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Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
Grade 8 Quarter III Lesson 1 & 2 English
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Grade 8 Quarter III Lesson 1 & 2 English

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Grade 8 Quarter III Lesson 1 & 2 English

Grade 8 Quarter III Lesson 1 & 2 English

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  • 1. 1 ENGLISH 8 LEARNING MODULE QUARTER III (OVERCOMING CHALLENGES) LESSON NO. 3 The Literature of Arabia and Israel Strength in Facing Challenges of Modernity INTRODUCTION AND FOCUS QUESTION(S): Have you at a certain time asked yourself how you are able to overcome trials and solve your personal problems? Have you ever wondered what makes other people overcome challenges in their lives victoriously? Do you think it is possible to learn this from the literary selections of Saudi Arabia and Israel? In this lesson, Arabian and Israeli Literature: Strength in Facing Challenges, you will find out how critical understanding and appreciation of Afro-Asian literary pieces can help you recognize the temperament and psyche of your Arab and Israeli neighbors in response to the challenges of modernity. Remember to search for the answers to the following questions: 1. What does literature reveal about Arab and Israeli characters? 2. How do Arabs and Israelis respond to challenges of modernity as reflected in their literary selections? LESSONS AND COVERAGE: In this module, you will examine these questions when you take the following lessons: Topic 1 – The Temperaments and Psyche of the People of Arabia 1. The Literature of Saudi Arabia 2. Propaganda Devices: Examining for Bias 3. Informative Talks: Turn-Taking Strategies in Extended Conversations Topic 2 – The Temperament and Psyche of the People of Israel 1. The Literature of Israel 2. Conditional Sentences: Prediction and Conclusion 3. Intellectual Property Rights: Writing Critical Reviews of Articles Topic 3 – Strength in Responding to the Challenges of Modernity 1. Behaviors in Viewing and Responding to Texts 2. Complex and Compound-Complex in Communication Breakdowns 3. Bibliography and Writing Critical Reviews of Prose and Poetry In these lessons, you will learn the following: 1. Determine the persons being addressed in an informative talk, the objectives of the speaker and his attitudes towards issues.
  • 2. 2 Topic 1 2. Use turn-taking strategies in extended conversations. 3. Examine bias in oral and written texts 4. Create a journal of the cultural differences between the Filipinos and the Arabs as reflected in texts read or viewed 5. Make a frequency word list of unknown words especially some Arabic terms. Topic 2 1. Predict and formulate hypothesis using conditional sentences 2. Create a frequency word list of unknown words especially some Israeli terms. 3. Show respect for intellectual property through proper use of citations and footnotes 4. Identify temperament and psyche of the Israeli people as reflected in their literature. Topic 3 1. Repair breakdown in communication by using complex and compound-complex sentences. 2. Cite appropriate behaviors in viewing and responding to different texts. 3. Express different opinions without being difficult. 4. Produce an e-journal with Afro Asian prose and poetry entries with emphasis on content and writing style Domains Learning Competencies Listening Comprehe nsion Determine the persons being addressed in an informative talk, the objectives of the speaker and his attitudes towards issues.  isten to get different sides of social, moral and economic issues affecting a community Speaking (Oral Language and Frequency Use appropriate turn-taking strategies (topic nomination, topic development, topic shift, turn-getting, etc.) in extended conversations.  Use communication strategies (e.g. paraphrase, translation and circumlocution) to repair breakdown in communication Vocabular y Developm ent Develop strategies for coping with unknown words and ambiguous sentence structures and discourse.  se collocations of difficult words as aids in unlocking vocabulary Reading Comprehe nsion Utilize varied reading strategies to process information in a text.  istinguish between facts and opinions.  ote expressions that signal opinions (e.g. seems, as I see it). Utilize varied reading strategies (covert dialogue with the writer and the sectional approach) to process information in a text.
  • 3. 3 Employ approaches best suited to a text. Examine for bias. Viewing Comprehe nsion Compare and contrast one’s own television-viewing behavior with other viewer’s viewing behavior Literature Discover Philippine and Afro Asian literature as a means of expanding experiences and outlook and enhancing worthwhile universal human values.  dentify oneself with the people of Arabia and Israel though literature taking note of the cultural differences so as to get the heart of problems arising from them. Writing and Compositi on Give and respond to feedback on one’s paper in the revision process  se grammatical structure and vocabulary needed to effectively emphasize particular points. Produce an e-journal of poetry and prose entries with emphasis on content and writing style Show respect for intellectual property rights by acknowledging citations made in reports and researches.  Use quotation marks or hanging indentations for direct quotes.  Use in-text citation  Arrange bibliographic entries of text cited from books and periodicals. Grammar Awarenes s and Structure Formulate  correct complex and compound-complex sentences.  correct conditional statements. Study Strategies Derive information from various text types and sources using the card catalog, vertical file, index, microfiche(microfilm), CD ROM, Internet,etc.  Extract accurately the required information from sources read and viewed to reject irrelevant details Attitude  Express a different opinion without being difficult MODULE MAP: Here is a simple map (dark blue) of the above lesson you will cover:
  • 4. 4 UNIT ACTIVITIES MAP ACTIVITIES FOR ACQUIRING KNOWLEDGE AND SKILLS ACTIVITIES FOR MAKING MEANING AND DEVELOPING UNDERSTANDING ACTIVITIES LEADING TO TRANSFER KNOW Pre-assessment Activity 1: Anticipation- Reaction Guide Agree/Disagree Chart PROCESS Activity 2: Post Viewing Activity Activity 3 It’s Clear to Me Activity 5A Facts and Opinions in Informative Writing Activity 4: Distinguishing Fact from Opinion Activity 7: Plot Diagram Activity 5B Facts and Opinions in Persuasive Writing Activity 6: Frequency Word List: Burger Match! Activity 8 Ali Baba Characters on T-Chart Activity 14 : In My Opinion… Activity 11: “I Think; therefore, I Am” Activity 9: The Way I Understand It (A Concept Map) Activity 15 Writing A Persuasive Essay: FROM MY HEAD TO THE PEN! Activity 16 GETTING FOOLED OR GETTING WISER? Activity 10: Hear the Voice of the Princess! Activity 17 PERSUASION thru TRUTH and PROPAGANDA Activity 20 Frequency Word List (Arab Words) Activity 12: “I’ve Got that Feeling” Activity 18 Revising Persuasive Essay
  • 5. 5 Activity 13: Hang on a Second…May I Speak? Activity 19 DIFFERENT YET WORTH EMBRACING: A Journal of Cultural Differences Activity 21 One-minute Paper REFLECT AND UNDERSTAND Activity 22 Sentence Completion (Conditional Sentences) Activity 25 Travelling with Ruth (A Story Map) Activity 24 Visiting the Middle East Exercise 7 Reading Text : A TOUCH OF MODERN ISRAEL: “The CAT” Activity 26 Character Analysis through a Venn Diagram Activity 28 Writing a Critical Review: “THROUGH MY LENS” Activity 27 THE WORDS BEYOND MY THOUGHTS Activity 32 Monitoring My Media Behaviors through a graphic organizer Activity 33 WRITING A Blog: GETTING CONNECTED TO ISRAEL Activity 29 Frequency Word List: The Frame of my Understanding ACTIVITY 34 : Research Work: A GALLERY OF MY FAVE PROSE and POETRY Activity 30 FROM SIMPLE TO COMPLEX Activity 35 Writing A Bibliography: “FROM WHERE I GOT MY FAVORITES” Activity 31 Repairing Communication Breakdown TRANSFER Activity 38: Anticipation- Reaction Guide Agree/Disagree Chart Activity 36 Review: RESPONDING TO MY FAVORITES Activity 33: Lesson Closure: REFLECTIVE LEARNING JOURNAL Activity 37 KEEPING MY FAVORITES: An e- JOURNAL Post Assessment EXPECTED SKILLS: To do well in this module, you need to remember and do the following: Listening : Listen to get different sides of social, moral and economic issues
  • 6. 6 affecting a community Speaking : Use communication strategies like paraphrase, translation and brevity Vocabulary : Produce a frequency word list. Reading : Write a list of expressions that signal opinions and biases. Viewing : Create graphic organizers comparing one’s own television-viewing behavior with other viewer’s viewing behavior. Literature : Produce a critical review of articles with the same themes but different genres. Writing : Produce an e-journal of poetry and prose entries with emphasis on content and writing style. Grammar : Use correct complex and compound-complex sentences and correct conditional statements in writing an e-journal. Study Strategies : Extract accurately the required information from sources read and viewed to reject irrelevant details.
  • 7. 7 LEARNING GOALS AND TARGETS For you to accomplish the activities in this lesson, write your goals and objectives in the scroll provided. Let this piece of writing be your constant guide and reminder so that you can finish this module successfully. MODULE LESSON NO. 3: The Literature of Arabia and Israel: Strength in Facing Challenges PRE-ASSESSMENT: Let’s find out how much you already know about this module. Click on the letter that you think best answers the question. Please answer all items. After taking this short test, you will see your score. Take note of the items that you were not able to correctly answer and look for the right answer as you go through this module. Start of Lesson 1 MY GOALS IN LEARNING ARAB and ISRAELI LITERATURE
  • 8. 8 1. Which of the following collocations with the word “time” means “to create time in a busy schedule”? “I am gaining much weight this week, so I need to _______ time for a regular exercise. Maybe I can drop by a fitness center from school.” a. Make* b. Pass c. Press d. Stall 2. Which of the following situations uses transfer in advertising its company or services to the public? a. Ninety-five percent of the dentists in the Philippines recommend FLOYD’S chewing gum every after meal, FLOYD’S… for fresher breath! b. Every girl wants the best for her hair. Straight, shiny healthy hair! That’s why girls buy MOONSILK SHAMPOO! c. Colon Street. Historic. The oldest street in the Philippines. A movement of Filipinos freedom and progress … surviving the destruction of wars, colonialism and modernity. Then and now… a part of Cebu’s heritage. Just like the University of San Ezekiel –Recoletos. A part of your heritage. * d. Healthy and hearty! OMD Tuna Flakes – lavished with tender loving care to capture all of nature’s freshness! OMD Tuna flakes – canned right from the ocean to keep nature’s fresh flavor in! OMD Tuna Flakes! 3. Read below a written version of an informative talk. As a lifeguard, I was required to become certified in CPR, and I have been certified for four years. In an emergency, it is not your job to treat the illness, but you are to keep the victim alive until trained medical professionals can come and take over for you. Tonight I want to explain to you the saving process of surveying an emergency, contacting an emergency medical service, and starting CPR if needed. Let's start with the first step of surveying an emergency. Source: https://mymission.lamission.edu/userdata/fup/docs/ Sample%20Informative% 20Speeches.pdf What word in the text expresses time and links the speaker’s thought on his professional qualification and his purpose of delivering his speech? a. First b. Four c. Start d. Today*
  • 9. 9 4. Now the Sultan Schahriar had a wife whom he loved more than all the world, and his greatest happiness was to surround her with splendour, and to give her the finest dresses and the most beautiful jewels. It was therefore with the deepest shame and sorrow that he accidentally discovered, after several years, that she had deceived him completely, and her whole conduct turned out to have been so bad, that he felt himself obliged to carry out the law of the land, and order the grand-vizir to put her to death. (excerpt from “Arabia Nights: Prologue”). http://www.candlelightstories.com/2009/03/27/arabian-nights-prologue/ 5. What character trait of the Arabs is best exemplified in the excerpt above? a. ‘ird (a woman’s honor)* b. Hadith (Communal consensus) c. Sabr (capacity to suffer) d. Sharaf (a man’s honor) 6. Which of the following describes best the temperament and psyche of the Israeli as a people? a. Israelis today are descendents of converts. b. Israel has been the Middle East’s dominant military power. c. Israelis and the Americans are great military allies. * d. Israelis represent the largest single group of refugees in the world 7. You are the chief editor of a local newspaper. You want to include in your special Sunday issue an editorial article from student contributors in a nearby high school. Which of the following criteria do you give the heaviest weight in choosing the best write-up? a. Grammar and structure b. Syntax and mechanics c. Development and quotes d. Thesis Statement and support* KNOW: Let’s begin by doing these set of activities which will help you identify and explain the psyche and temperaments of the Arabs and the Israelis as revealed in the literary pieces.
  • 10. 10 Activity 1: Anticipation-Reaction Guide Agree/Disagree Chart Read carefully each statement related to the personalities and the literature of the Arabs and Israelis. Evaluate the accuracy of each statement by checking either Agree or Disagree column in the BEFORE THE LESSON box. Agree / Disagree Chart Before the Lesson Statements about the Literature of Saudi and Israel After the Lesson Agree Disagree Agree Disagree 1. The period before the writing of the Qur'an and the rise of Islam is known to Muslims as period of ignorance. 2. The expansion of the Arab people in the 7th and 8th century brought them into contact with a variety of different peoples who would affect their culture and the most significant of these is the ancient civilization of Israel. change to Persia 3. The terms Israeli, Israelite, Hebrew and Jew are synonymous and can be interchangeably used in literature, religion and politics. 4. Jewish writers began to write in Hebrew in addition to their various national languages because Hebrew at that time was the language of holy scripture. 5. A key ingredient of the Israeli public persona is that Jews are tough, emotionally hardened, and ruthless. Questions: 1. Which statements did you agree on? Can you explain mentally your reasons of affirming to them? What experiences or observations do you have that make you decide on those answers? 2. Which statements did you disagree on? What are your basis for disagreeing on these statements? What personal encounter –actual experience or learning insight- helped you in forming your judgment? Do NOT fill this up yet.
  • 11. 11 End of KNOW: PROCESS: What are the psyche and temperaments of the Arabs as a people and of the Israelis as a people? How are these personality traits and characteristics revealed in their literary pieces? How strong are these people as they face the challenges of modernity? Let’s verify the accuracy of your claims as we continue with the lesson. This chart will be given back to you at the end of this lesson so that you can confirm or change your answers. The right column of the Anticipation-Reaction Guide Chart will then be answered. As you continue, keep in mind to answer the questions: You gave your initial ideas on the characteristics and the literature of the Arabs and the Israelis. Let’s find out how others would answer the question and compare their ideas to our own. As you compare, you will also learn other concepts which will help you complete the required project. This project is about e-journal of poetry and prose entries with emphasis on content and writing styles. We will start by doing the next activity. Your goal in this section is to learn and understand key concepts on the literature of Saudi Arabia, informative speaking, turn-taking strategies and propaganda devices in persuasion.
  • 12. 12 Exercise 1: Viewing Activity: Opening Speech_” Islam Is The Solution!” Previewing Activity: 1. You are about to view a short speech delivered by an Islam. 2. Listen very attentively to the speaker; take note of his gestures; observe the behavior of his audience. 3. Click this link and view the short video : http://www.youtube.com/watch?v=lQNs7Fvu5_Y Source: http://www.youtube.com/watch?v=lQNs7Fvu5_Y This site contains a short opening speech of Abdur Raheem McCarthy at the Peace Conference. McCarthy explains how Islam can be the solution for mankind. This video runs for 8:50 minutes. While Viewing Take note of every important detail in the video. Make sure you are able to identify the key points of the speech.
  • 13. 13 Activity 2: Post Viewing Activity Reflect your understanding of the speech by completing the activity sheet below. Comprehension Questions: 1. Who speaks in the video? How credible is he to talk during the Peace Conference? 2. According to the speaker, when does misery start? How can Islam be the solution to the problems that beset the world? 3. What specific details are used by the speaker to substantiate each of his assertions? What type of speech did the speaker deliver, informative or persuasive? Explain your answer. I GOT IT RIGHT! Name _____________________________ Date _________________ Yr. & Sec . _________________________ Teacher _______________ Full Circle - Call to Action - Thesis Statement
  • 14. 14 4. Why do you think the speaker insist to his audience to adapt Islam? How do gestures or the intentional movements of the speaker’s body help him convey his message? 5. What countries in the world adapt Islam as a religion? 6. What are some of the nonverbal reactions of the audience? What personality traits does Abdur Raheem possess as reflected in his speech? What does his speech tell us of the Arab psyche? 7. How do you evaluate the speaker’s point of view? Was he able to convince you? Explain your answer. Activity 3 It’s Clear to Me Below are statements taken from the speech of Abdur Raheem McCarthy. Identify whether the sentence expresses a fact or an opinion. Write your answer on the second column. Include a short explanation. Process Questions: PICKING IT FROM THE SPEECH FACT OR OPINION WHY DID I SAY SO 1. The Western economy is based on rebate or interest. 2. The only way for true happiness inside the peace in our hearts, in our minds and in our souls is through Islam. 3. The problem of swine flu – the swine is one of the dirtiest animals in the face of the earth. 4. Fifty-six percent of everybody jailed in America today is because of drug charges. 5. Islam is not spreading as it should be because we are not implementing it in its proper form.
  • 15. 15 1. What is a fact? What are examples or sources of facts? 2. How does a fact differ from an opinion? Can an opinion be proven? 3. Is a fact the opposite of an opinion? 4. If a statement of fact is untrue or false, does it turn into an opinion? In the same logic, if an opinion is believed by everyone, does it turn into a fact? Activity 4: Distinguishing Fact from Opinion THE TWO TYPES OF STATEMENTS Opinions cannot be proved, however they can be supported with facts and other knowledgeable opinions. Facts can be proved with evidence, statistics, records, photographs, data, etc. Sometimes opinions are made to sound like facts- specifically when a writer/speaker wants to convince his reader/listener. Exercise further your skill in identifying facts from opinions. You need to master this skill as you write persuasive articles later. Take time to answer the succeeding worksheet.
  • 16. 16 Activity 5A Facts and Opinions in Informative Writing STATEMENTS FACT or OPINION 1. Wolves are highly social animals with a pack structure based on dominance hierarchy. 2. Wolves are an endangered or threatened species in the lower 48 states because of deliberate and systematic extermination by humans. 3. Wolves and wolf hybrids are not wise choices as family pets. 4. Many tourists have reacted positively to the experience of seeing wolves in Yellowstone National Park. 5. Wolves should be reintroduced on all U.S. public lands that provide a large enough range to support a population. 6. Captive breeding programs and Species Survival Plans are necessary to keep the red wolf (Canis rufus) and the Mexican wolf (a subspecies of Canis lupis) from becoming extinct. 7. Wolves are often portrayed as villains and savage predators in stories, myths and legends. 8. Stories, myths and legends that portray wolves in negative ways are harmful to children. 9. Wolves sometimes kill livestock. 10. Wolves will return to their former habitats in northeastern states on their own if they are protected. Source: http://www.kidsplanet.org/tt/wolf/languagearts/factopinion.PDF Name ___________________________________ Date ____________________________________ DIRECTIONS: Read each statement. Look up words you don’t know. Write FACT on the left if you can prove or disprove the statement with concrete evidence. Write OPINION if the statement is a belief or a position. Remember: some statements are technically opinions, but are based on such widely accepted views few people argue the issue.
  • 17. 17 Activity 5B Facts and Opinions in Persuasive Writing 1. How important are facts in informative texts? Are opinions necessary in this type of writing? 2. What does a persuasive text require of a writer? Why is a blend of facts and opinions necessary in this text type? OWN YOUR OWN: Can you write five fact statements about wolves? If you were writing an informative paragraph, your fact statement would be the topic sentence. FACTS about Wolves 1. ______________________ 2. ______________________ 3. ______________________ 4. ______________________ 5. ______________________ Can you write three opinion statements about wolves? If you were writing a persuasive paragraph, your opinion statement would be your thesis statement. A thesis statement is an opinion boiled down to one arguable sentence. OPINIONS about Wolves 1. ______________________ 2. ______________________ 3. ______________________ 4. ______________________ 5. ______________________ You have just learned the difference between fact s and opinions and their importance in writing informative and persuasive text types. To help you learn more the psyche of the Saudi people,
  • 18. 18 Exercise 2: Reading Arab Literature Ali Baba and his elder brother Cassim are the sons of a merchant. After the death of their father, the greedy Cassim marries a wealthy woman and
  • 19. 19 The Thieves, finding the body gone, realize that yet another person must know their secret, and set out to track him down. One of the Thieves goes down to the town and comes across Baba Mustafa, who mentions that he has just sewn a dead man's body back together. Realizing that the dead man must have been the Thieves' victim, the Thief asks Baba Mustafa to lead the way to the house where the deed was performed. The Tailor is blindfolded again, and in this state he is able to retrace his steps and find the house. The Thief marks the door with a symbol. The plan is for the other thieves to come back that night and kill everyone in the
  • 20. 20 Activity 6: Frequency Word List: Burger Match! Let’s find out if you have perfectly understood the selection “Ali Baba and the Forty Thieves” despite the presence of seemingly difficult words. Each burger patty contains a word from the literary selection. On the table below are the synonyms as well as antonyms of the words. Create your own veggie burger by matching the word with its synonym and antonym. Write its
  • 21. 21 synonym on the upper bun while the antonym on the lower bun. Work on this for three minutes. Enjoy! Note: The words on the table do NOT necessarily match as listed Process Questions: 1. Were you able to finish the activity on time? If not, what stopped you from doing such? 2. What previous knowledge or encounter helped you in deciding for the answers? 3. How many correct answers do you have? SYNONYMS ANTONYMS Clumsy Rich To close Skillful Bankrupt To open Pharmacy To support To stop Cemetery 1 2 3 4 5 seal awkward foil apothecary impoverish Name _____________________________ Date _____________ Score____________
  • 22. 22 4. In what specific ways do you think you can help yourself improve your vocabulary skills? Write your self-advice in your journal notebook. Activity 7: Plot Diagram Use the plot diagram below to chart the plot of the drama selection “Ali Baba and the Forty Thieves”. In the spaces provided, describe briefly the exposition, conflict, to include in the rising action, the key events that build toward the climax of the selection Activity 8 Ali Baba Characters on T-Chart Enumerate both the major and the minor characters in the selection. Write the name of the character at the center. At its right, write his good qualities while at his left write his bad qualities. Make sure to explain briefly why you consider such attributes good or bad. __________________ __________________ __________________ __________________________ _________________________ ________________ ________________ ________________ ___________________ ___________________ ___________________ __________________ __________________ __________________ _______________________ _______________________ _______________________ ______________________ ______________________ ______________________ Exposition Conflict Resolution Denouement Climax Rising Actions Falling Actions Name ________________________________ Date _____________Score____________
  • 23. 23 Comprehension and Process Questions: 1. At the start of this lesson, when you know that you are to read the selection “Ali Baba and the Forty Thieves”, what were your initial feelings and ideas about the lesson? After reading the story, did you like it? Is the story exciting, or too predictable? How do you find its ending? 2. The magic words “Open, Sesame” and “Close,Sesame” that seal the cave of treasures has become a popular expression nowadays. How do modern people use this expression in their daily conversation? 3. How were Ali Baba’ and Cassim’s lives different? Which of these two characters do you like better? Explain your answer and site instances in the story that support your choice of character. 4. How is each of these themes – greed, loyalty and bravery shown in the story? 5. As reflected in this story and in the speech at the start of this lesson, what are the personality traits of Saudi Arabs as a people? Exercise 3: Reading an Essay : A Peep of the Arab Character Read the essay about the Arab Psyche. As you read, be able to get the meaning of difficult word. After reading express your understanding through the graphic organizer that follows after the reading text. The Arab Psyche The Arabs Before Islam The Arabs are an ancient Semitic people of the Middle East. They are proud in their belief that they are descended from the Prophet Noah's son Shem, and honoured that the last of the lineage of God's prophets was from their midst, and humbled that God enlightened mankind by revealing the Holy Word in their language. Characters NAMES Bad Qualities Good Qualities
  • 24. 24 Practical Knowledge and Science The Arabic culture of the pre-Islamic era did not invent the sort of complex mythologies and creation myths which characterised ancient cultures such as Greece. The classic framework of philosophy and rhetoric which the Greeks developed was therefore far from the more mundane considerations of the early Arabs. The tribal lack of advanced urban centres meant that schools of specialised intellectual skills did not develop. The pre-Islamic Arabs were either villagers, pastoralists or traders, who existed with the less effete goal of simple physical survival. The Need for Revenge Pre-Islamic Arabs were adamant about the unquestionable law of revenge. In their view, a disgrace must be avenged, no matter what the consequences. One of their poets expressed this cultural fixation thus: I shall wash disgrace with the edge of my sword,
  • 25. 25 Activity 9: The Way I Understand It (A Concept Map) Reflect your understanding of the reading selection above by completing this concept map. The Way I Understand It Concept Map of the Arab Psyche Name _________________________________ Date ____________________ ______________
  • 26. 26 Comprehension Questions: 1. What are the clans of the Arabic tribes? What are their similarities and differences in terms of origin and characteristics? 2. Explain briefly the Arab trait of the need for revenge. When was this Arab mentality changed? How? 3. What personal and political progress did the Arabs gain after they had embraced Islam as a religion? 4. After knowing the history and the present condition of Saudi Arab, what insights can help you better understand them as a people? You have just learned the Arab psyche though an essay. To keep make you appreciate Arab literature better, read the poetic texts that follow. After reading the poems, be able identify common poetic devices used by the poets. Make sure, too, to answer the question: “How does poetry reveal the Arab character?
  • 27. 27 Exercise 4: The Sound and Turns of Arab Poetry Read the samples of Arab poetry. Observe the harmony of sounds and turns of phrasing, stanzaic forms, brevity and theme. Introduction Arabic poetry is based largely on harmonies of sound and striking turns of phrasing. A poet's fame depended upon a few brilliant couplets rather than on any sustained melody or long-continued flight of noble thought. One distinguished philosophical poem of some length is the well-known "Lament of the Vizier Abu Ismael." This we give in full at the conclusion of this section; but mainly we must illustrate the finest flowering of Arabic verse by selecting specimens of characteristic brevity. Many of the Arab caliphs inclined to the gaieties of life rather than to their religious duties, and kept many poets around them. Indeed some of the caliphs themselves were poets: The Caliph Walid composed music as well as verse; and was hailed by his immediate companions as a great artist. His neglect of religion, however, was so reckless as to rouse the resentment of his people, and he lost his throne and life. Source: http://www.thenagain.info/Classes/Sources/ArabPoetry.html Not always wealth, not always force A splendid destiny commands; The lordly vulture gnaws the corpse That rots upon yon barren sands. Nor want, nor weakness still conspires To bind us to a sordid state; The fly that with a touch expires Sips honey from the royal plate. ----The Holy Imam Shafay On FatalismPoem 1 The russet suit of camel's hair, With spirits light, and eye serene, Is dearer to my bosom far Than all the trappings of a queen. The humble tent and murmuring breeze That whistles thro' its fluttering wall, My unaspiring fancy please Better than towers and splendid halls. Th' attendant colts that bounding fly The Song of Maisuna Poem 2
  • 28. 28 Comprehension Questions: 1. What stanzaic form is used in both poems? 2. Describe the harmonies of sound and turns of phrasing. 3. What have you observed of the length of each poem? 4. Do the poems express deep philosophical beliefs or thoughts? If yes, what are these? If no, what then does each poem express? 5. What sentiments do the two poets have in common? 6. Through a glimpse of Arabic poetry, what characteristics of Saudi people are revealed? Exercise 5 An Informative Talk: The Saudi Princess Fight for Women’s Rights Visit this site http://www.youtube.com/watch?v=1M-etvlW83E and watch an interview of a Saudi Princess who fights for women’s rights in her Kingdom. Previewing Activity: 1. You are about to view a twelve-minute interview of a Saudi Princess in a CNN Program. 2. Listen very attentively to the interviewee and the interviewer; observe turn-taking strategies and expressions used in asking and answering questions. 3. Click this link and view the CNN interview : http://www.youtube.com/watch?v=1M- etvlW83E
  • 29. 29 Source: http://www.youtube.com/watch?v=1M-etvlW83E This video shows Saudi Princess Ameerah Al-Taweel interview on CNN program. The video runs for 12 minutes. Princess Ameerah expresses her voice for female empowerment in Saudi Arabia. While Viewing Jot down every important detail in the interview. Make sure you will be able to identify the key points of the interview. List down difficult words that are uttered by both Princess Ameerah and CNN newscaster Amanpour. Post Viewing Activities Activity 10: Hear the Voice of the Princess! Go over your notes from the Saudi Princess interview by Christian Amanpour in CNN Program. Answer the activity sheet on identifying the audience of the interview. Name ______________________________________Date _____________ Determine the persons addressed by Saudi Princess Ameerah when she was interviewed at CNN Program. Images of her audience are provided. Identify their names/ positions and explain briefly the message that the princess is relaying to them. 1. Hear the Voice of the Princess! Name / Position: __________________ Princess’ message : ________________ ________________________________
  • 30. 30 INFORMATIVE SPEAKING An interview, like a panel discussion, is an example of an informative talk. Informative speaking centers on talking about events, process, places, people, things and concepts. When informing an audience – whether live audience or through media like television-about any topic without being persuasive id sometimes difficult. So analyzing the audience is very important. Audience analysis is the process of examining information about your listeners. That analysis helps you to adapt your message so that your listeners will respond as you wish. In everyday conversations you adapt your message to your audience. For example, if you went to a party the night before, you would explain the party differently to your friends and family. To your best friend you might say, "We partied all night and there were tons of people there." To your mother you might say, "Oh, I had fun with my friends." And to your significant other you might say, "It was fun, I had a great bonding time with my friends." In each of these situations, you are adapting your message to your listening audience. When we analyze our audience, there are three ways to do this; demographic analysis, attitudinal analysis, and environmental analysis.
  • 31. 31 Comprehension Questions: 1. What topics did Princess Ameerah talk about? Was she prepared for the interview? How is her expertise on the topic shown? 2. How do Arabs respond to challenges of modernity as reflected in their literary selections? 3. Was Ameerah able to analyze her audience? What type of audience analysis did she consider the most in her interview? Activity 11: “I Think; therefore, I Am” Make a list of at least ten expressions that signal opinion and biases such as “I think…” “Many believe that…” “Probably, we could…” Activity 12: “I’ve Got that Feeling” Below are some issues tackled by Saudi Princes Ameerah when she was interviewed at CNN. Match/ connect the speaker’s / princess’ attitudes as represented by emoticons with the corresponding issues. Make sure to write a short explanation of your answer. “I’ve Got that Feeling” ACTIVITY SHEET ON IDENTIFYING THE SPEAKER’S ATTITUDES TOWARD ISSUES Name __________________________________Date _______ Score _________ Issue: Poverty
  • 32. 32 Process Questions 1. How long did it take you to accomplish activity sheet # 12? Was the activity easy, fair or difficult? 2. What previous experiences help you finish the task? 3. Of the five social, economic and political issues mentioned in the activity, which do you think is the most challenging for the Arab princess to solve? Why do you say so? 4. What characteristics do most Arab women, as represented by their Princess Ameerah, possess? 5. How do you describe the Saudi character? TURN TAKING STRATEGIES Conversation is a turn-taking process and it is more difficult when there are several people in a conversation. When a conversation is going on, speakers must have the skill of turn taking in order to let the conversation go smoothly and appropriately among them. Experts suggest the following strategies in taking turns : These involve ways of entering into a conversation or taking over the role of
  • 33. 33 Activity 13: Hang on a Second…May I Speak? Watch the twelve-minute interview of Princess Ameerah on CNN again. Write down the turn- taking strategies both Ameerah and Amanpour used. Explain briefly the appropriateness of the strategy being used in that particular moment. Evaluate whether the strategy is appropriate by checking on the column; otherwise, put an X. Activity Sheet on Turn-Taking Strategies Hang on a Second…May I Speak? Name ___________________________ Date _____________ Score ______________ Interviewer (CNN Newscaster Amanpour) Interviewee (Saudi Princess Ameerah) Turn-taking Strategy When used? Appropriate ness Turn-taking Strategy When used? Appropriate ness
  • 34. 34 Process Questions: 1. What does turn in communication mean? 2. What turn-taking strategies do you usually use? Why? Do you find them effective? 3. What happens to a conversation when a speaker does not observe proper turn taking? Activity 14 : In My Opinion… Read each news headline and corresponding details very thoroughly. Express wisely your opinions on the news/issue. 1. Delta pact with Saudis brings calls of bias JERUSALEM - Jews and Israelis, or passengers carrying any non-Islamic article of faith, will not be able to fly code-share flights from the United States to Saudi Arabia under Delta Air Lines' new partnership with Saudi Arabian Airlines that is set to begin next year. -StarTribune- In my opinion… ________________________ ________________________ ________________________ ________________________ ________________________ ________________________
  • 35. 35 2. 3. Activity 15 Writing A Persuasive Essay: FROM MY HEAD TO THE PEN! Write a short persuasive essay about Saudi culture. Use the opinions you wrote in the previous activity as your arguments. Make sure to substantiate each with facts or information. Congratulations! You have just expressed your personal views on the customs and issues involving our brothers in Saudi Arabia. Certainly, your opinions are supported with facts, as you were taught in the earlier part of this lesson. The opinions you wrote in Activity 13 maybe put together to become a persuasive essay. Try the next activity. PERSUASIVE ESSAY WRITING SHEET (A) FROM MY HEAD TO THE PEN!
  • 36. 36 PROPAGANDA DEVICES Propaganda is a form of communication that is aimed at influencing the attitude of a community toward some cause or position by presenting only one side of an argument. Propaganda is usually repeated and dispersed over a wide variety of media in order to create the chosen result in audience attitudes. http://en.wikipedia.org Propaganda is intended to make us accept or approve something without looking closely at the evidence.Most of the propaganda devices utilize emotion and avoid critical thinking. Here are some of the common propaganda devices: 1. Card Stacking: The strategy of showing the product’s best features, telling half-truths, and omitting or lying about its potential problems. Ex. Drug manufacturers do this frequently in ads in which they skim over the possible harmful side effects of their products. Facts are Selected and presented which most effectively strengthen and authenticate the point of view of the propagandist. 2. Name calling: The use of names that evoke fear or hatred in the viewer. The name-calling technique links a person, or idea, to a negative symbol.
  • 37. 37 Activity 16 GETTING FOOLED OR GETTING WISER? Study the following situations. Each contains a propaganda, identify the device used. Write your answer after each situation. 1. "Sen. Ramos is a tax and spend liberal." "Pres. Santos is an elitist who's in the pocket of big oil companies." 2. "Secure, safe and stable. That's the advantage of a Togofa. No other car on the road is as reliable." 3. Bar charts of differing tax programs presented side by side. 4. No true Filipino would vote to take away our rights by outlawing hunting. 5. "Don't let those bunnyhuggers take away our right to hunt." 6. If you want to spend the night at a friend's house and you tell your parents that your friends parents will be home, that you'll be in bed by 10pm, and that your friend isn't allowed out of the house after dark, but fail to mention that your friend is allowed to watch "R" rated movies (if your parent's don't allow them). 7. Juan dela Cruz needs you to fight all the bullies in the world!
  • 38. 38 8. Buy Coca cola now in new King size bottle! 9. It’s a great honor talk to the talented students, the cream of the crop! This new batch of graduates will definitely bring a difference in our country. Congratulations! 10. A brand of snack food is loaded with sugar (and calories). The commercial boasts that the product is low in fat, which implies that it is also low in calories. Activity 17 PERSUASION thru TRUTH and PROPAGANDA Choose your most favorite product-may it be shampoo, shoes, etc. advertise it to your friends so that they, too, will subscribe or use it. Make sure to promote it in two ways : 1. Using propaganda device/s , and 2. Presenting the whole truth. ADVERTISEMENT USING PROPAGANDA TELLING THE WHOLE TRUTH Product: Product: Process Questions: 1. What is propaganda? Why do unscrupulous businessmen, writers and speakers use propaganda gimmicks? 2. What responsibilities do newspapers have to their readers? 3. How do recognizing propaganda devices make you a better consumer and student? Activity 18 Revising Persuasive Essay Read again your output in Activity 15. Make sure to develop credibility as a writer by eliminating biases in your opinions. Do not hide some truths; express the whole truth as you persuade people about your views on Saudi Arab culture. You may delete and add ideas to make your work a n effective piece of writing. This time, add a very catchy title to your composition. PERSUASIVE ESSAY WRITING SHEET (B) REVISITING MY THOUGHTS Name ____________________________ Date _____________ Score____
  • 39. 39 Activity 19 DIFFERENT YET WORTH EMBRACING: A Journal of Cultural Differences Create a journal showing the cultural differences between the Filipinos and the Arabs. Base your insights from the texts you read or viewed. A Journal of Cultural Differences DIFFERENT YET WORTH EMBRACING Name ___________________________ Date __________ Score __________ Culture / practice
  • 40. 40 . Activity 20 Frequency Word List (Arab Words) List down at least ten Arab words and give their meanings. WORD MEANING 1. _____________ = __________________________________ 2. _____________= __________________________________ 3. _____________ = __________________________________ 4. _____________ = __________________________________ 5. _____________ = __________________________________ 6. _____________ = __________________________________ 7. _____________ = __________________________________ 8. _____________ = __________________________________ 9. _____________ = __________________________________ 10. _____________ = __________________________________
  • 41. 41 Activity 21 One-minute Paper Take time to accomplish this formative check. Most IMPORTANT thing discussed in this lesson EASIEST fact or concept to remember Most DIFFICULT idea to understand End of PROCESS: REFLECT AND UNDERSTAND: Your goal in this section is to take a closer look at some aspects of the topic. I In this section, the discussion was about the temperaments and psyche of the Saudi people as reflected in their reading and viewing texts. Go back to the previous section and compare your initial ideas with the discussion. How much of your initial ideas are found in the discussion? Which ideas are different and need revision? Now that you know the important ideas about this topic, let’s go deeper by moving on to the next section.
  • 42. 42 CONDITIONAL SENTENCES Conditional sentences play a very important role in English grammar. They express a condition and its result. There are three types of conditional statement in English: 1. Open conditional statement - refers to a future event which is conditional on another future event. Ex. If you eat too much, you'll get fatter. We won't finish in time unless everyone works fast. This also describes one potential state of reality or circumstance which is dependent on another. Ex. If the temperature falls below zero, it freezes. If it rains, everyone gets wet. 2. Open hypothetical conditional statement- refers to a possible future situation which depends on another possible future situation. Ex. If you ate too much, you'd (you would) get fatter. If I went to London, I would / could visit the British Museum. 3. Unfulfilled hypothesis - refers to a situation which an event might have taken place, but did not, because a condition was not fulfilled. Ex. If you had eaten too much, you'd (you would) have got fatter. If I had gone to London, I could have visited the British Museum (but I didn't). Source: http://linguapress.com/grammar/conditionals.htm Activity 22 Sentence Completion (Conditional Sentences) Visit this website http://www.englisch- hilfen.de/en/exercises/if_clauses/type_3_mix2.htm and answer the activity. Verify your answers after by clicking the “check” button. If you find the activity quite difficult, you may repeat until such time that you feel confident in moving further in this lesson. (Print version) Put the verbs in brackets into the gaps. Form a Conditional sentence - type III. Mind the position of the if-clause. Example: I ___________ (to bake) a cake if I _________ (to know) that they were coming. Answer: I would have baked a cake if I had known that they were coming. or I'd have bought a a cake if I'd known that they were coming.
  • 43. 43 1) If it (to be) warmer, we (to go) swimming. 2) My parents (to buy) this house if the man (not/to sell) it to someone else. 3) If he (not/to fail) his driving test, his parents (to lend) him their car. 4) If my uncle (to tell) me the way to his office, I (not/to arrive) so late. 5) She (to be) at the airport if she (to read) the message carefully. 6) Lucy (not/to hurt) her foot if she (not/to drop) the old box. 7) If you (to use) a sharp knife, you (not/to cut) yourself. 8) If Victoria (to celebrate) her birthday at home, I (to bring) her some flowers. 9) We (to take) the train to Edinburgh if it (to run) on time. 10) If Max (not/to forget) my schoolbag, he (to give) you your USB flash drive. Check Show answer Activity 23 Skills at Work Complete the following sentences with an appropriate result or if-clause. CAN YOU PREDICT MY ACTIONS? Name ________________________ Date ________ Score _________ 1. I can go shopping to the Mall of Asia this weekend if ______________. 2. If I have time _____________________________________________. 3. I could have gone to the Middle East last year if __________________. 4. If I met Jews and Arabs in the streets today, I ____________________. 5. World peace can be attained and maintained if ___________________.
  • 44. 44 Activity 24 Visiting the Middle East Write a paragraph describing what you can do, what you will see and what you might need if you visit one country in the Middle East. Give your paragraph a title. Use if-clauses and result clauses in your paragraph. Exercise 6 Hebrew Literature: A Short Story Bible:The Story of Ruth The book of Ruth contains an interesting story about a Moabite woman who was redeemed into a Hebrew family. The book may have been written by Samuel and was probably penned during the time of David. A Dreadful Time in a Strange Country Because of a famine in Israel, a Hebrew family moved to Moab. This was a country not far from Israel on the east side of the Dead Sea. The family was from the city of Bethlehem- judah in Israel. Elimelech and his wife Naomi had two sons, Mahlon and Chilion. Each of them married a wife from Moab. In time Elimelech and his two sons died which left the three widows in Moab. A new beginning After her husband’s death, Naomi planned to return to Bethlehem-judah to be with family. She prepared to leave her two daughters-in-law. However, they begged to be able to go with her. She said that she had no more children and even if she were to marry again and bear sons that the two daughters would not be able to wait for them to grow up. She planned to return to Israel alone and empty. True love and selfless giving
  • 45. 45 One of the daughters-in-law, Orpah, returned to her people in Moab. The other daughter-in-law, Ruth, said that she would stay with Naomi. It was during this conversation that Ruth said these words which have become the basis for many Christian wedding vows: “Intreat me not to leave thee, or to return from following after thee: for whither thou goest, I will go; and where thou lodgest, I will lodge: thy people shall be my people, and thy God my God: Where thou diest, will I die, and there will I be buried: the Lord do so to me, and more also, if ought but death part thee and me.” Ruth and Naomi returned to Bethlehem-judah together. Naomi was financially and emotionally despondent, but her family and friends accepted her with joy. One land owner Boaz, notices Ruth and asked his workers to be kind to her and leave plenty of grain for her and her mother-in-law. As they had no money and no men to take care of them, Ruth went into the fields to gather whatever grain she could. One land owner, Boaz, noticed Ruth and asked his workers to be kind to her and leave plenty of grain for her and her mother-in-law. He did not know at the time who Ruth was, but out of kindness he chose to care for the new stranger in their land. Ruth returned to Naomi and told her about the generous landowner. Naomi asked about the man and was pleased to learn that it was Boaz. Boaz was a near family member of Elimelech, her late husband. This meant that Boaz had the opportunity to take Naomi and Ruth into his care as well as free them from their financial debt. A husband for Ruth Naomi instructed Ruth on how to ask for Boaz’s help in the matter. She approached Boaz and asked him to become the kinsman-redeemer for them. Before Boaz could accept the care of these two ladies he had to negotiate with another kinsman for the privilege. This other man was closer to Elimelech and therefore had the responsibility to care for the ladies. This man chose not to exercise his duty for their care which left Boaz with the opportunity to buy them out of their debt and take Ruth as his wife. Boaz and Ruth were married and became the great-grandparents of King David. http://www.whatchristianswanttoknow.com/ruth-bible-story-summary/ Activity 25 Travelling with Ruth (A Story Map) Analyze the elements of the selection “The Story of Ruth” by completing this Story Map. Name _______________________________________ Date___ _____________ Title of the Story ______________________________ Author ______________ Main Character : Minor Characters: Central Conflict MAJOR EVENTS IN THE PLOT Inciting action : Setting Mood:
  • 46. 46 Comprehension Questions 1. What does the asking off of the sandal mean for a man who refuses to marry his relative's widow? 2. Describe the living faith that works out of love in the lives of Ruth and Boaz. 3. At the end of the story of Ruth, it appears that Naomi owns some land that Boaz is willing to sell for her. If she had this land all along, why didn’t she sell it earlier and save herself a lot of trouble? 4. What does this story reflect about the characteristics of Christians as reflected in Hebrew literature? Activity 26 Character Analysis through a Venn Diagram Analyze the personality traits of Ruth and Naomi as reflected in their actions and dialogues. Compare and contrast Naomi who left Bethlehem and was bitter and Ruth who came to Bethlehem and reigned. Furthermore, compare Naomi as a symbol of the law and Ruth as a symbol of grace under the new covenant. Make sure to complete the Venn Diagram below. Common traits are written are the middle circle.
  • 47. 47 Writing a Critical Review Purpose of a Critical Review The critical review is a writing task that asks you to summarise and evaluate a text. The critical review can be of a book, a chapter, or a journal article. Writing the critical review usually requires you to read the selected text in detail and to also read other related texts so that you can present a fair and reasonable evaluation of the selected text. What is meant by critical? At university, to be critical does not mean to criticise in a negative manner. Rather it requires you to question the information and opinions in a text and present your evaluation or judgment of the text. To do this well, you should attempt to understand the topic from different perspectives (i.e. read related texts) and in relation to the theories, approaches and frameworks in your course. What is meant by evaluation or judgement? Here you decide the strengths and weaknesses of a text. This is usually based on specific criteria. Evaluating requires an understanding of not just the content of the text, but also an understanding of a text’s purpose, the intended audience and why it is structured the way it is. What is meant by analysis? Analysing requires separating the content and concepts of a text into their main components and then understanding how these interrelate, connect and possibly influence each other. Analyzing the characters of a story is one way of understanding the reading text better. And you have just done it well. Good job! Another way of understanding a story, poem, book or journal article is to write a critical review. The purpose for writing a critique is to evaluate somebody's work in order to increase the reader's understanding of it. A critical analysis is subjective writing because it expresses the writer's opinion or evaluation of a text. And you will learn how to write one in the succeeding part of this module.
  • 48. 48 Structure of a Critical Review Critical reviews, both short (one page) and long (four pages), usually have a similar structure. Check your assignment instructions for formatting and structural specifications. Headings are usually optional for longer reviews and can be helpful for the reader. Introduction The length of an introduction is usually one paragraph for a journal article review and two or three paragraphs for a longer book review. Include a few opening sentences that announce the author(s) and the title, and briefly explain the topic of the text. Present the aim of the text and summarise the main finding or key argument. Conclude the introduction with a brief statement of your evaluation of the text. This can be a positive or negative evaluation or, as is usually the case, a mixed response. Summary Present a summary of the key points along with a limited number of examples. You can also briefly explain the author’s purpose/intentions throughout the text and you may briefly describe how the text is organised. The summary should only make up about a third of the critical review. Critique The critique should be a balanced discussion and evaluation of the strengths, weakness and notable features of the text. Remember to base your discussion on specific criteria. Good reviews also include other sources to support your evaluation (remember to reference). You can choose how to sequence your critique. Here are some examples to get you started:  Most important to least important conclusions you make about the text.  If your critique is more positive than negative, then present the negative points first and the positive last.  If your critique is more negative than positive, then present the positive points first and the negative last.  If there are both strengths and weakness for each criterion you use, you need to decide overall what your judgment is. For example, you may want to comment on a key idea in the text and have both positive and negative comments. You could begin by stating what is good about the idea and then concede and explain how it is limited in some way. While this example shows a mixed evaluation, overall you are probably being more negative than positive.  In long reviews, you can address each criteria you choose in a paragraph, including both negative and positive points. For very short critical reviews (one page or less) where your comments will be briefer, include a paragraph of positive aspects and another of negative.  You can also include recommendations for how the text can be improved in terms of ideas, research approach; theories or frameworks used can also be included in the critique section. Conclusion This is usually a very short paragraph.  Restate your overall opinion of the text.  Briefly present recommendations.  If necessary some further qualification or explanation of your judgment can be included. This can help your critique sound fair and reasonable. References If you have used other sources in you review you should also include a list of references at the end of the review. Source: http://www.lc.unsw.edu.au/onlib/critrev.html
  • 49. 49 Exercise 7 Reading Text : A TOUCH OF MODERN ISRAEL: “The CAT” Read the short story about a political prisoner uses magic to escape execution. Be able to give the meaning of difficult words and to write a critical review of the selection. “THE CAT” By Zygmunt Frankel Published in "The European" He lay on the bunk in his cell, smoking a cigarette. The day had been hot, but now, with the dusk falling, a pleasant breeze had sprung up and was coming in from the courtyard, along the corridor, and into his cell. The old prison was very much like the ones in cowboy movies. The door of his cell, as well as the one at the end of the corridor were steel frames with iron bars less than twenty centimetres apart; too close for even the thinnest man to squeeze through, but ample for a cat. One could see through the bars, talk with the guards and the prisoners in the other cells, and be disturbed by someone snoring at night, and the barred doors made the prison airy. It was much better than the foreign prisons he had read about, with solid doors, peepholes, and electric bulbs burning the whole night long. Although the local revolution modelled itself on the Russian one to some extent, it did not have the means to imitate Lubyanka. The revolution was also milder in other respects. A political prisoner usually had done something against the regime, be it only grumbling in public. The interrogations were mostly carried out without torture. Although no public or journalists were admitted to the more serious political trials, the prisoner had the right to defend himself, and, in case of a death sentence - these, unfortunately, were rather common and mostly undeserved - the condemned man had the right to appeal to the President, although in most cases it only delayed the You have just reviewed how to write a critical review of literary selections journal articles, paintings, songs and the like. In Module 2 of this second quarter, you learned how to write an editorial article and an evaluation paper. Such writing skills will be very useful as you tackle the next portion of this lesson. You will be exposed more to reading more sample of the literature of Israel. To have a better picture of Israel as a state, click this link : http://www.culturecrossing.net/basics_business_student.php?id=101 So enjoy reading!
  • 50. 50 execution by a few days. The prisoner finished his cigarette, put it out in an empty sardine tin which served him as ashtray, sat on his bed, and looked at the door again. The spaces between the bars were fine, even for the largest cat to pass through, and the door at the end of the corridor was the same. In the small rectangular cobbled courtyard where they took their daily walks and where they shot condemned prisoners at dawn, a couple of skinny young trees, hardly more than saplings, grew by the wall on the right, a few of the thin branches reaching the top of the wall; nothing to support a man, but good enough for a cat. It was not the wall where they shot people; that one was opposite it, at right angle to the door. On days following an execution, of which they had heard every word and shot through the barred doors, walking in a circle during their daily exercise, they would look furtively for traces of blood on the cobblestones or bullet marks on the wall, but there weren't any; the courtyard would be thoroughly hosed down as soon as the body was taken away, and the holes in the wall plastered over and whitewashed. The prisoner, himself a likely candidate for an execution, thought calmly that an old mattress or two propped against the wall would spare them the need for constant repairs, but in a backward country one could not expect a revolution to bring instant efficiency. His decision to change into a cat rather than some other small creature in case an escape became necessary due to a death sentence or a long prison term was reached after considerable reflection. A mouse or a rat would run too great a risk in a town with a lot of cats, and even if it got out of the town safely, the distance to the border - some twenty kilometres - might be too much for it, and the danger still there: wild cats, foxes, coyotes, snakes, hawks by day and owls by night. As a cat, he would only need a couple of days to reach and cross the border and change back into man, and it was just as well. The Indian witch-doctor had warned him that if it took too long, the animal body would start taking over the human mind; he would find it increasingly difficult and finally impossible to change back, and spend the rest of his life as an animal with an animal's mind. When he died, his body would also remain that of an animal, which would not be the case if he died shortly after the metamorphosis. It would be fastest and easiest to cross the border as a bird, preferably of prey so as to be safe of predators; but, apart from the fact that farmers sometimes shot at birds of prey, he wasn't sure about flying. On both previous occasions, the first under the witch-doctor's guidance and, after his return from the expedition, on his own, he changed into mammals, a monkey and a fox. This time, with so much at stake, he didn't want to introduce new and unknown factors. A dog would not be able to get over the wall, and might be shot on suspicion of hydrophobia. A cat was best. Behind the wall with the two trees was a large garden which he knew well. It surrounded the now confiscated villa of his friend the judge who had placed most of his money in a Swiss bank before escaping to Miami when the revolution broke out. The judge had had problems with old regime as well by always trying to be just and fair, but he knew it wouldn't help him with the new one. The judge had tried to talk him into leaving together, keeping a seat for him on the little chartered plane until the last moment, but he decided to stay, see what would happen, and even offer his services to the revolution if it turned out well. It showed signs of doing so for a while and then degenerated into a dictatorship backed by terror, and he had just about decided to follow his friend the judge into exile when he was arrested. They did not have anything against him as an anthropologist but he had also been a friend of the judge and that was enough nowadays. But there were fascinating things to be still discovered in anthropology and primitive magic, and he already knew enough not to let himself be shot in the prime of life. Something the witch-doctor once told him stirred uneasily in his memory. It was right after his first, successful, change into a monkey and back. He was bubbling with enthusiasm about the possibilities, and the old witch-doctor, his face lined and wise, listened to him quietly and then said: "Well, not quite. The possibilities are indeed great but not unlimited; no magic can change one's
  • 51. 51 destiny beyond a certain extent. A warrior who is to be killed in battle will not escape his fate by changing into an animal; he will still be killed by an arrow, and the hunter might even turn out to be the same man who was supposed to kill him in battle." But the prisoner dismissed the unease without much difficulty. He was a Westerner, and destiny to him was not all that rigid; one could shape it to a much greater extent than the primitive fatalistic tribes imagined. There were steps in the corridor and the sergeant, accompanied by a soldier with a rifle, stopped by his door and unlocked it. "The captain wants to see you in his office," he said. "Is it the sentence already?" the prisoner thought as he walked between the two soldiers. It was quite possible. His interrogation ended almost two weeks before, and the military courts worked fast. The captain got up from behind his desk when the prisoner was brought in. There was another man there, a civilian in a sober grey suit, standing, with his hands behind his back, a little to one side of the captain's desk. He looked like an official visitor, probably of a high rank. The captain took from the desk a document with a large seal and several signatures and began to read it aloud. It was the death sentence. The prisoner has been found guilty of cooperation with the old reactionary regime, of anti-revolutionary propaganda, and of failing to prevent the escape of one of the oppressors of the people (his friend the judge). He had three days in which to submit an appeal to the President of the Republic if he so wished. He signed a statement that the sentence has been announced to him and that he understood it. He said that yes, he would like to avail himself of the opportunity to appeal to the President, in the hope that the President's generosity and kindness would make him reduce the sentence. By all means, the captain said kindly; he would have paper and pen delivered to his cell that very evening. Back in his cell, the prisoner began to prepare for the metamorphosis. It was mainly mental. He had to bring himself - this would take two or three days - into the state of absolute belief that at the end of that period he would change into a cat. Very few people could do it, and it was only after he had been with the tribe for some weeks that the witch-doctor began to suspect that this white man who came from a different world to learn their customs might be one of them. The physical part of the preparation was easy - actually easier in prison than outside. It consisted mainly of eating very little, practically fasting towards the end, and of not doing anything to distract the mind from its task. The final part - the silent incantations, the spells, the names of gods - were merely means to finally plunge the mind so deeply into the conviction that the body followed suit. When the block of writing paper, the fountain pen, a candle, and an extra packet of cigarettes were brought to him with his supper, he thanked the guard and asked whether he could have just plain bread, preferably dry, and weak tea, or even just water, for the next couple of days, explaining that his stomach was upset and that diet was the best thing for it. The guard asked whether he would like to see the doctor. No, he said, it was nothing; he's always had a nervous, sensitive stomach, and today, what with the death sentence, it was quite entitled to act up a little. But the whole thing was a misunderstanding and he was confident that the President, who was a just and wise ruler, would put it right as soon as he has read his appeal. He finished the appeal the same evening, leaving the couple of corrected drafts in the writing block to show how hard he had worked on it, and gave the final copy, together with the writing block, the pen, and the remainder of the candle to the sergeant, who promised to give the petition to the captain first thing in the morning. He estimated that he now had at least four days at his disposal - two for the letter to reach the president and two more for the rejection to arrive - and four days were more than enough. He went to bed early and before falling asleep lay there for a long time with his eyes closed imagining himself as a cat: passing through the iron bars, climbing a tree, crossing the
  • 52. 52 garden, travelling through fields and woods, perhaps catching a bird or a mouse if hungry, and drinking from streams. When he finally fell asleep he managed to get a lot of this into his dreams as well. In the morning he was already feeling light-headed, in a sort of trance, already beginning to feel and think like a cat. A couple of times he even stretched and yawned like one. It was a familiar feeling. His second metamorphosis had been easier than the first - the witch- doctor told him that one improved with practice - and he felt that this one was going to be a success too. On the third night he was ready. He had slept through most of the afternoon and awoke at dusk feeling fresh and strong. The prison was slowly settling for the night. Someone was snoring lightly in one of the cells. The guard on duty was seated behind the table at the end of the corridor, reading a paper and smoking a cigarette. He sat sideways to the corridor, glancing at it only from time to time. Even if he noticed a cat slinking along the corridor towards the courtyard door he might wonder what it was looking for, but it was extremely unlikely that he would fire at it, and if he did, even less likely that he would hit it. The prisoner undressed except for his underwear and, once under the blanket, removed his vest and underpants as well. The blanket was coarse and not very clean, and it was a little chilly to lie there naked, but he did not want to have to disengage himself from the underwear afterwards. The prison was silent now, with the snores from a cell at the end of the corridor barely audible. He pulled the blanket over his head and closed his eyes. In the double darkness, of the cell and the blanket, silent incantations began to flow. To their rhythm, his mind gradually reduced everything to the world of a small, four-legged animal. Time was passing but he didn't know how much. He became dizzy for a while, with strange but well-remembered sensations passing through his body. Then the flow of incantations and trance gradually slowed down, stopped, settled. His skin did not feel the coarseness of the blanket any more. He was also warmer. He moved his limbs cautiously. His claws bit into the blanket and he retracted them. He crawled slowly towards the edge of the blanket, peered out, and listened. The prison was dark and quiet. The cell now loomed large and tall, and the bed was high above the floor. He could see much better in the dark than he did before. He listened a little longer, then jumped down and hid under the bed. He noticed the colour of his fur: it was grey, with dark stripes, and a light, almost white belly. The bars of the cell would now let him through without any difficulty. He peered into the corridor. The guard, in profile, was nodding over his paper. Silently, he passed through the bars of the door, glided along the corridor, passed between bars again, turned right, out of sight, and crouched under the wall. There was a full moon shining onto the deserted courtyard. His sight was very keen. He moved along the wall and climbed the first of the two trees. A branch took him right to the top of the wall. He looked at the garden on the other side of the wall for a while. It was as he remembered it except that it was rather neglected. He wondered whether anyone lived in the villa now - perhaps one of the new officials - or whether it was still unoccupied. He jumped into the garden. Now the most difficult part was behind him. He moved among some trees, then began to cross a large moonlit stretch of the lawn towards some bushes at the back of the garden where there was a low easily passable slat fence, behind which the countryside was practically beginning. He did not see the large tall shape of the dog detach itself from the shadow of the villa; noticed it only after it had covered half the distance between them, loping fast and silently, trying to cut him off from the fence. He hissed and took off. The dog chasing him was a large hound, obviously trained not to growl or bark while attending to business. Their paths were converging. He saw that he might have difficulty reaching the fence before the dog caught up with him, but any change of direction might waste precious moments. If the worst came to the worst he could turn around and counterattack, using his teeth, claws, screech, and spittle to
  • 53. 53 confuse the dog and reach the fence. With a dozen yards still to go, he heard the shuffle of the dog's feet right behind him and felt its breath on his neck. He leaped and, turning around in mid-air, gave the most frightening screech he was capable of, and struck. His claws ripped one side of the dog's face just as the dog hit him with one shoulder, with all its weight and speed behind the impact. The cat rolled over, regaining his footing almost at once, but for one brief moment the scruff of his neck became exposed and he felt the teeth go in. The he was flying through the air being shaken left and right while the teeth were going in deeper. Then, very clearly, he felt his neck snap. The captain stood in his office, but facing the desk this time, without his pistol, and between two soldiers. The official who had been present at the reading of the prisoner's sentence sat behind the desk. "I am sorry to see that the psychiatrist's report pronounces you perfectly sane, captain," he said. "We were very satisfied with your work to date, and saw a good career for you in the service of the revolution. It is all the more sad having to tell you that your situation looks hopeless. If there are two things that the president hates more than anything else it is people taking the law into their own hands and sadism. The prisoner's naked body was found in the garden of your villa. The wounds in the neck were inflicted with some pointed though not particularly sharp tool like a pick or a pitchfork. Your dog can't be blamed for it because the size of the wounds is such that an animal with teeth large enough to inflict them would have to be larger than the victim, and we don't have any lions or tigers around here. The only logical explanation is that you took the prisoner from his cell at night and murdered him in your garden by repeatedly stabbing him in the neck and then breaking it." "But the guard on duty that night..." "Is also under arrest. He either participated, or had fallen asleep, or you drugged him or bribed him or talked him into keeping quiet; we shall find out which. In the meantime the president is disgusted with the whole thing and unless you can come up with some really convincing proof of your innocence, I wouldn't like to be in your shoes, captain." Source: http://www.zygmuntfrankel.com/zf108.html # # #
  • 54. 54 Activity 27 THE WORDS BEYOND MY THOUGHTS Give the meanings of these words from the story “The Cat”. Make sure to give the appropriate meaning of the word according to how it is used in the text. Then, be able to use each word in your own sentence. Vocabulary Development THE WORDS BEYOND MY THOUGHTS Word Meaning Sentence 1. grumble 2. interrogation 3. incantation 4. anthropologist 5. fatalistic
  • 55. 55 Activity 28 Writing a Critical Review: “THROUGH MY LENS” Write a critical review of the short story “The Cat”. Make sure to apply your knowledge in the previous lesson and the review guide provided in the earlier part of this lesson. Follow the format of the review A Critical Review Format “THROUGH MY LENS” Introduction _____________________________________________________________ _____________________________________________________________ Summary _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Critique _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ ____________________________________________________________ Conclusion _____________________________________________________________ _____________________________________________________________ Reference/s
  • 56. 56 Activity 29 Frequency Word List: The Frame of my Understanding Find the meaning of each word below. Write a short description beside the term. Supplement your understanding of these terms with pictures. Cut out pictures that best Today, Israel refers to a nation, whose culture is Jewish and its language Hebrew. Yet in biblical times, the Hebrews were a people, Israel refers to a religious group and Jews were treated as a race represent the people/ concept and paste them in their corresponding frames. FREQUENCY WORD LIST THE FRAME OF MY UNDERSTANDING Name __________________________________ Date ___________ 1. Israelite _____________________________ 2. Israeli __________________________________ 3. Hebrew ________________________________ 4. Jew ______________________________________
  • 57. 57 Exercise 8: Israel, the Chosen Land The State of Israel , established in 1948, is an independent nation located between the eastern shores of the Mediterranean Sea and the head of the Gulf of Aqaba, an arm of the Red Sea. Its official language is Hebrew. Israeli literature is literature written in the State of Israel by Israelis. Most works classed as Israeli literature are written in the Hebrew language, although some Israeli authors write n Yiddish, English, Arabic and Russian. The greatest masterpiece, the Bible, has profound influence on human development. Scholars based their teachings on the Bible. Below is a sample poem from the Book of Psalms: Psalm 23 A psalm of David 1 The LORD is my shepherd, I lack nothing. 2 He makes me lie down in green pastures, he leads me beside quiet waters, 3 he refreshes my soul. He guides me along the right paths for his name’s sake. 4 Even though I walk through the darkest valley,[a] I will fear no evil, for you are with me; your rod and your staff, they comfort me. 5 You prepare a table before me in the presence of my enemies. You anoint my head with oil; my cup overflows. 6 Surely your goodness and love will follow me all the days of my life, and I will dwell in the house of the LORD forever. Comprehension Check: 1. Who is the author of this psalm? What are the three main points of the psalm? 2. How does David describe the physical and the spiritual necessities provided by the Lord? 3. What is the author’s purpose of writing the psalm? What is manifested in his character as he wrote this verse? What does this tell us of the Israeli character?
  • 58. 58 COMPLEX AND COMPOUND-COMPLEX SENTENCES IN COMMUNICATION BREAKDOWN Communication is a process beginning with a sender who encodes the message and passes it through some channel to the receiver who decodes the message. Communication is fruitful if and only if the messages sent by the sender are interpreted with same meaning by the receiver. Communication breakdowns often occur in school and in our personal relationships, for various reasons. And the effects of failed communication can be very damaging. Information overload can be one of the reasons for this problem. And using complex and compound-complex sentences can help fix the problem. Complex sentences combine one dependent and one independent clause through the use of subordinating conjunctions such as because, though, as, while, if, etc these are also known as dependent adverb clauses. Here are two complex sentences as examples to review. Notice how the two sentences are similar in meaning to the two compound sentences. Though it's not available, I'd like to read the book. Janet is going to a meeting after she has visited her grandparents. Remember that the dependent clause can be placed at the beginning or the end of the sentence. When placing the dependent clause at the beginning of the sentence, use a comma. Compound complex sentences are sentences that contain two independent clauses and one or more dependent clauses. I would like to read the book which was written by John Handy, but it's not available. Jane is going to a meeting after she has visited her grandparents who live in Boston. Source : http://esl.about.com/od/writingadvanced/a/Compound-Complex-Sentence- Worksheet.htm
  • 59. 59 Activity 30 FROM SIMPLE TO COMPLEX Use subordinating conjunctions (though, if, when, because, etc.) to connect the sentences into one complex sentence. Complex Sentence Worksheet Name ___________________________ Date _________ Score _______ 1. Henry needs to learn English. I will teach him. ________________________________________________________ ________________________________________________________ ____________ 2. I really enjoyed the concert. The music was too loud.____________________________________________________ ________________________________________________________ ______________ 3. I prefer to watch TV by streaming over the internet. It allows me to watch what I want when I want. ________________________________________________________ ________________________________________________________ ____________________ 4. The car was extremely expensive. Bob didn't have much money. He bought the car. ________________________________________________________ ________________________________________________________ ____________ 5. Sometimes it happens that we have a lot of rain. I put the chairs on the patio in the garage when we have rain. ________________________________________________________ ________________________________________________________ ____________________ Source: http://esl.about.com/od/esl-worksheets/a/Complex-Sentence- Worksheet.htm
  • 60. 60 Activity 31 Repairing Communication Breakdown Combine the sentences to make one compound complex sentence. Compound Complex Sentence Worksheet Name ___________________ Date ___________ Score _________ 1. Susan teaches the kids who live in the neighborhood. They meet in the evenings after she comes home from work. __________________________________________________________ ______________________________________________ 2. Anthony told us about the assembly of the products. Unfortunately, he didn't tell us about where they were made. __________________________________________________________ ______________________________________________ 3. The doctor wants to prescribe physically therapy, and he asked me to see a specialist. He recommended Dr. Smith. __________________________________________________________ ______________________________________________ 4. The eagles attract many tourists. They live in the local mountain range. Unfortunately, the politicians still refuse to protect them. __________________________________________________________ ______________________________________________ 5. I don't like the food. The staff prepares the food. I also do not like their unfriendly attitude. __________________________________________________________ ______________________________________________ Source; http://esl.about.com/od/writingadvanced/a/Compound-Complex- Sentence-Worksheet.htm
  • 61. 61 Exercise 9 Video Viewing: The Future Warfare Is Here Visit this website http://www.youtube.com/watch?v=CDOUxtPkm5Q and view this three-minute video about Israel’s latest drone technology. Source: http://www.youtube.com/watch?v=CDOUxtPkm5Q This site shows a three-minute CNN news report about Israel’s latest drone technology capable of defending and attacking enemies in air, land and water. The video runs for 3:34 minutes. Comprehension check 1. What is Israel’s latest drone technology? What makes this upgraded aircraft amazing? 2. What is the reaction of Israel’s greatest nemesis, Iran, over this latest Unmanned Aerial Vehicle (AUV)? 3. How do Israelis respond to challenges of modernity as reflected in their literary selections? 4. What ideas and emotions are evoked in you while you were watching the video? Why do you think you feel that way? 5. What are your usual television viewing behaviors? Activity 32 Monitoring My Media Behaviors Identify your own behaviors while watching the video on “Israel shows off new drone technology”. When you watch television and other social media, what are your behaviors? Complete this graphic organizer and compare this with your classmate. Take note of the similarities and differences in your behaviors. Make sure to discuss with him wholesome practices and behaviors in watching television program and movies.
  • 62. 62 A GRAPHIC ORGANIZER ON TELEVISION VIEWING BEHAVIORS Exercise 10: Israeli Personality Traits Below is a blog from Gratz College. Read it very thoroughly. Be able to form your personal unbiased comment after reading. Source: http://israel21c.org/blog/those-walled-in/
  • 63. 63 What makes an Israeli? A peculiar mix of joie de vivre, arrogance, aggressiveness, fear, claustrophobia, plus a whole lot more. Living in Israel is one continual encounter with the Israeli character, stereotypically labeled as the “sabra,” the cactus that is hard and prickly on the outside, but mushy and sweet on the inside. But the Israeli character is far more complex than the stereotype. Arrogance, well yes, most Israelis are convinced they are the best and they aren’t shy about letting you know it either. Not that they brag, rather they tend to put others down, leaving themselves in the up position. I have a friend who is an airline pilot for Southwest who desperately wants to make aliyah – yet he can’t get a job with El Al because even though he has thousands of hours of experience flying airliners for major American carriers, El Al hires IDF helicopter pilots with 1,000 hours before they hire him. Why? Because of a combination of that arrogance, the Israeli Air Force way is clearly the best for everything, and the “clubbishness” that goes with this superiority complex. As to aggressive, well, this is a trait for which Israelis are famous. One of the challenges of getting by in Israel is that if you are not aggressive you are perceived as a “freier”, which is a Yiddish term for sucker. The next trait on Elon’s list, fear of another Holocaust, is also real. But remember, just because you are paranoid, does not mean that they are NOT out to get you. Ahmadinejad may be a nut case, but he is a nut case who is the head of state of a country. Claustrophobia, yes, that comes with living in a very small country. Israel is more or less the size of New Jersey. If you lived in New Jersey and on one side the borders with New York and Connecticut were sealed, and the border with Pennsylvania was one you could technically cross, but it didn’t feel particularly safe to do so because people there didn’t like you, you too would probably feel a little claustrophobic. In Israel we enjoy an attitude of living in a frontier. Maybe some of the arrogance comes from living in a place that the rest of the world treats as important. There is more terrorism in Sri Lanka, more people are dying in Kenya, human rights abuses are far worse in any country within 300 miles, not to mention places like China, and yet we’re on the front page of the Western papers every day while those others places often get scant notice. Makes us feel important. But more than that, it makes us feel like we are a part of something important. In short, the Israeli character is complex and interesting. One of the biggest challenges facing a new immigrant to Israel is fitting in as a part of that culture. Comprehension Check: 1. What four major traits characterize the Israeli as a people? Explain each briefly. 2. What is the sociological background of the arrogance of the Israelis? 3. What does “freier” mean? When is one considered such? 4. Incorporating the terms, Jew, Hebrew, Israelite, describe the Israeli psyche and temperament as reflected in their reading and viewing texts. 5. What is the purpose of the writer for exposing his essay to the worldwide web? 6. What does “blog” mean? Why do people create blogs? 7. Is it alright to make blog or to comment on people’s blogs? 8. What should be the appropriate behavior of a blogger so that he can freely yet responsibly express his ideas and thoughts without being difficult and being in trouble? Activity 33 WRITING A Blog: GETTING CONNECTED TO ISRAEL
  • 64. 64 Write a sensible unbiased comment on the blog above. Make sure your comment is not offensive to any race and is a sincere expression of your desire, psyche and temperament as a Filipino student. Visit this site and write your comments here : http://israel21c.org/blog/those- walled-in/ Process Questions: 1. Read the blog again (on Exercise 10). Did you have positive comments on the blog? Why or why not? Did you feel good after writing your comment? 2. Have you visited the same site again? Were there people who also commented on the same blog? 3. Was the blogger credible enough to claim those characteristics of the Israelis? What makes the blog seem to influence the way we think about the Israelis? 4. Who are being mentioned in the blog? Why are those names mentioned? 5. Why is it important to quote persons in authorities when we write or speak? Does the blogger show respect for intellectual property (ideas used) of other people? Comment here. INTELLECTUAL PROPERTY Intellectual property (IP) refers to creations of the mind: inventions, literary and artistic works, and symbols, names, images, and designs used in commerce. Footnotes are a conventional way to tell your readers where you got the information CITATIONS and FOOTNOTES
  • 65. 65 Non-Printed Media How to footnote a radio or television program: 6 TVNZ, "The Amazing Mollusc," 17 April 1972. How to footnote a film: 7 Lee Tamahori, Director, Once Were Warriors, 1995. How to footnote a recording (in this case, a song called "Blood Red River," on an album called The Legendary Peg Leg Howell: 8 Peg Leg Howell, "Blood Red River," The Legendary Peg Leg Howell, 1943, Testament T-2204.
  • 66. 66 ACTIVITY 34 : Research Work: A GALLERY OF MY FAVE PROSE and POETRY Visit your school library or surf the web to find various literary selections which are representatives of Saudi and Israeli literature. Choose those selections or articles that speak about how the Saudi and the Israeli respond to the challenges of modernity. Copy the full text. Take note, also, of the author, genre and source. Gather five selections from Saudi literature
  • 67. 67 and five from Israeli literature. Vary the genre / type. Keep a record of your research by following this template. Activity 35 Writing A Bibliography: “FROM WHERE I GOT MY FAVORITES” Create a bibliography of the various sources you used when you researched your favorite Saudi and Israeli prose and poems. Use the Chicago Manual of Style. A GALLERY OF MY FAVE PROSE and POETRY LITERARY ENTRY TEMPLATE TITLE OF THE SELECTION ____________________________________________ AUTHOR ___________________________________________ TYPE/ GENRE ___________________________________________ FULL TEXT SOURCE: You have just learned to show respect for intellectual property and collected Saudi and Israeli literary selections. Your knowledge in this lesson and in the previous lesson will help perform better the final task which is to create an e-journal of prose and poetry. Keep the compilation for further instruction.
  • 68. 68 End of REFLECT AND UNDERSTAND: TRANSFER: Activity 36 Critical Reviews: RESPONDING TO MY FAVORITES Go over your collection of your favorite Saudi and Israel prose and poetry. Make sure that they all follow the theme – strength in overcoming challenges of modernity. Write a critical review of In this section, the discussion was about Israeli literature, turn-taking strategies, respect for intellectual property, communication breakdowns and television viewing behaviors. What new realizations do you have about the topic? What new connections have you made for yourself? . Now that you have a deeper understanding of the topic, you are ready to do the tasks in the next section. Your goal in this section is apply your learning to real life situations. You will be given a practical task which will demonstrate your understanding.
  • 69. 69 each selection. Follow the format on writing reviews on Activity 28. You may also find related reviews of your chosen selection by visiting e-journals. Activity 37 KEEPING MY FAVORITES: An e-JOURNAL Create an e-journal of your favorite Saudi and Israel prose and poems at any free website provider. Post your outputs in Activity 34 (a collection of your chosen literary selections from Saudi Arabia and Israel) with accompanying outputs in Activity 36(critical reviews of these chosen selections). Invite your classmates to visit this site and post their comments. This can be a good avenue for a healthy discussion on literature, culture and academics. SCORING GUIDE FOR E-JOURNAL OF PROSE AND POETRY Your output will be evaluated according to the following scoring guide. Electronic journals, also known as ejournals, e-journals, and electronic serials, are scholarly journals or intellectual magazines that can be accessed via electronic transmission. In practice, this means that they are usually published on the Web. They are a specialized form of electronic document: they have the purpose of providing material for academic research and study, and they are formatted approximately like journal articles in traditional printed journals. http://en.wikipedia.org/wiki/Electronic_journal Performance Task In observance of the National Book Week Celebration, your school holds an electronic exhibit of famous literary pieces. The activity dubbed as “Diverse Cultures: One in Overcoming Challenges” aims to promote better understanding of people with diverse cultures and characters and deeper appreciation of literature. As a library assistant, you are tasked to create an e- journal featuring Saudi and Israeli prose and poetry for high school students of English to read and comment. The e-journal must be insightful, user friendly and efficient.
  • 70. 70 ADVANCED (11-15) PROFICIENT (6-10) DEVELOPING (1-5) SCO RE INSIGHT- FUL Electronic journal entries show in-depth and critical analysis of the literary selections of Saudi Arabia and Israel. They relate to significant personal experiences and social, economic and political issues showing how Saudi and Israeli people overcome challenges of modernity. Electronic journal entries show careful analysis of Saudi and Israel literary selections. Most selections relate to personal experiences and social, economic and political issues that the countries faced in history while some reflect just any topic. Electronic journal entries are present in the site. All literary selections have full text but some lack reviews. Literary themes vary from superstitions to love of nature. Few entries are not works of Saudi and Israel writers. USER FRIENDLY Browse capability – (browse and search in the same subject and in different publishers’ Journals), Interaction capability – (collaboration between author/ site administrator and reader and network communication among authors, editors, teachers and users) and search capability are strong. Browse capability – (browse and search in the same subject and in different publishers’ Journals), Interaction capability – (collaboration between author/ site administrator and reader and network communication among authors, editors, teachers and users) are strong. Search capability is weak. Brows capability is not reliable. browse a topic and browse through author’s name cannot be done. Interaction capability – collaboration between author/ and reader and network communication is effective. Search capability is weak. EFFICIENT Entries are well- organized; presentation is unique and artistic. They follow a standard style and prescribed format (grammar, mechanics). Access level, related and supplementary information and information services are evident. Entries are organized; presentation is attractive. Few grammatical errors are found in critical reviews. Entries have varying style and format of presentation. Access level is low; related and supplementary information is found and information services are not saved in designated areas. Entries are present but incomplete. Glaring grammatical errors can be spotted. Output fails to follow the e- journal entry format. Access to full text is denied. Related articles and references are missing. Some indicators of information services are deactivated. TOTAL Congratulations! You have just accomplished the performance task of this module. You are able to develop and master all the skills required of you in this lesson. Now get the first activity sheet ,Anticipation- Reaction Guide Agree/Disagree Chart, that you answered at the start of this lesson. You need to answer the last column of the sheet.
  • 71. 71 Activity 38: Anticipation-Reaction Guide Agree/Disagree Chart Read your initial answers to this Agree/Disagree Chart. Now that you have already submitted yourself to discussions and activities on the temperament and psyche of the Saudi and Israeli people, answer the same items. Then compare you initial and final answers. Make sure to explain those items in which you change your answers after the lesson. Agree / Disagree Chart Before the Lesson Statements about Saudi and Israeli Literature After the Lesson Agree Disagree Agree Disagree 1. The period before the writing of the Qur'an and the rise of Islam is known to Muslims as period of ignorance. 2. The expansion of the Arab people in the 7th and 8th century brought them into contact with a variety of different peoples who would affect their culture and the most significant of these is the ancient civilization of Israel. change to Persia 3. The terms Israeli, Israelite, Hebrew and Jew are synonymous and can be interchangeably used in literature, religion and politics. 4. Jewish writers began to write in Hebrew in addition to their various national languages because Hebrew at that time was the language of holy scripture. 5. A key ingredient of the Israeli public persona is that Jews are tough, emotionally hardened, and ruthless. End of TRANSFER: In this section, your task was to creat an e-journal of Saudi and Israeli prose and poetry that depicts the people’s strength in overcoming the challenges of modernity. How did you find the performance task? How did the task help you see the real world use of the topic?
  • 72. 72 Activity 33: Lesson Closure: REFLECTIVE LEARNING JOURNAL Recording your learning insights can provide you fresh ideas. So you need to express your inner thoughts and emotions by completing this journal below. You have completed this lesson. Before you go to the next lesson, you have to answer the following post- assessment.
  • 73. 73 POST AESSEMENT It’s now time to evaluate your learning. Encircle the letter of the answer that you think best answers the question. Your score will only be checked after you answer all items. If you do well, you may move on to the next module. If your score is not at the expected level, you have to go back and take the module again. 1. Which of these sentences contains a complex structure? a. Melissa and Anthony have a big argument every summer over where they should spend their summer vacation.* b. Melissa loves to go to the beach and spend her days sunbathing. c. Anthony, on the other hand, likes the view that he gets from the log cabin up in the mountains, and he enjoys hiking in the forest. d. This year, after a lengthy, noisy debate, the couple decided to take separate vacations. 2. In a TV advertisement during a senatorial campaign, Loren Legarda ate “tajo” with the street children, talked with the Manobo tribesmen, and joined the farmers in Cagayan Valley in planting rice. Which of these propaganda devices does the ad use? a. Cardstacking b. Namecalling c. Plain folks* d. Soft soap 3. Which of the following bibliographic entries , using the Chicago Manual of Style, is accurate about citing a book? a. Lorenzana, Carlos C. Insights 4: The Experience of World Literature. Quezon City: JMC Press, 1976. b. Strickland, Dorothy,ed., HBJ Language K8. 1990 USA:Harcourt Brace Jovanovich Inc. c. Baraceros, Esther. Communication Skills 1: Improving Study and Thinking Skills. Manila: Rex Book Store, 2005.* d. Forlini, G. (2010). Grammar and Composition 4. Pearson Eduaction South Asia Pte Ltd. 4. Which of the following statements best describes the arts and culture of Israel and Saudi Arabia? a. Saudi Arab traditions are rooted in a synthesis of ethnic and religious Hebrew Israelite traditions, and Israeli artists continually push the boundaries of their art forms. b. The culture of Israel developed long before the foundation of the State of Israel in 1948 and combines the heritage of secular and religious lives.*
  • 74. 74 c. In Israel, calligraphy is considered a major art-form, as writing has high status in Islam and is a significant form of decoration for objects and buildings. d. In Saudi Arabia, alcoholic beverages are allowed as are pork products. Women can ride a bicycle and drive a car. 5. Which of these statements is culturally and politically acceptable about the existence of the people of Israel? a. Israeli refers to a citizen or resident living in the modern "STATE" of Israel. * b. The ancient Hebrews didn't practice a religion called Judaism; thus the name Jew could not refer to the biblical children of Israel or their modern day descendants of Israel. c. The Israelites were the descendants of Jacob whose name was changed to Israel (Ysrayl) which was also the name of Hebrews Land. Thus an Israeli and an Israelite are the same. d. Hebrew and Jew are the official languages used in government, commerce, debates, court sessions, schools, and universities. 6. Which of the following sentences is acceptable in terms of grammar conventions? a. My older brother is only five feet and two inches tall. If he is a foot taller, he would be a great basketball player. b. Dianne Marie finished high school last March. If she failed, I think her mother would have told her to leave the house. c. Kay Elise is a very smart and studious student. If she continues to work hard, she will become the class valedictorian.* d. My mother pawned her cellular phone to pay my tuition fee. I only I have money, I would pay the fee myself. 7. What are the three possible functions of a title of a persuasive essay? a. Creates conflict, shows the purpose, or raises curiosity b. Indicates content, shows the purpose, or raises curiosity* c. Raises curiosity, shows the conclusion, or indicates content d. Indicates content, structures the plot, creates conflict 8. A group of Arab students will be visiting your school next week. They are exchange scholars who want to learn the Filipino culture. Your teacher requests you to act as a Campus Ambassador during the visit. To create a friendly atmosphere during the conversation with the foreigners, which of these strategies should you observe? a. Listen when others speak. b. Signal that you want to speak. c. Recognize that others want to speak. d. Observe long silences and wait fr other to speak.* 9. Jim Uriel is a young entrepreneur. His ingenuity nakes him create new products like candy, book marks and decorative miniatures and advertise them. One usual
  • 75. 75 way that he does when he promotes a product to us, his neighbors, is to talk about all advantages we can get from it. He also describes a product as if it were the best and that no other product in the world could surpass it. He tends to be biased for he fails to mention some frailties or weakness of the product like its short expiry date, hand-made packing and the like. He succeeds in his business venture though. Jim Uriel clearly uses propaganda gimmick in his advertisements. Which of the following is exemplified in this situation? a. Card stacking* b. Name calling c. Plain folks d. Soft soap 10.When you surfed the web for an assignment in Social Studies, you were able to read a journal article posted on a networking site. The article exposes Philippine traditions and customs. An alien blogger commented that the very reason why Filipinos do not progress politically and economically is because they abuse their freedom of speech. You want to negate such impression. As a young Filipino techno-savvy, what is the best thing you should do? a. Express your disagreement by writing a persuasive essay. b. Join the discussion by posting an unbiased comment on the blog.* c. Advertise, through newspapers, the Filipinos as a freedom preserving people. d. Create an e-journal of Philippine traditions and practices for all bloggers to know GLOSSARY OF TERMS USED IN THIS LESSON: Audience analysis - is the process of examining information about your listeners Blog – is an online diary on website; a frequently updated personal journal chronicling links at a website, intended for public viewing. ejournal - also known as ejournals, e-journals, and electronic serials, are scholarly journals or intellectual magazines that can be accessed via electronic transmission.
  • 76. 76 Character Analysis – Is a technique of critically analyzing the personality and attributes personified by a certain character in a literary selection. Psyche – is a term which refers to soul, self and mind. Temperament – is a word which refers to characteristic or habitual inclination or mode of emotional response; disposition. Jew - is a member of the people and cultural community whose traditional religion is Judaism and who trace their origins through the ancient Hebrews. Israeli - refers to a citizen or resident living in the modern "STATE" of Israel. Israelite – is a descendant of the Hebrew patriarch Jacob; specifically : a native or inhabitant of the ancient northern kingdom of Israel. Persuasive Essay - known as the argument essay, utilizes logic and reason to show that one idea is more legitimate than another idea. It attempts to persuade a reader to adopt a certain point of view or to take a particular action. Intellectual property (IP) refers to creations of the mind: inventions, literary and artistic works, and symbols, names, images, and designs used in commerce. Footnote – is an additional piece of information printed at the bottom of a page to indicate where the idea / text is taken. Propaganda -is a form of communication that is aimed at influencing the attitude of a community toward some cause or position by presenting only one side of an argument. Card Stacking: The strategy of showing the product’s best features, telling half- truths, and omitting or lying about its potential problems. Name calling: The use of names that evoke fear or hatred in the viewer. The name-calling technique links a person, or idea, to a negative symbol. Plain Folks: The use of everyday people to sell a product or service. Glittering Generalities: The act of referring to words or ideas that evoke a positive emotional response from an audience. Soft soap: Flattery or insincere compliments designed to get the audience on the side of the speaker.
  • 77. 77 Turn-taking -is the process of alternating between speakers or participants in a conversation. REFERENCES AND WEBSITE LINKS USED IN THIS LESSON: Printed Sources: Cabanilla, Josefina. et al. (2005). Language in Literature.Afro-Asian Literature. Quezon City: Vibal Publishing House, Inc. Inocencio, Ines L. (2012). Breaking Grounds through Afro-Asian Literature. Quezon City: Ephesians Publishing, Inc. Electronic Sources: https://mymission.lamission.edu/userdata/fup/docs/ Sample%20Informative% 20Speeches.pdf This site contains a written version of an informative talk used in the pre-assessment art of this module. http://www.candlelightstories.com/2009/03/27/arabian-nights-prologue/ This contains an excerpt of the “Prologue” of the selection “Arabian Nights”. http://www.youtube.com/watch?v=lQNs7Fvu5_Y This site contains a short opening speech of Abdur Raheem McCarthy at the Peace Conference. McCarthy explains how Islam can be the solution for mankind. This video runs for 8:50 minutes. http://www.kidsplanet.org/tt/wolf/languagearts/factopinion.PDF this site presents a worksheet on identifying facts from opinions. http://en.wikipedia.org/wiki/Arab_culture This contains a prologue of “The Arabian Nights” used as introduction to a reading text. http://en.wikipedia.org/wiki/Ali_Baba This site presents a summary of one of the stories of “The Arabian Nights” entitled “Ali Baba and the Forty Thieves.” http://www.alshindagah.com/january99/thearabpsyche.htm This shows an essay that describes the Arab psyche. http://www.thenagain.info/Classes/Sources/ArabPoetry.html This site introduces Arabic Poetry.
  • 78. 78 http://www.youtube.com/watch?v=1M-etvlW83E This site contains a video that shows Saudi Princess Ameerah Al-Taweel interview on CNN program. The video runs for 12 minutes. Princess Ameerah expresses her voice for female empowerment in Saudi Arabia. http://department.monm.edu/cata/mcgaan/classes/cata339/audience-analysis101.htm This site discusses the importance of Informative speaking. http://www.englishpond.com/speaking/Communication%20and%20daily%20English/tur ntaking/index.html This site discusses turn-taking strategies. http://www.hsj.org/modules/lesson_plans/detail.cfm?LessonPlanId=335 This contains an enumeration and discussion of most common propaganda devices. http://linguapress.com/grammar/conditionals.htm This contains a thorough discussion of conditional sentences. http://www.englisch- hilfen.de/en/exercises/if_clauses/type_3_mix2.htm This is a website which showcases an interactive activity on conditional sentences. http://www.whatchristianswanttoknow.com/ruth-bible-story-summary/ This site narrates the biblical version of “The Story of Ruth.” http://www.lc.unsw.edu.au/onlib/critrev.html This site discusses the meaning, purpose and structure of a critical review. http://www.culturecrossing.net/basics_business_student.php?id=101 this site contain the basic fatcs about Israel as a state. http://www.zygmuntfrankel.com/zf108.html This site narrates a modern short story entitled “The Cat” written by an Israeli. http://esl.about.com/od/writingadvanced/a/Compound-Complex-Sentence- Worksheet.htm This site explains the meaning and structure of complex and compound-complex sentences. http://esl.about.com/od/esl-worksheets/a/Complex-Sentence-Worksheet.htm This site contains a worksheet for Complex Sentences. http://esl.about.com/od/writingadvanced/a/Compound-Complex-Sentence- Worksheet.htm This site contains a worksheet for Compound-Complex Sentences. http://www.salon.com/2012/05/15/israels_drone_dominance/ The site offers an thorough explanation of what drone technology is and Israel’s influence of drone to other countries.
  • 79. 79 http://www.youtube.com/watch?v=CDOUxtPkm5Q This site shows a three-minute CNN news report about Israel’s latest drone technology capable of defending and attacking enemies in air, land and water. The video runs for 3:34 minutes. http://israel21c.org/blog/those-walled-in/ This is a blog on the Israeli character. http://history.hanover.edu/courses/handouts/footnotes.htm This site discusses the meaning of intellectual property. http://www.library.csi.cuny.edu/dept/history/lavender/footnote.html This website illustrates proper citation and footnotes. http://www.library.csi.cuny.edu/dept/history/lavender/bibliography.html This illustrates bibliography using Chicago Manual of Style. http://en.wikipedia.org/wiki/Electronic_journal This site defines clearly electronic journal.

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