QT_2_LM_ENGLISH_8

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

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

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

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

123 Learning Module for English - Grade 8

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figurative language, language, and the like contribute to the theme Transcode information from linear to non -linear texts and vice - versa Employ concept mapping Use non-linear texts outlines and notes as aids in the preparation of a research paper Use coordinators Utilize appropriate idioms Acknowledge Acknowledge citations by indicating indicating bibliography bibliography sources used Observe correct format in bibliography bibliography sources used Use writing conventions to acknowledge resources Employ appropriate listening skills when listening to descriptive and long narrative texts Listen to determine conflicting information aired over the radio and television Listen for clues to determine pictorial representation of what is talked about in a listening text Determine if the speaker is neutral, for or against an issue that relates to the community Ask for and give information, express needs, opinions, feelings, and attitudes explicitly and implicitly in an informative talk Make inquiries Give information obtained from mass media Highlight important points in an informative talk using multimedia resources Use collocations of difficult words as aids in unlocking vocabulary difficulties Evaluate content, elements, features, and properties of a reading or viewing selection using a set of criteria Explain visual -verbal relationships illustrated in tables, graphs, information maps commonly used in content area texts Discern positive and negative messages conveyed by a program viewed React appropriately and provide suggestions based on an established fact Decode the meaning of unfamiliar words using structural analysis Follow task-based directions shown after viewing Interpret the big ideas/key concepts implied by the f acial expressions of interlocutors Show understanding and appreciation for the different genres with emphasis on types contributed by Asian countries Point out the elements of plays and playlets Determine the author‘s tone and purpose for writing the essay Point out how the choice of title, space, allotment, imagery, choice of words, and figurative language, language, among others contribute to the t he theme Communicate thoughts and feelings in summary results and notes, among others, using appropriate styles (formal and informal) Use appropriate modes of paragraph development to express one‘s ideas, needs, feelings and attitudes Use a variety of cohesive devices to make the flow of thoughts from one sentence to another smooth and effortless Employ concept mapping (circle, bubble, linear, etc.) as aids in taking down notes and organizing ideas Use outlines to sum up ideas taken from texts Use varied adjective complementation and formulate correct complex, compound complex sentences and appropriate parenthetical expressions Use writing conventions to indicate acknowledgment of resources

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EMBRACING OUR HERITAGE 2 - L1 Learning Module for English - Grade 8

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Ask for and give information, and express needs, opinions, feelings, and attitudes explicitly and implicitly in an informative talk Communicate thoughts and feelings in summary results and notes, among others, using appropriate styles Listen to determine conflicting information aired over the radio and television Determine if the speaker is neutral, for or against an issue that relates to the community Look into the derivation of words Define words from context and through word analysis Organize information illustrated in tables, graphs and maps Decode the meaning of unfamiliar words using structural analysis Interpret the big ideas/key concepts implied by facial expressions Point out how the choice of title, space, allotment, imagery, choice of words, and figurative language, language, among others, contribute to the theme Structure meaningful expanded sentences and conditional statements.

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

The Taximan‘s Story

(Egypt)

(Singapore)

Sawatdee... My Beautiful Bangkok

Revisiting Our Rich Past

Tracing Our Roots

The Devouring Rock (Malaysia)

(Thailand)

Embracing Our Heritage

Makato and His Cowrie Shell (Thailand)

The Legend of Banyuwangi; The Century Carver

Appreciating Our Origin

Outwitting a Crocodile (Malaysia)

The Origin of Ancient Vietnam (Vietnam)

(Indonesia)

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

EMBRACING OUR HERITAGE Learning Module for English - Grade 8

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Let‘s find out how much you know about the coverage of this module. Choose the letter that you think best answers the question. Remember to answer all items. Write the answers in your notebook. After taking this short test, your answers will be checked to find out your score. Take note of the items that you won‘t be able to correctly answer and look for the right answer as you go through this module. 1. In a plot of the story, the logical arrangement of events is presented. It has five essential parts EXCEPT _____________. a. denouement b. exposition c. atmosphere d. climax 2. Setting is one of the elements of a short story. It refers to t he time and location in which a story takes place. It may be the t he following EXCEPT ____________. a. mood b. climax c. atmosphere d. social condition 3. Which of the following is considered one element of a short story? a. character b. denouement c. exposition d. climax 4. What element of the story shows the logical arrangement of events, with a beginning, middle, and end? a. exposition b. character c. plot d. conflict 5. The author may reveal a character‘s traits and attitudes by a. what he/she says, thinks and does b. what he/she does or does not do c. his/her views and opinions d. all of the above 6. The following are examples of coordinating conjunctions EXCEPT ___________. a. and b. but c. for d. while 7. Which is synonymous to mood or atmosphere in the story ? a. climax b. denouement c. setting d. character

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8. In preparing an outline from a listening text, the initial step is... a. listen to note details b. listen to extract information c. listen to get the central idea d. listen to get the summary 9. Conflict is the opposition of forces. It maybe a conflict between man and , a. man b. circumstances c. society d. internal 10. The point of view is defined as the angle from which a story is told EXCEPT ___________. ___________. a. first person b. innocent eye c. omniscient d. static 11. Which of the following is a compound -complex sentence? a. Sang Buaya was the culprit that made Sang Kancil afraid. b. The delivery truck dropped its load of sand on the backyard where the bricks lie, and then the delivery truck drove off. c. Gawad Kalinga which gives invaluable aid, was flown in to help people who were made homeless by the typhoon. d. We went to the forest yesterday, yesterday, but we did not f ind anything. 12. We went to the ______________ hotel in the city. a. most cheap b. more cheap c. cheaper d. cheapest 13. Which of the following is the correct concept map for the ideas inside the box? Indigenous Costume Tangible Cultural Heritage

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Intangible Cultural Heritage

Tangible Cultural Heritage

Cultural Heritage Festival


Festival Cultural Heritage

Indigenous Costume


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Cultural Heritage

Festival

Indigenous Costume



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d.

Cultural Heritage Intangible Cultural Heritage


Festival

Indigenous Costume


Festival

Cultural Heritage Indigenous Costume


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

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16. John has been reading many Malaysian stories and had watched some Malaysian movies lately. One day, a Malaysian student visited their place and he had the chance to mingle with him. Though it‘s John‘s first time to meet the Malaysian, Malaysian, he knew what to do to make him feel at home. How did John manage to do that? a. Filipinos are known to be hospitable, just like John. b. John wants to ask a favor from the Malaysian. Malaysian. c. John is just friendly, so he knows how to deal with people. d. John learned the traditions, beliefs and culture of Malaysians from his readings. Read this part of the Preamble of South African Constitution: "We, the people of South Africa, Recognise the injustices of our past; Honour those who suffered for justice and freedom in our land; Respect those who have worked to build and develop our country; and Believe that South Africa belongs to all who live in it, united in our diversity.‖

17. Which of the following is contrary in this part of the Preamble of South African Constitution? a. People should remember the sacrifices of their heroes. b. Culture helps develop people. c. Multiculturalism Multiculturalism is divisive. d. Some cultures are just more evolved than others. 18. You are a member of ASEAN Culture Society, a non -government organization that aims to promote the rich culture of the t he Southeast Asian region. Your organization wants you to help find a movie that will promote the culture of Malaysia for a film showing activity. Which of the following would you do for your organization? a. Develop a survey asking students their preferred theme for a movie. b. Find a Malaysian folktale and its movie adaptation and write a movie review about it. c. Give a list of the box -office hit movies in Malaysia. d. Find a Malaysian film director and ask his/her advice about a movie m ovie adaptation of a folktale. 19. As 19. As local film critics, you and your peers have been hired by the board to find the most appropriate movie to be used for a cultural exhibit. A movie review is needed, but the board wants it to be interactive. What would you do in order to fulfil the requirement of the board? a. Prepare a movie review with audio -video support. b. Present the movie review in an e -document. c. Support the movie review with a music background. d. Use tablets in presenting the movie review. 20. Your task is to find a movie adaptation of a Malaysian/Singaporean literary piece (reflecting their diverse cultural heritage), watch it, and write a review about it. What will you use in organizing your thoughts in writing the movie review? a. Take down notes using a notepad. b. Write your ideas in a paper for each scenario in the movie. c. Use graphic or advance organizers in writing your ideas for the review. d. Do ―free writing‖ as you think about your movie review.


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Have you ever wondered why you have similar physical attributes and characteristics as that of your Asian neighbors? Have you asked yourself why you look like a Thai, Japanese, Chinese as well as Malaysian, Indonesian, or Egyptian? Have you thought of discovering your roots as an Asian and further know what customs, traditions, beliefs and values are being treasured? Do you look forward to seeing, talking, and interacting with them? Do you think it is possible that people of different races, culture and heritage can also be united and work towards peace, harmony and progress? What would you do if you were given a chance to meet and talk to them in a gathering of Afro - Asian Asian nationalities? nationalities? In this module, you will know more about who your ancestors are, their beliefs and traditions, their ideals and aspirations. Likewise, you will understand the cultural diversity of other Afro - Asian countries through their literary texts that shaped and molded you as a Filipino. To give you an overview of the things you will do in this lesson, pay close attention to the expected skills below and the lesson map. In this lesson, you will learn the following: Listen to note important information and details of a listening text. ( Listening  Comprehension) Determine if the speaker is neutral, for or against an issue. ( Speaking Oral  Language and Fluency) Formulate responses to questions. ( Speaking Oral Language and Fluency)  Identify the meaning of words through visual context. ( Vocabulary Development)  Use appropriate idioms ( Vocabulary Development)  Infer character traits from a reading text. ( Reading Comprehension)  Evaluate content, elements, features, and properties of a reading or viewing  selection. (Viewing Comprehension) Point out the elements of a short story. ( Literature)  Show understanding and appreciation for the different Asian literary texts.  (Literature) Point out how the title contributes to the theme. ( Literature)  Use graphic organizer to sum up ideas. ( Writing and Composition)  Employ concept mapping as aids in taking down notes and organizing ideas. ( Writing  and Composition) Use correct coordinators ( Grammar Awareness and Structure)  Observe the correct format in bibliographical bibliographical entries. ( Study Strategies)  Use writing conventions to indicate acknowledgement of resources  -

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On the next page is the lesson map to guide you in Tracing Our Roots.

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KNOW

PROCESS

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

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

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

TRANSFER Preparing a Speech

For you to accomplish the tasks and perform well in the activities in this lesson, write your goals and targets (expectations) in the box provided below:


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Let us begin this lesson by reflecting on what you know so far about Thailand. Let‘s start working on this lesson by watching a film clip about Thailand or see the pictures below. As we go through the process, keep on thinking about these questions: How does diversity contribute to unity? How do traditions and beliefs bring about diversity and or harmony?

The Kingdom of Thailand is one of the fast -growing and developing countries in Southeast Asia. She is known as the ―Land of the Free.‖ To further know this country, observe the pictures below and watch the film.

Source: https://www.goo https://www.google.com.ph/search gle.com.ph/search?q=thaila ?q=thailand+attractions nd+attractions

Activity 1: SAY YOU...SAY ME... What did you notice in the pictures? What did you learn from the film? Can you see some connections? Do you think we have similarities in terms of culture, beliefs and traditions? Explain. Work with a partner and answer the following guide questions: 1. What are their customs and traditions? 2. What landmarks are they noted for? 3. Do they have a culture similar to us? 4. What does this imply?

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Activity 2: FACE TO FACE Find a partner and orally talk about the similarities of Thais and Filipinos in terms of customs, traditions, beliefs and way of life as depicted in the pictures. In the process of your sharing, you may also bring out the differences of both countries in terms of forms of government, religion and socio – economic status if you are familiar with.

Activity 3: PICK AND MATCH Know‖ guide, guide, find out Directions: Using Activity 2 ,‖What I Want To Know‖ whether the words or symbols you have written match with the following selection below. Before you proceed, connect the pictures under Column A with the vocabulary under Column B and the meaning under Column C, using lines.

Column A

Column B

Column C

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recline

painting on walls

spire

tilt back; lie back

murals

tall, pointed structure

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3.


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4.

mosaic

picture of small colored pieces

loquacious

talkative

5.

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

start by doing the next activity. Read the following selection below. Find out what Filipino traditions and beliefs are practiced by Thais as depicted in this selection. Discover, too, the attractions in Thailand that captivated the heart of the writer while telling the story.

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

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angkok known as Krun Thep, which is Thai for ―City of Angels,‖ beckons with its golden roofed temples and spicily curried cuisine. Seven million visitors come to Thailand each year spending an average of six to seven days because there is so much to see and to relish in this ―Exotic Orient‖ as one enamored traveller dubbed the country. Our agenda for the first day of our tour started with a tour of Wat Po. One of the 370 temples in Bangkok alone, it is home to the famous Reclining Buddha, which is said to be 46 meters long. Also world–famous are the golden Buddha at the Wat Trinig (―wat‖ being Thai for ―temple‖) and the dazzling Emerald Buddha. There are 2100 temples in all of Thailand, where 90 percent of the people are Buddhists. Our loquacious guide regales us with the colorful history of Bangkok and how it became the imperial city 300 years ago, when the god -king Rama I moved the royal

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residence to this side of the Chao Phraya River. Today, a boat excursion takes visitors on a tour of the old city, winding down the ―klong‖ canals for a glimpse of the water dwellers and the ancient edifices, remnants of an era when Rama I divided his city into three sections: for the Thais, the Chinese and the Indians. The best buys of Thai silks, spices and crafts are still at the riverside markets where one can also produce gold, jade and other precious jewelry. Not to be missed are the Temple of the Dawn along the Chao Phraya, a showcase of Chinese porcelain mosaics, and the Temple of the Giant Swing for some of the finest murals. Only for strong knees is the Temple of the Golden Mount, atop a climb of 300 steps, housing one of the largest bronze buddhas in the world. The Reclining Buddha was shipped from China by King Rama I, who also built the Wat Po Temple on a 20 -hectare compound adjacent to the Royal Palace, circa 1782, in the 2222-old Chinese section. The King had also brought with him excellent samples of porcelain, which the court artisans used to decorate pagodas using their elaborate spires. At the main temple, devotees buy one–inch gold leaf squares which they stick to smaller buddhas as offering to their god. Everyday, morning ceremonies are held at an adjacent temple surrounded by four magnificent monuments: the first in red built by Rama I; the second in yellow, by Rama II; the third in green by Rama III; and the fourth in blue, by Rama IV. Just as fascinating is the sala tree under which, according to legend, Buddha was born (although in India). Its pink and red flowers are sweet -smelling, a contrast to the brown gourd which are the ―fruit ―of the sala tree. To cap a hectic first day, we had dinner at the Baa Thai Restaurant while watching heavily costumed folk dancers from the lowland and highland villages, including favorite destinations, like Chiang Mai, the second largest city up north, from whence one can visit the winter palace of the Royal Family and the training school for working elephants. Amazingly, Amazingly, Bangkok is clean, especially the day after W ednesday, ednesday, which is ―Clean Up Day‖ according to our guide. So the sidewalk eateries are relatively sanitary, although foreign visitors are advised to stick to bottled mineral water or soft drinks. In spite of the colossal traffic jams, no thanks to the ubiquitous ― toktok ‖ pedicabs the air smells cleaner and less polluted than in Manila. Source: English for Secondary Schools, Myrna S. Torres Adapted from The Manila Bulletin, June 2, 1996

Activity 4: WHO‘S THE NEXT? Group yourselves into five (5) and you will be assigned names such as WHO, WHAT, WHERE, WHY, and HOW. Each group will construct questions that begin with the name of the group. Your questions will be taken from the selection read, and these will be thrown to the group of your choice. Your performance as a group will depend on how well you have responded to the questions asked.

Example:Group WHAT: What is the mood of the writer while telling the story? Group WHERE? Answer: The mood of the writer while telling the story is happy and excited.


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Activity 5: DRAW OR SKETCH Draw on this canvas interesting customs, traditions and culture or even landmarks distinctive of the country. Be able to explain or discuss your drawing in a 5 -sentence paragraph. Provide your own title.

You may start your sentence by saying, ―One of the most interesting customs and traditions in Thailand which attracted me is...______________.‖ is...______________.‖ Read orally your work in class. We are embarking on the next activity by learning more about the country whose contributions to fellow Afro - Asian Asian neighbors made an impact on their economic growth as well as on bridging unity and progress. The selection enables you to deeply appreciate its customs and beliefs similar to ours. Find diversity contribute contribute to unity?‖ and out if your focus questions, ―How does diversity ―How do traditions and beliefs bring about diversity and diversity and or harmony ?‖ ?‖

can be answered.

One way of getting information and knowledge is through listening. Let‗s find out what listening is all about.

Listening is receiving language through the ears. It involves identifying the sounds of speech and processing them into words and sentences. When we listen, we use our ears to receive individual sounds (letters, stress, rhythm and pauses), and we use our brain to convert these into messages that we find meaning in. Listening in any language requires focus and attention. It is a skill that some people need to work on harder than others. People who have difficulty concentrating are typically

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poor listeners. Listening in a second language requires even greater focus. Listen to your teacher as s/he reads the article entitled Thailand at the Turn of the Century . Find out what facts or information are presented by the speaker and determine if the speaker is for or against an issue. Before listening, take note of the following guidelines when listening:  Listen to get the general ideas of the text.  Take down notes to help you recall important ideas. Be guided by the following questions: 1. What is Thailand‘s goal at the end of the century? 2. Enumerate the plans of action of Thai government and its people in achieving their goals. Listen carefully as your teacher reads the listening text. After a pause in every third paragraph, be able to answer the questions in the question cards in Activity 6. Be guided by the pauses in order to answer the questions. So, tune in, listen and give your responses.

Activity 6: LAY YOUR CARDS Answer the questions questions below based based on the listening listening text. What are the similarities of Thailand and Philippines?

What are Thailand‘s T hailand‘s reasons for shifting to manufacture?

Q Card 1

Q Card 2

What are the diversified industries in Thailand?

What are the causes of economic growth of Thailand? T hailand?

Q Card 3

Q Card 4

From this activity, you were able to know the unfolding of Thailand‘s growth in economy through its diversified cultural and socio -economic innovation, which contributed in bridging and shaping the success of Asian countries.

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


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Thailand‘s Goals

Activity 8: SUM UP THE WHOLE Using the graphic organizer in Activity 7, compose a paragraph of 7 -10 sentences to summarize the text listened to. _________________________________________________________ _____________________________________ ______________________________________ ________________________________ ______________ _____________________________________ _________________ ________________________________________ ______________________________________ ________________________________ ______________ _____________________________________ _________________ ________________________________________ ______________________________________ ________________________________ ______________ _____________________________________ _________________ ________________________________________ ______________________________________ ________________________________ ______________ _____________________________________ _________________ ________________________________________ ______________________________________ ________________________________ ______________ _________________________________________________________ _____________________________________ ______________________________________ ________________________________ ______________ _____________________________________ _________________ ________________________________________ ______________________________________ ________________________________ ______________ _____________________________________ _________________ ________________________________________ ______________________________________ ________________________________ ______________ _____________________________________ _________________ ________________________________________ ______________________________________ ________________________________ ______________ _____________________________________ _________________ ________________________________________ ______________________________________ ________________________________ ______________ _____________________________________ _________________ ________________________________________ ______________________________________ ________________________________ ______________ _____________________________________ _________________ ________________________________________ ______________________________________ ________________________________ ______________ _____________________________________ _________________ ________________________________________ ______________________________________ ________________________________ ______________ _____________________________________ _________________ ________________________________________ ______________________________________ ________________________________ ______________ _____________________________________ _________________ ________________________________________ ______________________________________ ________________________________ ______________

From this activity, you have learned the similarities of Philippines and Thailand in terms of socio -economic goals. What other insights can you extract? Can unity be possible in diversity of culture, beliefs and traditions?

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Activity 9: BITE THE THEME Write your reflections and insights in relation to the theme of the listening text. Provide your own title. _____________________________________ _________________ _________________________ _____ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________

Reading literature is like looking at a painting or a mural .It is seeing beyond one‘s eyes. In paintings, we find meanings as interpreted by the artist. The artist has a way of interpreting his subject. This is the role of literature. It is to make the reader interpret and imagine what he is reading and to identify himself with it .By a skilful use of language, the writer places realism and uniqueness in his stories, poems or essays, as if making the reader feel as if he has experienced it in his life. Shall we now study the different elements of a short story?

ELEMENTS OF A SHORT STORY 1. Setting — refers to place, time, weather condition, social condition, and even mood or atmosphere. To recognize the setting of the story, you may ask these questions: Where is the action taking t aking place?  Where is the story taking place? Is it during the day, night, what year, what  period? What is the weather condition? condition? Is it sunny, rainy, and stormy? st ormy?  What is the daily life of the character? What are his customs and status in life?  What is the feeling created at the beginning of the story? Is it bright, cheerful, dark  or frightening? Example: My sister and I had a fun–filled vacation last summer. We stayed at our grandparents‘ house, which was near the beach. We swam in the sea every morning, climbed the trees in the afternoon and fed the animals before dark. When the moon was bright, we played patintero.

Using the guide questions above, provide the answers: Where is the action taking place? _________________________ Where is the story taking place? __________________________


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What is the weather condition? ___________________________ 2. Plot – It is the sequence of events in a story or play. The plot is a planned, logical series of events having a beginning, middle and end. The short story usually has one plot, and it could be read in one sitting .There are f ive essential parts of a plot: a. Exposition/Introduction In the introduction, introduction, the setting and the characters are revealed. b. Rising Action This is where the events in the story become complicated and the conflict in the story is revealed .This is where events between introduction and climax take place. c. Climax It is the turning point of the story st ory and the highest point of interest. It is where the reader asks what will happen next. Will the t he conflict be resolved or not? d. Falling Action The problems and complications begin to be resolved. e. Denouement This is the final outcome or untangling of events in the story. Here are three different parts of a story. On the blank after each paragraph, write whether the given part is the beginning, middle and end of the story. Suddenly, the boat tilted to the left. ―Steady!‖ cried our teacher, ―stay where you are!‖ We kept calm .We prayed hard and followed all of our teacher‘s instructions.

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Finally, the fox grumbled. ―I don‘t want those grapes anyway. I know they must be sour.‖ Then, he went away.

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Once there was a child who liked summer best. He lived on a farm and every summer, he enjoyed harvesting corn, vegetables and fruits.

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3. Conflict - It is the opposition of forces which ties one incident to another and makes the plot move. There are two types of conflict: a. External – refers to outside forces that may cause conflict, like another human being, circumstances, environment, etc. b. Internal - refers a struggle within oneself. The character maybe debating inside himself about what to do. 4. Character – – there are two meanings for the word character : the person in a work of fiction and the characteristics of a person. He may be the protagonist, the good -natured character, or the antagonist, the opponent of the main character. The author may reveal a character in several ways: his physical appearance, what he/she says, thinks feels and dreams; what he/she does or does not do; and what others say about him/her. 5. Point of View – the angle from which the story is told 6. Theme – it is the controlling controlling idea or value in a piece of fiction. The theme maybe the author‗s idea about a topic or view of human nature. (For further information, visit http://hrsbstaff.ednet.ns.ca?engra http://hrsbstaff.ednet.ns.ca?engramja/elements.h mja/elements.html.) tml.)

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

Climax

Introduction

Falling Action

Denouement

Rising Action

___________1. ___________1. The setting setting and characters are revealed. revealed. ___________2. ___________2. The highest highest point of interest in in the story ___________3. ___________3. The main character character faces a conflict conflict or problem. problem. ___________4. ___________4. The ending ending where the final final outcome of the story is shown ___________5. ___________5. The problems problems and complications complications are resolved. resolved.

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

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

PROCESS QUESTIONS: 1. What words are connected by and in sentence 1? __________________ ____________________________ ___________________ ___________________ ___________________ __________ _ 2. What are the two clauses that are joined by yet in in sentence 2? __________________ ____________________________ ___________________ ___________________ ___________________ __________ _ 3. What are the phrases that are connected by or in sentence 3? __________________ ____________________________ ___________________ ___________________ ___________________ __________ _ 4. What are the clauses that are joined by so in sentence 4? __________________ ____________________________ ___________________ ___________________ ___________________ __________ _ 5. What are the clauses that are joined by but in in sentence 5? __________________ ____________________________ ___________________ ___________________ ___________________ __________ _ Sentence 1 uses and to to show addition of thought or ideas. Sentence 2 uses yet to to show contrast of idea. Sentence 3 uses or to to join nouns of equal rank. Sentence 4 uses so to show result. Sentence 5 uses but to to show contrast of idea. Therefore, when you want to link and join words, phrases and clauses, use a conjunction.


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Coordinating conjunctions join words, phrases and clauses of equal rank. And is is used to connect words, phrases and clauses clauses of which are equal. Or/ Nor implies a consequence or choice. But / Yet is used to express contrast of idea. It joins an affirmative and negative sentence pattern. So is used to show a result. Activity 11: WORK WITH COORDINATES Directions: Read the sentence carefully and encircle the conjunction. Underline the words, phrases and clauses it joins. 1. Philippines and Thailand are both Asian countries. 2. Thailand shifted from agriculture to manufacturing, so she gained a thirty percent economic growth. 3. Philippines, like Thailand, enjoys a tropical climate, so both are tourist destinations in Asia. 4. The tourism sector is Thailand‘s highest income generator and largest foreign exchange contributor. 5. Thailand focused on food processing, but she developed heavily in export promotion. 6. Much of Thailand‘s success was attributed to the growing independence of countries in the Asia –Pacific Region and the shift to the area of manufacturing manufacturing and tourism.

Activity 12: COMBINE/FUSE Directions: Combine the following sentences below using the coordinate conjunctions. Write your sentences in the blanks provided. 1. Most cars are now equipped with radial tires. The chances for common blowouts are reduced. __________________ ____________________________ ___________________ ___________________ ___________________ __________________ _______________ ______ __________________ ____________________________ ___________________ ___________________ ___________________ __________________ _______________ ______ __________________ ____________________________ ___________________ ___________________ ___________________ __________________ _______________ ______ 2. The magazine contained only six articles .They were all about politics or sports. __________________ ____________________________ ___________________ ___________________ ___________________ __________________ _______________ ______ __________________ ____________________________ ___________________ ___________________ ___________________ __________________ _______________ ______ __________________ ____________________________ ___________________ ___________________ ___________________ __________________ _______________ ______ 3. The meat was spoiled by the time I returned home .I had forgotten to put it in the refrigerator when I left. __________________ ____________________________ ___________________ ___________________ ___________________ __________________ _______________ ______ __________________ ____________________________ ___________________ ___________________ ___________________ __________________ _______________ ______ __________________ ____________________________ ___________________ ___________________ ___________________ __________________ _______________ ______

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4. Philippines and Thailand are members of the ASEAN. They work for unity, peace and progress in the region. ___________________ ____________________________ __________________ ___________________ ___________________ ___________________ _______________ _____ ___________________ ____________________________ __________________ ___________________ ___________________ ___________________ _______________ _____ ___________________ ____________________________ __________________ ___________________ ___________________ ___________________ _______________ _____ 5. Both countries have diversity of culture. Their traditions and beliefs bring harmony and unity. ___________________ ____________________________ __________________ ___________________ ___________________ ___________________ _______________ _____ ___________________ ____________________________ __________________ ___________________ ___________________ ___________________ _______________ _____ ___________________ ____________________________ __________________ ___________________ ___________________ ___________________ _______________ _____

Activity 13: SUPPLY THE PARTS Directions: Complete the sentences by supplying additional words, phrases and clauses. Write your sentences on the blanks. 1. Thais love spicy food and Chinese_______________________________________ ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ _________ 2. Filipinos and Thais have water dwellers so________________________________ ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ _________ 3. Riverside markets are attractions for small businessmen and___________________ ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ __________ _ 4. Sidewalk eateries mushroomed along the streets yet________________________ yet_________________________ _ ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ __________ _ 5. Traffic jams and pedicabs are both a sight to see and to experience and__________ ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ __________ _

Activity 14: GUESS WHAT? Directions: Read each sentence carefully and choose from the word pool the character traits are inferred in the following lines. Write your answer at the end of the statements. honest hardworking hardworking industrious 1. 2. 3. 4. 5.

orphaned proactive naturalist

good -natured adventurous

ambitious grateful

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


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6. 7. 8. 9.

Makato thought about what he liked to do in the future.__________ He picked up the shell and handed it to the king._______ He planted the ground with more seedlings._________ He knelt down and gave the king lettuces.____________

Activity 15: CONSTRUCTING Directions: Construct sentences using the words found in the word pool. Work with your seatmate and do peer -checking. Find out if the words were used properly in the sentence. _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________

The selection which you are about to read is a Thai folktale. Its theme is centered on the Buddhist principle of suppressing one‘s earthly desire to achieve enlightenment. Draw out the Filipino values and traits of the character which enable him to become successful and better better person. Find out out the author‘s author‘s purpose purpose of of writing this selection. Discover also Thai‘s traditions and beliefs, as well as its diversity of culture which shaped you as a Filipino.

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

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nce upon a time, there was a boy whose name was Makato. He was an orphan, for his father and mother died when he was very young. He had no brothers, sisters, cousins or friends to take care of him, so he had to make a living for himself. He did every kind of work—carrying heavy things, clearing away the forest, or feeding pigs. He never idled. Although he was paid only small wages, he was satisfied. He knew that if he would not work, he would starve. Wherever he went, his employers praised him for being sensible, hardworking, good -tempered and cheerful. One fine evening after he had finished chopping up a big pile of wood, he sat down to rest and thought of all he would like to do in the future. He wanted to try his luck in far–

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off strange lands, for he longed for exciting adventures. ―What are you thinking about so deeply, my boy?‖ asked his employer. ―I would like to go on a journey for adventure,‖ said Makato, pointing to the northeast. ―I heard that the land is fertile and the people are kind. I wish I could see the land for myself.‖ His eyes sparked with excitement. ―The land you wish to go to is called Sukhothai,‖ said his employer. ―They say Pra Ruang of Sukhothai is a very kind–hearted king. You might be lucky if you could go there.‖ Sometime later, Makato decided to try his fortune. He left his village and set out in the wide world .He walked along cheerfully, enjoying new insights and talking to the people he met on the way. After a month‘s journey, he reached a village on the boundary of the Kingdom of Sukhothai. ―Please, can I have some water to drink?‖ Makato asked an old woman with a big water pot on her head. ―I‘m so thirsty.‖ ―Where did you come from? Why are you here alone? You look as if you‘ve come a long way,‖ said the old woman, pouring cold water from her pot into a small cup and handling it to Makato. ―Thank you so much,‖ said the boy. ―Who are your father and mother? Haven‘t you any family?‖ the old woman asked again. ―I come from the City of Mon over over there,‖ replied Makato. ―Good heavens! Have Have you really come from Môn? How is it that you are travelling alone, such a young boy as you are?‖ ―I wanted to see Pra Ruang of Sukhothai,‖ replied Makato.‖They say he is a very kind hearted king.‖ king.‖ ―You are a very determined determined boy!‖ said said the woman.‖Come woman.‖Come along along with me .Who knows? You might see Pra Ruang someday.‖ Makato was glad to go with her. If he could work with this kind of woman, he would have a place to sleep, some food to eat and perhaps someday, he might be lucky enough to see the king. The old woman was one of the Pra Ruang Mahouts, which meant that she helped the mahout find the food for the elephant and clean out the elephants‘ sheds. He worked hard and well, and the mahout and his wife grew fond of him. One day, the sky was clear and the weather so fine, it seemed to Makato that it must be a lucky day. As he worked in the elephants‘ sheds, a tall young man in a splendid costume, followed by attendants, came in. It was Pra Ruang himself. Makato bowed low at once with his hands clasped together before him. His heart beat fast. ―Where did the boy come from?‖ the king asked the mahout, who was attending him. ―How old is he?‖ the king asked further. ―12 years old, your Majesty,‖ replied the mahout. ―A good -looking and hardworking boy,‖ said the king. ―Take good care of him.‖ As the king walked away, Makato saw a little cowrie shell lying on the ground .He ran to pick up and held it to the king, but the king said with a smile, ―You may keep it.‖ ―How wonderful!‖ Makato thought, ―the king has given me a cowrie shell.‖


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At the time, the people of Sukhothai used cowrie shells as money. Although one cowrie had little value, Makato wanted to make as much use of it as possible, for it was the king‘s gift. For a long time, he could not think of a way to use it so that it would earn money for him. One day, he passed by a stall in the market where the seeds of many different plants were sold. He looked along the stall and caught sight of a basket full of lettuce seed. Lettuces! He could grow small plants like that. He asked the joyful woman at the stall, ―Can I buy some lettuce seed?‖ ―Oh yes, my boy. How much do you want?‖ said the old woman. ―I have one cowrie shell!‖ said Makato. ―One cowrie shell!‖ said the woman, laughing.‖ That won‘t buy anything. I can‘t even measure that much.‖ ―Look!‖ said Makato eagerly. ―I will dip my finger into the pile of seeds. Then, I will take the seeds that stick to it. That must be right for one cowrie shell.‖ ―Well, why not?‖ said the amused woman at his suggestions. ―All right boy. Help yourself.‖ Makato paid the woman his one cowrie shell .Then, he dipped his finger into the pile of seeds. When he pulled his wet finger out, it was covered with seeds. He carefully scraped them of his finger into the palm of his hand and went away, happily clutching the seeds. Now that he had seeds, Makato broke the soil and sowed them at once. He watered the seed bed every day and soon, the young plants appeared. Day by day, he cleared more ground and planted more lettuce seedlings until the kitchen garden was covered with them. He was very proud of himself because he had done so well. ―I wish I could give the king some lettuces,‖ he thought. One day, the king passed by the elephants‘ sheds again. Makato waited for an opportunity, then knelt down and proudly presented his biggest lettuces to t he king. ―Where did you get this?‖ the king asked, surprised. ―I grew them from the cowrie shell you gave me, Your Majesty,‖ answered Makato, beaming with a smile. ―How could you do that?‖ asked the puzzled king. Makato told the king the whole story. The king was impressed with his intelligence and industry, so much so that later on, he gave Makato a job in the palace. As the years passed, Makato grew tall and handsome. He mastered every grace and served the king well. He was so loyal that the king trusted him absolutely. He was promoted to higher positions until he was given a title of Kun Wang, which meant that he was the most important person in the king‘s court. He was also happily married to the beautiful young daughter daughter of the king. After that, the king made him the ruler of the Mon. So it was that Makato, who had once been a poor orphan, became the king of that prosperous kingdom.

PROCESS QUESTIONS: 1. Describe Makato. What character traits does he possess? 2. What could be the reason why Makato left his place? 3. Through inferring what the character says, does and thinks, one can recognize the traits of a literary character. Cite lines, actions and thoughts which show Makato‘s traits.. 4. What were those changes in Makato‘s life after meeting the king? Enumerate. 5. Which of Makato‘s traits are similar to yours? 6. How would you nurture and enhance your positive traits? In what ways? 7. What lessons in life does the author want to convey to you? Are these true to all ages and races?

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

Action

Appearance

what the character does

what the character looks like

Character _______________ _______________ _______________ _______________

what the character says

how the character feels

Articulation

Attitude

Activity 17: COMPARE AND SHARE Using the Venn diagram on the next page, compare yourself with Makato. Be guided by the following questions: 1. What traits do you both share? Write your answers between two circles. 2. Write your character traits, which are different from Makato‘s, inside the right circle. 3. Write Makato‘s character traits, which are different from yours, inside the left circle. 4. Which of those traits would you like to improve? Explain.


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

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

Past

Future

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Activity 19: DARE TO CLIMB? Plot the events in the story by writing them inside the space provided. Be able to answer the guide questions below. Explain your work. 1. What is the beginning of the story? 2. What is the rising action? 3. What is the climax of the story? 4. What is the falling f alling action? 5. What is the denouement?

Climax

Rising Action

Introduction

Falling Action

Denouement


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Activity 20: INTROSPECTING What lessons in life have you learned from Makato‘s experiences? Write a 5-7 sentence paragraph. Provide your own title. ___________________________________ _________________ _________________________ _______ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________

Activity 21: CONNECTING...PAIRING Directions: Compose sentences describing the character traits of Makato using coordinate conjunctions. Work with a partner and brainstorm ideas to come up with a 5 -7 sentence paragraph. You are going to read your work orally in front of the class. You may choose from the following topics: Makato, the Teenager  My Brief Encounter With Makato  Makato‘s Dream and My Dream  How Makato Influenced My Life  In What Ways Can I Build Peace and Unity  _______________________________________ ___________________ _______________________ ___ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________

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We are embarking on the next activity by learning about another Asian neighbour, Egypt. The selection enables you to deeply appreciate its customs and beliefs which are similar to ours. Find out if your focus questions, ―How does diversity contribute to unity?‖ and ―How do traditions and beliefs and beliefs bring about diversity and diversity and or harmony?‖ can be answered. Let us discover and explore one of the most interesting Arab countries. Find out its unique traditions and beliefs. Egypt is famous for its Pyramid at Giza and the Giant Statue known as The Sphinx. She is considered a modern nation in an ancient land and considered the most populous country.

Discover this country by observing the pictures on top or watching a documentary film. Activate your senses to draw out information.

Activity 22: PAIRED APPROACH Work with a partner and discuss relevant issues. Be guided by the following questions: 1. What country is described in the film/pictures? 2. What knowledge and information did you get after watching/ observing? 3. Describe what you see, feel, hear and/or touch. 4. What attracted you most about this country? Do you think you have common interests, culture, or similar customs and traditions? What make Egyptians different from Filipinos or Thais?

Activity 23: SENSE IT! Using the sense web on the next page, fill in the circles with your answers and compare your work with your seatmate. Do you have similar answers? What impressed you most about this country?


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Sound

SENSE WEB

Sight

EGYPT

Smell

Touch

Taste

Activity 24: SUMMING UP! Write a 5-7 sentence paragraph describing Egypt using the information you placed in the sense web. Find a partner and discuss relevant information about the country. _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________

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Activity 25: WHAT ELEMENT? To prepare you to fully understand the text you are about to read, review the elements of a short story by answering the activity below. Rearrange the letters of the words below. TRACREHAR TLOP GITETNS TCFIOCNL ETLIT

- ______________ - ______________ - ______________ - ______________ - ______________

Now, you are slowly going deeper into understanding human nature and the experiences of other people of different races. Have you realized something? Are human thoughts, feelings and emotions universal? Do they manifest in every race and culture? Let us see how you will work on the next activity but f irst, let us recall our lessons on idioms or idiomatic expressions to be able to fully appreciate the beauty of these in the next reading text you are about to read. English idiom or idiomatic expressions are Greek in origin. The word idiom means ―a private citizen, something belonging to a private citizen, personal,‖ and, by extension, something individual and peculiar. Idiomatic Expressions, then, conform to no laws or principles describing their formation. They may also violate grammar or logic or both and still be acceptable because the phrase is familiar, deep -rooted, widely used, and easily understandable - for the native born. ―How do you do?‖ is, for example, an accepted idiom, although an exact answer would be absurd. There are many idiomatic expressions in our language. One is that several words are combined which lose their literal meaning and express something very remotely suggested such as ; birds of a feather, blacklist, lay up, toe the line, make out, bed of roses, dark horse, heavy hand, open house, read between the lines, no ax to grind, hard row to hoe. A second statement about idioms is that parts of the human body have suggested many of them: burn one‘s fingers, all thumbs, fly in the face of, stand on one‘s own feet, keep body and soul together, keep one‘s eyes open, step on someone‘s toes, rub elbows with, get one‘s back up, keep one‘s chin up. A third generalization generalization is that hundreds of idiomatic phrases contain adverbs or prepositions with other parts of speech. Here are some examples: walk off, walk over, walk-up; run down, run in run off, run out; get nowhere, get through, get off.

agree

to a proposal on a plan with a person

contend

for a principle with a person against an obstacle

Usage should conform to the idiomatic word combinations that are generally acceptable. acceptable . Examples of Idiomatic expressions are : accord with with ,according to , acquaint with ,adverse to , and aim to prove.


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Activity 26: WORKING WITH IDIOMS Directions: Choose the appropriate idiomatic expressions to be used in the following sentences. Write a piece of cake, odds and ends , pros and cons or ups and down in the blanks provided. 1. The teacher asked us to talk about the ___________ of industrial development. 2. Do not worry about the problems you have in your business .You know there are always ___________ in business. 3. The police found nothing special in the house of the criminal as he had taken all the important documents with him leaving just _____________. 4. If you think that doing this math problem is __________, __________, just try it.

Directions: Choose the appropriate word to complete the meaning of the idiom. Write ocean, music , rags, cold and and pie in the blanks provided. 1. All these promises promises the politicians politicians make are just ____ in the sky. sky. 2. The small amount of money donated is just a drop in the _____ compared to the large sum of money needed. 3. He has been successful in life. He went from ____ to riches. 4. They had a dispute yesterday. That‗s why she gave him a ___ shoulder. 5. I had to face the ____ all by myself, although I was not the only responsible for the problem.

Activity 27: IDIOMATIC EXPRESSIONS Directions: Guess what idiomatic expressions are used below and give the correct meaning. After giving the correct meaning, use them in the sentences. 1. 2. 3. 4. 5. 6. 7.

Bata makes hay while the sun shines .___________ The wife of Anpu was beaten black and blue._______ Knowing the wife‘s dishonesty, blood pours into his face ._______ After killing the wife, wife, Anpu was blue in the face.__________ Bata had made an easy way out to the mountains.________ In good faith, Bata supported his brother Anpu.________ neck when Anpu felt a pain in the neck when he heard his wife‘s explanation.________ 8. She bent her knees for f or forgiveness._______ forgiveness._______ 9. Anpu‘s wife wife accepted the dose of her own medicine.________ 10. Bata kept company with god - Ra to seek consolation._______ law into his hands .________ 11. Anpu took the law into The selection which you are about to read is considered considered the oldest literary piece believed to have been written 3000 years before Christ. Find out the similarities of Egyptians and Filipinos in terms of culture, beliefs, respect and love for family and reverence to God as depicted in this selection.

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The Two Brothers Egyptian Folktale

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nce there were two brothers. Anpu was the elder, and Bata was the younger. When their parents died, Anpu was already married and had a house of his own, so he took his little brother with him and treated him like his son. When the little brother grew to be a young man, he became an excellent worker. He did the plowing. He harvested the corn, and there was no one his equal in the whole land. Behold, the spirit of the god was within him. Every morning, the younger brother followed his oxen and worked all day in the fields, and every evening, he returned to the house with vegetables, milk, and wood. He laid all these before his elder brother, and he took with him his bread, and he drove the cattle into the field. f ield. Because Anpu loved his younger brother very much, his wife became very jealous and she wanted to destroy Bata. One day, when Anpu and Bata were in the fields, they needed some corn, so Anpu sent Bata home to get some. The younger brother found the wife combing her hair and said to her, ―Get up and give me some corn that I may run to the field for my elder brother is in a hurry. Do not delay.‖ At eventide, Anpu returned home earlier than his brother because Bata had much work to do in the fields. Anpu was met by his wife, who was crying bitterly. She showed him her arms and legs which he had painted black and blue and accused Bata of having beaten her up. She pretended to be in great pain. She did not give him water to wash his hands with. She did not light the fire for him. She pretended that she was very sick. Anpu became very angry. He sharpened his knife and waited for Bata in the stable. When the sun went down, Bata came home as usual, loaded with herbs, milk and wood. As he entered the door, he saw the feet of his brother and the sharp knife hanging by his side. The brother sprang from him and Bata fled praying to the god Ra. ―My good Lord! Save me from death, thou who divines the evil from the good.‖ Ra heard his cry. He made a river flow between one brother and the other and filled it with crocodiles. Bata asked his elder brother, ―Why do you seek to kill me? Am I not your brother and have you not always treated me as if you were my father? Has not your wife been as mother to me? Now since you want to kill me, I shall go to the Valley of the Acacia.‖ Anpu answered, answered, ―Why did you beat beat up my wife and and almost kill her.‖ her.‖ Bata answered, ―I did not do such thing. Have I told you that I have always looked upon her as my mother?‖ So, Anpu went home. He found his wife near the river washing off the black and blue dye with which she had painted herself. Filled with great anger, Anpu killed his wife and cast her to the dogs. Then, he sat down, poured ashes on his head and mourned for his younger brother. Bata reached the Valley of Acacia. Since there was no one with him, he slew wild beasts for food, built himself a house and met the Nine Gods who knew of his innocence and goodness. Ra said to the god Khunumu, ―Behold, frame a woman for Bata that he may not remain alone.‖So Khunumu made for Bata a wife to dwell with him. She was indeed more beautiful than any other woman in the whole land. She was like a goddess, and Bata loved her very much.


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

PROCESS QUESTIONS: 1. Why did the wife get jealous of Bata? 2. What did the wife do to get the attention of Anpu? Do you agree with what she had done? Why so? 3. If you were Bata, what would you do? Do you agree with him in leaving the house? Why so? 4. If you were Anpu, would you believe your wife‘s explanation? 5. Do you agree with the beliefs and traditions they practice? Which of those bring unity and harmony? Which do not? 6. Enumerate those traditions of Egyptians which are similar to you as Filipinos. 7. Write them down on this canvas. Then, compare and contrast them to our culture.

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Activity 29: SOLVING What problems are faced by the two brothers? Are these problems happening in today‗s world? Using the problem–solution problem–s olution chart, identify the problems and provide solutions to these based on the selection you just read. Problem Solution Chart -

Problems

Solutions

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

The Two Brothers

Exposition

Rising Action

Climax

Falling Action

Denouement


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Activity 8: DRAWING OUT...WHAT? What traditions and beliefs of Egyptians can contribute to and shape you as a Filipino? What cultural diversity brought unity, peace and progress? Compose a 5-7 sentence paragraph. __________________________________________ _____________________________________ _____ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _______________________________________________________ _____________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _______________________________________________________ _____________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _______________________________________________________ _____________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________ _____________________________________ _________________ ______________________________________ ______________________________________ __________________________________ ______________

Bibliography contains a list of books or articles, or both, relating to a particular subject. In a research paper, a bibliography is an alphabetical list, sometimes grouped into categories, containing the names of all works quoted from or generally used in its preparation. Every formally prepared research paper should contain a bibliography placed at the end and begun on a separate page. Bibliographical Bibliographical items should should be arranged correctly correctly and consistently. consistently. Let‘s take a look at the following examples below. 1. Books One Author Tompkins, Gail E. 2000. Teaching Writing (3 (3rd ed.) New Jersey: Prentice -Hall Inc. Two Authors Dorn, Linda J. & Soffos, Carla. 2005. Teaching for Deep Comprehension . Maine: Stenhouse Publishers. Publishers. Several Authors Lauengco, Aurea, et.al. 1999. English CV for High Schools (3rd ed.). Makati: Bookmark Inc. Encyclopedia Helms, Ronald. ― Electric Light ‖. ‖. World Book Encyclopedia. 1995 ed. 2.

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

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

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4. Newspaper Hunt, Albert R. " Clinton Needs Fewer Reinventions and More Consistency . 5. World Wide Web Abilock, Debbie. "Choose The best search engine for your information .‖22 March http://www.nueva.pvt.k12.ca.us/~debbie/library/research/adviceengine.html> 12 Apr. 1999

Activity 32: FORMATTING What have you observed in the examples above? In writing the format of bibliographical entries, what are the things you are supposed to remember? Let‘s try answering the questions below. 1. What is the format if t he author is only one? Explain. ___________________ ____________________________ ___________________ ___________________ ________________ _______ ___________________ ____________________________ ___________________ ___________________ ________________ _______ ___________________ ____________________________ ___________________ ___________________ ________________ _______ 2. For two authors, how would you write the bibliography? Explain. ___________________ ____________________________ ___________________ ___________________ ________________ _______ ___________________ ____________________________ ___________________ ___________________ ________________ _______ ___________________ ____________________________ ___________________ ___________________ ________________ _______ 3. What words are used to mean several authors? Explain and give an example. ___________________ ____________________________ ___________________ ___________________ ________________ _______ ___________________ ____________________________ ___________________ ___________________ ________________ _______ ___________________ ____________________________ ___________________ ___________________ ________________ _______ 4. In writing the topics for encyclopedia, magazine and newspaper articles, what should you observe? ___________________ ____________________________ ___________________ ___________________ ________________ _______ ___________________ ____________________________ ___________________ ___________________ ________________ _______ ___________________ ____________________________ ___________________ ___________________ ________________ _______ 5. In writing the titles of the book, what should you remember? Explain. ___________________ ____________________________ ___________________ ___________________ ________________ _______ ___________________ ____________________________ ___________________ ___________________ ________________ _______ ___________________ ____________________________ ___________________ ___________________ ________________ _______ 6. What should come first when writing the place and name of the publisher? ___________________ ____________________________ ___________________ ___________________ ________________ _______ ___________________ ____________________________ ___________________ ___________________ ________________ _______ ___________________ ____________________________ ___________________ ___________________ ________________ _______


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Points to Remember: Remember: 1. All names of authors should start with the family name, followed by the first name. 2. For two authors, the second author‗s name should be written with the first name first and not with the family name. 3. For several authors, use the words et .al. , to mean many or several authors. 4. All titles of the books, magazines, and encyclopedia encyclopedia and newspaper newspaper articles should be underlined. 5. Titles of topics of magazines, newspaper articles and encyclopedia must be enclosed in quotation marks. 6. Observe correct punctuation marks, such as period, after the author‘s name, title of the book, encyclopedia, magazines and newspaper articles. 7. Place a comma after the author‘s family name to separate it from the first name and use it also to separate it from the name of the publisher. Appendix An appendix refers to an ―addendum ―or any addition to a document, such as a book or legal contract. It is a collection of supplementary materials, usually appearing at the end of a report, proposal, or a book. It may come in the form f orm of tables and charts, sample questionnaires, budgets and cost estimates, correspondence about the preparation of the report, case histories, and transcripts of telephone conversations, conversations, among others. We shall now move to the next challenge! But this time, we are taking you off from the text and allow you to explore your outside world. Your goal in this section is to enrich your understanding in discovering who you are as a Filipino and be the one who treasure your roots.

Activity 33: MULTIPLE INTELLIGENCE ACTIVITIES You are asked to perform the indicated activities: Group 1 – the Dramatists – Present a scene that highlights highlights the theme of the story, ―The Two Brothers‖ or ―Mako and the Cowrie Shell.‖ Group 2 – the Naturalists/Environmentalists – Present a problem–solution problem–solution chart showing your ability to address environmental problems. Group 3 – the Dancers – Present a Thai or Egyptian dance showcasing showcasing its culture. Group 4 – the Singers – Sing a song or perform a rap related to the selection. Provide your own lyrics depicting unity and diversity. Group 5 – the Mathematicians – Through a mathematical formula, show the age of Makato when he became a king .

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Activity 34: I‘M ―PUNCH LINING‖. CAN YOU? Oral Activity 1. Work as a group and interpret this passage: ―Unity in diversity is the highest possible attainment of a civilization, a testimony to the most noble possibilities of the human race. This attainment is made possible through passionate concern for choice in an atmosphere of social trust.‖ – Michael Novak

2. Using the key ideas presented in the passage, provide dialogs appropriate for the following pictures found below. Then, deliver the dialogues. 3. Your performance will be scored through a rubric. Be guided by the following:  Deliver your lines well. Enunciate the words with articulation.  Observe proper stress, tone and voice level.  Use appropriate facial expressions and hand and body movements. 





Leaders of three nations talking about national issues and problems

International contest

beauties

joining

the





Men worshipping in a church or a mosque

Meeting of ASEAN Leaders in a Summit Source: www.google.com.ph

What can you say about the presentations made? What have you learned? Is there a connection between the words diversity and unity? traditions and beliefs? Give your generalizations and conclusions. 

Two different nationalities in a boxing bout


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

Positive

Interesting

Negative

Filipino

Thai

Egyptian

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

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In this final phase of the lesson, your goal is to apply your learning to real life situations. You will be given a practical task which will demonstrate your understanding. You will likewise finalize your answer to the focus question that has been asked since the beginning of this lesson.

Activity 37: PREPARING A SPEECH By this time you are now ready to perform your practical task in this lesson. You are are on your own to figure out which of the skills you learned in the previous activities you will use to meet the standards set in this given task.

Directions: Read the task below. Then plan on how you will write your speech. The rubric for grading is provided here to remind you on how your work will be graded.

TASK

You are asked to be the representative of the Youth Commission in a World Youth Conference to speak on their behalf on the topic, ―The Role of the Youth in Establishing Unity in a Diversified Multi -Cultural Society.‖ Your task is to prepare your speech by scouting reliable resources from the internet and other library resources to address the concerns. Make sure that the suggestions you will cite can be done by young people like you. Make a list of bibliographical sources and present it to class.

Rubric for Assessing an Oral Presentation Grading Criteria Preparation

Content

Excellent

Acceptable

Minimal

Unacceptable

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

Gathers information from three or four sources; prepares notes and visual aids to use during presentation

Gathers information from one or two sources; writes presentation accurately

Gathers information from only one source; may not be able to complete task because of lack of preparation preparation

Used adequate information about the topic; made good points; used some variation in use of materials

Used some information not connected to the topic

Used information that has little connection to topic


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Grading Criteria Organization

Speaking Skills

Excellent

Acceptable

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

Presented most information in a logical order; Presented generally clear and easy-tofollow arguments Engaged during presentation.

Minimal

Unacceptable

Presented Did not use a loosely logical order in connected presentation ideas; Presented a choppy and difficult-tofollow organization Had little or no Appeared expression; Did disinterested not enunciate during clearly presentation

http://www.scribd.com/doc/20891 http://www.scribd.com/doc/20891655/Rubric 655/Rubric -for -Oral -Presentation

inclined to incur risk risk adventurous – daring; inclined past ancient – very old; dating from the distant past

antagonist – opponent supplementary information information at the back back of a book appendix – a section or a supplementary

beckons – to summon by a gesture bibliography – list of writings on a given subject or by a given author rapidly burgeoning – to start to increase rapidly of 100 years century – a period of – one of the element of a short story; a person of marked individuality character –

civilization – advance stage of social culture interesting part of the story climax – most interesting gigantic colossal – immense; gigantic emotional disturbance disturbance conflict – to clash; a fight; emotional

coordinate – to integrate elements into an efficient relationship

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cowrie shell – a marine mollusk with a glossy, brightly speckled shell culture cultural – pertaining to culture outcome; the resolution resolution or a plot or story story denouement – the solution; the outcome; various; differences diversified – assorted; various;

diversity – variety; distinction; difference building edifice – substantial building

emerald – a rich green gemstone with love enamoured – to inspire with f oreign; strange; excitingly different or unusual exotic – foreign;

exposition – a public show or exhibition; a detailed explanation eventide – evening fiction – an invented story; any literary work with imaginary characters and events hefty – large and strong inherited at birth heritage – something inherited or ideas innovation – new methods or another journey – travelling from one place to another

loquacious – talkative elephant driver mahouts – an elephant yellow color maize – corn; a light yellow building that commemorates commemorates a person or an event monument – a statue or building decoration made by inlaying inlaying small small pieces of glass glass or stone mosaic – a surface decoration

mural – a picture or a design painted directly onto a wall naturalist – one who studies natural history; an advocate of naturalism inhabited populous – densely inhabited inclination; tendency proclivity – inclination;

protagonist – the main character in a story or drama


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pyramid – a solid figure having a polygon as a base, and whose sides are triangles sharing a common vertex realism – practical outlook; the ability to represent things without concealment rebounded – bounced back recession – a downturn in economic activity recline – to lie down on the back or side past reminiscent – recalling the past fragments remnants – small remaining fragments position shift – to change position

sphinx – a monster with a lions body and human head spire – the tapering point of a steeple magnificent splendid – brilliant; magnificent

tapioca – a glutinous starch extracted from the root of the cassava and used in puddings subject of a discussion theme – the main subject omnipresent; universal ubiquitous – omnipresent;

unfolding – display; open exceptional; matchless; unexampled unexampled uniqueness – exceptional;

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Books Carpio, Rustica C. 2007. Criss Crossing Through Afro - Asian Asian Literature, Copyright Copyright by Anvil Publishing, Publishing, Inc. Lapid, Milagros G.and Josephine Serrano.2000. English Communication Arts and Skills Through Afro - Asian Asian Literature,Phoenix Literature,Phoenix Publishing Publishing Co., Inc. Torres, Myrna S. 1997. English for Secondary Schools. Copyright, FNB Educational, Inc. Torres, Myrna S. 2000. Moving Ahead in English II. FNB Educational, Inc. English Teachers‘ Guide, Second Year High School, Learning Package 2. 2007. Fund for Assistance to Private Education. English Expressways, Expressways, Textbook for Second Year. 2007. SD Publications, Inc.

Online Sources http://www.eduplace.com./graaphic organizer https://www.google.com.ph. https://hrsbstaff.ednet.ns.ca/engramja https://hrsbstaff.ednet.ns.ca/engramja/elements,html /elements,html http://www.bcps.org/offices/lis/model http://www.bcps.org/offices/lis/models/tips/bibform.h s/tips/bibform.htm/ tm/ http://grammar.abnet.com/od./ab/g/ap http://grammar.abnet.com/od./ab/g/appendix pendix term.htm Unescodoc.unesco.org./ciges www.scribct.com/doc.725397 www.scribct.com/doc.725397772/synopsi 772/synopsiss of Afro- Asian Asian Literature


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After you had traced your Afro - Asian Asian roots in Lesson 1, you are now aware that there is more to discover about the traditions and beliefs of our Asian neighbors. Have you ever thought of traveling around Asia or Africa? Have you thought of the rich cultural heritage of these places? How about its diversity? If not, Lesson 2 will provide you a deeper look into their rich cultural heritage and its diversity as you will revisit their rich past. Our world is becoming much smaller. In this kind of world we are living now, understanding and appreciating other‘s diverse cultural heritage become more vital. In the ASEAN Region, member states are preparing for 2015 – the year when their boundaries open to one another in terms of trade, finance, and culture. This means that a person living in the ASEAN Region needs to prepare for embracing its diverse heritage and rich past. In this lesson, you will revisit the rich past of t he Afro - Asian Asian people. In doing doing so, you may consider looking into the diverse traditions and beliefs of Afro Asians. As you go in in this lesson, remember remember to answer answer the following following questions: How does the study of Afro Asian literature help you increase your communicative competence? competence? How will it guide you to understand the diversity of cultural heritage in Asia and Africa? How do traditions and beliefs bring about diversity and/or harmony? How does diversity contribute to unity? -

You need to think about these questions now and then as you proceed in this lesson. Sure enough, when you have answered the questions above and have done the activities in this lesson, it will prepare you to live in a more diverse and richer ASEAN region.

To give you an overview of the things you will do in this lesson, pay close attention to the expected skills below and the lesson map. In this lesson, you will learn the following: Employ appropriate listening skills when listening to descriptive and long narrative  Comprehension) texts. (Listening Comprehension) Evaluate content, elements, features, and properties of a reading or viewing selection  using a set of criteria developed in consultation. (Reading Comprehension) Discern positive and negative messages conveyed by a program viewed. (Viewing  Comprehension) 

React appropriately and provide suggestions based on an established fact. (Viewing

Comprehension) 

Decode the meaning of unfamiliar words using structural analysis. (Viewing

Comprehension)

 

Comprehension) Follow task-based directions shown after viewing. (Viewing Comprehension) Interpret the big ideas/key concepts implied by the facial expressions of interlocutors.

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(Viewing Comprehension)





Ask for and give information, express needs, opinions, feelings, and attitudes explicitly and implicitly in an informative talk. (Speaking) Use collocations of difficult words as aids in unlocking vocabulary. (Vocabulary Development)









Show understanding and appreciation for the different genres with emphasis on types contributed by Asian countries. (Literature) Communicate thoughts and feelings in write -ups of summary results, notes, etc. using appropriate styles (formal and informal). (Writing and Composition) Use varied adjective complementation and formulates correct complex, compound complex sentences and appropriate parenthetical expression. expression. (Grammar Skills) Uses writing conventions to indicate acknowledgement of resources. (Study Strategies)

Below is the lesson map to guide you in Revisiting Our Rich Past:

PROCESS KNOW

What‘s with the Pics? S Cube (Short Story in Scrutiny) Sc rutiny) A Day as an English Translator Taxi Ride Anyone? Heritage, Culture, and Diversity Your Culture is my Culture I See Heritage (ICH) Around the World through ICH I C H Terminologies Sang Kancil Needs Help! Sang Kancil and Pilandok A Letter for Pilandok A Deeper Look on Heritage Literature Ouch literature (Outline your Cultural Heritage Literature) Literature and Heritage in Color Beautiful Adjectives Concept Mapping and Mind Mapping M apping Drama Essentials Deeper into Ancient Theatre Batu Belah Batu Bertangkup Story Strip Making a Filmed Movie Review Doing your Movie Review, Afro Asian Style! -

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

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

-

-

-

-

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


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Let us find out how much you already know about this lesson. Below are activities that can assess your prior knowledge and misconceptions on the big ideas in this module. Answer them accordingly, then seek the guidance of your teacher to interpret the results, then use it as a guide in going through this lesson.

Activity 1: CUL LIT MISCONCEPTIONS MISCONCEPTIONS CHECK Directions: Below are statements related to the big ideas/concepts in this lesson. Read them and write T if the statements are TRUE and F if they are FALSE. Write your answer in the space provided. -

Statements 1. People from the same nation or geographic region, or those who speak the same language, share a common culture. 2. Culture is based on nationality. 3. Families from the same culture share the t he same values. 4. Some cultures are just more evolved than others. 5. Multiculturalism is divisive. 6. In predominantly monocultural or bicultural societies, there is no need to study other cultures. 7. Globalization Globalization is causing an inevitable homogenization of culture. 8. Most people identify with only one culture. 9. Studying literature can help you understand different cultures or time periods. 10. The study of literature allows people to develop new ideas, ethical standpoints and to present themselves as educated members of the society.

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Answer

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

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

Let‘s begin.


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

Christian is currently working as a program producer

for a history cable channel stationed at Malaysia. As the newest member of the production, he was tasked by his executives to come up with a documentary featuring the Afro Asian people.

-

He is browsing some pictures he got during his last trip within the countries in Southeast Asia. Then, at a ―eureka‖ moment, he thought of a theme for the documentary. Looking on the pictures he has, what do you think is the theme Christian has thought of for the documentary? Explain your answer.

Write your answer in a sheet of paper.

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

Traditions

Beliefs

1

Like

Like

Comment:

2

Comment: Like

Comment:

3

Like Comment:

Like Comment:

Like Comment:

Like

4 Comment:

5

Like Comment:

Like Comment:

6

Like Comment:

Like

Like

Like

Like

Comment:

7 Comment:

8

Comment: Like

Comment:

Like Comment:


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

Congratulations! You have just tried finding out how diverse the traditions and beliefs of Afro - Asian Asian people are and how this diversity can contribute to harmony and unity. In completing this lesson, you have to write a movie review with the aid of advanced organizers to be presented in an audio video format. -

Your teacher will grade it based on the following:     

content presentation creativity organization use of advance organizers

As you continue with this module, reflect on your answers on the previous activities frequently and don‘t hesitate to revise them. But for now, write your initial thoughts on the focus questions posted at the beginning of this lesson in the Map of Conceptual Change . You will complete this map as you continue in this lesson.

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MAP OF CONCEPTUAL CHANGE My Initial Thoughts

My Findings and Corrections

My Supporting Evidence

Qualifying Conditions

MY GENERALIZATIONS


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Your goal in this section is to learn and understand big ideas/key concepts on appreciating the diverse cultural heritage of Afro - Asians Asians reflected in the different forms of literature; and develop your communication skills skills at the same time. You shall focus on the literature of these two Asian countries – Malaysia and Singapore, but you will also look back on our country‘s rich past as you compare it to those two countries. Reflect on these questions as you do the activities: How does the study of Afro Asian literature help you increase your communicative competence? How will it guide you to understand the diversity of  cultural heritage in Asia and Africa? How do traditions and beliefs bring about diversity and/or harmony? How does diversity contribute to unity? 

 

-

Let us begin by doing the next activity.

Activity 6: WHAT‘S WITH THE PICS? Directions: Look at the pictures below. Write a short photo essay about the pictures by sensing the relationships among them. When you are done, proceed to reading the text on the next page.

_______________________________________ ___________________ ______________________________________ ______________________________________ _________________________ _____ _______________________________________ ___________________ ______________________________________ ______________________________________ _________________________ _____ _______________________________________ ___________________ ______________________________________ ______________________________________ _________________________ _____ _______________________________________ ___________________ ______________________________________ ______________________________________ _________________________ _____ _______________________________________ ___________________ ______________________________________ ______________________________________ _________________________ _____

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

The Taximan‘s Story by Catherine Lim

V

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


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

PROCESS QUESTIONS: 1. 2. 3. 4. 5.

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


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

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


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

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

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

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

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a. Direct characterization (expository) – this method allows the writer to present the character‘s physical traits and personality. The character traits are explicitly brought out by the writer using descriptive words. b. Indirect characterization (dramatic) – this method allows the readers to deduce the traits of the characters through their thoughts, words, actions, and decisions. They infer the characteristics of these characters from what they say and do. Characters also have types: a. Static or flat characters – they are characters who do not have flesh and blood qualities. They normally do not undergo changes throughout the story. Example: A driver who appears in the story remains a driver until the end.

b. Dynamic (full or rounded) characters – they are characters who live lives of sorrow and joy, sinking or swimming in the visible tides of life – very much like us. They are capable of undergoing changes. Example: A beggar whom the major character helped before becomes a rich man who will help the major character in return.

Characters can be said effective if they are consistent, motivated and lifelike (resemble real people). 3. Point of View (P.O.V.) is defined as the angle or perspective from which the story is

told. There are several kinds of point of view: a. First Person – the story is told by the protagonist protagonist or another character that interacts closely with the protagonist or other characters (using first person pronouns ―I‖, ―me‖, ―we‖, for instance). The reader sees the story through this person‘s eyes as he/she experiences it and only knows what he/she knows or feels. b. Innocent Eyes – the story is told through the eyes of a child (his/her judgment being different from that of an adult). c. Stream of Consciousness – the t he story is told so that the reader feels f eels as if they are inside the head of one character and knows all their thoughts and reactions. d. Second Person – this is used rarely. The main character in the story is referred to using the second person pronoun ―you‖. The second person is most often used in training manuals and role -playing games. e. Third Person – the story is told using using a narrator narrator who is located outside outside the action action of the story and uses third person pronouns such as ―he‖, ―she‖, ―his‖, ―her‖, ―they‖, for example. The third person point of view can be broken up into three different types: 1) Omniscient – literally means ―all knowing‖. knowing‖. Using the third person omniscient omniscient point of view, the narrator can move from character to character, event to event, having free access to the thoughts, feelings and motivations of any character and can introduce information where and when he or she chooses. 2) Limited Omniscient – the story is told by a third person narrator but from the viewpoint of a character in the story, usually the main character or protagonist. The reader has access to the thoughts and feelings of only one character. 3) Objective – the author tells the story in the third person. It appears as though a camera is following the characters, going anywhere, and recording only what is seen and heard. There is no comment on the characters or their thoughts. No interpretations are offered. The reader is placed in the position of spectator without the author there to explain. The reader has to interpret events in his or her own.


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PROCESS QUESTIONS: 1. How do conflict and point of view contribute to the development of a character in a short story? 2. Why is it important to establish conflict and point of view effectively in revealing and developing the character/s in a short story? 3. How does a clear establishment of conflict provide direction for a story? 4. What is the importance of understanding the elements of short stories in reading narratives?

Activity 7: S CUBE (SHORT STORY IN SCRUTINY) -

A. Story House

Direction: Complete the story house below by writing the details about the ―The Taximan‘s Story‖.

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B. Story Matrix

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

Elements of a Short Story

1.

2.

3.

4.

5.

6.


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C. Characterization Characterization Chart

Direction: Fill out this chart to describe the characters of the short story ―The Taximan‘s Story‖. Character/s

1. Direct Characterization (from the narrator)

This occurs when the narrator makes direct statements about the character.

2. Indirect Characterization (from the character‘s own words and actions)

This occurs when the words and actions of a character reveal aspects of his/her personality. personality.

3. Indirect Characterization (from the words and actions of other characters)

We also learn about characters from the words and actions of other characters.

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D. Analyzing a Short Story‘s Story‘s Theme

following questions in the boxes to help you figure out the Direction: Answer the following theme of the short story. Questions to help clarify theme

Responses with examples from the story

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

2. What changes occur in the main

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

3. What are the important statements

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

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

5. In one sentence, state the story‘s

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


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E. Elements of a Short Story Worksheet

Direction: Accomplish this worksheet to have an overall grasp of the short story you have just examined.

Setting

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

Plot

Conflict

Human vs.

Point of View Character

Dynamic: Static:

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Characterization Character‘s Name: Physical Traits:

Personality Traits: 1)

2)

3)

Theme

List any themes in the story:

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


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For you to understand clearly how to construct compound and compound complex sentences, you have to go back with your ideas about the other types of sentences. Here is a short lecture about the four types. Simple sentence: A sentence with one independent clause and no dependent clauses.

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A simple sentence contains ONE idea. It contains a subject (who or what is being talked about) and a predicate (which tells something about the subject). A simple sentence can have two subjects (called a compound subject) or two predicates (called a compound predicate).    

I must go off to Hotel Elroy. I have been a taxi man for twenty years. Lay Choo and her friends wait outside the coffee shop. I go and wait outside Elroy Hotel or Tung Court or Orchid mansions.

Compound Sentence: A sentence with multiple independent clauses but no dependent clauses. A compound sentence is two simple sentences sentences joined together. These sentences sentences can be joined by a comma -conjunction combination, a semi -colon, or (in special circumstances) circumstances) a colon.   



My father was very strict, and it is a good thing for parents to be strict. I was big enough to be married, and still, I got caned. The taxi man and the teacher love their conversation; conversation; however, the taxi man has to leave. Singapore is a good place for travel: Cultural diversity is evident.

Complex Sentence: A sentence with one independent clause and at least one dependent clause. A complex sentence is a simple sentence plus one of the following tools: appositive phrase, participial phrase, adverb clause (or phrase), adjective clause (or phrase), or absolute phrase. A simple sentence contains ONE idea. A complex sentence has TWO OR MORE ideas intermixed. A complex sentence can always be rewritten into two sentences. In the sentences below, the elements underlined turn the sentence from being simple sentence to complex sentence: 



After following Lay Choo for a couple of days, he discovered that her daughter is just like the girls he he fetches in his taxi. While the taxi man believes her daughter is at school, Lay Choo is doing something that his father never thought of.

Complex Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. A compound-complex sentence is a compound sentence with at least one complex element (e.g., appositive phrase, participial phrase, adverb clause (or phrase), adjective clause (or phrase), or absolute phrase) attached. Compound -Complex sentences can get extremely lengthy. -



None of my other children could go to University, but this one, she is very smart and intelligent -----no boasting, madam her teachers write ―Good‖ and ―Excellent‖, and so on, so on, in her report cards.

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

Set A 1. 2. 3. 4. 5.

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

1

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

2

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

3


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Activity 9: TAXI RIDE ANYONE? -

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

paragraph no. ________

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

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

B

C

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

C. Why safeguard intangible cultural heritage? www.youtube.com/watch?v=swyv-LOCkrE Guide Questions:

1. What organization is tasked to safeguard intangible intangible cultural heritage? 2. Why do we need to safeguard intangible cultural heritage?


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D

D. Why safeguard ICH? Answers from Australia www.youtube.com/watch?v=TyESkfwjJKU Guide Questions:

1. What role does ICH have in combating the negative impacts of globalization? 2. How can intangible heritage help people manage their resources? Use the space below for your answers and then complete the concept web. ___________________________________ _________________ ______________________________________ ________________________________________ _______________________________ ___________ ___________________________________ _________________ ______________________________________ ________________________________________ _______________________________ ___________ ___________________________________ _________________ ______________________________________ ________________________________________ _______________________________ ___________ ___________________________________ _________________ ______________________________________ ________________________________________ _______________________________ ___________ ___________________________________ _________________ ______________________________________ ________________________________________ _______________________________ ___________ ___________________________________ _________________ ______________________________________ ________________________________________ _______________________________ ___________ ___________________________________ _________________ ______________________________________ ________________________________________ _______________________________ ___________ ___________________________________ _________________ ______________________________________ ________________________________________ _______________________________ ___________ ___________________________________ _________________ ______________________________________ ________________________________________ _______________________________ ___________ ___________________________________ _________________ ______________________________________ ________________________________________ _______________________________ ___________ ___________________________________ _________________ ______________________________________ ________________________________________ _______________________________ ___________

Detail

Main Idea


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

___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________ ___________________________________ _______________________________________________________ ______________________________________ __________________________________ ________________


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Concept Map of Diverse Cultural Heritage

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Activity 12: I SEE HERITAGE (ICH) Read the following article from UNESCO about intangible cultural heritage. Then answer the questions that follow. What is Intangible Cultural Heritage?

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

Source: http://www.unesco.org/culture/ich/in http://www.unesco.org/culture/ich/index.php?l dex.php?lg=en&pg=0000 g=en&pg=00002 2


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

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Activity 13: AROUND THE WORLD THROUGH ICH Read the text below and study the different presentations on the number of intangible heritage list around the world by UNESCO. Then answer the questions that follow. The Intangible Heritage List

1) The List of Intangible Cultural Heritage in Need of Urgent Safeguarding is composed of intangible heritage elements* that concerned communities and States Parties consider require urgent measures to keep them alive. Inscriptions on this List help to mobilize international cooperation and assistance for stakeholders to undertake appropriate safeguarding measures. In 2009, the Committee inscribed 12 and in 2010 - 4 elements. In 2011, it inscribed additionally 11 elements.

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

A. Bar Graph of UNESCO Intangible Heritage List


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Questions: 1. Which parts of the text are being presented here? ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ___________ __ ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ___________ __ ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ___________ __ 2. What is the trend in: a. urgent safeguarding list? ___________________ _____________________________ ___________________ ___________________ ___________________ _________________ ________ ___________________ _____________________________ ___________________ ___________________ ___________________ _________________ ________ b. representative list? ___________________ _____________________________ ___________________ ___________________ ___________________ _________________ ________ ___________________ _____________________________ ___________________ ___________________ ___________________ _________________ ________ c. register of best safeguarding practices? ___________________ _____________________________ ___________________ ___________________ ___________________ _________________ ________ ___________________ _____________________________ ___________________ ___________________ ___________________ _________________ ________ 3. What conclusion/s can you draw from this graph? ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ___________ __ ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ___________ __ ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ___________ __ ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ___________ __ ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ___________ __

B. Numerical Table of UNESCO Intangible Heritage List

Urgent Safeguarding List Representative List Register of Best Safeguarding Practices TOTAL

2008 0

2009 12

2010 4

2011 11

TOTAL 27

90

76

47

19

232

0

3

0

5

8

90

91

51

35

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

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__________________ ___________________________ ___________________ ___________________ ___________________ ___________________ __________ _ __________________ ___________________________ ___________________ ___________________ ___________________ ___________________ __________ _ __________________ ___________________________ ___________________ ___________________ ___________________ ___________________ __________ _ b. vertical entries in the table (per year)? __________________ ___________________________ ___________________ ___________________ ___________________ ___________________ __________ _ __________________ ___________________________ ___________________ ___________________ ___________________ ___________________ __________ _ __________________ ___________________________ ___________________ ___________________ ___________________ ___________________ __________ _ __________________ ___________________________ ___________________ ___________________ ___________________ ___________________ __________ _ 3. What conclusion/s can you draw from this t his table? ___________________ _____________________________ ___________________ __________________ ___________________ ___________________ ____________ ___ ___________________ _____________________________ ___________________ __________________ ___________________ ___________________ ____________ ___ ___________________ _____________________________ ___________________ __________________ ___________________ ___________________ ____________ ___ ___________________ _____________________________ ___________________ __________________ ___________________ ___________________ ____________ ___ ___________________ _____________________________ ___________________ __________________ ___________________ ___________________ ____________ ___ C. Pie Chart for UNESCO Intangible Heritage List

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


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3. What conclusion/s can you draw from this pie chart? __________________ ___________________________ ___________________ ___________________ ___________________ ___________________ ____________ ___ __________________ ___________________________ ___________________ ___________________ ___________________ ___________________ ____________ ___ __________________ ___________________________ ___________________ ___________________ ___________________ ___________________ ____________ ___ __________________ ___________________________ ___________________ ___________________ ___________________ ___________________ ____________ ___ __________________ ___________________________ ___________________ ___________________ ___________________ ___________________ ____________ ___

D. Information Map of UNESCO Intangible Heritage List

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

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3. What conclusion/s can you draw from this information map? __________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ____________ __ __________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ____________ __ __________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ____________ __ __________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ____________ __ __________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ____________ __

Activity 14: I C H TERMINOLOGIES -

-

Directions: Use the Term or Phrase Frame to write the terms or phrases you have learned about intangible cultural heritage. Use one frame for each term you have learned. Term or Phrase Frame TERM OR PHRASE: What I Already Know

What I Am Learning

EXAMPLES

My Picture/Image

NON EXAMPLES -

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


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How do you find the activities on intangible cultural heritage? Those activities should have prepared you to find diversity among cultural heritage among Afro- Asian Asian people, specifically specifically in Singapore Singapore and Malaysia, and see how this diversity can lead to unity, peace, and harmony. As you continue, you will encounter other literary pieces showing diversity of cultural heritage and examples of intangible cultural heritage from Singapore and Malaysia. You will see how intangible cultural heritage is reflected and transmitted through literature. Read the text below and answer the questions that follow.

Outwitting a Crocodile (Kisah Sang Kancil dengan Buaya) A Traditional Malaysian Malaysian Folktale Folktale Retold by Chok Yoon Foo from Malaysia

S

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

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Sang Buaya was excited and left to tell the other crocodiles about the feast with all the good food. Soon, they came and made a line across the river. Sang Kancil said, "Promise not to eat me or I can't report to the king how many of you are coming.‖ They promised not to eat him. Sang Kancil stepped on Sang Buaya's head and counted one. Then he stepped on the next one and said, "Two." He stepped on each crocodile, counting each one, and finally reached the other side of the river. Then he said to Sang Buaya,"Thank you for helping me to cross the river to my new home." Sang Buaya was shocked and angry. He shouted at Sang Kancil, "You tricked us! There is no feast, is there?" All of the crocodiles looked at Sang Buaya angrily. They were angry because he let Sang Kancil trick all of them. Sang Kancil loved his new home on the other side of the river because he had a lot of tasty food to eat. Poor Sang Buaya was not so lucky. After that, none of the other crocodiles ever talked to him again. Source: http://www.topics http://www.topics-mag.com/folk -tales/folk -tale-cleverness-mayl.htm

PROCESS QUESTIONS: 1. How tricky is Sang Kancil? Justify your answer. 2. Do you admire Sang Kancil‘s wit? How can cleverness help solve problems? Explain your answer. 3. What would you do after the incident if you are Sang Buaya? Why? 4. Is this story quite familiar to you? How would you compare it to our ―Si Pilandok at Si Buwaya‖? Sentences vary, not just in length and complexity, but also the ―add -ons‖ it can have. Sometimes, these add -ons can make its meaning clearer or more informative, and sometimes, it‘s better if they are omitted. One of these add ons is called parenthetical phrase. A parenthetical phrase, sometimes called simply a parenthetical, is one that is not essential to the framing sentence. In the preceding sentence, the phrase ―sometimes called simply a parenthetical‖ is itself a parenthetical because the segments of the sentence that precede and follow it can be attached to form a complete sentence without it. In short, a parenthetical parenthetical phrase is one that is not essential to the framing sentence. However, a parenthetical can also begin or end a sentence, and though only these three syntactical variations exist, a parenthetical can be categorized as serving one of eight functions. Here are five of the eight types, with a sentence that demonstrates each one: 1. Appositive: In this case, the parenthetical is an appositive, a noun or noun phrase placed in opposition to another such construction that defines or modifies the first. Example: Sang Buaya, the big bad crocodile, lived in the river with other crocodiles. 2. Absolute phrase: An absolute phrase, which contains at least a noun or a pronoun and a participle, but not a true verb, modifies the entire sentence. Example: Sang Buaya believed Sang Kancil‘s words, leaving no room for any doubt.‖ (The phrase may also begin the sentence.)


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3. Free modifier : A free modifier is an unspecialized unspecialized interruption of additional information. Example: Sang Kancil stepped into each crocodile and, counting them one by one, crossed the river. 4. Interjection: An interjection imparts information about the writer‘s (or speaker‘s) state of mind, as in this sentence in which Sang Kancil fully agrees to Sang Buaya‘s statement in the story. Example: ―Of course, I am afraid of you, but the king wants me to do something.‖ 5. Introductory phrase: This element preceding the main statement provides context for the sentence. Example: When Sang Kancil saw Sang Buaya in the river , he thought of an idea.

Activity 15: SANG KANCIL NEEDS HELP! Sang Kancil needs to find different parentheticals in statements about Sang Buaya. Underline the parenthetical you can find in each sentence. Then tell what type it is. 1. Sang Buaya talked to his friends and, thinking about Sang Kancil‘s intelligence, agreed to be more cautious. 2. I won‘t let Sang Kancil, that tricky mouse deer, to cross this r iver again! 3. While on the river, Sang Buaya thought of eating Sang Kancil. 4. Planning their next move, Sang Buaya‘s friends met at the riverside. 5. ―Well, what do have to say for yourself?‖ Sang Buaya‘s friends asked. Sang Kancil needs to master parentheticals more. Help him by answering the next set of items. Follow the same instructions in the previous set. 1. If you, an experienced chef, had trouble, how hard will it be for me? 2. Janice stayed up late, writing her oratorical piece. 3. While I was on vacation, I had an epiphany. 4. I stood up and, brushing off my pants, continued on my journey. 5. At long last, the contest contest is over!

Activity 16: SANG KANCIL AND PILANDOK Complete this Venn diagram to compare Sang Kancil to Pilandok. Write in the overlapping part of the bubble their similarities. Then write their differences in the outer parts.

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

Activity 18: A DEEPER LOOK ON HERITAGE LITERATURE Read the following text and do the exercises that follow.

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

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Vocabulary comprehension and expansion. Heritage learners can expand their vocabulary by reading a variety of literary selections. In each text, the instructor will highlight the lexical items related to the chapter's topic or theme. He/She may also point out idiomatic expressions (to foster understanding of cultural commonalities and differences), literary words, regionalisms, cultural connotations, words/phrases words/phrases coined by the author and adopted by the language, etc. Students will then be able to analyze the key structural features of the language of the selection. Grammar identification and practice. Heritage literary texts can illustrate grammatical structures taught in class. Students identify the target structures in the passage and then practice them as they appear in that context or give examples related to their own lives (personalization). A wide range of grammatical structures, sentence types, and cohesive devices, especially those characteristic of the written language, can be taught or reviewed.


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Spelling. Depending on the HL, "troublesome" words can be targeted in literary texts to help learners improve their orthography or eliminate the interference of English spelling. Reading comprehension. Students can answer questions based on content. They can fill in missing words, find synonyms for key words, paraphrase sentences, summarize paragraphs or the text as a whole. Literary characters can be matched to actions or facts related to them. Student drawings or collages based on the text will help students visualize and remember the characters in the story. literary tasks empow empower er students students Oral and written literary assignments. A multitude of literary to think and act critically and develop an appreciation of literature while developing language proficiency ( McKay 2001: 321-326 ). ). Such tasks include: describing the features of a literary genre and identifying them in the reading; analyzing the characters‘ and/or the author‘s point(s) of view; relating the text to the work it has been excerpted from, and the work to the personal/historical circumstances in which it was written; analyzing the literary techniques t echniques// language/style used by the author; placing the text/author within the heritage literary tradition; writing a literary analysis of the piece; describing the relevance of the selection for contemporary readers in general and for heritage learners in particular; and writing an argumentative essay about the literary passage.

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

The understanding and appreciation of culture that results from the study of literature helps students develop a positive self -image and attitude toward their heritage language and culture. If heritage literary works are compared to writings from the dominant culture or other, heritage or non -heritage, cultures, students gain a deeper understanding, acceptance, and respect for other systems of traditions, beliefs, beliefs, values, and behaviors. behaviors. Source: http://www.international.ucla http://www.international.ucla.edu/article.asp .edu/article.asp?parentid=6080 ?parentid=60803 3

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

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

Sub point 1 Sub point 2 Sub point 3

M in

a

Major Point 2 T

Sub point 1

o p ic

Sub point 2 / T o p ic

Sub point 3 S e n

te

n

Major Point 3 c

Sub point 1

e o r T

Sub point 2 h e s is

Sub point 3 S ta te e

m

Major Point 4 n

Sub point 1

t

Sub point 2 Sub point 3


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

The Taxi Man ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________

Sang Kancil ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________

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

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

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How were you able to describe the pictures? Did you use adjectives in your answers? Probably you did. Did you try to compare the pictures to one another? Do you know how to use adjectives to compare persons, things, animals, and other kinds of nouns and even pronouns? Adjectives enable us to describe, add color, clarify and make distinctions distinctions to our words. Adjectives primarily modify nouns, pronouns and noun -derivatives. Adjectives have forms or degrees. Most adjectives have different forms to show degrees of comparison. Adjectives have three degrees of comparison namely – the positive, the comparative, and the superlative. Each one has a distinct use and ways to be formed.

1. Positive Degree It describes a noun or pronoun without comparing it to anyone or anything else. Examples:

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

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

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

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

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


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

good, better, best bad, worse, worst

Here is a table illustrating the degrees of adjectives using the above examples:

DEGREES OF ADJECTIVES Comparative younger harder older more/less clever more/less gullible more/less tightfisted more/less viable better worse

Positive young hard old clever gullible tightfisted viable good bad

Superlative youngest hardest oldest most/least clever most/least gullible most/least tightfisted most/least viable best worst

As you use more adjectives adjectives in your sentences, you might get confused on the order these adjectives should be written or spoken. You need to familiarize yourself in the order of adjectives in a series. Memorizing this will help you use adjectives correctly when they are in a series.

Here is a table depicting the order of adjectives when used in a series. You should remember that you do not need to fill out each category when using multiple adjectives. ORDER OF ADJECTIVES IN A SERIES Number

Opinion

Size

two

cute strange

little

one

Shape

amazing

donutshaped small

Color

Proper adjective

Purpose/ Qualifier

Siberian old

beautiful

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Age

new antique

black blue violet

cotton Italian

gold


sports wedding

puppies jacket shorts sofa car ring

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

Two Syllable Adjectives Adjectives -

Three (or more) Syllable Adjectives

Irregular Adjectives


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

Positive Degree

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Comparative Degree


Superlative Degree

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

Feelings Adjectives Condition Adjectives Sound Adjectives Appearance Adjectives Adjectives

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


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Activity 22: CONCEPT MAPPING AND MIND MAPPING Read the text below and do the exercises that follow. Concept maps are graphical tools for organizing and representing

knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts. Words on the line, referred to as linking words or linking phrases, specify the relationship between the two concepts. We define concept as a perceived regularity in events or objects, or records of events or objects, designated by a label.

The label for most concepts is a word, although sometimes we use symbols such as + or %, and sometimes more than one word is used. Propositions are statements about some object or event in the universe, either naturally occurring or constructed. Propositions contain two or more concepts connected using linking words or phrases to form a meaningful statement. Sometimes these are called semantic units, or units of

meaning. Here is an example of a concept map:

Mind maps, on the other hand, is an expression of radiant thinking and is therefore a

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

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

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

Elements of Short Story Intangible Heritage

Parenthetical Phrase Communication Skills

The Taxi Man‘s Story

Malaysian Folktale

Heritage Literature Adjectives

Literature Sentence Types Diversity

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

Intangible Heritage

Literature

Communication Skills


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

http://www.youtube.com/watch?v=vcRv BVsOT8 -

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

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

Wayang Puppet Theatre – Indonesia

Darangen Epic – Philippines

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


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

www.youtube.com/watch?v=R www.youtube.com/watch?v=RLlvYFvRU9M LlvYFvRU9M www.youtube.com/watch?v=4Vzz www.youtube.com/watch?v=4VzzhNkbjgg hNkbjgg

www.youtube.com/watch?v=pfydro4X2t0

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

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Here is another famous Malay folktale for you to read. This story was adopted as motion picture and TV drama in Malaysia, up to the extent of inspiring other versions of the story. Read the synopsis of the story and answer the questions that follow.

Batu Belah Batu Bertangkup (The Devouring Rock) A Famous Malay Folktale Folktale

T

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


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

PROCESS QUESTIONS: 1. 2. 3. 4.

What did the mother feel after knowing that her fish roe was eaten? Why do you think it came across to the t he mother to commit suicide? What does Batu Belah Batu Bertangkup represent? How did you say so? Does this story have similar themes with some of our own? Cite some famous folktales. 5. Describe Mak Mina, Mawar and Bulat through characterization. How do they influence or affect the character of one another? 6. What is the moral/lesson of the story? How does it affect you? Explain your answer.

Activity 25: BATU BELAH BATU BERTANGKUP STORY STRIP A. Arrange the following pictures to create a story strip for Batu Belah Batu Bertangkup. Number the pictures from 1 to 15 in the space provided for.

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


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Activity 26: MAKING A FILMED MOVIE REVIEW Read this short lecture about making a movie review. Then watch the video presentation on how to make a ―filmed‖ version of your review.

How to Write a Movie Review There are numerous formats you can follow in writing a movie review, but they all have the same content. In this particular format, it consists of five parts. Five Parts of a Movie Review

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

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

Video A

Video B

Video C

To help you write an effective filmed movie review, you must increase your vocabulary by learning how to get the meaning of a word using structural analysis and using collocations.

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


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

Therefore, structural analysis suggests that a bicyclist is a person on two wheels – a meaning which is close to the word's formal definition.

Activity 27: DOING YOUR MOVIEW REVIEW, AFRO ASIAN STYLE! -

Choose an Asian drama on TV or an Asian movie and write down its elements using advance/graphic organizers. Then write a short review on its elements. Submit the completed organizer and the review to your teacher and discuss it in class. Try the sample graphic organizer on the next page or you can design your own.

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


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

Activity 28: INTROSPECTING YOUR MISCONCEPTIONS In this activity, all the misconceptions presented at the start of the lesson will be clarified. After reading the explanations for each one, reflect on your previous answers and then answer the questions that will follow at the end.

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

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

C. On Literature 1. Studying literature can help you understand different cultures or time periods. Studying literature can be an enriching, eye opening experience. By following the histories presented throughout English literature, it‘s possible to understand how contemporary western culture has developed into what it is today (Priyadarshini, 2010). 2. The study of literature allows people to develop new ideas, ethical standpoints and can help an individual to present themselves as educated members of the society.


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Literature allows us to understand the philosophical movements and ideas that permeated a particular culture at a particular time. As an example in English literature, Mary Shelley‘s ―Frankenstein‖ shows us the ambivalence the British felt towards empiricism. Reading new words and phrases can increase anyone‘s lexicon. Literature is also crucial to learning stylistic and artistic conventions for communication and writing (Priyadarshini, 2010).

PROCESS QUESTIONS: 1. How do these misconceptions apply to Asian countries like Malaysia, Singapore, and the Philippines? Cite examples for your answer. 2. What are some examples you can cite that shows diversity because of multiculturalism in Malaysia and Singapore? Does multiculturalism also apply in our country? Why? Why not? 3. Based on misconceptions on culture, how do you look now on the presence of different cultures around the Philippines (our cultural or ethnic groups), in Malaysia and Singapore? 4. How does the study of Afro - Asian Asian literature give you a wider perspective in tolerating and appreciating cultural differences? 5. How did your readings on Malaysian and Singaporean literature help you identify some traditions and beliefs of the Afro - Asian Asian people?

Activity 29: CLOSENESS IS THE KEY Study the map below. Focus on the proximity of Malaysia, Singapore and Philippines to one another. Then grasp your schema on the history of Malaysia, Singapore, and the Philippines.

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Answer these questions: questions: 1. Singapore and Malaysia had been under the same colonial rule (British Empire). Does this period have any effect on the culture of two countries? How? ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ___________ __ ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ___________ __ ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ___________ __ ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ___________ __ ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ___________ __ 2. What effect could geographical proximity contribute to the development and assimilation of culture among these three countries? ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ___________ __ ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ___________ __ ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ___________ __ ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ___________ __ ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ___________ __

Activity 30: CONVERGING CIRCLES FOR CULTURE Explain the relationship of the terms inside the circles in this concept diagram.

Cultural Heritage s n o i t i d r a T

Diversity

L i t e r a t u r e


Unity

s f e i l e B

Peace Harmony


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

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

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

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

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

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

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


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Activity 33: REMEMBERING CLAUDE LÉVI STRAUSS -

Read and reflect upon this statement made by this famous French anthropologist/ethnologist and the founder of structural anthropology, Claude Levi -Strauss.

― To To know and understand our own culture, we must learn to see it from the point of view of other cultures, comparing our customs and beliefs with those of other times and places. With globalization now upon us, and external diversity on the retreat, it is becoming a matter of urgency to protect and preserve the internal diversity that each society owes to its constituent groups and subgroups, all of which develop differences that they consider highly important. It should accordingly be possible at least to maintain and encourage cultural diversity to a degree by preserving the cultural characteristics of the different social groups: and in the same way as gene banks of plant species are created to prevent the impoverishment of biological diversity and the impairment of our earthly environment, we must, if we are to safeguard the vitality of our societies, preserve at the very least the living memory of irreplaceable customs, practices and know how that should not be allowed to disappear. - -

For it is diversity itself that must be saved rather than the historical content that each epoch invests in it and which none can perpetuate beyond its own confines.‖ ―Global civilization could never be anything other than the coalition at global levels of cultures, each of them retaining its originality.‖ Claude Lévi -Strauss, French ethnologist (1908 -2009)

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

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

Activity 35: OH MY EQ! After the different activities presented to you, it is time again to answer these focus questions: 1. How does the study of Afro - Asian Asian literature help you increase your communicative communicative competence? ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ___________ __ ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ___________ __ ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ___________ __ ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ___________ __ ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ___________ __

2. How will it guide you to understand the diversity of cultural heritage in Asia and Africa? ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ___________ __ ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ___________ __ ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ___________ __ ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ___________ __ ___________________ ____________________________ ___________________ ___________________ ___________________ ___________________ ___________ __


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3. How do traditions and beliefs bring about diversity and/or harmony? __________________ ____________________________ ___________________ ___________________ ___________________ ___________________ _____________ ___ __________________ ____________________________ ___________________ ___________________ ___________________ ___________________ _____________ ___ __________________ ____________________________ ___________________ ___________________ ___________________ ___________________ _____________ ___ __________________ ____________________________ ___________________ ___________________ ___________________ ___________________ _____________ ___ __________________ ____________________________ ___________________ ___________________ ___________________ ___________________ _____________ ___

4. How does diversity contribute to unity? __________________ ____________________________ ___________________ ___________________ ___________________ ___________________ _____________ ___ __________________ ____________________________ ___________________ ___________________ ___________________ ___________________ _____________ ___ __________________ ____________________________ ___________________ ___________________ ___________________ ___________________ _____________ ___ __________________ ____________________________ ___________________ ___________________ ___________________ ___________________ _____________ ___ __________________ ____________________________ ___________________ ___________________ ___________________ ___________________ _____________ ___

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

IN THE BOX I think …

OUT OF THE BOX

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Your goal in this section is to apply your learning to real life situations. You will be given a practical task which will demonstrate your understandings in this lesson.

Activity 36: FINDING THE RIGHT ONE (THE MOVIE) Directions: Read the task below. In your group, discuss and plan on how you will prepare for the movie review. The rubric for grading is provided here to remind you on how your work will be graded.

TASK

Your Local Tourism Board is assigned to prepare a sample cultural exhibit for Malaysia and Singapore, as part of its bid to host the week long celebration of ASEAN Day in the Philippines. They are going to include movies that represent a part of their heritage and literature, with an accompanying review or analysis about it. As local film critics, you and your peers were hired by the board to find the most appropriate movie to be used for the cultural exhibit. Your

task is to find a movie adaptation of a Malaysian/Singaporean literary piece (reflecting their diverse cultural heritage), watch it, and write a review about it, with the aid of advance organizers. Then you have to present it to the Local Tourism Board with a 10 minute audio video clip as a teaser, stating the main points why the movie should be used used for the cultural exhibit. exhibit. Your group‘s work will be evaluated according to its content, presentation, creativity, organization, and use of advance organizers. - -

-

Rubrics for the Movie Review Presentation

Criteria Content

Outstanding

Very Satisfactory

Satisfactory

Fair

(4 points)

(3 points)

(2 points)

(1 point)

The review focuses on the following: character/s, plot, script, themes, special effects, music. The review has a strong opinion that is supported by 2 3 details (good or bad).

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

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

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


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Criteria

Outstanding

Very Satisfactory

Satisfactory

Fair

(4 points)

(3 points)

(2 points)

(1 point)

Presentation

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

Creativity

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

Organization

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

Use of Advance Organizers

Presenter's Presenter voice is clear. incorrectly He/she pronounces pronounces terms. Audience most words members have correctly, and difficulty hearing showed average presentation, level of and showed confidence and minimum level mastery of the of confidence subject matter. and mastery of the subject matter. The group used The group used innovative the typical methods of methods of presentation presentation, partly, but relied innovation is not mainly on the present. The typical methods. presentation is The quite interactive presentation is and quite interactive and attractive to the attractive to the audience. audience. The group Audience has has presents difficulty information in following logical sequence presentation which audience because the can follow. group jumps around.

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

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

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

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

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

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

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Absolute phrase: a kind of parenthetical, contains at least a noun or a pronoun and a

participle, but not a true verb, modifies the entire sentence.

Adjectives: are words used to describe a noun or a pronoun. Antagonist: a character who provides some sort of opposition or contest for the

protagonist. Usually he/she is known as the villain with evil character in the story.

Appositive: a kind of parenthetical, this is a noun or noun phrase placed in opposition

to another such construction that defines or modifies the first.

Aside: a kind of dialogue in a drama/play. This is a statement made to the audience,

but the other characters are not supposed to be able to hear it.

Beliefs: Beliefs: are the ideas, viewpoints and attitudes of the particular group of society. It consist of fables, proverbs, myths, folklore, traditions, superstition, education, etc. that influence the ideas, values, emotions, perceptions and attitude of the members of the society. Character: the person in a work of fiction or the characteristics of a person. You can

get to know k now a character through their actions and speech (in case of drama/play).

Collocations: combinations combinations of two or more words that often go together. Collocations

can be adjective + adverb, noun + noun, verb + noun, adjective + noun, noun + verb, verb + expression with preposition, and verb + adverb. Examples: richly decorated, maiden journey, garage sale , read my books .

Comparative degree: compares two nouns or pronouns. This degree is formed by adding –er for for one-syllable and some two -syllable regular adjectives, or by adding or adjectives. more less for three-syllable (or more) adjectives. Complex sentence: a sentence with one independent clause and at least one

dependent clause.

Compound sentence: a sentence with multiple independent clauses but no

dependent clauses.

Compound complex sentence: a sentence with multiple independent clauses and at - -

least one dependent clause.

Concept map: are graphical tools for organizing and representing knowledge. They

include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts.

Conflict: the struggle between two or more opposing forces which is the nucleus of

plot.

Cultural diversity: The existence of a multiplicity of sub -cultures and different value


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systems in a plural or multicultural society or other setting. Cultural heritage: is the legacy of physical artifacts ( cultural property) and property) and intangible

attributes of a group or society or society that are inherited from past generations, maintained in the present and bestowed bestowed for the benefit of future f uture generations. generations. Heritage includes tangible culture (such as buildings, monuments, landscapes, books, works of art, and artifacts), intangible culture (such as folklore, traditions, language, and knowledge), and natural heritage (including culturally significant landscapes, and biodiversity). biodiversity).

Culture: refers to the cumulative deposit of knowledge, experience, beliefs, values,

attitudes, meanings, hierarchies, religion, notions of time, roles, spatial relations, concepts of the universe, and material objects and possessions acquired by a group of people in the course of generations through individual and group striving. Culture is the systems of knowledge shared by a relatively large group of people.

Darangen: an ancient epic song that encompasses a wealth of knowledge about the

Maranao people who live in the Lake Lanao region of Mindanao. Comprising 17 cycles and a total t otal of 72,000 lines, the Darangen celebrates episodes from Maranao history and the tribulations of mythical heroes. In addition to offering compelling narrative content, the epic explores the underlying themes of life and death, courtship, politics, love and aesthetics through symbol, metaphor, irony and satire. The Darangen also encodes customary law, standards of social and ethical behavior, notions of aesthetic beauty, and social values specific to the Maranao.

Degrees of Adjectives: the positive degree, comparative degree, and the superlative

degree.

Dialogue: the words spoken by the actors in a drama/play. Diversity: the condition of having or being composed of differing elements : variety;

especially the inclusion of different types of people (as people of different races or cultures) in a group or organization.

Drama: is a story told through characters played by actors. It is meant to be spoken, it

is meant to be acted out.

Free modifier: a kind of parenthetical, an unspecialized interruption of additional

information.

Graphic organizer: an educational tool to help in problem solving, planning, studying,

researching, brainstorming and writing. Visual learners benefit most from graphic organizers as visual thinking can have many expressions. Graphic organizers make it easier to understand how ideas connect.

Heritage literature: literary passages from the past generation like myths, folklore,

epic, etc., provide meaningful and memorable contexts for vocabulary expansion and grammar practice; they can serve as the basis for listening, reading, speaking, speaking, and writing activities; and they develop students‘ ability to think critically by inferring meaning, making interpretations, and expressing their own ideas and emotions (Lazar 1993: 19).

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representations, expressions, expressions, knowledge, Intangible cultural heritage: the practices, representations,

skills – as well as the instruments, objects, artifacts and cultural spaces associated therewith – that communities, groups and, in some cases, individuals recognize as part of their cultural heritage. This intangible cultural heritage, transmitted from generation to generation, is constantly recreated by communities and groups in response to their environment, their interaction with nature and their history, and provides them with a sense of identity and continuity, thus promoting respect for cultural diversity and human creativity.

Intangible heritage list: created by UNESCO, this list entails the list of intangible

cultural heritage under nomination, recognition, and urgent safeguarding all over the world.

Interjection: a kind of parenthetical, it imparts information about the writer‘s (or

speaker‘s) state of mind.

Introductory phrase: a kind of parenthetical, an element preceding the main

statement that provides context for the sentence.

Literature: writing that is excellent in form and packed with meaning. It usually deals

with events, emotions, and ideas that are common to all people.

Mak Yong Theatre: an ancient dance -theatre form incorporating the elements of ritual,

stylized dance and acting, vocal and instrumental music, story, song, formal as well as improvised spoken text. It is performed principally in the state of Kelantan, Malaysia. Many theories have been advanced to explain the genre's origins. Its roots obviously sink deep into animism as well as shamanism.

Mind map: an expression of radiant thinking and is therefore a natural function of the

human mind. It is a powerful graphic technique which provides a universal key to unlocking the potential of the brain.

Monologue: a kind of dialogue in a drama/play. This is a long speech given by one

character.

Movie review: also known as film criticism, is the analysis and evaluation of films,

individually individually and collectively. In general, this can be divided into journalistic criticism that appears regularly in newspapers, and newspapers, and other popular, mass -media outlets and academic criticism by film scholars that is informed by film theory and published in journals.

Movie/film critic: an individual that engages into movie reviews. Order of Adjectives: the correct sequence of writing adjectives when used in a series. Parenthetical phrase: sometimes called simply a parenthetical, is one that is not

essential to the framing sentence.

Plot structure: the usual order of events in a particular story. It is the playwright's

selection of events to create a logical sequence and results into distilling meaning from the chaos of life. Here is a common plot structure - exposition, rising action,


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climax, falling action, resolution. In the exposition, the characters are introduced and the conflict is brought into play. Point of view: the angle or perspective from which the story is told. Positive degree: describes a noun or pronoun without comparing it to anyone or

anything else.

Protagonist: the main character in a story, often a good or heroic type and tries to

solve the conflict that gives way to the rising action.

Script: is the instructions you perform a play from. It includes the lines each of the

actors must say and some indication of stage action (stage directions). Some scripts come with helpful hints to directors and stage managers as to prop lists, lighting plots, and set designs, but these are not really part of the script.

Setting: the time and place in which the story or drama/play. In theatre, the setting may

be realistic or abstract.

Short Story: a brief imaginative narrative, unfolding a single predominating incident

and a single or a few characters. It contains a plot, the details of which are so compressed and the whole treatment so organized as to provide a single impression.

Simple sentence: a sentence with one independent clause and no dependent clauses. Soliloquy: a kind of dialogue in drama/play. This is a speech given by a character

when he/she is alone in the stage.

Structural analysis: the process of breaking words down into their basic parts to

determine word meaning.

Superlative degree: It compares three or more nouns. This degree is formed by adding –est for for one-syllable and some two -syllable regular adjectives, or by adding most or or least for for three-syllable (or more) adjectives. Theme: the central idea of a featured drama, play, or story. Tradition: the passing down of elements of a culture from generation to generation,

especially by oral communication; a mode of thought or behavior followed by a people continuously from generation to generation; a custom or usage; a set of such customs and usages viewed as a coherent body of precedents influencing the present.

Wayang Puppet Theatre: a traditional puppet theater based on the Hindu Ramayana and Mahabharata epics, combined with themes from Javanese folklore. Wayang is is

used to teach morals as well as to entertain, and is seen as a highly influential popular art form for spreading spreading morality and social criticism.

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Books Forlini, et al. (2005). Prentice Hall Grammar and Composition 2 . Philippines: Pearson Education South Asia Pte Ltd. Navarro, Henry C. (1998). Interactive Learning through English III. Sampaloc, Manila, Philippines: Philippines: St. Augustine Publications, Publications, Inc. Sebranek, P., Kemper, D., & Meyer, V. (1999). Write Source 2000: A Guide to Writing, Thinking and Learning . Wilmington, MA: Houghton Mifflin Co. Singh, Kirpal & Nazareth, Peter. (2012). The Best of Kirpal Singh: Introduction by Peter Nazareth. Singapore: Epigram Books. Zemach, Dorothy E. (2009). Sentence Writing: The Basics of Writing – Student Workbook. Thailand: Macmillan Education.

Online Sources Center for World Languages. (2007, January 10). Heritage Literature as a T eaching Tool. UCLA International Institute. Retrieved from http:// www.international.ucla.edu/a www.international.ucla.edu/article.asp?paren rticle.asp?parentid=60803 tid=60803 English for Students. (n.d.). Order of Adjectives Adjectives in a Series. Retrieved from http:// www.english -for -students.com/Order -of - Adjectives Adjectives-1.html EnglishClub.com. EnglishClub.com. (n.d.). Collocations. Collocations. Retrieved from http://www.englishclub.com/ vocabulary/collocations.htm Howe, William. (2009, March 19). 15 Misconceptions About Multicultural Education. Bill Howe on Multicultural Education. Retrieved from http://billhowe.org/MCE/? p=146#respond IllumineTraining. IllumineTraining. (n.d.). How to Make a Mind Map. Retrieved from http://www.mindmapping.co.uk/make-mind-map.htm Lethbridge College. (2010, January 1). Structural Analysis. eLearningCafe. Retrieved from http://www.elearningca http://www.elearningcafe.ca/index.php? fe.ca/index.php? option=com_content&view=c option=com_content&view=category&layou ategory&layout=blog&id=195 t=blog&id=195&Itemid=400 &Itemid=400 miraflorredula. (2012, November 18). The Taximan‘s Story by Catherine Lim. WordPress.com. Retrieved from http://miraflorredula.wordpr http://miraflorredula.wordpress.com/2012/11/18 ess.com/2012/11/18// the-taximans-story-by-catherine-lim/ MomsWhoThink.com. MomsWhoThink.com. (n.d.) List of Adjectives. Adjectives. Retrieved from http:// www.momswhothink.com/reading/list-of -adjectives.html Movie Metropolis. (n.d.). How to Write a Movie Review: Our Template. LAB MOVIE REVIEW SITE, University University of Chicago Laboratory Schools. Retrieved from http://


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www.ucls.uchicago.edu/stude www.ucls.uchicago.edu/students/projects/199 nts/projects/1996 6 -97/MovieMetropolis/howto.html Movie Review Graphic Organizer. Retrieved from http://mslau.weebly.com/ uploads/1/9/6/1/1961294/movie_review_graphic_organizer11.pdf Nichol, Mark. (n.d.). 8 T ypes of Parenthetical Phrases. DailyWritingTips . Retrieved from http://www.dailywritingtips.com/8-types-of -parenthetical-phrases/ Novak, J. D. & A. J. Cañas. (2008, January 22). The Theory Underlying Concept Maps and How to Construct Them, Technical T echnical Report IHMC CmapTools 2006 -01 Rev 012008, Florida Institute for Human and Machine Cognition. Retrieved from http:// cmap.ihmc.us/Publications/Re cmap.ihmc.us/Publications/ResearchPape searchPapers/TheoryUnde rs/TheoryUnderlyingConce rlyingConceptMaps.pdf. ptMaps.pdf. Parrilla, Rebecca. (2012, October 11). 3 Huge Misconceptions Misconceptions About Culture. Navigating Cultures Blog: Language and Culture Worldwide. Retrieved from http:// navigatingcultures.com/blog/?p=870 Peters, Sandy & Thomas. (1997 -2008). Outwitting a Crocodile: A Traditional Malaysian Folktale, retold by Chok Yoo Foon from f rom Malaysia. TOPICS Online Magazine. Retrieved from http://www.topics-mag.com/folk-tales/folk-tale-cleverness -mayl.htm Priyadarshini, Nibeta. (2010, December 1). Importance of learning literature, its Articlesbase.com. significance & role of internet in providing study material. Articlesbase.com. Retrieved from http://www.articlesbase.com/online-education-articles/importance-of -learning -literature-its-significance-role-of -internet-in-providing -online -studymaterial-3764477.html UNESCO. (n.d.). Intangible Heritage Lists. Retrieved from http://www.unesco.org/ culture/ich/index.php?lg=en culture/ich/index.php?lg=en&pg=00011 &pg=00011 UNESCO. (n.d.). What is Intangible Cultural Heritage? Retrieved from http:// www.unesco.org/culture/ich/in www.unesco.org/culture/ich/index.php?lg dex.php?lg=en&pg=00002 =en&pg=00002 Webster, Sean (n.d.). Elements of a Short Story – Resource Package. Retrieved Retrieved from https://middleschooltech.wikisp https://middleschooltech.wikispaces.com/file/vi aces.com/file/view/Elements ew/Elements -of -a-Short-StoryPackage.pdf Wevodau, Edward. (n.d.). Simple, Compound, Complex, and Compound -Complex Sentences. Colleyville Heritage High School. Retrieved from http:// www.myteacherpages.com/w www.myteacherpages.com/webpages/EWevod ebpages/EWevodau/literary_too au/literary_tools.cfm? ls.cfm? subpage=1145714 Photographs

Myzavier. June 11, 2009. Tortor Dance [Photograph]. Retrieved from http:// myzavier.blogspot.com/2009/06/tari-tortor.html Leong, Chee -Onn. n.d.. Khoo Kongsi [Photograph]. [Photograph]. Retrieved from http:// www.123rf.com/photo_5923206_the-khoo-kongsi-is-a-large-chinese-clanhousewith-elaborate-and-highly-ornamented-architecture-a-mar.html

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Koh, Stanley. Aug. 30, 2012. [Photograph of Hungry Ghost Festival ].]. Retrieved from http://www.freemalaysiatoday.com http://www.freemalaysiatoday.com/category/opini /category/opinion/2012/08/30/ac on/2012/08/30/acts ts -of compassion/ Xiong Ping. Jan. 26, 2009. [ Photograph of a lion dance ]. Retrieved from http:// english.sina.com/china/p/2009 english.sina.com/china/p/2009/0126/214352 /0126/214352.html .html Ivannelson Group. n.d.. [ Photograph of an Orang Ulu playing a musical instrument ].]. Retrieved from http://ivannelson10.wordp http://ivannelson10.wordpress.com/rainfores ress.com/rainforestt -world -music-festival/ StayFarEast.com. n.d.. Kampong Glam [Photograph]. Retrieved from http:// www.stayfareast.com/destination-info/attractions.aspx Morrison, Stephen. April 5, 2010. [ Photograph of man praying in Qing Ming Festival ].]. Retrieved from http://news.nationalgeogra http://news.nationalgeographic.com/news/20 phic.com/news/2012/03/picture 12/03/pictures/120320 s/120320 -first-day-of -spring-equinox-rituals-new-year -world/ Tourism Malaysia. Malaysia. Sept. 7, 2012. Asyik -Peninsular Malaysia [Photograph]. [Photograph]. Retrieved from http://www.airasia.com/travel3sixty/dance-is-life.html Andra, Zul. March 12, 12, 2012. [Photograph of a taxi man].Retrieved from http:// www.kissmyculture.com/post/191 www.kissmyculture.com/post/19180680892 80680892/blog /blog -things -that-make-me-feel-moresingaporean-than Lunardi, Stefano. Young Chinese business woman inside a car [Photograp [ Photograph]. h]. Retrieved from http://www.123rf.com/photo_81 http://www.123rf.com/photo_8180579_yo 80579_young ung -chinese-business woman -inside -a-car.html Singapore Tourism Board. n.d.. Singapore Night Life [Photograph]. Retrieved from http://www.santagrandhotels.co http://www.santagrandhotels.com/nightlife.asp m/nightlife.asp Gronow Photography. Photography. Oct. 16, 2011. [ Photograph of Huixiang‘s graduation at NUS Campus]. Retrieved from http://www.gronowphotography http://www.gronowphotography.com/graduation .com/graduation -familyphotography-at-nus-campus -singapore/ Raffles Hotel - Singapore. 2012. [ Photograph of Raffles Hotel in Singapore ]. Retrieved from http://toptravellists.net/raffles-hotel-singapore.html 1DAsia.com. n.d. [ Photograph of a Malaysia Tour advertisement ]. Retrieved from http://www.1dasia.com/page.php?id=26 Singapore [Photograph]. Retrieved from http:// Quek, Liwen. June 30, 2012. All in Singapore www.behance.net/gallery/All-In-Singapore/4386115

Chang, T.C. & Yeoh, Brenda S.A. 1999. New Asia – Singapore [Photograp [ Photograph]. h]. Retrieved from http://www.sciencedirect.com/s http://www.sciencedirect.com/science/article/p cience/article/pii/ ii/ S0016718598000268


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Tatak ng Apat na Alon Tribe. Sept. 6 -7, 2008. [Photograph of the 17 th Annual Festival of Philippine Arts and Culture advertisement ]. ]. Retrieved from http://apat-na-alontribe.com/?page_id=222 Peters, Sandy & Thomas. 1997-2008. [Illustration of Sang Kancil with Sang Buaya ]. Retrieved from http://www.topics-mag.com/folk-tales/folk-tale-cleverness malaysia.htm Raif, Said. June 5, 2010. [ Illustration of Sang Kancil as a logo]. Retrieved from http:// saidrazif.blogspot.com/2010/06/sukma-melaka-xiii.html JacketFlap. n.d.. [ Illustration of Pilandok as a mascot ].]. Retrieved from http:// www.jacketflap.com/profile.a www.jacketflap.com/profile.asp?member=pi sp?member=pilandok landok Hana. 2005. Batu Belah Batu Bertangkup [Painting in pen and ink, digitally enhanced]. Retrieved from http://hana-1745.deviantart.com/art/Batu-Belah -Batu-Bertangkup22648917 Novak, Joseph D., Cañas, Alberto Cañas, Alberto J. Jan. 22, 2008. One representation of the knowledge structure required for understanding why we have seasons. [Concept Map]. Retrieved from http://cmap.ihmc.us/publications/re http://cmap.ihmc.us/publications/researchpapers searchpapers// theorycmaps/theoryunderlyi theorycmaps/theoryunderlyingconceptmaps.h ngconceptmaps.htm tm Buzan, Tony. 2012. How to Mind Map [Mind Map]. Retrieved from http://www.mindmapping.co.uk/mind-mapping -definition.htm National Culture and Arts Department - Malaysia. 2005. Mak Yong Theatre [Photograph]. Retrieved from http://www.unesco.org/culture/ich http://www.unesco.org/culture/ich/index.php? /index.php? lg=en&pg=00011&RL=00167#video Mowrer, Tim/Mekin Photography. 2003. Wayang Puppet Theatre [Photograp [ Photograph]. h]. Retrieved from http://www.unesco.org/culture http://www.unesco.org/culture/ich/index.ph /ich/index.php? p? lg=en&pg=00011&RL=00063 Unalivia, Jojo/UNESCO. 2005. Darangen epic of the Maranao people of Lake Lanao [Photograph]. Retrieved from http://www.unesco.org/culture/ich http://www.unesco.org/culture/ich/index.php? /index.php? lg=en&pg=00011&RL=00159 Salter, Darryl. n.d.. Map of Asean [Map]. Retrieved from http:// iepdigitalresourceroom.b iepdigitalresourceroom.blogspot.com/p/ase logspot.com/p/asean an -resources.html YouTube Videos

Lawrence, Heather [SCADHIPR]. (2010, March 13). Intangible Cultural Heritage [Video file]. Retrieved from http://www.youtube.com/watch?v http://www.youtube.com/watch?v=QUnd0Nqvq8 =QUnd0Nqvq80 0 ICHScotland. (2010, December 10). Introduction to Intangible Heritage (ICH) in Scotland [Video [Video file]. Retrieved from http://www.youtube.com/watch? v=oy47guq0S5M&feature=related unesco. (2010, November 4). Why safeguard intangible cultural heritage? [Video file]. Retrieved from http://www.youtube.com/watch?v=swyv-LOCkrE unesco. (2012, November 26). Why safeguard ICH? Answers from Australia [Video file]. Retrieved from http://www.youtube.com/watch?v=TyESkfwjJKU Introduction to Drama: The Essential Essential RosswellsexploZion. RosswellsexploZion. (2010, March 5). An Introduction Elements [Video file]. Retrieved from http://www.youtube.com/watch?v=vcRvBVsOT8

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unesco. (2009, September 28). Mak Yong Theatre [Video f ile]. Retrieved from http:// www.youtube.com/watch?v=RL www.youtube.com/watch?v=RLlvYFvRU9M lvYFvRU9M unesco. (2009, September 28). The Darangen Epic of the Maranao People of Lake Lanao [Video file]. Retrieved from http://www.youtube.com/watch?v http://www.youtube.com/watch?v=4VzzhNkbjgg =4VzzhNkbjgg unesco. (2009, September 28). The Wayang Puppet Theatre [Video file]. Retrieved from http://www.youtube.com/watch? http://www.youtube.com/watch?v=pfydro4X2 v=pfydro4X2t0 t0 Writing Tips: How to Write a Movie Review Review [Video eHow. (2009, January 1). Academic Writing [Video file]. Retrieved from http://www.youtube.com/watch?v=dU-J91tIgGA

TRMovieandGameYT. TRMovieandGameYT. (2012, October 25). Tom R‘s ―How to Make a Movie Review‖ – A TR Edit #3.mov [Video [Video file]. Retrieved from http://www.youtube.com/watch? v=EDIygoCcK48 expertvillage. expertvillage. (2008, October O ctober 22). How to be a Movie Critic : The Importance of Honesty in a Movie Review [Video [Video file]. Retrieved from http://www.youtube.com/ watch?v=YIEZHlYY9s4 Peter Tentoco III. (2012, December 10). Cultural Diversity Audio Only [Video [Video file]. Retrieved from http://www.youtube.com/watch? v=x8BSGSpsq70&feature=youtu.be EsplanadeSG. EsplanadeSG. (2012, October 12). Tribute.sg – Kirpal Singh [Video file]. f ile]. Retrieved from http://www.youtube.com/watch? http://www.youtube.com/watch?v=0FchtpOAyjs v=0FchtpOAyjs LIMAJIWAS. (2012, September 15). Batu Belah Batu Bertangkup (1959) Full Moview NEW [Video file]. Retrieved from http://www.youtube.com/watch?v http://www.youtube.com/watch?v=bsqBNfu0jok =bsqBNfu0jok


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

To give you an overview of the things you will do in this lesson, pay close attention to the expected skills below and the lesson map. In this lesson, you will learn the following:  Ask for and give information, and express needs, opinions, feelings, and attitudes explicitly and implicitly in an informative talk  Communicative thoughts and feelings in write -ups of summary results, notes, etc. using appropriate styles  Determine if the speaker is neutral, for or against an issue that relates to the community  Identify the derivation of words  Define words from context and through word analysis  Organize information illustrated in tables, graphs and maps  Decode the meaning of unfamiliar words using structural analysis  Interpret the big ideas/key concepts implied by the f acial expressions of the participant  Point out how the choice of title, space, allotment, imagery, choice of words, figurative language, etc., contribute to the theme  Structuring meaningful expanded sentences and conditional statements On the next page is the lesson map to guide you in Appreciating Our Origin: Origin:

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APPRECIATING OUR ORIGIN 2 - L3 Learning Module for English - Grade 8

KNOW Divided by Two Photo Formation An Indonesian Folktale

PROCESS

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REFLECT AND UNDERSTAND

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

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

TRANSFER Interactive Human Exhibit of Afro Asian Literary Characters -


APPRECIATING OUR ORIGIN Learning Module for English - Grade 8

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

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

So by now you know that we are going to learn about two countries in Asia. Let us continue and do the next activity.

Activity 2: PHOTO FORMATION -

Directions: Study the Asian photos below and group them into two. Write the name of the country at the bottom of each photo. Then fill up the table that follows. What similarities and differences do you see in the photos? Which photo bespeaks of your culture?

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Similarities

Differences

In what way are they similar to our culture?

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


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and the lush green islands of Indonesia. Since Indonesia Indonesia is archipelagic, archipelagic, fishing is the main occupation occupation of the people. people. Rice is the staple food. Indonesians hunted using sumpitan or blow-pipe. They mastered this, including including the art of forging iron. If there were stories about spirits, it is primarily because the surrounding landscapes were full of spirits. The Hari which is the sun was identified as Wisnu , Bromo, the volcano was identified with Brahma, the Creator. Many islands were created by volcanic eruptions. The spirits of of the waters were were also diverse: the ocean -god brought rain, and the rich goddess lived in the sawh (wet rice-fields) in the shape of a freshwater snake. During those times, migrations were still very few then. Now, that you have learned some information about Indonesians, it is time to learn more about Indonesia through an Indonesian folktale. Source: Knapper, Jan. Myths and Legends of Indonesia. Singapore: Heinemann Heinemann Education, Ltd, 1977. pp.1-5. Print.

Activity 3: AN INDONESIAN FOLKTALE Directions: Divide the class into four groups. The first group will be Raden, the second group will be Surati, the third group, Rupaksa, and the fourth group will read all the lines in the story, except the characters‘ dialogs. The Legend of Banyuwangi Banyuwangi Adapted from an Indonesian Indonesian Folktale Folktale

A long time ago, Banyuwangi Banyuwangi is known as Blambangan. Its kingdom has a wise king who has a handsome and smart son named Raden Banterang. Raden prefers hunting that he often went to forest around Blambangan to hunt for animals. One day, when Raden was in a forest he spotted a deer. He chased it and the deer ran deeper into the forest. His horse was so good and strong that he left his guards behind. Unfortunately, he lost the deer. As he took a rest under a big banyan tree suddenly a beautiful beautiful girl appeared in front of him. She was all alone in the forest. He suspected that the girl may not be human after all. So he asked her, ―Excuse me, lovely lady, do you live around here?‖ ―No, I don‘t. I‘m from Klungkung, Bali. My name is Surati. I‘m a princess, the daughter of the king of of Klungkung. Klungkung. The rebels killed my father but I managed managed to escape. escape. My guards guards took me here but I got lost. Now I‗m alone. I don‘t know where to go. I have no relatives here. Please help help me,‖ Surati Surati begged. begged. ―You come to the right person. I‘m Prince Banterang from the kingdom of Blambangan. I am going to protect you. Please come with me,‖ said the prince. Then, Raden took Surati home. He fell in love with her and then several months later he married her. One day when Surati was in the street he met a man. The man called her. ―Surati, Surati.‖ She was surprised to see her brother Rupaksa. His brother revealed that it was Raden Banterang who who killed their father. He came to Blambangan Blambangan to take revenge. At this time, time, he asked Surati to join him. Surati refused refused to join. ―Raden Banterang is now my husband. He‘s very very kind to me. He never hurts me. He‘s protecting me. As a good wife, I will never betray him. It is my duty to serve him,‖

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

Activity 4: WHAT IF…? Directions: Let us go over each box, one by one, on the next page. If you were in Raden‘s shoes what could have been your action? If you were in Surati‘s place what could have been your plan? What would change your decision?


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_________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________

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

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

_________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________

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

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

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

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


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

Hero is the leading male character who exhibits superior qualities t he leading female character who exhibits superior qualities Heroine is the Superhero(ine) is larger than life hero, usually supernatural Villain(ess) is a character in the story who is often characterized as evil and may be exactly the opposite of the HERO(ine) e. Anti hero(ine) a hero(ine) who is more ordinary than the traditional hero(ine); he or she may not possess heroic qualities f. Protagonist is the hero(ine) g. Antagonist is the villain(ess) villain(ess) -

But it is interesting to note that there are other characters in the story, like the following characters: is only two -dimensional (lacking in depth), described without the kind of Flat character is details you would need to see him or her as an individual. is three-dimensional (true to life), complex and changes or grows in Round character is the course of the story. Stock character is a conventional stereotype character, like the Prince Charming character in fairy tales. characterist ics of a particular class or group of people. This Type character exhibits the characteristics type may be very individualized and unpredictable in personality and action, and still be a representative of the class or group to which he or she belongs. Stereotype character is predictable, one who is repeated without variation and who lacks originality.

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

Disclosure of character through stereotyping Disclosure of character through exposition Disclosure of character through the character‘s actions Disclosure of character through the character‘s words Disclosure of character through the character‘s thoughts Disclosure of character through the words of others Disclosure of character through the use of setting

Activity 6: CHARACTER IN WOODCARVING IN INDONESIA Directions: Describe the character in the given images.

1.

2.

3.


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

The Century Carver by Oka Rusmini

K

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

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


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

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


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

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


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

What is so strange about the character of Srenggi? What are the peculiar characteristic characteristic traits of Kopag? What is beauty to Kopag? Kopag is a wood carver, but what is meant of these lines: ―He didn‘t just carve wood; he carved his thoughts, his brain, and his dreams as well‖? ―Wood and knives have given me different eyes,‖ this is a line by Kopag. What character is disclosed in this line? If Kopag‘s carved creations were popular in the local and overseas market, does it mean that Bali is meeting the standard of the international market? Explain your answer. How does Gubreg perceived Srenggi? If Gubreg died in the end, why do you think it happened?

Activity 7: DISCLOSURE Directions: After answering the questions, continue with the activity on disclosure. What were disclosed by the characters in terms of words, words, thoughts, and actions? Fill out the table on the next page and see what answers have you arrived at. Characters Kopag

Words

Thoughts

Actions

Gubreg

Srenggi

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

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

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


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This time let us move to another country and see what stories will be uncovered. Let us read the legend of Ancient Vietnam.

Lạc Long Quân and Âu Cơ: The Legend of Ancient Vietnam

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

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

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

A _____

B _____

C _____

D _____

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


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

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

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

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

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

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


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it.

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

PROCESS QUESTIONS: 1. What was so amazing about the farmer that the tiger would like to possess? 2. What puzzled the water buffalo about the farmer? 3. How did the farmer prepare to get rid of the tiger?

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4. How did the tiger accept defeat? 5. Did the water buffalo‘s perception of the farmer change after what happened to tiger? 6. How can we keep a harmonious relationship in our environment? 7. Can unity be achieved however diverse the characters are in the legend?

Activity 11: TIGER NEEDS ADVISE Directions: Let us help the tiger achieve its goal. The tiger would like to find out man‘s secret in leading the buffalo and other animals in the farm. How can we help the tiger in realizing that it can never reach the level of man? How can we help the tiger desire for goals which are feasible and achievable? Tiger, there‘s only one master.

Tiger, you can be your own master.

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

Tiger, be satisfied with what you have.

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


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

The Way I See It

As we go through writing and start to t o add details about our simple sentences, then we begin to expand our sentences. We add extra words words in our sentence. In the next activity, we will make use of adjectives, adverbs and prepositional phrases to expand expand our sentences. sentences. But before we we do that activity, activity, let us be clear first with what are adjectives, adverbs and prepositional phrases. phrases.

ADJECTIVES are describing words; it qualifies noun or noun phrases. Words that will tell about size, shape, age, color, origin, and material. We can add adjectives to our sentence.  For example: The young tiger was eager to have extra wisdom.

ADVERBS are words that qualify the meaning the verbs, adjective or other adverbs. It answers questions like how, in what way, when, where, and to what extent. We can add adverbs to our sentence.  For example: How did the tiger wait for the farmer? The tiger eagerly waits for the t he farmer to bring the box of wisdom.

PREPOSITIONAL PHRASES are group of words containing a preposition, a noun, a pronoun object of the preposition and any modifiers of the object. We can add prepositional phrases to our sentence.  prepositional prepositional phrase For example: The water buffalo loaded its cart with food, water and vegetables.

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Activity 12: EXPANDING SENTENCES Directions: Expand the following simple sentences by adding adjectives, adverbs or prepositional prepositional phrases. Simple Sentence 1. Tiger attacked people. 2. Buffalo watched the fight. 3. Farmer sets fire. 4. Buffalo fell in the ground. 5. Tiger waited in the afternoon. 6. Preparation is important. 7. Man has wisdom. 8. Farmer planned for harvest. 9. Puzzle remained unresolved. 10. Buffalo wondered. wondered.

Expanded Sentences

What have you noticed? We expand sentences to make their meaning clearer. Writers may add one or or more modifiers modifiers to help explain, explain, describe, describe, elucidate and elaborate so that sentences will be more meaningful and clear to the readers.

Activity 13: PANEL DISCUSSION everyone to participate participate in the panel panel discussion. discussion. The Directions: Invite everyone topic for discussion: ―Can there be unity in diversity?‖ Ask set of leaders to prepare the classroom for a panel discussion. But before the actual panel discussion, get some information about how panel discussions are conducted. This activity will also be helpful as students conduct interactive human exhibit. A panel discussion is designed to provide an opportunity for a group to hear several people or groups of expert knowledgeable about specific issue or topic, present information and discuss personal views. The panel may consist of six to eight persons. The proceedings of the panel should be the same as those described for informal discussion: volunteering of facts, asking questions, stating opinions -all expressed with geniality, with respect for the contributions of other members, without speech making, and without making invidious personal references. The primary function of the panel is to present and deliver information that will  also cover personal views on one specific issue or topic. It should occupy approximately two -thirds of the allotted time. The secondary function of the panel is to answer questions from the audience. 


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This discussion method is suitable for use when a relatively large audience is anticipated. Some guidelines in the conduct of a panel discussion: Identify, or help participants identify, an issue or topic that involves an important conflict in values and/or interests. The issue or topic may be set forth as a topical question, a hypothetical incident, a student experience, an actual case, etc. 2. Select panelists who are well informed about and have specific points of view regarding the issue or topic. A panel discussion that includes three to five panelists is usually most workable. Select a leader or moderator. 3. Tell the panelists that they are given time to prepare. In some situations ten or fifteen minutes may be sufficient time for preparation while in other situations, panel members may need to prepare several weeks in advance of the scheduled discussion. 4. Decide on the format of the panel discussion will follow. Various formats are appropriate. The following procedures have been used effectively: a. The leader or moderator introduces the topic and the panelists present their views and opinions regarding the issue or topic for a set amount of time. b. The panelists discuss the issue or topic with each other by asking questions or reacting to the views and opinions of other panel members. A specific amount of time should be established. established. c. The leader or moderator closes the discussion and provides a summary of panel presentations and discussion. d. The leader or moderator calls for a forum period during which the members of the class may participate by addressing questions to various panel members or by voicing their views and opinions. The forum period should be conducted by the panel leader or moderator. 1.

Source: http://www.historians.org/projects http://www.historians.org/projects/giroundtabl /giroundtable/discussion/dis e/discussion/discussion4_2 cussion4_2.htm .htm http://www2.maxwell.syr.edu/pleg http://www2.maxwell.syr.edu/plegal/crit3/a7.html al/crit3/a7.html

Let us check what structure may help us in the conduct of our panel discussion, alternative structures are also encouraged. Structure A for Panel Discussion

Structure B for Panel Discussion

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Structure C for Panel Discussion

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

Activity 14: OPINION POLL SURVEY We move on to an opinion poll survey. Let us take a moment to understand very well what opinion poll surveys are. Opinion poll surveys are the types of surveys involving the determination of the public's opinion on certain issues. They are usually administered to discover the public's opinion about different political matters such as presidential elections, senatorial elections, or presidential presidential ratings. Opinion polls are an excellent means of generating publicity, highlighting specific campaign messages, or reinforcing the company brand footprint. A key attraction of opinion polls is their versatility of scope and scale, from probing attitudes and perceptions to revealing consumer or business trends. One advantage of an opinion poll survey is its influence to the public to make decisions about certain issues. On the other hand, the disadvantage of an opinion poll survey is the public‘s tendency to go bias. There is a tendency to support the leading option indicated by the researchers in their poll surveys. Source: http://www.surveys.com.au/opinion- poll poll -surveys/ http://www.redshiftresearch.co.uk/consumer -surveys-and -opinion - polls polls

Activity 15: DIVERSITY QUOTATIONS following diversity quotations. quotations. Choose Directions: Now, let us go over the following only one quotation quotatio n and check the heading on preference. preferenc e. Then compare your answers with with the rest. Then at the bottom of these quotations, answer answer the question that follows.

DIVERSITY QUOTATIONS We must learn to live together as brothers or perish together as fools. He who neglects to assist his relatives may become a slave to an outsider.

AUTHORS Martin Luther King, Jr.

Preference

Nigerian Proverb, from Yoruba Culture


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

AUTHORS Kehinde A. Adesina

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

Mary Montle Bacon

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

Samuel D. Henry

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

Michael Novak

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Preference

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

AUTHORS Daniel Holt

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

Source unknown

It takes a whole village to raise a child.

African proverb

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

The National Coalition for Cultural Pluralism

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

J.H. Newton

Preference


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Why did you choose that quotation on diversity?

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

2. How does diversity contribute to unity?

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___________________________________ ___________________________________________ ________

___________________________________ _________________ __________________________ ________

___________________________________ ___________________________________________ ________

___________________________________ _________________ __________________________ ________

___________________________________ ___________________________________________ ________

___________________________________ _________________ __________________________ ________

___________________________________ ___________________________________________ ________

___________________________________ _________________ __________________________ ________

___________________________________ ___________________________________________ ________

___________________________________ _________________ __________________________ ________

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What were your realizations about the topic? Have you found an answer to that nagging question, ―Can there be unity in diversity?‖ Your goal in this section is to apply your learning to real life situations. You will be given a practical task which will demonstrate your understandings in this lesson.

Activity 17: EXHIBIT OF AFRO ASIAN LITERARY CHARACTERS -

Directions: Read the task below. In your group, discuss and plan on how you will put up the exhibit. The rubric for grading is provided here to remind you on how your work will be graded. Appreciating a different culture is indeed difficult. In existing Rotary Club exchange student program, exchange students themselves find difficulty getting along with one another. To address this situation, you are tasked to be organizers of a social event which will showcase the diverse cultural heritage through interactive human exhibit of TASK Afro Asian literary characters. The audiences are administrators of international schools, rotary club board of directors, representatives of funding institutions, and other non -government organizations. Your output will be judged according to authenticity, creativity, collaboration, aesthetic appeal, audience feedback (interactive). -

CRITERIA Authenticity

PERFORMANCE TASK RUBRIC Outstanding Satisfactory Developing 4 3 2 Reveals very Reveals Reveals some relevant relevant relevant information information information and highly and and partially authentic moderately authentic representatio authentic representation n of the representation of the literary literary of the literary characters; characters; characters, have some have greater have applicability applicability satisfactory applicability

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


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CRITERIA

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

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

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

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

Collaboration

Tasks are fully accomplished by the group members; very confident

Tasks are substantially accomplished by the group members; confident

Tasks are partially accomplished by the group members; somewhat confident

Tasks are hardly 20% accomplished by the group members; not confident

Audience Feedback (Interactive)

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

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

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

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

20%

Aesthetic Appeal

Overall appeal is excellent; very expressive

Overall appeal is satisfactory; expressive

Overall appeal is pleasing; somewhat expressive

Overall appeal is not pleasing; not expressive

15%

Creativity

OVERALL RATING

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20%

100%

Character: is a person who appears in, acts, narrates or speaks. Characterization: is the method used to portray that person or being. Diversity: means variety, assortment or a mixture. Panel discussion: is designed to provide an opportunity for a group to hear several

people knowledgeable about a specific issue or topic present information and discuss personal views. A panel discussion may help the audience further clarify and evaluate their positions regarding specific issues or topics being discussed and increase their understanding of the positions of others.

Books Adesina, Kehinde A. (1998) Sensitivity Sensitivity in Educating the Culturally Culturally Different. California: SCC Publishing. Aveling, Harry. (1974) A Thematic History History of Indonesian Poetry: Poetry: 1920 to 1974. Illinois: Illinois: Center for Southeast Asian Studies. Becker, A.L., ed. (1998) Writing on the Tongue. Michigan: Center for South and Southeast Asian Studies. Chee, Tham Seong, Seong, ed. (1982) Essays on Literature Literature and Society Society in Southeast Asia. Singapore: Singapore University Press. Durand, Maurice M. and Huan, Nguyen Tran. (1985) An Introduction Introduct ion to Vietnamese Literature. New York: Columbia Columbia University Press. Kintanar, Thelma B. (1988) Self and Society in Southeast Asian Fiction. Singapore: Institute of Southeast Asian Studies. Knappert, Jan. (1977) Myths and Legends of Indonesia. Singapore: Singapore: Heinemann Educational Books (Asia) Ltd. Kress, Nancy. (1993) Beginnings, Beginnings, Middles Middles and Ends. Cincinati: Writer‘s Digest Books. Longknife, Ann. and Sullivan, K.D. (2002) The Art of Styling Sentences. New York: Barron‘s. Mallari -Hall, Luisa and Tope, Lily Rose, eds. (1999) Texts and Contexts. Quezon City: Department of English and Comparative Literature. Masavisut, Nitaya and Boccuzzi, Ellen, eds. (2008) The S.E.A. Write Anthology of ASEAN Short Stories and Poems: The 30th Anniversary. Bangkok: Amarin Printing and Publishing.


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Phillips, Nigel and Anwar, Khaidir, ed. (1981). Papers on Indonesian Languages and Literatures. Literatur es. London: Indonesian Etymological Project. Raffle, Burton. (1967) The Development of of Modern Indonesian Poetry. New York: State University of New York Press. Smyth, David, ed. (2000) The Canon in Southeast Asian Literatures. Literatur es. Richmond: Curzon Press. Teeuw, A. (1967) Modern Modern Indonesian Indonesian Literature. Literature. Hague: University University of Leiden. Leiden. Thong, Huynh Sanh, ed. (1996) An Anthology of Vietnamese Poems. New Have: Yale University Press. Thanh, Hoang Ngoc. (1968) The Social and Political Development Development of Vietnam as seen through the Modern Novel. Hawaii: University of Hawaii. Thong, Huynh Sanh, trans. (1983) The Tale of Lieu. New Haven: Yale University Press.

Online Sources http://wordswithoutborders.org/article/the-century-carver/ http://www.vietnam.com/article/lc-long -qun-and-u-c-the-legend -of -ancient vietnam.html http://www.motherland-heritage.com/Legend-stories/the-legend -of -lac-long-quan-andau-co.html http://www.historians.org/projects/gi http://www.historians.org/projects/giroundtable/d roundtable/discussion/dis iscussion/discussion4_2.h cussion4_2.htm tm http://www2.maxwell.syr.edu/plegal http://www2.maxwell.syr.edu/plegal/crit3/a7.html /crit3/a7.html

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The past is indeed rich and it is appropriate to revisit it. As you do this, you came across the diverse cultural heritage of the different countries in Afro- Asia. Asia. Whether it was tangible or intangible, intangible, you cannot deny the richness of these heritage expressions and the way it affected and molded the traditions, beliefs, morals and literature of the countries where you found them. Studying the literature of a country opens opportunities for you to be acquainted to their diverse cultural heritage, as well as their traditions and beliefs. With this knowledge at your hands, you can think of ways to communicate properly with the people practicing such culture. In short, studying literature can lead you to know people with different cultures more, aside from enhancing your communicative skills. As Claude Levi-Strauss put it, ― To know and understand our own culture,

we must learn to see it from the point of view of other cultures, comparing our customs and beliefs with those of other times and places.‖ This will not

only let you understand your own culture, but the culture of other people as well. This scenario will then be the seedling that will enable you and other people to achieve unity, peace and harmony in this diversified world. Thus, understanding and safeguarding this diversity of culture will lead to unity, peace and harmony. Appreciating one‘s origin is best exemplified when the desire to trace one‘s background is eminent. Exposure to other countries‘ culture and literature may lead to an engaging discussion on diversity. All the activities in Embracing Our Heritage may not be the end but in reality may be the beginning to explore other Asian countries‘ traditions, culture and beliefs through their legends, legends, folktales, myths, poetry, stories and novels. novels. Some old tales may be discovered and some new tales may be uncovered, diversity is fascinating because there is always something ―to tell about‖ man‘s uniqueness from each other.


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

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

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

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


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

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

graph biography mobile immune a. b. c. d.

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multi-ish foreauto-


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

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


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

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