,i:i.
.,
. Enhanci
e Self
YOUR JOURNEY You, like others, have important roles to play that make you interested in shaping yourself to become a healthy and developedyoung adult. Learning how to recognize and to perform your roles effectively is a good indicator that you're a responsible individual using even your past experiences to make a difference in your life. This can enhance your understanding of the world. Somehow you have to continue finding out just what it is that fits you. So whatever it is that you do of significance, willingly and graciously, you have to prove to yourself and to others that you can excel. Tryyourbest. Concentrate on ways to perform well. You'll surely feel better if you do. In this lesson, you will find a poem, an informative article, and tasks/actMties that will build your understanding of the value of recognizing and performing ioles in life, at the same time, develop your listening, speaking, reading,
writing, viewing, grammar and literary skills. Hopefully, these can be demonstrated through a Community Services Brochure.
YOUR OBJECTIVES Charting the course of your journey in this lesson, you are expected to: share prior knowledge about the topic process information mentioned in the text you have heard perform tasks by following instructions infer thoughts, feelings, and intentions in the material to view provide words or expressions appropriate for a given situation analyse literature as a means of discovering the self point out the distinguishing features of a poem determine the features of informative writing use the appropriate stress in delivering lines of poetry and prose use capitalization and punctuations correctly present a well-prepared Community Services Brochure
2
GYouR TAsK
.
tNt,ALrAsKs
r Three-minute
Letter Search Riddle Game
Read each statement closely, and search for the missing letter as suggested by each statement.
1. I am the first letter of right.
z.
You'll find me in boar but not in bear.
3.
I'm in the middle of ceiling.
4. You'll find me in ore but not in our. S. I havethe sound ofsea.
.
Put the letters together t-o come up with the answer to this riddle. What is in life that I have to perform?
nnrnn .
nT l n nn un ul
it
/
The first one to give the coriect answer wins.
TA$K 2 AII for the Best You most probably have the best plans for your life at home, in school, in your career and family because you have roles to perform. What could these roles be?
.
Form small groups of five and take turns in answering these questions.
1. What kind of role in life a. interests you most?
b. helps put you in a happy mood? c.
you prefer/enjoy doing? you like best?
2. What are your talents or things you can do well? Give the reasons for your choices.
.
Make a list of all of them in the following table. l
Role in Life that..
lnterests me most
I prefer
I like best
or enjoy doing
. ,t-r .rl
Puts me in a happy mood
r.i'!
"
a
Share and compare your lists with other groups.
a
Add items from others'lists to yours.
a
Keep your list for future use.
TASK
Reasons
well
rit ,
Talents/ Things I can do
3 lnspirations
You admire people primarilybecause of the roles they perform in making a difference not only in their lives, but also in others'lives. They inspire you because they have achieved something special in the field that also interests you. Pair up and reflect on these questions:
i[ho do you consider as,a person who inspires
you because he/she is very
effective in performing his/her role in life?
What do you think are his/her qualities that lead him lher to become successful in performing his/her role in life?
.
Recall the name of the person (you know personally or through reading or through watching a movie) who has been successful i.n performing an important role in his/her life.
.
List the qualities of this person that you and others share.
.
Share your list with your classmates.
TnSK
. . .
l* Effective? Partially... lneffective?
Interview at least five classmatqs and find out howthey perform their roles in life. '-. Note their
responses.
:i
Copy the chart shown below and plot it with the entries called for. Ways to Perform Life Roles
lneffective
.
Partially Effective
Effective
Share your findings with the class.
TIISK 5 Looking Back Obviously, you are aware that life is a continuous journey. Your present plans havesomething to do urith yoqr past experiences and your plans for the future. Why don't you
.
lookback at the roles you played before and zero in on the most important one for you.
. . .
think of how it differs from the role you are playrng now. plot the roles you played before, what roles you are playrng now, and what you hope to play in the future. specify how you feel about it and how you fare in performing it. Role in Life that 1...
Played
before
How lfelt about it
Am playing now
How Ifeel about it
o
Hope/wish
to play in the future
Reasons
Look back at the ideas you listed in AII for ttre Best phase. Find out which of them you'll change or add to the ones in the chart. a
Share and compare your ideas \ rith a partner.
a
Report back to the class.
TASK
6 Focus Questions
Hopefully, through your understanding of the overriding and underlying concepts plus the tasks/activities you've bden engaged in in this lesson you'll surely be able to answer the FOCUS (BIG) Questions:
Remember these questions as you work on the phases of this lesson.
.
List logical temporary answers to the focus questions. Answering them will surely help you make a difference in your life. Copy the chart shown below and fill it out with your responses.
Tru5K
.
z What
Do I Expect/Need/Hope to Learn?.
Write what you expect/need/hope to learn in this lesson.
5
t
As you'explore this lesson, you can add/answer the questions and conqlder how the tasks will not oqly.hefp you understand the language anflliterary
co4cepts,butalsohelp.you,shpefou1Jifg. 1
r-: :
'
'
;
, ,.,.
Be reminded of these expectatiorr.:u" you work on the following phases of this
lesson
*,i-
:
'
' n;l'1 t:' " $1"ri';,
t
t
gYouRrExr This phase will crystallize your knowledge and understanding of your target concepts and skills through deeper exploration of the poem in iocus. Doubtlessly, youknowthat appreciating apoem islike appreciating a picture,
photo, illustration, or drawing.' /
T:ASK
I
Ten-minute lmage Talk
f
Although it is never,stated, you as a readep/viewer can infer thoughts, feelings, and intentionbased onthe details of information presentedinthephoto/picture or dr4wing. You can focus on the lines, angles, .olorr, or even on th. sirapes of the objects/images presented and relate them to real-life experiences foryou to understand their
mebsage/meaning.
.
Pair up and look closely at the drawing.
(
7
:
. .
Talk about/discuss what it comrrtunicates to you. Use the following guide questions.
r' r'
What do you think the drawing wantslintends you to believe?
What roles can I perforrn that u:illrna.ke a difference inmy life? Does it suggest/answer the question:
y' How closely do you think/believe
the drawing matches your mental image of recognizing and per{orming roles in life? Prove your point.
. .
r'
What details of the drawing tell you about recognizing and performing roles in life?
r'
How well do you think/believe the drawing/illustration fits the value of . recognizing and performing roles in life?
r'
How does the picture make you feel about recognizing and performing roles in life?
After ro minutes, convene and share your responses. Find common grounds about your ideas.
TAsK
I
For Significant Human Experiences
Reading a poem paves the wayto making meaning in life. It allows you to share certain experiences. Oftentimes, you find you share something more in common with the poem's content than you originallythought; this makes the poem meaningful. Now, find ,out how the poem The Seuen Ages of Man from the comedy As You Like Itby William Shakespeare provides cherished pieces of information o
about the human condition.
. .
Listen to your teacher read the poem As you listen to your teacher read the poem, read it silently and watch out for words which are difficult for you to understand. List them in your vocabulary
notebook and have them as entries in your word bank.
I
THE SEVEN AGES OF MAN (from: As You Like tt) by William Shakespeare
fifpfug,wo,,rld'sastage,,';
ffi'all
the,men and womeniare merelSr pla5rers;'
They have rtheir exits and entrances,
fud one man,in his time plays many parts Hislacts being seven ages. At first the infant,
Mewling and puking in the nurse's arms; And then the whining school boy, with his satchel
m*
sni"ing morning face, creeping like snail Unwillingly to school. And then ih* loru., Sighing like furnace, with a woeful ballad
nlaAeto tlis mistress'eyebrow. Then a soldier Fu-ll o{strange oaths, and bearded like a pard,
Jealous in honor, sudden and quick in quarrel, See-kin 151
gr
the bubble reputation
Even in the cannon's mouth. And then the justice,
In fair round belly with good caper lined, .With eyes severe and beard of formal cut,
Full,of lt/hite saws and modern instances;
$
so he,plays his part. The sixth age shifts
Lnto, the,lean and
slippered pantaloons,
W,,ith spectacles on nose and pouch on side;
His'youthful hose well saved, a world too wide
For$ shr-unk,shank; and his big manly voice, Turning again toward childish treble, pipes And whistles in his sound. Last scene of all, That ends this strange eventful history,
,
Is second childishness and mere oblivion, Sans teeth, sans eyes, sans taste, sans everything.
Poetry is a personal tlpe of writing where words flow and carry you along the realms of beautiful thought. What really contribute to the poem's meaning? Doubtlessly, you knowthat the orchestration of sounds, story, sense, and form brings about "life" in a poem you read. That absolutely drives you to "feel" life in it. Some poems are full of words that are fun to say aloud. You can express the meaning of the words by reading them aloud and you can use your voice to express their meaning.
. . .
In small groups of five, read aloud the poem The Seuen Ages of Man from the comedyAs You Like /t by William Shakespeare. Decide who will be the first, second., third, fourth, and fifth read.ers. Try to make the meaning of the words come alive through using good expressions.
.
Remember to produce the correct critical consonant sounds in words like: in ls/- s, z, sh, or zh.
€.8.,
. .
.
-/s/
zoo
-lz/
shoe
-lsh/
st:re
-/zhl
Watch out for words in the poem that have the same sounds. Also thinkback on the importance of using appropriate stress to words you'll read to convey meaning.
' .
sooth
e.8., SEuen PLAYers MEWIing
Ages
IN/cnt
PANtaloons
sPECfacles obLluion
Remember that the parts in'capital letters receive the primary stress Stress the words properly
/'/.
Read the poem aloud again. Use the appropriate stress and produce the comect sounds of the letters that make up the words.
TRsK
{o Small Group Differentiated Works (SGDW)
Form eight (8) small groups and perform your assigned tasks.
Group 1, Looking for rhymes Remember that rhyme is part of .ryhat we mean when we say poetry is musical. When the ending sounds of words are repeated, we call it rhyme. Rhyming words do not appear only at the end of the ljnes (end rhyme) in poems, but they may appear within the line (internal rhynrf6).
e.9.,
'l think that I shall never see A poem as lovely as a tree." I see-tree] end "the crows in boirghs throws endless brawls"
-
10
rhyme - internal rhyme
Some poems rhyme; others don't. But one thing is sure; each poem captures -moments in time, feeling, thoughts; and experieuces. Though ihis poem is a sample of blank verse tpoetry--witir ooihy*"alurrrui" lir-J that.w4s widelvuled liyshakespeare, it contains internal rhrlre
*
p'.i*J,.;
? 'Read the poem once more and spot the words that rhyme.
'
Make a list of these rhyming words and determine which are examples
'
Copythe table as shown below, and fill it out with the appropriate entries.
End Rhyme
.
'Share
lnternal Rhyme
your findings with the other groups. .
..,1 .
t
\.
,
Group 2. The best clue Tn-e poet uses
words that suggest sounds at the same time describe actions being made. Onomatolrceia is a sound device used by poets to suggest actions, movements, and,meanings,
,
€.g., Ttre
'
. .
''r
hissing ofrthe'snake
:
rnade me shoo
it a*ay.
Read the poem aloud'bnee more, and watch out for words that sugg€st l .sounds of movements, actions, and meaning. :
Find eiarnples of onomatopdLia,in the Picture each word
,
p your mindand try to bring _epch imqge in clear focus.
Use the following Auestio{ir1o guldg
r/ What does it look like? , t/
poem.
How does it move? 11
ypr. ,.
.
rl
"
List themin the table shown below. -
Sample linel
words
.
Share your findings
: Thg sorutd makes
It looks likd
withthe other
it
'
How lt moveg
groups.
. ,,;
'
Group
& Alliteration, As$onance, and Consonance (A2 & C). n-^
ani
faiaaa
Gther interesting features of a poem that tnake it musical is the pyesence of sound devices like alliteration, assonance, and consonanqe
Alliteration
is the repetition of consonant sounds at the beginning of the words
likel
-
doubting, drearing dreams no mortal
Assqnance is the repetition of vowel soundsrwithinwordsq I
e.g. alongthg ryindow
tIrelipqtickdtabs,
srll"
,
{ i I '
,
glittered in theirsteel shells.
...-RitaDove,from,Adolesca,17{o'.li s
the repetition of consonant sounds withig and at the end of
the words. i
e.g. Somelate visitor entreating entrance at my chamber door ' I
,' '
.
-EJi"
Poe,
from The
Rauen i
'
outfor words or Iines that sound like they are examples of allitefation, assonance, arid consonance." Read the poem'again and look
12
t .
List all of them and chart Srem on the space provided below. From fhe
.
Se,ven
Ages of Manby William Shakespeare Assonance Consonance
Share your findings with the othdr.groups.
firrough the words used by the poet, as expressed b5r the'persona"/speaker, the vivid images, clear sounds, and exact feelings are clearly conveyed. fire descrippoem srlently and think of the images the words cqeated in your lne : n9a{ mind.' :
'i
.
:
I
Picture them in your mind anfl try to bring them in
. ., . .
9leal
focrrs,
List these word.s that create clear pictures iir your mind. Sh4te the feeling each image evokes.
Point out the real-life experience or observation in life that eactr image Copy the chart shown below and
Words/lines
fill it out with the entries called for.
lmagery in fhe Seven Ages of Man lmages Cr,gp$e{', I.eelings Euokcd ro$ t't
;!, t.t ,,
! ^
Share your findings r4,ith the other gioups. 13
Meaningful Experience
.
One way to enrieh your rroeabulaiy is to build a Woid Bank. A Word Bank is a cdllection sf words you can use to convey meaning clearly and effectively. Oftentimes, entries in a word bank are encountered and learned through redding a text. Read the poem silenttry and lgok out for words in the poem that
fit each
description below.
1. a lyric poem that tells a story 2, a fat chicken 3. cryrn8 4. promises or pledges to accomplish S. dlsptay uncsnsciousness gr nothingness
6. throwing up or vomiting du9 to sickness T. aschoolbag 8. refers to stem orbranch 9. produces a high sharp'sound ro. unhappy or sorrowfirl sound
.
. .
'
Check if these words you have unlocked'are also found in your list loaded/heary words you made earlier,
of
Add those words whlch are unlocked to your Word Bank. Copy the
Ctrart:!o*" below, and fill it out with your loadedlheavy/dif-
ficult words and their meaniirgs. Nartheavylloaded word
Share your findings
Mqaning
wthlpe o,!&r groxps. 1'4
Sentence
15
P,"'.
*
. t4.Do you thinkthe persona has a greatunderstanding of the universal ex, periegce pf naB perfopins a roJe,il each stage? Explain.
6;,Whichlines"describe the roles in life:tbat man performs? 10.'Under what circumstances may,it be better tg be young rather than be
rioldof,iiceversainperformingiolesintife?
.
.' ' ''
.';
17. How does the poem make you feel aboirt the importanoe of recognizing and perfor-ming a role in life effectively?
,' - rSrWhyris it acceptable/better to recognize and perform your role in hfe? 19. How does the poem make you think of the importance of recognizing and .
performing a role in life effectively?
zb.What are the advantages and disadvantages of not recognizing and performing your roles in life? 2L.What would be the most effective way of perforrning your role in life?
' .
Share your responses with the other groups.
Gtoup 8.
,,, (.
r' r' r' r' .
Conn6ctttoilifer'
,
i
,,/
Whiel part makes/drives yot to think of sorneone/somgthing in real
life? ,
,
:
What kind of roles in life are bonveyed in the poem? 'l'.,t,'i.:.'r.
.'
i .
I .
:
role? I''
'o'i
l.stlre message of the poem worthwhile? Prove your point.
How impofant is the poem's:rrl€ss&Se in yorrr li,fe?
Share your responses with the other
groups. '
:" : '
,,li{
{{ On Using
Apprgpriate to Situatloqs ..\
A rl.
:
What line(s) suggest how- one can be effective in performing one's
I
TIASK
'
t,l
+ '.
9V,I
Read the poem oRce lnore to answ,er these questions.
,',
(
Doyou agree with the persona's description of the last age of man in the last two lines of the poem? Why?
r'
Do you agree when he'says that the last stage is "second childhood without everything?" Prove your point, 15
e.g. Consider your possible
responses to the aforementioned guide ques-
tions.
Of course, I agree with the persona's description of the last age of man.
No, seriously, I believe otherwise
r' r'
Which words express agreement? Disagreement? Can you give other examples of agreement? disagreement?
Read these sample mini dialogues aloud and spot the presence of words/expressions
indicating agreement or disagreement. 1.
Angelo: You're the only person who knows what really happened. Malee: That's not quite true. Sam was there, too.
,
May: H"y, that's right. I remember he solved the problem for us. Joe: That's good to know. We'll give him a call.
3.
Erick We can play the game now. Andrei: Okay, but I'm not good at it;
.
4. Bam: That's what they say!
Rom: No, seriously. I haven't played very well at all. 5. Connie: Do come. Can you stay for lunch?
Vangie: I'm afraid not. We have to go somewhere 6. Rina: But you have time for coffee, d.on't you?
Tess: That would be nice. 7.
Milette: There's something I have to tell you. Mila: Can't it wait? Milette: Not really. It's pretty important. 17
.
8. Lucille: Should I forget
it all?
Annie: No, just listen carefully. 9. Sonny: Okay, I guess I'm ready.
Leif: Good. Now, concentrate.
B. Positive
. . .
Roles
Reread the poem The Seuen Ages of Man and pair up.
Find lines that suggest man has to perform roles in life. Specifu which lines clearly point out positive sign of performing roles in life.
Talk about which of them you agree or disagree with. Explain.
. .
Use words/expressions indicating your purpose.
Share your ideas with the class.
Trtsx {2 On Using Capitalization and Punctuation Marks When you read poems, you don't pause or stop at the end of the lines, but you watch out for commas or periods to guide you. Use punctuation marks to help you find the sensible meaning of what you're reading. Clarity of expressions in poetry or prose composition exists if the sentences are appropriately punctuated and the words are properly capitalized.
A.
Connect
.
Consider this sample informative article about punctuation.
*-,.--A^- --------.ru-v-**----.,/...----...-.----. --.^,/\\_r */---_------ ,i-\---_ra_-..__--A---*_ TH EREADERSSHOULDTAKEB REATH :
THE. ROMANS . MADE. WRITING. MUCH. EASIER. TO . READ . BY. PUTTING . DOTS . BETWEEN. WORDS AND . BY. MOVING . THE . FIRST . LE]TER. OF. A.
.
PARAGRAPH . INTO . THE . LEFT . MARGIN: THEY. ADAPTED . SOME. OF. THE. GREEK. MARKS. SUCH . AS . THE . COLON . MARK. TO . INTDICATE . PHRASE . ENDINGS: I NTTH E
EA RLYM I D D LEAG E ST H I S SYSTEM O FP UNCTUATI ON
BROKEDOWNB ECAUSEVERYFEWPEO PLECOULDREAD AND\ATRITE
UTWRITERS KEPTASPACEATTH EENDOF ASENTENCEANDCOI.[TINUEDTOMARKPARAGRAPHS B
EVENTUALLY WORDS WERESEPARATED AGAIN AND NEW SENTENCES BEGAN WITH A LARGER LETTER t
xHint: Try reading from right to
W.
)
I
t
The educational reforms of Charlemagne led to the invention of lowercase letters which couldbe written and read much faster. Phrases and sentence end.ings were
indicated either by ... or by a slash (/). As time went on writers looked for more ways to clarify meaning/In medieval music notation they found a way to indicate how a voice should rise or fall at the end of a sentence or phrase. Can you hear your voice rise at the end of a question? Our question mark came directly from medieval music notation.
When a long sentence broke in the middle > they put a new mark that became our semi colon and colon. The hyphen appeared as two lines 1=) iistead of one. Around A.D. r5oo the indented paragraph appeared, as did the comma and period as we know them. Printers of the Renaissance invented new marks like the exclamation points and quotation marks. By that time, people were commonly reading silently, and punctuation cameto depend more on grammatical groups than breath groups. (Parentheses and dashes appeared with the advent of printing.) By the end of the seventeenth century, our punctuation system was in place for the most pert, though sometime$ details varied. Just think, though: After only a few lessons in school-and with lots of practice reading and writing-you can boast that you've mastered a system that took westerners many centuries to develop.
19
.
B.
Discuss your answers to the following questions
r'
What have you obsenred as unusual in the informative article?
U
What is it all about?
/ r'
\dhat punctuation marks are described inthe article?
r' r'
Are these problems applicable even in today's world?
What problems in writing and reading are caused by improper use of capitalization and punctuation marks? How do we solve such problems?
Sensible Role Plan
.
Imagine yourself two to four years from now. What kind of career/role do you think you might have? Will the computer or new inventions be part ofyourjob?
. .
it. Write a short informative composition highlighting your role and the invention you will use as part of your job.
.
Research for facts about
Remember to observe correct capitalization and to use correct punctuations. Share your informative composition with the class.
Since you have several impressive ideas on recognizing and performing roles in life, you have to keep in mind that it can inspire you to practice habits of doing things well. You can always consider it as a,special gift for you to prove your worth as a unique human being. Obviously, you are now ready to prove your understanding of how this valued concepts can be realized through getting involved in real-life tasks.
YOUR DISCOVERY TASKS TASK 13 lnvolvement
.
Form small groups of six and discuss the answer to the question:
What can I do to perform my role effectively?
.
List the ways in which you have already contributed, are contributing, and predict the ways in which you'll contribute to the world in the future.
.
Copy the chart as shown below and
fill it out with entries called for.
The Contributions
I made
.
I can make
I
will make
Share.your ideas with your classmates.
TAsK 14 Give me Eight
Fg*
eight (8) small groups and choose one from the following tasks to work on.
Group ?. Yes, it's simple but it's too good to miss
.
. .
. Formatableau. Position yourbodyto form a tableau that depicts
a scene
from the poem.
Find out if the other groups can identiirthe scene and each person's part in it.
Group 2. Fan letter to a role rnodel You look up to your parents, grandparents, teachers, relatives, o'r friends because they inspire you to perform roles in life effectively"You regard tlrem as good role models who help you along the way.
. . . . .
Choose an inspirational person and write a fan letter
tohim/her.
Include a request for some meaningful obJect or symbol and for some tips of their success. Explain in your letter why you adrnire this person and why you consider him/her as your role model. Also mention how he/she helps you and why you want the object. Rqad your letter to yotrr classmates.
21
Gyup 3.
Personal heroes
We all have personal heroes or idols- people who represent everything we'd like to be. They can be people whom we know like a classmate, player, coach, movie star, musician, singer, politician, reporter, media man,leader, etc.
.
. . ' .
Brainstorm and make a list of people whom you admire because they serve as positive influences on your generation. Choose the famous or popular ones.
List objects you associate with each person. Act out silently- pantomime - a famous role model and ask other groups to guess who he/she is. use one or two objects you can associate with each role model.
Groupa, tead'ing light Some people are born winners. They perform well in any rble they have.They shine in academics, contests, extra-curricular activities, and even in sports. In real-world tasks, they do well. Maybe they were not born winners after all but they've learned how to become winners. What could be the secrets of suc-
cess in performing
. .
. . .
their roles?
Choose your most remembered poet or persona in your favorite poem and use him/her as your role model in life.
Think about/write about his/her outstanding trait/quality/attitude that is worthy to follow/praise. Remember to explain the secrets of his/her success in performing his/ her role. Share your thoughts with the class.
Group 5. Poetic music video
. . . . . . .
Choose a song (rap, pop, rock, ethnic, classical, country, religious, etc.) that expr.rr., t o* one can value one's role in life.
Match it with your favorite poem. Ifpossible, trywriting/adding newwords (expressingyourideas onhow) to go with the music. Use the song as the musical background.
Assemble illustrations or props to accompanyyour
If possible, videotape your presentation. Try singing it to the class. 22
recording.
'
Gtoup 6. Dance duo
'
Recall as many songs as you can about the importance of playing roles
in
life.
'
Choose a music that you think conveys the feeling and the meaning of or the one that represents the poem , The seuenAges of Man.
'
Sing it and use appropriate movements that suggest the meaning of the poem.
' . .
Jnte{Pretyour chosen lines from the poem through dance steps/movements. Rehearse a performance of the poem and dance. Present it to the class.
Group 7. Roles and concerns . with your groupmates, discuss howyou'll squarely come up with any of the following:
r'
What recent world issues/problems can be solved if people recognize and perform their roles effectively?
r'
How are our lives different or similar to people who have been successful?
. .
Discuss a major change in your life. Use the following guide questions:
r' r' r'
'
.
What was difficult about playing that role? How did the situation improve?
How would you handle the role successfully? Remember to share your responses/ideas with other groups. Set time for feedback.
Group 8. High/low points The roles you perform in life drive you to experience high points and low points.
' '
What are these high points and low points you experienced? Explain. Make sure you share these points you experience as you perform your role in your past and present life.
'
Post these high and low points in your FB or Twitter Wall or send them to your friends through e-mail.
'
Invite them to give comments, suggestions, or reactions.
23
Y
You're doing great! How do you Teel about it? Do you want to add more proof of your understanding on the target concepts and to hone your communication skills?
YOUR FINAL TASK As evidence of your understanding and learning the target concepts and enhancing the target skills, you have to tryyour hand on your major output for this lesson- making a Community Services Brochure. The criteria for assessment will be: Focus, Content, Organization, Supports, Visuals, Clarity, and Language Mechanics. You will do this by groups.
.
Form five big groups and perform your assigned tasks.
Here are some ideas for the preparation and presentation of a Community Senrices Brochure. Look them over before you plunge into it. Keep these points in mind as you go through the process. You probably know of clubs, organizations, centers, or even key persons offering services in your barangay/community. Consider them as those who have performed extraordinary roles in life.
. . .
Scout for and present sample brochures. Bear in mind that a brochure like a letter, report, speech, review, instruction pamphlet, and any other form of informative writing presents factual information and details. Discuss the answer to the following questions:
r' r' r' r' r' r' r'
What is the brochure all about? What do you think is the purpose of this brochure? Who do you think is the target audience of this brochure? What are the information orbasic features contained in the brochure? Is the information based on facts?
How is the basic information presented in the brochure? Which of the following methods (description, enumeration, comparison/contrast, or exemplification) were used in the presentation of the information?
24
flb
r' r' r' r'
What is the basic structure of a.brochure?
What makes the brochure.interesting? What words capture your attention? What help/support/advantages does the brochure offer?
Planning Stage
.
Conduct a meeting and plan for the preparation of the brochure wherb the following points should be eovered.
.
r/ Assign a specific role to each member. €.g., a leader, researcher, illustrator, compiler, layout artist, rarriter, interviewer, ed.itor, concept artist, presenter.
r' r'
Clarify the functions of each m'ember.
Clarify the main requirements for the brochure which are the topic, purpose, and audience.
' y' Identify the topic for the brochure , Clarify the purpose of the brochure. Answer these questions: Why are we writing/composing this brochure? Who will be interested in . reading it? Who needs it?
.
t/
Identify the key persons, clubs, organizations, centers, and the services that will be highlighted in the brochure.
Gattrering
Inforrnation :
. . . .
[ook for the key persons, clubs, centers, au*d organizations in the barangay that offer services that make a difference. Prepare questions and put them in a logical
order. .
Call or visit and interview at least three (g) people whom you consider successful in performing their roles to learn more about their services. Make
a
list of their accomplishments/achievements and specialization.
Find out what they consider important to their success.
.
Collect photos, drawings, illustrations, or videos (if possible) showing ordinary people,making a difference by performing their roles in life willingly and graciously.
25
Drafting
. . . . . .
Consolidate the information you have gathered, and choose the ones you will use in your brochure Use few, simple, short, catchybut meaningful sentences.
Think of the orderyou will use to organize the factual information. Point out the help, support, and benefits the organization, club, or key persons receive as well as the specialization or services they offer Explain the significance of the senrices to the target readers. Through speaking and writing, report the services and needs of the organization.
.
Use photos and charts in the presentation.
Writing and Presenting
. .
Ask other schoolmates to read and evaluate your brochure Ask for comments and suggestions.
Iook over the first draft and rewrite it.
. . .
Polish your draft incorporating the suggestions made byyour evaluators. Do the finishing touches and present your Community Services Brochure.
Consider.and be guided by the following criteria:
r' Focus and Content t/ Organization r' Supports y'
t/ r' .
'
Visuals
Clarity Language Mechanics
Checkyour progress.
26
GY'UR
TREA'URE
Clearly, you've actively engaged in various tasks that helped you improve your understanding of the target concepts, at the same time, develop your language communication and literary skills.
Your Cornrnuni$ Seruices Brochure informing the public of the seruices auailable in your community serues as a major proof/euidence of your under standing of concepts and skflls. Tofurther proue Aour successful and exciting learning expeiences that you obuiously enj oy ed learning, it rs yust but fitting that y ou think back and fo cus on the follousing es sential p oints. Which task/activity have you enjoyed?
fqund helpful?
would like to work on further?
Keep a record of all of these and add your answers to the following questions:
1. What new and. special way about recognizing
your roles in life haveyou
learned?
2. What approach to/attitude in life do you think
can help you chart your
course in life?
3.
How will it help you to become a better
person? '
4. What did you find most difficult in this lesson? S. What will you do to do away with these difficulties?
6. Write at least three possible ways/steps you can adopt to solve these difficulties.
7.
What do you hope to strengthen in the next lesson/s?
27
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+#*tnd
t
lit: r
.
Complete the chart as shown with entries called for. New and special wav
Attitude in life
How
will it help me
Part of the lesson that
I enjoyed
are help-
I consider
ful
most
difficult
28
provideways to get away with the most difficult
I hope/ I would like to expect to work furimprove/ strengthen ther on in the next lesson
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YOUR JOURNEY A life well lived cannot be easily forgotten. Not when you have left a mark so noteworthy that enables people to make a difference not only in their lives but more so in the lives of others. How would you like to b. ;.;;#; What legacy would you like to leave behind? This lesson will allow you to learn how the legacies of the past shaped the wayyou are now and howyour legacy could dictate the future of others.
YOUR OBJECTIVES Following the track of your journey, you are to be guided by the following objectives: agree or disagree with the ideas of the author summarize the contents of the materials viewed explain word meanings and origins examine sampl.e texts-representative of each type express appreciation for sensory images used analyze literatdre in enhancing one's self use the correct pitch, juncture, stress, intonation, rate of speech, volume and projection in delivering lines of prose and poetry . scan sequence signals or connectors used in a text compare and eontrast text types use hyphens and dashes correctly
YOUR INITIAL TASKS TA$K r The Harmony of Ma1 and Environment (H.O.M.E.) Watch as the camera tracks the lives of the youths like you. How would you rise to the challenges presented? What do you think motivated them to do this video?
50
m d
&
Hormony of Man ond Environment (H.O.M.E.) Lounching 2009
T&Sffi m Look at the picture. What could be the cause of this phenomenon?
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s
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Lend Me an Ear...
Listen as the video runs for the second time. Take note of the ideas presented below and indicate whether you agree or disagree with them.
T&sffim lnaCaPsule le
As you have viewed the video twice, summarize its contents using appropriate sequence signals.
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51
YOUR TEXT T&S!{
r Whatt in a Word?
Match the words in Column Awith their correct meaning in Column B. Be ready to use the words in sentences. write your answers on your notebook. Column A
Column B
betwixt (ME) 2. holden (ME)
b. that is to say; namely
B. betokens (ME)
c.
between
4. tomorn (ME)
d.
to think of; to expect;to hope
5. weened (OE) 6. Jesu (LL)
e.
Jesus
f.
tomorrow
1".
?ifrSffi
a.
to signifiz; to indicate
6 A Hero in You!
What does it take to be a great man?
Tfte Day of Destiny from Morte D'Arthur by Sir Thomas Malory
52
ady
A nd quickly KingArthur movedhimselfwithhis army alongthe coastline /! westward., toward Salisbury. And there was a day assigned betwixt King L \rthor and Sir Mordred that they should not meet upon a field beside
Salisbury and. not far from the coast. And this day so assigned as Monday after Trinity Sunday (the eighth Sqnday after Easter), whereof King Arthur was passing glad that he mightbe avenged upon Sir MordredSo upon Trinity Sunday at night King Arthur dreamed a wonderful dream, and in his dream it seemed to him that he saw upon a platform a chair, and the chair yras fast to a wheel, and thereupon sat King Arthur in the richest cloth of gold that might be made. And the King thought there was under him, far from him, and hideous deep blackwater, and therein was all manner of serpents, and worms, and wild beasts, foul and horrible. And suddenly the King thought that the wheel turned upside down, and hq fell among the serpents, and every beast took him by a limb. And then the King cried as he lay in his bed, "Help, Help!" And then knights, squires, and. yeomen awaked the King, and then he was so amazed that he knew not where he was. And then so he awaked until it was night day, and then he fell on slumbering again, not sleeping nor thoroughly waking. So it seemed to the King that there came Sir Gawain unto him vgith a number of fair ladies with him. so when King Arthur saw him, he said, "welcome, my sister's son. I weenedye hadbeen dead. And now I see thee on - live, much am I beholden unto Almighty Jesu. Ah, fair nephew and my sister's son, what been these ladies that hither be come with you?"
"Sir," said Sir Gawain, "all these be ladies for whom I have fought for when I was man tiving. And all these are those that I didbattle for in righteous quarrels, and God had given them that grace, at their great pr-ayer, because I did battle for them for their right, that they should bring me hither unto you . Thus much had given leave God", for to warn y,.QS 9f your death. If you fight tomorrow with Sir Modred, as ye both have assighbd; doubt ye not ye must be slain, and the most party of your people on both parties. And forthe great grace and goodness 53
that Almighty Jesu had unto you, and for pity of you and many more other good men there shall be slain, God had sent me to you of his special grace to give you warning that in no wise ye do battle as tomorn, but that ye take a treaty fora month from today. And you make generous offers , so that tomorn ye put in a delay. Bor within a month shall come Sir Lancelot with all his noble knights and rescue you worshipfully and slay Sir Modred and all that ever will hold with him.
Then, Sir Gawain and all the ladies vanished. And anon the King called upon his knights, squires, and yeomen, and charged them quickly to fetch his noble lords and wise bishops unto him. And when theywere come the King told them of his dream, that Sir Gawain had told him and warned him that, and he fought on the morn, he should be slain. Then the King commanded Sir Lucan the Butler and his brother Sir Bedivere the Bold, with two bishops with them, and charged them in any wise to take a treaty for a month from today with Sir Modred. "And spare not: proffer him lands and goods as much as ye think reasonable.', So then they departed and came to Sir Modred where he had a grim host of a hundred thousand, and there they entreated Sir Modred long time. And at
the last Sir Modred was agreed for to have Cornwall and Kent by King Arthur's days, and after that, all England, after the days of King Arthur. Then they ageed that King Arthur and Sir Modred should meet betwixt both their hosts, and each of them should bring fourteen persons. And so they came with this word unto Arthur. Then said he, "I am glad that this is d.one," so he went into the field. And when King Arthur should depart, he warned all his host that, and they see any sword drawn, "Look ye come on fiercely and slay that traitor Sir Modred, for I in no wise trust him." In like wise Sir Modred warned. his host that " And ye see any manner of sword drawn, look that ye come on fiercely, and so slay all that ever before you standeth, for in no wise I will not trrist for this treaty ." And in the same wise said Sir Modred unto his host, "For I know well my father will be avanged upon me." And so they met as their arrangernent was and were agreed and accorded thoroughly. And wine was fetched and they drank together. Right so came and adder out of a little heathbush, and it stung a knight in the foot. And so when the knight felt him so stung, he looked down and saw the adder. And anon he drew his sword to slay the adder, and thought none other harm. And when the host on both parties saw that sword drawn, then they blew beams, horns, and shouted grimly. And so both hosts diessed them together. And King Arthur took his horse and said, "Alas, this unhappy day!" and so rode to his party, and Sir
54
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Modred in like wise. And never since was there never seen a more dolefuller battle in no Christian land, for there was but rushing and riding, lunging and striking; and many a deadly stroke. But ever King Arthur rode throughout the battalion of Sir Modred many times and did full nobly, as a noble should do, and at all times he fainted never. And Sir Modred did his devoir that day and put himself in great peril. And thus they fought all the long day, and never stopped till the noble knights were laid to the cold earth. And ever they fought still it was near night, and then was there a hundred thousand laid dead upon the down. Then was King Arthur wild with rage out of measure when he saw his people so slain from him. And so he looked about him and could see no more of all his host, and good knights left no more on - live, but two knights: the t'one was Sir Lucan the Butler and the other his brother Sir Bedivere. And yet they were full sore wounded. "Jesu, mercy," said the Kng, "where are all my noble knights become? Alas that ever I should see this doleful day! For now," said King Arthur. "I am come to mine end. But would to God." Said he , "that I wist nowwhere were that traitor Sir Modred that has caused all this mischief."
Thgr King Arthur looked about and
ware where stood Sir Modred leaning upon his sword among a great heap of dead men. \ryas
"Now give me my spear," said King Arthur unto Sir Lucan. "For yonder I have espied the traitor that all this woe hath wrought." "Sir, let him be," said Sir Lucan, "for he is unhappy.And if ye pass this unhappy day ye shall be right well revenged upon him. And, good lord, remember ye of your night's dream, and what the spirit of Sir Gawain told you tonight, and yet God of his great good.ness had presenred you hitherto. And for God's sake, my lord, leave offby this, for, blessed be God, ye have won the field: for yet we been here three on - live, and with Sir Modred is not one on - live. And therefore if ye leave offnow, this wicked day of destiny is past." "Now, befall me death, tide me life," said. the King, "now I see him yonder alone, he shall never escape mine hands. For at a better avail shall I never have him." "God speed you well!" said Sir Bedivere.
ok
Then the King got his spear in both his hands and ran toward his Modred, crying and saying, " Traitor. Now is thy corne!"
iir
And when Sir Modred saw King Arthur, he ran until him with his sword drawn
nd
55
in his hand, and there King Arthur smote Sir Modred under the shield, with a thrust of his spear, throughout the body more than 4 fathom. And when Sir Modred felt that he had his death's wound, he thrust himself with the might that he had up to hand guard of King Arthur's spear, and right so he smote his father King Arthur with his sword holden in both his hands, upon the side of the head, that the sword pierced the helmet and the casting of the brain. And therewith Sir Modred dashed down stark dead to the earth. And noble King Arthur fell in a swough to the earth, and there he swooned. oftentimes, and Sir Lucan and Sir Bedivere oftentimes heaved him up. And so, weakly betwixt them, they led him to a little chapel not far from the seaside, and when the King was there, him thought him reasonably eased. Then heard they people cry in the field. "Now go thou, Sir Lucan;" said the King, "and let me know what betokens that noise in the field." So Sir Lucan departed, for he was grievously wounded
in many places. And so as he walked he saw and harkened by the moonlight how that pillagers and robbers were come into the field to pill and to rob many a full noble knight of brooches and bracelets and of many a good ring and many a richjewel. And who that were not dead all out there they slewthem for their harness and their riches. When Sir Lucan understood this work, he came to the King as soon as he might and told him all what he had heard and seen. "Therefore by my advice," said Sir Lucan, "it is best that we bring you to some town."
"I would it were so," said the King, "but I may not stand, my head works
so.
Ah, Sir Lancelot," said King Arthur, "this day have I sore missed thee. And alas that ever I was against thee, for now have I my death, whereof Sir Gawain me warned in my dream."
56
Then Sir Lucan took up the King the t'one side and Sir Bedivere the other parEy; and in the lifting Sir Lucan fell in a swoon that part of his guts fell out of his body, and therewith the noble knight's heart burst. And when the King awoke he beheld Sir Lucan how he lay foaming at the mouth and part of his guts lay at his feet.
"Alas," said the Krg, "this is to me a full heavy slghito see this noble duke so die for my sake, for he would have helped me that had more need of help than I. Alas that he would not complain him for his heart was so set to help me. Now Jesu have mercy upou his soul." Then Sir Bedivere wept for the death of his brother.
with r Sir that rther ead,
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"Now leave this morning and weeping, gentle knight," said the Krg, "for all this will not,avail me. For wit thou well, and I might live myself, the death of Sir Lucan would grieve me evermore. But my time passeth on fast," said the King. "Therefore," said King Arthur unto Sir Bedivere, "take thou here Excalibur my good sword and go with it to yonder water's side: and when thou comest there i charge thee throw my sword in that water and come again and tell me what thou saw there." "Mylord.," said Bedivere, " your commandment shallbe done, and I shall quickly bring your sword again." So, Sir Bedevere departed. And by the way he beheld that noble sword, that the hilt and hand guard was all precioup stones. And then he said to himself, "If I throw this rich sword in the water, thereof shall never come good, but harm and loss." And then Sir Bedivere hid Excalibur under a tree. And so, as soon as he might, he came again unto the King and said he had been at the watgr and had
thrown the sword into the water.
King.
bers
"What did you see there?" said the
ehes
*Sir,' he said, "I saw nothing but waves and winds."
,vere
.
Sir told
!'That is untruly said of you," said the King. "And therefore you go quickly again and do my commandment: as you are to me loved and dear, spare not, but throw
tcan,
it in."
s so.
Then Sir Bedeivere returned again and took the sword in his hand. And yet he thought sin and shame to throw away that noble sword. And so again he hid the ,*ord and returned again and told the King, that he had been at the water and
n
alas
Ime
"Sir," he said, "I saw nothing but waters lap and waves grow.,, "'Ah, traitor unto me and untrue," said King Arthur, "now you have betrayed me twice. Who would have weened thaflyou have been to me so loved and dear, and. you are named a noble knight, and would betray me for the riches of this sword. But now go again lightly, for you long tarrying put me in great jeopardy of my life,
for I have taken cold. And but if you do now as I bid you, if ever I may see you I shall slayyou with my own hands, for you would for my rich sword seeme dead". Then Sir Bedivere departed and went to the sword and lightly took it up, and so he went to the water's side; and there he bound the girdle about the hilts, and threlv the sword as far into the water as he might. And there came an arm and a hand above the water and took it and clutched it , and shook it thrice and brandished; and then vanished away the hand with the sword into the water. So Sir Bedivere came again to the King and told him what he saw. "Alas," said the
Krg, "help me hence, for I dread me I have tarried. overlong.,,
Then Sir Bedivere took the King upon his back and so went with him to that wateris side, even closer, by the bank floated a little barge with many fair ladies in it; and among them all was a queen; and all they had black hoods, and all they wept and shrieked when they saw King Arthur. "Now put me into that barge," said the King; and so he did softly. And there received him'three ladies with great mourning, and so they set them down. And in one of their laps King Arthur ldid his head, and then the queen said, "Ah, my dear brother, why have ye tarried so long from me? Alas, this wound on.your head had caught over much cold." And anon they rowed fromward the land., and Sir Bedivere beheld all the ladies go forward him." Then Sir Bedivere cried and said, "Ah, mylordArthur, what shall become of me, nowyou go from me and leave me here alone among my ene?nies?"
"comfort yourself," said the Krg, "and do as well as you may, for in me is no trust in.'For I must into the legendary valley to heal me of my grievous wound. For ever the queen and ladies wept and shrieked, that it was pity to hear. And as soon as Sir Bedivere had lost sight of the barge he wept and wailed, and so took the forest and went all that night.
And in the morning he was ware, betwixt two bare woods, of a chapel and a hermitage. Then was sir Bedivere glad, and thither he went, and when he came into the chapel he saw where lay a hermit groveling on all fours, close thereby a
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tomb was new dug. When the hernr,it saw Sir Bedivere he knew him well, for he was but little before Bishop of Canterbury, that Sir Modred put to flight. "Sir," said Sir Bedivere, "what man is.there here interred that you pray so fast for?"
"Fair son," said the hermit. "I wot not verily but by guessing. But this same night, at midnight, here came a number oJladies and brought here a dead corpse and prayed me to inter him. And here they offered a hundred tapers, and gave me a thousand gold coins." "Alas," said Sir Bedivere," that was mylord King Arthur, which laid here buried in this chapel."
Then Sir Bedivere swooned, and when he awoke he prayed. the hermit that he might abide with him still, there to live with fasting and prayers:
"For from hence will I never go," said Sir Bedivere," by my will, but all the days of my life here to pray for my lord Arthur." "Sir, you are welcome to me," said the hermit, "for I know you better than you think that I do: for you are Sir Bedivere the Bold, and the full noble duke Sir Lucan the Butler was your brother." Then Sir Bedivere told the hermit all as you have heard before, and so he stayed with the hermit that was beforehand Bishop of Canterbury. And there Sir Bedivere put upon him poor clothes, and served the hermit full lowly in fasting and in prayers
Thus of Arthur I find no more written in books that been authorized, neither more of the very certainty of his death heard I nor read, but thus was he led away in a ship wherein were three queens; that one was King Arthur's sister, Queen Morgan le Fay, the other was the Queen of North Galis, and the third was the . Queen of the Waste Lands. Now more of the death of King Arthur could I never find, but that these ladies brought him to his grave, and such one was interred. there which the hermit bare witness that was once Bishop of Canterbury. But yet the hermit knew not in certain that he was verily the'body of King Arthur; for this tale Sir Bedivere, a knight of the Table Round, made it to be written. Yet some men say in many parts of England that King Arthur is not dead, but carried by the will of our Lord Jesu into another place; and men say that he shall come again, and he shall win the Holy Cross. Yet I will not say that it shall be so, but rather I would say: here in this world he changed his life. And many men say that there is written upon the tomb this:
59
bir
€lrtfirrue, !l&ex @uonDsm, lBexque tuturud recet
(Here liesArthur, who u)as once king and king witl be agtain)
?nsx'tr The Mirage
Writers paint word pictures or images that appeal to our senses of sight, sound, smell, taste, and touch in poetry and in prose composition. trook for the images that you have located in the text. Cgpy the chart below on your notebook and write down the details in the appropriate column.
1
2.
3.
i;
4. 5
TRsI{
s
wlull Over,in Groups!
piscuss and answer the questions below in groups. Write your answer on one whole sheet of paper.
t.
How would you describe King Arthur as a king? Locatp a part in the story that will support your answer.
2.
What hope is given to people in his tomb sayrng.Arthur is the "once king and king that will be"?
g.
Why do you think some men say in many parts of England-that King {rthur is not dead, but carried'by the will of our Lord Jesus into another place; and that he shall come again, and he shall win the Holy Cross?
4. What great deed did King Arthur achieve
as he
lived his life? What was his
greatest legacy?
S. What pattern is used to d.evelop the idea of the text? Point out the sequence signals or.connectors in the text.
60
6.
How do images or word pictureghelp you experience a scene in the excerpt The Day of Destiny?
?#LSK
S Group Activity
You will be grouped byyour teacher into three (g). Each group will be given an article to read in ro minutes. Once done reading, listen to your teacher's further
instructions.
Ed, ges
Tftsl{
qCI
Plotting Them All
Examine how the three (g) articles were written using the following criteria:
nnd
Criteria
UNESCO sends
experts to Tubbataha Reefs
How to Maintain Cultural !dentity
The Courage Mother Had
,
that My
.,
Purpose Format Features
Language Use
TfisK ,ry
rr
weigh up!
Examine the following examples of texts. Indicate the type of reading text they are.
1. Men in great places are thrice servants: senrants of the sovereign or state,
nd
servants of fame, and servants of business
ur
"Of Great Place"
nd
2-
ris
3. Those that have tenacity will not quit when confronted by obstacles or when failing. In a game or in life, tenacity wants to win, and tenacity lives by the
NASA is proposing another space project. The agency:s budget request, announced today, included a plan to send another person to the moon.
credo, "Failure is not an option."
61
4. Three passions (simple but overwhelmingly strong) have governed my life: the longing for love, the search for knowledge, and the unbearable pity for
the suffering of mankind. 5. Director Steven Spielberg launched a Germany-wide contest Sunday designed
to promote tolerance through students' intercultural interaction. 6. If you can dream - and not make your dreams your master; 7.
An earthquake is a shaking or rolling movement of great masses of rocks on the earth's uppermost layer or crust.
T&sK
tx
Bite the Dash--
Study the following sentences below. Notice that they are punctuated with a dash (-). '
1.
When in 196o the stockpilewas sold off- indeed, durnped.as surpl_qs- natural rubber sales were hard hit.-Barry Commoner
2.
The presentations-and especially the one by Ms. Ramos-impressed the audience.
3. oil, steel, and wheat-these are the sinews of industrialization. 4. My foot is on my native heath...-Sir Walter Scott 5. Your question-it was your question, wasn't it, Mr. Jones?-just can't be answered.
TR$IK tB
Write a Dash
Punctuate the sentences below with a dash
1. I am under the impression
(-).
that she has no instruction at all and" doesn't need
any. Strauss favors as does Sotto voce, the Administration is early admission Russia to the International Monetary Fund.
of
3. To feed, clothe, and find shelter for the needy these are real achievements. 4. The motion was then tabled that is, removed indEfinitely from consideration. 5.
If we don't succeed and the critics say we won't then the whole projects is in jeopardy.
TASK {*e Type the Hype
62
rlife
tyfc lgnd
ks
on
ith a tuml
The words below are punctuated
wi*r a hyphen (-). Study the words carefully.
1. anti-inflationary
3. a come-as-you-are party 4. a six- or eight-cylinder engine ,:," 5. the ruling-passion of his life 6. one hundred thirty-eight 7. a two-thirds majority of the vote 8. pages 40-98 g. the NewYork-Paris flight
.
TASK {5 Let's Hype! Punctuate the words/phrases below with a hyphen.
!
au-
L. 2. 3. 4.
. co-opted good for nothing She has gray green eyes
pre and post adolescent trauma
YOUR DISCOVERY teed
nof lts.
TASK T:ASK
.
ion.
{5
TASK
I
Me-Metaphors
t6.'r one with others
'';
.
Do you consider the Tubbataha Reefs as natltre's legacy to mankind? connections do you share with Tubbataha Reefs?
flhat
sin
.
Do you consider cultural heritage as your forefathers'legacy? What is your
63
role in the preservation of culture in the country?
what is your mother's greatest legacy? Do you consider this legacy worthy
j
of passing on to your children?
n t:r .
..
lt.o
r.!ft'
TfiSK {6.2 My Legacies What would 5rour legacy be? Accomplish the chart below.
64
*
it
AYouR
FINALTA'K
,rer
The Iocal government is planning to convert your town's rice fields into an industrial park. One,of the bridges with historical valuewill be demolished. Most of the residents disagree with this plan, some agree, and a few remain undecided. lf you were in the shoes of each of the people enumerated below whatwould you say about the plan? Remember that you are to perform a choral recitation at the end of the quarte1. The following tasks will help you (r) empathiae with the characters' opinions .and feelings and understand where the"speakers,are coming from and (z) make use of appropriate speech features to make your performance successful.
TAsK
rr Sharing Other People's Perspectives (SHOPP)
Municipal Engineer BusinessMan Teacher
Vendol StreetSweeper Student
Mother Historian
65
I
TASK
ta
Viva Voce!
choose your favorite part of the tert, The Day of Destiny. with a partner, read the part aloud using the correct pitch, juncture, stress, intonation, rate of speech, volume, and projection. Rubrics: Pitch
Stress
lntonation
r.{
':
i.rt*iiiiiioii Student's pitch does not change the meaning of the
Student's pitch changes the meaning of at least two (2) words/phrases. Student pauses Student pauses in aI in all periods and least two (2 ) pericommas.' ods or commas. Student emphasizes Student emphasizall words and sylla- es at least two (2) bles cor:rectly. words or syllables correctly. Student observes all Student observes at possible intonation least two (2) pospatterns correctly. sible intonation patterns correctly. Student reads at an Student reads at a average speed. speed just enough to be understood. 66
Student's pitch changes the rneaning of all the words/
Student pauses in one (1) period or cQmma.
Student emphasizes one ('l) word or syllable coirectly. Student observes one (1) possible intonation pattern Student reads very fast and incomprehensible.
rl,utdr"rne
ffie{ection
e
Student applies the correct volume in readinq. Student reads the text loudly and clearlv.
Student applies only Student applies gnly one (1) correct volin umes readinq. ume in readinq. Student reads some Student's reading is text loudly and not loud and clear.
two (2) correct vol-
clearlv.
YouR TREA',RE "We learn rrutchfrom the past to understand the present. We shape and liue the present to send amessage to thefuture - a LEGACY - uthich couldbe akey to understqnding the SELF' My journey through this lesson enabled me to learn
My journey through this lesson enabled me to learn er,
of
::<=
s
It made me realize that
st
I therefore commit to
67
YOUR JOURNEY Normally you hear from people who care say, "Don't be your own roadblock to success!" This is the challenge you need to attend to amidst diffrculties and sufferings you may experience. This simply means you need to be aware of, face, and,then remove the setbacks, burdens, and difficulties which at time upset you. To fear them is alright but you have to face these fears and live with them courageously. They are parts of the games you have to play to make your life better. It is always in your hands for y-ou to start making the most out of these challenges. This lesson begins with learning to cope with challenges to enhance yourself.
Further on, you'll confirm that you read poems not only for the exploration of target concepts, but also for enjoyment and for the help it gives you to und.er stand yourself as well as the people anywhere, anytime. Most importantly,
the enhancement of your communication and literary skills are on top of all of these. The overriding and underlyrng concepts plus the tasks you'H engage in in this lesson will surely guide you to answer the BIG Question: IIow do I eope with
challenges
in life?
YOUR OBJECTIVES Going through the process of discovering the answers to this essential question, you are expected to: a a a a a
a a a a
make connection between the present text and the previously read text assess the relevance and worth of ideas presented in the material viewed draw generalizations and conclusions from the material listened to use s)monyms of words to clarify meanings explain how the tone of the poem helps clariff its meaning use contractions proficiently make use of lyric poem's feature in an advertising campaign use effective ways of coping with challenges to enhance one's self show appreciation for the significant human experiences highlighted and shared during the discussion
68
Since your direction is clear, you are now ready for
Gf
-
YouR rNrrrAL rAsKs
fftsil t Twisters ' Interview three of your classmates as to the questions you have about coping with challenges.
'
Write at least three (g) questions (in line with coping with challenges) you hope to answer later.
work with your peers and reflect on this: what do you consider as your challenges in life? a
Make a list of at least ten (ro) challenges experienced by stuilents like you:
a
copy the chart as shown, and fill it up with the entries called for.
59
I
. . .
Rankthem in their order of difficulty. Rank t the most ehallenging and 10 as the least challenging. Ask them to decide what the most effective method of coping with challenges is.
Rankthem in their order of effectiveness. Rank r the most effective and ro as the least effective.
.
Share your findings with the elass.
TASK
2
Constant Recall
One challenge you need to face is how to unfold and show appreciation for the meaning of a poem
. . . .
. .
Work in groups of five and think back on the salient points, aspects, and elements of poetry to be given attention to in unfolding its meaning. Clarify the WHAT, WHY, and HOW of these aspects.
Point out which of these elements (subject, theme, poetic devices, sounds, tone, significant experience), you have yet
r' t/ r' r'
to touch on
to explore
bunderstand to master
Emphasize which ones you nqed to give more attention to. Report your findings in class.
TAsK 3 Make a Synonym Match
.
Challenge
'
Fill each blank with a single letter to form these pairs of words into synonyms.
Example:
RUE
-ACTUAL EACTUAL IRUE 1. _COLD_HIDE 2. _EARNING_RAVING B. -ALLY-
CORE
4. _AVER_ALTER 5. -ROLIND-OIL 70
Z.
LIMB _ SCENT
8. _TUMBLE_RIP g._INDICATE_LEAR
10.
.
\^TELLINC _ BOOB
Use these pairs in your own sentences.
TAsK
4
Highlighting the Focus euestion a.. , ,
How do I copq with challenges in life? a
a
.
,
..J
List logica-l temporary an$,v€rs to the foeus question. Share yourlist with your classmates.
TAsK s What Do I Expect, Need, and Hope to Iearn? Write your targets on what you expect, need, and hope to learn in this lesson.
71
YOUR TEXT TIISK e Why Not?
.
Pair up and reflect on the following quotations.
..
Take turns in answering these questions.
r' r' r' ; a
t
What does each of the quotations
suggest? .
.
.,
Do you agree with what eaeh quotation suggests? Why? Why not?
What does it take to face life's
challenges?
Share your findings with the rest of the
)
c-lass. ,
Work with a partner and look elosely at this
pichrre. .'
:
Talk about how the picture illustrates the same meaning being conveyed in the quotations. Relate the two.
$
s.
ll,ll.t
72
y' How closely do you think the drawing matches your mental image of coping with challenges? Prove your point.
.
t
Share your findings with the rest of the class.
rnsx
I
Meaningful Life
Reflect on these questions:
t/ t/
' . .
To what can you compare life? Do words have the power to help a person get through hard/difficult times?
Find out how a poem written by Langston Hughes will help you achieve insights about dfficult times.
Mothir to Sonby Langston Hughes. It's high time for you to focus on the context of the poem. Try this. Listen to your teacher read the poern
TASK g Small Group Differentiated Work
. .
Work in ten (ro) small groups. With ylur groupmates, read ttre poem aloud and perform your assigned task.
Gtoup t, Words, words, words
.
As you read the poem,list the word.s that you find difficult.
.
'Share
Discover
your findings with the class.
'
how the details in the,poem help a story.
Gtoup 2. Meaningful significant experience ..
When you read a poem, you get to know the experience of other people. Ttris gives you a better perspective on your relationship with others and how you'll react to challenges in life.
73
.
Answer the following guide questions
1. Who is the speaker/persona in the poem? 2. To what does the speaker compare her life? g. What is the speaker doing?
4. What kind of stairway is it? 5. What kind of stairway is the mother's life different from? 6. What does the mother tell her son?
.
Copy the illustration of the stairs as shown and
fill it up with entries called
for.
Group 3, Salient points
.
Discover the answers to these questions.
r' r'
,
.
r' r' r'
What is the poem aborrt? The poem is divided into thrde parts. Which lines of the poem talk about hardships? Responses to hardships? Mother's advice to keep? Use the following table for your responses.
Which is the most interesting phrase in the poem? Why? Which part makes you think of someone in true to life experience? What do you think is the most probable purpose of the writer in writing this poem? 74
.
Share your findings with the class.
Group 4. Message for you
.
With your groupmates, discuss the answers to the following questions:
r' r' r' r' r' r' r' .
What poetic devices are used. in the poem?
Which one helps clarify the message more? Which part do you like best? Why? What do you think might have motivated the mother to advise her son? Is the message of the poem worthwhile? Prove your point.
How important is the poem's message in your life? What have you learned from it?
Share your findings with the class.
Group 5.Qualities and attitudes displayed (Q&A)
. .
What approach to life do you think the persona intended to show in the poem? Make a list of them. Plot them in the chart. Persona's
Mixture
Attitude Good
.
r' r'
"Good
Not Good
Not Good
What new and special way does the poem give you? How will it help you to become a better person?
Share your hndings with the
class.
.
Group 6. More challenges
. . . .
Talk about how the speaker/ persona feels about the challenges in life. Explain her reactions to such challenges. Point out the lines or phrases that shed light on these. IJse a table like the one shown below for your responses. Persona's feeling
Reason
Lines or phrases as
supports
.
Share your findings
with the class. 75
Group 7. A key to.,.
.,
l
The speaker's/persona's attitude towards the subject canbe gleaned from the quality of the language the poet used. This is called the tone which can either be formal or informal, serious or light. In most cases, tone is suggested by the quality of the language used by the poet.
.
Choose from the list the tone used by the speaker/persona.
approving
admiring
, critical fearing playful
serious
light
mimic
calm
mocking polite
angry
persuasive envious anx-
ious afraid rnysterious confused triumphant defeated cynical hopeful defiant hostile sorrowful happy
doubtful forgiving inspiiiniy
Note the words that reflect the poet's or speaker's attitude toward the subject. Select a single word (adjective) to identify the
speaker's tone.
oo PERSONA
\_/
r' r' r' .
m"m
how the tone changes,in the poem's last
the effect of the
change
part
I
r
the way the poet uses tone to emphasize the importance of coping with challenges to enfiance one's self.
Report back to class.
GroupS. Extended metaphor An extended metaphor is a feature of a lyric poem that presents comparison over several lines throughout the poem. Remember that a lyric poem is a highly
76
musical verse of the observations and feelings of a single speaker.
.
Notice how the speaker or the persona makes many comparisons from thetrrst to the end line of the poem. Make a list of these comparisons. Compared to
Life
.
Describe what the image of the crystal stairway suggests.
.
Share your findings with the class.
Gtoup 9. Drawing conclusions
. . . .
Discuss which illustrates the persona's state of mind at the end of the Make a list of the choices offered to her. Consider the choice she made. What can you conclude as to the kind of choice she made?
Find evidence to support your conclusion. Share your ideas
Group
.
1O. Types
with the
class.
of poetry
Thinkback and recall the three (g) tlpes of poetry.
r' r'
How do they differ?
Which of them: expresses vivid thoughts and feelings?
77
o
. r
Mother to Son can be categorized under what
tSpe?
:i
Recall the other poems you've explored in class and decide to what each belongs.
.
tlpe
Share your ideas with the class.
TASK
lO
On Using Contractions
A. Find a partner and mull on how the following quotation relates to the message of
.
Mother to Sonby Langston Hughes. "Our struggles, efforts to face difficulties in life, sacrifices, charity and fervent prayers are the seeds of our suceess. To be strong for storms that last not fgte'er as seasons change with God in control keep us standin'."
. .
Pay attention to the two underlined
words.
l
r'
What do they have in common?
t/
What term do we use to identiff the expressions that use apostrophe "" in place of omitted
letter/s?
Rereadthe poem,Mother toSonby Langston Hughes andlookfor samples of poetic contractions (contractions used in a poem to syggest a different culture, language use, etc.). State the effect of these contractions to the tone and message of the poem.
B. To use or not to use... In five (5) minutes, correct each error in the use of contraction and possessive pronoun.
'
I'
author?
1.
Who'se it's
z.
Have you accepted they're opinion about coping challenges?
g. Ttreir here to demonstrate they're understanding. 4. Its too late for you to go they're. S. They're here to stay and its a.bout time too. C. Contractions Game
. .
Form three (3) groups and play this game.
Write each of these verbs in the index cards or slips of paper. ( will, could, is, have, do, does, did, can, are, was, etc.), and place the cards or slips of paper in a pile.
78
. .
Take turns in turning each verb into a contraction with the word NOT. Each player tells and spells the contraction aloud, then uses tence.
. .
it in
a sen-
Players get 5 points for each correct and complete answer. Consider the group with the most number of points as the winner.
D. Try It Out
.
Imagine two personas, poets (from the two poems you like or find interesting) meet and have a meal together. Imagine how each one shares their thoughts on how to face challenges in life.
. .
Make up fewlines of dialogue showing their sharing of ideas.
Itsing your cgmmunication and literary skills learned, try the following.
YOUR DISCOVERY TASKS TASK
I'I
An Advice Discuss how to wor\ with
a student wh9 has been disappoir-Ited to the
point of disillusionment because of
a
problem.
What advice would you offer adults who work with young people like this disillusioned adolescent. a
Prepare abrief opal report alooutitt
a
Share your ideas
a
Give comments and suggestions.
TASK
{2
with others.
Advice Collage
a
Create a collage based on your chosen lines or images from the poem.
a
Create photos or drawings that illustrate the message you want to convey.
a
Design the layout of your collage.
79
. TASK
Use the internet and other forms of technology to enhance your collage.
13
Nominee
.
Imagine that an international agency is going to give a Medal of Honor Award to anyone who is able to inspire a lot of people through his/her poem.
.
Write a ldtter to the head of the agency and nominate your favorite poet for the award.
r .
Remember to highlight the reasons for your choice.
TXtlSK
Read your letter in class.
{4
Musically Yours
.
Scout for sones that
.
Play the tape or sing the song.
any or some of the following experiences. poverty prejudice loss of loved ones failures setbacks hope perseverance sound decisions charity
of your understanding of the target concepts and to hone your communication skills?
YOUR FINAL TASK
a
Obviously, you're all set to try this next phase of the lesson that will show you how you can present an lnfo-Advocacy Campaign on Using Positive Ways to Cope with Challenges. The criteria for assessment will be: Focus, Content, Visuals, Clarity of purpose, and Language convention.
TASK
.
15
Magic 8
Work in groups of five and find out how familiar you are with these MAGIC 8 ways.
> >
See
hardships as challenges rather than insurmountable obstacles.
Focus on the positive rather than the negative effects.
80
>
Take comfort in the love and support of the famrly'
chalenles
> .
Act and think like what you do makes a difference.
point out which of them you already have experienced as you faced the challenges of everyday life and as the basis for self-improvement. Jot down your thoughts about how your experiences have given you a second chance for self-enhancement.
. .
share your,thoughts with your peers, groupmates, and others.
TASK
. ,. : A.
'16 fire Best Info-Ad C4rnPaiSn Imagine that you are a famous or influential person who fs committed to challenges through using all f9r1s of promote ways to cope 1$i,a; you could also ,imagine ihat you are a government official who will help in the promotion and information drive to educate and help teenagers in coping wittr challenges. ,
tth
Setting UP
.
Set up a special meeting fdr you to brainstorm, discrrss, and decide"qs the following:
r' r' r' r'
Objectives Programs you need to Produce your major tasks
Different Committees Activities Plans
a
..'
(an Info-Ad/Advocacy Campaign on ubing positive w-ays to cope with challenges )
1.
Plan the concept, features, and modes of presenting the
Info-Ad'
2. Prepare the script, technological aids, musical background, and materials
needed. B. Gathering
Information
1. Research and gather information about the topic for the ad. 2. Create a questionnaire designed to gather information you may need about 81
the qualities and features of an ad campaign that would attract people.
3.Askandanswerquestionsonhowtheywillpresentthead.
4.
Interview groupmates on the specific topic for the Info-Ad you want to work on.
6. Decide on and choose the most preferled topic by the majority. 7. Use note cards for gathered information. 8. Share findingswith the group. ,t ,
C. Radio Script
1.
Prepare a radio script highlighting your cho,sen magic ways from Magic 8 activity.
2. 3.
Focus on the important issues confronting teenagers today. Choose ttre best ads that present the concerns of the majority
in
the groups.
4.
Analyze the structure, format, contents, sqrle, and strategies used in the ads.
s. choose members of the group who will form the cast,,including the narrator and the leadingcharacter.
6. Rehearse, polish, record, and share your radio script \,vith the class. T. Set time for feedback. D. Music/Jingle
1.
Find and choose contemporary songs that reveal sonle of the same emotions conveyed in the radio script.
2. Share the songs with your classmates. g. Talk about how it relates to the message of the radio script. 4. Record the background music and sound effects that you might use. 5. Put togefher, relate, and use the musical recordings and the radio script ready for the rehearsals.
6. Rehearse and shoot for the Info-Ad. Z. Conduct peer checking. 8. Present, review, edit, and polish the Info-Ad based on the comments 82
and
suggestions made byyour peers.
'
g.
Answer the following questions:
r' Are there other changes they want to make on your Info-Ad? ./ Is there anything included that you would like to remove? r' Is there any information/idea that you need to add? y' Are there other changes they thought could have been made? ./ Is there anything included that theywould have taken out? ( Is there any information that they would have elaborated on? ro. Make the necessary changes and modifications.
E. Presentation
1. Use appropriate
z.
technology aids in your oral presentation of your Info-Ad.
Present your Info-Ad/Advocacy Campaign on Using Positive Ways to Cope with Challenges
it in your Facebook wall, TWitter, or blog. Invite the public especially your friends to share their comments and
3. Post '4.
suggestions through FB, TWitter wall, or e-mail. 5. Assess the Info-Ad/ Advocacy Campaign on Using Positive Ways to Cope with Challenges based on the following criteria: Focus, Content, Purpose,
Organization and Developnient, Relevance, Clarity, Style, Impact, and ICT integration.
YOUR TREASURE You've learned that in your life's journey, simple or complicated changes keep
83
4.*,itt:
coming. These changes bring a lot of trials or challenges. Sometimes theybring happiness, at times depression. Just the same, you have to cherish these changes that bring challenges because they push you either up or down. Hence, you must react positively by looking for ways to make your lifp better if not the best.
TASK IZ How are you doing? Ttrinkbackonthe activities, tasksyou'vefinished, and conceptsyou'velearned. Reflect on and answer the following questions:
1. What is it that you found most enjoyable and most dfficult in this lesson? 2. How do you plan to do away with these diffic,ulties? 3. Write at least three (3) possible ways or steps you can adopt for you to solve these difficulties.
4.
What skills do you hope to improve or strengthen in the next lessons? Plot your responses in your Learning Log.
84
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Complete the chart as shown with entries called for,
_
Quarter _Lesson Part of the lesson that I consider Ways to get. ,,,
Most difficult
away with the most difficult
Hope/expect to improve/ strCngthen in the next lesson
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99
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D
YOUR JOURNEY This lesson marks the flrst major stop of your itineraries in Grade English. 9 Here, you'll d.emonstrate your understanding of all the importu.rt ,.ti-.orr"""pt, alongside the essential literary concepts and language communication skills needed for you to celebrate your self-worth as you positively raise your self-esteem. This is made possible through a speech choir presentation as evidence of your understanding. This lesson is drawn from the baseline celebrating self-worth. In this lesson, you will be able to explore some important concepts t"uaing;r"ii."rrr*.ment. Hopefully, through your understanding of the overriding and underlying concepts plus the activities ygu'll be engaged in in this lesson you'll surely be able to answer the BIG Questions: How can I attain sblf-worth? What does it take to get the most out of life?
In totality, you'll prove that reading poems can reany help uplift your sense of self-worth. Parallel to this, taking active control of all the language communication skills you've learned in this quarter marks your understanding of the lessons. Hopefully, this cantie demonstrated throujh a very impressivJrp"..h choir presentation.
YOUR OBJECTIVES
{'
These are your objectives for this lesson. you are expected to draw generalizations and conclusions from the material viewed summarize information from the text listened to prov-e that title serves as a big clue to project on the meaning of the poem use definition to arrive at meaning of words explain how a poem is influenced by culture and other factors use literary devices and techniques to craft poetic forms use the appropriate and effective speech conventions expected of speech choir presentations
100
?.
k. f*: ;r;t
[. fs ts
;-
f u t.
SYouR ftsk I . .
e e
Something Special Game
Form two big groups.
With your groupmates
y' y'
t-
lNlrlALrAsKs
r/
recallthe poems you've explored in class. select lines that you found special, something new, or that affect your attitude in life for you to become a better person.
write these chosen lines from the poems on slips of paper and drop them in the designated special box
f
.
Draw lots on which group will be the first to read the chosen lines and share your ideas about them.
e
.
Recall and use everything yorii"urrred about enhancing yourself from the lessons from week r to 8.
I
a
Take turns in sharing insights.
a
For three (3) minutes, share your insights.
a
Allot five (S) points for each sharing. The first group to come up with the most number of points vvins. I
a
T:ask'2 Here and Now
. .
Reflect on the recent issues that we need. to attend to. Decide which of them can be solved through your understanding of the concepts revealed in the previous lessons. Whictr of these concepts do you need more to help solve these problems?
10I
Ihsk
r
Dignity Delight
what do you do to celebrate seH-worth? you buywhat you want, take a trip to the mall, stroll in the park or seashore, or hanj out withyog f.i".rd, doing things you like to do. a a
Draw a picfure of the ways you celebrate your self-worth. Use creative ways to show them in your drawing.
work with a group of your classmates and cornpare your ideas about the wal you celebrate your self-worth. How closely do you think these drawings match your mental image of celebrating self-worth? prove your point. Share your group's ideas with the whole class.
lhsk C Getting the Most Out of Life
.
. .
Form a threesome and take a good look at this picture.
.Talk about what it communicates to you. Use the following guide questions.
y' Does the drawing answer the question: what does it take to get the r' r' r'
most out of life? what general truth in life comes to your mind as you
see
this picture?
How closely do you think the drawings match your mental image of celebrating self-worth? Prove your point.
what details of the picture suggestthe importance of attaining self-worth?
102
y'
/
trip
Howwell doyouthinkthe drawings fitthevalue of celebrating selfirys662 What is your overall impression of this
drawing?
y' , How does the picture make you feel about self:worth? ,,
ring
r'
l
,
y{hatothervisuals can you think ofto illustrate your sense of self-worth? Prove your point.
At.r
l
ten minutes, convene and keep a record of these findings (in line with ; celebrating self-worth).
a
Share your findings with the class.
a
Find common ground about your ideas
the
T sk 5 Focus Question
r8s
Remember the focus question: How can
I attain selfrworth?
List logical temporary answers to
l:\
Thrk 6 Setting Expectationsfuiswer this question: What do I,e-xpect or,need or hope to learn?
.
.
'.";.
Write yourtargets on what you eipect or need or hope to learfi in this lesson.
re
You are now ready for the next phase of the lesson. 103
YOUR TEXT Whatever direction you take in life, you need to follow certain guide posts to reach your destination.
' .
Draw and label a stairway, road, or path that reflects your life or your family's struggles. Use the following qrrestions to guide you.
r' Arethere twists and turns in jrour life? How will you present them? r' Whatare they? r' Are all 16" steps of the same height? Why or why not? r' Is part of this stairway, road, or path in the past, present, or future? r' How are the parts different? ' r/ which part in the past, present, or future represents your or your fam-
ily's self-worth and which are the parts you celebrated or woota Uk" to
celebrate?
. .
Write
short description of what you d.rew. Share your work with the class. a
Thsk I A Time to Proiect
. ' .
Read and focus your attentioR on the title of the poem
f
by Rudyard Kipling.
To illustrate the importance of celebrating self-worth, the poern {fprovides cherished pieces of information which are clearly conveyed. Express your thoughts and views on what the subject of rn" poem would be.
I think the poem If by Rudyard Kipling would be about
104
Tlaskg AGolden Door its to
.
Form a small group of three and take turns in sharing your thoughts, feelings, and experiences that relate to the following quotation.
rily's
.
Share your findings with the rest of the class.
I'lask
. I
. [amre
fO What's it?
Find out how the poem ff written by Rudyard Kiplirtg will help you achieve more insights on how to make lifebetter if not the best. As you listen to your teacher read the poem
If,
read,it silently and watch out
for words which are diffrcult for you to understand.
to
ling. ides
lbe.
_-
105
By now, you have developed a variety of strategies to help you figure out the meaning of unfamiliar words
When you find hints to the meaning of a word in the words or sentences that surroun-d it, you know you have context clues. These context clues can help you expand youq vocabulary all the more. ,
one simple strategy is through definition or restatement clues. Here, you must watch out for words like or, that is, in other words, also called as that often signal definition or restatement.
105
?astr
. .
m Vocabulary Game
Form two (z) big groups. Go over your list and find out which of them are clearly described by the following definitions.
1. It means "misfortune" or "bad luck." 2. In other words, they are your "enemies" or "opponents." 3. It means "stack" or "bundle." 4. They are called "pretenders" or "fakes." S. They are also called the "playing cards." 6. It means "strength.
T. This means " to bow" or "to bend." 8. It is a " trick" or "setup" or "deception." 9. This calls for "good qualtty" or "morally good." rO.In other words, these are your "achievements," "accomplishments,"
Or
"successes."
. . .
Take turns in identifuing each of these words in a minute. Each correct answer will be given a corresponding point.
The group to come up with the most number of points wins.
riark {2 Small Group Differentiated Works (SGDW)
. . . .
Read the poem once more to find its meaning.
Remember tha[the poem is divided into four parts. Find out how each part ' suggests something or someone in real life. Pick out lines that clearly suggest such. Complete the following table with entries called for. Part of the poem
What it suggests
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Words, phrases, or lines that clearly suggest
Group 2. Always do the positive The poem sets conditions that serve as positive signs for success or attainment of self-worth. check out which of these signs are conveyed in the poem.
. ' .
Discuss by specifiring which part, stanza, or lines clearlypoint out each positive sign.
Talk about which of them you agree or disagree with. Explain. Share your ideas with the class.
Group3. Firming up the value of self-worth
.
Answer the following guide questions:
rz which part makes you think
r/ r' r'
of someone or something in real life?
What kind of roadmap in life is conveyed in the poem? How can one be a man according to R. Kipling?
Whatconditions are stated in each stanza? 108
r' r'
Is the message of the poem worthwhile? Prove your point.
How important is the poem's message in your life?
Group 4, Summarizing
o
Think back on what you usually do to summarize points in a text you read or ideas you listened to. Giving the summary helps clarify your understanding of the key information in a reading or listening or literary piece. When you , summarize,yortcondense the ideas you read or listened to. As you summarize you restate the main ideas and the most important details in a fewwords and sentences.
.
LJse
r/ r/ r' r'
the following questions'as your guide:
What have you learned from it? What approach to life do you think the poet intended to show and share in the poem? r.lvhatnew and special way does the poem give you of enhancing yourself that can be celebrated? .a, How will it help you to become a better person?
Yas$s ruB
On Using Ellipsis
A. Ellipsis is also a part of everyday conversation. It's normal that one speaker may cut offwhat he/she is saying, another speaker may trail off, or his/her train of thought may wander. The use of ellipsis makes the conversation
natural and realistic even in poems.
.
Look closely at the following Info-Ad. a
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Are you going to ioin our Speech
ornd
I)ranna Club?
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Experience challenges
. Share Aour talents ... Be
a part of
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our grou7.
Aaaahhhh ... you're interested Yippeee ...We canhelp. Pls. ContactAnne at o9t6-..
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What is the ad all about?
a
What is common to these expressions? t. Share your talents ...
z. Aaaahhhh ... you're interested 3. Yippeee ... We can help. What name do we give these puncfuation marks? Remember that ellipsis (...) are punctuation marks that are used to show that something has not been expreSsed. It usually indicates any of the fotto*rrg,
. . . .
Words that have been left out of a quotation
'
Words that are being thought Ofltrstead of spoken.
d series that continues beyond the items mentioned. Time passes or action occurs ini4rnarration.
A. Markit right! choose the blank that marks the best plaqe to insert ellipsis points. ' 1. "The intellect, seeker of absolute truth_or the heart lover of_ absolute good we awake by Ralph waldo Emerson
2.
"Time is a test
of
trouble
-"
by Emily Dickinson
3. Time never assuagesinews do with age
4. 5.
but
not a remedy
_,,
an actual suffering strengthens by Emily Dickinson
_"
.
as
"Yet if we could scorn, hate and : pride and fear: If we were things born not to shed a tear_" by percy Bysshe Shelley "Rise in the spiritual rock flow through our deed'and _ make them
pure_
"
byAlfred [,ord Tennyson
-
B. Insight
'
Share your insights on your most liked poem bywriting them down. Illustrate at least two (z) of the ellipsis rules in your work.
Find a partner and exchange papers.
.
Comment on each other's work.
110
C. Best ofRoundup
. . . .
Talk about your family, your friend, your classmate, and yourself. List special abilities that you, your family, and your peers have reasons why you feel great because of them.
as
well
as
the
Present a write up of this sharing.
Remember to use ellipsis whenever necessary.
D. Ellipsis Patrol
. . .
Find
old newspapers and magazines. Scout for and choose articles ofyour interest. a stack of
Look for and encircle all the ellipsis used in the articles. Discover who in the class can n1,g tfre most number of articles with ellipsis.
At this stage, you should have several"i.ndpfessive ideas on why you need to celebrate self-worth. Eventually, you are ready to prove your understanding of how this valued concept can be realized through getting involved in real-life tasks t;."' ; like that you'll activate on...
DrscovERy rAsKs
eyouR Esk r* The Big Four .
Form four (+) big groups and choose one from the following tasks to work on.
.
With your groupmates, discuss howyou'll squarely come up with any of the following.
Group
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7. Anadvice poem
Write a poem that offers advice to or someone else.
a
friend, relative, classmate, schoolmate,
IJse thesewords and phrases in any order.
r'Do
y' Forget y' Do not
/
/
y' Remember Seek
Watch out for
.
rhythm, repetition, and imagery in your poem. Remember to use rhyme, "
111
Group 2. Advice column
'
Read advice columns from newspapers, magazines, or comics. Look p-"1: email ads, posts on FB or Twiner, listen to the'radio, it littloaras, or wdtch TV talk shows or TV commercials that persuade people to do or not to do something in order to celebrate self-worth.
. .
Look for advice for those who have problems with their self-worth. uvrr Vt Lll. Collect them. vV
,r . p4c\agge yplrr, qlfec,tion with,Iour groupmates. , . :,Notqtheqwords you read or hgar and imagbE that you see. How do the ads persuade
'.
you?
,
.,
.,i
.
Find out if humor is used in the ads. watch out for what these pieces of advice'have in common. Report your findings to other groups.
' .
Group 3. Look up the hero
'
Choose your most remembered poet/persona in your favorite poem and use him/her as your role model in
life.
' '
.: Write abouthis/heroutstandingtrait orattihrdethatisworttrytofolloworpraise. Remember the lines conveying such trait or attitude and use them as possible words of wisdom
.
Share your thoughts with the class.
Group 4. Mqsical beat
: . ' ,' .
song (rap, pop, rock, ethnic, classical, country, religious, etc.).
-alg":"," Match it with your favorite
poem.
.
Try writing new words (expressing your ideas on how to celebrate self-worth) to go with the music,. ,
use rhgnes, repetition, imagery, figures of speech, and rhythm. Try singing it to class.
112
@YouR
FTNALTA'K
Finally, you are rgady to try your hand at your majortask for the first quarter: a speech choir presentation. Have you ever wanted to be on stage while you're with a group reciting a poem? Here's your chance.
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Luckily, yoqwiJl perform withyour classmates, in a gpeech choirpresentation. Remember, you have everything you need to come up with a very impressive performance. For you to make it as best as you can, you must undergo a process.
Here are some grand ideas for the performance of your speech choir presentationr Look ttrem over before you plunge into it. Keep these points in mind as you go through ttre process.
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ri
A. connect
. .
Form three big groups
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1
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From the poems you have explored in class, choose one that
y' interests the majority of the group members; y' is most liked; 'tl r' you feel a close connection with; r' you want to read; and y' youenjoy reading in public. 1'
.
Decide which poem is the bestfor speech choir presentation.
B. AWorking Script of the poem and use it as a working script where you'll :opy underline the parts you find most dramatic like words, phrases, images,
Have u
/
sounds, and
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rhythm.
{
.
mark the parts where you'll go slowly, speak up, or pause.
donot end with
a
line but with a punctuation mark.
make notes describing the speaker/persona and. characters and consider
his/her
'
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I
/
age
feeling expressed in the poem ( Is there a change in his/her feeling as the poem goes on?)
clatit*the tone (thoughtful, ten-der, serious, sarcastic, sad, happy) convey.
113
you'll
i
/
decide
.
whether the poem should be read by: -alternating lines
-several voices or single voice how you will use your voice to convey your tone and what single impression you want your audience to get from your
. .
reading.
.
Plan your movements.
r' ,
,
,
'. D.
Specifu the posture and the movements the entrance and exit.
thatwill be used including
y' .,Aet brit some par,,tS"ediiecially thekey parts of the poem. ' Decide on and be ereative'in your choice of props, costumes, scenery sound effects, or othbr fdtms of musi'cal background. i
Rehearse, Rehearse, Rehearse!
. ' 'i ' '
Read according to
.'
.'
Break down Iong s6ntences lnto subject and their meaning. Readgroup of words for meaning rather than reading single words. Don't.come to a full pause but read on to the next line to complete the thought. Read with expression. (Change the tone of youqvoiee to add meaning I
to the
'
punctuation;'
word.)
IJse the tone of your voice, eye movement, facial expressions and minimal gestures to emphasize keywords and phrases. Read aloud into the tape recorder and listen to it to note accuracy and
expression
'
Read aloud and share feedback with a partner first then with the rest ofthe group.
'
As you rehearge, you must be open for comments and suggestions
improving your performance.
114
for
a
Have eye contact with your audience.
a
consider and be guided by the following criteria in your speech choir presentation.
t/
y'
Delivery (phrasing, pausing, intonation, stress) Voice (qualrty, projection, volume, pitch, and tone)
/
Bacialexpression, eye contact, gestures
y' Choreography(movement) y' Costumes, props, background
music, and sounds
Checkyour progress.
OYouRTREA',RE For your first quarter final appraisal, it is"safe to integrate and weigh the concepts you've learned and the skills you've developed in the course of the first quarter.
Again, it is timely for you to think bftfik, reflect, and focus on the following essential points that you
.
enjoyed
a,
found helpful
a
would like to work on further
',' -' Keep a r-ecorg of all,of these and add your answers to the following questions.
, r., What di4 you find most difficult in this lesson?
''
2. What would you do to overcome these difficulties? g. write at least (B) three possible ways that you can adopt to solve them.
115
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What do you hope to strengthen in the next lesson/s? Complete the chart aq shmryn with entries ealled for.
',
Part of the leaqgn that
I eqffi.. eh,h
I
ffiidr
Itelpful
'
leqtlids!
sugscsts
most
waysto
I hopef expect to
difficult
get away with the most dfficult
lesgon
trii
, I
116
lwould
like to improve/' work fur. strengthen ther on in,the next
