ENGLISH Grade 8 Q3 L3


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ENGLISH Grade 8 Q3 L3

  1. 1. 1ENGLISH 8 LEARNING MODULEQUARTER III (OVERCOMING CHALLENGES)LESSON NO. 3 The Literature of Arabia and IsraelStrength in Facing Challenges of ModernityINTRODUCTION AND FOCUS QUESTION(S):Have you at a certain time asked yourself how you are able to overcome trials and solveyour personal problems? Have you ever wondered what makes other people overcomechallenges in their lives victoriously? Do you think it is possible to learn this from the literaryselections of Saudi Arabia and Israel?In this lesson, Arabian and Israeli Literature: Strength in Facing Challenges, you will findout how critical understanding and appreciation of Afro-Asian literary pieces can help yourecognize the temperament and psyche of your Arab and Israeli neighbors in response to thechallenges of modernity.Remember to search for the answers to the following questions:1. What does literature reveal about Arab and Israeli characters?2. How do Arabs and Israelis respond to challenges of modernity as reflected in theirliterary selections?LESSONS AND COVERAGE:In this module, you will examine these questions when you take the following lessons:Topic 1 – The Temperaments and Psyche of the People of Arabia1. The Literature of Saudi Arabia2. Propaganda Devices: Examining for Bias3. Informative Talks: Turn-Taking Strategies in Extended ConversationsTopic 2 – The Temperament and Psyche of the People of Israel1. The Literature of Israel2. Conditional Sentences: Prediction and Conclusion3. Intellectual Property Rights: Writing Critical Reviews of ArticlesTopic 3 – Strength in Responding to the Challenges of Modernity1. Behaviors in Viewing and Responding to Texts2. Complex and Compound-Complex in Communication Breakdowns3. Bibliography and Writing Critical Reviews of Prose and PoetryIn these lessons, you will learn the following:1. Determine the persons being addressed in an informative talk, theobjectives of the speaker and his attitudes towards issues.
  2. 2. 2Topic 12. Use turn-taking strategies in extended conversations.3. Examine bias in oral and written texts4. Create a journal of the cultural differences between the Filipinosand the Arabs as reflected in texts read or viewed5. Make a frequency word list of unknown words especially someArabic terms.Topic 21. Predict and formulate hypothesis using conditional sentences2. Create a frequency word list of unknown words especially someIsraeli terms.3. Show respect for intellectual property through proper use ofcitations and footnotes4. Identify temperament and psyche of the Israeli people as reflectedin their literature.Topic 31. Repair breakdown in communication by using complex andcompound-complex sentences.2. Cite appropriate behaviors in viewing and responding to differenttexts.3. Express different opinions without being difficult.4. Produce an e-journal with Afro Asian prose and poetry entries withemphasis on content and writing styleDomains Learning CompetenciesListeningComprehensionDetermine the persons being addressed in an informative talk, the objectives of thespeaker and his attitudes towards issues.isten to get different sides of social, moral and economic issues affecting acommunitySpeaking(OralLanguageandFrequencyUse appropriate turn-taking strategies (topic nomination, topic development, topicshift, turn-getting, etc.) in extended conversations. Use communication strategies (e.g. paraphrase, translation andcircumlocution) to repair breakdown in communicationVocabularyDevelopmentDevelop strategies for coping with unknown words and ambiguous sentencestructures and discourse.se collocations of difficult words as aids in unlocking vocabularyReadingComprehensionUtilize varied reading strategies to process information in a text.istinguish between facts and opinions.ote expressions that signal opinions (e.g. seems, as I see it).Utilize varied reading strategies (covert dialogue with the writer and the sectionalapproach) to process information in a text.
  3. 3. 3Employ approaches best suited to a text.Examine for bias.ViewingComprehensionCompare and contrast one‘s own television-viewing behavior with other viewer‘sviewing behaviorLiteratureDiscover Philippine and Afro Asian literature as a means of expanding experiencesand outlook and enhancing worthwhile universal human values.dentify oneself with the people of Arabia and Israel though literature takingnote of the cultural differences so as to get the heart of problems arisingfrom them.WritingandCompositionGive and respond to feedback on one‘s paper in the revision processse grammatical structure and vocabulary needed to effectively emphasizeparticular points.Produce an e-journal of poetry and prose entries with emphasis on content andwriting styleShow respect for intellectual property rights by acknowledging citations made inreports and researches. Use quotation marks or hanging indentations for direct quotes. Use in-text citation Arrange bibliographic entries of text cited from books and periodicals.GrammarAwareness andStructureFormulate correct complex and compound-complex sentences. correct conditional statements.StudyStrategiesDerive information from various text types and sources using the card catalog,vertical file, index, microfiche(microfilm), CD ROM, Internet,etc. Extract accurately the required information from sources read and viewed toreject irrelevant detailsAttitude  Express a different opinion without being difficultMODULE MAP:Here is a simple map (dark blue) of the above lesson you will cover:
  4. 4. 4UNIT ACTIVITIES MAPACTIVITIES FORACQUIRINGKNOWLEDGE ANDSKILLSACTIVITIES FOR MAKINGMEANING ANDDEVELOPINGUNDERSTANDINGACTIVITIES LEADING TOTRANSFERKNOWPre-assessmentActivity 1: Anticipation-Reaction GuideAgree/Disagree ChartPROCESSActivity 2: Post ViewingActivityActivity 3 It‘s Clear to MeActivity 5A Facts andOpinions in InformativeWritingActivity 4: DistinguishingFact from Opinion Activity 7: Plot DiagramActivity 5B Facts andOpinions in PersuasiveWritingActivity 6: Frequency WordList: Burger Match!Activity 8 Ali BabaCharacters on T-ChartActivity 14 : In MyOpinion…Activity 11: ―I Think;therefore, I Am‖Activity 9: The Way IUnderstand It (A ConceptMap)Activity 15 Writing APersuasive Essay: FROMMY HEAD TO THE PEN!Activity 16 GETTINGFOOLED OR GETTINGWISER?Activity 10: Hear the Voiceof the Princess!Activity 17 PERSUASIONthru TRUTH andPROPAGANDAActivity 20 Frequency WordList (Arab Words)Activity 12: ―I‘ve Got thatFeeling‖Activity 18 RevisingPersuasive Essay
  5. 5. 5Activity 13: Hang on aSecond…May I Speak?Activity 19 DIFFERENTYET WORTHEMBRACING:A Journal of CulturalDifferencesActivity 21 One-minutePaperREFLECT AND UNDERSTANDActivity 22 SentenceCompletion (ConditionalSentences)Activity 25 Travelling withRuth (A Story Map)Activity 24 Visiting theMiddle EastExercise 7 Reading Text : ATOUCH OF MODERNISRAEL: ―The CAT‖Activity 26 CharacterAnalysis through a VennDiagramActivity 28 Writing a CriticalReview: ―THROUGH MYLENS‖Activity 27 THE WORDSBEYOND MY THOUGHTSActivity 32 Monitoring MyMedia Behaviors through agraphic organizerActivity 33 WRITING ABlog: GETTINGCONNECTED TO ISRAELActivity 29 Frequency WordList: The Frame of myUnderstandingACTIVITY 34 : ResearchWork: A GALLERY OF MYFAVE PROSE andPOETRYActivity 30 FROM SIMPLETO COMPLEXActivity 35 Writing ABibliography: ―FROMWHERE I GOT MYFAVORITES‖Activity 31 RepairingCommunication BreakdownTRANSFERActivity 38: Anticipation-Reaction GuideAgree/Disagree ChartActivity 36 Review:RESPONDING TO MYFAVORITESActivity 33: Lesson Closure:REFLECTIVE LEARNINGJOURNALActivity 37 KEEPING MYFAVORITES: An e-JOURNALPost AssessmentEXPECTED SKILLS:To do well in this module, you need to remember and do the following:Listening : Listen to get different sides of social, moral and economic issues
  6. 6. 6affecting a communitySpeaking : Use communication strategies like paraphrase, translation and brevityVocabulary : Produce a frequency word list.Reading : Write a list of expressions that signal opinions and biases.Viewing : Create graphic organizers comparing one‘s own television-viewingbehavior with other viewer‘s viewing behavior.Literature : Produce a critical review of articles with the same themes but differentgenres.Writing : Produce an e-journal of poetry and prose entries with emphasis oncontent and writing style.Grammar : Use correct complex and compound-complex sentences and correctconditional statements in writing an e-journal.StudyStrategies: Extract accurately the required information from sources read andviewed to reject irrelevant details.
  7. 7. 7LEARNING GOALS AND TARGETSFor you to accomplish the activities in this lesson, write your goals and objectives in the scrollprovided. Let this piece of writing be your constant guide and reminder so that you can finishthis module successfully.MODULELESSON NO. 3: The Literature of Arabia and Israel: Strength in FacingChallengesPRE-ASSESSMENT:Let’s find out how much you already know about this module. Click on the letter that you thinkbest answers the question. Please answer all items. After taking this short test, you will see yourscore. Take note of the items that you were not able to correctly answer and look for the rightanswer as you go through this module.Start of Lesson 1MY GOALS IN LEARNING ARAB andISRAELI LITERATURE
  8. 8. 81. Which of the following collocations with the word ―time‖ means ―to create time in abusy schedule‖?―I am gaining much weight this week,so I need to _______ time for a regularexercise. Maybe I can drop by a fitnesscenter from school.‖a. Make*b. Passc. Pressd. Stall2. Which of the following situations uses transfer in advertising its company orservices to the public?a. Ninety-five percent of the dentists in the Philippines recommend FLOYD‘Schewing gum every after meal, FLOYD‘S… for fresher breath!b. Every girl wants the best for her hair. Straight, shiny healthy hair! That‘s why girlsbuy MOONSILK SHAMPOO!c. Colon Street. Historic. The oldest street in the Philippines. A movement ofFilipinos freedom and progress … surviving the destruction of wars, colonialismand modernity. Then and now… a part of Cebu‘s heritage. Just like the Universityof San Ezekiel –Recoletos. A part of your heritage. *d. Healthy and hearty! OMD Tuna Flakes – lavished with tender loving care tocapture all of nature‘s freshness! OMD Tuna flakes – canned right from theocean to keep nature‘s fresh flavor in! OMD Tuna Flakes!3. Read below a written version of an informative talk.As a lifeguard, I was required to become certified in CPR, and I have been certified forfour years. In an emergency, it is not your job to treat the illness, but you are to keep thevictim alive until trained medical professionals can come and take over for you. Tonight Iwant to explain to you the saving process of surveying an emergency, contacting anemergency medical service, and starting CPR if needed. Lets start with the first step ofsurveying an emergency.Source: https://mymission.lamission.edu/userdata/fup/docs/ Sample%20Informative%20Speeches.pdfWhat word in the text expresses time and links the speaker‘s thought on his professionalqualification and his purpose of delivering his speech?a. Firstb. Fourc. Startd. Today*
  9. 9. 94. Now the Sultan Schahriar had a wife whom he loved more than all the world, andhis greatest happiness was to surround her with splendour, and to give her thefinest dresses and the most beautiful jewels. It was therefore with the deepestshame and sorrow that he accidentally discovered, after several years, that shehad deceived him completely, and her whole conduct turned out to have been sobad, that he felt himself obliged to carry out the law of the land, and order thegrand-vizir to put her to death. (excerpt from ―Arabia Nights: Prologue‖).http://www.candlelightstories.com/2009/03/27/arabian-nights-prologue/5. What character trait of the Arabs is best exemplified in the excerpt above?a. ‗ird (a woman‘s honor)*b. Hadith (Communal consensus)c. Sabr (capacity to suffer)d. Sharaf (a man‘s honor)6. Which of the following describes best the temperament and psyche of the Israelias a people?a. Israelis today are descendents of converts.b. Israel has been the Middle East‘s dominant military power.c. Israelis and the Americans are great military allies. *d. Israelis represent the largest single group of refugees in the world7. You are the chief editor of a local newspaper. You want to include in your specialSunday issue an editorial article from student contributors in a nearby high school.Which of the following criteria do you give the heaviest weight in choosing thebest write-up?a. Grammar and structureb. Syntax and mechanicsc. Development and quotesd. Thesis Statement and support*KNOW:Let‘s begin by doing these set of activities whichwill help you identify and explain the psyche andtemperaments of the Arabs and the Israelis as revealedin the literary pieces.
  10. 10. 10Activity 1: Anticipation-Reaction Guide Agree/Disagree ChartRead carefully each statement related to the personalities and the literature of the Arabs andIsraelis. Evaluate the accuracy of each statement by checking either Agree or Disagree columnin the BEFORE THE LESSON box.Agree / Disagree ChartBeforethe Lesson Statements about the Literatureof Saudi and IsraelAfterthe LessonAgree Disagree Agree Disagree1. The period before the writing of theQuran and the rise of Islam is knownto Muslims as period of ignorance.2. The expansion of the Arab people inthe 7th and 8th century brought theminto contact with a variety of differentpeoples who would affect theirculture and the most significant ofthese is the ancient civilization ofIsrael. change to Persia3. The terms Israeli, Israelite, Hebrewand Jew are synonymous and can beinterchangeably used in literature,religion and politics.4. Jewish writers began to write inHebrew in addition to their variousnational languages because Hebrewat that time was the language of holyscripture.5. A key ingredient of the Israeli publicpersona is that Jews are tough,emotionally hardened, and ruthless.Questions:1. Which statements did you agree on? Can you explain mentallyyour reasons of affirming to them? What experiences orobservations do you have that make you decide on thoseanswers?2. Which statements did you disagree on? What are your basisfor disagreeing on these statements? What personalencounter –actual experience or learning insight- helped youin forming your judgment?Do NOTfill this upyet.
  11. 11. 11End of KNOW:PROCESS:What are the psyche and temperaments of the Arabs as a peopleand of the Israelis as a people? How are these personality traitsand characteristics revealed in their literary pieces? How strongare these people as they face the challenges of modernity?Let‘s verify the accuracy of your claims as wecontinue with the lesson. This chart will be given backto you at the end of this lesson so that you can confirmor change your answers. The right column of theAnticipation-Reaction Guide Chart will then beanswered.As you continue, keep in mind to answer thequestions:You gave your initial ideas on the characteristics andthe literature of the Arabs and the Israelis.Let‘s find out how others would answer the questionand compare their ideas to our own. As you compare, youwill also learn other concepts which will help you completethe required project. This project is about e-journal of poetryand prose entries with emphasis on content and writingstyles.We will start by doing the next activity.Your goal in this section is to learn and understand keyconcepts on the literature of Saudi Arabia, informativespeaking, turn-taking strategies and propaganda devices inpersuasion.
  12. 12. 12Exercise 1: Viewing Activity: Opening Speech_” Islam Is The Solution!”Previewing Activity:1. You are about to view a short speech delivered by an Islam.2. Listen very attentively to the speaker; take note of his gestures; observe the behavior ofhis audience.3. Click this link and view the short video : http://www.youtube.com/watch?v=lQNs7Fvu5_YSource: http://www.youtube.com/watch?v=lQNs7Fvu5_YThis site contains a short opening speech of Abdur Raheem McCarthy at thePeace Conference. McCarthy explains how Islam can be the solution formankind. This video runs for 8:50 minutes.While ViewingTake note of every important detail in the video. Make sure you are able to identify the keypoints of the speech.
  13. 13. 13Activity 2: Post Viewing ActivityReflect your understanding of the speech by completing the activity sheet below.Comprehension Questions:1. Who speaks in the video? How credible is he to talk during thePeace Conference?2. According to the speaker, when does misery start? How canIslam be the solution to the problems that beset the world?3. What specific details are used by the speaker to substantiateeach of his assertions? What type of speech did the speakerdeliver, informative or persuasive? Explain your answer.I GOT IT RIGHT!Name _____________________________ Date _________________Yr. & Sec . _________________________ Teacher _______________Full Circle -Call to Action -Thesis Statement
  14. 14. 144. Why do you think the speaker insist to his audience to adaptIslam? How do gestures or the intentional movements of thespeaker‘s body help him convey his message?5. What countries in the world adapt Islam as a religion?6. What are some of the nonverbal reactions of the audience?What personality traits does Abdur Raheem possess asreflected in his speech? What does his speech tell us of theArab psyche?7. How do you evaluate the speaker‘s point of view? Was he ableto convince you? Explain your answer.Activity 3 It’s Clear to MeBelow are statements taken from the speech of Abdur Raheem McCarthy. Identify whether thesentence expresses a fact or an opinion. Write your answer on the second column. Include ashort explanation.Process Questions:PICKING ITFROM THE SPEECHFACT OROPINION WHY DID ISAY SO1. The Western economy is based onrebate or interest.2. The only way for true happinessinside the peace in our hearts, inour minds and in our souls isthrough Islam.3. The problem of swine flu – theswine is one of the dirtiest animalsin the face of the earth.4. Fifty-six percent of everybodyjailed in America today is becauseof drug charges.5. Islam is not spreading as it shouldbe because we are notimplementing it in its proper form.
  15. 15. 151. What is a fact? What are examples or sources of facts?2. How does a fact differ from an opinion? Can an opinion be proven?3. Is a fact the opposite of an opinion?4. If a statement of fact is untrue or false, does it turn into an opinion? Inthe same logic, if an opinion is believed by everyone, does it turn intoa fact?Activity 4: Distinguishing Fact from OpinionTHE TWO TYPES OF STATEMENTSOpinions cannot be proved, however they can be supported with facts andother knowledgeable opinions. Facts can be proved with evidence, statistics,records, photographs, data, etc.Sometimes opinions are made to sound like facts- specifically when awriter/speaker wants to convince his reader/listener.Exercise further your skill in identifying facts fromopinions. You need to master this skill as you writepersuasive articles later.Take time to answer the succeeding worksheet.
  16. 16. 16Activity 5A Facts and Opinions in Informative WritingSTATEMENTSFACT orOPINION1. Wolves are highly social animals with a packstructure based on dominance hierarchy.2. Wolves are an endangered or threatenedspecies in the lower 48 states because ofdeliberate and systematic extermination byhumans.3. Wolves and wolf hybrids are not wise choices asfamily pets.4. Many tourists have reacted positively to theexperience of seeing wolves in YellowstoneNational Park.5. Wolves should be reintroduced on all U.S. publiclands that provide a large enough rangeto support a population.6. Captive breeding programs and Species SurvivalPlans are necessary to keep the red wolf(Canis rufus) and the Mexican wolf (a subspeciesof Canis lupis) from becoming extinct.7. Wolves are often portrayed as villains andsavage predators in stories, myths and legends.8. Stories, myths and legends that portray wolves innegative ways are harmful to children.9. Wolves sometimes kill livestock.10. Wolves will return to their former habitats innortheastern states on their own if they areprotected.Source: http://www.kidsplanet.org/tt/wolf/languagearts/factopinion.PDFName ___________________________________Date ____________________________________DIRECTIONS: Read each statement. Look up words you don‘t know.Write FACT on the left if you can prove or disprove the statement withconcrete evidence. Write OPINION if the statement is a belief or aposition. Remember: some statements are technically opinions, butare based on such widely accepted views few people argue the issue.
  17. 17. 17Activity 5B Facts and Opinions in Persuasive Writing1. How important are facts in informative texts? Are opinionsnecessary in this type of writing?2. What does a persuasive text require of a writer? Why is ablend of facts and opinions necessary in this text type?OWN YOUR OWN: Can you write fivefact statements about wolves? If youwere writing an informativeparagraph, your fact statement wouldbe the topic sentence. FACTS about Wolves1. ______________________2. ______________________3. ______________________4. ______________________5. ______________________Can you write three opinion statementsabout wolves? If you were writing apersuasive paragraph, your opinionstatement would be your thesis statement.A thesis statement is an opinion boileddown to one arguable sentence.OPINIONS about Wolves1. ______________________2. ______________________3. ______________________4. ______________________5. ______________________You have just learned the difference between fact s andopinions and their importance in writing informative andpersuasive text types.To help you learn more the psyche of the Saudi people,
  18. 18. 18Exercise 2: Reading Arab LiteratureAli Baba and his elder brother Cassim are the sons of a merchant. Afterthe death of their father, the greedy Cassim marries a wealthy woman and
  19. 19. 19The Thieves, finding the body gone, realize that yet another person mustknow their secret, and set out to track him down. One of the Thieves goes down tothe town and comes across Baba Mustafa, who mentions that he has just sewn adead mans body back together. Realizing that the dead man must have been theThieves victim, the Thief asks Baba Mustafa to lead the way to the house wherethe deed was performed. The Tailor is blindfolded again, and in this state he is ableto retrace his steps and find the house. The Thief marks the door with a symbol.The plan is for the other thieves to come back that night and kill everyone in the
  20. 20. 20Activity 6: Frequency Word List: Burger Match!Let‘s find out if you have perfectly understood the selection ―Ali Baba and the Forty Thieves‖despite the presence of seemingly difficult words. Each burger patty contains a word from theliterary selection. On the table below are the synonyms as well as antonyms of the words.Create your own veggie burger by matching the word with its synonym and antonym. Write its
  21. 21. 21synonym on the upper bun while the antonym on the lower bun. Work on this for three minutes.Enjoy!Note: The words on the table do NOT necessarily match as listedProcess Questions:1. Were you able to finish the activity on time? If not, what stopped you from doingsuch?2. What previous knowledge or encounter helped you in deciding for the answers?3. How many correct answers do you have?SYNONYMS ANTONYMSClumsy RichTo close SkillfulBankrupt To openPharmacy To supportTo stop Cemetery12 34 5sealawkwardfoilapothecary impoverishName _____________________________Date _____________ Score____________
  22. 22. 224. In what specific ways do you think you can help yourself improve your vocabularyskills? Write your self-advice in your journal notebook.Activity 7: Plot DiagramUse the plot diagram below to chart the plot of the drama selection ―Ali Baba and the FortyThieves‖. In the spaces provided, describe briefly the exposition, conflict, to include in the risingaction, the key events that build toward the climax of the selectionActivity 8 Ali Baba Characters on T-ChartEnumerate both the major and the minor characters in the selection. Write the name of thecharacter at the center. At its right, write his good qualities while at his left write his badqualities. Make sure to explain briefly why you consider such attributes good or bad._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ExpositionConflictResolutionDenouementClimaxRising Actions Falling ActionsName ________________________________ Date _____________Score____________
  23. 23. 23Comprehension and Process Questions:1. At the start of this lesson, when you know that you are to read theselection ―Ali Baba and the Forty Thieves‖, what were your initialfeelings and ideas about the lesson? After reading the story, did youlike it? Is the story exciting, or too predictable? How do you find itsending?2. The magic words ―Open, Sesame‖ and ―Close,Sesame‖ that seal thecave of treasures has become a popular expression nowadays. Howdo modern people use this expression in their daily conversation?3. How were Ali Baba‘ and Cassim‘s lives different? Which of these twocharacters do you like better? Explain your answer and site instancesin the story that support your choice of character.4. How is each of these themes – greed, loyalty and bravery shown inthe story?5. As reflected in this story and in the speech at the start of this lesson,what are the personality traits of Saudi Arabs as a people?Exercise 3: Reading an Essay : A Peep of the Arab CharacterRead the essay about the Arab Psyche. As you read, be able to get the meaning of difficultword. After reading express your understanding through the graphic organizer that follows afterthe reading text.The Arab PsycheThe Arabs Before IslamThe Arabs are an ancient Semitic people of the Middle East. They are proud intheir belief that they are descended from the Prophet Noahs son Shem, and honouredthat the last of the lineage of Gods prophets was from their midst, and humbled that Godenlightened mankind by revealing the Holy Word in their language.CharactersNAMESBad Qualities Good Qualities
  24. 24. 24Practical Knowledge and ScienceThe Arabic culture of the pre-Islamic era did not invent the sort of complexmythologies and creation myths which characterised ancient cultures such as Greece.The classic framework of philosophy and rhetoric which the Greeks developed wastherefore far from the more mundane considerations of the early Arabs. The tribal lack ofadvanced urban centres meant that schools of specialised intellectual skills did not develop.The pre-Islamic Arabs were either villagers, pastoralists or traders, who existed with the lesseffete goal of simple physical survival.The Need for RevengePre-Islamic Arabs were adamant about the unquestionable law of revenge. In theirview, a disgrace must be avenged, no matter what the consequences. One of their poetsexpressed this cultural fixation thus: I shall wash disgrace with the edge of my sword,
  25. 25. 25Activity 9: The Way I Understand It (A Concept Map)Reflect your understanding of the reading selection above by completing this concept map.The Way I Understand ItConcept Map of the Arab PsycheName _________________________________ Date __________________________________
  26. 26. 26Comprehension Questions:1. What are the clans of the Arabic tribes? What are theirsimilarities and differences in terms of origin andcharacteristics?2. Explain briefly the Arab trait of the need for revenge. Whenwas this Arab mentality changed? How?3. What personal and political progress did the Arabs gain afterthey had embraced Islam as a religion?4. After knowing the history and the present condition of SaudiArab, what insights can help you better understand themas a people?You have just learned the Arab psychethough an essay. To keep make you appreciate Arabliterature better, read the poetic texts that follow.After reading the poems, be able identify commonpoetic devices used by the poets. Make sure, too, toanswer the question: ―How does poetry reveal theArab character?
  27. 27. 27Exercise 4: The Sound and Turns of Arab PoetryRead the samples of Arab poetry. Observe the harmony of sounds and turns of phrasing,stanzaic forms, brevity and theme.IntroductionArabic poetry is based largely on harmonies of sound and striking turns ofphrasing. A poets fame depended upon a few brilliant couplets rather than onany sustained melody or long-continued flight of noble thought. Onedistinguished philosophical poem of some length is the well-known "Lament ofthe Vizier Abu Ismael." This we give in full at the conclusion of this section; butmainly we must illustrate the finest flowering of Arabic verse by selectingspecimens of characteristic brevity. Many of the Arab caliphs inclined to thegaieties of life rather than to their religious duties, and kept many poets aroundthem. Indeed some of the caliphs themselves were poets: The Caliph Walidcomposed music as well as verse; and was hailed by his immediate companionsas a great artist. His neglect of religion, however, was so reckless as to rouse theresentment of his people, and he lost his throne and life.Source: http://www.thenagain.info/Classes/Sources/ArabPoetry.htmlNot always wealth, not always forceA splendid destiny commands;The lordly vulture gnaws the corpseThat rots upon yon barren sands.Nor want, nor weakness still conspiresTo bind us to a sordid state;The fly that with a touch expiresSips honey from the royal plate.----The Holy Imam ShafayOn FatalismPoem 1The russet suit of camels hair,With spirits light, and eye serene,Is dearer to my bosom farThan all the trappings of a queen.The humble tent and murmuring breezeThat whistles thro its fluttering wall,My unaspiring fancy pleaseBetter than towers and splendid halls.Th attendant colts that bounding flyThe Song of MaisunaPoem 2
  28. 28. 28Comprehension Questions:1. What stanzaic form is used in both poems?2. Describe the harmonies of sound and turns of phrasing.3. What have you observed of the length of each poem?4. Do the poems express deep philosophical beliefs or thoughts? If yes,what are these? If no, what then does each poem express?5. What sentiments do the two poets have in common?6. Through a glimpse of Arabic poetry, what characteristics of Saudipeople are revealed?Exercise 5 An Informative Talk: The Saudi Princess Fight for Women’s RightsVisit this site http://www.youtube.com/watch?v=1M-etvlW83E and watch an interview of a SaudiPrincess who fights for women‘s rights in her Kingdom.Previewing Activity:1. You are about to view a twelve-minute interview of a Saudi Princess in a CNN Program.2. Listen very attentively to the interviewee and the interviewer; observe turn-takingstrategies and expressions used in asking and answering questions.3. Click this link and view the CNN interview : http://www.youtube.com/watch?v=1M-etvlW83E
  29. 29. 29Source: http://www.youtube.com/watch?v=1M-etvlW83EThis video shows Saudi Princess Ameerah Al-Taweel interview on CNN program. Thevideo runs for 12 minutes. Princess Ameerah expresses her voice for femaleempowerment in Saudi Arabia.While ViewingJot down every important detail in the interview. Make sure you will be able to identify the keypoints of the interview. List down difficult words that are uttered by both Princess Ameerah andCNN newscaster Amanpour.Post Viewing ActivitiesActivity 10: Hear the Voice of the Princess!Go over your notes from the Saudi Princess interview by Christian Amanpour in CNN Program.Answer the activity sheet on identifying the audience of the interview.Name ______________________________________Date _____________Determine the persons addressed by Saudi Princess Ameerah when she wasinterviewed at CNN Program. Images of her audience are provided. Identify theirnames/ positions and explain briefly the message that the princess is relaying tothem.1.Hear the Voice of the Princess!Name / Position: __________________Princess’ message : ________________________________________________
  30. 30. 30INFORMATIVE SPEAKINGAn interview, like a panel discussion, is an example of aninformative talk. Informative speaking centers on talking about events,process, places, people, things and concepts. When informing anaudience – whether live audience or through media like television-aboutany topic without being persuasive id sometimes difficult. So analyzing theaudience is very important.Audience analysis is the process of examining information about your listeners.That analysis helps you to adapt your message so that your listeners will respond as youwish.In everyday conversations you adapt your message to your audience. Forexample, if you went to a party the night before, you would explain the party differently toyour friends and family. To your best friend you might say, "We partied all night and therewere tons of people there." To your mother you might say, "Oh, I had fun with myfriends." And to your significant other you might say, "It was fun, I had a great bondingtime with my friends." In each of these situations, you are adapting your message to yourlistening audience.When we analyze our audience, there are three ways to do this; demographicanalysis, attitudinal analysis, and environmental analysis.
  31. 31. 31Comprehension Questions:1. What topics did Princess Ameerah talk about? Was she prepared forthe interview? How is her expertise on the topic shown?2. How do Arabs respond to challenges of modernity as reflected intheir literary selections?3. Was Ameerah able to analyze her audience? What type ofaudience analysis did she consider the most in her interview?Activity 11: “I Think; therefore, I Am”Make a list of at least ten expressions that signal opinion and biases such as ―I think…‖ ―Manybelieve that…‖ ―Probably, we could…‖Activity 12: “I’ve Got that Feeling”Below are some issues tackled by Saudi Princes Ameerah when she was interviewed at CNN.Match/ connect the speaker‘s / princess‘ attitudes as represented by emoticons with thecorresponding issues. Make sure to write a short explanation of your answer.“I’ve Got that Feeling”ACTIVITY SHEET ON IDENTIFYINGTHE SPEAKER’S ATTITUDES TOWARD ISSUESName __________________________________Date _______ Score _________Issue: Poverty
  32. 32. 32Process Questions1. How long did it take you to accomplish activity sheet # 12?Was the activity easy, fair or difficult?2. What previous experiences help you finish the task?3. Of the five social, economic and political issues mentioned inthe activity, which do you think is the most challenging for theArab princess to solve? Why do you say so?4. What characteristics do most Arab women, as represented bytheir Princess Ameerah, possess?5. How do you describe the Saudi character?TURN TAKING STRATEGIESConversation is a turn-taking process and it is more difficultwhen there are several people in a conversation. When a conversationis going on, speakers must have the skill of turn taking in order to letthe conversation go smoothly and appropriately among them.Experts suggest the following strategies in taking turns :These involve ways of entering into a conversation or taking over the role of
  33. 33. 33Activity 13: Hang on a Second…May I Speak?Watch the twelve-minute interview of Princess Ameerah on CNN again. Write down the turn-taking strategies both Ameerah and Amanpour used. Explain briefly the appropriateness of thestrategy being used in that particular moment. Evaluate whether the strategy is appropriate bychecking on the column; otherwise, put an X.Activity Sheet on Turn-Taking StrategiesHang on a Second…May I Speak?Name ___________________________ Date _____________ Score ______________Interviewer(CNN Newscaster Amanpour)Interviewee(Saudi Princess Ameerah)Turn-takingStrategyWhenused?AppropriatenessTurn-takingStrategyWhenused?Appropriateness
  34. 34. 34Process Questions:1. What does turn in communication mean?2. What turn-taking strategies do you usually use? Why? Do youfind them effective?3. What happens to a conversation when a speaker does notobserve proper turn taking?Activity 14 : In My Opinion…Read each news headline and corresponding details very thoroughly. Express wisely youropinions on the news/issue.1.Delta pact with Saudis brings calls ofbiasJERUSALEM - Jews and Israelis, or passengerscarrying any non-Islamic article of faith, will notbe able to fly code-share flights from the UnitedStates to Saudi Arabia under Delta Air Lines newpartnership with Saudi Arabian Airlines that is setto begin next year.-StarTribune-In my opinion…________________________________________________________________________________________________________________________________________________
  35. 35. 352.3.Activity 15 Writing A Persuasive Essay: FROM MY HEAD TO THE PEN!Write a short persuasive essay about Saudi culture. Use the opinions you wrote in the previousactivity as your arguments. Make sure to substantiate each with facts or information.Congratulations! You have just expressed your personalviews on the customs and issues involving our brothers in SaudiArabia. Certainly, your opinions are supported with facts, as youwere taught in the earlier part of this lesson.The opinions you wrote in Activity 13 maybe put togetherto become a persuasive essay. Try the next activity.PERSUASIVE ESSAY WRITING SHEET (A)FROM MY HEAD TO THE PEN!
  36. 36. 36PROPAGANDA DEVICESPropaganda is a form of communication that is aimed at influencing theattitude of a community toward some cause or position by presentingonly one side of an argument. Propaganda is usually repeated anddispersed over a wide variety of media in order to create the chosenresult in audience attitudes. http://en.wikipedia.orgPropaganda is intended to make us accept or approve somethingwithout looking closely at the evidence.Most of the propaganda devices utilizeemotion and avoid critical thinking. Here are some of the common propagandadevices:1. Card Stacking: The strategy of showing the product‘s best features, tellinghalf-truths, and omitting or lying about its potential problems.Ex. Drug manufacturers do this frequently in ads in which they skimover the possible harmful side effects of their products. Facts are Selected andpresented which most effectively strengthen and authenticate the point of viewof the propagandist.2. Name calling: The use of names that evoke fear or hatred in the viewer. Thename-calling technique links a person, or idea, to a negative symbol.
  37. 37. 37Activity 16 GETTING FOOLED OR GETTING WISER?Study the following situations. Each contains a propaganda, identify the device used. Write youranswer after each situation.1. "Sen. Ramos is a tax and spend liberal." "Pres. Santos is an elitist whos in the pocket ofbig oil companies."2. "Secure, safe and stable. Thats the advantage of a Togofa. No other car on the road isas reliable."3. Bar charts of differing tax programs presented side by side.4. No true Filipino would vote to take away our rights by outlawing hunting.5. "Dont let those bunnyhuggers take away our right to hunt."6. If you want to spend the night at a friends house and you tell your parents that yourfriends parents will be home, that youll be in bed by 10pm, and that your friend isntallowed out of the house after dark, but fail to mention that your friend is allowed towatch "R" rated movies (if your parents dont allow them).7. Juan dela Cruz needs you to fight all the bullies in the world!
  38. 38. 388. Buy Coca cola now in new King size bottle!9. It‘s a great honor talk to the talented students, the cream of the crop! This new batch ofgraduates will definitely bring a difference in our country. Congratulations!10. A brand of snack food is loaded with sugar (and calories). The commercial boasts thatthe product is low in fat, which implies that it is also low in calories.Activity 17 PERSUASION thru TRUTH and PROPAGANDAChoose your most favorite product-may it be shampoo, shoes, etc. advertise it to your friends sothat they, too, will subscribe or use it. Make sure to promote it in two ways : 1. Usingpropaganda device/s , and 2. Presenting the whole truth.ADVERTISEMENTUSING PROPAGANDA TELLING THE WHOLE TRUTHProduct: Product:Process Questions:1. What is propaganda? Why do unscrupulous businessmen,writers and speakers use propaganda gimmicks?2. What responsibilities do newspapers have to their readers?3. How do recognizing propaganda devices make you a betterconsumer and student?Activity 18 Revising Persuasive EssayRead again your output in Activity 15. Make sure to develop credibility as a writer by eliminatingbiases in your opinions. Do not hide some truths; express the whole truth as you persuadepeople about your views on Saudi Arab culture. You may delete and add ideas to make yourwork a n effective piece of writing. This time, add a very catchy title to your composition.PERSUASIVE ESSAY WRITING SHEET (B)REVISITING MY THOUGHTSName ____________________________ Date _____________ Score____
  39. 39. 39Activity 19 DIFFERENT YET WORTH EMBRACING:A Journal of Cultural DifferencesCreate a journal showing the cultural differences between the Filipinos and the Arabs. Baseyour insights from the texts you read or viewed.A Journal of Cultural DifferencesDIFFERENT YET WORTH EMBRACINGName ___________________________ Date __________ Score __________Culture / practice
  40. 40. 40.Activity 20 Frequency Word List (Arab Words)List down at least ten Arab words and give their meanings.WORD MEANING1. _____________ = __________________________________2. _____________= __________________________________3. _____________ = __________________________________4. _____________ = __________________________________5. _____________ = __________________________________6. _____________ = __________________________________7. _____________ = __________________________________8. _____________ = __________________________________9. _____________ = __________________________________10. _____________ = __________________________________
  41. 41. 41Activity 21 One-minute PaperTake time to accomplish this formative check.Most IMPORTANTthing discussed in thislessonEASIEST fact or conceptto rememberMost DIFFICULTidea to understandEnd of PROCESS:REFLECT AND UNDERSTAND:Your goal in this section is to take a closer look at some aspects of the topic.I In this section, the discussion was about the temperaments andpsyche of the Saudi people as reflected in their reading and viewingtexts.Go back to the previous section and compare your initial ideas with thediscussion. How much of your initial ideas are found in the discussion? Whichideas are different and need revision?Now that you know the important ideas about this topic, let‘s go deeperby moving on to the next section.
  42. 42. 42CONDITIONAL SENTENCESConditional sentences play a very important role in English grammar. Theyexpress a condition and its result. There are three types of conditional statement in English:1. Open conditional statement - refers to a future event which is conditional on anotherfuture event.Ex. If you eat too much, youll get fatter.We wont finish in time unless everyone works fast.This also describes one potential state of reality or circumstance which isdependent on another.Ex. If the temperature falls below zero, it freezes.If it rains, everyone gets wet.2. Open hypothetical conditional statement- refers to a possible future situation whichdepends on another possible future situation.Ex. If you ate too much, youd (you would) get fatter.If I went to London, I would / could visit the British Museum.3. Unfulfilled hypothesis - refers to a situation which an event might have taken place, butdid not, because a condition was not fulfilled.Ex. If you had eaten too much, youd (you would) have got fatter.If I had gone to London, I could have visited the British Museum(but I didnt).Source: http://linguapress.com/grammar/conditionals.htmActivity 22 Sentence Completion (Conditional Sentences)Visit this websitehttp://www.englisch- hilfen.de/en/exercises/if_clauses/type_3_mix2.htm and answer the activity.Verify your answers after by clicking the ―check‖ button. If you find the activity quite difficult, youmay repeat until such time that you feel confident in moving further in this lesson.(Print version)Put the verbs in brackets into the gaps. Form a Conditional sentence - type III. Mind theposition of the if-clause.Example: I ___________ (to bake) a cake if I _________ (to know) that they were coming.Answer: I would have baked a cake if I had known that they were coming. orId have bought a a cake if Id known that they were coming.
  43. 43. 431) If it (to be) warmer, we (to go) swimming.2) My parents (to buy) this house if the man (not/tosell) it to someone else.3) If he (not/to fail) his driving test, his parents (tolend) him their car.4) If my uncle (to tell) me the way to his office,I (not/to arrive) so late.5) She (to be) at the airport if she (to read) themessage carefully.6) Lucy (not/to hurt) her foot if she (not/to drop) theold box.7) If you (to use) a sharp knife, you (not/tocut) yourself.8) If Victoria (to celebrate) her birthday at home,I (to bring) her some flowers.9) We (to take) the train to Edinburgh if it (to run) ontime.10) If Max (not/to forget) my schoolbag, he (togive) you your USB flash drive.Check Show answ erActivity 23 Skills at WorkComplete the following sentences with an appropriate result or if-clause.CAN YOU PREDICT MY ACTIONS?Name ________________________ Date ________ Score _________1. I can go shopping to the Mall of Asia this weekend if ______________.2. If I have time _____________________________________________.3. I could have gone to the Middle East last year if __________________.4. If I met Jews and Arabs in the streets today, I ____________________.5. World peace can be attained and maintained if ___________________.
  44. 44. 44Activity 24 Visiting the Middle EastWrite a paragraph describing what you can do, what you will see and what you might need ifyou visit one country in the Middle East. Give your paragraph a title.Use if-clauses and result clauses in your paragraph.Exercise 6 Hebrew Literature: A Short StoryBible:The Story of RuthThe book of Ruth contains an interesting story about a Moabite womanwho was redeemed into a Hebrew family. The book may have been written bySamuel and was probably penned during the time of David.A Dreadful Time in a Strange CountryBecause of a famine in Israel, a Hebrew family moved to Moab. This was a country notfar from Israel on the east side of the Dead Sea. The family was from the city of Bethlehem-judah in Israel. Elimelech and his wife Naomi had two sons, Mahlon and Chilion. Each of themmarried a wife from Moab. In time Elimelech and his two sons died which left the three widowsin Moab.A new beginningAfter her husband‘s death, Naomi planned to return to Bethlehem-judah to be withfamily. She prepared to leave her two daughters-in-law. However, they begged to be able to gowith her. She said that she had no more children and even if she were to marry again and bearsons that the two daughters would not be able to wait for them to grow up. She planned toreturn to Israel alone and empty.True love and selfless giving
  45. 45. 45One of the daughters-in-law, Orpah, returned to her people in Moab. The otherdaughter-in-law, Ruth, said that she would stay with Naomi. It was during this conversation thatRuth said these words which have become the basis for many Christian wedding vows: ―Intreatme not to leave thee, or to return from following after thee: for whither thou goest, I will go; andwhere thou lodgest, I will lodge: thy people shall be my people, and thy God my God: Wherethou diest, will I die, and there will I be buried: the Lord do so to me, and more also, if ought butdeath part thee and me.‖Ruth and Naomi returned to Bethlehem-judah together. Naomi was financially andemotionally despondent, but her family and friends accepted her with joy.One land owner Boaz, notices Ruth and asked his workers to be kind to her and leaveplenty of grain for her and her mother-in-law.As they had no money and no men to take care of them, Ruth went into the fields togather whatever grain she could. One land owner, Boaz, noticed Ruth and asked his workers tobe kind to her and leave plenty of grain for her and her mother-in-law. He did not know at thetime who Ruth was, but out of kindness he chose to care for the new stranger in their land.Ruth returned to Naomi and told her about the generous landowner. Naomi asked aboutthe man and was pleased to learn that it was Boaz. Boaz was a near family member ofElimelech, her late husband. This meant that Boaz had the opportunity to take Naomi and Ruthinto his care as well as free them from their financial debt.A husband for RuthNaomi instructed Ruth on how to ask for Boaz‘s help in the matter. She approachedBoaz and asked him to become the kinsman-redeemer for them. Before Boaz could accept thecare of these two ladies he had to negotiate with another kinsman for the privilege. This otherman was closer to Elimelech and therefore had the responsibility to care for the ladies. Thisman chose not to exercise his duty for their care which left Boaz with the opportunity to buythem out of their debt and take Ruth as his wife.Boaz and Ruth were married and became the great-grandparents of King David.http://www.whatchristianswanttoknow.com/ruth-bible-story-summary/Activity 25 Travelling with Ruth (A Story Map)Analyze the elements of the selection ―The Story of Ruth‖ by completing this Story Map.Name _______________________________________ Date___ _____________Title of the Story ______________________________ Author ______________Main Character : Minor Characters:Central ConflictMAJOR EVENTS IN THE PLOTInciting action :Setting Mood:
  46. 46. 46Comprehension Questions1. What does the asking off of the sandal mean for a man who refusesto marry his relatives widow?2. Describe the living faith that works out of love in the livesof Ruth and Boaz.3. At the end of the story of Ruth, it appears that Naomi owns some landthat Boaz is willing to sell for her. If she had this land all along, whydidn‘t she sell it earlier and save herself a lot of trouble?4. What does this story reflect about the characteristics of Christians asreflected in Hebrew literature?Activity 26 Character Analysis through a Venn DiagramAnalyze the personality traits of Ruth and Naomi as reflected in their actions and dialogues.Compare and contrast Naomi who left Bethlehem and was bitter and Ruth who came toBethlehem and reigned. Furthermore, compare Naomi as a symbol of the law and Ruth as asymbol of grace under the new covenant. Make sure to complete the Venn Diagram below.Common traits are written are the middle circle.
  47. 47. 47Writing a Critical ReviewPurpose of a Critical ReviewThe critical review is a writing task that asks you to summarise and evaluate a text. The criticalreview can be of a book, a chapter, or a journal article. Writing the critical review usuallyrequires you to read the selected text in detail and to also read other related texts so that youcan present a fair and reasonable evaluation of the selected text.What is meant by critical?At university, to be critical does not mean to criticise in a negative manner. Rather it requiresyou to question the information and opinions in a text and present your evaluation or judgmentof the text. To do this well, you should attempt to understand the topic from differentperspectives (i.e. read related texts) and in relation to the theories, approaches and frameworksin your course.What is meant by evaluation or judgement?Here you decide the strengths and weaknesses of a text. This is usually based on specificcriteria. Evaluating requires an understanding of not just the content of the text, but also anunderstanding of a text‘s purpose, the intended audience and why it is structured the way it is.What is meant by analysis?Analysing requires separating the content and concepts of a text into their main componentsand then understanding how these interrelate, connect and possibly influence each other.Analyzing the characters of a story is one way ofunderstanding the reading text better. And you have just doneit well. Good job!Another way of understanding a story, poem, book orjournal article is to write a critical review. The purpose forwriting a critique is to evaluate somebodys work in order toincrease the readers understanding of it. A critical analysis issubjective writing because it expresses the writers opinion orevaluation of a text. And you will learn how to write one in thesucceeding part of this module.
  48. 48. 48Structure of a Critical ReviewCritical reviews, both short (one page) and long (four pages), usually have a similar structure.Check your assignment instructions for formatting and structural specifications. Headings areusually optional for longer reviews and can be helpful for the reader.IntroductionThe length of an introduction is usually one paragraph for a journal article review and two orthree paragraphs for a longer book review. Include a few opening sentences that announce theauthor(s) and the title, and briefly explain the topic of the text. Present the aim of the text andsummarise the main finding or key argument. Conclude the introduction with a brief statement ofyour evaluation of the text. This can be a positive or negative evaluation or, as is usually thecase, a mixed response.SummaryPresent a summary of the key points along with a limited number of examples. You can alsobriefly explain the author‘s purpose/intentions throughout the text and you may briefly describehow the text is organised. The summary should only make up about a third of the criticalreview.CritiqueThe critique should be a balanced discussion and evaluation of the strengths, weakness andnotable features of the text. Remember to base your discussion on specific criteria. Goodreviews also include other sources to support your evaluation (remember to reference).You can choose how to sequence your critique. Here are some examples to get you started:Most important to least important conclusions you make about the text.If your critique is more positive than negative, then present the negative points first andthe positive last.If your critique is more negative than positive, then present the positive points first andthe negative last.If there are both strengths and weakness for each criterion you use, you need to decideoverall what your judgment is. For example, you may want to comment on a key idea inthe text and have both positive and negative comments. You could begin by stating whatis good about the idea and then concede and explain how it is limited in some way.While this example shows a mixed evaluation, overall you are probably being morenegative than positive.In long reviews, you can address each criteria you choose in a paragraph, including bothnegative and positive points. For very short critical reviews (one page or less) whereyour comments will be briefer, include a paragraph of positive aspects and another ofnegative.You can also include recommendations for how the text can be improved in terms ofideas, research approach; theories or frameworks used can also be included in thecritique section.ConclusionThis is usually a very short paragraph.Restate your overall opinion of the text.Briefly present recommendations.If necessary some further qualification or explanation of your judgment can be included.This can help your critique sound fair and reasonable.ReferencesIf you have used other sources in you review you should also include a list of references at theend of the review.Source: http://www.lc.unsw.edu.au/onlib/critrev.html
  49. 49. 49Exercise 7 Reading Text : A TOUCH OF MODERN ISRAEL: “The CAT”Read the short story about a political prisoner uses magic to escape execution. Be able to givethe meaning of difficult words and to write a critical review of the selection.“THE CAT”By Zygmunt FrankelPublished in "The European"He lay on the bunk in his cell, smoking a cigarette. The day had been hot, but now,with the dusk falling, a pleasant breeze had sprung up and was coming in from the courtyard,along the corridor, and into his cell. The old prison was very much like the ones in cowboymovies. The door of his cell, as well as the one at the end of the corridor were steel frames withiron bars less than twenty centimetres apart; too close for even the thinnest man to squeezethrough, but ample for a cat. One could see through the bars, talk with the guards and theprisoners in the other cells, and be disturbed by someone snoring at night, and the barred doorsmade the prison airy.It was much better than the foreign prisons he had read about, with solid doors,peepholes, and electric bulbs burning the whole night long. Although the local revolutionmodelled itself on the Russian one to some extent, it did not have the means to imitateLubyanka. The revolution was also milder in other respects. A political prisoner usually haddone something against the regime, be it only grumbling in public. The interrogations weremostly carried out without torture. Although no public or journalists were admitted to the moreserious political trials, the prisoner had the right to defend himself, and, in case of a deathsentence - these, unfortunately, were rather common and mostly undeserved - the condemnedman had the right to appeal to the President, although in most cases it only delayed theYou have just reviewed how to write a critical review of literaryselections journal articles, paintings, songs and the like. In Module 2 ofthis second quarter, you learned how to write an editorial article and anevaluation paper. Such writing skills will be very useful as you tackle thenext portion of this lesson. You will be exposed more to reading moresample of the literature of Israel. To have a better picture of Israel as astate, click this link :http://www.culturecrossing.net/basics_business_student.php?id=101So enjoy reading!
  50. 50. 50execution by a few days.The prisoner finished his cigarette, put it out in an empty sardine tin which served himas ashtray, sat on his bed, and looked at the door again. The spaces between the bars werefine, even for the largest cat to pass through, and the door at the end of the corridor was thesame. In the small rectangular cobbled courtyard where they took their daily walks and wherethey shot condemned prisoners at dawn, a couple of skinny young trees, hardly more thansaplings, grew by the wall on the right, a few of the thin branches reaching the top of the wall;nothing to support a man, but good enough for a cat. It was not the wall where they shot people;that one was opposite it, at right angle to the door. On days following an execution, of whichthey had heard every word and shot through the barred doors, walking in a circle during theirdaily exercise, they would look furtively for traces of blood on the cobblestones or bullet markson the wall, but there werent any; the courtyard would be thoroughly hosed down as soon asthe body was taken away, and the holes in the wall plastered over and whitewashed. Theprisoner, himself a likely candidate for an execution, thought calmly that an old mattress or twopropped against the wall would spare them the need for constant repairs, but in a backwardcountry one could not expect a revolution to bring instant efficiency.His decision to change into a cat rather than some other small creature in case anescape became necessary due to a death sentence or a long prison term was reached afterconsiderable reflection. A mouse or a rat would run too great a risk in a town with a lot of cats,and even if it got out of the town safely, the distance to the border - some twenty kilometres -might be too much for it, and the danger still there: wild cats, foxes, coyotes, snakes, hawks byday and owls by night. As a cat, he would only need a couple of days to reach and cross theborder and change back into man, and it was just as well. The Indian witch-doctor had warnedhim that if it took too long, the animal body would start taking over the human mind; he wouldfind it increasingly difficult and finally impossible to change back, and spend the rest of his lifeas an animal with an animals mind. When he died, his body would also remain that of ananimal, which would not be the case if he died shortly after the metamorphosis.It would be fastest and easiest to cross the border as a bird, preferably of prey so as to be safeof predators; but, apart from the fact that farmers sometimes shot at birds of prey, he wasntsure about flying. On both previous occasions, the first under the witch-doctors guidance and,after his return from the expedition, on his own, he changed into mammals, a monkey and a fox.This time, with so much at stake, he didnt want to introduce new and unknown factors.A dog would not be able to get over the wall, and might be shot on suspicion ofhydrophobia. A cat was best.Behind the wall with the two trees was a large garden which he knew well. It surroundedthe now confiscated villa of his friend the judge who had placed most of his money in a Swissbank before escaping to Miami when the revolution broke out. The judge had had problems withold regime as well by always trying to be just and fair, but he knew it wouldnt help him with thenew one. The judge had tried to talk him into leaving together, keeping a seat for him on thelittle chartered plane until the last moment, but he decided to stay, see what would happen, andeven offer his services to the revolution if it turned out well. It showed signs of doing so for awhile and then degenerated into a dictatorship backed by terror, and he had just about decidedto follow his friend the judge into exile when he was arrested. They did not have anythingagainst him as an anthropologist but he had also been a friend of the judge and that wasenough nowadays. But there were fascinating things to be still discovered in anthropology andprimitive magic, and he already knew enough not to let himself be shot in the prime of life.Something the witch-doctor once told him stirred uneasily in his memory. It was rightafter his first, successful, change into a monkey and back. He was bubbling with enthusiasmabout the possibilities, and the old witch-doctor, his face lined and wise, listened to him quietlyand then said:"Well, not quite. The possibilities are indeed great but not unlimited; no magic can change ones
  51. 51. 51destiny beyond a certain extent. A warrior who is to be killed in battle will not escape his fate bychanging into an animal; he will still be killed by an arrow, and the hunter might even turn out tobe the same man who was supposed to kill him in battle." But the prisoner dismissed theunease without much difficulty. He was a Westerner, and destiny to him was not all that rigid;one could shape it to a much greater extent than the primitive fatalistic tribes imagined.There were steps in the corridor and the sergeant, accompanied by a soldier with arifle, stopped by his door and unlocked it."The captain wants to see you in his office," he said."Is it the sentence already?" the prisoner thought as he walked between the two soldiers. It wasquite possible. His interrogation ended almost two weeks before, and the military courts workedfast.The captain got up from behind his desk when the prisoner was brought in. Therewas another man there, a civilian in a sober grey suit, standing, with his hands behind his back,a little to one side of the captains desk. He looked like an official visitor, probably of a highrank.The captain took from the desk a document with a large seal and several signaturesand began to read it aloud. It was the death sentence. The prisoner has been found guilty ofcooperation with the old reactionary regime, of anti-revolutionary propaganda, and of failing toprevent the escape of one of the oppressors of the people (his friend the judge). He had threedays in which to submit an appeal to the President of the Republic if he so wished.He signed a statement that the sentence has been announced to him and that heunderstood it. He said that yes, he would like to avail himself of the opportunity to appeal to thePresident, in the hope that the Presidents generosity and kindness would make him reduce thesentence. By all means, the captain said kindly; he would have paper and pen delivered to hiscell that very evening.Back in his cell, the prisoner began to prepare for the metamorphosis. It was mainly mental. Hehad to bring himself - this would take two or three days - into the state of absolute belief that atthe end of that period he would change into a cat. Very few people could do it, and it was onlyafter he had been with the tribe for some weeks that the witch-doctor began to suspect that thiswhite man who came from a different world to learn their customs might be one of them. Thephysical part of the preparation was easy - actually easier in prison than outside. It consistedmainly of eating very little, practically fasting towards the end, and of not doing anything todistract the mind from its task. The final part - the silent incantations, the spells, the names ofgods - were merely means to finally plunge the mind so deeply into the conviction that the bodyfollowed suit.When the block of writing paper, the fountain pen, a candle, and an extra packet ofcigarettes were brought to him with his supper, he thanked the guard and asked whether hecould have just plain bread, preferably dry, and weak tea, or even just water, for the next coupleof days, explaining that his stomach was upset and that diet was the best thing for it. The guardasked whether he would like to see the doctor. No, he said, it was nothing; hes always had anervous, sensitive stomach, and today, what with the death sentence, it was quite entitled to actup a little. But the whole thing was a misunderstanding and he was confident that the President,who was a just and wise ruler, would put it right as soon as he has read his appeal.He finished the appeal the same evening, leaving the couple of corrected drafts in thewriting block to show how hard he had worked on it, and gave the final copy, together with thewriting block, the pen, and the remainder of the candle to the sergeant, who promised to givethe petition to the captain first thing in the morning. He estimated that he now had at least fourdays at his disposal - two for the letter to reach the president and two more for the rejection toarrive - and four days were more than enough.He went to bed early and before falling asleep lay there for a long time with his eyesclosed imagining himself as a cat: passing through the iron bars, climbing a tree, crossing the
  52. 52. 52garden, travelling through fields and woods, perhaps catching a bird or a mouse if hungry, anddrinking from streams. When he finally fell asleep he managed to get a lot of this into hisdreams as well. In the morning he was already feeling light-headed, in a sort of trance, alreadybeginning to feel and think like a cat. A couple of times he even stretched and yawned like one.It was a familiar feeling. His second metamorphosis had been easier than the first - the witch-doctor told him that one improved with practice - and he felt that this one was going to be asuccess too.On the third night he was ready. He had slept through most of the afternoon andawoke at dusk feeling fresh and strong. The prison was slowly settling for the night. Someonewas snoring lightly in one of the cells. The guard on duty was seated behind the table at the endof the corridor, reading a paper and smoking a cigarette. He sat sideways to the corridor,glancing at it only from time to time. Even if he noticed a cat slinking along the corridor towardsthe courtyard door he might wonder what it was looking for, but it was extremely unlikely that hewould fire at it, and if he did, even less likely that he would hit it.The prisoner undressed except for his underwear and, once under the blanket, removed hisvest and underpants as well. The blanket was coarse and not very clean, and it was a little chillyto lie there naked, but he did not want to have to disengage himself from the underwearafterwards.The prison was silent now, with the snores from a cell at the end of the corridor barelyaudible.He pulled the blanket over his head and closed his eyes. In the double darkness, ofthe cell and the blanket, silent incantations began to flow. To their rhythm, his mind graduallyreduced everything to the world of a small, four-legged animal. Time was passing but he didntknow how much. He became dizzy for a while, with strange but well-remembered sensationspassing through his body. Then the flow of incantations and trance gradually slowed down,stopped, settled. His skin did not feel the coarseness of the blanket any more. He was alsowarmer. He moved his limbs cautiously. His claws bit into the blanket and he retracted them.He crawled slowly towards the edge of the blanket, peered out, and listened. Theprison was dark and quiet. The cell now loomed large and tall, and the bed was high above thefloor. He could see much better in the dark than he did before. He listened a little longer, thenjumped down and hid under the bed. He noticed the colour of his fur: it was grey, with darkstripes, and a light, almost white belly.The bars of the cell would now let him through without any difficulty. He peered intothe corridor. The guard, in profile, was nodding over his paper.Silently, he passed through the bars of the door, glided along the corridor, passed between barsagain, turned right, out of sight, and crouched under the wall. There was a full moon shiningonto the deserted courtyard. His sight was very keen. He moved along the wall and climbed thefirst of the two trees. A branch took him right to the top of the wall. He looked at the garden onthe other side of the wall for a while. It was as he remembered it except that it was ratherneglected. He wondered whether anyone lived in the villa now - perhaps one of the new officials- or whether it was still unoccupied. He jumped into the garden.Now the most difficult part was behind him. He moved among some trees, then began to crossa large moonlit stretch of the lawn towards some bushes at the back of the garden where therewas a low easily passable slat fence, behind which the countryside was practically beginning.He did not see the large tall shape of the dog detach itself from the shadow of thevilla; noticed it only after it had covered half the distance between them, loping fast and silently,trying to cut him off from the fence. He hissed and took off. The dog chasing him was a largehound, obviously trained not to growl or bark while attending to business. Their paths wereconverging. He saw that he might have difficulty reaching the fence before the dog caught upwith him, but any change of direction might waste precious moments. If the worst came to theworst he could turn around and counterattack, using his teeth, claws, screech, and spittle to
  53. 53. 53confuse the dog and reach the fence.With a dozen yards still to go, he heard the shuffle of the dogs feet right behind him and felt itsbreath on his neck. He leaped and, turning around in mid-air, gave the most frightening screechhe was capable of, and struck. His claws ripped one side of the dogs face just as the dog hithim with one shoulder, with all its weight and speed behind the impact. The cat rolled over,regaining his footing almost at once, but for one brief moment the scruff of his neck becameexposed and he felt the teeth go in. The he was flying through the air being shaken left and rightwhile the teeth were going in deeper. Then, very clearly, he felt his neck snap.The captain stood in his office, but facing the desk this time, without his pistol, andbetween two soldiers. The official who had been present at the reading of the prisonerssentence sat behind the desk."I am sorry to see that the psychiatrists report pronounces you perfectly sane, captain,"he said. "We were very satisfied with your work to date, and saw a good career for you in theservice of the revolution. It is all the more sad having to tell you that your situation lookshopeless. If there are two things that the president hates more than anything else it is peopletaking the law into their own hands and sadism. The prisoners naked body was found in thegarden of your villa. The wounds in the neck were inflicted with some pointed though notparticularly sharp tool like a pick or a pitchfork. Your dog cant be blamed for it because the sizeof the wounds is such that an animal with teeth large enough to inflict them would have to belarger than the victim, and we dont have any lions or tigers around here. The only logicalexplanation is that you took the prisoner from his cell at night and murdered him in your gardenby repeatedly stabbing him in the neck and then breaking it.""But the guard on duty that night...""Is also under arrest. He either participated, or had fallen asleep, or you drugged himor bribed him or talked him into keeping quiet; we shall find out which. In the meantime thepresident is disgusted with the whole thing and unless you can come up with some reallyconvincing proof of your innocence, I wouldnt like to be in your shoes, captain."Source: http://www.zygmuntfrankel.com/zf108.html# # #
  54. 54. 54Activity 27 THE WORDS BEYOND MY THOUGHTSGive the meanings of these words from the story ―The Cat‖. Make sure to give the appropriatemeaning of the word according to how it is used in the text. Then, be able to use each word inyour own sentence.Vocabulary DevelopmentTHE WORDS BEYOND MY THOUGHTSWord Meaning Sentence1. grumble2. interrogation3. incantation4. anthropologist5. fatalistic
  55. 55. 55Activity 28 Writing a Critical Review: “THROUGH MY LENS”Write a critical review of the short story ―The Cat‖. Make sure to apply your knowledge in theprevious lesson and the review guide provided in the earlier part of this lesson. Follow theformat of the reviewA Critical Review Format“THROUGH MY LENS”Introduction__________________________________________________________________________________________________________________________Summary_______________________________________________________________________________________________________________________________________________________________________________________Critique________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Conclusion__________________________________________________________________________________________________________________________Reference/s
  56. 56. 56Activity 29 Frequency Word List: The Frame of my UnderstandingFind the meaning of each word below. Write a short description beside the term. Supplementyour understanding of these terms with pictures. Cut out pictures that best Today, Israel refers to anation, whose culture is Jewish and its language Hebrew. Yet in biblical times, the Hebrews were apeople, Israel refers to a religious group and Jews were treated as a race represent the people/concept and paste them in their corresponding frames.FREQUENCY WORD LISTTHE FRAME OF MY UNDERSTANDINGName __________________________________ Date ___________1. Israelite _____________________________2. Israeli __________________________________3. Hebrew ________________________________4. Jew ______________________________________
  57. 57. 57Exercise 8: Israel, the Chosen LandThe State of Israel , established in 1948, is an independent nation locatedbetween the eastern shores of the Mediterranean Sea and the head ofthe Gulf of Aqaba, an arm of the Red Sea. Its official language is Hebrew.Israeli literature is literature written in the State of Israel by Israelis. Most works classedas Israeli literature are written in the Hebrew language, although some Israeli authors writen Yiddish, English, Arabic and Russian. The greatest masterpiece, the Bible, has profoundinfluence on human development. Scholars based their teachings on the Bible. Below is asample poem from the Book of Psalms:Psalm 23A psalm of David1The LORD is my shepherd, I lack nothing.2He makes me lie down in green pastures,he leads me beside quiet waters,3he refreshes my soul.He guides me along the right pathsfor his name‘s sake.4Even though I walkthrough the darkest valley,[a]I will fear no evil,for you are with me;your rod and your staff,they comfort me.5You prepare a table before mein the presence of my enemies.You anoint my head with oil;my cup overflows.6Surely your goodness and love will follow meall the days of my life,and I will dwell in the house of the LORDforever.Comprehension Check:1. Who is the author of this psalm? What are the three main points of thepsalm?2. How does David describe the physical and the spiritual necessitiesprovided by the Lord?3. What is the author‘s purpose of writing the psalm? What ismanifested in his character as he wrote this verse? What doesthis tell us of the Israeli character?
  58. 58. 58COMPLEX AND COMPOUND-COMPLEX SENTENCESIN COMMUNICATION BREAKDOWNCommunication is a process beginning with a sender who encodes the messageand passes it through some channel to the receiver who decodes the message.Communication is fruitful if and only if the messages sent by the sender are interpretedwith same meaning by the receiver. Communication breakdowns often occur in schooland in our personal relationships, for various reasons. And the effects of failedcommunication can be very damaging. Information overload can be one of the reasonsfor this problem. And using complex and compound-complex sentences can help fix theproblem.Complex sentences combine one dependent and one independent clause through the use ofsubordinating conjunctions such as because, though, as, while, if, etc these are also known asdependent adverb clauses. Here are two complex sentences as examples to review. Notice howthe two sentences are similar in meaning to the two compound sentences.Though its not available, Id like to read the book.Janet is going to a meeting after she has visited her grandparents.Remember that the dependent clause can be placed at the beginning or the end of thesentence. When placing the dependent clause at the beginning of the sentence, use a comma.Compound complex sentences are sentences that contain two independent clauses and oneor more dependent clauses.I would like to read the book which was written by John Handy, but its not available.Jane is going to a meeting after she has visited her grandparents who live in Boston.Source : http://esl.about.com/od/writingadvanced/a/Compound-Complex-Sentence-Worksheet.htm
  59. 59. 59Activity 30 FROM SIMPLE TO COMPLEXUse subordinating conjunctions (though, if, when, because, etc.) to connect the sentences intoone complex sentence.Complex Sentence WorksheetName ___________________________ Date _________ Score _______1. Henry needs to learn English. I will teach him.____________________________________________________________________________________________________________________________2. I really enjoyed the concert. The music was tooloud.__________________________________________________________________________________________________________________________3. I prefer to watch TV by streaming over the internet. It allows me towatch what I want when I want.____________________________________________________________________________________________________________________________________4. The car was extremely expensive. Bob didnt have much money. Hebought the car.____________________________________________________________________________________________________________________________5. Sometimes it happens that we have a lot of rain. I put the chairs on thepatio in the garage when we have rain.____________________________________________________________________________________________________________________________________Source: http://esl.about.com/od/esl-worksheets/a/Complex-Sentence-Worksheet.htm
  60. 60. 60Activity 31 Repairing Communication BreakdownCombine the sentences to make one compound complex sentence.Compound Complex Sentence WorksheetName ___________________ Date ___________ Score _________1. Susan teaches the kids who live in the neighborhood. They meet in theevenings after she comes home from work.________________________________________________________________________________________________________2. Anthony told us about the assembly of the products. Unfortunately, hedidnt tell us about where they were made.________________________________________________________________________________________________________3. The doctor wants to prescribe physically therapy, and he asked me tosee a specialist. He recommended Dr. Smith.________________________________________________________________________________________________________4. The eagles attract many tourists. They live in the local mountain range.Unfortunately, the politicians still refuse to protect them.________________________________________________________________________________________________________5. I dont like the food. The staff prepares the food. I also do not like theirunfriendly attitude.________________________________________________________________________________________________________Source; http://esl.about.com/od/writingadvanced/a/Compound-Complex-Sentence-Worksheet.htm
  61. 61. 61Exercise 9 Video Viewing: The Future Warfare Is HereVisit this website http://www.youtube.com/watch?v=CDOUxtPkm5Qand view this three-minute video about Israel‘s latest drone technology.Source: http://www.youtube.com/watch?v=CDOUxtPkm5QThis site shows a three-minute CNN news report about Israel‘s latest dronetechnology capable of defending and attacking enemies in air, land and water.The video runs for 3:34 minutes.Comprehension check1. What is Israel‘s latest drone technology? What makes thisupgraded aircraft amazing?2. What is the reaction of Israel‘s greatest nemesis, Iran, overthis latest Unmanned Aerial Vehicle (AUV)?3. How do Israelis respond to challenges of modernity asreflected in their literary selections?4. What ideas and emotions are evoked in you while you werewatching the video? Why do you think you feel that way?5. What are your usual television viewing behaviors?Activity 32 Monitoring My Media BehaviorsIdentify your own behaviors while watching the video on ―Israel shows off new dronetechnology‖. When you watch television and other social media, what are your behaviors?Complete this graphic organizer and compare this with your classmate. Take note of thesimilarities and differences in your behaviors. Make sure to discuss with him wholesomepractices and behaviors in watching television program and movies.
  62. 62. 62A GRAPHIC ORGANIZER ON TELEVISION VIEWING BEHAVIORSExercise 10: Israeli Personality TraitsBelow is a blog from Gratz College. Read it very thoroughly. Be able to form your personalunbiased comment after reading.Source: http://israel21c.org/blog/those-walled-in/
  63. 63. 63What makes an Israeli? A peculiar mix of joie de vivre, arrogance,aggressiveness, fear, claustrophobia, plus a whole lot more. Living in Israel isone continual encounter with the Israeli character, stereotypically labeled as the―sabra,‖ the cactus that is hard and prickly on the outside, but mushy and sweeton the inside. But the Israeli character is far more complex than the stereotype.Arrogance, well yes, most Israelis are convinced they are the best and they aren‘t shyabout letting you know it either. Not that they brag, rather they tend to put others down, leavingthemselves in the up position. I have a friend who is an airline pilot for Southwest whodesperately wants to make aliyah – yet he can‘t get a job with El Al because even though hehas thousands of hours of experience flying airliners for major American carriers, El Al hires IDFhelicopter pilots with 1,000 hours before they hire him. Why? Because of a combination of thatarrogance, the Israeli Air Force way is clearly the best for everything, and the ―clubbishness‖that goes with this superiority complex.As to aggressive, well, this is a trait for which Israelis are famous. One of the challengesof getting by in Israel is that if you are not aggressive you are perceived as a ―freier‖, which is aYiddish term for sucker.The next trait on Elon‘s list, fear of another Holocaust, is also real. But remember, justbecause you are paranoid, does not mean that they are NOT out to get you. Ahmadinejad maybe a nut case, but he is a nut case who is the head of state of a country.Claustrophobia, yes, that comes with living in a very small country. Israel is more or lessthe size of New Jersey. If you lived in New Jersey and on one side the borders with New Yorkand Connecticut were sealed, and the border with Pennsylvania was one you could technicallycross, but it didn‘t feel particularly safe to do so because people there didn‘t like you, you toowould probably feel a little claustrophobic.In Israel we enjoy an attitude of living in a frontier. Maybe some of the arrogance comesfrom living in a place that the rest of the world treats as important. There is more terrorism in SriLanka, more people are dying in Kenya, human rights abuses are far worse in any countrywithin 300 miles, not to mention places like China, and yet we‘re on the front page of theWestern papers every day while those others places often get scant notice. Makes us feelimportant. But more than that, it makes us feel like we are a part of something important.In short, the Israeli character is complex and interesting. One of the biggest challengesfacing a new immigrant to Israel is fitting in as a part of that culture.Comprehension Check:1. What four major traits characterize the Israeli as a people? Explaineach briefly.2. What is the sociological background of the arrogance of the Israelis?3. What does ―freier‖ mean? When is one considered such?4. Incorporating the terms, Jew, Hebrew, Israelite, describe theIsraeli psyche and temperament as reflected in their reading andviewing texts.5. What is the purpose of the writer for exposing his essay to theworldwide web?6. What does ―blog‖ mean? Why do people create blogs?7. Is it alright to make blog or to comment on people‘s blogs?8. What should be the appropriate behavior of a blogger so that he canfreely yet responsibly express his ideas and thoughts without beingdifficult and being in trouble?Activity 33 WRITING A Blog: GETTING CONNECTED TO ISRAEL
  64. 64. 64Write a sensible unbiased comment on the blog above. Make sure your comment is notoffensive to any race and is a sincere expression of your desire, psyche and temperament as aFilipino student. Visit this site and write your comments here : http://israel21c.org/blog/those-walled-in/Process Questions:1. Read the blog again (on Exercise 10). Did you have positivecomments on the blog? Why or why not? Did you feel good afterwriting your comment?2. Have you visited the same site again? Were there people who alsocommented on the same blog?3. Was the blogger credible enough to claim those characteristics of theIsraelis? What makes the blog seem to influence the way we thinkabout the Israelis?4. Who are being mentioned in the blog? Why are those namesmentioned?5. Why is it important to quote persons in authorities when we write orspeak? Does the blogger show respect for intellectual property (ideasused) of other people?Comment here.INTELLECTUAL PROPERTYIntellectual property (IP) refers to creations of the mind: inventions, literaryand artistic works, and symbols, names, images, and designs used in commerce.Footnotes are a conventional way to tell your readers where you got the informationCITATIONS and FOOTNOTES
  65. 65. 65Non-Printed MediaHow to footnote a radio or television program:6TVNZ, "The Amazing Mollusc," 17 April 1972.How to footnote a film:7Lee Tamahori, Director, Once Were Warriors, 1995.How to footnote a recording (in this case, a song called "Blood Red River," on an albumcalled The Legendary Peg Leg Howell:8Peg Leg Howell, "Blood Red River," The Legendary Peg Leg Howell, 1943,Testament T-2204.
  66. 66. 66ACTIVITY 34 : Research Work: A GALLERY OF MY FAVE PROSE and POETRYVisit your school library or surf the web to find various literary selections which arerepresentatives of Saudi and Israeli literature. Choose those selections or articles that speakabout how the Saudi and the Israeli respond to the challenges of modernity. Copy the full text.Take note, also, of the author, genre and source. Gather five selections from Saudi literature
  67. 67. 67and five from Israeli literature. Vary the genre / type. Keep a record of your research byfollowing this template.Activity 35 Writing A Bibliography: “FROM WHERE I GOT MY FAVORITES”Create a bibliography of the various sources you used when you researched your favorite Saudiand Israeli prose and poems. Use the Chicago Manual of Style.A GALLERY OF MY FAVE PROSE and POETRYLITERARY ENTRY TEMPLATETITLE OF THE SELECTION ____________________________________________AUTHOR ___________________________________________TYPE/ GENRE ___________________________________________FULL TEXTSOURCE:You have just learned to show respect forintellectual property and collected Saudi and Israeli literaryselections. Your knowledge in this lesson and in theprevious lesson will help perform better the final task whichis to create an e-journal of prose and poetry. Keep thecompilation for further instruction.
  68. 68. 68End of REFLECT AND UNDERSTAND:TRANSFER:Activity 36 Critical Reviews: RESPONDING TO MY FAVORITESGo over your collection of your favorite Saudi and Israel prose and poetry. Make sure that theyall follow the theme – strength in overcoming challenges of modernity. Write a critical review ofIn this section, the discussion was about Israeliliterature, turn-taking strategies, respect for intellectualproperty, communication breakdowns and television viewingbehaviors.What new realizations do you have about the topic?What new connections have you made for yourself?. Now that you have a deeper understanding of thetopic, you are ready to do the tasks in the next section.Your goal in this section is apply yourlearning to real life situations. You will be given apractical task which will demonstrate yourunderstanding.
  69. 69. 69each selection. Follow the format on writing reviews on Activity 28. You may also find relatedreviews of your chosen selection by visiting e-journals.Activity 37 KEEPING MY FAVORITES: An e-JOURNALCreate an e-journal of your favorite Saudi and Israel prose and poems at any free websiteprovider. Post your outputs in Activity 34 (a collection of your chosen literary selections fromSaudi Arabia and Israel) with accompanying outputs in Activity 36(critical reviews of thesechosen selections). Invite your classmates to visit this site and post their comments. This can bea good avenue for a healthy discussion on literature, culture and academics.SCORING GUIDE FOR E-JOURNAL OF PROSE AND POETRYYour output will be evaluated according to thefollowing scoring guide.Electronic journals, also known as ejournals, e-journals,and electronic serials, are scholarly journals or intellectualmagazines that can be accessed via electronic transmission. Inpractice, this means that they are usually published on the Web. Theyare a specialized form of electronic document: they have the purposeof providing material for academic research and study, and they areformatted approximately like journal articles in traditional printedjournals. http://en.wikipedia.org/wiki/Electronic_journalPerformance TaskIn observance of the National Book Week Celebration,your school holds an electronic exhibit of famous literary pieces.The activity dubbed as ―Diverse Cultures: One in OvercomingChallenges‖ aims to promote better understanding of people withdiverse cultures and characters and deeper appreciation ofliterature. As a library assistant, you are tasked to create an e-journal featuring Saudi and Israeli prose and poetry for highschool students of English to read and comment. The e-journalmust be insightful, user friendly and efficient.
  70. 70. 70ADVANCED(11-15)PROFICIENT(6-10)DEVELOPING(1-5)SCOREINSIGHT-FULElectronic journalentries show in-depthand critical analysis ofthe literary selections ofSaudi Arabia and Israel.They relate to significantpersonal experiencesand social, economicand political issuesshowing how Saudi andIsraeli people overcomechallenges of modernity.Electronic journalentries show carefulanalysis of Saudi andIsrael literaryselections. Mostselections relate topersonal experiencesand social, economicand political issues thatthe countries faced inhistory while somereflect just any topic.Electronic journalentries are present inthe site. All literaryselections have fulltext but some lackreviews. Literarythemes vary fromsuperstitions to loveof nature. Fewentries are not worksof Saudi and Israelwriters.USERFRIENDLYBrowse capability –(browse and search inthe same subject and indifferent publishers‘Journals), Interactioncapability –(collaboration betweenauthor/ siteadministrator andreader and networkcommunication amongauthors, editors,teachers and users) andsearch capability arestrong.Browse capability –(browse and search inthe same subject and indifferent publishers‘Journals), Interactioncapability –(collaboration betweenauthor/ siteadministrator andreader and networkcommunication amongauthors, editors,teachers and users) arestrong. Searchcapability is weak.Brows capability isnot reliable. browsea topic and browsethrough author‘sname cannot bedone. Interactioncapability –collaborationbetween author/ andreader and networkcommunication iseffective. Searchcapability is weak.EFFICIENTEntries are well-organized; presentationis unique and artistic.They follow a standardstyle and prescribedformat (grammar,mechanics). Accesslevel, related andsupplementaryinformation andinformation services areevident.Entries are organized;presentation isattractive. Fewgrammatical errors arefound in critical reviews.Entries have varyingstyle and format ofpresentation. Accesslevel is low; related andsupplementaryinformation is found andinformation services arenot saved in designatedareas.Entries are presentbut incomplete.Glaring grammaticalerrors can bespotted. Output failsto follow the e-journal entry format.Access to full text isdenied. Relatedarticles andreferences aremissing. Someindicators ofinformation servicesare deactivated.TOTALCongratulations! You have just accomplished theperformance task of this module. You are able todevelop and master all the skills required of you in thislesson.Now get the first activity sheet ,Anticipation-Reaction Guide Agree/Disagree Chart, that you answered at the startof this lesson. You need to answer the last column of the sheet.