Analyze Literature as a means of valuing other people and their circumstances in life.

1. “Ida B. Wells-Barnett
and Her Passion for
Justice”
By Lee D. Baker

2. Learning Competencies:
•EN9LT-IId-15: Analyze
literature as a means
valuing other people and
their various circumstances
in life

3. •EN9VC-IId-22: Agree or
disagree with the ideas
presented in the material
viewed
•EN9G-IIe- 20: Use
conditionals in expressing
arguments

4. Objectives:
1. Read and analyze the
literary text as a means
of appreciating other
people and their
situations

5. 2. Share personal opinion
about the ideas presented
in the material viewed
3. Appreciate the significance
of supporting other
people‘s advocacies for the
good of society

6. Introduction
• Concerned and active citizens of a
community usually champion certain
policies for the good of society. Their
cry for help would be heard and
acted upon with urgency if they
could solicit the support of the
greater majority – as the support of
every individual would count.

7. TASK 4: READING CORNER
•Read ―Ida B. Wells-Barnett
and her Passion for Justice
by Lee D. Baker and then
answer the following
questions on a yellow
paper.

8. TASK 5: LISTENING CORNER
•Listen to the song ―I Have
a Dream by Westlife. Pay
attention to its lyrics. Then,
look at the pictures
presented below.

9. • Look closely at the pictures
depicting current situations in
the Philippines. What social
problems are depicted in the
pictures? What kind of
changes would you want for
the country?

14. Task 6: DELVE DEEPER
• Catch Martin Luther King‘s
dreams in the graphic
organizer. Highlight his most
important dreams about
change, liberation, and social
justice.

16. LITERARY DEVICES
•Tone is the author’s
attitude about the topic of
the story.

17. TYPES OF TONE
• Joyful: Yes! My heart is
leaping with joy!
• Informal: Yeah, see ya at the
party
• Formal: This is to inform you
that I’m going to join you at
the party.

18. •Confused: I have no clue.
•Skeptical: Have you really
thought this through?
•Regretful: It’s a pity I can’t
go.

19. •Hopeful
•Sarcastic
•Pessimistic
•Indignant

20. •Mood is the emotional
atmosphere a reader
experiences.

21. •Cheerful
•Reflective
•Gloomy
•Humorous
•Melancholy
•Idyllic
•Whimsical
•Romantic
•Mysterious

22. •Ominous
•Calm
•Lighthearted
•Hopeful
•Angry
•Fearful
•Tense
•Lonely

23. •Technique is the style of
the author in writing and
delivering the speech.

24. TYPES:
• Rhetorical Questions
– A question that you ask
for dramatic effect,
instead of acquiring
answers

25. Steps:
1. Force your audience to
think
If you ask an open-ended
question without providing
answers, the audience will
automatically start to think
about their own answers

26. Example:
What do you think the
world will look like in 50
years.

27. Steps:
2. Emphasize a specific point
Example:
“67% of all Australians are
overweight. Are you one of
them?”

28. Steps:
2. Evoke emotions
Rhetorical question can also
evoke emotions by putting
the audience where they can
empathize with what is being
discussed.

29. Change the statement
into a rhetorical question:
•“Future generations will
never see tigers or polar
bears again.”

30. What if your child and their
child will never see tigers
or polar bears again?”

31. TYPES:
• Personal Anecdotes
– A short story about an
experience of your life

32. TYPES:
• Tricolon
– It refers to a set of three
words, phrases or clauses

33. Which statement is more
memorable?
• They killed the dog and
stole the TV and car.
• They killed the dog. They
stole the tv. They took
the car.

34. Different ways in using
tricolon:
1. Words. Three different
repetitive or different
words:
Example: Live. Life. Love
No. No. No!

35. In a sentence:
Example:
“Good women who do
good things for good
reasons”

36. Different ways in using
tricolon:
1. Phrase. Three different
repetitive or different
phrases:

37. Example:
“After all this time,
nothing has changed.
After all this time, people
are still suffering. After
all this time, we are still
learning.”

38. Different ways in using
tricolon:
1. Clause. Three different
repetitive or different
clauses:

39. Example:
“Tell me and I forget.
Teach me and I
remember. Involve me
and I learn.” –Benjamin
Franklin

40. TYPES:
• Inclusive language
– It refers to pronouns that
include your audience like
1st and 2nd person
pronouns.

41. Example:
• People must take action
to stop climate change!
• We must take action to
stop climate change!

42. •Purpose is the goal in
creating and delivering a
speech.
–To inform
–To persuade
–To entertain

43. Task 7: IN HIS SHOES
• Read the speech once again
and determine the tone,
mood, technique, and purpose
of the author

44. Tone
Purpose
Technique
Mood

45. FALLACY
• A fallacy, also known
as paralogia in
modern psychology, is the use
of invalid or otherwise
faulty reasoning in the
construction of an argument that
may appear to be well-reasoned
if unnoticed.

46. HASTY GENERALIZATION
•Definition: Making
assumptions about a whole
group or range of cases based
on a sample that is
inadequate (usually because
it is atypical or too small).

47. • Stereotypes about people
(“librarians are shy and smart,”
“wealthy people are snobs,” etc.)
are a common example of the
principle underlying hasty
generalization.

48. • Example: ―My roommate said
her philosophy class was hard,
and the one I‘m in is hard, too.
All philosophy classes must be
hard!‖ Two people‘s experiences
are, in this case, not enough on
which to base a conclusion.

49. MISSING THE POINT
•Definition: The premises of
an argument do support a
particular conclusion — but
not the conclusion that the
arguer actually draws.

50. • Example: “The seriousness of a
punishment should match the
seriousness of the crime. Right now,
the punishment for drunk driving
may simply be a fine. But drunk
driving is a very serious crime that
can kill innocent people. So the
death penalty should be the
punishment for drunk driving.”

51. • The argument actually supports
several conclusions “The
punishment for drunk driving should
be very serious,” in particular—but
it doesn‘t support the claim that the
death penalty, specifically, is
warranted.

52. POST HOC (FALSE CAUSE)
•This fallacy gets its name
from the Latin phrase “post
hoc, ergo propter hoc,” which
translates as “after this,
therefore because of this.”

53. •Definition: Assuming that
because B comes after A, A
caused B.

54. • Examples: “President Jones raised
taxes, and then the rate of violent
crime went up. Jones is responsible
for the rise in crime.” The increase in
taxes might or might not be one
factor in the rising crime rates, but
the argument hasn‘t shown us that
one caused the other.

55. SLIPPERY SLOPE
•Definition: The arguer claims
that a sort of chain reaction,
usually ending in some dire
consequence, will take place,
but there‘s really not enough
evidence for that assumption.

56. • The arguer asserts that if we take
even one step onto the “slippery
slope,” we will end up sliding all
the way to the bottom; he or she
assumes we can‘t stop partway
down the hill.

57. • Example: “Animal experimentation
reduces our respect for life. If we don‘t
respect life, we are likely to be more and
more tolerant of violent acts like war and
murder. Soon our society will become a
battlefield in which everyone constantly
fears for their lives. It will be the end of
civilization. To prevent this terrible
consequence, we should make animal
experimentation illegal right now.”

58. WEAK ANALOGY
• Definition: If the two things that
are being compared aren‘t really
alike in the relevant respects, the
analogy is a weak one, and the
argument that relies on it
commits the fallacy of weak
analogy.

59. • Example: “Guns are like hammers
- they‘re both tools with metal
parts that could be used to kill
someone. And yet it would be
ridiculous to restrict the purchase
of hammers—so restrictions on
purchasing guns are equally
ridiculous.”

60. APPEAL TO AUTHORITY
• Definition: Often we add strength
to our arguments by referring to
respected sources or authorities
and explaining their positions on
the issues we‘re discussing.

61. • If, however, we try to get readers
to agree with us simply by
impressing them with a famous
name or by appealing to a
supposed authority who really
isn‘t much of an expert, we
commit the fallacy of appeal to
authority.

62. • Example: “We should abolish the
death penalty. Many respected
people, such as actor Guy
Handsome, have publicly stated
their opposition to it.”