Académique Documents
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Module 2:
Establishing Solidarity
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, each of which
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
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Is hope necessary
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
'enitions are a core part of any dictionary. Writing basic denitions requires skill,
practice, and sometimes help.
1.
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the point. Clarity, brevity, and conciseness are better when writing
Avoid complicated terms
Avoid terms that are more complicated or more technical than the
Stay away from jargon. Highly technical terms will most likely require
it says. Although there are cases that involve the use of a technical
Avoid circularity
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Word
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What is an
argumentative essay?
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The rst reason why aggressive driving should be avoided is it causes crashes.
According to NHTSC, between percent e[cessive speed and 100 percent improper
passing of the cases of aggressive driving resulted in trafc crashes and 6 percent
of the drivers cited for following too closely or tailgaiting caused crashes as a result
of their aggressive driving. Moreover, running red light, improper passing, and
overtaking on the left topped other categories of aggressive driving in contributing to
trafc crashes.
Another reason why aggressive driving should be avoided is it causes injuries.
NHTSC states that the percentages of the injuries caused by aggressive driving are,
in almost all categories of aggressive driving, above 100 percent.
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The above evidence shows that aggressive driving causes crash injuries and
fatalities. Hence, aggressive driving should be avoided. Since the opening on the
North-South Highway, the number of kilometers of roads in the country has increased
by one percent while the number of vehicle miles driven has increased by percent.
More cars and more drivers are also on the road leading to more aggressive drivers.
A. Reason Out!
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,n the bo[HV provided below, give three reasons why aggressive driving should be
avoided. Write your e[planation opposite HDFK bo[.
______________
__________________________________
__________________________________
___________________________________
______________
__________________________________
__________________________________
___________________________________
______________
__________________________________
__________________________________
___________________________________
1
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Parts
1.
Introduction
2.
3.
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A.
1. How do WHOHQRYHODV
your opinion cannot be wrong. The only way you can mess up is to poorly support your
opinion.
questions of fact, value, and policy.
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Questions of Fact are those that ask you to answer whether or not something
true
must construct paragraphs to support the facts.
Example:
Questions of Value
something. Here you are usually asked to choose between things, ideas, beliefs,
Example:
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Questions of Policy
asks the writer to make a plan of action to solve some sort of problem. The
Example:
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List of Topics
Resolving Conicts
Unity
in Diversity
1.
Resolving
Conicts
inHarmonizing
Relationship with Others
.
Unity
Diversity
Recognizing
,nterpersonal
Convergence
.
Harmonizing Relationship with Others
.
Recognizing
Bridging
,nterpersonal
the Gap Convergence
.
1
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
Performance Rubric
Fair
(3 points)
A perfect
center of
pitch, stress,
juncture, and
intonation are
maintained
ALL of the
time in
different
situations.
No tendency
toward
sharpening
or flattening
notes.
A perfect
center of
pitch, stress,
juncture, and
intonation
are
maintained
MOST of
the time
in different
situations.
Students
tend to go
sharp or
in
A perfect
center of
pitch, stress,
juncture, and
intonation
are
maintained
in different
situations.
Student go
sharp or
A perfect
center of
pitch, stress,
and juncture
does NOT
occur in
different
situations.
Students
have
little sense of
intonation.
consistently
with
some
moments of
perfect
pitch.
throughout
their vocal
range at
times.
A perfect
center of
pitch stress,
juncture, and
intonation are
maintained
Unacceptable
(1 point)
ED
registers or
vocal
breaks.
in different
situations.
Students
tend to go
sharp or
Poor
(2 points)
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(5 points)
Good
(4 points)
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This time say the following statements correctly and determine if you are going to use
a rising or a falling intonation.
1. ,ts unbelievable
. Thats great
. Oh, sure , will.
. <ou must be kidding
. Really" Thats good
6. Dont worry, , understand.
. <ou shouldnt have.
. , think , will.
. .eep it up
10. ,ts okay.
1
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Use of quotes
A strong summary
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Human Interest: Because these stories are based on emotional appeal, they
are meant to be amusing or to generate empathy or other emotions. They often
appear in special sections of the newspaper or at the end of the newscast as a
feel good story or to draw attention to something particularly amusing, quirky,
or off-beat.
B. Write a News,WHP
With a partner, write a news story on
that happened
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Who
is/are
involved"
How did it
happen"
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What
happened"
When did it
happen"
Why did it
happen"
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Where did it
happen"
Lead
Other Details
Summary
Organize the information of your news story from the most important to the least.
Then, rewrite the nal news story on a short bond paper.
10
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C. Report News
ED
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Use an introduction. Make sure these sentences are easy to understand and
should be delivered no longer than 0 seconds.
Check if you are saying the names of people and places correctly.
When you read your introduction, speak clearly and be enthusiastic.
<ou can emphasize important words by pausing before you say them or saying
them a little louder. Mark these words on your script so you wont forget.
Speak in a normal voice. <ou dont have to shout and you shouldnt whisper.
Stand or sit up straight. Be natural. Try not to move too much or it will distract
your audience.
Practice with the camera and microphone to get used to what it feels like to
present news.
Have fun
http://splashlive.abc.net.au/res/mtn/sr/w/TSS-.1.pdf
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1. Practice to Polish
With a small group, practice reporting and presenting the ZULWWHQnews
VWRU\. Follow the tips on presenting a news report.
2. Present Your News
With the rest of the class, present your news report with ease and
condence. Be guided with the rubrics on the ne[t page for a successful
news report presentation.
Note: The outstanding news presentation will be uploaded in <ouTube.
11
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
Voice and
Manner
Topic is of high
interest and
educational
value; teaches
new ideas and
information.
Highly detailed;
well organized;
shows a strong
understanding
of the topic
Loud, clear, and
Fair
Topic is of
Appropriate
interest to
topic
audience;
teaches some
new information.
Reports all the
Reports
basic facts in an some of the
organized way
basic facts
Varies from
loud and
clear to
understand;
seems
prepared;
may have
some
nervous and
distracting
behavior
Sometimes
looks at the
audience;
often looks
at notes or
elsewhere
Consistent eye
contact with
many members
of the audience;
rarely looks at
notes
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Eye Contact
ED
pauses; well
prepared
Good
On Time
Audience
Ready on
assigned date
Listens
attentively &
participates in
discussions
Eye contact
mainly with
the teacher or
one member of
the audience;
occasionally
refers to notes
One day late
Listens and
participates
Poor
topic
reports few
details, too brief,
disorganized or
confusing
PY
Content
Very Good
Topic Choice
Two days
late
Listens but
doesnt
participate
or understand;
seems
unprepared
or has body
movement
WKDW
distracts
listeners
Little or no eye
contact with the
audience
following week
1HLWKHU listenV
nor participateV
in discussions
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http://www.brainyquote.com/quotes/
quotes/t/tdjakes.htmldGlhr
.tcf;Ar.H.
MY TREASURE
I like to see myself as a bridge builder, that is me
building bridges between people, between races,
between cultures, between politics, trying to nd
common ground.
T. D. Jakes
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, learned that
_____________________________________________________________
_____________________________________________________________
, realized that
_____________________________________________________________
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_____________________________________________________________
_____________________________________________________________
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_____________________________________________________________
, promise to
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
1
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
Imagine
Imagine
by: John Lennon
by John Lennon
,magine
theres
no heaven
,magine
theres
no heaven
,ts easy
if you
try try
,ts easy
if you
No hell
below
us us
No hell
below
Above
us only
1. 1.
________
Above
us only
________
,magine
all
the
people
,magine all the people
Living
for today
Living
for today
Nothing
to kill
Nothing
to or
killdie
or for
die for
AndAnd
no religion
too
no religion too
,magine
all the
people
,magine
all the
people
Living
life
in
.
________
Living life in . ________
PY
,magine
theres
no countries
,magine
theres
no countries
,t isnt
hard
to
,t isnt harddo
to do
<ou<ou
maymay
say say
,m a
.a ________
,m
. ________
But But
,m not
the the
onlyonly
. ________
,m not
. ________
, hope
someday
youll
join join
us us
, hope
someday
youll
AndAnd
the the
. ________
will will
be as
. ________
be6.
as _________
6. _________
ED
,magine
no possessions
,magine
no possessions
, wonder
if
you
cancan
, wonder
if you
No need
for greed
or .
No need
for greed
or ________
. ________
A .A ________
of man
. ________
of man
,magine
all the
people
,magine
all the
people
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Sharing
all the
. ________
Sharing
all the
. ________
<ou<ou
maymay
say say
,m a
10.
________
,m
a 10.
________
But But
,m not
the the
onlyonly
11.11.
________
,m not
________
, hope
someday
youll
join join
us us
, hope
someday
youll
AndAnd
the the
1.1.
________
will will
live live
as 1.
________
________
as 1.
________
B. Check your answers with a partner while you listen to the song.
C. Listen to the song for the second time and try to understand its message. Go
over the words with the whole class.
D. Analyze the questions provided then answer them.
16
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Questions
Answer
as the authors?
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E. With your group, interpret the message of the song through a painting or
drawing. Make your output colorful and creative.
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A. KWL
on what you know and what you want to know about the topic.
K
(What I know)
W
(What I want to know)
L
(What I learned)
1.
lI
cc
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.
.
.
e
n
very important
regarded as belonging
fundamentally to all
persons
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While new trends, particularly globalization, link cultures ever more closely
and enrich the interaction among them, they may also be detrimental to our cultural
diversity and cultural pluralism. Thus, the need for mutual respect becomes all the
more imperative. Dialogue between cultures appears to be one of the fundamental
cultural and political challenges for the world today. ,t is an essential condition of
peaceful coe[istence ,nternational Conference on Cultural Policies for Development,
Stockholm, Sweden, 1.
Thus, To learn how to avoid cultural diversity resulting to the clash of cultures
but rather to intercultural harmony and peace, is a challenge to us, peace educators
Our Creative Diversity, de Cuellars World Commission on Culture and Development
Report to UNESCO, 1.
One cannot underestimate the role of education for international and intercultural
understanding, which consists not merely in knowing more about different peoples and
their cultures - their geography, history, economy, government, value-systems - but
more in understanding and gaining insight into the factors and motivations underlying
their behavior and appreciating their cultural patterns, traditions, customs, values, and
beliefs.
Human solidarity is likewise fostered by the realization and strengthening of
the ties that bind us together in our common humanity: our human nature and the
human condition, our common habitat and destiny, our universally-shared values.
1
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,ndeed, there are 9ALUES which transcend the barriers of culture, race, gender, and
creed; of social class, economic status, or political persuasions, because such values
are rooted in our common humanity. They are our common treasures, our birthright
They could form the core of a new global ethics.
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The articulation of human rights has set for the modern world a common
standard of morality, and an appreciation of individual moral claims that are regarded
as universal, inviolable and inalienable. Antonio J. Ledesma, S.J. Forging a Culture
of Peace: Hope for Coming Generations, 1. They are our basic human rights and
fundamental freedoms: the worth and dignity of the human person, our innate human
goodness, our capacity for love and compassion, the sacredness of our person and
identity; the right to truth and justice, the freedom to choose and decide for oneself, to
believe, to love and to act freely according to ones values and convictions; freedom
from ignorance, fear, prejudicespoverty, cruelty and abuses; the right to peace,
happiness and development.
ED
We have but one world, or none at all; words from Jerry and Pat Mische,
founders of GEA, Global Education Associates, when they came in the early 0s and
founded the PCGE, Phil. Council for Global Education. , can hear them now and feel
their presence among many of us. Their messages of global solidarity, global spirituality,
and our common humanity, our interconnectednesss and interrelationships with
each other and with our planet Earth and beyond, reaching the future generations,
shall remain with us forever. We either work together to build the EARTH or perish
together with it. We have only one home, one body of waters, one atmosphere, one
environment. We live under one sky. What happens in one place, affects all the rest.
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Humankind has for the rst time, the sophistication to build its future, not on
the illusion of a one-sided, ill-conceived ideology, but on a set of universal values
which we all share, even if their optimal balance differs from people to people, from
religion to religion and from individual to individual, and when there is great respect
for such differences de Cuellar, Creative Diversity, World Commission on Culture and
Development Report to UNESCO, 1.
This calls for a paradigm shift in our educational philosophy and practice.
,nstead of a rigid and compartmentalized knowledge-based curriculum, we should
adopt a more holistic view of education which aims at the development of the faculties
and powers of the whole person cognitive, affective, emotional, aesthetic, volitional,
behavioral; a teaching-learning approach which does not stop at knowledge and
information at developing skills and competence, but proceeds to understanding and
gaining insights, that educates the heart and the emotions and develops the ability to
choose freely and to value, to make decisions and to translate knowledge and values
into action. The heart of education is the education of the heart.
But by values education we do not mean merely teaching about values
but rather learning how to value, how to bring knowledge into the deeper level of
understandings and insights; into the affective realm of our feelings and emotions, our
cherished choices and priorities into loving and appreciating, and how to internalize
and translate them into our behavior. Truly, values education is a holistic process and
a total learning e[perience.
1
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symbolic. Solidarity has to be the order of the day: each of us must bear his own share
of the general responsibility. He continues to say: We need a global ethics to guide us
in solving global issues, in strengthening our global interdependence and solidarity.
The issues have been raised and the challenges presented in many a forum,
but our answers and our plans have yet to galvanize into a determined and collective
PY
not in merely planning but in willing strongly TOGETHER that we can make things
happen.
Accomplish the last column in the KWL chart. What did you learn after reading the
ED
C. TWOgether!
Work with a partner and list down the important words or phrases from
the speech that may be related to Human Solidarity.
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Human Solidarity
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D. My Point of View
With your group, brainstorm and discuss about the important statements
included in the speech. Develop your chosen lines into a ve-sentence
paragraph e[pressing your belief and disbelief of the statement. Deliver the
ve-sentence paragraph by group with conviction.
The world is our village.
The heart of
education is the
education of the
heart.
PY
TOGETHER
we can
make things happen.
We have but one world
or none at all.
ED
What values and qualities must people possess to attain harmony and
solidarity" Discuss with a partner and write these values on the slices of the pizza.
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E[plain to the rest of the class why you came up with such values.
11
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to
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
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Charlemagne
believed Namion.
He ordered his men
to answer the call
with trumphets, to
tell Roland he was
returning. His men
prepared for battle
then galloped back
the way they had
come eager to ght.
Meanwhile, Emperor
Charlemagne and his men
sped on their way to rescue
Roland. There was anger
in Charlemagnes heart,
anger and fear that he might
be too late. He ordered his
trumpetors to keep blowing
still, so that Roland and his
men might hear the blasts
and be given hope.
1
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J V
HD H V
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
PY
O
Charlemagne
Ganelon
D
EP
Roland
ED
16
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+RZGR\RXIHHODERXW5RODQG":K\GRHVKHQRWVRXQGWKH2OLIDQWWRFDOO
.LQJ&KDUOHPDJQHVDUP\IRUKHOSDWWKHYHU\EHJLQQLQJ"
:KDWFDXVHVWKHGHDWKRI5RODQG"
C. Readers Response
Think of a time when you, like Roland, were reluctant to ask for help
as he KDGEHHQdurinJ the attack. :hat part did pride play in your hesitancy"
'LG\ou reJret not turninJ to someone for help"
6hare this e[perience with your Jroup.
PY
The theme of a work of literature is the insight it gives into life. The Song of
Roland may be considered an epic WKDW deals with the theme of betrayal. Within
the connes of medieval society, betrayal of ones lord or vassal was considered
the greatest violation of the feudal code.
D
EP
ED
Rubrics
0essage
$cting
'ialogue
Teamwork
_______
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
PY
ED
2. State Your Case: Clarify your issue here. Give any necessary
background for understanding the issues. Dene important terms or
conditions here.
D
EP
1
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PY
,PSURPSWX, derived from a Latin phrase
meaning in readiness, is applied to a
speech given, a poem recited, or a song
sung without advance notice or warning.
([WHPSRUDQHRXV is especially
applied to an unmemorized speech
given from notes or an outline.
D
EP
1.
.
.
.
.
6.
.
ED
Here are some tips you can use the ne[t time you are called to speak
e[temporaneously or to make an impromptu speech.
B. YouTube Sensation!
With your group, watch a sample of impromptu or e[temporaneous speeches
in <ouTube. Take note of what makes the speaker deliver his/her speech well.
Here are some of the websites:
http://www.youtube.com/watch"v VpgBmjsH
http://www.youtube.com/watch"v [GfukDMuhd4
http://www.youtube.com/watch"v bh6[vg_r(U,
1
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Below is a checklist for a well-delivered speech. Check <ES if you observed it in the
video and NO if not.
OBSERVATION
YES
NO
PY
Choose one quote given by famous authors and deliver a ve-minute e[temporaneous
speech. Follow the tips given to deliver your speech successfully.
ED
D
EP
- Bill Clinton
160
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Organization
Very Good
(3 points)
Topic is
appropriate for
speakers age
and skill level.
Not enough
information
is presented
to judge
speakers
knowledge.
Adequate
knowledge
of subject is
demonstrated.
Speech is
unorganized.
Speech
follows
a logical
progression.
D
EP
Subject
Knowledge
and
Coverage
Good
(2 points)
Topic could
be more
challenging
for speakers
age and skill
level.
ED
Topic
Fair
(1 point)
Topic is too
challenging
or too easy
for speakers
age and skill
level.
PY
,n-depth
knowledge
of subject is
demonstrated.
E[cellent
(4 points)
Topic is
challenging
for speakers
age and skill
level.
Points
Full subject
knowledge
more than
required.
Speech shows
skill and
creativity in
organization.
Speech
shows
a strong
structure
ZKLFK
enhances
effect of
speech.
161
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Voice
Volume,
pronunciation,
or vocal
variation
need
improvement.
Voice and
language are
adequate for
the delivery of
the speech.
Voice and
language are
skillful and
effective.
Manner and
Appearance
Appearance,
body
language,
or gestures
need
improvement.
Appearance
and
mannerisms
are
appropriate.
Appearance
and
mannerisms
are presented
with
businesslike
conduct and
style.
Closing
Closing is
missing or
unclear.
Closing is
clear and
organized.
Volume,
tone, timing,
inection,
and
language
are used
to enhance
speech.
ED
PY
Appearance
and
mannerisms
are
presented
with a
professional
demeanor
and personal
style.
Closing is
Closing is
wellorganized creative and
and effective. contributes
to a unied
and cohesive
presentation.
Effort is shown Multiple
to enhance
techniques
audience
are used to
interest and
artfully and
involvement.
successfully
create
audience
interest.
D
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thK>yZ/Y
Total Points:_______
MY TREASURE
Underneath Were All the Same
He prayedit wasnt my religion.
PY
Spring. 1
:H FDQ OHDUQ WR VHH HDFK RWKHU DQG VHH RXUVHOYHV LQ HDFK RWKHU DQG
UHFRJQL]HWKDWKXPDQEHLQJVDUHPRUHDOLNHWKDQZHDUHXQDOLNH
Maya Angelou
ED
My Resolution
D
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16
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0RGXOH
LESSON 3
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
%HLQJ6HQVLWLYHWR2WKHUV
YOUR JOURNEY
Being
sensitive
to
others
means
understanding their joy, their pain, their situation,
and where they are coming from. The test of our
sensitivity then is when we understand other people
without bias or prejudice. Let the activities here help
you develop a caring attitude for others.
PY
D
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YOUR OBJECTIVES
ED
For this lesson, here are the objectives to help you as you go through the
different activities.
16
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A.
PY
Look at the photos below. What do they reveal about men, women, and
children" Write your answers in your notebook.
D
EP
ED
B.
C.
1. With your partner, describe each picture. What do they reveal about men
and women"
. Should women always be pRUWUD\HG as doing household chores and men
DVwarriors" Why"
16
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Discussion Points:
1.
.
.
.
Bias
PY
Prejudice
A. Heres a video featuring a Filipina actress who claims that its not right to put a
label on anyone. Watch it and nd out the label attached to her.
www.youtube.com/watch"v [<svcKfqE
ED
D
EP
1.
.
.
.
.
B. Have you heard and seen e[amples of bias around you" Fill out the table
below for more e[amples of bias and prejudice you have e[perienced around
you. Work on it with your partner. ,n the second column write e[amples of
advertisements and in the last column write the bias found in each e[ample.
E[amples
Biased on
Advertisements
166
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PY
The most fundamental and oldest form of bias in instructional materials is the
complete or relative e[clusion of a group. With an attempt for inclusion after 160,
many of todays te[tbooks are improved, but far from perfect. Women, those with
disabilities, gays, and homose[uals continue to be missing from many of todays te[ts.
. Stereotyping: Shortcuts to Bigotry
Perhaps the most familiar form of bias is the stereotype, which assigns a rigid
set of characteristics to all members of a group, at the cost of individual attributes and
differences. While stereotypes can be positive, they are more often negative. Some
typical stereotypes include: Men portrayed as assertive and successful in their jobs,
but rarely discussed as husbands or fathersDQG Zomen as caregivers.
ED
D
EP
A te[t reports that women were given the vote, but does not discuss the work,
sacrices, and even physical abuse suffered by the leaders of the suffrage movement
that won the vote. Literature is drawn primarily from western, male authors. Math and
Science courses typically reference European discoveries and formulas.
. Unreality: RoseFolored Glasses
Many researchers have noted the tendency of instructional materials to gloss
over unpleasant facts and events in our history. Another e[ample is the notion that
technology will solve persistent social problems.
. Fragmentation and ,solation: The Parts Are Less than the Whole
Fragmentation emerges when a group is physically or visually isolated in the
te[t. Often, racial and ethnic group members are depicted as interacting only with
persons like themselves, isolated from other cultural communities. While this form of
bias may be less damaging than omission or stereotypes, fragmentation and isolation
present nondominant groups as peripheral members of society.
16
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PY
The relatively new cosmetic bias suggests that a te[t is bias free, but beyond the
attractive covers, photos, or posters, bias persists. An e[ample is a science te[tbook
that features a glossy pullout of female scientists but includes precious little narrative
oQ the scientic contributions of women.
StereoLinguistic Cosmetic
Selectivity Unreality Fragmentation
typing
Bias
Bias
,nvisibility
D
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ED
Title
of the
Book
Pretend that you are a group of detectives. Using the seven forms of bias
discussed here, review your schools English reference books/te[tbooks and identify
if it has any of those forms of biases. Write the title of the book and put a check WKH
form of bias you discovered in the books.
16
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This time, suggest ways on how to avoid these biases in your English te[tbook.
_____________________________________________________________
_____________________________________________________________
____________________________________________________________
YOUR TEXT
Task 5 LOVE IS EVERYWHERE
D
EP
ED
PY
A. Being sensitive to others is one way of showing love and concern. Whose
love story do you consider special and worth emulating" Here are photos from
some romantic lms. Match the description of the characters in the movie to
the photos.
Danielle, the only daughter of a
deceased French nobleman, is made a
servant by her stepmother. She also has two
stepsisters, one quite kind but the other one
really terrible. Still, Danielle grows up to be a
happy and strong-willed young lady, and one
day her path crosses that of handsome Prince
Henry, who IDOOV in love with her. Despite
some troubles, Danielle and the Prince end up
together with the help of the nice Leonardo da
Vinci.
Rebellious high school student Landon
Carter is threatened with e[pulsion unless he
performs in the drama clubs spring musical. At
this function, he is forced to interact with quiet
Jamie Sullivan who has helped him with his
lines. During the play, Jamie surprises Landon
and the entire audience with her beauty and
voice. While their friendship and admiration for
each other grows deeper, Jamies cancer gets
worse.
,n 11 Southampton, 1-year-old rstclass passenger Rose DeWitt Bukaterwho is
engaged to be married against her will plans to
jump off the ship. Jack Dawson, a penniless
artist, convinces her not to. This incident
started their friendship which later on develops
into a love affair.
16
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PY
_____________________________________________________________
Read about the courtship during the middleages. Compare it with your ideal
courtship.
'
which
ladies' hearts was their ultimate goal.
ED
Wealthy knights won womens hands through brave deeds, while the poets won
them over through their use of words and songs. These ideas were inspired by courtly
D
EP
When one is in love, one has the tendency to be biased. Name an incident
in which you did something in the name of love.
_____________________________________________________________
_____________________________________________________________
In
an Italian poet named Francesco Petrarch celebrated his love for his muse
Laura through a collection of poems called Canzoniere. The English called him the
This was also the time when people were starting to reNLQGOH their
relationship with God and other men and women brought about by the rediscovery
of the classics. This period is called the Rebirth or the Renaissance.
10
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LAURA
Translated by Morris Bishop
PY
ED
D
EP
PY
ED
Spring
D
EP
1
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
PY
Laura
1. ,n the poem Laura, how was Laura described by the speaker"
. ,n Lauras present and past, what are the common details the speaker
remembers about Laura"
. How does Laura seem to have changed"
. Though years passed,what aspects in the poem Laura remain
unchanged"
D
EP
ED
1
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PY
A. Go through the poem The White Doe again. This time focus on the structure
of the poem. Poems are said to have rhyme and rhythm. Lets nd out the
rhyme scheme of this poem.
ED
D
EP
1
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
PY
1.
.
.
.
.
Spring
ED
B. Here are sonnets by Petrarch and Shakespeare, respectively. ,dentify the rhyme
schemes of each sonnet and compare and contrast them with each other.
D
EP
PY
William Shakespeare
ED
D
EP
16
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Petrarchan
ED
Discussion Points:
Shakespearean
PY
D
EP
1. How does the rhyme scheme in Petrarchs sonnet differ from Shakespeares"
. What does the rhyme scheme do in the sonnet"
. Do the words that rhyme in the sonnet relate to the theme of the poem"
How"
. Aside from sonnets, where else can we use the rhyme scheme"
Task 10 TICKLE YOUR FANCY
,magine how Petrarchs Laura was like. ,n your group, work on the task that will
be assigned by your teacher.
Group 1 - Based on Petrarchs description of Laura, draw her image on
short bond paper with a dedication addressed to Petrarch.
Group - Choose a song that best describes the love Petrarch has for
Laura.
Group - Prepare and perform a rap intended for courtship.
Group - Pretend you are Petrarch with undying love for Laura and
write a love letter to her.
Group - Deliver a short speech addressed to your beloved who has died
without saying farewell to you.
1
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PY
Listen to news articles that will be read by your teacher. On the space provided,
write your response to the article. Write the word agree if you think the article is valid,
accurate, reliable, and with adequate information, and disagree if you think otherwise.
ED
__________
__________
__________
D
EP
What made you decide on your answers" How do you dene: valid, reliable,
accurate, and adequate"
________________________________________________________
________________________________________________________
________________________________________________________
1
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
ART,CLES
01 Manila
Summit
Social
Valid
Accurate
Relevant
With
Adequate
,nformation
Good
ED
http://www.rappler.com/moveph/1-ph-male-femaleinequalities
PY
ART,CLES
Valid
Accurate
Relevant
With
Adequate
,nformation
D
EP
The
00
National
Demographic
and
Health
Survey NDHS revealed that
one in ve women aged 1 has e[perienced physical
violence since age 1; 1.
of married womenKDYH
e[perienced physical DEXVH
from their husbands; and PRUH
than one-third of
separated or widowed women
have e[perienced physical
violence, implying that domestic
violence could be the reason for
separation or annulment.
http://pcw.gov.ph/statistics/010/
statistics-violence-against-lipinowomen
Accurate Relevant
Adequate
PY
Valid
Discussion Points:
1. What information did you get from the given articles and advertisement"
. Do they give enough information on the topic"
. What makes an article or an advertisement adequate, valid, accurate, and
reliable"([SODLQ\RXUDQVZHU
ED
D
EP
A. <ou were able to give reasons for deciding whether an article has valid,
accurate, reliable, and adequate information. Based on your answers to the
previous tasks, how do you dene those terms" With apartner,GHILQHWKHP
by completing the sentences below:
1. An article is valid when it _______________________________________
___________________________________________________________
___________________________________________________________
. Reliability of the articles content means ___________________________
___________________________________________________________
___________________________________________________________
. We can say that what we read is accurate when______________________
___________________________________________________________
___________________________________________________________
. Adequate information calls for __________________________________
___________________________________________________________
___________________________________________________________
10
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
B. <ou did well in dening terms like valid, accurate, reliable, and adequate. What
helped you in dening them" Lets try looking at these e[amples and nd out
how else we can write sentences that dene.
1. The government has passed Republic Act 10 Magna Carta for Women
to afrm the role of women in nation building and to ensure the substantive
equality of women and men.
:KDWLVGHQHGLQWKLVVHQWHQFH"+RZLVLWGHQHG"
PY
http://www.chanrobles.com/republicacts/republicactno10.php
+RZLVGLVFULPLQDWLRQDJDLQVWZRPHQGHQHG":KDWLVWKHSXUSRVH
IRULQFOXGLQJWKHZHEVLWHDGGUHVV"
. As dened in Republic Act 610, Child Abuse refers to the maltreatment,
whether habitual or not, of the child which includes any of the following:
ED
D
EP
:KDWLVGHQHGLQWKLVLWHP"+RZLVLWGHQHG"
Discussion Points:
1. What are the ways to dene a term within a sentence"
. What are helpful tips in making denitions"
. How can your skill in making denitions help you in preparing a technical
paper or when preparing for an oral argument"
11
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
C. This time, give either the operation or technical denition of each of the following
terms and concepts. <ou may use the ,nternet or your books for the denitions.
Be sure to include your source.
Words to Be Dened
Operational
Denition
Technical Denition
Source
Love
Population
Global Warming
PY
Government
Revenues
Task 15 BRING IN THE SOURCE
A. Whether in speaking or in writing, you need to cite your source when stating
facts. At the end of the quarter, you will present an argumentative speech
and its important that you build your argument with facts and support all your
claims with accurate, reliable, valid, and adequate facts. But how do you make
attributions and recognize your source on paper" Work on the e[ercises that
follow to know more about citing your sources.
ED
1. Go over Task 11. Copy the ,nternet website found in the two items dened.
Before the ,nternet website address or the URL, write rst the topic and
after the URL, write the date when the material was accessed.
________________,_________________________, ___________
D
EP
date
B. Here are some more reminders in constructing simple bibliography for different
types of materials.
Each entry should end with a period.
,talics may be substituted by underlining.
The nal document should be double spaced and in alphabetical order by
the rst word of the entry.
There are several formats for a paper particularly for the bibliography.
Formats differ depending on the purpose. Go over the sample types of
bibliography and distinguish one from the other.
1
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
1. Below are standard formats and e[amples for basic bibliographic information
recommended by the American Psychological Association (APA). For
more information on the APA format, see http://www.apastyle.org.
Format
E[amples
PY
Format
E[amples
Books
ED
Merriam-Websters
Collegiate
Dictionary
10th
ed..
1.
Springeld, MA: Merriam-Webster.
D
EP
Magazine
& Authors last name, rst
N e w s p a p e r initial. Publication date.
Article title. Periodical title,
Articles
volume number (issue
number if available),
inclusive pages.
Note: Do not enclose the
title in quotation marks. Put
a period after the title. ,f a
periodical includes a volume
number, italicize it and then
give the page range in
regular type without pp..
,f the periodical does not
use volume numbers, as in
newspapers, use p. or pp.
for page numbers.
Note: Unlike other
periodicals, p. or pp.
precedes page numbers for
a newspaper reference in
APA style.
1
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
Online periodical:
Authors name. Date
of publication. Title of
article. Title of Periodical,
volume number, Retrieved
month day, year, from full
URL
Online document:
Authors name. Date of
publication. Title of work.
Retrieved month day, year,
from full URL
D
EP
ED
PY
Website or
Webpage
Note: ,f a document is
contained within a large
and comple[ website
such as that for a
university or a government
agency, identify the
host organization and
the relevant program or
department before giving
the URL for the document
itself. Precede the URL
with a colon.
1
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
ED
PY
1. Blueprint Lays Out Clear Path for Climate Action. Environmental Defense
Fund, May 00. Web. May 00.
. Clinton, Bill. ,nterview by Andrew C. Revkin. Clinton on Climate
Change. New <ork Times, May 00. Web. May 00.
. Dean, Cornelia. E[ecutive on a Mission: Saving the Planet. New <ork
Times, May 00. Web. May 00.
. Ebert, Roger. An ,nconvenient Truth. Rev. of An Inconvenient Truth, Dir.
Davis Guggenheim. rogerebert.com. Sun-Times News Group, June
006. Web. May 00.
. GlobalWarming.org. Cooler Heads Coalition, 00. Web. May
00.
6. Gowdy, John. Avoiding Self-organized E[tinction: Toward a Co-evolutionary
Economics of Sustainability. International Journal of Sustainable
Development and World Ecology 1.1 00: -6. Print.
. An Inconvenient Truth. Dir. Davis Guggenheim. Perf. Al Gore, Billy West.
Paramount, 006. DVD.
. Lerou[, Marcel. Global Warming: Myth or Reality?: The Erring Ways of
Climatology. New <ork: Springer, 00. Print.
. Milken, Michael, Gary Becker, Myron Scholes, and Daniel Kahneman.
On Global Warming and Financial ,mbalances. New Perspectives
Quarterly . 006: 6. Print.
10. Nordhaus, William D. After Kyoto: Alternative Mechanisms to Control
Global Warming. American Economic Review 6. 006: 1-. Print.
D
EP
HS G
D XD E\
HD H V
J V
&
6J
Discussion Points:
1.
.
.
.
1
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
C. With your partner, go through the bibliography page of your English LM. List
down at least one work cited/bibliography from a book, ,nternet, magazine, or
encyclopedia. Copy in your notebook and identify whether the entries are in
APA or MLA format. Share your answers ZLWK the class.
D. When you research and get notes from your source, you are annotating. An
annotation is a commentRUe[planation attached to a te[t, image,or other data.
Often, annotations refer to a specic part of the original data.
Annotation format differs depending on the styles: APA, MLA, or Chicago that an
author may opt to use.
ED
D
EP
16
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
PY
___________________________________
___________________________________
___________________________________
___________________________________
PY
Chapters in this te[t could easily be included in the curriculum for a writing
class. Several of the chapters in Part 1 address the writing process and would serve
to generate discussion on students own drafting and revising processes. Some of the
writing e[ercises would also be appropriate for generating classroom writing e[ercises.
Students should nd Lamotts style both engaging and enjoyable.
,n the sample annotation above, the writer includes three paragraphs: a
summary, an evaluation of the te[t, and a reection on its applicability to his/her own
research, respectively.
For information on formatting MLA citations, see MLA 00 Formatting and Style
Guide.
Sample Chicago Manual Style Annotation
Davidson, Hilda Ellis. Roles of the Northern Goddess. London: Routledge, 1.
D
EP
6J
&
ED
HD H V
HS G
Lamotts book offers honest advice on the nature of a writing life, complete
with its insecurities and failures. Taking a humorous approach to the realities of being
a writer, the chapters in Lamotts book are wry and anecdotal and offer advice on
everything from plot development to jealousy, from perfectionism to struggling with
ones own internal critic. ,n the process, Lamott includes writing e[ercises designed to
be both productive and fun.
Lamott offers sane advice for those struggling with the an[ieties of writing,
but her main project seems to be offering the reader a reality check regarding writing,
publishing, and struggling with ones own imperfect humanity in the process. Rather
than a practical handbook to producing and/or publishing, this te[t is indispensable
because of its honest perspective, its down-to-earth humor, and its encouraging
approach.
J V
D XD E\
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
Please keep in mind that all your te[t, including the write-up
beneath the citation, must be indented so that the author
s last
name is the only te[t that is ush left. For more e[amples, visit
this website: https://owl.english.purdue.edu/owl/resource/61/0/
PY
Almost anything you deal with in everyday life has aspects that are debatable.
As with school issues, any topic that calls for change is worth researching. Gather the
facts now and dont forget to acknowledge your source.
Do the following:
ED
- Why violence and se[ on TV shows is okay or not; why free ,nternet is
a good idea RUQRW;
- Why the work week should be shorter or longer;
- Why all students should participate in e[tracurricular activities or not;
D
EP
Now that you have chosen your main topic, give it a good title.
Make an outline of subtopics that you would be needing to argue your point.
Research on those topics using the books you have brought about your topic
and by searching on the ,nternet.
Using inde[ cards, write down your annotations to support your topic or
argument and on top of it, write the bibliography. Each subtopic should have at
least two paragraph annotations that support it.
Remember that you are now gathering important, relevant, valid, adequate,
and accurate facts to help you in presenting your impromptu speech at the end of this
lesson.
1
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Speakers
PY
a.
b.
c.
d.
e.
ED
Discussion Points:
D
EP
A. Lets answer the questions about the video you have seen.
1. What words or e[pressions in the speech made an impact on you" ([plain.
. ,s it important to have the right diction and correct usage in delivering a
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
speech" Why"
. How does the speaker use the English language in getting her message
across"
. What do you like about the way the speaker delivered her speech"
. What improvements would you suggest in delivering the same speech"
PY
After Junior High School, you have decided to apply for work. The company,
Just Human, a local travel agency, is looking for a FURQW DHsk OIFHU who
will take charge of accommodating guests and answering calls and queries from
customers. To get accepted, you need to introduce yourself, share your skills, and
e[plain why you are the right person for the job. <our diction and use of the English
language will make you get the job.
Discussion Points:
ED
As soon as you are ready, deliver your speech in front of your groupmates. Be
ready to gather comments from them and dont forget to give your written output to
your teacher.
D
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1. Do you think you will get accepted for the job" Why"
. What do you suggest/plan to do to improve your speaking skills"
Advanced
1-0 points
Main idea is
evident, but the
organizational
structure may
need to be
strengthened;
ideas may not be
clearly developed
or always ow
smoothly and the
purpose is not
clearly stated.
The introduction
may not be well
developed. Main
points are not
clear. Transitions
may be awkward.
Supporting
material may
need additional
development.
The conclusion
may need
additional
development.
Audience
has difculty
understanding
the presentation
because the
sequence of
information is
unclear.
ED
D
EP
Score
PY
Developing
1-16 points
1. Organi]ation
(20 points)
Emerging
0-1 points
11
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The presenter is
not able to keep
the audience
engaged.
The verbal
or nonverbal
feedback from
the audience
may suggest a
lack of interest
or confusion.
Topic selection
does not relate to
audience needs
and interests.
ED
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Student has
a clear grasp
of information.
Citations are
introduced
and attributed
appropriately
and accurately.
Supporting
material is
original, logical,
and relevant.
Student
demonstrates full
knowledge more
than required
by answering all
class questions
with e[planations
and elaboration.
Speaking outline
or note cards
are used for
reference only.
PY
3. Audience
Adaptation
(20 points)
Student has a
partial grasp of
the information.
Supporting
material may
lack originality.
Citations are
generally
introduced
and attributed
appropriately.
Student is at ease
with e[pected
answers to all
questions but
fails to elaborate.
Overdependence
on notes may be
observed.
Student does
not have grasp
of information;
student cannot
answer questions
about the subject.
Few, if any,
sources are
cited. Citations
are attributed
incorrectly.
,naccurate,
generalized, or
inappropriate
supporting
material may
be used.
2YHUdependence
RQnotes may be
observed.
2. Topic
Knowledge
(20 points)
The presenter
is able to keep
the audience
engaged most
of the time.
When feedback
indicates a
need for idea
clarication, the
speaker makes
an attempt to
clarify or restate
ideas. Generally,
the speaker
The presenter
is able to
effectively keep
the audience
engaged.
Material is
modied or
claried as
needed given
audience verbal
and nonverbal
feedback.
Nonverbal
behaviors are
1
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used to keep
the audience
engaged.
Delivery style
is modied as
needed. Topic
selection and
e[amples are
interesting and
relevant for the
audience and
occasion.
Language
choices may be
limited, peppered
with slang or
jargon, too
comple[, or too
dull. Language
is questionable
or inappropriate
for a particular
audience,
occasion, or
setting. Some
biased or unclear
language may be
used.
Language used is
mostly respectful
or inoffensive.
Language is
appropriate, but
word choices are
not particularly
vivid or precise.
Language
is familiar to
the audience,
appropriate for
the setting, and
free of bias; the
presenter may
code-switch
use a different
language
form when
appropriate.
Language
choices are vivid
and precise.
The delivery
detracts from the
message; eye
contact may be
very limited; the
presenter may
tend to look at
the oor, mumble,
speak inaudibly,
The delivery
generally seems
effective
however, effective
use of volume,
eye contact, vocal
control, etc. may
not be observed.
Vocal tone, facial
The delivery is
e[temporaneous
natural,
condent, and
enhances the
message
posture, eye
contact, smooth
gestures, facial
ED
D
EP
4. Language
Use
(Verbal
Effectiveness)
(20 points)
PY
demonstrates
audience
awareness
through
nonverbal and
verbal behaviors.
Topic selection
and e[amples
are somewhat
appropriate for
the audience,
occasion, or
setting. Some
effort to make the
material relevant
to audience
needs and
interests.
5. Delivery
(Nonverbal
Effectiveness)
(20 points)
1
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
e[pressions,
volume, pace,
etc. indicate
condence, a
commitment to
the topic, and
willingness to
communicate.
The vocal tone,
delivery style,
and clothing
choices suJJest
an awareness
of e[pectations
and norms.
Limited use of
nonuencies
is oEserved.
Articulation and
pronounciation
are clear.
All audience
members
can hear the
presentation.
PY
e[pressions,
clothing and
other nonverbal
e[pressions
do not detract
signicantly from
the message. The
delivery style,
tone of voice, and
clothing choices
do not seem
outofplace or
disrespectful to
the audience
or occasion.
Some use of
nonuencies
are observed.
Generally,
articulation and
pronounciation
are clear.
Most audience
members
can hear the
presentation.
ED
dget, or read
most of the
speech; gestures
and movements
may be jerky
or e[cessive.
The delivery
may appear
inconsistent with
the message.
Nonuencies
ums are used
e[cessively.
Articulation and
pronounciation
tend to be
sloppy. Poise oU
composure is
lost during any
distractions.
Audience
members have
difculty hearing
the presentation.
00. Adapted with permission from Northwest Regional Educational Laboratory 1
D
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MY TREASURE
A. ,t takes practice and genuine concern for others to develop a sensitive heart
toward others. As a young adult, list down ways by which you can develop
sensitivity toward others and the benets you could get from it.
,llustrate your learning or write down lyrics of the song that reect your most important
learning for the week.
1
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Module 2
LESSON 4
___________________________________________________________________
(PSDWKL]LQJZLWK2WKHUV
YOUR JOURNEY
PY
Too often we underestimate the power of a touch, a smile, a kind word, a listening
ear, an honest compliment, or the smallest act of caring, all of which have the
potential to turn a life around.
Leo Buscaglia
ED
All of these will culminate in the sharing of ideas through a personal testimony.
Finally, the encompassing theme of concern for one another and a deep sense
of empathy toward each other is highlighted throughout the lesson.
YOUR OBJECTIVES
D
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Here are the objectives WKDW will guide you in going through the different
tasks in this lesson. This is also intended for your self-assessment to discover which
competencies you need to develop more.
1
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Take note that at the end of this module, you will deliver an argumentative
speech and in preparation for that you will convey a personal testimony as a nal task
of this lesson.
YOUR INITIAL TASKS
Task 1 GREAT NAMES TO NAME
Lets begin this week with a quiz on naming the world famous personalities and
how they have touched the lives of many people.
Read about these personalities and be ready to name each one. Write the
name of the personality Ln the space provided.
PY
To help you in identifying these personalities, their photos are provided here.
D
EP
ED
a. This person devoted herself to working among the poorest of the poor in
the slums of Calcutta. Although without funds, she depended on Divine
Providence and started an open-air school for slum children. Later on,
she founded the order Missionaries of Charity to help the poor, the
needy, and the sick.
_______________________________________________________
_______________________________________________________
b. He fought against racial discrimination apartheid in South Africa.
He was imprisoned for years for his radical but peaceful move to
abolish apartheid, poverty, and inequality in South Africa. He was also
the countrys rst black chief e[ecutive.
_______________________________________________________
_______________________________________________________
c. A very good author, this person was welltravelled and outspoken in her
convictions. She campaigned for womens right to vote, labor rights,
socialism, and other causes. Her being blind, deaf, and mute did not
stop her from helping people and pursuing her cause.
________________________________________________________
________________________________________________________
for civil liberties, human rights, and peace talks to end political unrest
in the country.
_______________________________________________________
_______________________________________________________
Task 2 BIAS DETECTIVES 2
D
EP
ED
PY
Here are signs found in different places in the world. Read each one carefully
and nd out its message. ,n your group, answer the questions that follow.
Source: http://en.wikipedia.org/wiki/Nelson_Mandela
,n your group, answer the questions about the signage that will be assigned to you.
Discussion Points:
1
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PY
High
Low
None
E[aggerated language
Unbalanced information
Prejudice for or against
Product sales
My emotional response
Moderate
D
EP
ED
Culture change is what this country badly needs. We want to be rid of corrupt
politicians but we are not aware of the role we play in breeding one. For instance,
in our neighborhoodwhere one of the local ofcials resides, our folks would always
e[pect the local ofcial WR give nancial help every time one of the neighbors
dies. When another gets sick or gives birth, nancial help is immediately sought from
that local ofcial. During weddings, baptisms, birthdays, and all sorts of celebration,
the same is e[pected from him/her.
Considering that WKHVHORFDORIILFLDOVUHFHLYHDmeageU allowance,isnt it a
wonder where they get the fundV to satisfy the needs of their constituents"
,ts about time we EHFRPH aware of the real job description of our ofcials. Lets help
them concentrate Rn doing their job by not asking too much nancial help from them.
We can do a lot in helping our country. Lets begin with ourselves.
High
Moderate
Low
None
E[aggerated language
Unbalanced information
Prejudice for or against
Product sales
My emotional response
1
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,n ,ndonesia, where earthquakes and tsunami are common, how can Panasonic
deliver a solution even when disaster strikes" Panasonic is committed to creating a
better life and a better world, continuously contributing to the evolution of society and
to the happiness of people around the globe. Through its wide range of business
solutions, Panasonic is looking to create a new Panasonic which can truly achieve
A Better Life A Better World.
http://news.panasonic.net/stories/01/01_66.html
High
Low
None
PY
E[aggerated language
Unbalanced information
Prejudice for or against
Product sales
My emotional response
Moderate
A. Listen to the news broadcast and analyze the content. Then with your partner,
answer what is asked for in the table below.
ED
D
EP
What are issues presented What possible solution ,s the issue presented also
in the news"
can you offer"
happening in our country"
Give an e[ample.
1
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C. <ou have offered a possible solution to the issue presented in the news report.
How were you able to come up with a solution to the problem" What strategy
did you use"
_____________________________________________________________
_____________________________________________________________
YOUR TEXT
Task 5 BACKGROUND CHECK
PY
The story you are about to read will also present an issue. Find out what
solution you could give to the characters in the story. But before you do that, read rst
the background information about the story.
D
EP
ED
6RXUFHy
Zht<z,yt&YY
00
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
G.H. McWilliam, known translator of the Decameron, writes that the women
probably represent the four cardinal virtues Prudence, Justice, Temperance, and
Fortitude and the three theological virtues Faith, Hope, and Love. The three men
could represent the tripartite division of the soul into Reason, Anger, and Lust.
The author Boccaccio writes in the ,ntroduction that he has withheld the
true names of the members of the %rigata, because he doesnt want them to feel
embarrassed, at any time in the future, on account of the ensuing stories, all of which
they either listened to or narrated themselves. The translations of the ,talian names of
the members of the Brigata, with their possible allegorical roles, DUHas follows:
PY
Neile - newly enamored, possibly a reference to the dolce stil novo and
Dante Love
Lauretta - a diminutive of Petrachs Laura Justice
ED
D
EP
What image does this background create in your mind" What issue is presented here"
01
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Federigos Falcon
from The Decameron
Giovanni Boccaccio
translated by G. H.
McWilliam
Once Filomena had nished, the queen, nding that there was no one left to
speak apart from herself Dioneo being e[cluded from the reckoning because of his
privilege smiled cheerfully and said:
PY
,t is now my own turn to address you and , shall gladly do so, dearest ladies,
with a story similar in some respects to the one we have just heard. This , have chosen,
not only to acquaint you with the power of your beauty over men of noble spirit, but
so that you may learn to choose for yourselves, whenever necessary, the person on
whom to bestow your largesse, instead of always leaving these matters to be decided
for you by Fortune, who, as it happens, nearly always scatters her gifts with more
abundance than discretion.
ED
<ou are to know, then, that Coppo di Borghese Domenichi, who once used to
live in our city and possibly lives there still, one of the most highly respected men of our
century, a person worthy of eternal fame, who achieved his position of pre-eminence
by dint of his character and abilities rather than by his noble lineage, frequently took
pleasure during his declining years in discussing incidents from the past with his
neighbors and other folk.
D
EP
,n this past time he e[celled all others, for he was more coherent, possessed
a superior memory, and spoke with greater eloquence. He had a ne repertoire,
including a tale he frequently told concerning a young Florentine called Federigo, the
son of Messer Filippo Alberighi, who for his deeds of chivalry and courtly manners
was more highly spoken of than any other squire in Tuscany. ,n the manner of most
young men of gentle breeding, Federigo lost his heart to a noble lady, whose name
was Monna Giovanna, and who in her time was considered one of the loveliest and
most adorable women to be found in Florence. And with the object of winning her love,
he rode at the ring, tilted, gave sumptuous banquets, and distributed a large number
of gifts, spending money without any restraint whatsoever. But since she was no less
chaste than she was fair, the lady took no notice, either of the things that were done in
her honor, or of the person who did them.
From whom did the queen learn this story?
Who are the main personalities in this story? How are they related?
,n this way, spending far more than he could afford and deriving no prot in
return, Federigo lost his entire fortune as can easily happen and reduced himself to
0
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
poverty, being left with nothing other than a tiny little farm, which produced an income
just sufcient for him to live very frugally, and one falcon of the nest breed in the
whole world. Since he was as deeply in love as ever, and felt unable to go on living
the sort of life in Florence to which he aspired, he moved out to Campi, where his little
farm happened to be situated. Having settled in the country, he went hunting as often
as possible with his falcon, and, without seeking assistance from anyone, he patiently
resigned himself to a life of poverty.
What happened to Federigo?
PY
Now one day, while Federigo was living in these straitened circumstances, the
husband of Monna Giovanna happened to fall ill, and, realizing that he was about to
die, he drew up his will. He was a very rich man, and in his will he left everything to
his son, who was just growing up, further stipulating that, if his son should die without
legitimate issue, his estate should go to Monna Giovanna, to whom he had always
been deeply devoted.
ED
D
EP
And there the matter rested, when, to the consternation of his mother, the boy
happened to be taken ill. Being her only child, he was the apple of his mothers eye,
and she sat beside his bed the whole day long, never ceasing to comfort him. Every
so often she asked him whether there was anything he wanted, imploring him to tell
her what it was, because if it were possible to acquire it, she would move heaven and
earth to obtain it for him.
After hearing this offer repeated for the umpteenth time, the boy said: Mother,
if you could arrange for me to have Federigos falcon, , believe , should soon get
better.
On hearing this request, the lady was somewhat taken aback, and began to
consider what she could do about it. Knowing that Federigo had been in love with her
for a long time, and that she had never deigned to cast so much as a single glance
in his direction, she said to herself: How can , possibly go to him, or even send
anyone, to ask him for this falcon, which to judge from all , have heard is the nest that
ever ew, as well as being the only thing that keeps him alive" And how can , be so
heartless as to deprive so noble a man of his one remaining pleasure"
What befell Monnas husband and son?
What was the sons request to his mother?
0
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
Her mind lled with reections of this sort, she remained silent, not knowing
what answer to make to her sons request, and even though she was quite certain that
the falcon was hers for the asking.
At length, however, her maternal instincts gained the upper hand, and she
resolved, come what may, to satisfy the child by going in person to Federigo to collect
the bird, and bring it back to him. And so she replied:
Bear up, my son, and see whether you can start feeling any better. , give you
my word that , shall go and fetch it for you rst thing tomorrow morning.
PY
Ne[t morning, taking another lady with her for company, his mother left the
house as though intending to go for a walk, made her way to Federigos little cottage,
and asked to see him. For several days, the weather had been unsuitable for hawking,
so Federigo was attending to one or two little jobs in his garden, and when he heard,
to his utter astonishment, that Monna Giovanna was at the front door and wished to
speak to him, he happily rushed there to greet her.
When she saw him coming, she advanced with womanly grace to meet him.
Federigo received her with a deep bow, whereupon she said:
Greetings, Federigo Then she continued: , have come to make amends for
the harm you have suffered on my account, by loving me more than you ought to have
done. As a token of my esteem, , should like to take breakfast with you this morning,
together with my companion here, but you must not put yourself to any trouble.
D
EP
ED
My lady, replied Federigo in all humility, , cannot recall ever having suffered
any harm on your account. On the contrary, , have gained so much that if ever attained
any kind of e[cellence, it was entirely because of your own great worth and the love
, bore you. Moreover, , can assure you that this visit which you have been generous
enough to pay me is worth more to me than all the money , ever possessed, though ,
fear that my hospitality will not amount to very much.
So saying, he led her unassumingly into the house and thence into his garden,
where, since there was no one else he could call upon to chaperon her, he said:
My lady, as there is nobody else available, this good woman, who is the wife
of the farmer here will keep you company whilst , go and see about setting the table.
Though his poverty was acute, the e[tent to which he had squandered his
wealth had not yet been fully borne home to Federigo; but on this particular morning,
nding that he had nothing to set before the lady whose love he had entertained so
lavishly in the past, his eyes were well and truly opened to the fact. Distressed beyond
all measure, he silently cursed his bad luck and rushed all over the house like one
possessed, but could nd no trace of either money or valuables. By now the morning
was well advanced, he was still determined to entertain the gentlewoman to some
sort of meal, and, not wishing to beg assistance from his own farmer or from anyone
else, for that matter, his gaze alighted on his precious falcon, which was sitting on
its perch in the little room where it was kept. And having discovered, on picking it
up, that it was nice and plump, he decided that since he had nowhere else to turn, it
0
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
would make a worthy dish for such a lady as this. So without thinking twice about it he
wrung the birds neck and promptly handed it over to his housekeeper to be plucked,
dressed, and roasted carefully on a spit. Then he covered the table with spotless linen,
of which he still had a certain amount in his possession, and returned in high spirits to
the garden, where he announced to his lady that the meal, such as had been able to
prepare, was now ready.
Where did Monna go one morning?
How was she received by Federigo?
PY
The lady and her companion rose from where they were sitting and made their
way to the table. And together with Federigo, who waited on them with the utmost
deference, they made a meal of the prized falcon without knowing what they were
eating.
On leaving the table they engaged their host in pleasant conversation for a
while, and when the lady thought it time to broach the subject she had gone there to
discuss, she turned to Federigo and addressed him affably as follows:
ED
D
EP
However, the fact that you have no children of your own does not e[empt
me, a mother, from the laws common to all other mothers. And being bound to obey
those laws, , am forced, contrary to my own wishes and to all the rules of decorum
and propriety, to ask you for something to which , know you are very deeply attached-which is only natural, seeing that it is the only consolation, the only pleasure, the only
recreation remaining to you in your present e[tremity of fortune.
The gift , am seeking is your falcon, to which my son has taken so powerful a
liking, that if , fail to take it to him , fear that he will succumb to the illness from which he
is suffering, and consequently , shall lose him. ,n imploring you to give me this falcon,
, appeal, not to your love, for you are under no obligation to me on that account, but
rather to your noble heart, whereby you have proved yourself superior to all others in
the practice of courtesy. Do me this favor, then, so that , may claim that through your
generosity , have saved my sons life, thus placing him forever in your debt.
When he heard what it was that she wanted, and realized that he could not
oblige her because he had given her the falcon to eat, Federigo burst into tears in her
presence before being able to utter a single word in reply. At rst the lady thought his
tears stemmed more from his grief at having to part with his ne falcon than from any
other motive, and was on the point of telling him that she would prefer not to have it.
But on second thought she said nothing, and waited for Federigo to stop crying and
give her his answer, which eventually he did.
0
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
PY
My lady, he said, ever since God decreed that you should become the object
of my love, , have repeatedly had cause to complain of Fortunes hostility towards me.
But all her previous blows were slight by comparison with the one she has dealt me
now. Nor shall , ever be able to forgive her, when , reect that you have come to my
poor dwelling, which you never deigned to visit when it was rich, and that you desire
from me a triing favor which she has made it impossible for me to concede. The
reason is simple, and , shall e[plain it in few words.
When you did me the kindness of telling me that you wished to breakfast with
me, , considered it right and proper, having regard to your e[cellence and merit, to
do everything within my power to prepare a more sumptuous dish than those , would
offer to my ordinary guests. My thoughts therefore turned to the falcon you have asked
me for and knowing its quality, , reputed it a worthy dish to set before you. So, , had it
roasted and served to you on the trencher this morning, and , could not have wished
for a better way of disposing of it. But now that , discover that you wanted it in a
different form, , am so distressed by my inability to grant your request that , shall never
forgive myself for as long as , live.
ED
,n conrmation of his words, Federigo caused the feathers, talons, and beak
to be cast on the table before her. On seeing and hearing all this, the lady reproached
him at rst for killing so ne a falcon, and serving it up for a woman to eat; but then she
became lost in admiration for his magnanimity of spirit, which no amount of poverty
had managed to diminish, nor ever would.
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But now that her hopes of obtaining the falcon had vanished she began to
feel seriously concerned for the health of her son, and after thanking Federigo for his
hospitality and good intentions, she took her leave of him, looking all despondent, and
returned to the child. And to his mothers indescribable sorrow within the space of a
few days, whether through his disappointment in not being able to have the falcon, or
because he was in any case suffering from a mortal illness, the child passed from this
life.
After a period of bitter mourning and continued weeping, the lady was repeatedly
urged by her brothers to remarry, since not only had she been left with a vast fortune
but she was still a young woman. And though she would have preferred to remain a
widow, they gave her so little peace in the end, recalling Federigos high merits and his
latest act of generosity, namely to have killed such a ne falcon in her honor, she said
to her brothers:
06
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,f only it were pleasing you, , should willingly remain as , am; but since you are
so eager for me to take a husband, you may be certain that , shall never marry any
other man e[cept Federigo degli Alberighi.
Her brothers made fun of her, saying:
Silly girl, dont talk such nonsense How can you marry a man who hasnt a
penny with which to bless himself"
My brothers, she replied, , am well aware of that. But , would sooner have a
gentleman without riches, than riches without a gentleman.
PY
Seeing that her mind was made up, and knowing Federigo to be a gentleman
of great merit even though he was poor, her brothers fell in with her wishes and handed
her over to him, along with her immense fortune. Thenceforth, nding himself married
to this great lady with whom he was so deeply in love, and very rich into the bargain,
Federigo managed his affairs more prudently, and lived with her in happiness to the
end of his days.
ED
,n your group, discuss your answers to the following questions about the story.
Write your answers on a separate sheet of paper.
Group 1 - What is the difference between saying that Monna took no
notice of FederiJos love and saying that she did not notice it"
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Group - Can we say that the two characters were models of behavior"
,n what way"
What faults if DQ\ did they have"
How did you feel when Monna decided to marry Federigo in
the end"
Group - What is the theme of the story"
0
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PY
Federigosfalconbuildsonatheme.TheWKHmeofthestoryreferstothecentral
topic of a te[t. ,ts tone and mood are also felt all over the story. Tone refers to the
attitude of the author toward a subject while mood is the atmosphere of the story.
,ts the feeling you get while reading the story. Fill in the graphic organizer with the
appropriate information about the story.
Federigos Falcon
ED
Main Theme
Tone
Mood
Sub-Theme
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,t has been said that the theme of Boccaccios tales has become a source of
inspiration for different authors. Go through the synopsHs or e[cerpts of the stories
listed below. Then, compare and contrast them with Decameron. Work on this with
your group.
At the Tabard ,nn, a tavern in Southwark, near London, the narrator joins
a company of twenty-nine pilgrims. The pilgrims, like the narrator, are traveling to
the shrine of the martyr Saint Thomas Becket in Canterbury. The narrator gives a
0
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Similarities
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ED
Differences
Canterbury Tales of
Geoffrey Chaucer and the
Decameron
PY
Source: www.m.sparknotes.com/lit/canterbury/summary.html
Ibong Adarna is a mythical story, formed in narrative song and poetry called
corrido and considered a PDMRUZRUNLQ Philippine literature.
This amazing folklore is about love, sacrice, and fantasy. Ibong Adarna literally
means Adarna bird. The story centers LVabout catching the mythical bird that possesses
magical powers. The Adarna birdEHVLGHVEHLQJH[TXLVLWHFRXOGDVXPHPDQ\ stunning
forms. ,t is GLIILFXOW to catch. ,t knows a total of seven songs which could eitherHQFKDQW
anyone to sleep, turn RQHinto stone or heal a deadly sickness. Which is why theDLOLQJ
King Fernando of Berbania tasked his three sons to catch the magicalELUG7KDWV
where the story begins.
Source: http://twentyve.hubpages.com/hub/,bong-Adarna-Summary-English-and-TagalogVersions
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Similarities
Differences
PY
Authors have purposes when they write articles. Find out the purpose of the
speech you are about to read. ,t is the Commencement Address of the late Mayor and
D,LG Secretary, Jesse Robredo, to the Ateneo De Manila University Class of 00.
Greetings
ED
by Jesse M. Robredo
City Mayor, Naga City
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, must confess , do not consider myself prominent enough to merit the invitation.
, must also confess that , come from that other equally distinguished school along Taft
Avenue. Nevertheless, like , always do when called upon, , will give it my best shot.
Humbly , stand before you today. Humbly , relish at the thought that perhaps
one of the reasons why you have chosen me as your Commencement Speaker is that
you want me to share with you the good things that we have accomplished in Naga
City.
<ou, my dear graduates, might wonder why after si[ years in the private sector
with a lucrative job, , nally decided to involve myself in local governance, which is
otherwise known as the comple[ world of politics.
,t is not common that we nd young men and women, at their early stage,
stake their future in politics. The old fashion way is for older or more seasoned men,
especially those who have been successful in their profession and have nothing more
to prove, to indulge in politics as a rewarding refuge. ,n my case, , simply wanted to go
home and see what , can share to the city of my birth.
10
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A STRONG HEART
Fifteen years ago, at age , when , rst became Mayor of Naga, what , got
into was a city in shambles.
The city had a huge budgetary decit; City Hall employees were underpaid,
their morale was low; and with a city council of ten members, only three of them
belonged to my party.
PY
We chose to take the side of our constituency. We fully wagered our political
future on their response. To secure their condence, we tackled long-standing
problems that beset the city vice, urban blight, red tape, graft and corruption, and
poor ta[ collection. We organized and reached out to all the sectors of the city
the sidewalk vendors, drivers, urban poor, farmers, professional and business circles,
nongovernment organizations and religious groups.
ED
PARTICIPATORY GOVERNANCE
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We viewed the poor, of which Naga had plenty, as our partners and assets. We
launched Kaantabay sa Kauswagan Partners in Development Program which so far
provided security of tenure to ,000 squatter families. Today, they are proud owners
of homelots in neighborhoods that speak of their dignity as empowered citizens of the
city. Working with the poor, we resolved long-standing land tenure problems dating
back to the 10s. Such was our success that no less than the United Nations Center
for Human Settlements made our program a model in the Habitat ,, Conference in
Turkey in 16.
Viewing our constituency as our partner and asset, we enacted a People
Empowerment Ordinance, the rst of its kind in the country, which instituted the Naga
City Peoples Council. This Council represents over a hundred nongovernment and
peoples organizations who are empowerd to propose legislations and vote at the
committee level of the city council.
roads and purchases of supplies and medicines cost much less in Naga City than
government standards.
DRAMATIC REBOUND
The People Empowerment Ordinance has resulted LQ a dramatic rebound for
the City of Naga. By the end of my third term as city mayor in 1, we have regained
our stature as the premier city of the Bicol Region.
PY
,t is because in some Asian countries and even in our beloved country, people
say that democratic principles cannot work, and that the Oriental model of ruling with
a hard hand is the call of the hour.
We disagree. Our e[perience in Naga is our best argument against the
traditional and authoritative ways in the management of people and governance.
ED
Our e[perience, too, proves that our people are our best resource and our
best hope. Our e[perience, and that of many others, have shown that if we cannot do
it at the national level, we can begin at the local level. Collectively, successful local
governments, driven by constituencies who are well-informed, constructively engaged,
and willing to share the burden of community building, can build our country.
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Despite all our problems, , know we shall overcome. ,t just might be a matter of
changing course. ,t just might be a matter of leading from the bottom rather than being
herded by the top.
Again, why am , relating to you all these, my dear graduates"
,t is because many of you will be leaders of our country someday, or may even
become President of this Republic. But is it not ironic that while many of our leaders
have succeeded in achieving their personal goals, the country has lagged behind"
Maybe it is because they have failed to make heroes out of the ordinary Filipino.
Maybe it is because they have relied solely on their own capacities, rather than on the
contributions of the ordinary people they are responsible for.
MAKING HEROES OUT OF THE ORDINARY
Not all of you will graduate with honors or with distinctions. Only a few a very
few will be privileged to receive medals and honors. But all of you tonight will come
up this stage and be honored with an Ateneo diploma.
Not that , am giving less importance to the honor graduates. We know that they
1
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have signicant roles to play. But that , would like to focus more on the majority of the
graduates this year. , was just like one of you when , graduated from college in 10.
To you, , address my e[perience in Naga City for it is our kind, the ordinary, regular
kid on the block, who made the City of Naga rise over its difculties.
Our political history has shown that we have put the burden of running this
country to our best people for too long. And yet the gap between the rich and the poor
has grown wider. For this country to succeed, we need to make heroes of the ordinary
people. We need to make heroes of ourselves.
PY
, must say that the ordinary employees and constituency have made the
success of Naga possible. ,n Naga City, we have a woman street sweeper, who held
on to her broom for twenty years. Literally, she had swept every square inch of the
citys business district. But through sheer determination, she was able to nish her
secondary studies in a night school and graduated, at , with a bachelors degree,
some years after her own daughters had theirs. To her the City of Naga conferred
the Mayoral Award for becoming an inspiration to ordinary citizens, one who despite
overwhelming odds, has risen above them. Today her broom has become a diploma.
The woman was not an honor graduate but an ordinary citizen, struggling to make
life better for her family.
Why am , relating this to you, my dear graduates, and my dear ladies and
gentlemen"
ED
,t is because the world today lacks the values that used to mould the disposition
and the character of the ordinary citizen.
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The world today, despite the advances in science and technology, has yet to
learn about how to live, what to do, and how to be. As one tired and retired government
employee remarked, One learns many things when one gets to be my age. But one
has to unlearn many more things that one has gathered with age.
,n pre-school, as bestseller writer Robert Fulghum observed, we used to be
taught these: Share everything. Play fair. Do not cheat. Dont hit people. Put things
back where you nd them. Clean up your own mess. Dont take things that arent yours
When you go out into the world, hold hands and stick together.
How sad after ten years in basic education and four years in higher education
we seem to have forgotten the basic tenets learned in preschool.
When graduates go out into the world of business or politics or entertainment
or government service, will they still share everything, play fair, put things back
where they nd them, and clean their own mess"
Our e[perience in governance in Naga City is nothing but our personal
encounter with the necessity of returning to the basic governance a return to the
essential meaning of service a return to what is simple and practical a return to
the values that our forefathers taught us: the value of honesty, hard work, of fairness
and most all the holy fear of a just God.
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PY
<ou must always remember that you cannot give what you do not have.
Measure success in terms of how pleased you are with what you have done and not
as to how people dene it, with its attendant perks.
Later on in life, you will realize that it is neither your successes nor your
conquests that will give you satisfaction. ,t is your contribution that really matters
paying back what you owe the community that nurtured you.
THE CHILD IN US
Let me end by narrating to you the conversations , had with Grade 6 pupils of a
public school in Panicuason, a mountain barangay in Naga City, some four years ago.
ED
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Like all of us, they too wanted to be somebody someday. But despite the
deprivations and difculties, they were all for a noble purpose to be of service to
others. Not one of them said that it was for fame, money or power. They were so
young, yet they know what was good for their community and for others.
As you leave your beloved Alma Mater and pursue your own dreams, do not
forget the child in you. Keep in your hearts always the Ateneo idealism of being men
and women for others. Hold on to it. , am certain you will do no wrong if you keep that
idealism as your guiding light.
Congratulations.
Source: https://www.facebook.com/notes/gma-news/mayor-jesse-robredos-commencementaddress-to-the-ateneo-de-manila-university-cla/101061066
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Discussion Points:
Answer the questions to nd out the authors purpose in writing the te[t you
just read. Think about your own answers rst. Then, pair with your classmates to
validate your answers. Be ready to share them to the whole class as soon as you have
come up with an agreement.
PY
6.
.
.
.
.
1.
.
.
.
ED
Read the descriptions of each item and determine the authors purpose to entertain,
persuade, or inform. Then, in a sentence or two, e[plain your answer.
1. A pamphlet calling on people not to eat animals or use products made
from animals because the author thinks that it is cruel and unnecessary
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Authors Purpose:
__________________________________________________________
E[plain <our Answer:
Write a sentence or two.
1
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PY
__________________________________________________________
E[plain <our Answer:
. An article which appears in the medical journal about the wonder drug that
could treat dengue
ED
Authors Purpose:
__________________________________________________________
E[plain <our Answer:
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Authors Purpose:
__________________________________________________________
E[plain <our Answer:
Write a sentence or two.
PY
. A website describing a local dog leash ordinance, detailing its history and
the penalties for walking around with ones dog unleashed
Authors Purpose:
___________________________________________________________
E[plain <our Answer:
ED
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HS G 8
D XD E\
HD H V
J V
&
6J 8
. The Shakespearean tragedy Romeo and Juliet, LQZKLFK two young lovers
are forbidden from seeing one another due to centuries-old blood feud
between their two families
How sad after ten years in basic education and four years in higher education
we seem to have forgotten the basic tenets learned in preschool.
When graduates go out into the world of business or politics or entertainment
or government service, will they still share everything, play fair, put things back
ZKHUHWKH\QGWKHPDQGFOHDQWKHLURZQPHVV"
Think about this:
What did you notice about the e[change of ideas in the group"
How did your classmates give afrmative and negative comments"
What should you do when afrming or negating an idea or a situation"
1
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ED
Read the summary of the book 1 Little Things Every Filipino Can Do to Help
Our Country by Atty. Ale[ander Lacson. Comment on each of the following items. Use
e[pressions that afrm or negate.
The 1 Little Things We Can Do For Our Country
Are Small Acts of Patriotism
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Trafc rules are the most basic of our countrys laws. ,f we learn to follow them,
it could be the lowest form of national discipline we can develop as a people. A
culture of discipline is crucial to our destiny as a nation.
Whenever we follow trafc rules, we show our love for our neighbor, our love
for the Filipino.
<our comment: _______________________________________________________
___________________________________________________________________
___________________________________________________________________
nd : Always ask for an ofcial receipt or OR.
Asking for ORs leads to higher ta[ collections, which means more funds for
our government, which could strengthen our economy and lead us to progress.
Whenever we help our government in helping our people, we show our love
for our neighbor.
1
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PY
Adverb of Negation:
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Our money should support our economy, not the economy of other countries.
Buying Filipino means supporting the Filipino.
Whenever we support one another as Filipinos, we show our love for our
neighbors.
<our comment: _______________________________________________________
___________________________________________________________________
___________________________________________________________________
ED
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HS G 8
D XD E\
HD H V
J V
&
6J 8
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A company must bring prosperity not only to its owners, but also to its employees.
Blessings must be shared. ,t builds families. ,t builds our nation.
There is love of neighbor when we value and pay our employees appropriately.
<our comment: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
Ta[es are the lifeblood of our government. ,t is what builds our public schools,
hospitals, and roads. ,t is what pays our teachers, soldiers, and other public
servants.
There is love of neighbor whenever we pay our ta[es properly so our government
can help more people.
<our comment: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
11th: Adopt a scholar or a poor child.
,nvesting on our youth is investing on our countrys future. Every family who
can afford should adopt one poor child as a scholar.
There is love of neighbor whenever we help a child get an education.
<our comment: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
0
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When we ght for our votes, we ght for our right to make our own destiny, as
a people and as a nation.
There is love of neighbor when we elect good leaders for our country and
people.
<our comment: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
Resolution
Conict
ED
Character
DArtagnan
Athos, Porthos, and Aramis
Cardinal
4ueen
Milady
PY
)orm Jroups oI YH $nsZHr WKH TuHsWions EHloZ WKHn sKarH \our rHsponsHs
with the class.
1. The three musketeers proclaim their motto as All for one, one for all.
:hat Goes this motto mean"
. How would you describe society during the late-medieval France based
from the setting of the story"
. How do the protagonists assert conicts and resolutions in the hierarchical
state of affairs of the country"
. :hat principle do DArtagnan and the three musketeers uphold"Do you
agree with their principles" :hy" :hy not"
. :hat personal code of ethics principles do the protagonists abide with"
:hy do you think so"
6. :hat conict did the following characters have in the story and how did
they resolve it" Accomplish the chart in their appropriate heading.
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. How dRHV the world Dumas portrayed in The Three Musketeers resemble
the modern corporate world" business in todays worth"
Task 7 LITERARY VALUE
Here are some characteristics of great literature. Analyze whether the story,
The Three Musketeers, mHet the following criteria.
1. ([plores great themes in human nature and human e[perience that
many people can identify withsuch as growing up, family life, love, the
courageous individuals struggle against oppression and war.
. ([presses universal meaningsuch as truth or hopethat people from
many different backgrounds and cultures can appreciate.
. Conveys a timeless message that remains true for many generations of
readers.
. Creates vivid impressions of characters and settings that many generations
of readers can treasure.
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Some literary workV may not meet the criteria but you can apply other
standards of evaluation when you are making judgments about a work.
THE PLAGUE
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by Albert Camus
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to die in the streets. A hysteria develops soon afterward, causing the local newspapers
to report the incident. Authorities responding to public pressure order the collection
and cremation of the rats, unaware that the collection itself was the catalyst for the
spread of the bubonic plague.
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conclusion that a plague is sweeping the town. They both approach fellow doctors and
town authorities about their theory, but are eventually dismissed on the basis of one
death. However, as more and more deaths quickly ensue, it becomes apparent that
there is an epidemic.
Authorities, including the Prefect, are slow to accept that the situation is
control measures are posted, but the language used is optimistic and downplays the
are taken. Homes are quarantined; corpses and burials are strictly supervised. A
and the countrys emergency reserves are depleted. When the daily number of deaths
The town is sealed off. The town gates are shut, rail travel is prohibited, and
all mail service is suspended. The use of telephone lines is restricted only to urgent
calls, leaving short telegrams as the only means of communicating with friends or
family outside the town. The separation affects daily activity and depresses the spirit
of the townspeople, who begin to feel isolated and introverted, and the plague begins
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Rambert informs Tarrou of his escape plan, but when Tarrou tells him that
are not allowed to see, Rambert becomes sympathetic and changes his mind. He then
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as well as physically.
town, but some are shot by armed sentries. Violence and looting break out on a small
scale, and the authorities respond by declaring martial law and imposing a curfew.
Funerals are conducted with more and more speed, no ceremony, and little concern
for the feelings of the families of the deceased. The inhabitants passively endure their
hears from the sanatorium that his wifes condition is worsening. He also hardens his
heart regarding the plague victims so that he can continue to do his work. Cottard,
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of being connected to others, since everybody faces the same danger. Cottard and
Tarrou attend a performance of Glucks opera Orpheus and Eurydice, but the actor
portraying Orpheus collapses with plague symptoms during the performance.
would feel ashamed of himself if he left.
second sermon. He addresses the problem of an innocent childs suffering and says it
is a test of a Christians faith, since it requires him either to deny everything or believe
everything. He urges the congregation not to give up the struggle but to do everything
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Tarrou and Rambert visit one of the isolation camps, where they meet Othon.
When Othons period of quarantine ends, he elects to stay in the camp as a volunteer
because this will make him feel less separated from his dead son. Tarrou tells Rieu[
the story of his life, and the two men go swimming together in the sea. Grand catches
the plague and instructs Rieu[ to burn all his papers. But Grand makes an une[pected
recovery, and deaths from the plague start to decline.
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By late January, the plague is in full retreat, and the townspeople begin to
celebrate the imminent opening of the town gates. Othon, however, does not escape
death from the disease. Cottard is distressed by the ending of the epidemic, from
which he has proted by shady dealings. Two government employees approach him,
and he ees. Despite the epidemics ending, Tarrou contracts the plague and dies after
a heroic struggle. Rieu[s wife also dies.
In February, the town gates open and people are reunited with their loved ones
from other cities. Rambert is reunited with his wife. Rieu[ reveals that he is the narrator
of the chronicle and that he tried to present an objective view of the events.
Cottard goes mad and shoots at people from his home. He is arrested. Grand
begins working on his sentence again. Rieu[ reects on the epidemic and reaches the
conclusion that there is more to admire than to despise in humans.
)URP:LNLSHGLDWKHIUHHHQF\FORSHGLD
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How strongly did I react to the work? Did I identify with the character,
situation, or feeling? Did the work stir my memories and emotions?
Does the message of the work have meaning for me?Will I
remember it a year from now?
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2. Funerals are conducted with no ceremony and little concern for the
feelings of the families of the deceased.
__________________________________________________________
__________________________________________________________
The authorities respond to the worsening situation by declaring martial law
and imposing curfew.
__________________________________________________________
3.
__________________________________________________________
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5. Rieu[ reects on the epidemic and reaches the conclusion that there is
more to admire than to despise in humans.
__________________________________________________________
__________________________________________________________
9How will your group help maintain the peace and order in your class"
Share your plan of action with the rest of the class. Assign a member to discuss
your plan in a manner of giving a speechon the theme of solidarity.
9Fictional characters or real people resolve conict by nding a solution
to the problem that confronts them; for others, it means living with the
consequences. Make a list of some conicts portrayed in the story, The Three
Musketeers, and the ways in which they are or DUHnot resolved. Then, make a
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the ways in which they are or are not resolved. Then compare the lists. Share
your comparison lists with the class. Assign a member of the group to talk
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out about each issue. Then decide which of these issues you feel particularly
strong about. Prepare notes for a short speech to deliver to the class.
YOUR FINAL TASK
Inquirer
Philippine Daily
LANGUAGE ADVANTAGE
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schools.
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Every day, there were grammar quizzes. Students were made to read, read,
and read some more. Teachers devoted a lot of time or composition in English, and
students were made to rewrite their themes until they were almost letter perfect.
Now, this is no longer the case. Even the English of some graduates of the
University of the Philippines leaves a lot to be desired, and if many teachers in public
schools cannot write or speak correct English, what are they passing on to their
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a people. But like the other people on earth, we have to wake up to the reality that
the transmission of information and knowledge, and for the conduct of business and
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stay in touch with the rest of the world, and to be globally competitive. We cannot
afford to lose our language advantage.
print
A controversial issue always lies at the heart of an argumentative essay.
To persuade the readers through logical reasoning and analysis, use the techniques
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Techniques in Argumentation
1. Analogy. There is an assumption that two things similar in one aspect
are alike in another aspect.
E[ample: bread : butter; teacher : student
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4. Analysis. ItLV a technique that takes a part from the whole and scrutinizes
it to prove the point.
E[ample: Career Choice
Ones personal interest determines her choice of a career
because it is her natural response to life in general (personal
interest apart from skills, resources, etc.)
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Source: Romero, J.P. Delos Reyes A.D., E[ploring Life through English and American
Literature, 2004
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C. SPECIAL DELIVERY!
1. Planning and Drafting Your Speech
Make a list of things you feel strongly about. (In case you plan to
choose your own topic)
Brainstorm with friends about issues that you often debate on,
then follow the steps in the bo[.
Steps in Planning and Drafting Your Speech
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1. Clarify your position. How do you feel about the issue and why?
2. Find support for your position. What research will you have to do
to back up your case? Where can you nd that information? Which
evidence will help you make your point most effectively?
3. Identify your audience. What do your listeners already know
about the issue? What is their stand on it?
4. Consider how to captivate your listeners attention. What
startling statistics, amusing anecdote, or intriguing question can you
use to hook your audience at the beginning of your speech?
5. Decide how to present your arguments. How can you organize
your arguments so they have the greatest impact? Do you want
to begin with the argument your audience will probably agree with
and move to more controversial points? Would starting with your
strongest argumentor ending with itwork better?
7KLQNDERXWKRZ\RXZLOOSUHVHQW\RXUVSHHFK:LOOLWEHVWUDLJKWIRUZDUG
DVFKRODUO\DSSURDFKRUZLOOKXPRUEHPRUHHIIHFWLYH"
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that will reinforce your message. Make sure your materials are large and clear
enough so that everyone in the audience can read them.
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MY TREASURE
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From the standpoint of daily life, however, there is one thing we do know:
that man is here for the sake of other men above all, for those upon whose
smile and well-being our own happiness depends, and also for the countless
unknown souls with whose fate we are connected by a bond of sympathy.
-- Albert Einstein
___________________________________________________________________
___________________________________________________________________
Because they enabled me to become
___________________________________________________________________
___________________________________________________________________
And they made me realize that
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
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PY
O
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PRE-TEST
MODULE 3
/
Listening/9iewing
Listen to the song What a Wonderful World by Louis Armstrong, then
answer the questions that follow.
I see trees of green,
red roses, too.
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Source: http://www.azlyrics.com/lyrics/louisarmstrong/whatawonderfulworld.html
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3. The bright blessed day and the dark sacred night are symbolisms for
a. challenges and trials
b. triumphs and dreams
c. sorrows and problems
d. successes and failures
4. The colors of the rainbow WKDW are on the faces of people convey
a. happiness and contentment
b. lasting relationship among spouses
c. friendship and camaraderie
d. generosity and serenity
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PY
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Source:
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a.
b.
c.
d.
metal
sounds
sunlight
wind
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PY
16. Which group of words gives the correct meaning of the word shabby?
a. scruffy, untidy, ragged
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17. Interpret the mood of the statement, He longs to tell someone, all that is
haunting him now, but there is no one to tell.
Read the passage and write the letter of the correct theme.
18. What is the message of the passage?
it contained so little water that he could not possibly get at it. He tried
everything he could think of to reach the water, but all his efforts were in
vain. At last, he collected as many stones as he could carry and dropped
them one by one with his beak into the pitcher, until he brought the water
within his reach and thus, saved his life.
a. Nobody is perfect.
b.
c.
d. You can lead a horse to water but you cant make it drink.
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Salmon are born in fresh water but travel to salt water to live their
lives and then travel back upstream to where they spawn more salmon
before they die. Salmon traveling upstream are very determined to get
back to where they were born. They ght against currents, whirlpools, and
waterfalls; even though man has placed some obstacles in the salmons
way by building dams or rivers. Once the salmon reaches its birthplace, it
lays eggs. These eggs hatch, and the process begins again.
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For nos. 21-23, read the passage below and then answer the questions that follow.
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Justin was always prepared. His motto was Never throw anything out, you
never know when it might come in handy. His bedroom was so full of at bicycle tires,
bent tennis rackets, deated basketballs, and games with missing pieces that you
could barely get in the door. His parents pleaded with him to clean out his room.
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What use is a sh tank with a hole in the bottom? his father asked. But Justin
simply smiled and repeated his motto, Never throw anything out, you never know
when it might come in handy.
21. What does Justins motto mean?
a.
b.
c.
d.
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carefulness
frugality
perseverance
resourcefulness
For nos. 24-26, Read the passage below and answer the questions that follow.
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When Justin was away from home, he always carried his blue backpack. He
liked to think of it as a smaller version of his bedrooma place to store the many
objects that he collected. It was so worn out and stretched that it hardly resembled
a backpack anymore. It was full of the kinds of things that seemed unimportant, but
when used with a little imagination, might come in handy.
Justin had earned a reputation for guring things out and getting people out of
otherwise hopeless situations. Many of his classmates and neighbors sought him out
when they needed help with a problem.
24. Justins backpack is
DrecyclableREMHFW
an antique
a magic bag
a smaller version of his bedroom
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a.
b.
c.
d.
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a.
b.
c.
d.
c. disgusting.
b. shameful.
d. worth remembering.
Si[ major concepts try to steer our way of life so as to unite the present with the
past and future and make us collaborate with one another.
Solidarity is in fact the key to start this new way of life. Past generations and
generations to come need to respect each other and the planet, and care for the
community of life. One should never benet from somethingQRZ, which will eventually
have a problematic effect on future generations. A practical e[ample is that of genetic
engineering. This technology opens up a new dimension for the world. It makes
alteration of DNA possible. The immediate effects are very positive as they, for e[ample,
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can make a plant produce more seeds and furthermore no pests will feed on them. Yet,
the downside to all these will only be seen in the future. Once the structure of DNA is
altered, it would be impossible to change. Another negative impact that future beings
will face is the fracture of the feeding cycle. Therefore, it is essential for all to protect
one another, as all generations are interrelated, which means that whatever happens
today speaks about the relationship of the present with past and future generations.
a.
b.
c.
d.
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a.
b.
c.
d.
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a.
b.
c.
d.
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III. Grammar
Choose the best pronoun to use in each sentence
31. Both magazines featured the President on _____ covers.
a.
b.
c.
d.
her
his
its
their
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32. Neither John nor Andy has nished _____ English test.
a.
b.
c.
d.
her
his
their
theyre
33. Neither the cat nor the dogs had eaten _____ meal.
its
their
there
his or her
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a.
b.
c.
d.
her
his
their
his or her
a.
b.
c.
d.
its
him
their
there
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a.
b.
c.
d.
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36. Was it Gladys or (he, him, we, they) who lost the turtle?
37. I think it was (we, her, she, they).
38. (Each, Many, Everyone, Everybody) like potato salad.
39. (That, They, Those, These) is a good idea.
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I9. Writing
Choose one question below and answer it in 5 to 7 sentences only.
What can I do to help sustain Mother Earth?
How can I contribute to the preservation of the Earth?
What might happen if there are no bountiful gifts of nature?
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