Small Group Discussion

orm roups o ns r u s ions lo n s ar our r spons s with the class.

1. The three musketeers proclaim their motto as “All for one, one for all.” hat oes this motto mean

. How would you describe society during the late-medieval France based from the setting of the story

. How do the protagonists assert con icts and resolutions in the hierarchical state of affairs of the country

. hat principle do D Artagnan and the three musketeers uphold Do you agree with their principles hy hy not

. hat personal code of ethics principles do the protagonists abide with hy do you think so

6. hat con ict did the following characters have in the story and how did they resolve it Accomplish the chart in their appropriate heading.

Character Con ict ResolutionD’ArtagnanAthos, Porthos, and AramisCardinal

ueenMilady

. How d the world Dumas portrayed in “The Three Musketeers” resemble the modern corporate world business in today’s worth

Task 7 LITERARY VALUE

Here are some characteristics of great literature. Analyze whether the story, “The Three Musketeers”, m et the following criteria.

1. plores great themes in human nature and human e perience that many people can identify with — such as growing up, family life, love, the courageous individual’s struggle against oppression and war.

. presses universal meaning — such as truth or hope — that people from many different backgrounds and cultures can appreciate.

. Conveys a timeless message that remains true for many generations of readers.

. Creates vivid impressions of characters and settings that many generations of readers can treasure.

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Some literary work may not meet the criteria but you can apply other standards of evaluation when you are making judgments about a work.

Task 8 WHIP IT!

Read the selection below.

THE PLAGUEby Albert Camus

to die in the streets. A hysteria develops soon afterward, causing the local newspapers to report the incident. Authorities responding to public pressure order the collection and cremation of the rats, unaware that the collection itself was the catalyst for the spread of the bubonic plague.

conclusion that a plague is sweeping the town. They both approach fellow doctors and town authorities about their theory, but are eventually dismissed on the basis of one death. However, as more and more deaths quickly ensue, it becomes apparent that there is an epidemic.

Authorities, including the Prefect, are slow to accept that the situation is

control measures are posted, but the language used is optimistic and downplays the

are taken. Homes are quarantined; corpses and burials are strictly supervised. A

and the country’s emergency reserves are depleted. When the daily number of deaths

The town is sealed off. The town gates are shut, rail travel is prohibited, and all mail service is suspended. The use of telephone lines is restricted only to “urgent” calls, leaving short telegrams as the only means of communicating with friends or family outside the town. The separation affects daily activity and depresses the spirit of the townspeople, who begin to feel isolated and introverted, and the plague begins

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to affect various characters.

One character, Raymond Rambert, devises a plan to escape the city to join

underground criminals so that they may smuggle him out of the city. Another character,

by suggesting that the plague was an act of God punishing the citizens’ sinful nature. His diatribe falls on the ears of many citizens of the town, who turned to religion in droves but would not have done so under normal circumstances. Cottard, a criminal remorseful enough to attempt suicide yet fearful of being arrested, becomes wealthy

Rambert informs Tarrou of his escape plan, but when Tarrou tells him that

are not allowed to see, Rambert becomes sympathetic and changes his mind. He then

town, but some are shot by armed sentries. Violence and looting break out on a small scale, and the authorities respond by declaring martial law and imposing a curfew. Funerals are conducted with more and more speed, no ceremony, and little concern for the feelings of the families of the deceased. The inhabitants passively endure their

as well as physically.

hears from the sanatorium that his wife’s condition is worsening. He also hardens his heart regarding the plague victims so that he can continue to do his work. Cottard,

of being connected to others, since everybody faces the same danger. Cottard and Tarrou attend a performance of Gluck’s opera Orpheus and Eurydice, but the actor portraying Orpheus collapses with plague symptoms during the performance.

would feel ashamed of himself if he left.

second sermon. He addresses the problem of an innocent child’s suffering and says it is a test of a Christian’s faith, since it requires him either to deny everything or believe everything. He urges the congregation not to give up the struggle but to do everything

to those of the plague, but the disease still proves fatal.

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Tarrou and Rambert visit one of the isolation camps, where they meet Othon. When Othon’s period of quarantine ends, he elects to stay in the camp as a volunteer because this will make him feel less separated from his dead son. Tarrou tells Rieu the story of his life, and the two men go swimming together in the sea. Grand catches the plague and instructs Rieu to burn all his papers. But Grand makes an une pected recovery, and deaths from the plague start to decline.

By late January, the plague is in full retreat, and the townspeople begin to celebrate the imminent opening of the town gates. Othon, however, does not escape death from the disease. Cottard is distressed by the ending of the epidemic, from which he has pro ted by shady dealings. Two government employees approach him, and he ees. Despite the epidemic’s ending, Tarrou contracts the plague and dies after a heroic struggle. Rieu ’s wife also dies.

In February, the town gates open and people are reunited with their loved ones from other cities. Rambert is reunited with his wife. Rieu reveals that he is the narrator of the chronicle and that he tried to present an objective view of the events.

Cottard goes mad and shoots at people from his home. He is arrested. Grand begins working on his sentence again. Rieu re ects on the epidemic and reaches the conclusion that there is more to admire than to despise in humans.

Evaluate the selection by answering the questions below:

How original and inventive is the work?

How effectively does the writing achieve the purpose?

How vividly and believably are the characters, settings, dialogues, actions, and feelings portrayed?

How strongly did I react to the work? Did I identify with the character, situation, or feeling? Did the work stir my memories and emotions?

Does the message of the work have meaning for me? Will I remember it a year from now?

Write an evaluation of “The Three Musketeers” by applying the above criteria for great literature and by answering the questions for Evaluating Literature.

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Task 9 AGREE OR DISAGREE?

Af rm or negate some statements taken from the selection, “The Plague.” Use the appropriate e pressions.

1. Father Panelou uses the plague as an opportunity to advance his stature in the town by suggesting that the plague was an act of God punishing the citizens’ sinful nature.

__________________________________________________________

__________________________________________________________

2. Funerals are conducted with no ceremony and little concern for the feelings of the families of the deceased.

__________________________________________________________

__________________________________________________________

3. The authorities respond to the worsening situation by declaring martial law and imposing curfew. __________________________________________________________

__________________________________________________________

4. Panelou addresses the problem of an innocent child’s suffering and says it is a test of a Christian’s faith.

__________________________________________________________

__________________________________________________________

5. Rieu re ects on the epidemic and reaches the conclusion that there is more to admire than to despise in humans.

__________________________________________________________

__________________________________________________________

YOUR DISCOVERY TASK

Task 10 THE TEAM IN THEME!

Group Work.

How will your group help maintain the peace and order in your class Share your plan of action with the rest of the class. Assign a member to discuss your plan in a manner of giving a speech on the theme of solidarity.

Fictional characters or real people resolve con ict by nding a solution to the problem that confronts them; for others, it means living with the consequences. Make a list of some con icts portrayed in the story, “The Three Musketeers,” and the ways in which they are or not resolved. Then, make a

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the ways in which they are or are not resolved. Then compare the lists. Share your comparison lists with the class. Assign a member of the group to talk

arise in a relationship. Assign a member of the group to talk about handling

Think of some issues a person your age might want to speak about but ould

out about each issue. Then decide which of these issues you feel particularly strong about. Prepare notes for a short speech to deliver to the class.

YOUR FINAL TASK

Task 11 WEIGH IN!

Philippine Daily Inquirer on

LANGUAGE ADVANTAGE

rapporteurs at international conferences in Asia. Filipinos were considered as No.1 on the recruitment list for overseas jobs that require good knowledge of English.

Soon, this may no longer be true. Our Asian neighbors have realized the value of English as an international language in business, science and technology, and

enrolling in English language schools in Shanghai, Hong Kong, Singapore, Bangkok, and Tokyo — all eager to learn the language in the shortest possible time.

And now, we stand to lose our language advantage — our superiority in the use of English. One factor that has been blamed for the deterioration of English usage for Filipinos is what has been called the “schizophrenic” bilingual education policy of the school system. Some subjects are taught in Filipino and some in English. Almost equal emphasis is given to the teaching of Filipino and English, or if there is bias, that bias is in favor of Filipino.

Studies have shown that the content of school subject is understood more quickly, assimilated more easily and retained much longer when it is taught in the native language than when it is taught in the foreign language. But there may be courses like

And the use of Filipino as the medium of instruction in most subjects should not be

schools.

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Every day, there were grammar quizzes. Students were made to read, read, and read some more. Teachers devoted a lot of time or composition in English, and students were made to rewrite their “themes” until they were almost letter perfect.

Now, this is no longer the case. Even the English of some graduates of the University of the Philippines leaves a lot to be desired, and if many teachers in public schools cannot write or speak correct English, what are they passing on to their

a people. But like the other people on earth, we have to wake up to the reality that

the transmission of information and knowledge, and for the conduct of business and

stay in touch with the rest of the world, and to be globally competitive. We cannot afford to lose our language advantage.

To persuade the readers through logical reasoning and analysis, use the techniques

An argumentative piece of writing is sometimes called persuasive writingbecause it aims to convince the reader about a certain stand on a debatable issue.

Argumentative essays convey opinions that are proposed as true and

print

A controversial issue always lies at the heart of an argumentative essay.

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260

, you are now ready to compose an argumentative essay. Your essay should emphasize resolution of con icts among individuals or groups.

Keep in mind the process of writing that you have learned.

B. 1. Follow this process to come up with your argumentative essay. You may choose from the suggested topics below.

a. Janet Napoles and the Judiciary System the Philippines

b. The Philippines and Its Diplomatic Relationship with China

c. The Role of the United Nations in the War between Nations

d. (A topic of your choice)

Techniques in Argumentation

1. Analogy. There is an assumption that two things similar in one aspect are alike in another aspect. E ample: bread : butter; teacher : student

2. Comparison-Contrast. This technique presents the similarities and/or differences of two major concerns.E ample: Beauty versus Brawn.

Beauty ensures permanent and remarkable success, Brawn ensures temporary success.

3. De nition. This technique gives a meaning or several meanings to a concept that forms the argument.E ample: Feminism

Feminism is not about hating men. It is about celebrating the power of women side by side with men.

4. Analysis. It a technique that takes a part from the whole and scrutinizes it to prove the point.E ample: Career Choice

One’s personal interest determines her choice of a career because it is her natural response to life in general (personal interest apart from skills, resources, etc.)

Source: Romero, J.P. Delos Reyes A.D., E ploring Life through English and American Literature, 2004

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261

C. SPECIAL DELIVERY!

1. Planning and Drafting Your Speech Make a list of things you feel strongly about. (In case you plan to

choose your own topic) Brainstorm with friends about issues that you often debate on,

then follow the steps in the bo .

2. Practicing and Delivering Your Speech

The best way to practice your speech is to present it aloud — again and again. Try speaking in front of a mirror so you can evaluate and improve your posture, gestures, eye contact, and use of visual aids. You might record a practice session so you can critique your voice quality and effectiveness.

Or, set up an event with your classmates and take turn delivering your speeches. Better yet, deliver your speech to your family.

Steps in Delivering a Speech Effectively

1. Use your voice effectively. Speak loud enough to be heard, but vary your pitch and tone to avoid boring your audience.

2. Maintain eye contact. Look directly at a member of the audience while you speak, moving your eyes from person to person.

3. Incorporate gestures and facial e pressions. Let your emotions show in your face — particularly in your eyes and mouth.

Steps in Planning and Drafting Your Speech

1. Clarify your position. How do you feel about the issue and why?2. Find support for your position. What research will you have to do

to back up your case? Where can you nd that information? Which evidence will help you make your point most effectively?

3. Identify your audience. What do your listeners already know about the issue? What is their stand on it?

4. Consider how to captivate your listeners’ attention. What startling statistics, amusing anecdote, or intriguing question can you use to hook your audience at the beginning of your speech?

5. Decide how to present your arguments. How can you organize your arguments so they have the greatest impact? Do you want to begin with the argument your audience will probably agree with and move to more controversial points? Would starting with your strongest argument — or ending with it — work better?

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Follow these steps in delivering your speech.

Respond to audience feedback.Ask your peer reviewer the following questions:

Practice, practice, practice.

.

MY TREASURE

From the standpoint of daily life, however, there is one thing we do know:that man is here for the sake of other men — above all, for those upon whose smile and well-being our own happiness depends, and also for the countless unknown souls with whose fate we are connected by a bond of sympathy. -- Albert Einstein

______________________________________________________________________________________________________________________________________

Because they enabled me to become ______________________________________________________________________________________________________________________________________

And they made me realize that ______________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________

that will reinforce your message. Make sure your materials are large and clear enough so that everyone in the audience can read them.

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263

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264

PRE-TESTMODULE 3

Listening/ iewing

Listen to the song “What a Wonderful World” by Louis Armstrong, then answer the questions that follow.

I see trees of green,

red roses, too.

I see them bloom,

for me and you.

And I think to myself,

what a wonderful world.

I see skies of blue,

And clouds of white.

The bright blessed day,

The dark sacred night.

And I think to myself,

What a wonderful world.

The colors of the rainbow,

So pretty in the sky

Are also on the faces,

Of people going by

I see friends shaking hands

Saying, “How do you do?”

They’re really saying,

“I love you.”

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265

I hear babies cry,

I watch them grow,

They’ll learn much more,

Than I’ll ever know.

And I think to myself,

What a wonderful world.

Yes, I think to myself,

What a wonderful world.

Oh yeah.

Source: http://www.azlyrics.com/lyrics/louisarmstrong/whatawonderfulworld.html

1. What do trees of green symbolize?a. Hope and lifeb. Freshness and freedomc. Cleanliness and purityd. Health and wellness

2. The blooming of red roses signi esa. sharing of gloryb. bountiful blessingsc. love for the peopled. wealth that abounds

3. The bright blessed day and the dark sacred night are symbolisms fora. challenges and trialsb. triumphs and dreamsc. sorrows and problemsd. successes and failures

4. The colors of the rainbow are on the faces of people conveya. happiness and contentmentb. lasting relationship among spousesc. friendship and camaraderied. generosity and serenity

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266

5. The speaker in the song hasa. no dreams to carry onb. a positive outlook in lifec. a pessimistic idea about natured. lousy disposition towards life

A C

B D

6-7. Figure A shows potential energy that creates

a. photosynthesis for animalsb. green vegetation for animals’ source of foodc. sunlight that gives vitamin D for peopled. wide array of green grasses

8. Figure B harnesses the potential of

a. metal b. soundsc. sunlightd. wind

9. In Figure C, the human brain is used asa. detail processorb. dream adaptorc. memory storaged. vision encoder

Source:

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267

10. Figure D shows a direct interaction among

a. soil, vegetation, and windb. sunlight, soil, and vegetationc. water, wind, and soild. wind, soil, and sunlight

II. Reading and Literature

For nos. 11-15 (Free Association)Answer the following questions:

11. What characteristic of a mother can be best likened to nature?

12. Why is the color green always associated with nature?

13. What do you mean by the word autumn?

14. What makes the Philippines a very blessed country?

16. Which group of words gives the correct meaning of the word shabby?

a. scruffy, untidy, ragged

b. clean, dilapidated, worn out

17. Interpret the mood of the statement, “He longs to tell someone, all that is haunting him now, but there is no one to tell.”

Read the passage and write the letter of the correct theme.

18. What is the message of the passage?

it contained so little water that he could not possibly get at it. He tried everything he could think of to reach the water, but all his efforts were in vain. At last he collected as many stones as he could carry and dropped them one by one with his beak into the pitcher, until he brought the water within his reach and thus saved his life.

a. Nobody is perfect.b. c. d. You can lead a horse to water but you can’t make it drink.

,

,

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268

Salmon are born in fresh water but travel to salt water to live their lives and then travel back upstream to where they spawn more salmon before they die. Salmon traveling upstream are very determined to get back to where they were born. They ght against currents, whirlpools, and waterfalls; even though man has placed some obstacles in the salmon’s way by building dams or rivers. Once the salmon reaches its birthplace, it lays eggs. These eggs hatch, and the process begins again.

19. You can conclude thata. salmon ght against currentsb. salmon lazy shc. salmon like to stay where they are bornd. when man develops more land, it will be more dif cult for the salmon

to survive

20. You can conclude that salmona. are born in saltwaterb. live for a very long timec. is an e pensive sh to eatd. can’t survive in fresh water

For nos. 21-23, read the passage below and then answer the questions that follow.

Justin was always prepared. His motto was “Never throw anything out, you never know when it might come in handy.” His bedroom was so full of at bicycle tires, bent tennis rackets, de ated basketballs, and games with missing pieces that you could barely get in the door. His parents pleaded with him to clean out his room.

“What use is a sh tank with a hole in the bottom?” his father asked. But Justin simply smiled and repeated his motto, “Never throw anything out, you never know when it might come in handy.”

21. What does Justin’s motto mean?

a. Being organized is a good trait.b. Keeping old things might help you become rich.c. It is always nice to keep things of no use already.d. Things you think are useless may be of use again in urgent cases.

22. Justin’s parents are

a. happy with Justin’s ingenuity. b. annoyed with Justin’s untidiness. c. proud with what Justin has in his room.d. worried with the junk that Justin stored in his room.

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269

23. What character trait does Justin show?

a. carefulnessb. frugalityc. perseveranced. resourcefulness

For nos. 24-26, Read the passage below and answer the questions that follow.

When Justin was away from home, he always carried his blue backpack. He liked to think of it as a smaller version of his bedroom — a place to store the many objects that he collected. It was so worn out and stretched that it hardly resembled a backpack anymore. It was full of the kinds of things that seemed unimportant, but when used with a little imagination, might come in handy.

Justin had earned a reputation for guring things out and getting people out of otherwise hopeless situations. Many of his classmates and neighbors sought him out when they needed help with a problem.

24. Justin’s backpack is

a. recyclable b. an antiquec. a magic bagd. a smaller version of his bedroom

25. Justin’s ingenuity has been proven by

a. being generous and helpful .b. lending money . c. saving a lot of people .d. helping people out of their problem through the use of what he kept.

26. Justin’s reputation is

a. worth emulating. c. disgusting.

b. shameful. d. worth remembering.

For nos. 27- 30.

Si major concepts try to steer our way of life so as to unite the present with the past and future and make us collaborate with one another.

Solidarity is in fact the key to start this new way of life. Past generations and generations to come need to respect each other and the planet, and care for the community of life. One should never bene t from something , which will eventually have a problematic effect on future generations. A practical e ample is that of genetic engineering. This technology opens up a new dimension for the world. It makes alteration of DNA possible. The immediate effects are very positive as they, for e ample,

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270

can make a plant produce more seeds and furthermore no pests will feed on them. Yet, the downside to all these will only be seen in the future. Once the structure of DNA is altered, it would be impossible to change. Another negative impact that future beings will face is the fracture of the feeding cycle. Therefore, it is essential for all to protect one another, as all generations are interrelated, which means that whatever happens today speaks about the relationship of the present with past and future generations.

27. The paragraph suggests that

a. the future is uncertain. b. one has nothing to do with the past. c. one’s failure can never be recovered. d. whatever decision and action one does has an effect on the future.

28. Genetic engineering has a

a. negative result only. b. favorable effect only. c. favorable and unfavorable effect. d. a promising innovation for mankind.

29. Fracture of the feeding cycle means that

a. feeding cycle is dangerous for humans. b. feeding of beings can be alternately done. c. there is hunger and poverty among all entities. d. change in the natural feeding cycle.

30. The paragraph emphasized the necessity to

a. interact or socialize to build relationship.b. conserve energy and natural resources.c. protect one another in order to survive.d. keep food and friendship for survival.

III. Grammar

Choose the best pronoun to use in each sentence

31. Both magazines featured the President on _____ covers.

a. her b. his c. its d. their

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271

32. Neither John nor Andy has nished _____ English test.

a. her b. his c. their d. they’re

33. Neither the cat nor the dogs had eaten _____ meal.

a. its b. their c. there d. his or her

34. Everyone should report to _____ cabin soon.

a. her b. his c. their d. his or her

35. The football team has been awarded _____ letters.

a. its b. him c. their d. there

36. Was it Gladys or (he, him, we, they) who lost the turtle?

37. I think it was (we, her, she, they).

38. (Each, Many, Everyone, Everybody) like potato salad.

39. (That, They, Those, These) is a good idea.

40. Norman is a photographer (who, where, which, whose) does great work.

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272

I . Writing

Choose one question below and answer it in 5 to 7 sentences only.

What can I do to help sustain Mother Earth? How can I contribute to the preservation of the Earth? What might happen if there are no bountiful gifts of nature?

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