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Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true

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Jenycka Shayne Dalida

The document appears to be from the Department of Education of the Philippines (DepEd) and discusses establishing solidarity and management. It contains repetitive text stating that no part of the material can be reproduced without permission from DepEd Central Office. The document is from 2015 and discusses Module 2.

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D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. Module 2: Establishing Solidarity
D EPED C O PY C Management All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY , each of which All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY / All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY — All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY STAND. A AND N A NT . 10 T A . A And he then as initiate to novice: “Here must you put by all division of spirit 1 And gather your soul against all cowardice. This is the place told you to e pect. Here you shall pass among the fallen people, Souls who have lost the good of intellect.” So saying, he put forth his hand to me, 0 And with a gentle and encouraging smile He led me through the gate of mystery. Here sighs and cries and wails coiled and recoiled On the starless air, spilling my soul to tears. A confusion of tongues and monstrous accents toiled n pain and anger, voices hoarse and shrill And sounds of blows, all intermingled, raised Tumult and pandemonium that still Whirls on the air forever dirty with it As if a whirlwind suc ed at sand. And , 0 Holding my head in horror, cried: “Sweet Spirit, What souls are these who run through this blac ha e ” And he to me: “These are the nearly soulless Whose lives concluded neither blame nor praise. They are mi ed here with that despicable corps Of angels who were neither for od nor Satan, But only for themselves. The High Creator Scourged them from Heaven for its perfect beauty, And Hell will not receive them since the wicked ight feel some glory over them.” And : All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY “They have no hope of death,” he answered me, “and in their blind and unattaining state Their miserable lives have sunk so low No word of them survives their living season. Mercy and Justice deny them even a name. Let us not speak of them: look, and pass on.” Circling and circling, it seemed to scorn all pause. So it ran on, and still behind it pressed A never-ending rout of souls in pain. As passed before me in that mournful train. Who, in his cowardice, made the Great Denial. Were of that retrograde and faithless crew 60 Hateful to God and to His enemies. These wretches never born and never dead Ran naked in a swarm of wasps and hornets And made their faces stream with bloody gouts To be swallowed there by loathsome worms and maggots. Assembled on the beach of a wide river, Usage makes them as eager to cross as they seem to be All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 “All this shall be made known to you when we stand On the joyless beach of Acheron.” And Cast down my eyes, sensing a reprimand n what he said, and so walked at his side n silence and ashamed until we came Through the dead cavern to that sunless tide. There, steering toward us in an ancient ferry 0 Came an old man with white bush of hair, Bellowing: “Woe to you depraved souls Bury Here and forever all hope of Paradise: come to lead you to the other shore, nto eternal dark, into re and ice. And you who are living yet, say begone From these who are dead.” But when he saw me stand Against his violence he began again: “By other windings and by other steerage Shall you cross to that other shore. Not here Not here 0 A lighter craft than mine must give you passage.” And my Guide to him: “Charon, bite back your spleen: This has been willed where what is willed must be, And is not yours to ask what it may mean.” The steersman of that marsh of ruined souls, Who wore a wheel of ame around each eye, Sti ed the rage that shook his woolly jowls. But those unmanned and naked spirits there Turned pale with fear and their teeth began to chatter At sound of his crude bellow. n despair 100 They blasphemed God, their parents, their time on earth, The race of Adam, and the day and the hour And the place and the seed and the womb that gave them birth. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 0 Task 8 APPLYING WHAT YOU READ n “Canto ” of “ nferno” by Dante, Charon tells the souls to “Bury here and forever all hope of Paradise.” E plain your answer. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Task 9 MAKING DEFINITIONS e nitions are a core part of any dictionary. Writing basic de nitions requires skill, practice, and sometimes help. Read the basic guidelines to follow when writing a de nition: Is hope necessary 1. the point. Clarity, brevity, and conciseness are better when writing Avoid complicated terms Avoid terms that are more complicated or more technical than the Stay away from jargon. Highly technical terms will most likely require it says. Although there are cases that involve the use of a technical Avoid circularity Use different terms. adjective from which they derive. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY Alphabetize the words. Word YOUR DISCOVERY TASK Task 10 READ TO WRITE! Aggressive Driving Should Be Avoided Aggressive driving is a phenomenon, which has only recently got the public driving as the “operation of a motor vehicle in a manner that endangers or is likely to endanger persons or property.” Actions such as running red lights, improper passing, overtaking on the left, improper lane change, failing to yield, improper turns, running driving. Such actions are dangerous to other road users. Aggressive driving should be avoided because it causes crashes, injuries and fatalities. What is an argumentative essay? All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 The rst reason why aggressive driving should be avoided is it causes crashes. According to NHTSC, between percent e cessive speed and 100 percent improper passing of the cases of aggressive driving resulted in traf c crashes and 6 percent of the drivers cited for “following too closely” or tailgaiting caused crashes as a result of their aggressive driving. Moreover, “running red light,” “improper passing,” and “overtaking on the left” topped other categories of aggressive driving in contributing to traf c crashes. Another reason why aggressive driving should be avoided is it causes injuries. NHTSC states that the percentages of the injuries caused by aggressive driving are, in almost all categories of aggressive driving, above 100 percent. Aggressive driving also causes fatalities. “Overtaking on the left” appears to be the most important contributing factor in traf c fatalities as it relates to aggressive driving. “ mproper lane change,” “running stop sign,” and “running red light” rank second through four in terms of their contribution to traf c fatalities. The above evidence shows that aggressive driving causes crash injuries and fatalities. Hence, aggressive driving should be avoided. Since the opening on the North-South Highway, the number of kilometers of roads in the country has increased by one percent while the number of vehicle miles driven has increased by percent. More cars and more drivers are also on the road leading to more aggressive drivers. A. Reason Out! n the bo provided below, give three reasons why aggressive driving should be avoided. Write your e planation opposite bo . __________________________________ __________________________________ _________________________________________________ __________________________________ __________________________________ _________________________________________________ __________________________________ __________________________________ _________________________________________________ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 B. I Saw the Sign! With your group, create a friendly reminder / signage on motorists’ safety while driving. Write it in the bo . Present the signage to the rest of the class. What you just read is an e ample of an argumentative essay. To know more about it, read the following details. An argumentative essay tries to change the reader’s mind by convincing the reader to agree with the writer’s point of view. Characteristics of an Argumentative Essay An argumentative essay attempts to be highly persuasive and logical. t usually assumes that the reader disagrees with the writer, but it should be noted that the reader is no less intelligent than the writer. Hence, an argumentative essay should be written objectively and logically. An argumentative essay has the following characteristics: presents and e plains the issue or case gives reasons and supports these reasons to prove its point refutes proves wrong opposing arguments Parts 1. Introduction First is the introductory paragraph. t introduces the problem and gives the background information needed for the argument and the thesis statement. 2. Body The body of the essay contains the reasons. Each paragraph talks about one reason. The reason is included in the topic sentence and is supported by details or materials. These supporting materials can be e amples, statistics, personal e periences, or quotations. 3. Conclusion The conclusion restates the main claim and gives one or two general statements e actly summarize the arguments and support the main premise. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY Task 11 IDENTIFY AND CLASSIFY! From the model argumentative essay, identify its parts by rewriting the essential Aggressive Driving Should Be Avoided Task 12 HAVE YOUR SAY! A. 1. How do your opinion cannot be wrong. The only way you can mess up is to poorly support your opinion. questions of fact, value, and policy. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 B. Formulate your own Form ve groups then formulate your own claims of fact, policy, and value based on your chosen topic from the list provided. Use the organizer below to present your claims. Resolving Con icts Unity in Diversity Harmonizing Relationship with Others Recognizing nterpersonal Convergence Bridging the Gap Questions of Fact are those that ask you to answer whether or not something true must construct paragraphs to support the facts. Example: Questions of Value something. Here you are usually asked to choose between things, ideas, beliefs, Example: Questions of Policy asks the writer to make a plan of action to solve some sort of problem. The Example: List of Topics 1. Resolving Con icts . Unity in Diversity . Harmonizing Relationship with Others . Recognizing nterpersonal Convergence . Bridging the Gap All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 Performance Rubric (5 points) Good (4 points) Fair (3 points) Poor (2 points) Unacceptable (1 point) A perfect center of pitch, stress, juncture, and intonation are maintained ALL of the time in different situations. No tendency toward sharpening A perfect center of pitch, stress, juncture, and intonation are maintained MOST of the time in different situations. Students tend to go or in registers or vocal “breaks.” A perfect center of pitch, stress, juncture, and intonation are maintained in different situations. Students tend to go go or throughout their vocal range at times. A perfect center of pitch stress, juncture, and intonation are maintained in different situations. Student or consistently with some moments of perfect pitch. A perfect center of pitch, stress, and juncture does NOT occur in different situations. Students have little sense of intonation. It’s your turn! This time say the following statements correctly and determine if you are going to use a rising or a falling intonation. or flattening notes. 1. t’s unbelievable . That’s great . Oh, sure will. . ou must be kidding . Really That’s good 6. Don’t worry, understand. . ou shouldn’t have. . think will. . eep it up 10. t’s okay. sharp sharp sharp All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY Task 14 NEWS WRITING AND REPORTING NEWS What makes a good news story? Brainstorm the characteristics of a good news story with a Key Components of a Good News Story Attention-getting headline Use of quotes A strong summary What makes a story newsworthy? Some key elements when considering “newsworthiness” are: Timing : The closer a story hits home, the more newsworthy it is. Prominence Human Interest: Because these stories are based on emotional appeal, they are meant to be amusing or to generate empathy or other emotions. They often appear in special sections of the newspaper or at the end of the newscast as a “feel good” story or to draw attention to something particularly amusing, quirky, or off-beat. A. News.. News… News… Bring a newspaper. With your partner, evaluate one article from the newspaper if it contains the key components of a good story. B. Write a News With a partner, write a news story on that happened paragraph or the lead. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 0 Title of the News Lead Other Details Summary Organize the information of your news story from the most important to the least. Then, rewrite the nal news story on a short bond paper. Who is/are involved What happened When did it happen Where did it happen Why did it happen How did it happen All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 1 C. Report News Tips on Presenting Your News Use an introduction. Make sure these sentences are easy to understand and should be delivered no longer than 0 seconds. Check if you are saying the names of people and places correctly. When you read your introduction, speak clearly and be enthusiastic. ou can emphasize important words by pausing before you say them or saying them a little louder. Mark these words on your script so you won’t forget. Speak in a normal voice. ou don’t have to shout and you shouldn’t whisper. Stand or sit up straight. Be natural. Try not to move too much or it will distract your audience. Practice with the camera and microphone to get used to what it feels like to present news. Have fun http://splashlive.abc.net.au/res/mtn/sr/w /TSS- .1.pdf 1. Practice to Polish With a small group, practice reporting and presenting the news . Follow the tips on presenting a news report. 2. Present Your News With the rest of the class, present your news report with ease and con dence. Be guided with the rubrics on the ne t page for a successful news report presentation. Note: The outstanding news presentation will be uploaded in ouTube. What makes a story clear, audible, and understandable All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY Oral News Report Rubric Very Good Good Fair Poor Topic Choice Topic is of high interest and educational value; teaches new ideas and information. Topic is of interest to audience; teaches some new information. Appropriate topic topic Content Highly detailed; well organized; shows a strong understanding of the topic Reports all the basic facts in an organized way Reports some of the basic facts reports few details, too brief, disorganized or confusing Voice and Manner Loud, clear, and pauses; well prepared Loud, clear, with some pauses to gather thoughts; seems well prepared; somewhat nervous Varies from loud and clear to understand; seems prepared; may have some nervous and distracting behavior or understand; seems unprepared or has body movement distracts listeners Eye Contact Consistent eye contact with many members of the audience; rarely looks at notes Eye contact mainly with the teacher or one member of the audience; occasionally refers to notes Sometimes looks at the audience; often looks at notes or elsewhere Little or no eye contact with the audience On Time Ready on assigned date One day late Two days late Not ready until following week Audience Listens attentively & participates in discussions Listens and participates Listens but doesn’t participate listen nor participate in discussions All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 MY TREASURE I like to see myself as a bridge builder, that is me building bridges between people, between races, between cultures, between politics, trying to nd common ground. T. D. Jakes Summing up what learned in my journey through this lesson: learned that _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ realized that _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ promise to _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ http://www.brainyquote.com/quotes/ quotes/t/tdjakes .html d Glhr tcf Ar H. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 6 Imagine by: John Lennon magine there’s no heaven t’s easy if you try No hell below us Above us only 1. ________ magine all the people Living for today magine there’s no countries t isn’t hard to do Nothing to kill or die for And no religion too magine all the people Living life in . ________ ou may say ’m a . ________ But ’m not the only . ________ hope someday you’ll join us And the . ________ will be as 6. _________ magine no possessions wonder if you can No need for greed or . ________ A . ________ of man magine all the people Sharing all the . ________ ou may say ’m a 10. ________ But ’m not the only 11. ________ hope someday you’ll join us And the 1 . ________ will live as 1 . ________ B. Check your answers with a partner while you listen to the song. C. Listen to the song for the second time and try to understand its message. Go over the words with the whole class. D. Analyze the questions provided then answer them. Imagine by John Lennon magine there’s no heaven t’s easy if you try No hell below us Above us only 1. ________ magine all the people Living for today magine there’s no countries t isn’t hard to do Nothing to kill or die for And no religion too magine all the people Living life in . ________ ou may say ’m a . ________ But ’m not the only . ________ hope someday you’ll join us And the . ________ will be as 6. _________ magine no possessions wonder if you can No need for greed or . ________ A . ________ of man magine all the people Sharing all the . ________ ou may say ’m a 10. ________ But ’m not the only 11. ________ hope someday you’ll join us And the 1 . ________ will live as 1 . ________ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY Questions Answer E. With your group, interpret the message of the song through a painting or drawing. Make your output colorful and creative. Task 3 READ TO LEAD A. KWL as the author’s? 6. What kind of world will it be if on what you know and what you want to know about the topic. K (What I know) W (What I want to know) L (What I learned) B. What’s the Word? Supply the correct letters to complete the missing word based on the 1. I c belonging to the essential nature of a thingI cl c All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 . I e very important . h n r s regarded as belonging fundamentally to all persons . e s rules of behavior based on ideas about what is morally good and bad . p e an unfair feeling of dislike for a person or group because of race, se , religion, etc. VALUES EDUCATION for HUMAN SOLIDARITY First and foremost, human solidarity is founded on mutual respect of each other’s uniqueness, and a deep sense of appreciation of our common humanity - that we are individuals with intrinsic self-worth, and that we are sisters and brothers within one human family inhabiting planet EARTH, our home and our heritage. While new trends, particularly globalization, link cultures ever more closely and enrich the interaction among them, they may also be detrimental to our cultural diversity and cultural pluralism. Thus, the need for mutual respect becomes all the more imperative. Dialogue between cultures appears to be one of the fundamental cultural and political challenges for the world today. t is an essential condition of peaceful coe istence nternational Conference on Cultural Policies for Development, Stockholm, Sweden, 1 . Thus, “To learn how to avoid cultural diversity resulting to the clash of cultures but rather to intercultural harmony and peace,” is a challenge to us, peace educators Our Creative Diversity, de Cuellar’s World Commission on Culture and Development Report to UNESCO, 1 . Onecannotunderestimatetheroleofeducationforinternationalandintercultural understanding, which consists not merely in knowing more about different peoples and their cultures - their geography, history, economy, government, value-systems - but more in understanding and gaining insight into the factors and motivations underlying their behavior and appreciating their cultural patterns, traditions, customs, values, and beliefs. Human solidarity is likewise fostered by the realization and strengthening of the ties that bind us together in our common humanity: our human nature and the human condition, our common habitat and destiny, our universally-shared values. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 ndeed, there are ALUES which transcend the barriers of culture, race, gender, and creed; of social class, economic status, or political persuasions, because such values are rooted in our common humanity. They are our common treasures, our “birthright” They could form the core of a new global ethics . The articulation of human rights has set for the modern world a “common standard of morality,” and an appreciation of individual moral claims that are regarded as “universal, inviolable and inalienable.” Antonio J. Ledesma, S.J. “Forging a Culture of Peace: Hope for Coming Generations, 1 . They are our basic human rights and fundamental freedoms: the worth and dignity of the human person, our innate human goodness, our capacity for love and compassion, the sacredness of our person and identity; the right to truth and justice, the freedom to choose and decide for oneself, to believe, to love and to act freely according to one’s values and convictions; freedom from ignorance, fear, prejudices poverty, cruelty and abuses; the right to peace, happiness and development. “We have but one world, or none at all;” words from Jerry and Pat Mische, founders of GEA, Global Education Associates, when they came in the early 0s and founded the PCGE, Phil. Council for Global Education. can hear them now and feel their presence among many of us. Their messages of global solidarity, global spirituality, and our common humanity, our interconnectednesss and interrelationships with each other and with our planet Earth and beyond, reaching the future generations, shall remain with us forever. “We either work together to build the EARTH or perish together with it.” We have only one home, one body of waters, one atmosphere, one environment. We live under one sky. What happens in one place, affects all the rest. “Humankind has for the rst time, the sophistication to build its future, not on the illusion of a one-sided, ill-conceived ideology, but on a set of universal values which we all share, even if their optimal balance differs from people to people, from religion to religion and from individual to individual, and when there is great respect for such differences de Cuellar, Creative Diversity, World Commission on Culture and Development Report to UNESCO, 1 . This calls for a paradigm shift in our educational philosophy and practice. nstead of a rigid and compartmentalized knowledge-based curriculum, we should adopt a more holistic view of education which aims at the development of the faculties and powers of the whole person – cognitive, affective, emotional, aesthetic, volitional, behavioral; a teaching-learning approach which does not stop at knowledge and information at developing skills and competence, but proceeds to understanding and gaining insights, that educates the heart and the emotions and develops the ability to choose freely and to value, to make decisions and to translate knowledge and values into action. The heart of education is the education of the heart. But by values education we do not mean merely teaching about values but rather learning how to value, how to bring knowledge into the deeper level of understandings and insights; into the affective realm of our feelings and emotions, our cherished choices and priorities into loving and appreciating, and how to internalize and translate them into our behavior. Truly, values education is a holistic process and a total learning e perience. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY symbolic. Solidarity has to be the order of the day: each of us must bear his own share of the general responsibility.” He continues to say: “We need a global ethics to guide us in solving global issues, in strengthening our global interdependence and solidarity.” The issues have been raised and the challenges presented in many a forum, but our answers and our plans have yet to galvanize into a determined and collective not in merely planning but in willing strongly TOGETHER that we can make things happen. Accomplish the last column in the KWL chart. What did you learn after reading the C. TWOgether! Work with a partner and list down the important words or phrases from the speech that may be related to Human Solidarity. Human Solidarity Share your answer with the rest of the class. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 1 D. My Point of View With your group, brainstorm and discuss about the important statements included in the speech. Develop your chosen lines into a ve-sentence paragraph e pressing your belief and disbelief of the statement. Deliver the ve-sentence paragraph by group with conviction. Task 4 I WANT A PIZZA! What values and qualities must people possess to attain harmony and solidarity Discuss with a partner and write these values on the slices of the pizza. E plain to the rest of the class why you came up with such values. The world is our village. TOGETHER we can make things happen. We have but one world or none at all. The heart of education is the education of the heart. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY to g All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 So Roland blew his great horn Olifant. He gave one long blast. The veins stood out on his brow but he blew on and the sound of his horn echoed through the mountain pass and carried far away. The great horn call reached Emperor Charlemagne and all his company. “Roland calls ” cried Charlemagne. “He must be in battle.” One of his nobles, the Duke of Nalmon, sighed deeply. “That horn, that long, long call, is blown by a brave but desperate man, with all his remaining strength,” he said grimly. “Count Roland must need our aid.” The traitor Ganelon approached the Emperor and sneered. “ ou are growing old and childish, Roland is probably hunting and blowing to show his skill. No Saracen would dare ght him. Let us ride on. France is near.” “ ou are wrong,” said Namion. “ t is a call of agony.” C h a r l e m a g n e believed Namion. He ordered his men to answer the call with trumphets, to tell Roland he was returning. His men prepared for battle then galloped back the way they had come eager to ght. Charlemagne, convinced that Ganelon had betrayed Roland, ordered his master cook to guard Ganelon as he would a murderer. So, Ganelon was chained and put upon a packhorse in greatest dishonor, with cooks to guard him. The master cook, whose name was Besgun, took his post. Meanwhile, Emperor Charlemagne and his men sped on their way to rescue Roland. There was anger in Charlemagne’s heart, anger and fear that he might be too late. He ordered his trumpetors to keep blowing still, so that Roland and his men might hear the blasts and be given hope. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY Count Roland was the last man left alive of all the valiant French who had held the pass against the Saracens. Soon, Emperor Charlemagne and the rest of the army would return, summoned by a mighty blast on Roland’s horn, but it would be too late. All they could do would be to bury the dead and mourn them and see that the traitor Ganelon was punished, for it was he who had betrayed Roland and his men to King Marsilion and his Saracen hosts. Roland had thought himself alone Saracens rushed by, and one he thought dead, rose up and tried to steal his sword. He felled him with his horn, smashing the rim. Now Roland’s strength was at an end. He tried to shatter his great sword on a rock so that no-one else should use it, but failed. Falling down, he raised his battle glove to heaven and prayed. Then he fell back dead. Too late the Emperor arrives on the not one Frenchman was left alive. While Charlemagne stood in men gathered around him, eager to avenge Roland. “Look, my Lord,” cried Duke Damion, one of his nobles. “Beyond, there is a cloud of dust us ride them down, showing them no mercy.” Charlemagne rode on. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 6 Task 6 UNDERSTANDING THE SONG OF ROLAND A. Describe the following characters in the epic. Roland Charlemagne Ganelon B. Answer the following questions and discuss with a partner. 1. What are the characteristics of the ideal knight according to “The Song of Roland” . Why was Ganelon very angry at Roland . How do you feel about ing Charlemagne s he a wise king E plain. Back in his palace, Marsilion lay dying, with his weeping queen beside him. Behind her were some of those warriors who had attacked the French, but failed to vanquish them. Outside were the broken Saracen survivors. Charlemagne arrived in triumph, but treated Marsilion’s widow with great courtesy. Then he returned to France where Ganelon was tried. By law, if Ganelon could nd a champion who could defeat any challenger in single combat, he would be spared. One Pinabel agreed to help the traitor. Count Thierry, a friend of Roland’s, challenged Pinabel and felled him with his lance. So Ganelon paid the penalty for his crimes. Then Charlemagne set off for the wars again, but without Roland, who now belonged to legend and song. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY C. Reader’s Response Think of a time when you, like Roland, were reluctant to ask for help as he durin the attack. hat part did pride play in your hesitancy ou re ret not turnin to someone for help hare this e perience with your roup. Task 7 Understanding the Theme The theme of a work of literature is the insight it gives into life. “The Song of Roland” may be considered an epic deals with the theme of betrayal. Within the con nes of medieval society, betrayal of one’s lord or vassal was considered the greatest violation of the feudal code. With your group, think of a situation betrayal in our society. discuss with your group the best solution for this, emphasizing how to build ties. Present this through a short dramatization. Rubrics essage cting ialogue Teamwork _______ YOUR DISCOVERY TASK ave you e perienced presenting an argument Was it successful Here are some techniques on how to develop your argument. Developing an Argument When you develop your argument, you are con rming your own position and building your case. Use empirical evidence, such as facts and statistics to support your claims. Appeal to your audience’s rational and logical thinking. Argue using your evidence and research. our list of strengths and weaknesses can help you develop your argument. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 Techniques on Appealing to Your Readers The success of your argument depends on your skill in convincing your reader through sound reasoning, persuasion, and evidence. There are three fundamental types of appeal in presenting an argument: reason, ethics, and emotion. Write Your Conclusion our conclusion should state your conviction strongly. Review your main points and tell your audience what action you would like them to take; address and resolve the main points in your introduction. Basic Components of an Argument The claim typically answers the question: “What do think ” The reasons typically answer the question: “Why do think so ” The evidence typically answers the question: “How do know this is the case ” Suggested Organi ation for a Classic Argument 1. Introduction: Give the conte t and background of your issue. stablish the style, tone, and signi cance of your issue. 2. State Your Case: Clarify your issue here. Give any necessary background for understanding the issues. De ne important terms or conditions here. 3. Proposition: State your central proposition. Be sure that your hook presents an issue that is open to debate. Present the subtopics or supportive points to forecast your argument for your reader. 4. Refutation: Analyze the opposition’s argument and summarize it; refute or address the points; point out faulty reasoning and inappropriate appeals. 5. Substantiation and Proof: Present and develop your own case. Carefully plan your disclosure; avoid logical fallacies. Rely primarily on reasoning for your appeal and use emotional appeals carefully; use e amples, facts, e perts, and statistics. Develop your argument using the appropriate prose strategy, e.g., causal analysis, comparison, analogies, or de nitions. 6. Conclusion: Conclude with conviction. Review your main points and state your claims strongly. Make a strong plea for action, or invite your readers to refute your argument. http://www.umuc.edu/writingcenter/onlineguide/chapter - .cfm All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 Task 8 GIVE YOUR STAND! With your group, present an argument on this issue. ollow the tips given. YOUR FINAL TASK Task 9 SAY YOUR PIECE! A. Speak up! There are times when we are asked to say a few words about a topic we have no intention of speaking about. Has this ever happened to you Here are some tips you can use the ne t time you are called to speak e temporaneously or to make an impromptu speech. 1. Decide quickly what your one message will be. . Do not try to memorize what you will say. . Start off strong and with con dence. . Decide on your transitions from one point to the other. . Maintain eye contact with the audience. 6. Occasionally throw in an off-the-cuff remark. . Finally, have a good conclusion. B. YouTube Sensation! With your group, watch a sample of impromptu or e temporaneous speeches in ouTube. Take note of what makes the speaker deliver his/her speech well. Here are some of the websites: http://www.youtube.com/watch v Vp gBmjsH http://www.youtube.com/watch v GfukDMuhd http://www.youtube.com/watch v bh6 vg_r U , derived from a Latin phrase meaning “in readiness,” is applied to a speech given, a poem recited, or a song sung without advance notice or warning. is especially applied to an unmemorized speech given from notes or an outline. s global solidarity possible All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 160 Below is a checklist for a well-delivered speech. Check ES if you observed it in the video and NO if not. OBSERVATION YES NO 1. The speaker showed con dence. . The speaker maintained good posture and eye contact. . The speaker conveyed his/her ideas well. . The speaker gave an interesting introduction. . The speaker gave a good conclusion. 6. The speaker used facial e pressions and proper gestures. . The speaker had good pronunciation and maintained a well- modulated voice. C. Stand and Deliver! Choose one quote given by famous authors and deliver a ve-minute e temporaneous speech. Follow the tips given to deliver your speech successfully. “Let’s create an integrated global community where we have shared bene ts and res onsibilities and we don’t ght because o our di erences - Bill Clinton “When we have inner peace, we can be at peace with those around us. When our community is in a state of peace, it can share that peace with neighboring communities.” - The Dalai Lama “We have all known the long loneliness and we have learned that the only solution is love and that love comes with community.” - Dorothy Day All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 161 “With all my heart believe that the world’s present system of sovereign nations can only lead to barbarism, war and inhumanity, and that only world law can assure progress towards a civilized peaceful community.” - Albert Einstein E temporaneous Evaluation Rubrics Fair (1 point) Good (2 points) Very Good (3 points) E cellent (4 points) Points Topic Topic is too challenging or too easy for speaker’s age and skill level. Topic could be more challenging for speaker’s age and skill level. Topic is appropriate for speaker’s age and skill level. Topic is challenging for speaker’s age and skill level. Subject Knowledge and Coverage Not enough information is presented to judge speaker’s knowledge. Adequate knowledge of subject is demonstrated. n-depth knowledge of subject is demonstrated. . Full subject knowledge more than required . Organization Speech is unorganized. Speech follows a logical progression. Speech shows skill and creativity in organization. Speech shows a strong structure enhances effect of speech. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 16 Voice Volume, pronunciation, or vocal variation need improvement. Voice and language are adequate for the delivery of the speech. Voice and language are skillful and effective. Volume, tone, timing, in ection, and language are used to enhance speech. Manner and Appearance Appearance, body language, or gestures need improvement. Appearance and mannerisms are appropriate. Appearance and mannerisms are presented with businesslike conduct and style. Appearance and mannerisms are presented with a professional demeanor and personal style. Closing Closing is missing or unclear. Closing is clear and organized. Closing is well organized and effective. Closing is creative and contributes to a uni ed and cohesive presentation. Effectiveness More practice is needed to maintain audience interest. Audience interest is maintained. Effort is shown to enhance audience interest and involvement. Multiple techniques are used to artfully and successfully create audience interest. Comments: ___________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ Scoring: Total Points:_______ 1 - Points – Gold 11-1 Points – Blue Below 10 Points - Red 1 points minimum to advance to ne t level / competition All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 16 MY TREASURE Underneath We’re All the Same He prayed it wasn’t my religion. He ate it wasn’t what I ate. He spoke it wasn’t my language. He dressed it wasn’t what I wore. He took my hand it wasn’t the color of mine. But when he laughed it was how I laughed, and When he cried it was how I cried. Amy Maddo , I6 years old Franklin Community H.S. Spring. 1 – Maya Angelou Make a pledge by completing the statement below. My Resolution n the past, have been intolerant of other people’s ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Now that have learned the value of tolerance, will become ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 16 LESSON 3 YOUR JOURNEY “We cannot be more sensitive to pleasure without being more sensitive to pain.” – Alan Watts Being sensitive to others means understanding their joy, their pain, their situation, and where they are coming from. The test of our sensitivity then is when we understand other people without bias or prejudice. Let the activities here help you develop a caring attitude for others. This week’s lesson tells about one man’s undying devotion to his muse and other historical trivia during the age of rebirth – the Renaissance. Our featured literary piece is a poem rich in poetic elements. ou will also get the chance to understand more about bias that thrives in our society. Using correct grammar in making de nitions and acknowledging citations in preparing a bibliography will help you effectively deliver an impromptu speech at the end of the lesson. YOUR OBJECTIVES For this lesson, here are the objectives to help you as you go through the different activities. scan for needed information evaluate listening te ts in terms of accuracy, validity, adequacy, and relevance detect bias and prejudice in the material viewed give technical and operational de nitions e plain how the elements speci c to a genre contribute to the theme of a particular literary selection e plain the literary devices used use the correct sound of English when delivering impromptu speech use words and e pressions that af rm or negate acknowledge citations by preparing a bibliography All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 16 YOUR INITIAL TASKS Let’s begin your lesson by working on the activities provided here. Task 1 PICTURES TALK Look at the photos below. What do they reveal about men, women, and children Write your answers in your notebook. A. B. C. 1. With your partner, describe each picture. What do they reveal about men and women . Should women always be p as doing household chores and men warriors Why Task 2 MIND YOUR WORD Find out the message conveyed by the comic strip and be ready to share your ideas in class. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 166 Discussion Points: 1. What is the character in the comic strip prejudiced/biased for against . What could be the reason for the prejudice/bias . s it right to have prejudices or biases . Can you think of words that you could associate with prejudice/bias Write them in the word web below. Task 3 WATCH THAT LABEL A. Here’s a video featuring a Filipina actress who claims that it’s not right to put a label on anyone. Watch it and nd out the label attached to her. www.youtube.com/watch v svcKfq E 1. What is the “label” attached to the woman in the video . Do you agree with what the woman said Why . When you put a “label” on someone, are you also being biased E plain. . What advice would you give to the woman in the video . What comments do you hear from other people about women in the same situation as the actress How should you react to them B. Have you heard and seen e amples of bias around you Fill out the table below for more e amples of bias and prejudice you have e perienced around you. Work on it with your partner. n the second column write e amples of advertisements and in the last column write the bias found in each e ample. E amples Biased on Advertisements C. Can biases be avoided How _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Prejudice Bias All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 16 Task 4 BIAS DETECTIVES Source: http://www.sadker.org/curricularbias.html According to a group of researchers there are Seven Forms of Bias in nstructional Materials.They are as follows: 1. nvisibility: What ou Don’t See Makes a Lasting mpression The most fundamental and oldest form of bias in instructional materials is the complete or relative e clusion of a group. With an attempt for inclusion after 1 60, many of today’s te tbooks are improved, but far from perfect. Women, those with disabilities, gays, and homose uals continue to be missing from many of today’s te ts. . Stereotyping: Shortcuts to Bigotry Perhaps the most familiar form of bias is the stereotype, which assigns a rigid set of characteristics to all members of a group, at the cost of individual attributes and differences. While stereotypes can be positive, they are more often negative. Some typical stereotypes include: Men portrayed as assertive and successful in their jobs, but rarely discussed as husbands or fathers omen as caregivers. . mbalance and Selectivity: A Tale Half Told Curriculum may perpetuate bias by presenting only one interpretation of an issue, situation, or group of people. Such accounts simplify and distort comple issues by omitting different perspectives. A te t reports that women were “given” the vote, but does not discuss the work, sacri ces, and even physical abuse suffered by the leaders of the suffrage movement that “won” the vote. Literature is drawn primarily from western, male authors. Math and Science courses typically reference European discoveries and formulas. . Unreality: Rose olored Glasses Many researchers have noted the tendency of instructional materials to gloss over unpleasant facts and events in our history. Another e ample is the notion that technology will solve persistent social problems. . Fragmentation and solation: The Parts Are Less than the Whole Fragmentation emerges when a group is physically or visually isolated in the te t. Often, racial and ethnic group members are depicted as interacting only with persons like themselves, isolated from other cultural communities. While this form of bias may be less damaging than omission or stereotypes, fragmentation and isolation present nondominant groups as peripheral members of society. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 16 6. Linguistic Bias: Words Count Language can be a powerful conveyor of bias, in both blatant and subtle forms. Linguistic bias can impact race/ethnicity, gender, accents, age, dis ability, and se ual orientation. Such words as forefathers, mankind, and businessman serve to deny the contributions even the e istence of females. . Cosmetic Bias: “Shiny” covers The relatively new cosmetic bias suggests that a te t is bias free, but beyond the attractive covers, photos, or posters, bias persists. An e ample is a science te tbook that features a glossy pullout of female scientists but includes precious little narrative o the scienti c contributions of women. Pretend that you are a group of detectives. Using the seven forms of bias discussed here, review your school’s English reference books/te tbooks and identify if it has any of those forms of biases. Write the title of the book and put a check form of bias you discovered in the book s . Title of the Book nvisibility Stereo- typing Selectivity Unreality Fragmentation Linguistic Bias Cosmetic Bias All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 16 This time, suggest ways on how to avoid these biases in your English te tbook. _____________________________________________________________ _____________________________________________________________ ____________________________________________________________ YOUR TEXT Task 5 LOVE IS EVERYWHERE A. Being sensitive to others is one way of showing love and concern. Whose love story do you consider special and worth emulating Here are photos from some romantic lms. Match the description of the characters in the movie to the photos. Danielle, the only daughter of a deceased French nobleman, is made a servant by her stepmother. She also has two stepsisters, one quite kind but the other one really terrible. Still, Danielle grows up to be a happy and strong-willed young lady, and one day her path crosses that of handsome Prince Henry, who in love with her. Despite some troubles, Danielle and the Prince end up together with the help of the nice Leonardo da Vinci. Rebellious high school student Landon Carter is threatened with e pulsion unless he performs in the drama club’s spring musical. At this function, he is forced to interact with quiet Jamie Sullivan who has helped him with his lines. During the play, Jamie surprises Landon and the entire audience with her beauty and voice. While their friendship and admiration for each other grows deeper, Jamie’s cancer gets worse. n 1 1 Southampton, 1 -year-old rst- class passenger Rose DeWitt Bukater who is engaged to be married against her will plans to jump off the ship. Jack Dawson, a penniless artist, convinces her not to. This incident started their friendship which later on develops into a love affair. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 0 B. Can you name other movies that speak of great love Girls, when a man courts you , how would you want him to do it Boys, how do you plan to win the heart of your ladylove someday List down what you dream of in a courtship. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Read about the courtship during the middle ages. Compare it with your “ideal” courtship. Chivalry and Romantic Ideals (Middle Ages, 1100-1500) ' which ladies' hearts was their ultimate goal. Wealthy knights won women’s hands through brave deeds, while the poets won them over through their use of words and songs. These ideas were inspired by “courtly desire, and the ennobling power of love. When one is in love, one has the tendency to be biased. Name an incident in which you did something in the name of love. _____________________________________________________________ _____________________________________________________________ Laura through a collection of poems called “Canzoniere.” The English called him the This was also the time when people were starting to re their relationship with God and other men and women brought about by the rediscovery of the classics. This period is called the Rebirth or the Renaissance. In an Italian poet named Francesco Petrarch celebrated his love for his muse — All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 1 Here are poems from Petrarch’s Canzoniere. Read enjoy the rhyme and rhythm, and discover the message of each poem. Before you start reading, think about this: How would you describe someone you are passionately in love with LAURA Translated by Morris Bishop She used to let her golden hair y free For the wind to toy and tangle and molest; Her eyes were brighter than the radiant west. Seldom they shine so now. used to see Pity look out of those deep eyes on me. “ t was false pity,” you would now protest had love’s tinder heaped within my breast; What wonder that the ame burned furiously She did not walk in any mortal way, But with angelic progress; when she spoke, Unearthly voices sang in unison. She seemed divine among the dreary folk Of earth. ou say she is not so today Well, though the bow’s unbent, the wound bleeds on. The White Doe Translated by Anna Maria Armi A pure-white doe in an emerald glade Appeared to me, with two antlers of gold, Between two streams, under a laurel’s shade, All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 At sunrise, in the season’s bitter cold. Her sight was so suavely merciless That left work to follow her at leisure, Like the miser who looking for his treasure Sweetens with that delight his bitterness. Around her lovely neck “Do not touch me,” Was written with topa and diamond stone, “My Caesar’s will has been to make me free.” Already toward noon had climbed the sun, My weary eyes were not sated to see, When fell in the stream and she was gone. Spring Translated by Morris Bishop Zephyr returns, and scatters everywhere New owers and grass, and company does bring, Procne and Philomel, in sweet despair, And all the tender colors of the Spring. Never were elds so glad, nor skies so fair, And Jove e ults in Venus prospering. Love is in all the water, earth and air, And love possesses every living thing. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 But to me only heavy sighs return For her who carried in her little hand My heart’s key to her heavenly sojourn, The birds sing loud above the owering land; Ladies are gracious now – Where deserts burn The beasts still prowl on the ungreening sand. Task 6 THINK ABOUT THE POEMS n your group, answer the questions about the three poems. Laura 1. n the poem “Laura,” how was Laura described by the speaker . n Laura’s “present and past,” what are the common details the speaker remembers about Laura . How does Laura seem to have changed . Though years passed, what aspects in the poem “Laura” remain unchanged The White Doe 1. What details in the “The White Doe” tell about time and season . What is a doe . How is the doe described in the poem . To whom is the “white doe” compared in the poem . What emotion does the last stanza evoke in you Spring 1. “Spring” is written after Laura’s death. What does the speaker emphasize about spring . What makes the speaker describe differently the springtime scene . What does the ending of the poem reveal about the speaker . Who is referred to in the three poems . Petrarch was a fourteenth-century writer. n his poems, what are the situations or feelings that you could relate to On the other hand, in what ways are the situations or feelings in the poem outdated All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 Task 7 FIGURE OUT THE MEANING Understand the poem better by analyzing the language of poetry. Think about the answers to the following questions rst. Then, with a partner, discuss your answers before sharing it with the whole group. 1. What image/s did Petrarch use to compare Laura . How did Petrarch describe his feelings when Laura died . What kind of language is used by poets and writers in describing persons or their feelings dramatically . What is the meaning and effect of the following lines found in the poems: “sweet despair” Spring and “suavely merciless” The White Doe . n addition, how does the meaning of “suavely merciless” connect with lines to of the poem “The White Doe” . What kind of language is used by poets and writers in forming contradiction that often e presses con icting feelings 6. What kind of poem are Petrarch’s three poems Task 8 SOUND THE SONNET A. Go through the poem “The White Doe” again. This time focus on the structure of the poem. Poems are said to have rhyme and rhythm. Let’s nd out the rhyme scheme of this poem. The White Doe Translated by Anna Maria Armi A pure-white doe in an emerald glade Appeared to me, with two antlers of gold, Between two streams, under a laurel’s shade, At sunrise, in the season’s bitter cold. Her sight was so suavely merciless That left work to follow her at leisure, Like the miser who looking for his treasure Sweetens with that delight his bitterness. a b a b c d d c All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 1. How many lines are there in the poem . How many lines are there in the rst two stanzas . How about in the third and fourth stanzas, how many lines are there . Study the rhyme scheme. What is the basis of the rhyme scheme . How does rhyme and rhythm contribute to the message of the poem B. Here are sonnets by Petrarch and Shakespeare, respectively. dentify the rhyme schemes of each sonnet and compare and contrast them with each other. Around her lovely neck “Do not touch me” Was written with topa and diamond stone, “My Caesar’s will has been to make me free.” Already toward noon had climbed the sun, My weary eyes were not sated to see, When fell in the stream and she was gone. e f e f e f Spring Translated by Morris Bishop Zephyr returns, and scatters everywhere New owers and grass, and company does bring, Procne and Philomel, in sweet despair, And all the tender colors of the Spring. Never were elds so glad, nor skies so fair, And Jove e ults in Venus prospering. Love is in all the water, earth and air, And love possesses every living thing. But to me only heavy sighs return For her who carried in her little hand My heart’s key to her heavenly sojourn, All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 6 The birds sing loud above the owering land; Ladies are gracious now – where deserts burn The beasts still prowl on the ungreening sand. Sonnet XVIII William Shakespeare Shall compare thee to a summer’s day Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, And summer’s lease hath all too short a date: Sometime too hot the eye of heaven shines, And often is his gold comple ion dimmed, And every fair from fair sometime declines, By chance, or nature’s changing course untrimmed: But thy eternal summer shall not fade, Nor lose possession of that fair thou ow’st, Nor shall death brag thou wander’st in his shade, When in eternal lines to time thou grow’st, So long as men can breathe, or eyes can see, So long lives this, and this gives life to thee. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 Task 9 DISTINCT SONNETS ou have read e amples of one type of lyric poem – the sonnet. After reading the two poems, what similarities and differences did you notice Petrarchan Shakespearean Discussion Points: 1. HowdoestherhymeschemeinPetrarch’ssonnetdifferfromShakespeare’s . What does the rhyme scheme do in the sonnet . Do the words that rhyme in the sonnet relate to the theme of the poem How . Aside from sonnets, where else can we use the “rhyme scheme” Task 10 TICKLE YOUR FANCY magine how Petrarch’s Laura was like. n your group, work on the task that will be assigned by your teacher. Group 1 - Based on Petrarch’s description of Laura, draw her image on short bond paper with a dedication addressed to Petrarch. Group - Choose a song that best describes the love Petrarch has for Laura. Group - Prepare and perform a “rap” intended for courtship. Group - Pretend you are Petrarch with undying love for Laura and write a love letter to her. Group - Deliver a short speech addressed to your beloved who has died without saying farewell to you. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 YOUR DISCOVERY TASKS Task 11 LISTEN TO A POINT Listen as your teacher reads a report from http://www.rappler.com/move- ph/ 1 -ph-male-female-inequalities accessed on July 01 about male and female equalities in the country. Take note of information that will help you decide whether the news report is valid, accurate, relevant, and with adequate information. Let’s talk about the news article you just listened to. 1. What is the news article about . What is the source of the news s it a valid source . What data about male and female equality in health and survival, education, economic participation, and politics were mentioned . Will you consider this news accurate Why . How important is this news to your life 6. Does the article have all the necessary details that you would need to be well informed on the issue What other data do you need Task 12 AGREE OR DISAGREE Listen to news articles that will be read by your teacher. On the space provided, write your response to the article. Write the word agree if you think the article is valid, accurate, reliable, and with adequate information, and disagree if you think otherwise. __________ __________ __________ What made you decide on your answers How do you de ne: valid, reliable, accurate, and adequate ________________________________________________________ ________________________________________________________ ________________________________________________________ Task 13 READ FOR INFO Scan the given te ts and advertisement. Based on your working de nition, decide whether or not the content of the article or advertisement is valid, accurate, relevant and with adequate information. Copy the column in your notebook and put a check under the column heading that corresponds to your answer. Support your answer with proof from the given articles/advertisement. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 ART CLES Valid Accurate Relevant With Adequate nformation 01 Manila Social Good Summit The Social Good Summit is an annual, global event that brings together movers and shakers to discuss how technology and social media can be used for social good. For 01 , the summit focused on how to use social media to help prepare for, respond to, and minimize the impact of disasters. Listed below are key content from the summit: http://www.rappler.com/move- ph/ 1 -ph-male-female- inequalities ART CLES Valid Accurate Relevant With Adequate nformation The 00 National Demographic and Health Survey NDHS revealed that one in ve women aged 1 - has e perienced physical violence since age 1 ; 1 . of married women e perienced physical from their husbands; and than one-third of separated or widowed women have e perienced physical violence, implying that domestic violence could be the reason for separation or annulment. http://pcw.gov.ph/statistics/ 01 0 / statistics-violence-against- lipino- women E plain your answer. E plain your answer. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 0 Valid Accurate Relevant Adequate Discussion Points: 1. What information did you get from the given articles and advertisement . Do they give enough information on the topic . What makes an article or an advertisement adequate, valid, accurate, and reliable Task 14 DEFINE THOSE WORDS! A. ou were able to give reasons for deciding whether an article has valid, accurate, reliable, and adequate information. Based on your answers to the previous tasks, how do you de ne those terms With a partner, by completing the sentences below: 1. An article is valid when it _______________________________________ ___________________________________________________________ ___________________________________________________________ . Reliability of the article’s content means ___________________________ ___________________________________________________________ ___________________________________________________________ . We can say that what we read is accurate when______________________ ___________________________________________________________ ___________________________________________________________ . Adequate information calls for __________________________________ ___________________________________________________________ ___________________________________________________________ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 1 B. ou did well in de ning terms like valid, accurate, reliable, and adequate. What helped you in de ning them Let’s try looking at these e amples and nd out how else we can write sentences that de ne. 1. The government has passed Republic Act 10 Magna Carta for Women to af rm the role of women in nation building and to ensure the substantive equality of women and men. . “Discrimination Against Women” refers to any gender-based distinction, e clusion, or restriction which has the effect or purpose of impairing or nullifying the recognition, enjoyment, or e ercise by women, irrespective of their marital status, on a basis of equality of men and women, of human rights and fundamental freedoms in the political, economic, social, cultural, civil, or any other eld. http://www.chanrobles.com/republicacts/republicactno 10.php . As de ned in Republic Act 610, Child Abuse refers to the maltreatment, whether habitual or not, of the child which includes any of the following: 1 Psychological and physical buse, neglect, cruelty, se ual abuse, and emotional maltreatment; Any act by deeds or words which debases, degrades, or demeans the intrinsic worth and dignity of a child as a human being; Unreasonable deprivation of his basic needs for survival, such as food and shelter; or Failure to immediately give medical treatment to an injured child resulting in serious impairment of his growth and development or in his permanent incapacity or death. http://www.lawphil.net/statutes/repacts/ra1 /ra_ 610_1 .html Discussion Points: 1. What are the ways to de ne a term within a sentence . What are helpful tips in making de nitions . How can your skill in making de nitions help you in preparing a technical paper or when preparing for an oral argument All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 C. This time, give either the operation or technical de nition of each of the following terms and concepts. ou may use the nternet or your books for the de nitions. Be sure to include your source. Words to Be De ned Operational De nition Technical De nition Source Love Population Global Warming Government Revenues Task 15 BRING IN THE SOURCE A. Whether in speaking or in writing, you need to cite your source when stating facts. At the end of the quarter, you will present an argumentative speech and it’s important that you build your argument with facts and support all your claims with accurate, reliable, valid, and adequate facts. But how do you make attributions and recognize your source on paper Work on the e ercises that follow to know more about citing your sources. 1. Go over Task 11. Copy the nternet website found in the two items de ned. Before the nternet website address or the URL, write rst the topic and after the URL, write the date when the material was accessed. ________________,_________________________, ___________ Title of the topic website address or URL date . Why is it important to acknowledge the source in your speech or in your paper B. Here are some more reminders in constructing simple bibliography for different types of materials. Each entry should end with a period. talics may be substituted by underlining. The nal document should be double spaced and in alphabetical order by the rst word of the entry. There are several formats for a paper particularly for the bibliography. Formats differ depending on the purpose. Go over the sample types of bibliography and distinguish one from the other. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 1. Belowarestandardformatsande amplesforbasicbibliographicinformation recommended by the American Psychological Association (APA). For more information on the APA format, see http://www.apastyle.org. Format E amples Format E amples Books Author’s last name, rst initial. Publication date . Book title. Additional information. City of publication: Publishing company. Allen, T. 1 . Vanishing Wildlife of North America. Washington, D.C.: National Geographic Society. Boorstin, D. 1 . The creators: A History of the Heroes of the Imagination. New ork: Random House. Encyclopedia & Dictionary Author’s last name, rst initial. Date . Title of Article. Title of Encyclopedia Volume, pages . City of publication: Publishing company. Bergmann, P. G. 1 . Relativity. In The New Encyclopedia Britannica Vol. 6, pp. 01- 0 . Chicago: Encyclopedia Britannica. Merriam-Webster’s Collegiate Dictionary 10th ed. . 1 . Spring eld, MA: Merriam-Webster. Pettingill, O. S., Jr. 1 0 . Falcon and Falconry. World Book Encyclopedia. pp. 1 0-1 . Chicago: World Book. Magazine & N e w s p a p e r Articles Author’s last name, rst initial. Publication date . Article title. Periodical title, volume number (issue number if available), inclusive pages. Note: Do not enclose the title in quotation marks. Put a period after the title. f a periodical includes a volume number, italicize it and then give the page range in regular type without “pp.”. f the periodical does not use volume numbers, as in newspapers, use p. or pp. for page numbers. Note: Unlike other periodicals, p. or pp. precedes page numbers for a newspaper reference in APA style. Harlow, H. F. 1 . Fundamentals for preparing psychology journal articles. Journal of Comparative and Physiological Psychology, 55, - 6. Henry,W.A., . 1 0,April .Making the grade in today’s schools. Time, 135, - 1. Kalette, D. 1 6, July 1 . California town counts town to big quake. USA Today, 9, p. A1. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 Website or Webpage Online periodical: Author’s name. Date of publication . Title of article. Title of Periodical, volume number, Retrieved month day, year, from full URL Online document: Author’s name. Date of publication . Title of work. Retrieved month day, year, from full URL Note: When citing nternet sources, refer to the speci c website document. f a document is undated, use “n.d.” for no date immediately after the document title. Break a lengthy URL that goes to another line after a slash or before a period. Continually check your references to online documents. There is no period following a URL. Note: f you cannot nd some of this information, cite what is available. Note: f a document is contained within a large and comple website such as that for a university or a government agency , identify the host organization and the relevant program or department before giving the URL for the document itself. Precede the URL with a colon. Devitt, T. 001, August . Lightning injures four at music festival. The Why? Files. Retrieved January , 00 , from http://why les. org/1 lightning/inde .html Dove, R. 1 . Lady freedom among us. The Electronic Text Center. Retrieved June 1 , 1 , from Alderman Library, University of Virginia website: http://ete t.lib. virginia.edu/subjects/afam.html Fredrickson, B. L. 000, March . Cultivating positive emotions to optimize health and well- being. Prevention & Treatment, , Article 0001a. Retrieved November 0, 000, from http://journals.apa.org/ prevention/volume /pre00 0001a. html GVU’s 8th WWW user survey. n.d. . Retrieved August , 000, from http:// www.cc.gatech.edu/gvu/usersurveys/ survey1 -10/ Health Canada. 00 , February . The Safety of Genetically Modi ed Food Crops. Retrieved March , 00 , from http://www.hc-sc.gc.ca/english/ protection/biologics_genetics/gen_ mod_foods/genmodebk.html Source: http://www.sciencebuddies.org/science-fair projects/project_apa_format_e amples.shtml All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 . Another style in writing bibliography is the Modern Language Association (MLA) style. According to Purdue Online Writing Lab, it is most commonly used to write papers and cite sources within the liberal arts and humanities. Purdue OWL has an update to re ect the MLA Handbook for Writers of Research Papers th ed. and the MLA Style Manual and Guide to Scholarly Publishing rded. , which offers e amples for the general format of MLA research papers, in-te t citations, endnotes/footnotes, and the Works Cited page. Here are some e amples: 1. “Blueprint Lays Out Clear Path for Climate Action.” Environmental Defense Fund, May 00 . Web. May 00 . . Clinton, Bill. nterview by Andrew C. Revkin. “Clinton on Climate Change.” New ork Times, May 00 . Web. May 00 . . Dean, Cornelia. “E ecutive on a Mission: Saving the Planet.” New ork Times, May 00 . Web. May 00 . . Ebert, Roger. “An nconvenient Truth.” Rev. of An Inconvenient Truth, Dir. Davis Guggenheim. rogerebert.com. Sun-Times News Group, June 006. Web. May 00 . . GlobalWarming.org. Cooler Heads Coalition, 00 . Web. May 00 . 6. Gowdy,John.“AvoidingSelf-organizedE tinction:TowardaCo-evolutionary Economics of Sustainability.” International Journal of Sustainable Development and World Ecology 1 .1 00 : - 6. Print. . An Inconvenient Truth. Dir. Davis Guggenheim. Perf. Al Gore, Billy West. Paramount, 006. DVD. . Lerou , Marcel. Global Warming: Myth or Reality?: The Erring Ways of Climatology. New ork: Springer, 00 . Print. . Milken, Michael, Gary Becker, Myron Scholes, and Daniel Kahneman. “On Global Warming and Financial mbalances.” New Perspectives Quarterly . 006 : 6 . Print. 10. Nordhaus, William D. “After Kyoto: Alternative Mechanisms to Control Global Warming.” American Economic Review 6. 006 : 1- . Print. Discussion Points: 1. What is APA MLA . How are bibliographies written . How is APA different from MLA . Which style is predominantly used research All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 77 1 6 C. With your partner, go through the bibliography page of your English LM. List down at least one work cited/bibliography from a book, nternet, magazine, or encyclopedia. Copy in your notebook and identify whether the entries are in APA or MLA format. Share your answers the class. ___________________________________ ___________________________________ ___________________________________ ___________________________________ D. When you research and get notes from your source, you are annotating. An annotation is a comment e planation attached to a te t, image, or other data. Often, annotations refer to a speci c part of the original data. Annotation format differs depending on the styles: APA, MLA, or Chicago that an author may opt to use. Sample APA Annotation Ehrenreich, B. 001 . Nickel and dime: On (not) getting by in America. New ork: Henry Holt and Company. n this book of non ction based on the journalist’s e periential research, Ehrenreich attempts to ascertain whether it is currently possible for an individual to live on minimum wage in America. Taking jobs as a waitress, a maid in a cleaning service, and a Walmart sales employee, the author summarizes and re ects on her work, her relationships with fellow workers, and her nancial struggles in each situation. An e perienced journalist, Ehrenreich is aware of the limitations of her e periment and the ethical implications of her e periential research tactics and re ects on these issues in the te t. The author is forthcoming about her methods and supplements her e periences with scholarly research on her places of employment, the economy, and the rising cost of living in America. Ehrenreich’s project is timely, descriptive, and well researched. The APA annotation summarizes and assesses the book in the citation. The rst paragraph provides a brief summary of the author’s project in the book, covering the main points of the work. The second paragraph points out the project’s strengths and evaluates its methods and presentation. This particular annotation does not re ect on the source’s potential importance or usefulness for this person’s own research. For information on formatting APA citations, see APA Formatting and Style Guide. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 1 Sample MLA Annotation Lamott, Anne. Bird by Bird: Some Instructions on Writing and Life. New ork: Anchor Books, 1 . Print. Lamott’s book offers honest advice on the nature of a writing life, complete with its insecurities and failures. Taking a humorous approach to the realities of being a writer, the chapters in Lamott’s book are wry and anecdotal and offer advice on everything from plot development to jealousy, from perfectionism to struggling with one’s own internal critic. n the process, Lamott includes writing e ercises designed to be both productive and fun. Lamott offers sane advice for those struggling with the an ieties of writing, but her main project seems to be offering the reader a reality check regarding writing, publishing, and struggling with one’s own imperfect humanity in the process. Rather than a practical handbook to producing and/or publishing, this te t is indispensable because of its honest perspective, its down-to-earth humor, and its encouraging approach. Chapters in this te t could easily be included in the curriculum for a writing class. Several of the chapters in Part 1 address the writing process and would serve to generate discussion on students’ own drafting and revising processes. Some of the writing e ercises would also be appropriate for generating classroom writing e ercises. Students should nd Lamott’s style both engaging and enjoyable. n the sample annotation above, the writer includes three paragraphs: a summary, an evaluation of the te t, and a re ection on its applicability to his/her own research, respectively. For information on formatting MLA citations, see MLA 00 Formatting and Style Guide. Sample Chicago Manual Style Annotation Davidson, Hilda Ellis. Roles of the Northern Goddess. London: Routledge, 1 . Davidson’s book provides a thorough e amination of the major roles lled by the numerous pagan goddesses of Northern Europe in everyday life, including their roles in hunting, agriculture, domestic arts like weaving, the household, and death. The author discusses relevant archaeological evidence, patterns of symbol and ritual, and previous research. The book includes a number of black and white photographs of relevant artifacts. This annotation includes only one paragraph, a summary of the book. t provides a concise description of the project and the book’s project and its major features. Discussion Points: 1. What have you noticed in the three styles of annotating a source . n what way are they similar different . Which style would you want to use Why . How can this help in gathering your references or notes . How can your skill in research help you prepare for your speech All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 77 1 Task 16 WRITE YOUR BIBLIOGRAPHY Almost anything you deal with in everyday life has aspects that are debatable. As with school issues, any topic that calls for change is worth researching. Gather the facts now and don’t forget to acknowledge your source. Do the following: Brainstorm on a topic that you feel strongly about. Here are some e amples: - Why violence and se on TV shows is okay or not ; why free nternet is a good idea ; - Why the work week should be shorter or longer ; - Why all students should participate in e tracurricular activities or not ; - Why actors/actresses should be elected for public of ce or not ; - Why death penalty should be revived or not or other topics that important to you. Now that you have chosen your main topic, give it a good title. Make an outline of subtopics that you would be needing to argue your point. Research on those topics using the books you have brought about your topic and by searching on the nternet. Using inde cards, write down your annotations to support your topic or argument and on top of it, write the bibliography. Each subtopic should have at least two paragraph annotations that support it. Remember that you are now gathering important, relevant, valid, adequate, and accurate facts to help you in presenting your impromptu speech at the end of this lesson. Take note that depending on the purpose of your bibliography, some annotations may summarize, some may assess or evaluate a source, and some may re ect on the source’s possible uses for the project at hand. Some annotations may address all three of these steps. Consider the purpose of your annotated bibliography and/or your teacher’s directions when deciding how much information to include in your annotations. Please keep in mind that all your te t, including the write-up beneath the citation, must be indented so that the author s last name is the only te t that is ush left. For more e amples, visit this website: https://owl.english.purdue.edu/owl/resource/61 /0 / All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY YOUR FINAL TASK Task 17 TRY YOUR PASSION A. From the list of topics given to you to research on, which one are you most passionate a out ry tal ing a out your passion in your group. emem er to do the following: a. ecide on who will spea rst. b. Give each speaker a minute to share his/her idea. c. While one is speaking, the rest of the group has to listen. d. Observe how each one shares his/her idea. e. Write down your observations in your notebook what is in the column provided here. Speakers s the idea shared appropriate Why s the voice or manner of speaking clear Why Discussion Points: 1. Did you en oy your on the spot idea sharing Why . What motivated you to listen to your classmates speeches . What suggestions can you give to improve one s delivery of a speech www.youtube.com/watch v Gef Py Task 18 SPEAK FOR KEEPS his time, watch another video presents an e ample of an impromptu speech. As you view it, listen attentively to the language, words, and e pressions used by the speaker in delivering his/her impromptu speech. http://www.youtube.com/watch v p g m s uly 1 , 1 A. Let’s answer the questions about the video you have seen. 1. What words or e pressions in the speech made an impact on you plain. . s it important to have the right diction and correct usage in delivering a Get to know more about delivering lines/speeches by watching this “Toastmasters” video taken from a video sharing site. Be able to list tips in delivering on the spot or impromptu speeches. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true
Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true

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Here is a concise definition of "hope" based on the guidelines:Hope is a feeling of wanting something to happen or be true and thinking that it could happen or be true

  • 1. D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. Module 2: Establishing Solidarity
  • 2. D EPED C O PY C Management All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 3. D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 4. D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 5. D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 6. D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 7. D EPED C O PY , each of which All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 8. D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 9. D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 10. D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 11. D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 12. D EPED C O PY / All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 13. D EPED C O PY — All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 14. D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 15. D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 16. D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 17. D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 18. D EPED C O PY STAND. A AND N A NT . 10 T A . A And he then as initiate to novice: “Here must you put by all division of spirit 1 And gather your soul against all cowardice. This is the place told you to e pect. Here you shall pass among the fallen people, Souls who have lost the good of intellect.” So saying, he put forth his hand to me, 0 And with a gentle and encouraging smile He led me through the gate of mystery. Here sighs and cries and wails coiled and recoiled On the starless air, spilling my soul to tears. A confusion of tongues and monstrous accents toiled n pain and anger, voices hoarse and shrill And sounds of blows, all intermingled, raised Tumult and pandemonium that still Whirls on the air forever dirty with it As if a whirlwind suc ed at sand. And , 0 Holding my head in horror, cried: “Sweet Spirit, What souls are these who run through this blac ha e ” And he to me: “These are the nearly soulless Whose lives concluded neither blame nor praise. They are mi ed here with that despicable corps Of angels who were neither for od nor Satan, But only for themselves. The High Creator Scourged them from Heaven for its perfect beauty, And Hell will not receive them since the wicked ight feel some glory over them.” And : All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 19. D EPED C O PY “They have no hope of death,” he answered me, “and in their blind and unattaining state Their miserable lives have sunk so low No word of them survives their living season. Mercy and Justice deny them even a name. Let us not speak of them: look, and pass on.” Circling and circling, it seemed to scorn all pause. So it ran on, and still behind it pressed A never-ending rout of souls in pain. As passed before me in that mournful train. Who, in his cowardice, made the Great Denial. Were of that retrograde and faithless crew 60 Hateful to God and to His enemies. These wretches never born and never dead Ran naked in a swarm of wasps and hornets And made their faces stream with bloody gouts To be swallowed there by loathsome worms and maggots. Assembled on the beach of a wide river, Usage makes them as eager to cross as they seem to be All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 20. D EPED C O PY 1 “All this shall be made known to you when we stand On the joyless beach of Acheron.” And Cast down my eyes, sensing a reprimand n what he said, and so walked at his side n silence and ashamed until we came Through the dead cavern to that sunless tide. There, steering toward us in an ancient ferry 0 Came an old man with white bush of hair, Bellowing: “Woe to you depraved souls Bury Here and forever all hope of Paradise: come to lead you to the other shore, nto eternal dark, into re and ice. And you who are living yet, say begone From these who are dead.” But when he saw me stand Against his violence he began again: “By other windings and by other steerage Shall you cross to that other shore. Not here Not here 0 A lighter craft than mine must give you passage.” And my Guide to him: “Charon, bite back your spleen: This has been willed where what is willed must be, And is not yours to ask what it may mean.” The steersman of that marsh of ruined souls, Who wore a wheel of ame around each eye, Sti ed the rage that shook his woolly jowls. But those unmanned and naked spirits there Turned pale with fear and their teeth began to chatter At sound of his crude bellow. n despair 100 They blasphemed God, their parents, their time on earth, The race of Adam, and the day and the hour And the place and the seed and the womb that gave them birth. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 21. D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 22. D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 23. D EPED C O PY 1 0 Task 8 APPLYING WHAT YOU READ n “Canto ” of “ nferno” by Dante, Charon tells the souls to “Bury here and forever all hope of Paradise.” E plain your answer. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Task 9 MAKING DEFINITIONS e nitions are a core part of any dictionary. Writing basic de nitions requires skill, practice, and sometimes help. Read the basic guidelines to follow when writing a de nition: Is hope necessary 1. the point. Clarity, brevity, and conciseness are better when writing Avoid complicated terms Avoid terms that are more complicated or more technical than the Stay away from jargon. Highly technical terms will most likely require it says. Although there are cases that involve the use of a technical Avoid circularity Use different terms. adjective from which they derive. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 24. D EPED C O PY Alphabetize the words. Word YOUR DISCOVERY TASK Task 10 READ TO WRITE! Aggressive Driving Should Be Avoided Aggressive driving is a phenomenon, which has only recently got the public driving as the “operation of a motor vehicle in a manner that endangers or is likely to endanger persons or property.” Actions such as running red lights, improper passing, overtaking on the left, improper lane change, failing to yield, improper turns, running driving. Such actions are dangerous to other road users. Aggressive driving should be avoided because it causes crashes, injuries and fatalities. What is an argumentative essay? All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 25. D EPED C O PY 1 The rst reason why aggressive driving should be avoided is it causes crashes. According to NHTSC, between percent e cessive speed and 100 percent improper passing of the cases of aggressive driving resulted in traf c crashes and 6 percent of the drivers cited for “following too closely” or tailgaiting caused crashes as a result of their aggressive driving. Moreover, “running red light,” “improper passing,” and “overtaking on the left” topped other categories of aggressive driving in contributing to traf c crashes. Another reason why aggressive driving should be avoided is it causes injuries. NHTSC states that the percentages of the injuries caused by aggressive driving are, in almost all categories of aggressive driving, above 100 percent. Aggressive driving also causes fatalities. “Overtaking on the left” appears to be the most important contributing factor in traf c fatalities as it relates to aggressive driving. “ mproper lane change,” “running stop sign,” and “running red light” rank second through four in terms of their contribution to traf c fatalities. The above evidence shows that aggressive driving causes crash injuries and fatalities. Hence, aggressive driving should be avoided. Since the opening on the North-South Highway, the number of kilometers of roads in the country has increased by one percent while the number of vehicle miles driven has increased by percent. More cars and more drivers are also on the road leading to more aggressive drivers. A. Reason Out! n the bo provided below, give three reasons why aggressive driving should be avoided. Write your e planation opposite bo . __________________________________ __________________________________ _________________________________________________ __________________________________ __________________________________ _________________________________________________ __________________________________ __________________________________ _________________________________________________ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 26. D EPED C O PY 1 B. I Saw the Sign! With your group, create a friendly reminder / signage on motorists’ safety while driving. Write it in the bo . Present the signage to the rest of the class. What you just read is an e ample of an argumentative essay. To know more about it, read the following details. An argumentative essay tries to change the reader’s mind by convincing the reader to agree with the writer’s point of view. Characteristics of an Argumentative Essay An argumentative essay attempts to be highly persuasive and logical. t usually assumes that the reader disagrees with the writer, but it should be noted that the reader is no less intelligent than the writer. Hence, an argumentative essay should be written objectively and logically. An argumentative essay has the following characteristics: presents and e plains the issue or case gives reasons and supports these reasons to prove its point refutes proves wrong opposing arguments Parts 1. Introduction First is the introductory paragraph. t introduces the problem and gives the background information needed for the argument and the thesis statement. 2. Body The body of the essay contains the reasons. Each paragraph talks about one reason. The reason is included in the topic sentence and is supported by details or materials. These supporting materials can be e amples, statistics, personal e periences, or quotations. 3. Conclusion The conclusion restates the main claim and gives one or two general statements e actly summarize the arguments and support the main premise. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 27. D EPED C O PY Task 11 IDENTIFY AND CLASSIFY! From the model argumentative essay, identify its parts by rewriting the essential Aggressive Driving Should Be Avoided Task 12 HAVE YOUR SAY! A. 1. How do your opinion cannot be wrong. The only way you can mess up is to poorly support your opinion. questions of fact, value, and policy. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 28. D EPED C O PY 1 B. Formulate your own Form ve groups then formulate your own claims of fact, policy, and value based on your chosen topic from the list provided. Use the organizer below to present your claims. Resolving Con icts Unity in Diversity Harmonizing Relationship with Others Recognizing nterpersonal Convergence Bridging the Gap Questions of Fact are those that ask you to answer whether or not something true must construct paragraphs to support the facts. Example: Questions of Value something. Here you are usually asked to choose between things, ideas, beliefs, Example: Questions of Policy asks the writer to make a plan of action to solve some sort of problem. The Example: List of Topics 1. Resolving Con icts . Unity in Diversity . Harmonizing Relationship with Others . Recognizing nterpersonal Convergence . Bridging the Gap All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 29. D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 30. D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 31. D EPED C O PY 1 Performance Rubric (5 points) Good (4 points) Fair (3 points) Poor (2 points) Unacceptable (1 point) A perfect center of pitch, stress, juncture, and intonation are maintained ALL of the time in different situations. No tendency toward sharpening A perfect center of pitch, stress, juncture, and intonation are maintained MOST of the time in different situations. Students tend to go or in registers or vocal “breaks.” A perfect center of pitch, stress, juncture, and intonation are maintained in different situations. Students tend to go go or throughout their vocal range at times. A perfect center of pitch stress, juncture, and intonation are maintained in different situations. Student or consistently with some moments of perfect pitch. A perfect center of pitch, stress, and juncture does NOT occur in different situations. Students have little sense of intonation. It’s your turn! This time say the following statements correctly and determine if you are going to use a rising or a falling intonation. or flattening notes. 1. t’s unbelievable . That’s great . Oh, sure will. . ou must be kidding . Really That’s good 6. Don’t worry, understand. . ou shouldn’t have. . think will. . eep it up 10. t’s okay. sharp sharp sharp All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 32. D EPED C O PY Task 14 NEWS WRITING AND REPORTING NEWS What makes a good news story? Brainstorm the characteristics of a good news story with a Key Components of a Good News Story Attention-getting headline Use of quotes A strong summary What makes a story newsworthy? Some key elements when considering “newsworthiness” are: Timing : The closer a story hits home, the more newsworthy it is. Prominence Human Interest: Because these stories are based on emotional appeal, they are meant to be amusing or to generate empathy or other emotions. They often appear in special sections of the newspaper or at the end of the newscast as a “feel good” story or to draw attention to something particularly amusing, quirky, or off-beat. A. News.. News… News… Bring a newspaper. With your partner, evaluate one article from the newspaper if it contains the key components of a good story. B. Write a News With a partner, write a news story on that happened paragraph or the lead. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 33. D EPED C O PY 1 0 Title of the News Lead Other Details Summary Organize the information of your news story from the most important to the least. Then, rewrite the nal news story on a short bond paper. Who is/are involved What happened When did it happen Where did it happen Why did it happen How did it happen All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 34. D EPED C O PY 1 1 C. Report News Tips on Presenting Your News Use an introduction. Make sure these sentences are easy to understand and should be delivered no longer than 0 seconds. Check if you are saying the names of people and places correctly. When you read your introduction, speak clearly and be enthusiastic. ou can emphasize important words by pausing before you say them or saying them a little louder. Mark these words on your script so you won’t forget. Speak in a normal voice. ou don’t have to shout and you shouldn’t whisper. Stand or sit up straight. Be natural. Try not to move too much or it will distract your audience. Practice with the camera and microphone to get used to what it feels like to present news. Have fun http://splashlive.abc.net.au/res/mtn/sr/w /TSS- .1.pdf 1. Practice to Polish With a small group, practice reporting and presenting the news . Follow the tips on presenting a news report. 2. Present Your News With the rest of the class, present your news report with ease and con dence. Be guided with the rubrics on the ne t page for a successful news report presentation. Note: The outstanding news presentation will be uploaded in ouTube. What makes a story clear, audible, and understandable All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 35. D EPED C O PY Oral News Report Rubric Very Good Good Fair Poor Topic Choice Topic is of high interest and educational value; teaches new ideas and information. Topic is of interest to audience; teaches some new information. Appropriate topic topic Content Highly detailed; well organized; shows a strong understanding of the topic Reports all the basic facts in an organized way Reports some of the basic facts reports few details, too brief, disorganized or confusing Voice and Manner Loud, clear, and pauses; well prepared Loud, clear, with some pauses to gather thoughts; seems well prepared; somewhat nervous Varies from loud and clear to understand; seems prepared; may have some nervous and distracting behavior or understand; seems unprepared or has body movement distracts listeners Eye Contact Consistent eye contact with many members of the audience; rarely looks at notes Eye contact mainly with the teacher or one member of the audience; occasionally refers to notes Sometimes looks at the audience; often looks at notes or elsewhere Little or no eye contact with the audience On Time Ready on assigned date One day late Two days late Not ready until following week Audience Listens attentively & participates in discussions Listens and participates Listens but doesn’t participate listen nor participate in discussions All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 36. D EPED C O PY 1 MY TREASURE I like to see myself as a bridge builder, that is me building bridges between people, between races, between cultures, between politics, trying to nd common ground. T. D. Jakes Summing up what learned in my journey through this lesson: learned that _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ realized that _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ promise to _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ http://www.brainyquote.com/quotes/ quotes/t/tdjakes .html d Glhr tcf Ar H. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 37. D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 38. D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 39. D EPED C O PY 1 6 Imagine by: John Lennon magine there’s no heaven t’s easy if you try No hell below us Above us only 1. ________ magine all the people Living for today magine there’s no countries t isn’t hard to do Nothing to kill or die for And no religion too magine all the people Living life in . ________ ou may say ’m a . ________ But ’m not the only . ________ hope someday you’ll join us And the . ________ will be as 6. _________ magine no possessions wonder if you can No need for greed or . ________ A . ________ of man magine all the people Sharing all the . ________ ou may say ’m a 10. ________ But ’m not the only 11. ________ hope someday you’ll join us And the 1 . ________ will live as 1 . ________ B. Check your answers with a partner while you listen to the song. C. Listen to the song for the second time and try to understand its message. Go over the words with the whole class. D. Analyze the questions provided then answer them. Imagine by John Lennon magine there’s no heaven t’s easy if you try No hell below us Above us only 1. ________ magine all the people Living for today magine there’s no countries t isn’t hard to do Nothing to kill or die for And no religion too magine all the people Living life in . ________ ou may say ’m a . ________ But ’m not the only . ________ hope someday you’ll join us And the . ________ will be as 6. _________ magine no possessions wonder if you can No need for greed or . ________ A . ________ of man magine all the people Sharing all the . ________ ou may say ’m a 10. ________ But ’m not the only 11. ________ hope someday you’ll join us And the 1 . ________ will live as 1 . ________ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 40. D EPED C O PY Questions Answer E. With your group, interpret the message of the song through a painting or drawing. Make your output colorful and creative. Task 3 READ TO LEAD A. KWL as the author’s? 6. What kind of world will it be if on what you know and what you want to know about the topic. K (What I know) W (What I want to know) L (What I learned) B. What’s the Word? Supply the correct letters to complete the missing word based on the 1. I c belonging to the essential nature of a thingI cl c All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 41. D EPED C O PY 1 . I e very important . h n r s regarded as belonging fundamentally to all persons . e s rules of behavior based on ideas about what is morally good and bad . p e an unfair feeling of dislike for a person or group because of race, se , religion, etc. VALUES EDUCATION for HUMAN SOLIDARITY First and foremost, human solidarity is founded on mutual respect of each other’s uniqueness, and a deep sense of appreciation of our common humanity - that we are individuals with intrinsic self-worth, and that we are sisters and brothers within one human family inhabiting planet EARTH, our home and our heritage. While new trends, particularly globalization, link cultures ever more closely and enrich the interaction among them, they may also be detrimental to our cultural diversity and cultural pluralism. Thus, the need for mutual respect becomes all the more imperative. Dialogue between cultures appears to be one of the fundamental cultural and political challenges for the world today. t is an essential condition of peaceful coe istence nternational Conference on Cultural Policies for Development, Stockholm, Sweden, 1 . Thus, “To learn how to avoid cultural diversity resulting to the clash of cultures but rather to intercultural harmony and peace,” is a challenge to us, peace educators Our Creative Diversity, de Cuellar’s World Commission on Culture and Development Report to UNESCO, 1 . Onecannotunderestimatetheroleofeducationforinternationalandintercultural understanding, which consists not merely in knowing more about different peoples and their cultures - their geography, history, economy, government, value-systems - but more in understanding and gaining insight into the factors and motivations underlying their behavior and appreciating their cultural patterns, traditions, customs, values, and beliefs. Human solidarity is likewise fostered by the realization and strengthening of the ties that bind us together in our common humanity: our human nature and the human condition, our common habitat and destiny, our universally-shared values. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 42. D EPED C O PY 1 ndeed, there are ALUES which transcend the barriers of culture, race, gender, and creed; of social class, economic status, or political persuasions, because such values are rooted in our common humanity. They are our common treasures, our “birthright” They could form the core of a new global ethics . The articulation of human rights has set for the modern world a “common standard of morality,” and an appreciation of individual moral claims that are regarded as “universal, inviolable and inalienable.” Antonio J. Ledesma, S.J. “Forging a Culture of Peace: Hope for Coming Generations, 1 . They are our basic human rights and fundamental freedoms: the worth and dignity of the human person, our innate human goodness, our capacity for love and compassion, the sacredness of our person and identity; the right to truth and justice, the freedom to choose and decide for oneself, to believe, to love and to act freely according to one’s values and convictions; freedom from ignorance, fear, prejudices poverty, cruelty and abuses; the right to peace, happiness and development. “We have but one world, or none at all;” words from Jerry and Pat Mische, founders of GEA, Global Education Associates, when they came in the early 0s and founded the PCGE, Phil. Council for Global Education. can hear them now and feel their presence among many of us. Their messages of global solidarity, global spirituality, and our common humanity, our interconnectednesss and interrelationships with each other and with our planet Earth and beyond, reaching the future generations, shall remain with us forever. “We either work together to build the EARTH or perish together with it.” We have only one home, one body of waters, one atmosphere, one environment. We live under one sky. What happens in one place, affects all the rest. “Humankind has for the rst time, the sophistication to build its future, not on the illusion of a one-sided, ill-conceived ideology, but on a set of universal values which we all share, even if their optimal balance differs from people to people, from religion to religion and from individual to individual, and when there is great respect for such differences de Cuellar, Creative Diversity, World Commission on Culture and Development Report to UNESCO, 1 . This calls for a paradigm shift in our educational philosophy and practice. nstead of a rigid and compartmentalized knowledge-based curriculum, we should adopt a more holistic view of education which aims at the development of the faculties and powers of the whole person – cognitive, affective, emotional, aesthetic, volitional, behavioral; a teaching-learning approach which does not stop at knowledge and information at developing skills and competence, but proceeds to understanding and gaining insights, that educates the heart and the emotions and develops the ability to choose freely and to value, to make decisions and to translate knowledge and values into action. The heart of education is the education of the heart. But by values education we do not mean merely teaching about values but rather learning how to value, how to bring knowledge into the deeper level of understandings and insights; into the affective realm of our feelings and emotions, our cherished choices and priorities into loving and appreciating, and how to internalize and translate them into our behavior. Truly, values education is a holistic process and a total learning e perience. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 43. D EPED C O PY symbolic. Solidarity has to be the order of the day: each of us must bear his own share of the general responsibility.” He continues to say: “We need a global ethics to guide us in solving global issues, in strengthening our global interdependence and solidarity.” The issues have been raised and the challenges presented in many a forum, but our answers and our plans have yet to galvanize into a determined and collective not in merely planning but in willing strongly TOGETHER that we can make things happen. Accomplish the last column in the KWL chart. What did you learn after reading the C. TWOgether! Work with a partner and list down the important words or phrases from the speech that may be related to Human Solidarity. Human Solidarity Share your answer with the rest of the class. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 44. D EPED C O PY 1 1 D. My Point of View With your group, brainstorm and discuss about the important statements included in the speech. Develop your chosen lines into a ve-sentence paragraph e pressing your belief and disbelief of the statement. Deliver the ve-sentence paragraph by group with conviction. Task 4 I WANT A PIZZA! What values and qualities must people possess to attain harmony and solidarity Discuss with a partner and write these values on the slices of the pizza. E plain to the rest of the class why you came up with such values. The world is our village. TOGETHER we can make things happen. We have but one world or none at all. The heart of education is the education of the heart. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 45. D EPED C O PY to g All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 46. D EPED C O PY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 47. D EPED C O PY 1 So Roland blew his great horn Olifant. He gave one long blast. The veins stood out on his brow but he blew on and the sound of his horn echoed through the mountain pass and carried far away. The great horn call reached Emperor Charlemagne and all his company. “Roland calls ” cried Charlemagne. “He must be in battle.” One of his nobles, the Duke of Nalmon, sighed deeply. “That horn, that long, long call, is blown by a brave but desperate man, with all his remaining strength,” he said grimly. “Count Roland must need our aid.” The traitor Ganelon approached the Emperor and sneered. “ ou are growing old and childish, Roland is probably hunting and blowing to show his skill. No Saracen would dare ght him. Let us ride on. France is near.” “ ou are wrong,” said Namion. “ t is a call of agony.” C h a r l e m a g n e believed Namion. He ordered his men to answer the call with trumphets, to tell Roland he was returning. His men prepared for battle then galloped back the way they had come eager to ght. Charlemagne, convinced that Ganelon had betrayed Roland, ordered his master cook to guard Ganelon as he would a murderer. So, Ganelon was chained and put upon a packhorse in greatest dishonor, with cooks to guard him. The master cook, whose name was Besgun, took his post. Meanwhile, Emperor Charlemagne and his men sped on their way to rescue Roland. There was anger in Charlemagne’s heart, anger and fear that he might be too late. He ordered his trumpetors to keep blowing still, so that Roland and his men might hear the blasts and be given hope. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 48. D EPED C O PY Count Roland was the last man left alive of all the valiant French who had held the pass against the Saracens. Soon, Emperor Charlemagne and the rest of the army would return, summoned by a mighty blast on Roland’s horn, but it would be too late. All they could do would be to bury the dead and mourn them and see that the traitor Ganelon was punished, for it was he who had betrayed Roland and his men to King Marsilion and his Saracen hosts. Roland had thought himself alone Saracens rushed by, and one he thought dead, rose up and tried to steal his sword. He felled him with his horn, smashing the rim. Now Roland’s strength was at an end. He tried to shatter his great sword on a rock so that no-one else should use it, but failed. Falling down, he raised his battle glove to heaven and prayed. Then he fell back dead. Too late the Emperor arrives on the not one Frenchman was left alive. While Charlemagne stood in men gathered around him, eager to avenge Roland. “Look, my Lord,” cried Duke Damion, one of his nobles. “Beyond, there is a cloud of dust us ride them down, showing them no mercy.” Charlemagne rode on. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 49. D EPED C O PY 1 6 Task 6 UNDERSTANDING THE SONG OF ROLAND A. Describe the following characters in the epic. Roland Charlemagne Ganelon B. Answer the following questions and discuss with a partner. 1. What are the characteristics of the ideal knight according to “The Song of Roland” . Why was Ganelon very angry at Roland . How do you feel about ing Charlemagne s he a wise king E plain. Back in his palace, Marsilion lay dying, with his weeping queen beside him. Behind her were some of those warriors who had attacked the French, but failed to vanquish them. Outside were the broken Saracen survivors. Charlemagne arrived in triumph, but treated Marsilion’s widow with great courtesy. Then he returned to France where Ganelon was tried. By law, if Ganelon could nd a champion who could defeat any challenger in single combat, he would be spared. One Pinabel agreed to help the traitor. Count Thierry, a friend of Roland’s, challenged Pinabel and felled him with his lance. So Ganelon paid the penalty for his crimes. Then Charlemagne set off for the wars again, but without Roland, who now belonged to legend and song. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 50. D EPED C O PY C. Reader’s Response Think of a time when you, like Roland, were reluctant to ask for help as he durin the attack. hat part did pride play in your hesitancy ou re ret not turnin to someone for help hare this e perience with your roup. Task 7 Understanding the Theme The theme of a work of literature is the insight it gives into life. “The Song of Roland” may be considered an epic deals with the theme of betrayal. Within the con nes of medieval society, betrayal of one’s lord or vassal was considered the greatest violation of the feudal code. With your group, think of a situation betrayal in our society. discuss with your group the best solution for this, emphasizing how to build ties. Present this through a short dramatization. Rubrics essage cting ialogue Teamwork _______ YOUR DISCOVERY TASK ave you e perienced presenting an argument Was it successful Here are some techniques on how to develop your argument. Developing an Argument When you develop your argument, you are con rming your own position and building your case. Use empirical evidence, such as facts and statistics to support your claims. Appeal to your audience’s rational and logical thinking. Argue using your evidence and research. our list of strengths and weaknesses can help you develop your argument. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 51. D EPED C O PY 1 Techniques on Appealing to Your Readers The success of your argument depends on your skill in convincing your reader through sound reasoning, persuasion, and evidence. There are three fundamental types of appeal in presenting an argument: reason, ethics, and emotion. Write Your Conclusion our conclusion should state your conviction strongly. Review your main points and tell your audience what action you would like them to take; address and resolve the main points in your introduction. Basic Components of an Argument The claim typically answers the question: “What do think ” The reasons typically answer the question: “Why do think so ” The evidence typically answers the question: “How do know this is the case ” Suggested Organi ation for a Classic Argument 1. Introduction: Give the conte t and background of your issue. stablish the style, tone, and signi cance of your issue. 2. State Your Case: Clarify your issue here. Give any necessary background for understanding the issues. De ne important terms or conditions here. 3. Proposition: State your central proposition. Be sure that your hook presents an issue that is open to debate. Present the subtopics or supportive points to forecast your argument for your reader. 4. Refutation: Analyze the opposition’s argument and summarize it; refute or address the points; point out faulty reasoning and inappropriate appeals. 5. Substantiation and Proof: Present and develop your own case. Carefully plan your disclosure; avoid logical fallacies. Rely primarily on reasoning for your appeal and use emotional appeals carefully; use e amples, facts, e perts, and statistics. Develop your argument using the appropriate prose strategy, e.g., causal analysis, comparison, analogies, or de nitions. 6. Conclusion: Conclude with conviction. Review your main points and state your claims strongly. Make a strong plea for action, or invite your readers to refute your argument. http://www.umuc.edu/writingcenter/onlineguide/chapter - .cfm All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 52. D EPED C O PY 1 Task 8 GIVE YOUR STAND! With your group, present an argument on this issue. ollow the tips given. YOUR FINAL TASK Task 9 SAY YOUR PIECE! A. Speak up! There are times when we are asked to say a few words about a topic we have no intention of speaking about. Has this ever happened to you Here are some tips you can use the ne t time you are called to speak e temporaneously or to make an impromptu speech. 1. Decide quickly what your one message will be. . Do not try to memorize what you will say. . Start off strong and with con dence. . Decide on your transitions from one point to the other. . Maintain eye contact with the audience. 6. Occasionally throw in an off-the-cuff remark. . Finally, have a good conclusion. B. YouTube Sensation! With your group, watch a sample of impromptu or e temporaneous speeches in ouTube. Take note of what makes the speaker deliver his/her speech well. Here are some of the websites: http://www.youtube.com/watch v Vp gBmjsH http://www.youtube.com/watch v GfukDMuhd http://www.youtube.com/watch v bh6 vg_r U , derived from a Latin phrase meaning “in readiness,” is applied to a speech given, a poem recited, or a song sung without advance notice or warning. is especially applied to an unmemorized speech given from notes or an outline. s global solidarity possible All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 53. D EPED C O PY 160 Below is a checklist for a well-delivered speech. Check ES if you observed it in the video and NO if not. OBSERVATION YES NO 1. The speaker showed con dence. . The speaker maintained good posture and eye contact. . The speaker conveyed his/her ideas well. . The speaker gave an interesting introduction. . The speaker gave a good conclusion. 6. The speaker used facial e pressions and proper gestures. . The speaker had good pronunciation and maintained a well- modulated voice. C. Stand and Deliver! Choose one quote given by famous authors and deliver a ve-minute e temporaneous speech. Follow the tips given to deliver your speech successfully. “Let’s create an integrated global community where we have shared bene ts and res onsibilities and we don’t ght because o our di erences - Bill Clinton “When we have inner peace, we can be at peace with those around us. When our community is in a state of peace, it can share that peace with neighboring communities.” - The Dalai Lama “We have all known the long loneliness and we have learned that the only solution is love and that love comes with community.” - Dorothy Day All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 54. D EPED C O PY 161 “With all my heart believe that the world’s present system of sovereign nations can only lead to barbarism, war and inhumanity, and that only world law can assure progress towards a civilized peaceful community.” - Albert Einstein E temporaneous Evaluation Rubrics Fair (1 point) Good (2 points) Very Good (3 points) E cellent (4 points) Points Topic Topic is too challenging or too easy for speaker’s age and skill level. Topic could be more challenging for speaker’s age and skill level. Topic is appropriate for speaker’s age and skill level. Topic is challenging for speaker’s age and skill level. Subject Knowledge and Coverage Not enough information is presented to judge speaker’s knowledge. Adequate knowledge of subject is demonstrated. n-depth knowledge of subject is demonstrated. . Full subject knowledge more than required . Organization Speech is unorganized. Speech follows a logical progression. Speech shows skill and creativity in organization. Speech shows a strong structure enhances effect of speech. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 55. D EPED C O PY 16 Voice Volume, pronunciation, or vocal variation need improvement. Voice and language are adequate for the delivery of the speech. Voice and language are skillful and effective. Volume, tone, timing, in ection, and language are used to enhance speech. Manner and Appearance Appearance, body language, or gestures need improvement. Appearance and mannerisms are appropriate. Appearance and mannerisms are presented with businesslike conduct and style. Appearance and mannerisms are presented with a professional demeanor and personal style. Closing Closing is missing or unclear. Closing is clear and organized. Closing is well organized and effective. Closing is creative and contributes to a uni ed and cohesive presentation. Effectiveness More practice is needed to maintain audience interest. Audience interest is maintained. Effort is shown to enhance audience interest and involvement. Multiple techniques are used to artfully and successfully create audience interest. Comments: ___________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ Scoring: Total Points:_______ 1 - Points – Gold 11-1 Points – Blue Below 10 Points - Red 1 points minimum to advance to ne t level / competition All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 56. D EPED C O PY 16 MY TREASURE Underneath We’re All the Same He prayed it wasn’t my religion. He ate it wasn’t what I ate. He spoke it wasn’t my language. He dressed it wasn’t what I wore. He took my hand it wasn’t the color of mine. But when he laughed it was how I laughed, and When he cried it was how I cried. Amy Maddo , I6 years old Franklin Community H.S. Spring. 1 – Maya Angelou Make a pledge by completing the statement below. My Resolution n the past, have been intolerant of other people’s ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Now that have learned the value of tolerance, will become ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 57. D EPED C O PY 16 LESSON 3 YOUR JOURNEY “We cannot be more sensitive to pleasure without being more sensitive to pain.” – Alan Watts Being sensitive to others means understanding their joy, their pain, their situation, and where they are coming from. The test of our sensitivity then is when we understand other people without bias or prejudice. Let the activities here help you develop a caring attitude for others. This week’s lesson tells about one man’s undying devotion to his muse and other historical trivia during the age of rebirth – the Renaissance. Our featured literary piece is a poem rich in poetic elements. ou will also get the chance to understand more about bias that thrives in our society. Using correct grammar in making de nitions and acknowledging citations in preparing a bibliography will help you effectively deliver an impromptu speech at the end of the lesson. YOUR OBJECTIVES For this lesson, here are the objectives to help you as you go through the different activities. scan for needed information evaluate listening te ts in terms of accuracy, validity, adequacy, and relevance detect bias and prejudice in the material viewed give technical and operational de nitions e plain how the elements speci c to a genre contribute to the theme of a particular literary selection e plain the literary devices used use the correct sound of English when delivering impromptu speech use words and e pressions that af rm or negate acknowledge citations by preparing a bibliography All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 58. D EPED C O PY 16 YOUR INITIAL TASKS Let’s begin your lesson by working on the activities provided here. Task 1 PICTURES TALK Look at the photos below. What do they reveal about men, women, and children Write your answers in your notebook. A. B. C. 1. With your partner, describe each picture. What do they reveal about men and women . Should women always be p as doing household chores and men warriors Why Task 2 MIND YOUR WORD Find out the message conveyed by the comic strip and be ready to share your ideas in class. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 59. D EPED C O PY 166 Discussion Points: 1. What is the character in the comic strip prejudiced/biased for against . What could be the reason for the prejudice/bias . s it right to have prejudices or biases . Can you think of words that you could associate with prejudice/bias Write them in the word web below. Task 3 WATCH THAT LABEL A. Here’s a video featuring a Filipina actress who claims that it’s not right to put a label on anyone. Watch it and nd out the label attached to her. www.youtube.com/watch v svcKfq E 1. What is the “label” attached to the woman in the video . Do you agree with what the woman said Why . When you put a “label” on someone, are you also being biased E plain. . What advice would you give to the woman in the video . What comments do you hear from other people about women in the same situation as the actress How should you react to them B. Have you heard and seen e amples of bias around you Fill out the table below for more e amples of bias and prejudice you have e perienced around you. Work on it with your partner. n the second column write e amples of advertisements and in the last column write the bias found in each e ample. E amples Biased on Advertisements C. Can biases be avoided How _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Prejudice Bias All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 60. D EPED C O PY 16 Task 4 BIAS DETECTIVES Source: http://www.sadker.org/curricularbias.html According to a group of researchers there are Seven Forms of Bias in nstructional Materials.They are as follows: 1. nvisibility: What ou Don’t See Makes a Lasting mpression The most fundamental and oldest form of bias in instructional materials is the complete or relative e clusion of a group. With an attempt for inclusion after 1 60, many of today’s te tbooks are improved, but far from perfect. Women, those with disabilities, gays, and homose uals continue to be missing from many of today’s te ts. . Stereotyping: Shortcuts to Bigotry Perhaps the most familiar form of bias is the stereotype, which assigns a rigid set of characteristics to all members of a group, at the cost of individual attributes and differences. While stereotypes can be positive, they are more often negative. Some typical stereotypes include: Men portrayed as assertive and successful in their jobs, but rarely discussed as husbands or fathers omen as caregivers. . mbalance and Selectivity: A Tale Half Told Curriculum may perpetuate bias by presenting only one interpretation of an issue, situation, or group of people. Such accounts simplify and distort comple issues by omitting different perspectives. A te t reports that women were “given” the vote, but does not discuss the work, sacri ces, and even physical abuse suffered by the leaders of the suffrage movement that “won” the vote. Literature is drawn primarily from western, male authors. Math and Science courses typically reference European discoveries and formulas. . Unreality: Rose olored Glasses Many researchers have noted the tendency of instructional materials to gloss over unpleasant facts and events in our history. Another e ample is the notion that technology will solve persistent social problems. . Fragmentation and solation: The Parts Are Less than the Whole Fragmentation emerges when a group is physically or visually isolated in the te t. Often, racial and ethnic group members are depicted as interacting only with persons like themselves, isolated from other cultural communities. While this form of bias may be less damaging than omission or stereotypes, fragmentation and isolation present nondominant groups as peripheral members of society. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 61. D EPED C O PY 16 6. Linguistic Bias: Words Count Language can be a powerful conveyor of bias, in both blatant and subtle forms. Linguistic bias can impact race/ethnicity, gender, accents, age, dis ability, and se ual orientation. Such words as forefathers, mankind, and businessman serve to deny the contributions even the e istence of females. . Cosmetic Bias: “Shiny” covers The relatively new cosmetic bias suggests that a te t is bias free, but beyond the attractive covers, photos, or posters, bias persists. An e ample is a science te tbook that features a glossy pullout of female scientists but includes precious little narrative o the scienti c contributions of women. Pretend that you are a group of detectives. Using the seven forms of bias discussed here, review your school’s English reference books/te tbooks and identify if it has any of those forms of biases. Write the title of the book and put a check form of bias you discovered in the book s . Title of the Book nvisibility Stereo- typing Selectivity Unreality Fragmentation Linguistic Bias Cosmetic Bias All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 62. D EPED C O PY 16 This time, suggest ways on how to avoid these biases in your English te tbook. _____________________________________________________________ _____________________________________________________________ ____________________________________________________________ YOUR TEXT Task 5 LOVE IS EVERYWHERE A. Being sensitive to others is one way of showing love and concern. Whose love story do you consider special and worth emulating Here are photos from some romantic lms. Match the description of the characters in the movie to the photos. Danielle, the only daughter of a deceased French nobleman, is made a servant by her stepmother. She also has two stepsisters, one quite kind but the other one really terrible. Still, Danielle grows up to be a happy and strong-willed young lady, and one day her path crosses that of handsome Prince Henry, who in love with her. Despite some troubles, Danielle and the Prince end up together with the help of the nice Leonardo da Vinci. Rebellious high school student Landon Carter is threatened with e pulsion unless he performs in the drama club’s spring musical. At this function, he is forced to interact with quiet Jamie Sullivan who has helped him with his lines. During the play, Jamie surprises Landon and the entire audience with her beauty and voice. While their friendship and admiration for each other grows deeper, Jamie’s cancer gets worse. n 1 1 Southampton, 1 -year-old rst- class passenger Rose DeWitt Bukater who is engaged to be married against her will plans to jump off the ship. Jack Dawson, a penniless artist, convinces her not to. This incident started their friendship which later on develops into a love affair. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 63. D EPED C O PY 1 0 B. Can you name other movies that speak of great love Girls, when a man courts you , how would you want him to do it Boys, how do you plan to win the heart of your ladylove someday List down what you dream of in a courtship. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Read about the courtship during the middle ages. Compare it with your “ideal” courtship. Chivalry and Romantic Ideals (Middle Ages, 1100-1500) ' which ladies' hearts was their ultimate goal. Wealthy knights won women’s hands through brave deeds, while the poets won them over through their use of words and songs. These ideas were inspired by “courtly desire, and the ennobling power of love. When one is in love, one has the tendency to be biased. Name an incident in which you did something in the name of love. _____________________________________________________________ _____________________________________________________________ Laura through a collection of poems called “Canzoniere.” The English called him the This was also the time when people were starting to re their relationship with God and other men and women brought about by the rediscovery of the classics. This period is called the Rebirth or the Renaissance. In an Italian poet named Francesco Petrarch celebrated his love for his muse — All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 64. D EPED C O PY 1 1 Here are poems from Petrarch’s Canzoniere. Read enjoy the rhyme and rhythm, and discover the message of each poem. Before you start reading, think about this: How would you describe someone you are passionately in love with LAURA Translated by Morris Bishop She used to let her golden hair y free For the wind to toy and tangle and molest; Her eyes were brighter than the radiant west. Seldom they shine so now. used to see Pity look out of those deep eyes on me. “ t was false pity,” you would now protest had love’s tinder heaped within my breast; What wonder that the ame burned furiously She did not walk in any mortal way, But with angelic progress; when she spoke, Unearthly voices sang in unison. She seemed divine among the dreary folk Of earth. ou say she is not so today Well, though the bow’s unbent, the wound bleeds on. The White Doe Translated by Anna Maria Armi A pure-white doe in an emerald glade Appeared to me, with two antlers of gold, Between two streams, under a laurel’s shade, All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 65. D EPED C O PY 1 At sunrise, in the season’s bitter cold. Her sight was so suavely merciless That left work to follow her at leisure, Like the miser who looking for his treasure Sweetens with that delight his bitterness. Around her lovely neck “Do not touch me,” Was written with topa and diamond stone, “My Caesar’s will has been to make me free.” Already toward noon had climbed the sun, My weary eyes were not sated to see, When fell in the stream and she was gone. Spring Translated by Morris Bishop Zephyr returns, and scatters everywhere New owers and grass, and company does bring, Procne and Philomel, in sweet despair, And all the tender colors of the Spring. Never were elds so glad, nor skies so fair, And Jove e ults in Venus prospering. Love is in all the water, earth and air, And love possesses every living thing. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 66. D EPED C O PY 1 But to me only heavy sighs return For her who carried in her little hand My heart’s key to her heavenly sojourn, The birds sing loud above the owering land; Ladies are gracious now – Where deserts burn The beasts still prowl on the ungreening sand. Task 6 THINK ABOUT THE POEMS n your group, answer the questions about the three poems. Laura 1. n the poem “Laura,” how was Laura described by the speaker . n Laura’s “present and past,” what are the common details the speaker remembers about Laura . How does Laura seem to have changed . Though years passed, what aspects in the poem “Laura” remain unchanged The White Doe 1. What details in the “The White Doe” tell about time and season . What is a doe . How is the doe described in the poem . To whom is the “white doe” compared in the poem . What emotion does the last stanza evoke in you Spring 1. “Spring” is written after Laura’s death. What does the speaker emphasize about spring . What makes the speaker describe differently the springtime scene . What does the ending of the poem reveal about the speaker . Who is referred to in the three poems . Petrarch was a fourteenth-century writer. n his poems, what are the situations or feelings that you could relate to On the other hand, in what ways are the situations or feelings in the poem outdated All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 67. D EPED C O PY 1 Task 7 FIGURE OUT THE MEANING Understand the poem better by analyzing the language of poetry. Think about the answers to the following questions rst. Then, with a partner, discuss your answers before sharing it with the whole group. 1. What image/s did Petrarch use to compare Laura . How did Petrarch describe his feelings when Laura died . What kind of language is used by poets and writers in describing persons or their feelings dramatically . What is the meaning and effect of the following lines found in the poems: “sweet despair” Spring and “suavely merciless” The White Doe . n addition, how does the meaning of “suavely merciless” connect with lines to of the poem “The White Doe” . What kind of language is used by poets and writers in forming contradiction that often e presses con icting feelings 6. What kind of poem are Petrarch’s three poems Task 8 SOUND THE SONNET A. Go through the poem “The White Doe” again. This time focus on the structure of the poem. Poems are said to have rhyme and rhythm. Let’s nd out the rhyme scheme of this poem. The White Doe Translated by Anna Maria Armi A pure-white doe in an emerald glade Appeared to me, with two antlers of gold, Between two streams, under a laurel’s shade, At sunrise, in the season’s bitter cold. Her sight was so suavely merciless That left work to follow her at leisure, Like the miser who looking for his treasure Sweetens with that delight his bitterness. a b a b c d d c All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 68. D EPED C O PY 1 1. How many lines are there in the poem . How many lines are there in the rst two stanzas . How about in the third and fourth stanzas, how many lines are there . Study the rhyme scheme. What is the basis of the rhyme scheme . How does rhyme and rhythm contribute to the message of the poem B. Here are sonnets by Petrarch and Shakespeare, respectively. dentify the rhyme schemes of each sonnet and compare and contrast them with each other. Around her lovely neck “Do not touch me” Was written with topa and diamond stone, “My Caesar’s will has been to make me free.” Already toward noon had climbed the sun, My weary eyes were not sated to see, When fell in the stream and she was gone. e f e f e f Spring Translated by Morris Bishop Zephyr returns, and scatters everywhere New owers and grass, and company does bring, Procne and Philomel, in sweet despair, And all the tender colors of the Spring. Never were elds so glad, nor skies so fair, And Jove e ults in Venus prospering. Love is in all the water, earth and air, And love possesses every living thing. But to me only heavy sighs return For her who carried in her little hand My heart’s key to her heavenly sojourn, All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 69. D EPED C O PY 1 6 The birds sing loud above the owering land; Ladies are gracious now – where deserts burn The beasts still prowl on the ungreening sand. Sonnet XVIII William Shakespeare Shall compare thee to a summer’s day Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, And summer’s lease hath all too short a date: Sometime too hot the eye of heaven shines, And often is his gold comple ion dimmed, And every fair from fair sometime declines, By chance, or nature’s changing course untrimmed: But thy eternal summer shall not fade, Nor lose possession of that fair thou ow’st, Nor shall death brag thou wander’st in his shade, When in eternal lines to time thou grow’st, So long as men can breathe, or eyes can see, So long lives this, and this gives life to thee. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 70. D EPED C O PY 1 Task 9 DISTINCT SONNETS ou have read e amples of one type of lyric poem – the sonnet. After reading the two poems, what similarities and differences did you notice Petrarchan Shakespearean Discussion Points: 1. HowdoestherhymeschemeinPetrarch’ssonnetdifferfromShakespeare’s . What does the rhyme scheme do in the sonnet . Do the words that rhyme in the sonnet relate to the theme of the poem How . Aside from sonnets, where else can we use the “rhyme scheme” Task 10 TICKLE YOUR FANCY magine how Petrarch’s Laura was like. n your group, work on the task that will be assigned by your teacher. Group 1 - Based on Petrarch’s description of Laura, draw her image on short bond paper with a dedication addressed to Petrarch. Group - Choose a song that best describes the love Petrarch has for Laura. Group - Prepare and perform a “rap” intended for courtship. Group - Pretend you are Petrarch with undying love for Laura and write a love letter to her. Group - Deliver a short speech addressed to your beloved who has died without saying farewell to you. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 71. D EPED C O PY 1 YOUR DISCOVERY TASKS Task 11 LISTEN TO A POINT Listen as your teacher reads a report from http://www.rappler.com/move- ph/ 1 -ph-male-female-inequalities accessed on July 01 about male and female equalities in the country. Take note of information that will help you decide whether the news report is valid, accurate, relevant, and with adequate information. Let’s talk about the news article you just listened to. 1. What is the news article about . What is the source of the news s it a valid source . What data about male and female equality in health and survival, education, economic participation, and politics were mentioned . Will you consider this news accurate Why . How important is this news to your life 6. Does the article have all the necessary details that you would need to be well informed on the issue What other data do you need Task 12 AGREE OR DISAGREE Listen to news articles that will be read by your teacher. On the space provided, write your response to the article. Write the word agree if you think the article is valid, accurate, reliable, and with adequate information, and disagree if you think otherwise. __________ __________ __________ What made you decide on your answers How do you de ne: valid, reliable, accurate, and adequate ________________________________________________________ ________________________________________________________ ________________________________________________________ Task 13 READ FOR INFO Scan the given te ts and advertisement. Based on your working de nition, decide whether or not the content of the article or advertisement is valid, accurate, relevant and with adequate information. Copy the column in your notebook and put a check under the column heading that corresponds to your answer. Support your answer with proof from the given articles/advertisement. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 72. D EPED C O PY 1 ART CLES Valid Accurate Relevant With Adequate nformation 01 Manila Social Good Summit The Social Good Summit is an annual, global event that brings together movers and shakers to discuss how technology and social media can be used for social good. For 01 , the summit focused on how to use social media to help prepare for, respond to, and minimize the impact of disasters. Listed below are key content from the summit: http://www.rappler.com/move- ph/ 1 -ph-male-female- inequalities ART CLES Valid Accurate Relevant With Adequate nformation The 00 National Demographic and Health Survey NDHS revealed that one in ve women aged 1 - has e perienced physical violence since age 1 ; 1 . of married women e perienced physical from their husbands; and than one-third of separated or widowed women have e perienced physical violence, implying that domestic violence could be the reason for separation or annulment. http://pcw.gov.ph/statistics/ 01 0 / statistics-violence-against- lipino- women E plain your answer. E plain your answer. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 73. D EPED C O PY 1 0 Valid Accurate Relevant Adequate Discussion Points: 1. What information did you get from the given articles and advertisement . Do they give enough information on the topic . What makes an article or an advertisement adequate, valid, accurate, and reliable Task 14 DEFINE THOSE WORDS! A. ou were able to give reasons for deciding whether an article has valid, accurate, reliable, and adequate information. Based on your answers to the previous tasks, how do you de ne those terms With a partner, by completing the sentences below: 1. An article is valid when it _______________________________________ ___________________________________________________________ ___________________________________________________________ . Reliability of the article’s content means ___________________________ ___________________________________________________________ ___________________________________________________________ . We can say that what we read is accurate when______________________ ___________________________________________________________ ___________________________________________________________ . Adequate information calls for __________________________________ ___________________________________________________________ ___________________________________________________________ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 74. D EPED C O PY 1 1 B. ou did well in de ning terms like valid, accurate, reliable, and adequate. What helped you in de ning them Let’s try looking at these e amples and nd out how else we can write sentences that de ne. 1. The government has passed Republic Act 10 Magna Carta for Women to af rm the role of women in nation building and to ensure the substantive equality of women and men. . “Discrimination Against Women” refers to any gender-based distinction, e clusion, or restriction which has the effect or purpose of impairing or nullifying the recognition, enjoyment, or e ercise by women, irrespective of their marital status, on a basis of equality of men and women, of human rights and fundamental freedoms in the political, economic, social, cultural, civil, or any other eld. http://www.chanrobles.com/republicacts/republicactno 10.php . As de ned in Republic Act 610, Child Abuse refers to the maltreatment, whether habitual or not, of the child which includes any of the following: 1 Psychological and physical buse, neglect, cruelty, se ual abuse, and emotional maltreatment; Any act by deeds or words which debases, degrades, or demeans the intrinsic worth and dignity of a child as a human being; Unreasonable deprivation of his basic needs for survival, such as food and shelter; or Failure to immediately give medical treatment to an injured child resulting in serious impairment of his growth and development or in his permanent incapacity or death. http://www.lawphil.net/statutes/repacts/ra1 /ra_ 610_1 .html Discussion Points: 1. What are the ways to de ne a term within a sentence . What are helpful tips in making de nitions . How can your skill in making de nitions help you in preparing a technical paper or when preparing for an oral argument All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 75. D EPED C O PY 1 C. This time, give either the operation or technical de nition of each of the following terms and concepts. ou may use the nternet or your books for the de nitions. Be sure to include your source. Words to Be De ned Operational De nition Technical De nition Source Love Population Global Warming Government Revenues Task 15 BRING IN THE SOURCE A. Whether in speaking or in writing, you need to cite your source when stating facts. At the end of the quarter, you will present an argumentative speech and it’s important that you build your argument with facts and support all your claims with accurate, reliable, valid, and adequate facts. But how do you make attributions and recognize your source on paper Work on the e ercises that follow to know more about citing your sources. 1. Go over Task 11. Copy the nternet website found in the two items de ned. Before the nternet website address or the URL, write rst the topic and after the URL, write the date when the material was accessed. ________________,_________________________, ___________ Title of the topic website address or URL date . Why is it important to acknowledge the source in your speech or in your paper B. Here are some more reminders in constructing simple bibliography for different types of materials. Each entry should end with a period. talics may be substituted by underlining. The nal document should be double spaced and in alphabetical order by the rst word of the entry. There are several formats for a paper particularly for the bibliography. Formats differ depending on the purpose. Go over the sample types of bibliography and distinguish one from the other. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 76. D EPED C O PY 1 1. Belowarestandardformatsande amplesforbasicbibliographicinformation recommended by the American Psychological Association (APA). For more information on the APA format, see http://www.apastyle.org. Format E amples Format E amples Books Author’s last name, rst initial. Publication date . Book title. Additional information. City of publication: Publishing company. Allen, T. 1 . Vanishing Wildlife of North America. Washington, D.C.: National Geographic Society. Boorstin, D. 1 . The creators: A History of the Heroes of the Imagination. New ork: Random House. Encyclopedia & Dictionary Author’s last name, rst initial. Date . Title of Article. Title of Encyclopedia Volume, pages . City of publication: Publishing company. Bergmann, P. G. 1 . Relativity. In The New Encyclopedia Britannica Vol. 6, pp. 01- 0 . Chicago: Encyclopedia Britannica. Merriam-Webster’s Collegiate Dictionary 10th ed. . 1 . Spring eld, MA: Merriam-Webster. Pettingill, O. S., Jr. 1 0 . Falcon and Falconry. World Book Encyclopedia. pp. 1 0-1 . Chicago: World Book. Magazine & N e w s p a p e r Articles Author’s last name, rst initial. Publication date . Article title. Periodical title, volume number (issue number if available), inclusive pages. Note: Do not enclose the title in quotation marks. Put a period after the title. f a periodical includes a volume number, italicize it and then give the page range in regular type without “pp.”. f the periodical does not use volume numbers, as in newspapers, use p. or pp. for page numbers. Note: Unlike other periodicals, p. or pp. precedes page numbers for a newspaper reference in APA style. Harlow, H. F. 1 . Fundamentals for preparing psychology journal articles. Journal of Comparative and Physiological Psychology, 55, - 6. Henry,W.A., . 1 0,April .Making the grade in today’s schools. Time, 135, - 1. Kalette, D. 1 6, July 1 . California town counts town to big quake. USA Today, 9, p. A1. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 77. D EPED C O PY 1 Website or Webpage Online periodical: Author’s name. Date of publication . Title of article. Title of Periodical, volume number, Retrieved month day, year, from full URL Online document: Author’s name. Date of publication . Title of work. Retrieved month day, year, from full URL Note: When citing nternet sources, refer to the speci c website document. f a document is undated, use “n.d.” for no date immediately after the document title. Break a lengthy URL that goes to another line after a slash or before a period. Continually check your references to online documents. There is no period following a URL. Note: f you cannot nd some of this information, cite what is available. Note: f a document is contained within a large and comple website such as that for a university or a government agency , identify the host organization and the relevant program or department before giving the URL for the document itself. Precede the URL with a colon. Devitt, T. 001, August . Lightning injures four at music festival. The Why? Files. Retrieved January , 00 , from http://why les. org/1 lightning/inde .html Dove, R. 1 . Lady freedom among us. The Electronic Text Center. Retrieved June 1 , 1 , from Alderman Library, University of Virginia website: http://ete t.lib. virginia.edu/subjects/afam.html Fredrickson, B. L. 000, March . Cultivating positive emotions to optimize health and well- being. Prevention & Treatment, , Article 0001a. Retrieved November 0, 000, from http://journals.apa.org/ prevention/volume /pre00 0001a. html GVU’s 8th WWW user survey. n.d. . Retrieved August , 000, from http:// www.cc.gatech.edu/gvu/usersurveys/ survey1 -10/ Health Canada. 00 , February . The Safety of Genetically Modi ed Food Crops. Retrieved March , 00 , from http://www.hc-sc.gc.ca/english/ protection/biologics_genetics/gen_ mod_foods/genmodebk.html Source: http://www.sciencebuddies.org/science-fair projects/project_apa_format_e amples.shtml All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 78. D EPED C O PY 1 . Another style in writing bibliography is the Modern Language Association (MLA) style. According to Purdue Online Writing Lab, it is most commonly used to write papers and cite sources within the liberal arts and humanities. Purdue OWL has an update to re ect the MLA Handbook for Writers of Research Papers th ed. and the MLA Style Manual and Guide to Scholarly Publishing rded. , which offers e amples for the general format of MLA research papers, in-te t citations, endnotes/footnotes, and the Works Cited page. Here are some e amples: 1. “Blueprint Lays Out Clear Path for Climate Action.” Environmental Defense Fund, May 00 . Web. May 00 . . Clinton, Bill. nterview by Andrew C. Revkin. “Clinton on Climate Change.” New ork Times, May 00 . Web. May 00 . . Dean, Cornelia. “E ecutive on a Mission: Saving the Planet.” New ork Times, May 00 . Web. May 00 . . Ebert, Roger. “An nconvenient Truth.” Rev. of An Inconvenient Truth, Dir. Davis Guggenheim. rogerebert.com. Sun-Times News Group, June 006. Web. May 00 . . GlobalWarming.org. Cooler Heads Coalition, 00 . Web. May 00 . 6. Gowdy,John.“AvoidingSelf-organizedE tinction:TowardaCo-evolutionary Economics of Sustainability.” International Journal of Sustainable Development and World Ecology 1 .1 00 : - 6. Print. . An Inconvenient Truth. Dir. Davis Guggenheim. Perf. Al Gore, Billy West. Paramount, 006. DVD. . Lerou , Marcel. Global Warming: Myth or Reality?: The Erring Ways of Climatology. New ork: Springer, 00 . Print. . Milken, Michael, Gary Becker, Myron Scholes, and Daniel Kahneman. “On Global Warming and Financial mbalances.” New Perspectives Quarterly . 006 : 6 . Print. 10. Nordhaus, William D. “After Kyoto: Alternative Mechanisms to Control Global Warming.” American Economic Review 6. 006 : 1- . Print. Discussion Points: 1. What is APA MLA . How are bibliographies written . How is APA different from MLA . Which style is predominantly used research All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 79. D EPED C O PY 77 1 6 C. With your partner, go through the bibliography page of your English LM. List down at least one work cited/bibliography from a book, nternet, magazine, or encyclopedia. Copy in your notebook and identify whether the entries are in APA or MLA format. Share your answers the class. ___________________________________ ___________________________________ ___________________________________ ___________________________________ D. When you research and get notes from your source, you are annotating. An annotation is a comment e planation attached to a te t, image, or other data. Often, annotations refer to a speci c part of the original data. Annotation format differs depending on the styles: APA, MLA, or Chicago that an author may opt to use. Sample APA Annotation Ehrenreich, B. 001 . Nickel and dime: On (not) getting by in America. New ork: Henry Holt and Company. n this book of non ction based on the journalist’s e periential research, Ehrenreich attempts to ascertain whether it is currently possible for an individual to live on minimum wage in America. Taking jobs as a waitress, a maid in a cleaning service, and a Walmart sales employee, the author summarizes and re ects on her work, her relationships with fellow workers, and her nancial struggles in each situation. An e perienced journalist, Ehrenreich is aware of the limitations of her e periment and the ethical implications of her e periential research tactics and re ects on these issues in the te t. The author is forthcoming about her methods and supplements her e periences with scholarly research on her places of employment, the economy, and the rising cost of living in America. Ehrenreich’s project is timely, descriptive, and well researched. The APA annotation summarizes and assesses the book in the citation. The rst paragraph provides a brief summary of the author’s project in the book, covering the main points of the work. The second paragraph points out the project’s strengths and evaluates its methods and presentation. This particular annotation does not re ect on the source’s potential importance or usefulness for this person’s own research. For information on formatting APA citations, see APA Formatting and Style Guide. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 80. D EPED C O PY 1 Sample MLA Annotation Lamott, Anne. Bird by Bird: Some Instructions on Writing and Life. New ork: Anchor Books, 1 . Print. Lamott’s book offers honest advice on the nature of a writing life, complete with its insecurities and failures. Taking a humorous approach to the realities of being a writer, the chapters in Lamott’s book are wry and anecdotal and offer advice on everything from plot development to jealousy, from perfectionism to struggling with one’s own internal critic. n the process, Lamott includes writing e ercises designed to be both productive and fun. Lamott offers sane advice for those struggling with the an ieties of writing, but her main project seems to be offering the reader a reality check regarding writing, publishing, and struggling with one’s own imperfect humanity in the process. Rather than a practical handbook to producing and/or publishing, this te t is indispensable because of its honest perspective, its down-to-earth humor, and its encouraging approach. Chapters in this te t could easily be included in the curriculum for a writing class. Several of the chapters in Part 1 address the writing process and would serve to generate discussion on students’ own drafting and revising processes. Some of the writing e ercises would also be appropriate for generating classroom writing e ercises. Students should nd Lamott’s style both engaging and enjoyable. n the sample annotation above, the writer includes three paragraphs: a summary, an evaluation of the te t, and a re ection on its applicability to his/her own research, respectively. For information on formatting MLA citations, see MLA 00 Formatting and Style Guide. Sample Chicago Manual Style Annotation Davidson, Hilda Ellis. Roles of the Northern Goddess. London: Routledge, 1 . Davidson’s book provides a thorough e amination of the major roles lled by the numerous pagan goddesses of Northern Europe in everyday life, including their roles in hunting, agriculture, domestic arts like weaving, the household, and death. The author discusses relevant archaeological evidence, patterns of symbol and ritual, and previous research. The book includes a number of black and white photographs of relevant artifacts. This annotation includes only one paragraph, a summary of the book. t provides a concise description of the project and the book’s project and its major features. Discussion Points: 1. What have you noticed in the three styles of annotating a source . n what way are they similar different . Which style would you want to use Why . How can this help in gathering your references or notes . How can your skill in research help you prepare for your speech All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 81. D EPED C O PY 77 1 Task 16 WRITE YOUR BIBLIOGRAPHY Almost anything you deal with in everyday life has aspects that are debatable. As with school issues, any topic that calls for change is worth researching. Gather the facts now and don’t forget to acknowledge your source. Do the following: Brainstorm on a topic that you feel strongly about. Here are some e amples: - Why violence and se on TV shows is okay or not ; why free nternet is a good idea ; - Why the work week should be shorter or longer ; - Why all students should participate in e tracurricular activities or not ; - Why actors/actresses should be elected for public of ce or not ; - Why death penalty should be revived or not or other topics that important to you. Now that you have chosen your main topic, give it a good title. Make an outline of subtopics that you would be needing to argue your point. Research on those topics using the books you have brought about your topic and by searching on the nternet. Using inde cards, write down your annotations to support your topic or argument and on top of it, write the bibliography. Each subtopic should have at least two paragraph annotations that support it. Remember that you are now gathering important, relevant, valid, adequate, and accurate facts to help you in presenting your impromptu speech at the end of this lesson. Take note that depending on the purpose of your bibliography, some annotations may summarize, some may assess or evaluate a source, and some may re ect on the source’s possible uses for the project at hand. Some annotations may address all three of these steps. Consider the purpose of your annotated bibliography and/or your teacher’s directions when deciding how much information to include in your annotations. Please keep in mind that all your te t, including the write-up beneath the citation, must be indented so that the author s last name is the only te t that is ush left. For more e amples, visit this website: https://owl.english.purdue.edu/owl/resource/61 /0 / All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 82. D EPED C O PY YOUR FINAL TASK Task 17 TRY YOUR PASSION A. From the list of topics given to you to research on, which one are you most passionate a out ry tal ing a out your passion in your group. emem er to do the following: a. ecide on who will spea rst. b. Give each speaker a minute to share his/her idea. c. While one is speaking, the rest of the group has to listen. d. Observe how each one shares his/her idea. e. Write down your observations in your notebook what is in the column provided here. Speakers s the idea shared appropriate Why s the voice or manner of speaking clear Why Discussion Points: 1. Did you en oy your on the spot idea sharing Why . What motivated you to listen to your classmates speeches . What suggestions can you give to improve one s delivery of a speech www.youtube.com/watch v Gef Py Task 18 SPEAK FOR KEEPS his time, watch another video presents an e ample of an impromptu speech. As you view it, listen attentively to the language, words, and e pressions used by the speaker in delivering his/her impromptu speech. http://www.youtube.com/watch v p g m s uly 1 , 1 A. Let’s answer the questions about the video you have seen. 1. What words or e pressions in the speech made an impact on you plain. . s it important to have the right diction and correct usage in delivering a Get to know more about delivering lines/speeches by watching this “Toastmasters” video taken from a video sharing site. Be able to list tips in delivering on the spot or impromptu speeches. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.