English Grade 10 Lm - Unit 1.pdf 1h303z

10 Celebrating Diversity through World Literature English Learner’s Material

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Department of Education Republic of the Philippines i

Celebrating Diversity through World Literature – Grade 10 English - Learner’s Material First Edition 2015 ISBN:

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TABLE OF CONTENTS MODULE 1: Overcoming Challenges Lesson 1: Discovering Personal Challenges YOUR JOURNEY YOUR OBJECTIVES YOUR INITIAL TASKS Task 1: Blocks that Block 7 Task 2: You’ve Got a Friend 8 Task 3: Watch and Learn! 9 Task 4: I Think 9 YOUR TEXT Daedalus and Icarus by Nick Pontikis Task 5: Guide for Reading 10 Task 5.1 A Scheme for Schema 10 Task 5.2 The Guiding Path 11 Task 5.3 Anticipation-Reaction Guide 11 Task 6: Vocabulary Spinner 12 Task 7: Of Flight and Light 12 Task 8: Facts and Details 16 Task 9: What’s Going On? 16 Task 10: Digging Deeper 16 Task 11: Fact or Not 16 Task 12: Agree or Not 16 Task 13: Image in My Mind 17 Task 14: Time Line 17 Task 15: Character Cycle 18 Task 16: Grammarian for a Day 18 YOUR DISCOVERY TASKS Task 17: Men under Lens 20 Task 18: In Your Own Words 21 Task 19: Imprint in Print 21 Task 20: Design 21 Task 21: Dealing with Personal Challenge 21 Task 22: The Worry Sheet 22 Task 23: Stress Tabs 22 Task 24: Peer Pressure 22 Task 25: React to the Max 24 Task 26: Matter of Judgment 24 Task 27: The Great Eight 25 Task 28: My Purpose 26 Task 29: Bull and Bully 28 Task 30: A Day in a Life 29 iii

YOUR FINAL TASK MY TREASURE Lesson 2 : Building Up Defenses YOUR JOURNEY YOUR OBJECTIVES YOUR INITIAL TASKS Task 1: What Am I? 32 Task 2: Discrimination Check 32 Task 3: Mirror, Mirror 33 Task 4: Reflection 33 Task 5: Enduring and Essential 34 Task 6: Learning Expectations 35

YOUR TEXT

The Gorgon’s Head by Anne Terry White Task 7: Guide for Reading Task 8: Mystery Word Task 9: Dissecting the Text Task 10: Visualizing the Text Task 11: Act and Counter Act Task 12: My Coat of Arms Task 13: Makes Sense to Me Task 14: Triple Treat Task 15: A Hero in Me YOUR DISCOVERY TASKS Task 16: Award in the Ward Task 17: Different and Singled Out Task 18: Caps Locked Task 19: Creating a Personal Goal YOUR FINAL TASK Task 20: Your Brochure MY TREASURE Lesson 3: Capitalizing on Strengths and Recognizing our Weaknesses YOUR JOURNEY YOUR OBJECTIVES YOUR INITIAL TASKS Task 1: Boy-Girl Power! Task 2: Let It Go! Task 3: What Are You Made Of? YOUR TEXT Orpheus by Alice Low Task 4: Mystery Words iv

35 36 42 42 43 43 44 45 46 47 47 48 49 50

53 53 54 54

Task 5: From Page to Page Task 6: Element-Array Task 7: Alice Low YOUR DISCOVERY TASKS Task 8: Piece of Pi Task 8.1 Thin Line Task 8.2 A Quote On Quote Task 9: Modal Modes Task 9.1 Units of Measurement Task 9.2 Classifying Things Task 9.3 Market! Market! Task 10: The Confrontation Task 11: A Gift of Change Task 12: A Letter Later Task 13: Best Magic Ever YOUR FINAL TASK Task 14: Ad Typecast Task 15: Ask a Professional Task 16: Past Forward Task 17: Thanks for the Ad! MY TREASURE Lesson 4: Dealing with Personal Challenges YOUR JOURNEY YOUR OBJECTIVES YOUR INITIAL TASKS Task 1: Picture Perfect Task 2: A Puzzling Trial Task 3: Three (3) Controls Task 4: Setting Expectations YOUR TEXT Arachne by Olivia Coolidge Task 5: SGDA for the Golden Do Group 1 Word Finder Group 2 Image Makers Group 3 Justifiers Group 4 Theme Builders Task 6: Language Watch A. Which Is Which B. Giving Emphasis C. Scary But Blissful D. Comfort Zone YOUR DISCOVERY TASKS

55 58 58 59 59 60 61 62 62 63 63 64 64 64 65 65 65 66

68 68 68 69 71 71 72 72 72 73 73 73 73 74

Task 7: SGDA for Beyond Text - Real Life Extension 74 v



YOUR FINAL TASKS Task 8: For a VIP (Very Impressive Photo) Essay A. Connect and Decide B. Scout for Remarkable/Influential Figures C. Unlimited MY TREASURE

Lesson 5: Winning Over Individual Challenges YOUR JOURNEY YOUR OBJECTIVES YOUR INITIAL TASKS Task 1: Connect to the Past Task 2: Outlook Turn On Task 3: Tune In Task 4: Looking Forward YOUR TEXT How Odin Lost His Eye Retold by Catherine F. Sellew Task 5: SGDA for Understanding the Text Task 6: Language Line A. Sense of Value B. Saving Grace C. Rewarding YOUR DISCOVERY TASKS Task 7: YOUR FINAL TASK Task 8: Life Skills Connection The Koran translated by N.J. Dawood Task 9: Giving Your Best MY TREASURE

75 75 76 76

80 81 81 81 82 86 86 86 87 87 89 90

Lesson 6: Turning Challenges to Opportunities YOUR OBJECTIVES YOUR JOURNEY YOUR INITIAL TASKS Task 1: I Always Connect Game 93 Task 2: View and Make Judgment/Generalization 93 Task 3: Three (3) in Control 94 Task 4: Mapping the Targets 94 YOUR TEXT From the Analects by Confucius translated by Arthur Waley Task 5: SGDA for the Stakes 96 vi

Task 6: Language Patrol The Thief Who Became a Disciple translated by Paul Reps A. Like a Disciple B. Looking Ahead C. Using Modals D. Alter Ego YOUR DISCOVERY TASKS Task 7: SGDA Leading to Completion YOUR FINAL TASKS Persuasive Essay: Practice and Uphold Positive Attitude by Lee Emm Task 8: Life Skills Connection A. Preparation for My Target - Following the Rules of Thumb B. Call Up for Order Box Game C. Steps in Writing Persuasive Essay D. Drafting E. Sharing through the EQS (Encourage, Question and Suggest) F. Revising and Polishing G. Publishing MY TREASURE

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100 100 101 101 101 102

103 104 105 105 106 107 107

INTRODUCTION

This learner’s material is specially designed to provide you with the roads to cooperative, collaborative, and independent learning of the target themes, concepts, and competencies that will develop your 21st century real life-based skills. This module provides you with meaningful tasks to develop your skills for academic success and the world of work. It is anchored on the general principles, goals, and objectives of the K to 12 Basic Education program for Grade 10 that will enable you to become selfactualizing, productive and effective participant of the society and the world at large. This learner’s material provides a variety of texts particularly world literary pieces that are both relevant and meaningful to your life. It offers opportunities for you to be engaged in varied, interesting, motivating, challenging, meaningful, and worthwhile tasks to further develop and improve your listening, speaking, viewing, vocabulary, literary, grammar, and reading skills. These tasks are generated as communicative and real life-based activities anchored on the integration of literature and language skills. Positively, this material will help deepen your understanding on how you can enrich, enhance, and lead a meaningful life. There are four modules in this learning material. Each module builds around a particular text for you to explore meaningfully through a variety of integrated, challenging, and interesting tasks. Module 1

Overcoming Challenges

Module 2

Establishing Solidarity

Module 3

Reconciling with Nature

Module 4

Rebuilding Our Societies

Each module consists of six lessons wherein each lesson is developed through the following phases: 1. Your Journey – provides an overview of what you should understand in the lesson. This includes clear directions and purpose of the lesson. 2. Your Objectives – states the expectations in line with what you should know, understand, and be able to do, produce, or perform to show there is transfer of learning. 3. Your Initial Tasks – activates your prior knowledge and prepares you for higher level tasks.

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4. Your Text – presents the main reading or literary text and the activities/ tasks that lead you to acquire knowledge, make sense of, and construct meaning out of the information and experiences contained therein. 5. Your Discovery Tasks – includes activities that will expand, enrich, enhance, and broaden your understanding of the target concepts and skills. 6. Your Final Task – presents the real life-based product or performance task as final output for the lesson that serves as evidence of understanding of the target concepts and skills. This is an enabling task for the main real life-based product or performance task covering the entire module. 7. My Treasure – enables you to express your insights, learning, and realization on the lesson. This part contains prompts and other organizers that will help you sum up and synthesize what you have learned. This learner’s material includes formal pre and post assessments in both written response and multiple-choice formats. We hope that through this material, you will be provided with meaningful learning experiences and relevant competencies necessary for you to successfully meet the demands of the 21st century.

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Overcoming Challenges

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PRE-TEST MODULE 1 General Directions: Read each item carefully and follow directions. Write the letter of the most appropriate answer on your answer sheet. Part 1. Knowledge A. Basic Points to Consider in the Writing Process (Nos. 1-3) Directions: Complete the diagram by writing the three (3) basic points to consider during the preliminary stage of writing the process (1-3)

1. 1. 3. 2.



2. 3.

B. Special Directions: Match each term in column B with the most appropriate description in column A. A B ___4. argument ___5. controlling idea ___6. mood ___7. opinion ___8. tone ___9. theme

A. what needs to be proven by facts B. central idea of a work of literature C. the feeling created in a reader by a literary work D. a core idea or focus of a written work E. contains the body of evidence used to a point of view F. refers to the attitude of the writer towards his subject

C. Grammar Modals. Directions: Choose from the pool of answers the writer’s/speaker’s intention as hinted by each underlined expression. A. ability 10. 11. 12. 13.

B. obligation

C. probability

D. willingness

It’s true that sorrows in life may bring despair. We must find courage even in the small things that we do. We will endure even the greatest sufferings that will come our way. Ordinary trials can be turned into extraordinary moments.

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D. Intensive and Reflexive Pronouns Directions: Determine whether each underlined word is used as an intensive or reflexive pronoun. Write In for intensive pronoun and Re for reflexive pronoun. 14. You can see yourself more clearly. 15. Judge how much you know about yourself. 16. Life itself offers you many opportunities. Part II. Understanding Reading and Literature Directions: Read each of the following short ages carefully and copy the letter of the word or phrase that best completes each numbered item. Exploring the Sea of Goodness Lee Emm 1.) Do you believe that a sea of goodness is possible in this world? 2.) I always believe it is possible. 3.) Doing something good, no matter what the consequences will always make me contented and secure. 4.) There are a lot of ways I can do such, especially in doing something “good” for others. 5.) The steps are easy but zealousness, humility and consistency are the subtle ways. Here are the simple ones: 6.) The first one is I imagine that I am in the place of the other person I’ll do good to. 7.) Next, I’ll imagine how she’ll feel and react. 8.) That way, I’ll think doing good to others will make me at least a better person. 9.) That will make me be grateful that I have done something good. 10.) With these simple but notable ways I can prove to myself, to others and to God that I can explore the sea of goodness in this ever changing world. 11.) How about you, can you explore it also? 12.) I bet you can! 17. The main point of the article is best expressed in sentence no. __. A. 3 C. 10 B. 4 D. 12 18. Exploring the sea of goodness, means you are practicing ______. A. conscientiousness C. kindness B. humility D. sympathy 19. The word subtle in Sentence 5 means _________. A. clear C. refined B. practical D. strained 20. The kind of evidence used by the writer to her stand is through____. A. anecdotes C. statistics B. examples D. video 21.The generalization or statement about the age on life or human experience is to __________. A. bring out the best in you C. struggle against the odds B. stand up for one’s belief D. take strength to bear up the odds

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For nos. 22 to 26 1.) The best way to overcome a disability is to face it head-on and not to let it prevent you from achieving great things. 2.) This is the lesson I draw from the lives of two people whom I ire - the musician Stevie Wonder and the track-and-field star Jackie Joyner-Kersee. 3.) I respect them for their courage and strength in overcoming obstacles. 4.) Both are persons with disabilities who defied obstacles in order to be successful in their fields. 5.) They taught me never to give up no matter how intimidating the obstacles I face in life. from: “Overcome an Obstacle to Succeed” by Eddie Harris

22. The word “fought” is a/an _______ of the word “defied” in sentence no. 4. A. connotation C. opposite B. denotation D. symbol 23. This age would most probably interest a/an __________. A. adolescent C. child B. adult D. old man 24. The age is most probably a part of a/an __________. A. anecdote C. letter B. autobiography D. persuasive essay 25. To his claim, the writer uses ____. A. facts C. reasons B. opinion D. statistics 26. An effective persuasive technique used by the author to emphasize his point is through appealing to ________. A. emotion C. reason B. moral D. both A and C For nos. 27 to 29 “ When the world looks hopeless, And life is not fair, Throw back your shoulders And do not despair.” 27. The expression to “throw back your shoulders” means________. A. exercise your shoulders C. be confident and brave B. forget your responsibilities D. show your feelings 28. The age appeals more to the sense of ________ . A. feeling C. sound B. sight D. taste 29. Most probably, the writer’s purpose in this age is to ____. A. express a feeling C. reveal the truth B. give an advice D. win other’s approval For nos. 30 to 32 An excerpt from: Rabbi Ben Ezra by Robert Browning Then, welcome each rebuff That turns earth’s smoothness rough, Each sting that bids nor sit nor stand but go! Be our joys three-parts pain! Strive, and hold cheap the strain’; Learn, nor the pang; dare, never grudge the throe. 4

30. The word in the poem which is the opposite of “acceptance” is _____. A. bids C. pangs B. joys D. rebuff 31. Line nos. 5 and 6 appeal more to the sense of _______. A. feeling B. sight C. taste D. touch 32. The tone of the poem is more of _______. A. iration C. inspirational B. criticism D. pride For nos. 33 to 36 If you have endured a great despair, Then you did it alone. Getting a transfusion from a fire, Picking the scabs off your heart, Then wringing it out like a sock. - from: “Courage” by Anne Sexton 33.The feeling that the writer intends us to have toward life is ________. A. contentment C. fear B. courage D. hopelessness 34. The word in the poem that gives hint to the mood it evokes is _____. A. aspired C. sink B. sail D. succeed 35. The figure of speech used in the poem is ______________. A. alliteration C. personification B. metaphor D. simile 36. The last two lines of the poem express _____________. A. arrogance C. optimism B. courage D. warning Part III. Process Logical Organization. (nos. 37 to 40) Directions: Arrange the following sentences logically to form a coherent paragraph. __37. A. Let’s ask help from other students to repair the existing damage. __38. B. Finally, encourage all to maintain cleanliness and beauty of our surrounding. __39. C. We can restore the beauty of this wall. __40. D. First, let’s raise funds for the repair. Composition Writing (Nos. 41 to 50) Directions: Imagine you are a sales representative persuading the consumers to buy the latest gadget or product you’re promoting/selling. Write a paragraph convincing the public about the advantages of buying the gadget. Convince them using the persuasive techniques you know. You will be given ten (10) points for this task.

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Module 1 LESSON 1 ______________________________________________________________

Discovering Personal Challenges

YOUR JOURNEY Echkart Tolle once said, “When you lose touch with inner stillness, you lose touch with yourself. When you lose touch with yourself, you lose yourself in the world. Your innermost sense of self, of who you are, is inseparable from stillness. I am that is deeper than your name and form.” In your previous journeys, you have been provided with a lot of opportunities to explore and improve yourself. Now that you are in the final stage of your junior high school years, what this lesson promises is to teach you how to increase your effectiveness in responding to problems which challenge your innermost sense of self, your “I am that is deeper than your name and form.” In this lesson, you’ll answer one enduring question about life, that is, “How does discovering personal challenge create a deeper understanding of your innermost sense of self?”

YOUR OBJECTIVES In charting the course of your journey in this lesson, you are expected to: •

use textual aids in understanding better the text

•

get information from various text types that can be used in everyday life

•

determine how connected events contribute to the totality of a material viewed

•

differentiate formal from informal definitions of words

•

explain how the elements specific to a selection build their theme

•

identify features of persuasive texts

•

identify the elements of public speaking needed to effectively engage in meaningful communication

•

use reflexive pronouns to create meaningful discourse

Your target output at the end of this lesson is a concise oral report about cyberbullying and the criteria for assessment will be verbal skills, nonverbal skills, and content of the presentation. 6

YOUR INITIAL TASKS Task 1 BLOCKS THAT BLOCK Each block represents a saying or well-known phrase. Identify the phrase or idiom graphically presented in each square. Write your answers on the space provided below.

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Answers: 1. 2. 3. 4. 5. 6.

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

Processing Questions: 1. What is your overall impression about the phrases above? 2. How do they reflect realities in life?

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Task 2 YOU’VE GOT A FRIEND the time when you were weak and low. Fill out the speech balloons with your experiences in life that have to do with your responses in Task 1. Share your work with your classmates.

belittled:

late:

lost:

troubled:

forgotten:

‘here we go again’ :

Processing Questions: 1. What can you say about the activity? 2. How did you feel when you recalled all those experiences? 3. What did you feel while sharing your experiences with the class? Why?

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Task 3 WATCH AND LEARN! Watch the video carefully and answer the questions to be asked by your teacher.

Inspiration to Life - Motivational video of a young boy, an inspiration to millions Source: https://www.youtube.com/watch?v=b_N_dYRb4_4

Task 4 “I THINK” Use the chart to jot down your answers to the three questions.

I THINK.....

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Oral report writing is .....

It is used in ......

It can be organized by .....

YOUR TEXT Task 5 GUIDE FOR READING Task 5.1 A SCHEME FOR SCHEMA

Answer the question in each box below.

What are usually made of wax?

What are the benefits of wax?

To what is wax susceptible?

In what way can wax be harmful?

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Hint: Take note of your answer and be able to relate all of them to the selection you are about to read. Enjoy reading! Task 5.2 THE GUIDING PATH Read carefully the succeeding text. Let the chart below be your guide in reading the text. Oral Tradition

A myth is an ancient story created to explain natural events. Gods, goddesses, and heroes are among the characters in myths. In addition to explaining events in nature, some myths also present a lesson on how to live, or serve as a warning to follow the rules of the society.

The Text

“The story of Daedalus and Icarus” is a myth. It discusses adventures and mistakes of heroes or characters.

Look For

How does Icarus get himself into a difficult situation? As you read this myth, look for what Icarus did to escape from the Crete.

Processing Questions: 1. What are some myths that you have read? 2. What makes these stories a myth? Task 5.3 ANTICIPATION-REACTION GUIDE Accomplish the Story Anticipation-Reaction Guide below: 1. Before reading – read the statements in the table on the next page and check the column that corresponds to your response. 2. After reading – review your answers and write in the last column whether you were right or wrong.

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Disagree

Agree

Statement Daedalus is a famous architect and inventor. Daedalus created a maze for King Minos so complex that nobody could escape from it. To keep Daedalus from revealing the secrets of the maze, Minos imprisoned him and his son, Icarus. Icarus flew too close to the sun. Icarus drowned in the sea.

Were you right?

Task 6 VOCABULARY SPINNER Your teacher will give you instructions on how to play the vocabulary spinner.

.

.

.

. Task 7 OF FLIGHT AND LIGHT



How do personal challenges make you a better person?

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DAEDALUS AND ICARUS  Nick Pontikis

Daedalus-his name means “skilled worker”was a famous architect, inventor, and master craftsman known for having created many objects that figure prominently in various myths. He had a beloved son named Icarus. Among the many inventions and creations crafted by Daedalus were the wooden cow he constructed for Queen Pasiphae, the Labyrinth of the Minotaur at Knossos on the island of Crete, artificial wings for himself and his son Icarus, and he was even said to have invented images. The infamous Labyrinth was so cunningly crafted that Daedalus himself could barely find his way out after constructing it. With countless winding ages and turns that opened into one another, the Labyrinth appeared to have neither beginning nor end. Daedalus built the maze to imprison the Minotaur, half man - half bull beast. His homeland was Athens but his parentage is uncertain. Alcippe, Merope, and Iphinoe are all mentioned at different times as being his mother. His father’s identity was never precisely established, but many claim that it was Metion, son of Erectheus. For a short time, his apprentice was his sister’s son Perdix. But Daedalus was so proud of his achievements that he could not bear the idea of a rival. His sister had placed her son Perdix under his charge to be taught the mechanical arts. Perdix was an apt scholar and showed striking evidence of ingenuity. Walking on the seashore, he picked up the spine of a fish. According to Ovid, imitating it, he took a piece of iron and notched it on the edge, and thus invented the saw. Perdix also put two pieces of iron together, connecting them at one end with a rivet, and sharpening the other ends, and made a pair of comes. Daedalus was so envious of his nephew’s accomplishments that he seized an opportunity to toss him from the hill of the Acropolis. As he was plunging to his death, however, the goddess Athena turned Perdix into a partridge to save him.  Other sources claim instead that his apprentice was his nephew Talos. They say that it was Talos, at the age of twelve, who displayed a skill that nearly rivaled his mentor’s. Daedalus, fearing that the boy would sur him in talent, murdered the boy by tossing him from the Acropolis of Athens. 13



He was then tried at the Areiopagus, which was the ancient Greek court, and banished from his home city of Athens. He fled to the island of Crete, where he began to work at the court of King Minos and Queen Pasiphae, in the magnificent palace of Knossos.



It is said that Daedalus was the first to conceive masts and sails for ships for the navy of Minos, helping Crete become a naval power. The statues he carved were so exquisite, they looked as if they were alive. It is said that they would have escaped were it not for the chain that bound them to the palace wall.



Daedelus also constructed a wooden cow for the queen to hide in to satisfy her amorous longings for a white bull sent by Poseidon.



When the dreadful Minotaur was born, Daedalus built the Labyrinth to contain the monstrous half-man, half-bull. For years, Minos demanded a tribute of youths from Athens to feed the creature as punishment for the accidental killing of his son while he was visiting Athens. Eventually, the Athenian hero Theseus came to Crete to attempt to slay the Minotaur. Princess Ariadne, daughter of King Minos and Queen Pasiphae, fell in love with Theseus and asked Daedalus to help him. Daedalus gave her a flaxen thread for Theseus to tie to the door of the Labyrinth as he entered, and by which he could find his way out after killing the monster. Theseus succeeded, and escaped Crete with Ariadne. Minos, enraged at the loss of his daughter, not to mention the killing of his pet Minotaur, shut Daedalus and his son Icarus into the Labyrinth, knowing that Theseus could not have accomplished the deed without inside help. Daedalus managed to get out of the Labyrinth - after all, he had built it and knew his way around. Daedalus decided that he and his son Icarus had to leave Crete and get away from Minos, before he brought them harm. However, Minos controlled the sea around Crete. The King kept strict watch on all vessels, permitting none to sail without being carefully searched by his soldiers. Since Minos controlled the land and sea routes, and there was no route of escape there; Daedalus realized that the only way out was by air. But only the gods could fly! To escape, Daedalus built wings for himself and Icarus, fashioned with feathers held together with wax. Daedalus tried the wings on himself first and was satisfied that his plan would work. 14

Before taking off from the island, Daedalus warned his son to follow closely behind him. He sternly cautioned Icarus not to fly too close to the sun, as it would melt his wings, and not too close to the sea, as it would dampen them and make it hard to fly. They successfully flew from Crete, but Icarus grew exhilarated by the thrill of flying and began getting careless. The father and son ed the islands of Samos, Delos and Lebynthos, and the further away from Crete they flew, the more cocky became Icarus. Forgetting his father’s stern advice, Icarus flew too close to the sun god Helios, who was pulling the sun behind his chariot high in the sky. The wax holding together his wings softened and melted from the heat and, try as he might, Icarus could not prevent the feathers from falling off his body. Furiously he flapped his arms, but soon no feathers at all were left and he fell to his death, drowning in the sea, as his helpless father watched his son perish with anguish. His father cried, bitterly lamenting his own arts, and called the land near the place where Icarus fell into the ocean Icaria in memory of his child. The Icarian Sea, where he fell, was forever named after him and it is said that the great hero Heracles (Hercules), who was ing by, gave him proper burial. Daedalus grieved for his dead son and then continued to Sicily, where he came to stay at the court of Cocalus in a place called Camicus. On the island’s south coast, Daedalus built a temple for Apollo, and hung up his wings, as an offering to the Olympian god. But vengeful King Minos wasn’t quite done — he then went in pursuit of Daedalus, hoping to locate and trick the great inventor into revealing himself. At each city he visited, Minos offered a reward to whoever could thread a spiral seashell, a seemingly impossible task. Eventually, Minos came to Camicus in Sicily and presented the contest at Cocalus’ court. Cocalus knew of Daedalus’ talents, and gave the shell to him. The clever Daedalus tied the string to an ant, placed the ant at one end of the shell, and allowed the ant to walk through the spiral chambers until it came out the other end. When Minos saw that someone had solved the puzzle, he demanded that Cocalus surrender Daedalus, for he insisted that only he would have been inventive enough to solve the task. King Cocalus promised to do so, but he persuaded Minos to first take a bath and stay for some entertainment. Minos agreed, and was consequently murdered by Cocalus’ daughters, who had been totally impressed by the toys and gifts which Daedalus had bestowed upon them. Daedalus eventually left Camicus, much to the dismay of King Cocalus and his daughters, and ended up in Sardinia with a group led by Iolaus, who was a nephew of Heracles. Source: http://thanasis.com/icarus02.html

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Task 8 FACTS AND DETAILS 1. Who hires Daedalus? 2. What does Daedalus design to hold the Minotaur? 3. What does Daedalus invent to help him and Icarus escape from the Labyrinth? 4. What does he warn Icarus not to do? 5. What happens to Icarus? Task 9 WHAT’S GOING ON? 1. Why did Minos imprison Daedalus in the Labyrinth? 2. Why did Minos think that, if Daedalus can’t find his way out, “so much the better”? 3. Minos tells Icarus that the plan is dangerous. Why does he want them to take this risk? 4. Why did Daedalus leave his wings on the altar of Apollo? Why wouldn’t he want to fly some more? Task 10 DIGGING DEEPER 1. In a short paragraph, describe how Daedalus planned to escape from the island prison of Crete. 2. Do you think Daedalus’s plan is a good one? Explain your answer. 3. Which events in the myth could have happened in real life? 4. If you had access to building resources and materials, how would you design a flying machine to help you escape from the island prison of Crete? Task 11 FACT OR NOT Tell whether the statement is a fact or not. Draw WINGS before each number if the statement is a fact and SUN if otherwise. _______

Daedalus was an inventor.

_______

King Minos wanted to kill the Minotaur.

_______

It would be easy to find your way out of the Labyrinth.

_______

Icarus design his own wings.

_______

The wings were made of chicken feathers.

Task 12 AGREE OR DISAGREE State whether you agree or disagree with the given statements and find evidence from the text to your claim. 1. King Minos is cruel. Evidence: _______________________________________________________ _______________________________________________________ 16

2. Daedalus is talented. Evidence: _______________________________________________________ _______________________________________________________ 3. Icarus is foolish. Evidence: _______________________________________________________ _______________________________________________________ 4. Daedalus and Icarus should have stayed in the island after escaping from the Labyrinth. Evidence: _______________________________________________________ _______________________________________________________ 5. Daedalus is responsible for his son’s death. Evidence: _______________________________________________________ _______________________________________________________ Task 13 IMAGE IN MY MIND Your teacher will group you into five. Illustrate the images in your mind as you encountered the following in the story. Group 1: The Labyrinth Group 2: Icarian Sea Group 3: Minos’s shell Group 4: Minotaur Group 5: Icarus’s wings Task 14 TIMELINE Read the text once again. Create a graphic organizer of what happened in each of the following places: 1. The palace of Minos 2. In prison 3. Icarus in the sea 4. Sicily

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Task 15 CHARACTER PORTRAIT Extract actions, dialogues, and thoughts of Daedalus from the text you have read, then write a description about the character.

Task 16 GRAMMARIAN FOR A DAY A. Scan the paragraphs below. Underline all the pronouns used by the author. He was then tried at the Areiopagus, which was the ancient Greek court, and banished from his home city of Athens. He fled to the island of Crete, where he began to work at the court of King Minos and Queen Pasiphae, in the magnificent palace of Knossos. It is said that Daedalus was the first to conceive masts and sails for ships for the navy of Minos, helping Crete become a naval power. The statues he carved were so exquisite, they looked as if they were alive. It is said that they would have escaped were it not for the chain that bound them to the palace wall.  Daedelus also constructed a wooden cow for the queen to hide in to satisfy her amorous longings for a white bull sent by Poseidon. When the dreadful Minotaur was born, Daedalus built the Labyrinth to contain the monstrous half-man, half-bull. For years, Minos demanded a tribute of youths from 18

Athens to feed the creature as punishment for the accidental killing of his son while he was visiting Athens. Eventually, the Athenian hero Theseus came to Crete to attempt to slay the Minotaur. Princess Ariadne, daughter of King Minos and Queen Pasiphae, fell in love with Theseus and asked Daedalus to help him. Daedalus gave her a flaxen thread for Theseus to tie to the door of the Labyrinth as he entered, and by which he could find his way out after killing the monster. Theseus succeeded, and escaped Crete with Ariadne. B. Pick at least five (5) sentences with pronouns. Rewrite the statements and make the pronouns reflexive. Make sure these pronouns reflect back to the subject of the sentence.

1. ______________________________________________________________ ______________________________________________________________ 2. ______________________________________________________________ ______________________________________________________________ 3. ______________________________________________________________ ______________________________________________________________ 4. ______________________________________________________________ ______________________________________________________________ 5. ______________________________________________________________ ______________________________________________________________

C. Construct your own sentences by using the following pronouns as reflexive pronouns.

1. (him) _________________________________________________________ ______________________________________________________________ 2. (her) __________________________________________________________ ______________________________________________________________ 3. (them) ________________________________________________________ ______________________________________________________________ 4. (it) ___________________________________________________________ ______________________________________________________________

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YOUR DISCOVERY TASKS Task 17 MEN UNDER THE LENS A. Make a list of all the personal challenges Icarus and Daedalus needed to overcome to escape from the cruel living. Icarus’ Personal Challenges

Daedalus’ Personal Challenges

B. Pick out similar personal challenges you have experienced, as the two characters. My Personal Challenges Icarus

Daedalus

Processing Questions: 1. What do the similarities of your personal challenges in life and those of Daedalus and Icarus tell? What new discoveries did you find? 2. What do these discoveries reveal about myths and realities of life?

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Task 18 IN YOUR OWN WORDS Daedalus tries to make Icarus pay attention to his instructions, but Icarus got excited and doesn’t obey the rules. • •

Write an essay about a safety rule that you think is important but people often ignore because it seems like following it will ruin the fun. Convince your readers why they should obey this safety rule.

Task 19 IMPRINT IN PRINT Look in today’s paper for a story about an engineering solution to a problem. This could be anything from coordinating traffic lights, avoiding local flooding problems to developing a new type of rocket ship. Create a chart showing the problem, the solution, and the basic tools (inclined plane, lever, screw, wheel) and forces (gravity, inertia, etc.) involved. Task 20 DESIGN Daedalus is an engineer and designs different inventions in this story. Research on careers in the field of engineering on the following aspects from the library or the internet: 1. Types of engineering careers 2. What these types of engineering careers contribute to society? 3. What qualifications each type require? Share your answer with the class. Task 21 DEALING WITH PERSONAL CHALLENGE Below are some personal challenges encountered by Icarus and Daedalus. How would you deal with these challenges if you encounter them? 1. abuse of power 2. self destruction 3. foolishness 4. lack of contentment 5. aggressiveness 6. hard headedness 7. impetuousness 8. hostility 9. pride 10. boastfulness 11. egocentricity 12. procrastination 13. compulsiveness 14. envy 21

Task 22 THE WORRY SHEET Things that worry us could be great challenges. What worries you at this moment? What can you do about it? Accomplish the chart below: I worry about

What I should do about it

1.

1.

2.

2.

3.

3.

Task 23 STRESS TABS Stress is a personal challenge. It affects your studies and slows you down in accomplishing a lot of things. Use the chart below to identify what causes you stress and how does it affect you. What causes your stress?

How does it affect you?

Task 24 PEER PRESSURE Peer pressure is another personal challenge to overcome. How would you respond to a friend who pressures you to do the things described below?

Let’s go and see this much talked about movie on the internet. Let’s cut classes! It’s my treat! Don’t worry!

I._______________________________________________________ ________________________________________________________ ________________________________________________________

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My brothers are asking me to their fraternity. Tonight’s going to be the initiation rites. Would you like to us?

I : ______________________________________________________ ________________________________________________________ ________________________________________________________

Cecil is keeping a cheat sheet of the examination in her bag. She wants us to see it.

I : ______________________________________________________ ________________________________________________________ ________________________________________________________

Khris broke into his dad’s room and took adult materials with him. Let’s check them out.

I: _______________________________________________________ ________________________________________________________ ________________________________________________________

23

Task 25 REACT TO THE MAX Your instant reactions tell something about yourself. How would you react in each of the following situations? Write your answer in the thought balloon. 1. You are not invited to your friend’s party.

2. Your parents broke thier promise to send you on a trip.

3.You failed the test.

4. Your best friend spilled out your secret.

Task 26 MATTER OF JUDGMENT Weighing two or more things to solve a problem could be a real challenge. If you were a judge and is to set free one of the following prisoners, who would it be and why? Check the box of your choice and justify your answer on the space provided below.

______ 1. Murderer who has eight (8) children

_______________________________________________________ _______________________________________________________

______ 2. Thief who stole your mother’s wedding ring

_______________________________________________________ _______________________________________________________

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______ 3. Convicted rapist who claims he’s innocent

_______________________________________________________ _______________________________________________________

4. Innocent man convicted of a crime but became a drug pusher while in prison

_______________________________________________________ _______________________________________________________

Task 27 THE GREAT EIGHT A. Across Thy Mind (ATM) [Logical-Mathematical] • Make a survey within the group on how disciplined the are using the following scale: Well-Disciplined, Moderately Disciplined, Not Disciplined. • Make a tally of your data according to categories. • Construct a graph of the data. • Interpret your graph and make a conclusion. B. Youth Power [Verbal-Linguistic] • Imagine you are a Sangguniang Kabataan officer and your task is to write a barangay ordinance that will require the youth to participate in the community service activities. C. A Tree for a Day [Naturalistic] • Picture yourself as a tree and express how you feel to the residents of your community who do not care about the environment. Write a letter that will appear on your tree trunk or leaves. D. Goal Setting [Intrapersonal] • Make a list of your strengths and weaknesses. • Set a plan of action on how you would transform your weaknesses into strengths and how you would further improve your strengths. E. Water Proof! • Draw an interpretation of the line “The Filipino Spirit Is Water Proof!” This should show how Filipinos face calamities. F. Strong U [Bodily-Kinesthetic] • Make a dance interpretation of the song “Stronger” by Kelly Clarkson.

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G. Sing [Musical] • Sing a song that is in line with any of the following themes: • Nature • Discipline • Patriotism H. Ma’am May I? [Interpersonal] • Interview your teacher about the challenges he/she has to deal with in his/her job and how personal discipline helps him/her make his/her work better. Task 28 MY PURPOSE Create a Personal Mission Statement and discover your purpose. To write your mission statement, begin by answering these questions: 1. What do I value most in life? (List those things.)

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ 2.  What is my life’s purpose?

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ 3. What legacy do I want to leave my school?

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ Now, considering the answers to those questions, draft a personal mission statement.

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My Mission Statement ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

Republic Act No. 10627 or the Anti-Bullying Act of 2013

“Bullying” refers to any severe, or repeated use by one or more students of a written, verbal, or electronic expression, or a physical act or gesture, or any combination thereof, directed at another student that has the effect of actually causing or placing the latter in reasonable fear of physical or emotional harm or damage to his property; creating a hostile environment at school for the other student; infringing on the rights of another student at school; or materially and substantially disrupting the education process or the orderly operation of a school; such as, but not limited to, the following: 1. Any unwanted physical between the bully and the victim like punching, pushing, shoving, kicking, slapping, tickling, headlocks, inflicting school pranks, teasing, fighting, and the use of available objects as weapons; 2. Any act that causes damage to a victim’s psyche and/or emotional well-being; 3. Any slanderous statement or accusation that causes the victim undue emotional distress like directing foul language or profanity at the target, name-calling, tormenting, and commenting negatively on the victim’s looks, clothes, and body; 4. “Cyberbullying” or any bullying done through the use of technology or any electronic means. The term shall also include any conduct resulting to harassment, intimidation, or humiliation, through the use of other forms of technology, such as, but not limited to texting, email, instant messaging, chatting, internet, social media, online games, or other platforms or formats as defined in DepEd Order No. 40, s. 2012; and 5. Any other form of bullying as may be provided in the school’s child protection or antibullying policy, consistent with the Act and this IRR.

b. 1. The term “bullying” shall also include:

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1. Social bullying – refers to any deliberate, repetitive, and aggressive social behavior intended to hurt others or to belittle another individual or group. 2. Gender-based bullying – refers to any act that humiliates or excludes a person on the basis of perceived or actual sexual orientation and gender identity (SOGI). c. Bully – refers to any student who commits acts of bullying as defined by the Act or this IRR. d. Bullied or Victim – refers to any student who experiences the acts of bullying or retaliation as defined by the Act or this IRR. Source: The Official Gazette of the Republic of the Philippines Task 29 BULL AND BULLY The text above is lifted from Republic Act No. 10627 or the Anti-Bullying Act of 2013. Study the text carefully and to accomplish the chart below.

What the law says...

What is in my mind... What is in my heart...

What does the text tell...

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Task 30 A DAY IN A LIFE What would you do to stop or at least minimize the cases of bullying if you would be any of the following for a day? Group 1: A Senator Group 2: A School Janitor Group 3: A Teacher Group 4: A Parent Group 5: A Priest/Nun

YOUR FINAL TASK You have been informed that the final task for this quarter is to write a short but persuasive text. A concise oral presentation on the causes / effects of cyberbullying, would help you prepare for such a performance at the end of the quarter.

In preparing for your oral report, the following rubric would guide you:

Oral Presentation Rubric TRAIT

4

3

2

1

EYE

Holds attention of entire audience with the use of direct eye , seldom looking at notes

Consistent use of direct eye with audience, but still returns to notes

Displayed minimal eye with audience, while reading mostly from notes

No eye with audience, as entire report is read from notes

BODY LANGUAGE

Movements seem vivid and help the audience visualize

Made movements or gestures that enhances articulation

Very little movement or descriptive gestures

No movement descriptive gestures

POISE

Student relaxed, confidence, about self, mistakes.

Makes minor mistakes, but quickly recovers from them; displays little or no tension

Displays mild tension; has trouble recovering from mistakes.

Tension and nervousness is obvious; has trouble recovering from mistakes

NONVERBAL SKILLS

displays selfsecure with no

COMMENTS: VERBAL SKILLS

4

3

2

ENTHUSIASM

Demonstrates a strong positive feeling about topic during entire presentation

Occasionally shows positive feelings about topic

Shows some negativity toward topic presented

Shows absolutely no interest in topic presented

ELOCUTION

Student uses a clear voice and correct precise pronunciation of so that all audience can hear presentation.

Student’s voice is clear. Student pronounces most words correctly. Most audience can hear presentation.

Student’s voice is low. Student incorrectly pronounces . Audience have difficulty hearing presentation.

Student mumbles, incorrectly pronounces , and speaks too softly for a majority of students to hear

COMMENTS:

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1

or

CONTENT

3

2

1

S U B J E C T KNOWLEDGE

Student demonstrates full knowledge by answering all class questions with explanations and elaboration.

4

Student is at ease with expected answers to all questions without elaboration.

Student is uncomfortable with information and is able to answer only rudimentary questions.

Student does not have grasp of information; student cannot answer questions about subject.

ORGANIZATION

Student presents information in logical, interesting sequence which audience can follow.

Student presents information in logical sequence which audience can follow.

Audience has difficulty following presentation because student jumps around.

Audience cannot understand presentation because there is no sequence of information.

MECHANICS

Presentation has no misspellings or grammatical errors.

Presentation has no more than two misspellings and/or grammatical errors.

Presentation has three misspellings and/or grammatical errors.

Student’s presentation has four or more spelling and/or grammatical errors.

COMMENTS:

MY TREASURE “Personal challenges help one become a better person. Recognizing these challenges would help one become better prepared for life.”

My journey through this lesson enabled me to learn ________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ It made me realize that _______________________________________________ __________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ I, therefore, commit to ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

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Module 1 LESSON 2 ___________________________________________________________________ Building Up Defenses

YOUR JOURNEY The most important component of defense is awareness. In the previous lesson, you have been made aware of your personal challenges and that is your initial step into building a defense against life’s inevitable challenges. In this lesson, you will perform a lot of activities that will help you strengthen yourself amid discrimination. Specifically, you will be asked to answer the important question, How do I build the best defenses against challenges to achieve the best quality of life?

YOUR OBJECTIVES In charting the course of your journey in this lesson, you are expected to: •

determine the effect of textual aids on the understanding of a text

•

get information from various text types that can be used in everyday life

•

determine how connected events contribute to the totality of a material viewed

•

explain how the elements specific to a genre contribute to a theme of a particular literary selection

•

express appreciation for sensory images used

•

use intensive pronouns in meaningful discourse

Be reminded that your expected output in this lesson is a quality brochure on building defenses against discrimination and the criteria for assessment are: organization, graphics, relevance of content, and conventions.

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YOUR INITIAL TASKS Task 1 WHAT AM I? Read each statement closely, and identify what is suggested by each statement. 1. 2. 3. 4.

I am a vitamin you need if you have colds. What am I? I am what you use when it’s raining. What am I? I am what you wear when the sun is at its peak. What am I? I once protected China from invaders, now I am a wonder for visitors. What am I?

Answers: 1. 2. 3. 4.

_______________________________________ _______________________________________ _______________________________________ _______________________________________

Make sense of all your answers together to come up with the answer to this riddle.



What “D” is built for protection?



The first one to give the correct answer wins.

Task 2 DISCRIMINATION CHECK You probably have experienced, observed, or learned about a lot of discrimination at home, in school, or among your peers?

List down the different forms of discrimination in the table below. DISCRIMINATION Family

• •

School

Share and compare your list with a partner. Add items from people’s list to yours.

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Peers

Task 3 MIRROR, MIRROR You must have known people who have successfully overcome discrimination. Pair up, and reflect on the question below:

Think of a person who gave you inspiration in dealing with discrimination.



How does he/she inspire you? Write your answers in the balloon.

•

Share your answer with your classmates.

Task 4 REFLECTION Watch/listen to the song “Reflection” from the movie Mulan and answer the questions that follow.

Source: http://www.youtube.com/watch?v=GWooGBya_nk

Processing Questions: 1. What is the song all about? 2. What type of discrimination was underscored in the song? 3. Does this kind of discrimination on women still exist these days? How or in what way? 4. Pick out your favorite lines from the song and explain why you picked those lines. Share your answers with a partner. Your teacher will ask the class to sing the song aloud. 33

Task 5

ENDURING AND ESSENTIAL

As you embark on this journey, the tasks / activities you’re engaged will help you answer this enduring and essential question:

How do I build the best defenses against challenges to acquire the best quality of life?



•

this question as you work on the different parts of this lesson. List your initial answers to the enduring question. Write your responses in the box below.

.

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Task 6 SETTING EXPECTATIONS

What do you expect to learn from this lesson? Write your targets in the box

As you explore this lesson, you can add targets to the list you made and consider how the tasks will help you become better prepared for life.

YOUR TEXT Task 7 GUIDE FOR READING Read the following text carefully. Note the following background information as you read the text.

.



The Author

Anne Terry White (1896), who was born in Russia, has worked as a teacher, a social worker, and a translator of Russian literature. Amongst her most-loved tales is the “Gorgon’s Head.”

Oral Tradition

An oral tradition is the manner in which information is ed from one generation to the next in the absence of writing or a recording medium. In the days before nearuniversal literacy, bards would sing or chant their people’s stories. They employed various techniques to aid in their own memory and to help their listeners keep track of the story. This oral tradition was a way to keep the history or culture of the people alive, and since it was a form of story-telling, it was a popular entertainment. 35

Look For

As you read the myth, look for the heroic qualities of Perseus and the personal challenges he has to overcome to acquire “the Gorgon’s head”.

Accomplish the Story Anticipation Guide below: 1. Before reading, mark the checklist with a (/) if you agree or (x) if you disagree with the statement. 2. After reading, fill in the column with the page number of the text where you found the correct answer for each statement. 3. Reflection: Are you correct? If not, what did you learn? Agree/Disagree A Gorgon monster.

is

Page No.

Reflection

a

Perseus is a hero. Perseus could be successful in killing Medusa without the help of the gods. None may look upon the Gorgon and live. The sight of them turns men to stone. Andromeda is killed by a monster. Task 8 MYSTERY WORD Study the definitions and word forms. Then, rearrange the letters in bold to form the correct word for each item below. Write the word in the box. 1. to escape or avoid (verb) eveda 2. dangerous (adjective) . erpisulo - 3. poisonous (adjective) vsmuoneo 4. ashamed (verb) aeadhbs 5. satisfy, gratify (verb) peeapsa – 6. brave (adjective) vorlsaou

-

–

How do I build the best defenses against challenges to acquire the best quality of life possible for me?

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THE GORGON’S HEAD From Ancient Greece Anne Terry White

Acrisius, King of Argos, came home from Delphi with a heavy heart, for he had received a dreadful oracle. “No sons shall be born to you,” the priestess had told him. “But you shall have a grandson, and by his hand you shall die.” Now the King had an only daughter, who was yet a maiden. So in his distress he thought: “I will evade my fate. I will shut Danae up away from the sight of men in a house of bronze all sunk underground.” And he carried out his cruel plan. But Acrisius forgot to take the gods into . Part of the roof of the house was open to the sky. And one day, as lovely Danae sat sadly looking up at the ing clouds, Zeus beheld the maiden. Changing himself into a shower of gold, he stormed into her chamber. When afterwards a son was born to Danae, she hid him from her father’s sight. Nevertheless, the King discovered the baby and was more than ever filled with fear. He dared not kill little Perseus directly lest the gods avenge the murder. Instead, he had a great chest built, placed Danae and her boy in it, and set them adrift upon the sea. All day and all night the chest tossed upon the waves. Danae lulled her child with song, and he slept. But when dawn came, a great wave picked up the chest and carried it close to the tiny island of Seraphos. It happened that a fisherman, Dictys by name, saw the chest bobbing on the waves close to the shore. He dragged the box to land and opened it. When he beheld the pitiful mother with the helpless little child, his heart was moved. He took them both to his wife, for Dictys was childless, and there in the kindly fisherfolk’s humble home Perseus grew up. Now Danae had been a beautiful maiden. And when Perseus has grown into a fine tall youth, she was still beautiful. So it was not strange that King Polydectes, who was Dictys’ Brother, fell in love with her and made her his wife. But the King hated the youth-just because Danae doted on him-and sought some way to get rid of him. At last Polydectes said to his stepson, “The time has come, Perseus, for you to win glory for yourself in some bold adventure.”

Young Perseus thought so, too. But what should the adventure be? 37

“I think,” the wily Polydectes said, “It would be a good idea for you to cut off the Medusa’s head. That would bring you to the greatest fame.” All unsuspecting, Perseus set off to find Medusa, not knowing in the least how perilous an adventure he had undertaken. For Medusa was one of the three Gorgons, terrible winged monsters who lived alone on an island. They had teeth like the tusks of a boar, hands of brass, and snakes instead of hair. Perseus did not know where to look for the Gorgons. Nor did he know which of them was Medusa. And this was important, for Medusa was the only one of the three that could be slain. From place to place the prince went on in his quest, getting more and more discouraged. Then one day he beheld a young man of great beauty, wearing winged sandals and a winged cap, and carrying in his hand a wand around which two golden serpents twined. Perseus knew at once that this was Hermes and was overjoyed when the god said: “Perseus, I approved the high adventure you have in mind. But you must be properly equipped for it. Without the winged sandals, the magic wallet, and the helmet of invisibility, but I will take you to the Gray women. You can find out from them.”

“And will they indeed tell me?” Perseus asked.

“Not willingly,” Hermes replied. “But you can make them do it. They have but one eye shared among the three. Snatch it from them as they it from one to another and none can see. And do not give it back till they tell you what you want to know.”

With that, Hermes gave Perseus a magnificent curved sword.



“You will need it,” he said, “for Medusa’s scales are hard as metal.”

Perseus had just taken the sword when there was a sudden brightness in the sky, and he beheld the goddess Athene descending toward them. “Of what use will be your sword, my brother,” she said to Hermes, “when none may look the Gorgons and live? The sight of them as you well know, turns men into stone. Take my bright shield, Perseus. Look into it instead of at the monster as you approach to do battle, and you will see the Medusa reflected as in a mirror.”

So saying, the goddess disappeared, and the brightness with her.

On and on with god-companion, Perseus journeyed, farther than man had ever been. At last they came to the end of the earth. There the weird Gray Women sat, ing their eye from one to another just as Hermes had said. Danae’s son knew what to do. He left the god and crept quietly towards them, waited till one had taken the eye from her forehead, and snatched it away as she ed it to her sister. The Gray Women raised a fearful clamor when they realized that a stranger had their eye. They howled and they threatened. But without the eye they were helpless, and in the end they grudgingly told Perseus the way to the Nymphs of the North. So again Perseus went on, this time to find the happy beings who possessed the three priceless things he needed. And when the Nymphs heard the reason he 38

wanted them, they were willing to give him the winged shoes, the helmet that would make him invisible, and the magic wallet that would become the right size for whatever he wish to carry. Fully equipped now, Perseus lightly sped through the air over land and over sea to the fearful island of the Gorgons. As he approached, he could see, scattered in the fields and along the roads, statues of men and beasts whom the sight of the Gorgons had turned stone. And, at last, from high above, he beheld the monsters themselves reflected in his shield. Their scale-covered bodies glistened in the sun, their great wings were folded, the snakes that were their hair lay hideously coiled and intertwined. The Gorgons were asleep. Do you think Perseus can slay the Gorgon by his own hands?

them.

But which of the three was Medusa? Perseus could see no difference among Suddenly he heard Athena’s voice: “Descend, Perseus, and strike! The Gorgon nearest the shore is Medusa.”

Perseus swept down, and still gazing into the shield, boldly swung his blade. With one stroke he cut off the gristy head. Then, springing into the air, he thrust his prize, all writhing and hissing, into the magic wallet. Up leaped the Gorgon sisters, for they heard the rattle of Medusa’s scales as the severed body thrashed about. They turned their snaky heads and when they saw Perseus, they roared with fury. Flapping their great wings, they set off in pursuit. But they could not outstrip the winged sandals.

Over lands and peoples the hero flew, on and on. He had lost his way now, for Hermes had left him. Below, the Lybian desert stretched endlessly. Perseus did not know what those sands were, nor did he guess that the ruby drops falling from Medusa’s head were turning into venomous snakes that would inhabit the desert forever. But now he saw a sight that made his heart beat fast with excitement and wonder.

Fastened by chains to a cliff by the sea was a beautiful maiden. Had it not been that a slight breeze stirred her hair and that tears flowed from her eyes, he would have thought her a statue. Perseus almost forgot to keep his winged sandals moving, so struck was he by her rare beauty. “Lovely maiden, you should not wear such chains as these,” he stammered out, “but rather those which bind the hearts of lovers. I pray, you, tell me your name and why you are bound like this.” 39

At first the girl made no reply, so abashed was she before the youth. But when he urged her again and again to speak, she told him all her story. “I am Andromeda,” she said, “Daughter of Cepheus, King of the Ethiopians. The beautiful Cassiopeia is my mother. It is her beauty that has chained me here for the gods are jealous, and in nothing may we mortal sur them. Woe, woe the day my mother vaunted herself fairer than the daughters of Nereus! The sea god has sent a serpent to prey upon our people, and my death alone can appease his anger. So, says the oracle.” She had scarcely finished speaking when the loud roaring of the waves announced that the monster was on his way. Andromeda shrieked. At her cry, her frantic father and mother came running. They clung to their daughter and lamented. “Enough of tears!” Perseus said to them sternly. “I am Perseus, son of Zeus and Danae. Now I will make this contract with you-that Andromeda shall be mine if I save her from the serpent.” How do you think would Andromeda react to this offer if this happens in our time? “Indeed, indeed, valorous youth, she shall be yours! Only save her from the monster, and you shall have our Kingdom as well as our daughter.” The monster was coming on, his breast parting the waves like a swift ship. Suddenly Perseus sprang into the air and shot high up in the clouds. Seeing the youth’s shadow upon the sea, the monster attacked it in fury. Then Perseus swooped like an eagle from the sky and buried his sword up to the hilt in the beast’s right shoulder. The creature reared upright, then plunged beneath the water, and turned around and around like some fierce wild boar in the midst of baying hounds. Nimbly avoiding the snapping jaws, Perseus dealt blow after blow wherever he had the chance to strike. Red blood poured from the monster’s mouth. The air was so filled with spray that the hero’s winged sandals grew heavy. He dared not trust himself to them longer. Spying a rock over which the waves were breaking , he braced himself against it with his left hand, and four times he drove his sword into the monster’s side. As the creature sank to its death, Perseus heard shouts of joy from the shore. And when he looked, Andromeda already stood free beside her parents. “I will take fair maiden without dowry,” Perseus said. And that very day the wedding was celebrated. Torches were tossed in the air, incense was thrown on the flames. Garlands were hung from the palace’s roof. And everywhere the sound of lyres and pipes and singing was heard. Now while the marriage feast was at its height, the door of the banquet hall was suddenly flung open, and in burst a mob of shouting, riotous men. Foremost stood Andromeda’s uncle, Phineas, javelin in hand. bride.”

“Behold, I am here!” he cried. “I have come to avenge the theft of my promised 40

“What are you doing, Brother?” the father cried. “Do you, who stood by and watched while Andromeda was put in chains and did nothing to help her, dare to be indignant because another has snatched the prize? Let the man who rescued her have the reward he was promised! He has not been chosen in preference to you, but in preference to certain death.” Phineas said not a word. He looked from the King to Perseus, undecided at which to aim his weapon, then hurdled it at the hero. The spear stuck in Perseus’ couch. Perseus leaped up from the cushions, wrenched out the spear, and hurdled it back at his foe. Had Phineas not taken refuge behind the altar, he would have perished. As it was, one of his followers received the weapon full in his forehead. Then the rioters went wild. Weapons were hurdled, and the feast turned into a battle. Thick as hail, javelins sped by Perseus’ ears. He set his shoulders against a great stone column and struck down one man after another. But at last he realized that valor could not withstand the numbers against him. Do you think that Perseus’ extraordinary ability is a gift? Why or why not?

“If I have any friends here, let them hide their faces!” he shouted.

With this he drew Medusa’s head out of the wallet. One of the attackers was just preparing to cast his javelin, but before he could cast, he was turned to stone. Another, who was about to thrust his sword through Perseus, stood frozen with it in his hand. A third was turned to stone even as he uttered a taunt. Two hundred men became stony statues before Phineas yielded, crying: “Put away your horrible weapon. Hide it! Grant me only my life and may the rest be yours!” “What I can give you, most cowardly Phineas, I will!” Perseus replied. “You shall be a lasting monument here in the palace of my father-in-law.” The unhappy Phineas tried to turn away his eyes, but even as he did so, his flesh turned to stone. When at the year’s end, Perseus sailed home with Andromeda, Polydectes’ hatred had in no way lessened. The King was furious that his stepson had returned, and refused to believe that he had actually slain Medusa. With scornful truants he upbraided the young man for having come home empty-handed. It was more than Perseus could bear. “I shall prove to you that what I say is true!” he cried, “hide your eyes, all you who are my friends!” and he showed the Gorgon’s head to cruel Polydectes. That was the last time Perseus ever used the horrible head. He gave it most willingly to Athene, who kept it ever after.

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Now that Polydectes was dead, Danae yearned to go home again and be reconciled with her father. So Perseus made the fisherman Dictys King of island and sailed with his mother and Andromeda to Greece. But it happened that when they came to Argos, King Acrisius was away from home. Games were being held in Larissa, and Perseus, hearing of them, decided to go there and take part. And there at the game it was that the oracle which Acrisius had received at Delphi was strangely fulfilled. For when it came to Perseus’ turn to throw the discus, he threw it so that it swerved to one side. It landed among the spectators and killed an old man. That old man was King Acrisius, who had gone to such cruel lengths to avoid the fate which the gods had ordained. Task 9 DISSECTING THE TEXT 1. What is the “dreadful oracle” that was delivered to King Acrisius? 2. What adventure does Polydectes suggest that Perseus undertake? 3. List three perilous encounters that Perseus experienced during his adventure. 4. Explain how the oracle given to King Acrisius is fulfilled. 5. What is Polydectes’ true motive in sending Perseus to kill Medusa? 6. Medusa was beheaded by Perseus, yet her head continued to have power. Explain how the evil Gorgon’s head is beneficial to Perseus. 7. What heroic characteristics does Perseus have? 8. What help does he get on his quest? 9. How does Perseus’ quest enable him to prove himself a hero? Task 10 VISUALIZING THE TEXT Your teacher will group you into five. Each of the groups will be given a specific task to work on. Group 1: Create a timeline of events in the story. Why are these significant events? Group 2: Create a Venn diagram that compares the characteristics of Perseus and Medusa. Provide evidence. Group 3: Create a diagram that shows the challenges of Perseus in his quest to acquire the Gorgon’s head. How did you choose them? Group 4: Using the Gorgon’s head as a diagram, point out at least five utterances of Perseus that strike your group the most. Explain why? Group 5: Create a diagram that shows the relationship of all the characters in the myth. Cite the reasons for these relationships. Processing Questions: 1. 2. 3. 4.

How did you feel about the activity? What diagram was assigned to you? Did you find diagramming difficult? Why or why not? How do these textual aids help you in understanding the text? 42

Task 11 ACT AND COUNTERACT Examine all the group outputs from the previous task. Note down your observations about the outputs of the other groups. Don’t write anything about your own group’s output. Group

Observations

1

2

3

4

Processing Questions: 1. What specific characteristics does each diagram have? 2. Are there notable similarities or differences among the diagrams? 3. How would these diagrams help you in understanding the text as a whole? Task 12 MY COAT OF ARMS To be able to kill the Gorgon, Perseus built a line of defenses. Identify what these defenses are through the coat of arms diagram on the next page. Explain the value of each of those defenses as Perseus faced his challenges.

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Task 13 MAKES SENSE TO ME Pick out at least ten sentences from the myth “The Gorgon’s Head” that shows sensory images. Identify the senses to which these statements appeal.

1. ________________________________________________________ ________________________________________________________ 2. ________________________________________________________ ________________________________________________________ 3. ________________________________________________________ ________________________________________________________ 4. ________________________________________________________ ________________________________________________________ 5. ________________________________________________________ ________________________________________________________ 6. ________________________________________________________ ________________________________________________________ 44

7. ________________________________________________________ ________________________________________________________ 8. ________________________________________________________ ________________________________________________________ 9. ________________________________________________________ ________________________________________________________ 10. ________________________________________________________ ________________________________________________________ Task 14 TRIPLE TREAT Below are paragraphs lifted from “The Gorgon’s Head.” Task A. Circle all the pronouns from the paragraph. That was the last time Perseus ever used the horrible head. (1-2) He gave it most willingly to Athene, who kept it ever after. (3) Now that Polydectes was dead, Danae yearned to go home again and be reconciled to her father. (4) So Perseus made the fisherman Dictys King of island and sailed with his mother and Andromeda to Greece. (5-6) But it happened that when they came to Argos, King Acrisius was away from home. (7) Games were being held in Larissa, and Perseus, hearing of them, decided to go there and take part. (8) And there at the game it was that the oracle which Acrisius had received at Delphi was strangely fulfilled. (9) For when it came to Perseus’ turn to throw the discus, (10-11) he threw it so that it swerved to one side. (12) It landed among the spectators and killed an old man. That old man was King Acrisius, who had gone to such cruel lengths to avoid the fate which the gods had ordained. Task B. Paraphrase at least five sentences by transforming the circled pronouns into reflexive or intensive pronouns IF APPLICABLE. Write R on the blank before each item if the pronoun is Reflexive or I if intensive.

____ 1. _______________________________________________________ ____ 2. _______________________________________________________ ____ 3. _______________________________________________________ ____ 4. _______________________________________________________ ____ 5. _______________________________________________________ Task C. Using the previous examples of reflexive and intensive pronouns, compare and contrast the two kinds of pronouns. 45

Reflexive

Intensive

Task 15 A HERO IN ME A hero saves the day. Saving people and saving lives could be in any form possible.

Complete the chart below by answering the questions that follow:

List down all the acts of heroism done by List down all the little acts of heroism that Perseus... you did lately…

What personal challenges does Perseus What personal challenges have you have to overcome to fulfill acts of overcome to fulfill acts of heroism? heroism?

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What realizations about heroism have you made from this comparison?

____________________________________________________________ ____________________________________________________________ ____________________________________________________________

YOUR DISCOVERY TASKS Discrimination is the unequal treatment provided to one or more parties on the basis of a mutual accord or some other logical or illogical reason.

Task 16 AWARD IN THE WARD

Examine the editorial cartoon below and answer the questions that follow.

Source: www.nordis.net Processing Questions: 1. What is the cartoon all about? 2. What kind of discrimination is shown in the cartoon? 3. What would you do if you were in the shoes of the one discriminated against? Task 17 DIFFERENT AND SINGLED OUT In this activity, your teacher will ask you to work in groups. As a group, you will identify specific scenarios where discrimination is present or evident. Accomplish the chart on the next page.

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Discrimination

Examples

How do we build a defense?

Age Gender Marital Status Physical Appearance Religious Affiliation Nationality Task 18 CAPS LOCKED Many situations would require you to make use of your strengths. Each cap below represents a characteristic you need to use in deciding how to go about the situation described in the task context. Examine the situation and complete the colored caps chart that follow. White cap – is the optimistic cap that sees all the positive and bright side of the situation. Black cap – is the pessimist cap and sees nothing but the disadvantages of the situation. Yellow Cap – is the creative cap and sees the creative and out-of-this-world side of the situation. Red Cap – is the emotional cap and expresses feelings about an issue. Blue Cap – is the rational cap and judges situations based on facts and obvious evidence.

The local tourism office of your community finally launched your barangay as a tourism spot exclusively inviting foreign clients. However, the office has issued a memorandum that only those who are at least 5’7” in height for girls and 5’9” for boys could seek employment in the tourism office. It also required applicants with competitive English communication skills.

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CAPS

YOUR RESPONSES

White Green Red Black Yellow Blue Task 19 CREATING A PERSONAL GOAL Building up defenses is like creating a strategies to help you reach your personal goal. Each defense is critical in achieving success.

Using the organizer below, create a personal goal for the next five years.

What strategies will you develop to reach your personal goals? Explain why you chose them. Processing: Go back to our motive question before reading “The Gorgon’s Head.” Now is the time to answer the question: How do I build the best defenses against challenges to achieve the best quality of life possible for me? __________________________

______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

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YOUR FINAL TASK Task 20 YOUR BROCHURE You were informed at the beginning of the lesson that you are to create a quality brochure that will feature your own defenses against discrimination. You can now start planning for your brochure. You can make use of internet sources for important information to make your work substantial.

Your brochure will be graded using the following rubric:

s

Source: www.rubrics4teachers.com

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MY TREASURE “When you build defenses, you are minimizing the risk of encountering future problems. Through these strategies, you learn how to cope with the changing times and how to turn each challenge into something beneficial.” My journey through this lesson enabled me to learn __________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ It made me realize that ________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ I, therefore, commit to__________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Reference: Imagine. http://www.youtube.com/watch?v=t_YXSHkAahE retrieved October 24, 2013

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Module 1 LESSON 3 _____________________________________________________________

Capitalizing on Strengths and Recognizing our Weaknesses

YOUR JOURNEY None of us is created perfect. All of us are endowed with strengths. At the same time, we also have weaknesses. Being positive allows us to be better persons as we capitalize on our strengths and as we address our weaknesses to improve ourselves. This lesson allows you to discover how to make the most of your strengths and improve your weaknesses. How far would you go in knowing the real you? What risks are you willing to take to successfully overcome the hurdles of life?

YOUR OBJECTIVES In this lesson you should be able to accomplish the following: • • • • • • • •

determine how textual aids like advance organizers help in understanding of a text determine the implicit and explicit signals, verbal, and non-verbal, used by the speaker to highlight significant points express insights based on ideas presented in the material viewed differentiate formal from informal definitions of words explain how the elements specific to a genre contribute to the theme of a particular literary selection formulate a statement of opinion or assertion describe helpful techniques in effective public speaking use words and expressions that emphasize a point.

Be reminded that your expected output in this lesson is a quality Information Ad (TV, radio, or print) that would campaign on capitalizing strengths and weaknesses.The criteria for assessment are: concept, design, and visuals and copy quality.

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YOUR INITIAL TASKS Task 1 BOY-GIRL POWER!



Joaquin and Cristina are trapped in a magic box. They want to be free! Using the chart below, list down the individual strengths that Joaquin and Cristina could use to free themselves from the box.

Processing Questions: 1. What qualities of Joaquin have you identified? How about Cristina? 2. In what way could these qualities help them escape from the box? 3. Does the chart help you sort boys’ and girls’ characteristics? Could you think of other organizers that would best fit the purpose? 4. Do you think we could interchange the qualities of Joaquin and Cristina? What would interchanging their qualities imply? Task 2 LET IT GO! Listen to the song entitled “Let It Go” from the movie Frozen. Determine implicit and explicit signals from the lyrics that are used by the composer to highlight significant points.

Source: Let It Go. Disney’s FROZEN as interpreted by Idina Menzel. http://www.youtube.com/ watch?v=iEKLFS-aKcw. Published December 13, 2011. Retrieved March 7, 2014.

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Processing Questions: 1. What is the song all about? 2. What explicit and implicit signals were used by the singer to highlight significant points? 3. How do these signals add value to the lyrics and overall meaning of the song? Task 3 WHAT ARE YOU MADE OF? Below are materials that symbolize certain levels of your expectations at the moment. Considering the objectives of the lesson, share everything that you know about capitalizing on strengths or weaknesses on the stone tablet; all that you are not sure of in the quill; and all that you still want to know in the pencil.

__________________________________________________ _________________________________________________ _________________________________________________ __________________________________________________

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

YOUR TEXT Task 4 MYSTERY WORDS Knowing the following words will help you as you read Orpheus. how these words are defined.

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1. Inspiration A. something that brings on creative activity B. motivation 2. Lyre

A. a small stringed musical instrument B. similar to a harp

3. Entranced A. to put somebody into trance B. charmed 4. Condemned A. to express an unfavorable or adverse judgment  B. doomed 5. Summoned A. sent for B. called forth Processing Questions: 1. What did you notice in the way these words are defined? 2. How do you differentiate definition A from B? 3. Which is a better way to define a word? Task 5 FROM PAGE TO PAGE Myths are stories about gods, goddesses, and heroes ed from one generation to another. Many Greek myths have a great deal of influence on our culture. For ages, writers, artists, and musicians have used mythological characters as their inspiration. “Orpheus,” whose story shall be discussed today, is one of the mythological characters around the world.



To what extent would you use your strengths to save the person you love?

ORPHEUS Alice Low

There were nine goddesses called Muses. Born out of Zeus and a Titan named Mnemosyne, each muse presided over a different art or science. Calliope, one of these sisters, was the inspiration of poets and musicians. She was the mother of Orpheus (a mortal because his father was one) and gave to her son a remarkable talent for music. Orpheus played his lyre so sweetly that he charmed all things on earth. Men and women forgot their cares when gathered around him to listen. Wild beasts lay down as they gathered around him as if they were tame, entranced by his soothing notes. Even rocks and trees followed him, and the rivers changed their direction to hear him play. 55

Orpheus loved a young woman named Eurydice, and when they were married, they looked forward to many years of happiness together. But soon after, Eurydice stepped on a poisonous snake and died. Orpheus roamed the earth, singing sad melodies to try to overcome his grief. But it was no use. He longed for Eurydice so deeply that he decided to follow her to the underworld. He said to himself, “No mortal has ever been there before, but I must try to bring back my beloved Eurydice. I will charm Persephone and Hades with my music and win Eurydice’s release.” He climbed into a cave and through a dark age that led to the underworld. When he reached the river Styx, he plucked his lyre again, and Cerberus, the fierce threeheaded dog who guarded the gates, heard the sweet music and lay still to let him . Orpheus continued to play his lyre tenderly as he made his way through the gloomy underworld. The ghosts cried when they heard his sad music. Sisyphus, who had been condemned to roll uphill forever, stopped his fruitless work to listen. Tantalus, who had been sentenced to stand in a pool of receding water, stopped trying to quench his thirst. And even the wheel to which Ixion was tied as punishment stopped turning for one moment. At last Orpheus came to the palace of Hades and Persephone, King and Queen of the underworld. Before they could order him to leave, he began his gentle song, pleading for Eurydice. When stern Hades heard Orpheus’ song, he began to weep. Cold Persephone was so moved that, for the first time in all her months in the underworld, her heart melted.



What words can be used to describe Orpheus’ gift?

“Oh, please, my husband,” she said to Hades, “let Eurydice be reunited with Orpheus.”

And Hades replied, “I, too, feel the sadness of Orpheus. I cannot refuse him.”

They summoned Eurydice, and the two lovers clasped each other and turned to leave.

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“Wait!” said Hades to Orpheus. “Eurydice is yours to take back to earth on one condition.”

“What is that?” asked Orpheus

“She must follow you, and you must not look back at her until you are on earth again.”

“I understand,” said Orpheus, “and I am forever grateful.”

Orpheus and Eurydice left the underworld and made their way through the dark age that led to the upper world. At last they reached the cave through which Orpheus had descended. “I can see daylight ahead” called Orpheus to Eurydice. “We are almost ther.” But Eurydice had not heard him, and so she did not answer. Orpheus turned to make sure that she was still following him. He caught one last glimpse of her arms stretched out to him. And then she disappeared, swallowed by darkness.

“Farewell,” he heard her cry as she was carried back to the underworld. If you were Orpheus, would you have looked back to see if Eurydice was following? Why or why not?

Orpheus tried to follow her, but this time the gods would not allow it. And so he wandered the earth alone. He sang his sad songs to the trees and longed for the time when he, too, would die and be reunited with his beloved Eurydice in the underworld. Processing Questions: 1. What was the greatest strength of Orpheus? What was his weakness? 2. What effect did Orpheus’ music have on people and gods? Cite two examples of this. 3. Why did Orpheus decide to rescue his wife from the underworld? 4. Why did Orpheus look back to see if Eurydice was following him? 5. What reasons might the gods have for allowing Orpheus and Eurydice to be reunited? 6. Explain why the gods gave a condition to Orpheus and to his bride to return to earth. 7. What main characteristic of this text makes it a myth? 8. To whom does Orpheus owe his talent? Why was he able to win the sympathy of the gods? 9. In what situations were the gods willing to help humans? 10. Does the story reveal certain realities about Greeks? What are these? 11. What does the story reveal about the concept of gods in Greek Mythodology?

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Task 6 ELEMENT-ARRAY Study the bulb puzzle below. Supply each part of the puzzle given the plot of story Orpheus

Processing Questions: 1. How do the elements help you understand the flow of the story? 2. What is the theme of the story? 3. In what way do the elements contribute to your understanding of the selection’s over-all theme? Task 7 ALICE LOW Read the story Orpheus once again. Determine the tone, mood, technique, and purpose of the author in writing the text. Tone of my story...

Mood of my story...

Technique of my story...

My purpose in writing is...

Alice Low

Photo Source: Summer Sunset Series. http://www.writerscenter.org/fritzlow.html. Retrieved March 7, 2014

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YOUR DISCOVERY TASKS Movie Adaptations — This is the transfer of written work, in whole or in part, to a feature film. It is a type of derivative work. The movie “Life of Pi” by Yann Martel, is an example of a film adapted from a novel.

Task 8 PIECE OF PI You will be watching the 2012 film adaptation of “Life of Pi” by Yann Martel. While watching, take note of the important details in the movie. Be ready to answer the succeeding questions.

Task 8.1 THIN LINE

Create a timeline of events for the movie “Life of Pi.”



How did the connected events contribute to the totality of the movie? Processing Questions: 1. In his introductory note Yann Martel says, “This book was born as I was hungry.” What sort of emotional nourishment might “Life of Pi” have given to its author? 2. Pondicherry is described as an anomaly, the former capital of what was once French India. In of storytelling, what makes this town an appropriate choice for Pi’s upbringing? 3. Yann Martel recalls that many Pondicherry residents provided him with stories, but he was most intrigued by this tale because Mr. Adirubasamy said it would make him believe in God. Did Pi’s tale alter your beliefs about God? In what way? 4. Early in the novel, we discover that the narrator majored in religious studies and zoology, with particular interests in a sixteenth-century Kabbalist and the irable three-toed sloth. In subsequent chapters, he explains the ways in which religions and zoos are both steeped in illusion. Discuss 59

some of the other ways in which these two fields find unlikely compatibility. 5. Pi’s full name, Piscine Molitor Patel, was inspired by a Parisian swimming pool that “the gods would have delighted to swim in.” The shortened form refers to the ratio of a circle’s circumference divided by its diameter. What is the significance of Pi’s unusual name? 6. How would the novel’s flavor be different if Pi’s sole surviving animal was the zebra or orange juice? (We assume that if the hyena had been the only surviving animal, Pi would not have lived to tell us his story.) 7. Pi sparks a lively debate when all three of his spiritual advisors try to claim him. At the heart of this confrontation is Pi’s insistence that he cannot accept an exclusively Hindu, Christian, or Muslim faith; he can only be content with all three. What is Pi seeking that can solely be attained by this apparent contradiction? 8. What do you make of Pi’s assertion that we are all “in limbo, without religion, until some figure introduces us to God”? Do you believe that Pi’s piousness was a response to his father’s atheism? 9. Among Yann Martel’s gifts is a rich descriptive palette. Regarding religion, he observes the green elements that represent Islam and the orange tones of Hinduism. What color would Christianity be, according to Pi’s perspective? 10. How do the human beings in your world reflect the animal behavior observed by Pi? What do Pi’s strategies in dealing with Richard Parker teach us about confronting the fearsome creatures in our lives? 11. Besides the loss of his family and possessions, what else did Pi lose when the Tsimtsum sank? What did he gain? 12. Nearly everyone experiences a turning point that represents the transition from youth to adulthood, albeit seldom as traumatic as Pi’s. What event marks your coming of age? 13. How does Mr. Patel’s zoo-keeping abilities compare to his parenting skills? Discuss the scene in which he tries to teach his children a lesson in survival by arranging them to watch a tiger devour a goat. Did this in any way prepare Pi for the most dangerous experience of his life? 14. Pi imagines that his brother would have teasingly called him Noah. How does Pi’s voyage compare to the biblical story of Noah, who was spared from the flood while God washed away the sinners? Task 8.2 A QUOTE ON QUOTE

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Below are notable quotations from the movie. Get a partner and make a dialogue using the quotations. Employ the techniques in effective speaking taught by your teacher. • • • • •

• •

“I suppose in the end, the whole world of life becomes an act of letting go, but what always hurts the most is not taking a moment to say goodbye.” “Faith is a house with many rooms.” “Doubt is useful; it keeps faith a living thing. After all, you cannot know the strength of your faith until it is tested.” “No one has seen that island since, and you’d never read about those trees in any book. And yet, if I hadn’t found those shores I would have died, if I hadn’t discovered that tooth I would have been lost alone forever.” “Even when God seemed to have abandoned me, He was watching. Even when he seemed indifferent to my suffering, He was watching and when I was beyond all hope saving, He gave me rest and gave me a sign to continue my journey.” “It happened, it happened. Why should it have to mean anything?” “For castaways, who must share their lifeboats with large, dangerous carnivores, it is advisable to establish a territory as your own.”

Processing Questions: 1. Describe the effective speaking techniques used by your partner for each of the quotations above. 2. How can these techniques help you in persuading your partner? Task 9 MODAL MODES Task 9 below are selected scenes from the movie. Create a sentence using modals that express probability.

________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

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________________________________________ ________________________________________ ________________________________________ ________________________________________

________________________________________ ________________________________________ ________________________________________ ________________________________________

Task 9.1 UNITS OF MEASUREMENT Survival after a shipwreck is a challenge. To survive hunger and thirst, you have to be accurate with all your actions or movements. Imagine you are Pi Patel and you need to measure things to survive famine and thirst in the Pacific. How would you measure your survival must-haves? Give the units of measurement for each of the products below. Use appropriate modals that express “ability” in writing your answers. 1. 2. 3. 4. 5.

water ______________________________________________ vegetables __________________________________________ powdered milk _______________________________________ rice ________________________________________________ fish ________________________________________________

Task 9.2 CLASSIFYING THINGS You will be working in pairs. the animals found in Patel’s zoo. In how many different ways can you classify them? Use modals expressing possibility in classifying them. 1. 2. 3. 4. 5.

__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

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Task 9.3 MARKET! MARKET! The Patels are basically business people. In exploring the possibility of selling the zoo, the following marketing concepts will help them sell such a property with ease. Establish the relationship of each of the paired marketing concepts below. Use modals expressing probability in your answers.



1. Packaging and purchasing ____________________________________________________



2. Packaging and pricing ____________________________________________________



3. Pricing and shopping behavior ____________________________________________________



4. Advertising and pricing ____________________________________________________



5. Advertising and patronizing products ____________________________________________________

Task 10 THE CONFRONTATION Imagine Orpheus, Pi Patel, and Queen Elsa sitting together in a conference discussing how they capitalized on their strengths and recognized their weaknesses to overcome their individual challenges. What would be their response? Which of these strategies would you adopt and why?

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Task 11 A GIFT OF CHANGE the gifts of Orpheus, Pi, and Queen Elsa. If you possessed all the gifts they have, how would use them in improving/resolving each of the following social issues? Issue

Gift to Use

Ways to Improve

1.Risk Reduction and Disaster Management 2.Corruption 3.Bullying 4.Reproductive Health Issues 5.Violence against Women and Children Task 12 A LETTER LATER Write a letter to yourself which you will only open 20 years from now. Highlight in your letter how you were able to capitalize on your strengths and recognize your weaknesses to become a better person. Use statements expressing opinions or strong assertions in your letter.

Your teacher will provide you with further instructions.

Task 13 BEST MAGIC EVER Overcoming individual challenges is a difficult task. But it is not that difficult to require magic and dissolve them at a snap of our fingers. The best way to address them is to have the willingness to change. The best magic ever is the recognition of our strengths and weaknesses. This magic will play an important role in making one a better person. How would you overcome the following personal conflicts? (Choose whatever is applicable.) 1. 2. 3. 4. 5. 6.

Depression Anger Discrimination Intimidation Health issues Jealousy

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YOUR FINAL TASK that at the end of the quarter, you are to compose a short persuasive text using a variety of persuasive techniques and devices. In this particular module, you will create an Information Ad Campaign. The succeeding tasks will walk you through the process of making the Info Ad Campaign. Task 14 AD TYPECAST Recall as many TV commercials as you can. Then, analyze the commercials using the following questions: 1. Who plays with action toys? 2. Who stars in the kitchen, the laundry, or the market? 3. Who seems to be given more active, dynamic role? Processing Questions: 1. Which ad is the most sexist? Least sexist? 2. What implication does it make on capitalizing one’s strengths and weaknesses? 3. How would the analysis of ment help you in crafting your own information ad campaign? Task 15 ASK A PROFESSIONAL Speak to the school nurse/doctor/dentist about some advertising claims. Sample questions could be: Is generic medicine better than the branded one? Are there toothpaste brands that make teeth whiter? Processing Questions: 1. What do these claims reveal about advertising? 2. How would this information help you in crafting your own information ad campaign? Task 16 PAST FORWARD Make a research about a person or group of people whose advocacies are to make people self-reliant. Be sure to include responses to the following questions: • • • • •

What was this person’s or group’s advocacy? What were some of the efforts they used to achieve social justice? Were these efforts successful? Why or why not? How was this success measured? Are they still pursuing these ideals? If not, has someone else or another organization taken over to pursue their work?

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Task 17 THANKS FOR THE AD! Draw inspiration from Task 14. Make your own Information Ad (TV, radio, or print) that would campaign on capitalizing on strengths and recognizing your weaknesses. The rubric shall be used for evaluating your work. Acceptable/Unacceptabble Concept

Concept surprises and delights the audience. Concept is aligned with the creative brief (i.e., fits the target market, product, positioning)

Yes/No

Concept is predictable or obvious. Information in the creative brief (target market, product, etc.) does not appear to have been taken into consideration in developing the concept. Audience may not understand the concept, or concept seems unrelated to the product.

Design & Visuals

Design and choice of visual components (including type) all and convey the concept. Principles of design (balance, contrast, dominance, etc.) are all used to convey a clear message to the audience. All three ads in the series are clearly different, yet visually unified.

Yes/No

Brand logo may be missing, obscured, or altered. Viewer may be confused about the message due to unclear hierarchy, or inappropriate choices of visuals, color, type, or other elements.

Copy

Words are imaginative, well-crafted and tailored to the product. Each word is necessary. Headline, subhead, and body copy all work together to convey a message that complements the visuals.

Yes/No

Tone may be inappropriate to audience. Copy may sound like it is trying to sell something or trying to explain the visuals. Copy may be too verbose, or too cryptic to convey the message. Copy may try to convey too many ideas at once. Proofreading errors, awkward wording, incorrect uses of idiomatic, language interfere with the impact of the ods.

Risk-taking & response to

Author clearly and judiciously incorporates into drafts. Substantial development of project from week to week shows evidence of risk-taking, while maintaining an awareness of the assignment parameters.

Yes/No

Minimal evidence that writer considered in revisions, or minimal risktaking. Adjstments and revisions may be mechanical (“I did exactly what the teacher told me to do.”)

MY TREASURE

In order to capitalize on your strength, you first have to know them and your purpose for using them. Recognizing your weaknesses will give more meaning to your strengths. If you can transform your weaknesses into strengths and opportunities, you can never go wrong.

My journey through this lesson enabled me to learn __________________________ ___________________________________________________________________ ___________________________________________________________________ It made me realize that ________________________________________________ ___________________________________________________________________ ___________________________________________________________________ I, therefore, commit to _______________________________________________________________

_____________________________________________________________ _____________________________________________________________ 66

Module 1 LESSON 4 ______________________________________________________________

Dealing with Personal Challenges

YOUR JOURNEY How do you deal with personal challenges? Most likely at this point, you have already acquired the positive attitude of facing challenges no matter how difficult they may seem. Problems, trials, disappointments, frustrations, or threats as challenges are normal in our day-to-day experiences. Dealing with these personal challenges matters and your intention should be focused on achieving your goal through using positive ways. This is exactly the core of this lesson as you’ll demonstrate your understanding of how to deal with personal challenges along side the essential literary concepts and language communication skills. Doubtlessly, that will add a lot to make a better YOU!

YOUR OBJECTIVES For this lesson, you are expected to: • draw generalizations and conclusions based on the material viewed compare new insights with previous learnings •

make generalizations

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give meanings of words through using dictionary and / or context clues

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explain how tone and mood contribute to the theme of the myth

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use special words / expressions that emphasize points

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use factual and opinion-based statements as s in persuasive writing

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employ examples as s in public speaking

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select, organize, and produce visuals and graphics to complement and extend the meaning of a photo essay

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compose a short persuasive text expressing one’s stand on an issue

Be reminded that your expected output is to present an impressive photo essay emphasizing how you can deal with personal challenges. The photo essay will be rated based on the following criteria: visuals / graphics, text representations / captions, organization, and impact.

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YOUR INITIAL TASKS Task 1 PICTURE PERFECT

“ It’s our ability to deal with the challenges and not their absence that gives us true glory, comfort, and happiness in life.” - Anonymous

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As you look closely at the drawing, try answering these questions.  Whose face flashed at the back of your mind?  How do you feel as you look at it?  What are its aspects / details that relate to, or show the importance of dealing with personal challenges in life? Now, read the quotation and relate it to the message in the pictures. Form groups of five, and talk about what the picture and the quote have in common.

Task 2 A PUZZLING TRIAL • • • •

•

Think about a puzzling problem, a trial, or a challenge you have experienced. Find a partner, and take turns in explaining what happened. Tell what you like / dislike about it. Use these guide questions:  How did you feel about it?  How did you deal with it?  What are the things about it that you’d like to change / improve?  What’s your next move? Share your experiences with others.

Task 3 THREE CONTROLS • • •

Form triads, and list at least three questions about personal challenges that you hope to answer in this lesson. Take turns in sharing these questions, and find out what they have in common. Check them against this essential question: How do I deal with personal challenges? 68

Task 4 SETTING EXPECTATIONS • •

Using the essential question as a focal point, reflect. Try to answer this question: What do I expect or hope to learn? Write your targets on what you expect or hope to learn in this lesson.

What I expect or hope to learn ___________________________________________________ ___________________________________________________ ___________________________________________________ __________________________________________________ ___________________________________________________ __________________________________________________ _____________________________

You are now ready for the next phase of the lesson.

YOUR TEXT When you think of myths, you can’t help but they highlight significant truths about human experiences you can rely on for you to understand yourself better. that they start from the examples of human desires, intuitions, and motives that make them as reliable, self-tested guides for people who are following their destiny and searching for meaning in life. With these valuable ideas in mind, read “Arachne,” a myth from Ancient Greece, translated by Olivia Coolidge. Find out how human desires, intuitions, and motives lead to dealing with personal challenges.

ARACHNE Translated by Olivia Coolidge

Arachne was a maiden who became famous throughout Greece, though she was neither well-born nor beautiful and came from no great city. She lived in an obscure little village, and her father was a humble dyer of wool. In this he was very skillful, producing many varied shades, while above all he was famous for the clear, bright scarlet which is made from shellfish, and which was the most glorious of all the colors used in ancient Greece. Even more skillful than her father was Arachne. It was her task to spin the fleecy wool into a fine, soft thread and to weave it into cloth on the high, standing loom within the cottage. Arachne was small and pale from much working. Her eyes were light and her hair was a dusty brown, yet she was quick and graceful, and her fingers, roughened as they were, went so fast that it was hard to 69

follow their flickering movements. So soft and even was her thread, so fine her cloth, so gorgeous her embroidery, that soon her products were known all over Greece. No one had ever seen the like of them before. At last Arachne’s fame became so great that people used to come from far and wide to watch her working. Even the graceful nymphs would steal in from stream or forest and peep shyly through the dark doorway, watching in wonder the white arms of Arachne as she stood at the loom and threw the shuttle from hand to hand between the hanging threads, or drew out the long wool, fine as a hair, from the distaff as she sat spinning. “Surely Athene herself must have taught her,” people would murmur to one another. “Who else could know the secret of such marvelous skill?” Arachne was used to being wondered at, and she was immensely proud of the skill that had brought so many to look on her. Praise was all she lived for, and it displeased her greatly that people should think anyone, even a goddess, could teach her anything. Therefore when she heard them murmur, she would stop her work and turn round indignantly to say, “With my own ten fingers I gained this skill, and by hard practice from early morning till night. I never had time to stand looking as you people do while another maiden worked. Nor if I had, would I give Athene credit because the girl was more skillful than I. As for Athene’s weaving, how could there be finer cloth or more beautiful embroidery than mine? If Athene herself were to come down and compete with me, she could do no better than I.” One day when Arachne turned round with such words, an old woman answered her, a gray old woman, bent and very poor, who stood leaning on a staff and peering at Arachne amid the crowd of onlookers. “Reckless girl,” she said, “how dare you claim to be equal to the immortal gods themselves? I am an old woman and have seen much. Take my advice and ask pardon of Athene for your words. Rest content with your fame of being the best spinner and weaver that mortal eyes have ever beheld.” “Stupid old woman,” said Arachne indignantly. “Who gave you a right to speak in this way to me? It is easy to see that you were never good for anything in your day, or you would not come here in poverty and rags to gaze at my skill. If Athene resents my words, let her answer them herself. I have challenged her to a contest, but she, of course, would not come. It is easy for the gods to avoid matching their skill with that of men.” At these words the old woman threw down her staff and stood erect. The wondering onlookers saw her grow tall and fair and stand clad in long robes of dazzling white. They were terribly afraid as they realized that they stood in the presence of Athene. Arachne herself flushed red for a moment, for she had never really believed that the goddess would hear her. Before the group that was gathered there she would not give in; so pressing her pale lips together in obstinacy and pride, she led the goddess to one of the great looms and set herself before the other. Without a word both began to thread the long woolen strands that hang from the rollers, and between which the shuttle moves back and forth. Many skeins lay heaped beside them to use, bleached white, and gold, and scarlet, and other shades, varied as the rainbow. Arachne had never thought of giving credit for her success to her father’s skill in dyeing though in actual truth the colors were as remarkable as the cloth itself. 70

Soon there was no sound in the room but the breathing of the onlookers, the whirring of the shuttles, and the creaking of the wooden frames as each pressed the thread up into place or tightened the pegs by which the whole was held straight. The excited crowd in the doorway began to see that the skill of both in truth was very nearly equal, but that, however the cloth might turn out, the goddess was the quicker of the two. A pattern of many pictures was growing on her loom. There was border of twined branches of the olive, Athene’s favorite tree, while in the middle, figures began to appear. As they looked at the glowing colors, the spectators realized that Athene was weaving into her pattern a last warning to Arachne. The central figure was the goddess herself competing with Poseidon for possession of the city of Athens; but in the four corners were mortals who had tried to strive with gods and pictures of awful fate that had overtaken them. The goddess ended a little before Arachne and stood back from her marvelous work to see what the maiden was doing. Never before had Arachne been matched against anyone whose skill was equal, or even nearly equal to her own. As she stole glances from time to time at Athene and saw the goddess working swiftly, calmly, and always a little faster than herself she became angry instead of frightened, and an evil thought came into her head. Thus, as Athene stepped back a pace to watch Arachne finishing her work, she saw that the maiden had taken for her design a pattern of scenes which showed evil or unworthy actions of the gods, how they had deceived far maidens, resorted to trickery, and appeared on earth from time to time in the form of poor and humble people. When the goddess saw this insult glowing in bright colors on Arachne’s loom, she did not wait while the cloth was judged, but stepped forward, her gray eyes blazing with anger, and tore Arachne’s work across. Then she struck Arachne across the face. Arachne stood there a moment, struggling with anger, fear, and pride. “I will not live under this insult,” she cried, and seizing a rope from the wall, she made a noose and would have hanged herself. The goddess touched the rope and touched the maiden. “Live on, wicked girl,” she said. “Live on a spin, both of you and your descendants. When men look at you, they may that it is not wise to strive with Athene.” At that the body of Arachne shriveled up, and her legs grew tiny, spindly, and distorted. There, before the eyes of the spectators hung a little dusty brown spider on a slender thread. All spiders descend from Arachne, and as the Greeks watched them spinning their thread wonderfully fine, they ed the contest with Athene and thought that it was not right for even the best of men to claim equality with the gods. Task 5 SMALL GROUP DIFFERENTIATED ACTIVITIES (SGDA) - THE GOLDEN DOOR • •

Form four groups, and work on your assigned task. to share your ideas, thoughts, and experiences with the class.

Group 1 Word Finder Find difficult/unfamiliar words in the selection, and look up the meaning of each through the use of a dictionary or context clues. 71

Group 2 Image Makers Discuss the answers to these questions: 1. What caused Arachne’s fears and failures? 2. How did Arachne try to fight her fear and carry out the conditions of the challenge? 3. How does she feel about her weaving skill? 4. What prevailing mood is conveyed in “Arachne”? Find words/phrases in the selection that convey that mood clearly. 5. What tone is used in the selection? Cite paragraph/s that your contention? 6. Describe how the mood and the tone contribute to the total effect of the story. Group 3 Justifiers Discuss the answers to these questions: 1. 2. 3. 4. 5.

What is the nature of the conflict in Arachne? What does Arachne do that makes it difficult for her to solve her problem? What happens to her as she lives through her experience? What character trait is clearly shown by Arachne? What are some details in the story that will prove that Arachne’s pride is the reason for her downfall? 6. What is your opinion on the characteristics of the following based on their words and actions, especially in dealing with challenges? a. Arachne b. the old woman (Athene) Group 4 Theme Builders

Discuss your answers to these questions: 1. Is the use of poetic justice (a happy ending where a virtue is rewarded and the vice/wrong doing is punished) as a literary device effective in “Arachne”? Explain. 2. Had Arachne changed her attitude, do you think the old woman would have punished her? Explain. 3. Does the story help you understand the value of dealing with challenges? Explain. 4. What generalization or statement about human experience (theme) does the story make? 5. Ponder on the title “Arachne.” In what way does it relate to the theme (general truth or observation about human experience/message) of the selection? 6. Is it used as a symbol to clarify the theme? Explain.

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Task 6 LANGUAGE WATCH A. Which Is Which



Classify the words inside the box, and tell which of them is a conjunction, parenthetical expression, adverb/conjunctive adverb.

exactly still on the contrary in my opinion provided that as long as provided that

apparently however to illustrate most importantly in most cases in like manner to reiterate supposing on the condition that differently as such such that

B. Giving Emphasis



Read the following sentences from “Arachne,” and think about the italicized words / phrases: 1. “I have challenged her to a contest, but she, of course, will not come.” 2. They were terribly afraid as they realized that they stood in the presence of Athene. 3. “Surely, Athene herself must have taught her.” 4. “Therefore, when she heard them murmur, she would stop her work and turn around indignantly.” 5. Arachne was immensely proud of her skill. •

Work in small groups of five (5), and answer the following questions. 1. What do the italicized words / phrases have in common? 2. Do they help in giving emphasis to the action? Prove your point.

• • •

List other examples of these special expressions that signal emphasis. Revisit the box entries in Task 6A. Check the words / expressions in your list against these special words and expressions (that emphasize points) inside the box.

C. Blissful •

Pair up and take turns in answering these questions: 1. Are you confident about your ability to deal with trials and obstacles to your personal goals? 2. How do you overcome your fear when dealing with a difficult challenge? 3. Have you discovered or realized something or felt blissful after you dealt with the challenge? 73

• •

Prove your point by citing examples. Use special expressions to emphasize your point and to clarify your stand.

D. Comfort Zone • • •

Think about this question: Do you believe that sticking to your comfort zone instead of taking risks when you face a challenge is a better decision all the time? For five minutes, think and jot down the reasons why you say so. Include examples to prove your point. Use special expressions to emphasize your point and to clarify your stand.

At this stage, you should have several ideas on why you need to deal with challenges positively. Eventually, you are ready to prove your understanding of how to deal positively with personal challenges and this can be realized by getting involved in real-life tasks.

YOUR DISCOVERY TASKS Task 7 SMALL GROUP DIFFERENTIATED ACTIVITIES (SGDA) BEYOND TEXT- REAL-LIFE EXTENSION • •

Form four groups and draw lots for a task to work on. Share your ideas, thoughts, and experiences with the class.

Group 1 Thematic Funny Home Videos • • • •

Recall examples of funny movies or videos you have watched or viewed. Relate “Arachne” to the movies or videos. Discuss how these movies and selection influence your views on life’s challenging events and circumstances. Report back to class and share your thoughts with other groups.

Group 2 The Best Advice • • • • •

Retain your groupings and list problems that young people like you encounter in dealing with challenges. Pose as guidance counsellors, and think of the advice you would give students on how to manage the problems. Write a short script to illustrate your conversation with your advisees. Use a dialog format and include stage direction. Enact the script.Choose one member to play the role of a guidance counsellor and the rest as troubled young people.

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Group 3 Power Play • • • •

Identify a controversial issue (subject in the news or in personal life) that is related to a personal challenge that you and your groupmates feel strongly about. Discuss how this can be dealt with. Talk about how people might argue against your ideas or how you would defend your point of view. Share and consolidate your ideas.

Group 4 Fact + Opinion = The Best Way to Deal with Challenges • • • • •

Imagine you are living in a world where there are lots of challenges that you’re constantly learning to cope with. Write a reflective journal about the challenges you are facing now and clarify the effects. Present them with factual recounts of incidents to your ideas. Explain what challenges you will expect to find and will try to resolve successfully. Share and consolidate your ideas.

You have finished the enabling activities/tasks at this point. Think about how you can apply or demonstrate your understanding of these ideas and concepts, literary, and language communication skills. What will you do next? Here’s your challenge!

YOUR FINAL TASK Obviously, you are now ready for the major task for this lesson. With your classmates, you will create an impressive photo essay. , you have everything you need to come up with a very impressive photo essay where you’ll use graphics or visuals and text representation / captions. This is another concept that uses comic book format to present information in new ways to make learning fun. For you to make it as the best, you must follow some steps. Here are some ideas for the production of your photo essay. Study the tips before you plunge into it. Keep these points in mind as you go through the process of creating your photo essay.

Task 8 FOR A VIP (VERY IMPRESSIVE PHOTO) ESSAY Form small groups of five (5) and do the following tasks. A.

Connect and Decide • • •

Think about the five top strategies you would do when dealing with personal challenges. Make a ranked list of these ideas, and the reasons for your ranking. Discuss the choices and decide on the top three. 75

•

• • • •

Choose one literary selection (from those you have explored in class) that interests the majority of the group .  Which is most liked?  Which do you feel a close connection with?  Which do you want to read more and enjoy reading in public? Decide which selection is the best for the core or main idea of your photo essay. Make a stand on which of the ways of dealing with these challenges you will use as your photo essay’s main or controlling idea. Choose a surprising incident, interesting question, or character from your chosen literary selections. Use this for your introduction.

B. Scout for Remarkable/Influential Figures •

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From the literary selections you have explored in class, choose at least three characters (e.g., in mythology, classics, or oral tradition) who have made a great impression on you about resolving personal conflicts or who have influenced your outlook in life. Rank them according to your preference. Do a character inventory of the qualities, attitude, or traits of your chosen characters. Highlight three (3) outstanding or dominant traits of these characters that helped them resolve personal conflict. Consider what they have in common and how they differ. Use these to your ideas.

C. Unlimited • •

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•

•

Take a closer look at these samples of photo essay (to be provided by your teacher) and find out how each establishes the tone, mood, and theme of the essay through visuals and text. Since visuals are keys to the meaning of your work, collect photos, pictures (from magazines, newspapers, print ads, commercial ads, journals, etc.), drawings, video segment (if possible), or illustrations that show and relate to the theme or the message of your chosen literary selections. Display these pictures, drawings, illustrations, or video segments. Use the visuals / graphics to highlight the incidents and examples which are used as and evidences for impact. to explain the significance of each illustration or drawing. The text should be serious and straightforward. Your opinion (personal feelings or beliefs) about the characters and the incidents must the drawing or illustration. Organize these visuals and text according to your preference, and establish the connection between and among your visuals, texts, and main idea. Do not forget to show how the visuals and text convey your main idea, then use them to prove your stand about how one can deal with personal challenges. Summarize the ideas you have presented, restate your position or stand, 76

• •

and invite your audience to deal with personal challenges positively. Provide a catchy and meaningful title of your photo essay. Edit, refine, and polish your work. Use the following rubric as your guide.

Criteria

5

Creativity (presents original or unique style to make it interesting) Visual Graphics (uses sound, color, content of photos and graphics that represent the argument and convey persuasive messages) Text Representation Captions (uses words and phrases that call up strong feeling; uses logical and emotional appeal; examples, statistics to prove one’s stand; has convincing tone) Organization (has logically organized arguments, facts, and reasons around a particular point) Impact (convinces the audience to accept the ideas and moves them to action) Total Legend: Rating – Description 5 - Excellent 4 - Very Impressive 3 - Impressive 2 - Needs Revision 1 - Inadequate •

Be open to comments and suggestions.

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4

3

2

1

TOTAL

MY TREASURE This is just the right time for you to think back, reflect, and focus on the essential points of the lesson that you enjoyed, found helpful, and would like to work on further. Keep a record of all of these. Then, add your answers to the following questions: 1. What part of the lesson did you find most difficult/most challenging? 2. Write at least three possible ways/steps you can adopt to overcome this difficulty. 3. Which skills do you hope to strengthen in the next lesson/s? • Write your responses in your journal.

My Journal

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Module 1 LESSON 5 ______________________________________________________________

Winning over Individual Challenges

YOUR JOURNEY Just like the heroes in classic myths and tales, you want to achieve your goal. In doing so, you can’t avoid meeting challenges or tests which you must sur or hurdle. Have you ever found yourself facing a problem which seemed to have no solution? That’s a challenge, of course! One thing is certain; you were able to learn from it. Did you learn the lesson the hard way? Sometimes you feel that the stakes you have to pay are too high, but what matters most is, win or lose, you’ve got to face these challenges head on. You can change the course of your life for the best. At this point, you know that these challenges affect your decisions in life, therefore you need to have control over the decision you make. How important is winning over your challenges? In what ways can winning over these challenges prepare you for a more fulfilling life?

YOUR OBJECTIVES For this lesson, you are expected to: • •

compare new insights to previous learning show appreciation for songs highlighting how to win over challenges

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draw conclusions based on the material viewed

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use formal and informal definition to clarify the meaning of words

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compose a persuasive text expressing one’s stand on an issue

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use modals indicating obligation and necessity

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analyze how characterization contribute to the effective development of the theme

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stress the importance of winning over challenges

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employ speaking techniques in discussion Be reminded that your expected output is to participate in a short but meaningful discussion on winning over personal challenges. It will be based on the following criteria: focus, clarity of ideas, persuasive techniques used, response to questions asked, and language convention.

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YOUR INITIAL TASKS Task 1 CONNECT TO THE CAP Form groups of five. • •

For three minutes, think back and list down the personal challenges you’ve experienced or encountered in your readings. Check them against the entries in the box.

Challenges Affecting Me •

• • • • • • • • • •

Having internal conflict (grappling/struggling against my opposing feelings, beliefs, needs and desires, envy, anxiety, fears, oversensitivity to criticism; idealized image or what I prefer to be or feel ought to be) Comparing self to someone more powerful Deciding where true integrity and loyalty lies Accepting adult responsibilities Overcoming great odds Being caught off guard Being treated unfairly Becoming a victim of prejudice Feeling inadequate/insecure/incapacitated (physical, mental, and emotional attributes) Being overwhelmed by a difficult task Choose a specific example that interests your group, and talk about it. Answer the following questions:  Why is it bad for you?  How does it affect your life?  What are its advantages and disadvantages?  Which challenge would you like to happen or not to happen again?

•

Consider the positive attitudes listed in the following figure.

•

Decide which of these positive attitudes are important for young people like you to win over a difficult challenge. Share your thoughts with the rest of the class.

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Task 2 OUTLOOK TURN UP • Form a triad, and study the drawing.

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Use picture clues and see how it relates to your idea about winning over challenges. Discuss your answers to the following questions:  Does the drawing portray a man of action? Explain.  What can you tell about the person’s personality from the drawing?  Which details in the drawing show how to overcome over individual challenges? List down questions about winning over personal challenges that you still have to ask and answer. Check them against this essential question: Considering today’s context, what can we possibly do to win over challenges? Give tentative answers to the essential question.

Task 3 TUNE IN • Listen to “Roar” by Katy Perry, and find out what it says about challenges. • List down words and expressions that relate to ways we deal with challenges. • Discuss with your partner what the message of the song is all about. Task 4 LOOKING FORWARD • Using the essential question as a focal point, list down what you believe is necessary to learn about how to win over individual challenges. Use the space below for your entries.

My Targets



You are now ready for the next phase of the lesson. 81

YOUR TEXT Task 5 SMALL GROUP DIFFERENTIATED ACTIVITIES (SGDA) UNDERSTANDING THE TEXT Read “How Odin Lost His Eye” as retold by Catherine F. Sellew.

HOW ODIN LOST HIS EYE Retold by Catherine F. Sellew

Once the world was still very young. Odin sat on his throne in the most beautiful palace in Asgard. His throne was so high that he could see over all three parts of the world from where he sat. On his head he wore a helmet shaped like an eagle. On his shoulder perched two black ravens called Memory and Thought. And at his feet crouched two snarling wolves. The great king gazed thoughtfully down on the earth below him. He had made the green land that stretched out before his eyes. With the help of the other gods he had made men and women who lived on that earth. And he felt truly like the All- father he was called. The fair elves had promised they would help his children of the earth. The elves were tiny people who lived between heaven and earth. They were so small that they flit about doing their work unseen. Odin knew that they were the artists who painted the flowers and made the beds for the streams. They took care of all the bees and butterflies. And it was the elves that brought the gentle rain and sun shine to the earth. Even the ugly dwarfs, who lived in the heart of the mountains, agreed to help. They forged iron and metals, made tools and weapons. They dug gold and silver, and beautiful jewels out of the earth. Sometimes they even cut the grain and ground the flour for the farmers on the earth. All seem to be going well. Odin found it hard to think of evil times. But he knew that the frost giants were only waiting for the chance to bring trouble to his children. They were the ones who brought cold and ice to the world and shook the earth in anger. They hated Odin and all the works of the gods. And from high on his throne Odin looked down beyond the earth deep into the gloomy land of his enemies. He saw dark figures of huge men moving about. They looked like evil shadows. He, the king of gods, needs to have more wisdom. It was not enough just to see his enemies. He ought to know more about them. So, Odin wrapped his tall figure in a blue cloak. Down from his throne, he climbed. Down the broad rainbow bridge, he strode and across the green earth till he came to one of the roots of the great evergreen tree. There, close by the tree, was a well full of clear water. Its surface was so still it was like a mirror. In it one could see pictures of things that had happened and things that were going to happen.

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But beside the well sat an old man. His face was lined with the troubles of the world. His name was Mimir, which means “memory.” No one, not even the great Odin, could see the pictures in the well unless he first drank some of its water. Only Mimir could give the magic drink. “Aged Mimir,” Odin said to the old man, “You who hold the knowledge of the past and the future in your magic waters, let me have but one sip. Then, I can know enough to protect the men and women of the earth from the hate of the giants.” Mimir looked kindly at Odin, but he did not smile. Athough he spoke softly, his voice was so deep it reminded Odin of the distant roar of the ocean. “The price of one drink from this well is not cheap,” Mimir said. “And once you have drunk and gazed into the mirror of life, you may wish you had not. For sorrow and death as well as joy are pictured there so you should think again before you ask to drink.” But once the king of the gods had made up his mind, nothing could change it. He was not afraid to look upon sorrow and death. “What is your price aged Mimir?” Odin asked. “You are great and good, Odin,” answered Mimir. “You have worked hard to make the world. Only those who know hard work may drink from my well. However, that is not enough. What have you given up that is very dear to you? What have you sacrificed? The price of a drink must be a great sacrifice. Are you still willing to pay the price?” What could the king of the gods sacrifice? What was most dear to him? Odin thought of his handsome son, Balder, whom he loved most in the world. To give up his son would be like giving up life and all that was wonderful around him. Odin stood silent before Mimir. Indeed that would be a high price! Then, Mimir spoke again. He had read Odin’s thoughts. “No, I am not asking for your dear son. The fates say his life must be short, but he has time yet to live and bring happiness to the gods and the world. I ask for one of your eyes.” Odin put his hands up to his bright blue eyes. Those two eyes had gazed across the world from his high throne in the shining city of the gods. His eyes had taught him what was good and beautiful. What was evil and ugly? But those eyes had also seen his children, the men and women of the earth, struggling against the hate of the giants. One eye was a small sacrifice to win knowledge of how to help them. And without another thought, Odin plucked out one of his blue eyes and handed it to Mimir. Then, Mimir smiled and gave Odin a horn full of the waters of his well.

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“Drink deeply, brave king, so you may see all that you wish in the mirror of life.” Odin lifted the horn to his lips and drank. Then, he knelt by the edge of the well and watched the pictures ing across its still and silent surface. When he stood up again, he sighed, for it was as Mimir had said. He had seen sorrow and death as well as joy. It was only the glorious promise at the end that gave him courage to go on. So Odin, the great king of the gods, became one-eyed. If you can find Mimir’s well, you will see Odin’s blue eye resting at the bottom. It is there to remind men and women of the great sacrifice he made for them. • •

Form small groups of six, and work on your assigned task. to share your ideas, thoughts, and experiences with the class.

Group 1 Vocabulary Hunt • • • • •

Look for difficult words found in the selection “How Odin Lost His Eyes.” Use a dictionary to find their denotative meaning, and then share how you understand each word (connotative meaning). Describe each word to other groups by using words and gestures. Ask of other groups to identify the word you’re describing. Repeat the process until the last difficult word is clear to all.

Group 2 The Power of C2 (Conflict and Character) •

Discuss the answer to the following questions. 1. What internal conflict has Odin experienced as he faced Mimir? Look for phrases and sentences that express his duty to his family particularly to his son) and duty to his people. Write this conflict in the chart below. Conflict in “How Odin Lost His Eye” Duty to his family (son) Duty to his people

•

Focus on character change and use the dialogue or the character’s experiences with the ing character/s to your answers. 1. Do you consider Odin as a hero? Why or why not? 2. Does he only think of himself or other people? Why does he think that way? 3. Consider Odin’s desire. Does it serve as an opportunity to prove he can face the challenges? 4. How did the character succeed over his challenges? What did he learn from the experience? 5. Was there a change in his actions, thoughts, feelings, and attitude, or did he remain the same till the end? 84

Group 3 Lasting Virtue 1. What do Odin’s actions and traits reveal about human nature? 2. What behavior (ired or condemned by gods) has been illustrated or featured in “How Odin Lost His Eye”? 3. Are the virtues highlighted still observed these days? Prove your point. 4. Which of the characters do you like best? Did he promote an enduring virtue that can be applicable even today? In what way? 5. Do you think Odin’s attitude would be helpful to win over our personal challenges? Explain. 6. From which of the characters do you think you learn the most valuable lesson? Why? 7. Which of the characters consistently portrayed a positive attitude of winning over challenges? 8. How did the last part surprise you? Explain. Group 4 Thinking It Through 1. 2. 3. 4. 5.

What details from the story made a powerful or lasting impression on you about winning over challenges? Explain how they can make you a better person. What lessons did you learn about overcoming challenges? How does “How Odin Lost His Eyes” help you understand your world? Will your life change from what you learned? How? Explain how your perception has changed and what you plan to do from now on. Which of the following ways will you adopt to win over your challenges? Why?

Having strong Determination Doing Hard work Defending your beliefs Jumping over limitations Making personal adjustments Using struggles as opportunities Standing up your ground for your beliefs Using temporary solution Being strong bear up the colds Group 5 Theme Connection • • •

Point out which of the ways above are easy, difficult, or not very important choices to make in order to win over a difficult challenge. Explain why it is important to read and discuss myths, tales, legends, or other stories. How will you convince or persuade others to agree with you that it is important to read and discuss traditional literatures? Explain why it is important to practice and to uphold these ways.

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Group 6 Winning Appeal • •

•

Recall how the myths, legends, tales, and other stories you have encountered in class appeal to you. Analyze which of the following persuasive techniques in myth is employed in “How Odin Lost His Eyes,” and in your chosen myth. 1. Her appeal – the character is the only one who can do the job. 2. Basic humanity appeal – the character is really a good person who is not afraid to do something or he is the only one who has a good solution to the problem. 3. Promise appeal – the character is offered some kind of reward for doing something. Explain which techniques are still used in today’s persuasive writing and speaking.

Task 6 LANGUAGE LINE A. Sense of Value •

•

Read the following sentences from “How Odin Lost His Eye.” 1. “Odin, the king of the gods, need to have more wisdom.” 2. “He ought to know more about his enemies.” 3. “The price of a drink must be a great sacrifice.” 4. “You should think again before you ask to drink.” Form a triad, and answer the following questions. 1. What do the italicized words have in common? 2. How are they positioned in the sentences? 3. Which of them indicates a sense of obligation? a. a necessity? b. a prohibition, disapproval of something that was done in the past? 4. How do we call these expressions? 5. How do they help in communicating messages?

B. Saving Grace

Pair up and take turns in answering these questions. 1. Why do you need to sacrifice something to help the people you love? 2. Why must you struggle against the forces of evil or why is it necessary to win over challenges? 3. Whom must you turn to or consult in order to win over your challenges? 4. How does he/she help you win over challenges? 5. What must be taken into consideration for you to turn challenges to opportunities? 6. How must you proceed in winning over challenges? 86

C. Rewarding

• •

Write at least five desirable traits or habits you need to develop, and five undesirable traits or habits you ought to weed out. Write a short paragraph persuading others on the importance of developing these desirable attitudes and weeding out the undesirable habits to win over challenges. Use this title: Habits and Traits to Develop or to Weed Out in Order to Win over Challenges. Clarify your stand and use words that appeal to reason or emotion. to use the appropriate modals.

the following points. Modals are auxiliary verbs performing specific functions like: • Must – expresses obligation • Need to – indicates necessity • Should and ought to – express sense of obligation to do or to become something • Shouldn’t or should not have or ought not – indicate prohibition, or disapproval of something that was done in the past

At this stage, you should have several ideas on the value of dealing with challenges positively. Eventually, you are ready to prove your understanding of winning over personal challenges and this can be realized through getting involved in real-life tasks.

YOUR DISCOVERY TASKS Task 7 • Form six groups, and work on your assigned task. • to share your ideas, thoughts, and experiences with the class. Group 1 Striking Lines • Re read “How Odin Lost His Eye,” and choose memorable lines. • Explain how these lines can help you win over your challenges in life. • Be open to comments and suggestions. Group 2 Follow Up • • •

Think of another story, television program, movie, or real-life experience which portrayed a lesson about winning over challenges. Explain how it is similar to “How Odin Lost His Eye.” Be open to comments and suggestions. 87

Group 3 The Gift • •

•

Imagine that your best friend or your loved one will celebrate his/her birthday. Think of a gift you can give him/her in the form of an advice on how to win over a challenge. Revisit the box entries in Ways to Win over Challenges, (Task 5 Group 4) and choose one or two which you believe would be appropriate for your friend’s or relative’s need. Design a gift box following the illustration and the instructions.

•

Be open to comments and suggestions.

•

Group 4 The Power of a Song • • • • •

Think of a simple tune (rap song) or a folk song ( sung to highlight the important experience of common people. It is a part of folk traditions of most countries). Share any folk song you know that highlights the value of winning over challenges. Does it persuade you to win over challenges? How does it give inspiration to people? Sing it before the class. Be open to comments and suggestions.

Group 5 What Always Worked • • • • •

Find ads/commercials that use fair or unfair persuasive techniques. Present them to the class. Point out parts/elements of the ads/commercial that use fair or unfair persuasive techniques. Explain the effect of these persuasive techniques. Be open to comments and suggestions.

Group 6 Thoughts for Today •

Write whatever is in your wildest imagination about the following:  kind of challenge you don’t want to meet or do when you leave this room  the challenge you (more than anything else in the world) prefer to meet, when you walk out of this room 88

• • •

Give reasons to your responses. to use modals in sharing ideas, thoughts, and experiences about winning over individual challenges. Be open to comments and suggestions.

You’ve finished the enabling activities/tasks at this point. Think about how you can apply or demonstrate your understanding of these ideas, concepts, literary and language communication skills. What will you do next? Here’s your challenge!

YOUR FINAL TASK Task 8 LIFE SKILLS CONNECTION • •

Read the following excerpt from “The Koran” as translated by N.J. Dawood. Find out what it says about challenges in life as well as our attitudes toward them.

COMFORT

from The Koran translated by N.J. Dawood

In the name of Allah the Comionate, the Merciful Have we not lifted up your heart and relieved you of the burden which weighed down your back? Have we not given you high renown? Every hardship is followed by ease. Every hardship is followed by ease. When your task is ended, resume your toll, and seek your Lord with all your fervor. --- Sura 94 • •

•

Think back of literary characters who serve as models of moral values that are shared, preserved, and survived. Answer the following questions: 1. What does the verse say to those experiencing challenges? 2. How does one face hardship? 3. What is the verse trying to persuade you to think or do in response to the challenges in life? 4. What kind of appeal (emotion or reason) does the writer seem to favor? 5. Does the author convince you to accept his position? Why? 6. Which part is specially convincing? Explain. Give examples of catchy hook (words that strongly appeal to emotion) used in the excerpt, and talk about how they persuade you to win over challenges.

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Task 9 Giving Your Best This time you will participate actively in a discussion. to use the skills you’ve learned for you to give your best. Here are some ideas for your discussion. Do the following: •

• •

• • •

•

•

Form a of 5 to 6 (1 chairman and 5 ists or discussants)  The chairman serves as the facilitator who sees to it that the discussion proceeds smoothly; as an initiator who starts the discussion through a question or asks one in the group to start the discussion; or a clarifier who makes clear any vague responses during the exchange.  The summarizer is the one who gives the summary during the discussion or at the end of the discussion. Prepare for a discussion by choosing the best way to win over challenges.  What is the best way to adopt in order to win over challenges?  Do you think this will help you in persuading others? Develop set of questions to be asked during the discussion.  Decide which question your group will tackle, how you’ll assign the questions among the group , and how long should each discuss and talk.  Conduct research (if possible), and take notes of the possible answers to the questions.  Focus on its impact, effects, and solutions. Elect a leader and assign roles to the chairman and the ists or the discussants, the then establish rules for the . Plan on the points to be covered during the discussion by preparing an outline. Revisit the features of and the required format for a discussion:  Have opening remarks by a chairperson to set the purpose.  Introduce the issue in the form of a question, a statement, or a situation and supply some background.  Introduce the speakers or (pose as experts on the subject being discussed).  Present the ’ different points of view on the aspects of the issue.  Have informal exchange of comments, additional details, and rebuttals to reinforce meaning of the issue.  Allow the audience to ask questions and to give comments. to apply the following conventions and strategies in group speaking.  Sharing points or information from observations and interview. (if possible)  Adding extra details to what others shared (use graphs or charts)  Asking questions and clarifications of a designated discussant or speaker  Challenging a statement  Giving an opinion  ing personal opinion with evidence  Respecting all opinions and consider them justified. End the discussion by summarizing the s’ views and have an evaluation of the participants’ performance. 90

• •

Use the following rubric as your guide.

Criteria 5 4 Focus (concentrates on a specific topic that is clear, significant, and able) Teamwork (manifests coordination and collaboration among the ists to clarify the topic at hand) Persuasive Techniques (uses logical and emotional appeals; avoids fallacies) Clarity of ideas (clearly presents reasons, facts, and opinion as s) Response to questions asked (thinks before speaking; presents relevant ideas; clearly uses evidences; gives reasons) Language Convention (uses simple, direct, concise, and clear expressions free from errors; articulate responses clearly) Total

3 2 1 TOTAL

Legend: Rating – Description 5 - Excellent 4 - Very Impressive 3 - Impressive 2 - Convincing 1 - Beginning Formula = F + T + P T + C + R + L = Total / 6 = 6

MY TREASURE

The Magic Five Reflect on how you performed in this lesson, and make a plan on how to improve your language communication skills. Use the following sentence starters: 1. The new concepts / skills I learned from this lesson are _______________ __________________________________________________________ 2. The skill/s I must improve is/are _________________________________ __________________________________________________________ 3. The following are the steps I can take to improve ___________________ __________________________________________________________ 4. ______________________________ help me achieve my target for this lesson. 5. I expect to be a _____________________________________________ __________________________________________________________. • On your journal, quickly write these essential points or post them on the facebook wall or twitter. • Encourage others to make comments on the posted material for words of encouragement. •

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Module 1 Lesson 6 ______________________________________________________________

Turning Challenges to Opportunities

YOUR JOURNEY Have you ever been asked by someone to choose between a perfect world filled with joys and devoid of troubles or conflicts or a world full of pains but with lots of choices as cures? You know that you can’t escape troubles, conflicts, and pains as challenges you have to face. How do you face these struggles or challenges of different kinds? Perhaps, you have tried a lot of ways to win over them like when you face situations too difficult or too painful to handle, you have to adjust to protect yourself from a perceived threat. That’s great! How do challenges affect you? It’s true that challenges can be frightening, but they can be turned into opportunities for you to discover more about yourself, others, and the world. Apparently, this is the right time for you to start with it since in this lesson, you are to demonstrate how to turn challenges to opportunities.

YOUR OBJECTIVES For this lesson, you are expected to: • compare new insights with previous learning • draw generalizations and conclusions from the materials viewed • use denotation and connotation to clarify meanings of words • appraise literature as a way of expressing and resolving one’s personal conflicts • state the effect of a literary piece in one’s value system • use appropriate modals to express simple futurity and willingness • determine the effectiveness of argument, how to use , and clarify the stand of the speaker • employ the techniques in public speaking to convey ideas • write a short persuasive text using persuasive techniques

Be reminded that your expected output is to present a short but powerful persuasive essay on turning challenges to opportunities. The rating of the persuasive essay should be based on the following criteria: focus/content, persuasive techniques used, development/ organization, clarity of ideas, emphasis, language mechanics, and convention.

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YOUR INITIAL TASKS Task 1 I Always Connect Game • Form three groups. • Think about ways to win over challenges. • In ten minutes, list all the possible ways that you know in order to win over challenges. • Draw lots to know which group will respond first. • Allot ten seconds for each step. Other groups may steal if the first try isn’t correct. • Give 5 points for each correct answer. • Repeat the process until the last entry is given. • Declare the group with the most number of points as the winner. • Check the responses against the list of ways to win over challenges (inside the box).

Ways to Win Over Challenges it mistakes Face the conflict Emphasize one’s positive traits Use struggles as opportunities Use temporary solutions Make personal adjustments •

•

Rank the ways to win over challenges in their order of importance before answering these questions. 1. Which of the enumerated ways of winning over challenges have you practiced already? 2. Were you successful in doing so? Prove your point. Share your responses with your classmates.

Task 2 VIEW AND MAKE GENERALIZATION • •

View the drawing, or the video clip of “One-Armed Young Lady and a OneLegged Young Man” (a very unique and unequalled ballet performance) and see how it relates to challenges and opportunities. Use the details of the drawing and the video clip’s clues to get an idea on how one can turn challenges to opportunities.

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•

Look closely at the drawing and reflect on what it implies by answering these questions:  Does it remind you of something or someone you’ve heard or met in real life?  What does this drawing suggest about challenges and opportunities?  Which details in the drawing show the importance of turning challenges to opportunities?  What questions about turning challenges to opportunities do you still have in mind?

Task 3 THREE IN CONTROL • • •

Form triads, and list down at least three questions about challenges and opportunities that you hope to be answered in this lesson. Take turns in sharing these questions, and find out what these questions have in common. Check them against this essential question: How do I turn challenges to opportunities?

Task 4 MAPPING THE TARGETS •

Using the essential question as a focal point, make a map by listing what you expect and hope to learn in this lesson. MAP OF MY TARGETS What I ______________________________ to learn. Expect



Hope

You are now ready for the next phase of the lesson.

YOUR TEXT Perhaps you have experienced facing a problem which seemed to have no solution at all. How did you resolve the problem? Did someone give you helpful advice? Read, “From The Analects” by Confucius, as translated by Arthur Waley for you to find out how these questions are to be answered. 94

From the Analects by Confucius

translated by Arthur Waley

The Master said, “To learn and at due times to repeat what one has learnt, is that not after all a pleasure? Those friends should come to one from afar, is this not after all delightful? To remain unsoured even though one’s merits are unrecognized by others is that not after all what is expected of a gentleman?” The Master said, “A young man’s duty is to behave well to his parents at home and to his elders abroad, to be cautious in giving promises and punctual in giving them, to have kindly feelings towards everyone, but seek the intimacy of good. If, when all that is done, he has any energy to spare, and then let him study the polite arts.” The Master said, “The good man does not grieve that other people do not recognize his merits. His only anxiety is lest he should fail to recognize theirs.” The Master said, “He who rules by moral force is like the Pole star, which remains in its place where all the lesser stars do homage to it.” The Master said, “If out of three hundred songs I had to take one phrase to cover all my teaching, I would say, Let there be no evil in your thoughts.” The Master said, “Govern the people by regulations, keep order among them by chastisements, and they will flee from you, and lose all self-respect. Govern them by moral force, keep order among them by ritual, they will keep their self-respect and come to you of their own accord.” Meng Wu Po asked about the treatment of parents. The Master said, “Behave in such a way that your father and mother have no anxiety about you, except concerning your health.” The Master said, “A gentleman can see a question from all sides without bias. The small man is biased and can see a question only from one side.” The Master said, “You, shall I teach you what knowledge is? When you know a thing, to recognize that you know it, and when you do not know a thing, to recognize that you do not know it. That is knowledge.” The Master said, “High office filled by men of narrow views, ritual performed without reverence, the forms of mourning observed without grief—these are things I cannot bear to see!” The Master said, “In the presence of a good man, think all the time how you may learn to equal him. In the presence of a bad man, turn your gaze within!” The Master said, “In old days, a man kept hold on his words, fearing the disgrace that would ensue should he himself fail to keep pace with them.” The Master said, “A gentleman covets the reputation of being slow in word but prompt in deed.” 95

The Master said, “In old days, men studied for the sake of self-improvement; nowadays men study to impress other people.”

The Master said, “A gentleman is ashamed to let his words outrun his deeds.”

The Master said, “He who will not worry about what is far off will soon find something worse than worry close at hand.” The Master said, “To demand much from oneself and little from others is the way (for a ruler) to banish discontent.” Task 5 SMALL GROUP DIFFERENTIATED ACTIVITIES FOR THE STAKES • •

Form small groups of eight (8), and work on your assigned task. to share your ideas, thoughts, and experiences with the class.

Group 1 Meaningful Search Analects are literary extracts or selected ages from literary or philosophical works especially from a published collection. They share a lot of qualities with other meaningful pieces of writing, so expect to find words which are rich in meaning. • • • • •

Look for difficult words from the selection. List all of them, and give their denotative (specific, dictionary) meaning. Give also the connotative (suggested idea and feelings or overtone) meaning for each word. that connotative meaning is very important in persuasive writing. Connotation or shades of meaning can be positive or negative. Choose at least five words in the selection which have strong connotation. On your paper, copy the table as shown below and fill it out with appropriate entries.

Difficult Words e.g. 1. disgrace 2. 3. 4. etc.

Denotative Meaning dishonor

Connonative Meaning

Words with Strong Connotation

loss of self-respect

Group 2 Theme Connection 1. Try this: Are there key phrases/sentences from “The Analects” of Confucius that say something about people’s challenges and opportunities?

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• On your paper, copy the figures as shown below and list these words/ groups of words that suggest challenges and opportunities.

OPPORTUNITIES

CHALLENGES

•

Point out which of these challenges and opportunities you have already encountered, then share their effects in your life. Copy the figure as shown and fill it out with entries called for.

Encountered Challenges and Encountered Opportunities Challenges and

Effects of Challenges Effects of Challenges and and Opportunities Opportunities

Opportunities

• •

Assign one member of the group to pose as a speaker persuading others to agree with your ideas. Be open to comments and suggestions on how to enhance a persuasive speech.

Group 3 Taking a Stand - For or Against • Consider the argument presented in the selection “From the Analects” by Confucius. • Use the following questions as your guide: 1. What is the selection trying to persuade you to think or do? 2. What evidence does Confucius use to his position? 3. Which ages argue for or against the use of challenges as opportunities? Write these ages in the following table: For

Against

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• •

4. Can they be used effectively as s or examples in a persuasive speech? that a persuasive speech presents evidences or examples as s in order to move people to action or to make them agree/disagree with your stand or belief. Play the role of a speaker persuading others to agree with you. Be open to comments and suggestions on how to enhance a persuasive speech.

Group 4 Thinking It Through •

• •

Use the following questions as your guide: 1. What kind of conflict / challenge is reflected in the statement below? “In the presence of a good man, think all the time how you may learn to equal him. In the presence of a bad man, turn your gaze within!” 2. Does a good man only think of himself or other people? 3. What other values are highlighted in the selection? 4. Why is it important to learn how to practice them? 5. Consider the stand of the Master regarding practicing moral values. Do they serve as opportunities for us to prove we can really face and overcome our challenges? 6. Do you think humility would help in solving today’s problems? Explain how it can be an effective solution to each problem. Assign one member of the group to pose as a speaker persuading others to agree with your ideas. Be open to comments and suggestions on how to enhance a persuasive speech.

Group 5 Taking Challenges as Opportunities • •

• • • •

Look for interesting words or group of words that express the possibility of turning challenges to opportunities. Use the following questions as your guide. 1. Which ages reveal something about turning challenges to opportunities? 2. Which of the ages provide the most valuable insight? 3. How do you feel about these ages? 4. Considering today’s context, what can we possibly do to turn these challenges to opportunities? Cite a true-to-life situation that exemplifies the possibility of turning a challenge to an opportunity. Plot your responses in the table. Assign one member of the group to pose as a speaker persuading others to agree with your ideas. Be open to comments and suggestions on how to enhance a persuasive speech.

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ages from “The Analects” that reveal Turning Challenges to Opportunities

Feelings Evoked

The Most Valuable Insight

Feelings Evoked

Turning a Challenge to an Opportunity

Group 6 Enduring Experiences

Discuss your answer to these questions. 1. What have you learned from Confucius’ “The Analects” that made you see yourself in another light? 2. How would you react to the situation described by the Master if you were one of these persons (gentleman, young man, good man, worrier, ruler)? 3. Assign one member of the group to play the role of a speaker persuading others to agree with your ideas. 4. Be open to comments and suggestions on how to enhance a persuasive speech.

Group 7 Making Personal Adjustments

Focus on the entries in the box, and discuss the answer to the questions after it. maintain flexibility take stock of oneself periodically discuss yourself with a friend confide to an older person view yourself objectively make an inventory of yourself (positive, negative emotional traits and habits) understand your basic skills capitalize on your strengths or good points. 1. Which of the suggested ways to turn challenges to opportunities in the box are found in the selection? 2. Do all of these ways stay the same over a period of time? • Talk about how these can help solve today’s problems. • Assign one member of the group to play the role of a speaker persuading others. • Give comments and suggestions on how to enhance a persuasive speech. 99

Task 6 LANGUAGE PATROL A. Like a Disciple Read this short parable and answer the questions after it. From Zen Parables: The Thief Who Became a Disciple translated by Paul Reps

One evening as Shichiri Kojun was reciting sutras, a thief with a sharp sword entered, demanding either his money or his life. Shichiri told him, “Do not disturb me. You may find the money in that drawer.” Then he resumed his recitation. A little while afterward, he stopped and called: “Don’t take it all. I will need some to pay the taxes with tomorrow.” The intruder gathered up most of the money and started to leave. “Thank a person when you receive a gift,” Shichiri added. The man thanked him and made off. A few days afterward, the fellow was caught and confessed, among others, the offense against Shichiri. When Shichiri was called as a witness, he said, “This man is no thief, at least as far as I’m concerned. I gave him the money and he thanked me for it.” After he had finished his prison term, the man went to Shichiri and became his disciple. 1. 2. 3. 4. 5. 6.

Who faced the challenge? What was the challenge? How did the character win over his challenge? How is poetic justice (good triumphs over evil ) used in the selection? What did the thief learn from the experience? What do you find surprising in these two responses of Shichiri to the thief? a. “Do not disturb me. You may find the money in that drawer.” b. “Don’t take it all. I will need some to pay the taxes with tomorrow.” 7. Do they exemplify the importance of taking challenges as opportunities? Explain. B. Looking Ahead Reread the following statements lifted from “The Analects” and “Zen Parables: The Thief Who Became a Disciple,” then consider how the underlined words are used. 1. “Don’t take it all. I will need some to pay the taxes with tomorrow.” 2. “His only anxiety is lest he should fail to recognize theirs.” 3. I would say, “Let there be no evil in your thoughts.” 4. “They will keep their self-respect and come to you of their own accord.” 5. “You, shall I teach you what knowledge is?” 100

Form a triad, and answer the following questions. 1. What do the italicized words have in common? 2. Where are they positioned in the sentences? a. Which of them indicates simple futurity and obligation? b. Which of them expresses:  simple futurity and willingness?  invitation or past possibility?  future possibilities mixed with doubt and uncertainty and used in reported speech for past time? 3. What do we call these expressions? 4. How do they help in communicating messages or lesson in life? C. Using Modals that modals are used as auxiliary or helping verbs with special functions. • • • • • •



Shall indicates simple futurity and obligation. Should expresses past obligation. Will expresses simple futurity and willingness. Would expresses invitation or past possibility. Might is used in reported speech for past time. May expresses future possibilities mixed with doubt and uncertainty.

Pair up and take turns in answering these questions. to use modals. 1. Which ages from “The Analects” and from “Zen Parables: The Thief Who Became a Disciple” respond to the needs of our time? 2. Which ages show that they hold peoples’ heritage or bedrock of enduring virtues like the propaganda (promotion, advertising)? 3. Which details from the ages make a powerful impression on you? 4. What connections can you make between the selections and your world?

D. Alter ego • Pretend that you are a very successful person. Who are you pretending to be? You were invited to speak on your views on the possibility of turning challenges to opportunities. Inspire your audience by citing true-to-life experiences. to use logical and emotional appeal as your persuasive strategies. Use modals whenever necessary. • Be open to comments and suggestions. Getting involved in real-life tasks will surely give you hands-on, and minds-on activities to enrich your understanding of how to win over challenges.

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YOUR DISCOVERY TASKS Focusing on your target to become a healthy and developed young adult, you must capitalize on your strengths and capabilities to direct challenges to opportunities at all costs. With these in mind, you have to form four big groups and complete the following tasks. Task 7 SMALL GROUP DIFFERENTIATED ACTIVITIES LEADING TO COMPLETION



Group 1 In Another Dimension • • • •

Imagine Confucius was with you and he advised you to make changes in your life. From what you have learned, how would you heed his advice? Explain how your perceptions have changed and what you plan to do. to use logical and emotional appeal as your persuasive strategies. Use modals whenever necessary. Assign one member of the group to play the role of a speaker persuading others to agree with your ideas. Give comments and suggestions on how to enhance a persuasive speech.

Group 2 Spotlight to Follow Up • • • • •

Think of someone who really inspired you to turn challenges to opportunities. Explain how he/she influenced your way of thinking, your decision, and your philosophy in life. Relate him/her to an object/plant/animal. What could symbolize him/her? Explain. Assign one member of the group to play the role of a speaker persuading others. Give comments and suggestions on how to enhance a persuasive speech.

Group 3 Connecting to Today • •

• • •

Recall a selection that highlights the importance of turning challenges to opportunities in order to preserve honor, humility, and other positive attitudes. Think of how the literary character (lead or ) would respond to the pressing news about the regression in practicing positive values like self-respect, respect for others, and humility that results in crimes and evil happenings. Choose one news about an issue that stands out. Role play how the character might respond to the news. Give comments and suggestions on how to enhance a persuasive speech.

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Group 4 Inner Speech • • • • • • • • •

Think of a problem you have and consider turning this challenge to opportunity. Use it as your argument. State your opinion clearly. Talk about the reasons why it is important to consider this problem as an opportunity. Give examples to your argument. Use logical or emotional appeal for your audience to believe you. End your speech by a strong position statement that restates your stand and calls your audience to action. Assign one member of the group to play the role of a speaker persuading others. Give comments and suggestions on how to enhance a persuasive speech.

You’ve finished the enabling activities/tasks at this point. Think how you can apply or demonstrate your understanding of these ideas and concepts, literary and language communication skills. Do you find them valuable? What will you do next? Here’s your challenge! YOUR FINAL TASK Now, you are ready on your major task for this lesson. With your classmates, you will create a short but powerful persuasive essay. First, let’s have this one. Task 8 LIFE SKILLS CONNECTION A. Preparation for My Target

Read the following essay, and answer the questions after it. Practice and Uphold Positive Attitude by Lee Em

I strongly believe that we must come together to practice and uphold positive attitudes toward work, life, and challenges. This should be done from initial impulse to completion like what we observe in a myth. From the presentation of the target, problem, test, and stakes up to conclusion, the character in a myth displays and exemplifies these positive attitudes. the saying, “The best measure of a man is not what he says he can do but what he does.” This is absolutely true. Let us recall what happened between the Master and the thief in “Zen Parables.” The thief who was then a man who followed a crooked path in life turned otherwise because he learned from the Master what it takes to be a man. He was treated with respect and trust by the Master so he opted to follow the Master’s path. Again this exemplifies the maxim, “Respect begets respect.”

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He decided to be Shichiri’s disciple. He was inspired by Shichiri who lived a life of truth and a life full of positivism. He had practiced it in dealing with other people without discrimination. The Master was able to model what it takes to respect, trust, and show love to other people. This is a positive attitude that we must put into action whoever we are, wherever we are, and whenever necessary. Doubtlessly, this will make our lives better. There is a strong possibility that this can make this world a better place to live in after all. This is an opportune time for us to practice it. Don’t think otherwise, come on! So what are we waiting for? Let’s give it a try! Questions: 1. What three basic parts are clearly presented in the essay? 2. How are these parts organized? 3. What does each part contain? 4. Does the essay try to influence you to accept an idea, or adopt a point of view or perform an action? 5. What is the writer trying to persuade you to think or do? 6. Does the writer use strong and relevant evidences to claim? Prove your point. 7. Is the purpose stated clearly? Prove your point. 8. Is persuasive language used? Cite parts to your contention. 9. Which kind of appeal (emotion, reason, morale) does the writer use? Prove your point. 10. Is her argument logical? Explain. 11. Does she convince you to accept her position? 12. What evidence does the writer use to her opinion? 13. What kind of essay is this? , you have everything you need to come up with a persuasive essay. For you to make it as the best, follow some steps. Here’s how you can write a short but powerful persuasive essay. Now try this. B. A Call Up for Order Box Game • • • • • • •

Form three big groups, and assign at least three representatives from each group before you read the nine entries in the box. Determine their correct order in a persuasive text. Draw lots to know which group will respond first. Allot ten seconds for each step. Another group may steal if the first try isn’t correct. Give 5 points for each correct answer. Repeat the process until the last entry is given. Declare the group with the most number of points as the winner. 104

___Addressing the Audience ___Adding s (reasons, examples) ___Choosing a Subject ___Clarifying Your Purpose ___Drafting ___Revising and Polishing ___Sharing through the EQS ___Using interesting question, quotation, and anecdote for introduction • Check your responses against the following steps. C. Steps in Writing Persuasive Essay 1. Choosing a subject • Recall the myths, legends, or tales you have read. • Decide which of these myths, legends, or tales has the most interesting way of presenting how to deal with personal challenges. • Choose from the myths, legends, or tales, a god or a character who has the most interesting role/way in facing personal challenge. Recall and quote lines/ages from the stories, essays, or poems that influenced your understanding about life’s meaning. • Use the character as your subject. • Write a single sentence that states your opinion about your subject. 2. Addressing the audience you are trying to persuade 3. Clarifying your purpose D. Drafting 1. Watch out for special expressions or opinion signals. • to use these words to emphasize points and reveal personal judgment or viewpoint that signal opinion. think against for example most likely exactly all

believe reason furthermore undoubtedly fortunately none

should feel always definitely best none

for must in addition worst everybody

2. Add an interesting question, quotation, or an anecdote for the introduction. 3. Use reasons, examples as s • Jot down all reasons (at least six) why you think the character has the most interesting role. • Write how the elements of the myth, tale, or legend or the qualities of the character/god show the lasting appeal and use them as 105

evidence or . Think about a time when they faced a challenge.  What happened?  How did you feel about it? • Give reasons to help readers your stand. • Use factual and opinion statements. • Summarize your main reasons. • Use the last sentence to further persuade your reader or to agree with you, or invite your readers to action. E. Sharing through the EQS (Encourage, Question, and Suggest) • • • • •

•

Pair up and exchange drafts for peer checking. Emphasize the good points. Be specific. Ask for more information when something is not clear. Use these questions as your guide:  What is the writer trying to persuade you to think or do?  Is the main point and the writer’s purpose clearly stated?  Are there evidences to the position?  Do the evidences convince you to accept the position?  Did he/she appeal to your emotion or reason?  Are there introduction, body (reasons), and concluding paragraphs?  Are there important details/reasons that are missing or points to be deleted? Use the following rubric as your guide for assessment. Criteria

5

Focus/Content (states clear position at the beginning until the end of the work; topic captures the reader’s attention) Persuasive Techniques Used (uses strong and effective persuasive techniques and details the thesis and the stand of the writer) Development/Organization (has strong organizational plan; has logically arranged statements from the most important to the least important or vice versa; develops the topic thoroughly with examples and s) Clarity of Ideas (presents clear and sound arguments and evidences are authentic) Emphasis (has interesting and attentiongrabbing introduction; has strong conclusion that includes a call to action) 106

4

3

2

1

Total

Language Mechanics and Convention (displays minor error in spelling, punctuation, grammar and they varied in structure)

Total Legend: Rating – 5 4 3 2 1 -

Description Excellent Very Impressive Impressive Convincing Beginning

Formula = F + T + PT + C + R + L = Total / 6 = 6 •

Suggest ways on how to make the persuasive essay powerful.

F. Revising and Polishing • • • • •

Add needed information. Delete unnecessary information. Clarify the details. Organize your essay. Write the final copy of your persuasive essay.

G. Publishing Publish your work in any school prompt or send it through email or blog.

MY TREASURE Now is the right time for you to reflect and focus on the essential points of the lesson that you: • • •

enjoyed found helpful would like to work further on.

Keep a record of all of these. •

Add your answers to the following questions: 1. What is the most difficult and the most challenging part in this lesson? 2. Write at least 3 possible ways/steps you can adopt for you to deal with. 3. What skill do you hope to strengthen in the next lesson/s?

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• Complete the chart as shown with entries called for.

enjoyed

Essential points in the lesson that I found helpful would like to found most hope to work more on difficult strengthen

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intend to adopt